Brassica by G. Rakow (auth.), Professor Dr. Eng-Chong Pua, Professor Dr.

By G. Rakow (auth.), Professor Dr. Eng-Chong Pua, Professor Dr. Carl J. Douglas (eds.)

Recent advances in plant mobile and molecular biology have opened new avenues for the development of crop vegetation within the genus "Brassica" - oilseeds and greens of globally fiscal significance. This quantity stories advances in a number of parts of "Brassica" biotechnology. It covers using rapid-cycle brassicas, tissue tradition and gene move, molecular genetics, biotic and abiotic tension resistance, and molecular farming. members are world-leading overseas "Brassica" researchers. the quantity is a useful reference for plant breeders, researchers and graduate scholars within the fields of plant biotechnology, agronomy, horticulture, genetics, and cellphone and molecular biology.

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For WFP to be useful as a system to teach methods of agricultural biotechnology, an efficient transformation protocol is needed. A number of different varieties of Brassica have already been transformed (Thomzik 1995; de Vries and Wackernagel 1998), but most of these are B. napus canola varieties. B. rapa has been more difficult to transform, primarily because it is recalcitrant to regeneration from tissue culture. ISAT student groups have been developing regeneration protocols for WFP. A separate group has been developing transformation protocols using Agrobacterium tumefaciens carrying expression vectors with the green fluorescent protein as a marker.

A high school or undergraduate class could collaborate to perform the same complementation tests and interpret the results. 26 E. Himelblau et al. html). Today, the WFP Program focuses its efforts on training teachers in the classroom to enable them to become confident with a model organism and to encourage them to use their unique skills to engage students in inquiry-based science in the classroom. By focusing on teacher education a maximum number of students can be reached. The WFP Program depends on a national network of dedicated teachers, administrators, and scientists eager to integrate science into the classroom, and then disseminate their findings to others.

Rapa with B. oleracea and B. napus supports the close evolutionary relationship between the two diploids, but indicates that deletions and insertions may have occurred after divergence of the two species (Hoenecke and Chyi 1991). The genome of resynthesized B. napus is essentially unrearranged with respect to its B. oleracea and B. rapa progenitors (Lydiate et al. 1993). However, natural B. napus evolution (Cheung et al. 1997a; Butruille et al. 1999) has been accompanied by rearrangements that were not observed for resynthesized B.

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