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  • 1
    Electronic Resource
    Electronic Resource
    Chromosome banding and pairing behaviour inFestuca andVulpia (Poaceae, Pooideae) (1992)
    Springer
    Plant systematics and evolution 182 (1992), S. 21-28 
    Details
    ISSN: 1615-6110
    Keywords: Poaceae ; Festuca ; Vulpia ; Polyploidy ; chromosome homology ; Giemsa C-banding ; introgression
    Source: Springer Online Journal Archives 1860-2000
    Topics: Biology
    Notes: Abstract Giemsa C-banding patterns of the grassesFestuca rubra (2n = 6x = 42),Vulpia fasciculata (2n = 4x = 28) and their wild F1 hybrid ×Festulpia hubbardii (2n = 5x = 35) show marked differences between the chromosomes of the two parents that enable unequivocal identification ofFestuca andVulpia chromosomes in the hybrid. Moreover, meiotic banding patterns reveal that both homogenetic (Festuca-Festuca andVulpia-Vulpia) and heterogenetic (Festuca-Vulpia) pairing occurs in the F1. The significance of this in relation to the formation of backcrosses to theFestuca parent and to the evolution of theFestuca polyploid complex in general is discussed.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00941412
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    Paper (German National Licenses)
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  • 2
    Electronic Resource
    Electronic Resource
    Differences between vertical transfers and native students in four-year institutions (1977)
    Springer
    Research in higher education 7 (1977), S. 145-154 
    Details
    ISSN: 1573-188X
    Keywords: transfers ; financial aid ; individual characteristics ; college student ; achievement ; background variable
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Data from the National Longitudinal Study of the High School Class of 1972 were drawn to compare those who transfer from two-year colleges and those who enroll in four-year institutions immediately after high school. The comparisons were made on background variables, individual characteristics, and financial aid status. Results indicated that transfers came from lower SES families, and had lower academic ability, high school achievement, and educational aspiration than native students. Transfers were less likely than native students to receive scholarships, fellowships, or grants, and they showed lower achievement in the year after transfer. Implications of these findings are discussed.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00981752
    Library Location Call Number Volume/Issue/Year Availability
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    Paper (German National Licenses)
    Fulltext
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