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- All Subjects: Evolutionary developmental biology
- All Subjects: Technological innovations
- Creators: Long, Elenore
- Creators: Sutherland, Alison
In 2002 Eric Davidson and his research team published 'A Genomic Regulatory Network for Development' in Science. The authors present the first experimental verification and systemic description of a gene regulatory network. This publication represents the culmination of greater than thirty years of work on gene regulation that began in 1969 with 'A Gene Regulatory Network for Development: A Theory' by Roy Britten and Davidson. The modeling of a large number of interactions in a gene network had not been achieved before. Furthermore, this model revealed behaviors of the gene networks that could only be observed at the levels of biological organization above that of the gene.
In 1969, Roy J. Britten and Eric H. Davidson published Gene Regulation for Higher Cells: A Theory, in Science. A Theory proposes a minimal model of gene regulation, in which various types of genes interact to control the differentiation of cells through differential gene expression. Britten worked at the Carnegie Institute of Washington in Washington, D.C., while Davidson worked at the California Institute of Technology in Pasadena, California. Their paper was an early theoretical and mechanistic description of gene regulation in higher organisms.
This study posits that Royster and Kirsch’s four feminist rhetorical practices— Critical Imagination, Social Circulation, Strategic Contemplation, and Globalizing Point of View (19)—taken together offer a model for instruction geared to help learners chart identity pathways in the context of one semester of their undergraduate rhetorical education. This model is operationalized through a writing classroom that focused on feminist ideals, using a food memoir, The Language of Baklava by Diana Abu-Jaber, as the vehicle of inquiry. This study offers a starting point for analysis of food memoirs in university writing classrooms by focusing specifically on the ways that students understood and applied the framework, model, and vehicle of the study. This dissertation prioritizes the composition and valuing of individual and communal lived experiences expressed through the articulation of identity pathways. Teachers and scholars can use the knowledge and takeaways gained in the study to better support and advocate for the inclusion of the students lived experiences in writing classrooms and pedagogy.