Here we present the first demonstration of the use of eggshell membrane for research on endangered Maleo (Macrocephalon maleo).
We used 24 post-hatched eggshell membranes collected from two different sites, Tambun and Tanjung Binerean, in North Sulawesi, 12 samples in each. Two different DNA extraction methods: alkaline lysis method and gSYNCTM DNA Extraction Kit were applied. To determine the sex of Maleo, we utilized PCR-based DN A sexing using CHD genes, with the primer set 2550F/2718R.
We successfully extracted all samples; mean sample concentration was 267.5 ng/µl (range 47–510.5 ng/µl) and samples were of high purity (A 260/280 ratio 1.85±0.03). All samples were used to successfully identified sexes, 9 females and 15 males.
Our research clearly illustrates that eggshell membranes can be used for DNA sexing and open the possibility to build noninvasive DNA collections over large spatial scales for population study of endangered birds.
The data consist of
A. Electrophoresis photos of (1). DNA extraction of Maleo from eggshell membrane, collected from Tambun and Tanjung Binerean, North Sulawesi, from 4th April until 1st May 2018. We used gSYNCTM DNA Extraction Kit (Genaid) followed the provided user manual with little modifications to isolate the DNA frm the eggshell membrane.
The eluded DNA (1 µl) was quantified using NanoVue Plus™ (Biochrom, Harvard Bioscience, Inc), at A260 nm. The 260/280 nm absorbance ratio was measured to give an indication of purity of the DNA.
(2). PCR products of molecular sexing, using lysate and extracted DNA. We applied PCR based DNA sexing by using CHD genes, with the primer set 2550F/2718R (28). PCR used a 10 µl total volume containing template DNA (genomic DNA or lysate), 1.2 µl sterile dH2O, 5 µl 2x PCR buffer KOD FX Neo, 2 µl dNTPs (2 mM), (TOYOBO Co. Ltd.), 0.3 µl Primer 2550F (10 µM; 5'-GTT ACT GAT TCG TCT ACG AGA-3'), and 0.3 µl Primer 2718R (10 µM; 5'-ATT GAA ATG ATC CAG TGC TTG-3', (28)), and 0.2 U KOD polymerase enzyme. PCR was carried out in a Veriti™ 96-well thermal cycler (Applied Biosystems™). For genomic DNA templates, the following profile was used: 1 cycle at 94℃ for 2 min followed by 35 cycles of 98℃ for 10 sec, 53℃ for 30 sec and 68℃ for 45 sec;, and a final extension at 68℃ for 7 minutes. For lysate as DNA template, the PCR profiles was the same for DNA genome, except that it was run for more cycles (40x).
B. Sequences of CHD-W and CHD-Z genes of Maleo
The electrophoresis gels were cut on upper and lower bands for female sample and single band for male sample, then purified for sequencing. The sequence reactions were carried for both direction in sequencing services laboratory provided by 1st BASE Laboratories (Apical Scientific Sdn Bhd), Malaysia.
This file provides the detailed dataset on the hydrological characteristics, nutrient concentrations and nitrate isotopic compositions collected in each station in the JRE during the investigation period. This dataset is used to generate Table 3 and Figures 2-7 in the manuscript.
In the datasets, the scale of organizational culture based on eleven items of primary cultural values (PCV) and nine items of secondary cultural values (SCV). Work motivation variables in the datasets used four items of motive motivation (MM), seven items of expectation motivation (ME), and with nine items of incentive motivation (IM). Interpersonal communication variables were seven items of social sensitivity (SS), nine items of social insight (SI), and four items of social communication skills (SCM). The items, including labels and ratings, will be explained later, with more comprehensive details as supplementary material (see "Annotated Questionnaire" in supplementary material). This was because each item had different rankings and choices. To measure teacher performance used three scales from the book of effective teacher performance. The teacher performance scale used three variables of thirteen items of the learning process (LL), four items of scientific work (SW), and three items of service (S).
Mass Spectrometry Imaging datasets used as validation of the functionality of rMSIcleanup (https://github.com/gbaquer/rMSIcleanup). Acquired with silver-assisted LDI using MALDI TOF/TOF ultrafleXtreme. Referred to as Dataset 1-10 in the accompanying publication (https://doi.org/10.1101/2019.12.20.884957). Datasets 1 and 2: Mouse Pancreatic Tissue. Dataset 3: Mouse Kidney Tissue. Datasets 4-10: Mouse Brain Tissue.
The data set contains Hadamard matrices of order 28 in machine-readable form, convenient for use in programs.
Data taken from the site
This data set complements following ones
Ukhalov, Alexey; Nevskii, Mikhail (2018), “Functions for checking necessary conditions for maximality of 0/1-determinant and example”, Mendeley Data, v1 http://dx.doi.org/10.17632/sm3x4xrb42.1
Ukhalov, Alexey (2019), “Matrices having the largest known determinant in machine-readable form”, Mendeley Data, v1 http://dx.doi.org/10.17632/hzf94h43c5.1
Data is presented in three formats: Wolfram Mathematica Notebook, PDF, and Plain Text.
Data accompanying "When did the Lhasa and Qiantang Terranes “divorce”: Constraints from Middle-Late Triassic Alkaline Trachytic Lavas" by Yang Song, Haifeng Li, Carl Guilmette, Ming Zheng, Douwe J.J. van Hinsbergen, Zhenyu Li, Faqiao Li. Geochemistry, Geophysics, Geosystems, 2020
Contributors:Neus Rotger, Teresa López-Pellisa, Fernando Rodriguez-Gallego
This database provides the evaluation rubric used in the Teaching Innovation Project: "Writing an academic review in a blended learning environment" (PID 181960), carried out at the Universitat de les Illes Balears (UIB) with the collaboration of the Universitat Oberta de Catalunya (UOC) during the academic year 2018-2019. We have used some of the information obtained from these interviews in the article: "Collaborative Writing at Work: Peer Feedback in a Blended Learning Environment"
Article Summary: This exploratory study aims to analyse the nature of peer feedback during a collaborative writing assignment, and to identify the possible effects feedback has on the revision of a text written by university students in a blended learning environment. Under analysis are two different graduate’s courses in academic writing, during which, over a period of a whole semester, the students (n = 85) were divided into 25 work groups to carry out a co-evaluation assignment with the support of a technology platform. The results obtained indicate that, when collaborative writing includes peer feedback, instead of unidirectional corrections from the teacher, the students respond more reflectively and constructively, they discuss the content they are working with, and, as a result, they effect significant changes in their own writing.