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- Years vs. Generations [1%] by murphy, 2009-03-12 13:33
- Hi Erin - Nice presentation of your simulation approach. Just a small comment, but on slide #37 you list one of the simulation conditions as "years ...
- Simulations for theoretical expectations [1%] by murphy, 2009-03-12 13:31
- Dear Niko, Erin and Sam - Very nice lecture with good examples on how simulations can be used in landscape genetics. Another use (that you allude ...
- Re: random vs. IBD [1%] by murphy, 2009-03-12 12:55
- Dear Helene and Rolf - Nice set of slides with good explanation of underlying assumptions in population genetics and how to think about in them in a ...
- Link to lecture 9 [1%] by murphy, 2009-03-11 21:14
- I will build a link to lecture nine, reinforcing the graph theory connection.
- Assumptions [1%] by murphy, 2009-03-11 21:00
- Hi Stephanie - Nice coverage of different methods that are available laced with some excellent examples. It looks like all of the methods fail at ...
- Genetic distance measures [1%] by murphy, 2009-03-11 20:38
- Hi Lisette - I mentioned this in one of the other comments, but it would be extremely helpful to have a slide/table that talks about the ...
- Re: Spatial autocorrelation [1%] by murphy, 2009-03-11 20:02
- Maybe in this lecture (or as part of another lecture) it would be appropriate to discuss a set of methods that are spatial, but do not include processes ...
- Re: Sampling design [1%] by murphy, 2009-03-11 19:42
- Maybe we can introduce the general idea here and then come back to it again in later lectures. The sample design will vary depending on the question and ...
- Lecutre 2 comments [1%] by murphy, 2009-03-11 19:36
- Nice introductory lecture to molecular markers. I really like coverage of HW equalibrium assumptions. Maybe other lectures can link back to this ...
- Re: Link to model selection [1%] by murphy, 2009-03-11 17:02
- I agree. I also think it would be good to introduce model selection earlier so people are thinking about it.
- Re: Assignment tests: lecture 3 or 4? [1%] by murphy, 2009-03-11 08:42
- I think assignment tests can be covered well in lecture 4. One thing that would be very helpful in lecture 3 would be a slide/table with ...
- Re: Literature lists for each lecture [1%] by murphy, 2009-03-11 08:23
- I think that sounds like a good plan. Having a list of references cited in the talk is important. I also think that having a broader list of references ...
- Re: Extra topic suggestion: Difference among genetic markers [1%] by murphy, 2009-03-09 06:56
- I agree that it would be great to briefly talk about this in one of the early lectures. In addition, it would be nice to talk about the scale of these ...
- Citation of figures, graphics, and pictures [1%] by murphy, 2009-03-08 17:48
- Many of the slides in the lectures are fantastic with slick figures, graphics, and photos. Because these lectures will be distributed to multiple ...
- Allele Matrices - need correction [1%] by murphy, 2009-03-06 16:17
- Hi Sam - I like how you are demonstrating genetic distance by having students take a look at the matrices. However, the matrix you use as an example ...
- Re: About graph and link between lecture 9 and 4 [1%] by murphy, 2009-03-03 22:54
- Dear Stephanie - I think the population assignment lecture should definitely come before the network lecture. You are right, several of the ...
- Proportion shared alleles - equation and matrix need correction. [1%] by murphy, 2009-03-03 21:50
- The D in the equation for proportion of shared alleles is the number of loci and not number of alleles. This is especially important for markers (such as ...
- Literature lists for each lecture [1%] by murphy, 2009-03-02 11:13
- I think it would be a huge benefit if each lecture was accompanied by a list of literature on the topic. This literature list would include those sources ...
- Optional Background Readings [1%] by murphy, 2009-02-27 21:55
- Re: Formats [1%] by murphy, 2009-02-25 11:41
- Maybe we can have a standard of using pdf for all files that are going out to students (slides, documents, notes, etc). <br />