Fragments produced by partial digestion of plastid DNA fromZea mays withEco RI were cloned in Charon 4A. A circular, fine structure physical map of the plastid DNA was then constructed from restriction endonucleaseSal I,Pst I,Eco RI, andBam HI recognition site maps of cloned overlapping segments of the plastid genome. These fragments were assigned molecular weights by reference to size markers from both pBR322 and lambda phage DNA. Because of the detail and extent of the derived map, it has been possible to construct a coordinate system which has a unique zero point and within which all the restriction fragments and previously described structural features can be mapped. A computer program was constructed which will display in a circular fashion any of the above features using an X-Y plotter.

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Keywords: Responsible Conduct of Research (RCR), case-based instruction, online tutorials, interpersonal exchange, online courses Consideration of problematic scenarios, cases, is widely accepted to be an essential part of effective ethics education. However, inclusion of case analysis in a program does not necessarily guarantee that the educational experience will yield the desired results.In discussing his research on the quality of case analyses, Matthew Keefer reports that less experienced students "provided a simple action and justification for their resolutions" to the cases. These "students appear to approach moral problem solving as an attempt to find the best justification for choosing one action over another; a conception that may produce an 'exclusionary' attitude or mind-set likely to reduce the motive to search for creative alternatives." He also notes that "there are many questionnaires and simplified force-choice case-scenarios available that 'funnel' students through right, wrong, multiple-choice questions that stifle or eliminate more creative solutions." 1 (p.426) These passages resonate with a concern of many working in the relatively new Responsible Conduct of Research (RCR) educational field: whether the current movement toward online RCR educational programs will produce professionals who do not become skilled in more complex ethical thought, but instead learn from their online instructional experience that the resolution of an ethical problem requires only the algorithmic application of some simple principles and rules.This very real concern should be considered in the context of two things: 1) what learners take way from instruction depends on the nature of the educational materials and experience, not simply on whether the instruction is on-or off-line; and 2) it is educational goals and objectives that should determine the nature of the educational materials and experience, not just time and cost efficiency. Sometimes the goal is to