4,449 research outputs found
Importance of MAP Kinases during Protoperithecial Morphogenesis in Neurospora crassa
No full textIn order to produce multicellular structures filamentous fungi combine various morphogenetic programs that are fundamentally different from those used by plants and animals. The perithecium, the female sexual fruitbody of Neurospora crassa, differentiates from the vegetative mycelium in distinct morphological stages, and represents one of the more complex multicellular structures produced by fungi. In this study we defined the stages of protoperithecial morphogenesis in the N. crassa wild type in greater detail than has previously been described; compared protoperithecial morphogenesis in gene-deletion mutants of all nine mitogen-activated protein (MAP) kinases conserved in N. crassa; confirmed that all three MAP kinase cascades are required for sexual development; and showed that the three different cascades each have distinctly different functions during this process. However, only MAP kinases equivalent to the budding yeast pheromone response and cell wall integrity pathways, but not the osmoregulatory pathway, were essential for vegetative cell fusion. Evidence was obtained for MAP kinase signaling cascades performing roles in extracellular matrix deposition, hyphal adhesion, and envelopment during the construction of fertilizable protoperithecia.</p
Read [PDF] Books A Visual Dictionary of Architecture [Full]
No full textRead Or Download A Visual Dictionary of Architecture Full Books By by {"isAjaxComplete_B001H6NK1W":"0","isAjaxInProgress_B001H6NK1W":"0"} Francis D. K. Ching (Author) › Visit Amazon's Francis D. K. Ching Page Find all the books, read about the author, and more. See search results for this author Are you an author? Learn about Author Central Francis D. K. Ching (Author)
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Polarisome Meets Spitzenkö̈rper: Microscopy, Genetics, and Genomics Converge
No full textThe impact of filamentous fungi on human welfare has never been greater. Fungi are acknowledged as the most economically devastating plant pathogens (1) and are attaining increasing notoriety for their ability to cause life-threatening infections in humans (57, 71), and fungal products sustain a billion dollar manufacturing industry (70). The tools available to study filamentous fungi are more sophisticated than ever and include the complete annotated genome sequences of multiple filamentous fungi (12), resources being made available through various functional genomics projects, and advanced bioimaging methods, including high-resolution live-cell imaging (20, 32) and electron tomography (19, 50). The increasing impact of filamentous fungi, along with the rediscovery of pseudohyphal growth in yeast (22), has focused attention on the molecular mechanisms underlying hyphal morphogenesis. Attempts to understand hyphal morphogenesis have historically followed two different lines of investigation. Microscopists have defined, with increasing detail, the subcellular organization of the hyphal tip. This led to the description of the Spitzenkö̈rper, an apical cluster of vesicles, cytoskeletal elements, and other proteins, which plays a crucial role in hyphal extension (4). Geneticists have identified gene products required for hyphal morphogenesis by characterizing morphological mutants (51, 52). Initial studies in the laboratories of Beadle, Tatum, and colleagues attempted to link morphogenesis to specific biochemical pathways. More recent screens have identified a multitude of signaling and cytoskeletal functions required for hyphal extension (62, 72). In the past few years, comparative genomics efforts have allowed fungal biologists interested in hyphal morphogenesis to exploit the wealth of knowledge about polarized growth in the yeast Saccharomyces cerevisiae. Many informative homologies between filamentous fungi and yeast have been uncovered. Notably, this includes several components of a multiprotein complex termed the polarisome (28), which regulates microfilament formation at polarized growth sites in yeast (61). Perhaps more importantly, several gene products involved in hyphal morphogenesis have been shown to have no homologue outside of the filamentous fungi. This emphasizes the potential novelty of the mechanisms underlying hyphal morphogenesis. In this review, we summarize past efforts to understand hyphal morphogenesis and pose a series of questions designed to focus future efforts in this area
100 Must-Read American Novels Discover Your Next Great Read...
No full textWhich 100 titles represent the finest American literature ever produced? Let this book be your guide - from 19th century classic: Moby Dick and The Scarlet Letter, to the 1920s generation: Hemingway, F Scott Fitzgerald and Faulkner, to the major writers of today: Toni Morrison, Jonathan Franzen and Donna Tartt.Cover -- CONTENTS -- ABOUTTHISBOOK -- INTRODUCTION -- A-ZOFENTRIES -- THEMATICENTRIES -- Altered States (Drink and Drugs) -- Short Stories -- Down These Mean Streets (The American Detective) -- The American Civil War -- Future Americas and Alternative Americas -- Small Town America -- The Jewish Experience -- The West -- New York through the Decades -- Up from Slavery (African-American fiction) -- Deep South -- Hooray for Hollywood? -- INDEX -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- R -- S -- T -- U -- V -- W -- Y -- ZWhich 100 titles represent the finest American literature ever produced? Let this book be your guide - from 19th century classic: Moby Dick and The Scarlet Letter, to the 1920s generation: Hemingway, F Scott Fitzgerald and Faulkner, to the major writers of today: Toni Morrison, Jonathan Franzen and Donna Tartt.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, YYYY. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
Reading in the mobile era
No full textMobile technology can advance literacy and learning in underserved communities around the world.
Summary
Millions of people do not read for one reason: they do not have access to text. But today mobile phones and cellular networks are transforming a scarce resource into an abundant one.
Drawing on the analysis of over 4,000 surveys collected in seven developing countries and corresponding qualitative interviews, this report paints the most detailed picture to date of who reads books and stories on mobile devices and why.
The findings illuminate, for the first time, the habits, beliefs and profiles of mobile readers. This information points to strategies to expand mobile reading and, by extension, the educational, social and economic benefits associated with increased reading.
Mobile technology can advance literacy and learning in underserved communities around the world. This report shows how
The construction of Karen Karnak: The multi-author-function
No full textThis thesis is situated within the comparatively recent developments of Web 2.0 and the emergence of interactive WikiMedia, and explores the mode of authorship within a Read/Write culture compared to that of a Read/Only tradition. The hypothesis of this study is that the role of the audience has become merged with the author, and as such, represents new functions and attributes, distinct from a more conventional concept of authorship, in which the roles of audience and author are more separate. Read/Write and participatory culture, as defined by this study, is focused on collaboration, and includes the influences of D.I.Y. culture, Open-Source practices and the production of text by multiple authors. Multi-authorship presents a re-thinking of several concepts which support the notion of the individual author, since the focus of multi-authorship is not on attribution and ownership of a finished text, but on the continued malleability of a text. Modes of multi-authorship, demonstrated in the use of the pseudonyms Alan Smithee and Karen Eliot, represent declarative authors whose names signify multiple origins, whilst concurrently indicating a distinct body of work. The function of these names form an important context to this study, since primary research involves the construction of an experimental mode of multi-authorship utilising WikiMedia technology and the interaction of thirty nine participants, who are invited to create a body of work under the collective pseudonym Karen Karnak. The data generated by this experiment is analysed using aspects of Michel Foucault's author-function to identify and determine power structures inherent in the WikiMedia context. The interplay of power structures, including concepts such as identity, ownership and the body of work, affect the resulting mode of authorship and contribute to the construction of Karen Karnak, suggesting further areas of research into the emerging multi-author
Preservice Teachers' Development of Effective Approaches to Text-based Discussion
No full textText-based discussion is a dialogic instructional practice to promote reading comprehension among students. To enact this practice, a teacher engages students in authentic conversation about text as students read it, to assist them in building understanding of text ideas as they are encountered. Text-based discussion has the potential to promote the development of both low-level and high-level comprehension skills among students, yet teachers need support in learning to enact it. Research has indicated that text-based discussion is not well-represented in classrooms today, likely because not many teachers have access to this support.
Recently, some teacher educators have focused on teaching preservice teachers (PSTs) to enact text-based discussions during teacher preparation programs, in an attempt to increase the presence of the practice in classrooms. Practice-based methods courses have been developed which attempt to provide preservice teachers with the knowledge and skill needed to enact text-based discussions successfully. This study investigated the ways in which six preservice teachers’ enactments of text-based discussion developed over the course of their one-year student teaching placements, after completing one such methods course in which they learned to enact the practice.
Data were collected at three time points during student teaching, and included transcripts of enactments of text-based discussion, lesson plans, interview transcripts, and assessments of lesson quality using the Instructional Quality Instrument (Junker et al., 2004). Analysis of the data suggested that the PSTs entered student teaching with the ability to enact text-based discussions with a moderate level of success, and that the quality of the discussions continued to improve over the course of the school year. The methods course seemed to support PSTs in learning to link student comments and press students for accuracy and reasoning. PSTs were more successful in eliciting student linking and recall of explicit text information than in eliciting elaborated responses from students; the participation structure enforced by the PST seemed to influence the extent to which students provided elaborated responses. This study supports the use of practice-based methods courses to teach PSTs to enact text-based discussions, and uncovers several areas that are in need of additional focus during these courses
Developing Reading Identities: Understanding Issues of Motivation within the Reading Workshop
No full textEmpirical evidence suggests a correlation between motivation and reading achievement as well as a decline in motivation as students progress through the grades. In order to address this issue, it is necessary to determine the instructional methods that promote motivation and identity development in reading. This study examines the motivation and the identity development of four fourth grade students as they experienced the reading workshop over the course of one year. Ford’s Motivational Systems Theory and Wenger’s Theory of Learning frame the study of student motivation and identity development within the reading workshop. Data related to motivation and identity development was collected weekly through student interviews, surveys, and conferences. A description of the context was gained through researcher observations and a teacher interview. Analysis of this data revealed that (1) Increased time spent reading self- selected books correlates positively to student motivation and identity development. (2) Increased responsive feedback from teachers and peers is correlated with increased motivation and reading identity development. (3) These elements form the crux of the reading workshop, which supports the notion that this model of instruction encourages motivation and identity development. (4) The correlation between motivation, identity development, and achievement is not evident in the context of this study. However, this correlation often emerges over time. This dissertation concludes with directions for future research, which may contribute to a further understanding of the relationship between student motivation, identity development and the reading workshop
Kids Can Read!
No full textTen fables are presented with one illustration adapted from Arthur Rackham for each. One can hear the text read in English. One can also click on objects or words for names, sound effects, syllables, Spanish, or more explanation. Included are The Crab & his Mother, FG, GA, The Travellers & the Plane Tree, CP, DS, TMCM, The Cat & the Birds, The Quack Frog, and FC. Technology moves quickly enough that this disk may have some compatibility problems with computers younger than it. I had to go to Start, Run, and D: install with a double click on Discis.exe to get it going in my new machine.Language note: Bilingual: English/Spanis
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