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Child-friendly educational procedures consisting in the supporting a child in the mastering of the reading are implemented in two ways: a) an intermediate way (by “developing the readiness), and b) in an immediate way - by learning to read. Both types of actions should merge. Amongst factors determining success in the learning to read and write, P. Bryant and U. Goswami - authors of the casual theory of reading, indicate early-child-hood phonological skills, including: identification and formation of rhymes and alliterations (i.e. the capability to differentiate larger elements than a single sound, but smaller than syllables (rhymes and alliterations)). Child’s susceptibility to, among other things, alliterations results in advances in reading and writing in the subsequent education. A significant part of the reported study was devoted to models of reading education applied in the case of the six-year-olds examined. Ideas on how to “introduce children into the world of writing” are basically realized acc. to two models - a standard and a holistic one (see: Górniewicz, 1989; Arciszewska, 2002; Marzano, Paynter, 2004). In both models, children are provided conditions for developing their “readiness for reading” and “mastering the skill of reading”. The models differ in terms of organization and applied methods of the learning to read (Czerwińska, Narożnik, 1997; Doman, Doman, 1992; Majchrzak, 1995, 2007; Rocławski, 1998; Arciszewska, 2002). Both models involve the acquisition of prosodic elements of language (with various intensity). The presented fragment of a research was aimed at providing an answer to a question on the level of capabilities to identify and form alliterations displayed by the surveyed six-year-old children. In analyses, consideration was given to the number of years the children have been attending to a nursery school and the model of reading education realized therein.
Geranylgeranoic acid (GGA) and 2,3-dihydrogeranylgeranoic acid (2,3-diGGA) are geranylgerani-ol-derived metabolites (Kodaira et al.(2002) J Biochem132:327–334). In the present study, we examined the effects of these acids on HL-60 cells. The cells were differentiated into neutrophils by GGA stimulation like retinoic acid stimulation. In the case of cells stimulated with 2,3-diGGA, neutrophils were not detected, but the formation of lipid droplets was induced. On the other hand, when the cells were cultured in the presence of 0.1% FBS instead of 10% FBS, apoptotic cells were induced not only by GGA stimulation but also with 2,3-diGGA. In the latter case, when the cells were cultured in the co-presence of a caspase-3 inhibitor (Ac-DMQD-CHO), the lipid droplets formation was observed in the cells. These results suggest that GGA and 2,3-diGGA are extremely different from each other with respect to their effects on HL-60 cells.
During lateral root (LR) development a coordinate sequence of cell divisions, accompanied by a change of the organ form takes place. Both the order of anatomical events and morphological features may vary for individual primordia. At early stages of LR primordia development oblique division walls are inserted in cells that are symmetrically located on both sides of the axis of the developing LR primordium, and thereby allow for the protrusion of the LR. We hypothesize that both oblique cell wall insertion and continuous changes in primordium form could be a consequence of a local change in stress distribution in the region of the LR initiation.
We performed the ultrastructural evaluation of presence and of some basic morphometric parameters of nemaline structures (NS) and Z band malformations in the musculus soleus fibres of rats kept in 7 months lasting immobilisation. Disturbances in Z band, leading to NS formation, were observed very often. Also numerous, classically rod-shaped NS were found in analyzed material. We demonstrate, for the first time in literature, that long-lasting hypokinesia induces NS formation. The pictures obtained may suggest successive steps in NS formation and maturation.
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