bluuebunny/crossref_metadata_2025_split huggingface dataset:
A Plastic Vegetative Growth Threshold Governs Reproductive Capacity inAspergillus nidulans
Authors: Noble Luke M , Holland Linda M , McLauchlan Alisha J , Andrianopoulos Alex 
Published: September 2016

AbstractOntogenetic phases separating growth from reproduction are a common feature of cellular life. Long recognized for flowering plants and animals, early literature suggests this life-history component may also be prevalent among multicellular fungi. We establish the basis of developmental competence—the capacity to respond to induction of asexual development—in the filamentous saprotroph Aspergillus nidulans, describing environmental influences, including genotype-by-environment interactions among precocious mutants, gene expression associated with wild type and precocious competence acquisition, and the genetics of competence timing. Environmental effects are consistent with a threshold driven by metabolic rate and organism density, with pH playing a particularly strong role in determining competence timing. Gene expression diverges significantly over the competence window, despite a lack of overt morphological change, with differentiation in key metabolic, signaling, and cell trafficking processes. We identify five genes for which mutant alleles advance competence timing, including the conserved GTPase RasB (AN5832) and ambient pH sensor PalH (AN6886). In all cases examined, inheritance of competence timing is complex and non-Mendelian, with F1 progeny showing highly variable transgressive timing and dominant parental effects with a weak contribution from progeny genotype. Competence provides a new model for nutrient-limited life-cycle phases, and their elaboration from unicellular origins. Further work is required to establish the hormonal and bioenergetic basis of the trait across fungi, and underlying mechanisms of variable inheritance.
Identification of Tension Sensing Motif of Histone H3 inSaccharomyces cerevisiaeand Its Regulation by Histone Modifying Enzymes
Authors: Luo Jianjun , Deng Xiexiong , Buehl Christopher , Xu Xinjing , Kuo Min-Hao 
Published: September 2016

AbstractTo ensure genome stability during cell division, all chromosomes must attach to spindles emanating from the opposite spindle pole bodies before segregation. The tension between sister chromatids generated by the poleward pulling force is an integral part of chromosome biorientation. In budding yeast, the residue Gly44 of histone H3 is critical for retaining the conserved Shugoshin protein Sgo1p at the pericentromeres for monitoring the tension status during mitosis. Studies carried out in this work showed that Lys42, Gly44, and Thr45 of H3 form the core of a tension sensing motif (TSM). Similar to the previously reported G44S mutant, K42A, G44A, and T45A alleles all rendered cells unable to respond to erroneous spindle attachment, a phenotype suppressed by Sgo1p overexpression. TSM functions by physically recruiting or retaining Sgo1p at pericentromeres as evidenced by chromatin immunoprecipitation and by in vitro pulldown experiments. Intriguingly, the function of TSM is likely regulated by multiple histone modifying enzymes, including the histone acetyltransferase Gcn5p, and deacetylases Rpd3p and Hos2p. Defects caused by TSM mutations can be suppressed by the expression of a catalytically inactive mutant of Gcn5p. Conversely, G44S mutant cells exhibit prominent chromatin instability phenotype in the absence of RPD3. Importantly, the gcn5− suppressor restores the tension sensing function in tsm− background in a fashion that bypasses the need of stably associating Sgo1p with chromatin. These results demonstrate that the TSM of histone H3 is a key component of a mechanism that ensures faithful segregation, and that interaction with chromatin modifying enzymes may be an important part of the mitotic quality control process.
Mitotic Spindle Positioning in the EMS Cell of Caenorhabditis elegans Requires LET-99 and LIN-5/NuMA
Authors: Liro Małgorzata J , Rose Lesilee S 
Published: September 2016

Abstract
Asymmetric divisions produce daughter cells with different fates, and thus are critical for animal development. During asymmetric divisions, the mitotic spindle must be positioned on a polarized axis to ensure the differential segregation of cell fate determinants into the daughter cells. In many cell types, a cortically localized complex consisting of Gα, GPR-1/2, and LIN-5 (Gαi/Pins/Mud, Gαi/LGN/NuMA) mediates the recruitment of dynactin/dynein, which exerts pulling forces on astral microtubules to physically position the spindle. The conserved PAR polarity proteins are known to regulate both cytoplasmic asymmetry and spindle positioning in many cases. However, spindle positioning also occurs in response to cell signaling cues that appear to be PAR-independent. In the four-cell Caenorhabditis elegans embryo, Wnt and Mes-1/Src-1 signaling pathways act partially redundantly to align the spindle on the anterior/posterior axis of the endomesodermal (EMS) precursor cell. It is unclear how those extrinsic signals individually contribute to spindle positioning and whether either pathway acts via conserved spindle positioning regulators. Here, we genetically test the involvement of Gα, LIN-5, and their negative regulator LET-99, in transducing EMS spindle positioning polarity cues. We also examined whether the C. elegans ortholog of another spindle positioning regulator, DLG-1, is required. We show that LET-99 acts in the Mes-1/Src-1 pathway for spindle positioning. LIN-5 is also required for EMS spindle positioning, possibly through a Gα- and DLG-1-independent mechanism.
RATIONALE FOR CHOOSING THE CHANGE MODEL OF THE DIELECTRIC PROPERTIES OF DISCONTINUOUS SYSTEMS
Authors: Trykoz L. V. , Bahiiants I. V. 
Published: September 2016

Purpose. The article deals with the insulation resistance of the track circuit as one of the parameters that affect the operating performance of the railway transport. To reduce the influence of the insulation resistance on the operation modes of the track circuits and the performance indicators of railway transport it is assumed to study the influence of crushed stone treatment on the value of dielectric permeability of the ballast bed. Methodology. The influence of material type for the surface treatment of crushed stone on the value of the dielectric permeability was assessed on the basis of the physical nature determination of the relative dielectric permeability. Determination of the relative dielectric permeability of granular media can only be indirect, as a consequence of incomplete adjoining of crushed stone grains and uncertainty of the pore volume. Thus, the calculations were performed by comparing the measured capacity for a medium with the known with measured medium capacity, for which it is necessary to define. That is, the more the measured capacity is changed, the more changes the dielectric permeability of the medium. Findings. Sleepers and ballast significantly change their electrical conductivity depending on the presence of moisture, ambient temperature changes, the presence of pollutants and other factors. The article analyzes the existing models to describe the dielectric properties of such systems. It has been established that coating the crushed stone ballast with organic substances influences the value of its relative dielectric permeability. The greatest effect of reducing this value is observed for the coatings based on rosin mixture and silicone. Originality. Authors proposed original method of dielectric properties increase of the permanent way by grains’ coating with nonwettable substances, on the surface of which is not formed a water film. Practical value. The article shows the possibility of minimizing the negative influence of reducing the isolation with maximum its elimination. It is proposed the solution of actual problem by eliminating the influence of insulation resistance on the modes of track circuits operation, which will eliminate the part of causes of the failure of signaling devices and reduce the number of cases of «false business».
ESTUDIO SOBRE LA MOTIVACIÓN DEL PROFESORADO EN UN CONTEXTO URBANO
Authors: Criado del Rey Morante Julia , R. Pino-Juste Margarita 
Published: September 2016

Abstract:STUDY ON TEACHER´S MOTIVATION IN AN URBAN CONTEXTThe present study aims to determine the motivation of kinder garden, primary and secondary teachers in the city of Vigo. The sample consists of 392 teachers (111 men and 281 women) with an average age of 45.20 years and an average of 19.86 working years. The instrument tool used in the research was The Work Task Motivation Scale for Teachers (Fernet, Senecal, Guay, Marsh, & Dowson, 2008), based on the Self-Determination Theory. This 90 items scale was designed to measure five motivational constructs (intrinsic motivation, identified regulation, introjected regulation, external regulation and amotivation) among towards six of the work tasks of teachers (teaching, class preparation, evaluation of students, classroom management, administrative tasks and complementary tasks).Results show low scores on in a motivation demotivation in the 6 tasks set, which means that teachers do not have suffer a motivation lack of motivation. The tasks in which teachers are intrinsically motivated are teaching and class preparing. Otherwise, while low values are observed in introjected regulation when performing administrative tasks , complementary tasks or when evaluating students. This means that these three actions are performed, not because they are motivating in by themselves, but in order to avoid guilt or anxiety or to promote self-esteem.Keywords: Teacher Motivation, Self-Determination TheoryResumen:El presente estudio tiene como objetivo determinar la motivación del profesorado de educación infantil, primaria y secundaria de la ciudad de Vigo. La muestra está compuesta por 392 profesores (111 hombres y 281 mujeres), con una medida de edad de 45,20 años y una media de años de actividad laboral de 19,86. El instrumento empleado es la escala de motivación The Work Task Motivation Scale for Teachers de Fernet, Senecal, Guay, Marsh, & Dowson (2008), fundamentada en la Teoría de la Autodeterminación. Esta escala, compuesta por 90 items, está diseñada para medir cinco constructos motivacionales (motivación intrínseca, regulación identificada, regulación introyectada, regulación externa y desmotivación) hacia seis tareas profesionales propias del maestro (enseñar, preparar clases, evaluar, gestión del aula, tareas administrativas y tareas complementarias). Los resultados muestran, bajas puntuaciones en desmotivación en las 6 tareas contempladas, lo que supone que los profesores no presentan desmotivación. Las tareas en las que la motivación intrínseca es mayor son enseñar y preparar clases, mientras que observamos valores bajos en regulación introyectada a la hora de llevar a cabo tareas administrativas, tareas complementarias o al evaluar a los alumnos. Esto supone que estas tres acciones se llevan a cabo, no porque sean motivadoras en sí mismas, sino con el fin de evitar la sensación de culpa o ansiedad o para favorecer la autoestima.Palabras clave: Motivación docente, Teoría de la Autodeterminación.
LUSCOFUSCO, UN ESPACIO PARA SENTIR.
Authors: Reyes Quintela Laura 
Published: September 2016

Abstract:LUSCOFUSCO, A PLACE TO FEEL.Luscofusco is a children’s daycare that offers an alternative to the traditional school for children 2 to 6 years old. We began our adventure in Oza, a small village in the province of A Coruña, restoring an old rural school which had been closed years ago. Inspired by philosophies as Montessori, Pestalozzi, Malaguzzi our goal is to recover the essence of the old rural schools, and at the same time energize the area in which we are located. We are a new concept of preschool in which our role is to guide children as they develope cognitive, motor, emotional, affective, inter and intrapersonal skills through play, coexistence and experience. All this, in a carefully prepared family atmosphere situated in a natural environment. We base our work on respect for kids, their interests and their motivation to turn them into the protagonists of their learning. We assume a role of mediators in this process, use a non-directive approach and offer individual attention.Keywords: Free School, an alternative school, non-directive pedagogy, natural environmentResumen:Luscofusco es un espacio infantil que ofrece una alternativa al sistema educativo tradicional a niños y niñas de 2 a 6 años. Comenzamos nuestra andadura en Oza, una pequeña aldea en la provincia de A Coruña, restaurando una antigua unitaria cerrada años atrás. Hemos puesto la ilusión en recuperar la esencia de las antiguas escuelas rurales, y al mismo tiempo dinamizar la zona, inspirándonos en filosofías como las de Montessori, Pestalozzi, Malaguzzi…. Somos un nuevo concepto de espacio infantil en el que nuestro papel es el de guiarles para lograr el desarrollo de todas sus competencias cognitivas, motoras, emocionales, afectivas, inter e intrapersonales; a través del juego, la convivencia y la experiencia. Todo ello en un ambiente familiar, cuidadosamente preparado, situado en un entorno natural. Nos basamos en el respeto al niño y niña, a sus intereses, a sus motivaciones para convertirles en protagonistas de su aprendizaje asumiendo un papel de mediadoras en este proceso, utilizamos una metodología no directiva y ofrecemos una atención individualizada.Palabras clave: Escuela Libre, escuela alternativa, pedagogía no directiva, entorno natural
¿CÓMO PERCIBEN LA DIVERSIDAD LOS FUTUROS MAESTROS DE EDUCACIÓN INFANTIL?
Authors: Teijeiro Boo Yésica , Fluza Asorey María J. 
Published: September 2016

Abstract:HOW DO FUTURE TEACHERS OF EARLY CHILDHOOD EDUCATION PERCEIVE THE DIVERSITY?This work reports a research process that is being developed with students of the course “Inclusive School and Special Needs Education”, taught in the 2nd year of the Early Childhood Education Degree in the Lugo branch of the University of Santiago de Compostela. This project aims to study the knowledge and preconceptions that these students have about Inclusion and Special Educational Needs (SEN), and their beliefs regarding different disabilities. Despite not having definitive data, the present results show the need to work in the training of teachers in order to banish false beliefs about diversity and thus ensure that the inclusive school concept is a reality in the hands of future professionals in education.Keywords: Inclusive School, Diversity, Special Educational Needs, Early Childhood Education Degree.Resumen:El presente trabajo da cuenta de una investigación en proceso que se está desarrollando con alumnado de la materia de Escuela Inclusiva y Necesidades Educativas Especiales que se imparte en el 2º curso del Grado de Maestro y Maestra de Educación Infantil, en el campus de Lugo de la Universidad de Santiago de Compostela. Con este proyecto se pretende estudiar los conocimientos y las ideas previas que este alumnado tiene acerca de la Inclusión y las Necesidades Educativas Especiales (NEE), además de sus creencias en relación a las diferentes discapacidades. A pesar de no contar con los datos definitivos, los resultados actuales muestran la necesidad de trabajar en la formación de los maestros con el fin de desterrar falsas creencias con respecto a la diversidad y así garantizar que el concepto escuela inclusiva sea una realidad en manos de los futuros profesionales de la educación.Palabras clave: Escuela Inclusiva, Diversidad, Necesidades Educativas Especiales, Grado en Educación Infantil.
ESTUDIO SOBRE EL LENGUAJE Y LAS FUNCIONES EJECUTIVAS DE UN CASO DE SÍNDROME DE X-FRÁGIL
Authors: Herraiz Llongo Eva , Fernández Andrés Mª Inmaculada , Pastor Cerezuela Gemma , Puchol Fraile Irene , Sanz Cervera Pilar 
Published: September 2016

Abstract:STUDY ON LANGUAGE AND EXECUTIVE FUNCTIONS OF A CASE OF FRAGILE X SYNDROMEThe main objective of this study is to compare a subject with a clinical diagnosis of Fragile X Syndrome with other disorders (ADHD, Mental Retardation and ASD) in executive functioning and language. The language variables analyzed are lexical knowledge, lexical access, free induced verbal fluency, comprehension instruction and verbal reasoning. On the other hand, the executive functioning variables evaluated are visual and auditory memory, visual and auditory attention, and visual and auditory planning and inhibition. After evaluation, it is checked that Fragile X Syndrome resembles to Mental Retardation and ASD in many of the variables evaluated.Keywords: Fragile X Syndrome, language, executive functions and behavioral profile.Resumen:El objetivo principal de este estudio es comparar un sujeto con diagnóstico clínico de Síndrome de X-Frágil con otros trastornos (TDAH, Retraso Mental y TEA) en funcionamiento ejecutivo y lenguaje. Las variables analizadas en lenguaje son el conocimiento del léxico, el acceso al léxico, la fluencia verbal inducida y libre, la comprensión de instrucciones y el razonamiento verbal. Por otra parte, las variables evaluadas de funcionamiento ejecutivo son la memoria auditiva y visual, la atención auditiva y visual, la planificación, y la inhibición auditiva y visual. Después de la evaluación se comprobó que este caso de síndrome de X-frágil se asemeja al caso de Retraso Mental y de TEA en muchas de las variables evaluadas.Palabras claves: Síndrome de X-Frágil, lenguaje, perfil conductual y funciones ejecutivas.
DESARROLLO VOCACIONAL Y FACTORES QUE INFLUYERON EN LA ELECCIÓN VOCACIONAL EN PERSONAS DISCAPACITADAS CON ESTUDIOS UNIVERSITARIOS INSERTADAS LABORALMENTE
Authors: Martínez Vicente José Manuel , Segura García María Ángeles , García Martínez Isabel 
Published: September 2016

Abstract:The characteristics and factors of vocational behaviour which have an impact on non-disabled university students are relatively well-known (Rocabert and Martínez-Vicente, 2011). However, the vocational development and advancement of disabled university students is less well-known. The aim of this paper was to study the vocational advancement and the factors of choice of disabled university graduates in employment taking into account gender differences. For this purpose the Cuestionario de Biodatos Universitarios (CBU) by Rocabert and Martínez-Vicente (2011) and the Inventario de Factores Vocacionales by Rivas and Pascual (2003) were given to a sample of 30 disabled university graduates (average age, 32.8 years; standard deviation, 9.2 years). The results showed that psychogenic factors heavily conditioned the vocational behaviour of both sexes. They also showed that the impact of sociogenic factors linked to external and stereotyped influences is more significant in women.Keywords: Vocational development and advancement, factors of choice, disability, gender.Resumen:Si bien son conocidas las características y factores de la conducta vocacional que influyen en los estudiantes universitarios sin discapacidad (Rocabert y Martínez-Vicente, 2011) se conocen en menor medida las características vocacionales de los estudiantes universitarios con algún tipo de discapacidad. Es por ello que el objetivo de este estudio fue analizar las características del desarrollo vocacional y de los factores de elección de personas discapacitadas con titulación universitaria e insertada laboralmente comprobando si existen diferencias debido al sexo. Para ello fueron aplicados el Cuestionario de Biodatos Universitarios (CBU) de Rocabert y Martínez-Vicente (2011) y el Inventario de factores vocacionales de Rivas y Pascual (2003), a una muestra de 30 personas con discapacidad con estudios universitarios e insertadas laboralmente de una edad media de 32,8 años y una desviación típica de 9,2. Los resultados confirmaron que los factores de carácter psicogénico dominaron y modularon la conducta vocacional en ambos géneros. Por otra parte se constató una mayor influencia en las mujeres de factores de carácter sociogénico asociados a influencias externas y estereotipadas.Palabras claves: Desarrollo vocacional, factores de elección, discapacidad, género.
Interview with Shaun Abrahams, National Director of Public Prosecutions
Authors: Du Plessis Anton , Maunganidze Ottilia 
Published: September 2016

Executive Director of Institute for Security Studies, Anton du Plessis, and Senior Researcher, Ottilia Maunganidze, sat down with the National Prosecuting Authority’s (NPA) National Director of Public Prosecutions, Shaun Abrahams to discuss life, presidents, politics and prosecutions in South Africa. Du Plessis and Abrahams have known each other for many years
The Effect of Peer Interaction on Iranian EFL Learners’ Self-efficacy in Vocabulary Learning
Authors: Noroozi Hamid , Mehrdad Ali Gholami 
Published: September 2016

The current study aimed to explore the effects of peer interaction on self-efficacy in vocabulary learning. The participants of the study included 64 EFL students in two intact classes at Takhti high school and Pardis language institute in Hamedan, Iran who were conveniently sampled to take part in the study. They aged 15-17 and were randomly positioned into one experimental and one control group. The participants were assigned as the experimental group and as control group 32 each. the experimental group received the intervention including peer interaction for example Word Expert Cards (Richek & McTague, 2008) while those in the control group had time to learn vocabularies and deepen their learningindividuallyand researcher monitored and told them to memorize or paraphrase the vocabularies themselves individually All the participants completed a self-efficacy questionnaire on vocabulary learning. The participants completed a questionnaire on self-efficacy learning twice, once before the treatment as the pretest and a second time after the treatment as the posttest. The data thus obtained were then analyzed through measuring the Analysis of Covariance (ANCOVA) to examine the trajectories of change in the participants’ self-efficacy over the treatment. The results indicated a significant increase in the self-efficacy indexes of the experimental group compared with the control group. The findings from the current study provide empirical evidence suggesting that through peer interaction it could be possible to enhance self-efficacy, which in turn may contribute to the development of language skills.