By radioreceptor binding studies with iodinated TGF-β1, it has been shown that an undifferentiated ES-5 cell expresses approximately 3270 receptors with a dissociation constant Kd=130pM, but after the induction of di...By radioreceptor binding studies with iodinated TGF-β1, it has been shown that an undifferentiated ES-5 cell expresses approximately 3270 receptors with a dissociation constant Kd=130pM, but after the induction of differenti-ation by retinoic acid and dBcAMP, the receptor number of a differentiated RA-ES-5 cell was increased about 80% and the Kd was also increased to 370 pM. Furthermore,more direct evidence supporting the expression of TGF-βtype Ⅰand type Ⅱ receptors in both ES-5 and RA-ES-5 cells has come from dot blot hybridization of cellular mRNA with cDNA probes for type Ⅰ and type Ⅱ recep-tors. Meanwhile, mRNA expression level of types Ⅰ and Ⅱreceptors in RA-ES-5 cells were higher than that in ES-5 cells. Down regulation of TGF-β receptors with a signifi-cant decrease in the rate of cell proliferation in both cells, was found by employing a pretreatment with neutralizing antibody to TGF-β1. The possible role of receptors for TGF-β in cen differentiation is discussed here.展开更多
This demonstration of concept applies diagnostic-prescriptive reading instruction, a methodology useo m omteu atd^u~ developmental education, toward improving reading comprehension and self-regulated comprehension str...This demonstration of concept applies diagnostic-prescriptive reading instruction, a methodology useo m omteu atd^u~ developmental education, toward improving reading comprehension and self-regulated comprehension strategy selection in Chinese postsecondary education. A single tutor, also the researcher, works closely with one Chinese university student to develop student-centered comprehension strategies that she can practice on her own. After a battery of formal and informal assessments and interviews, decoding and understanding deficiencies are identified, characterized, and discussed. Both the student and her tutor develop and execute a study plan, which was completed during the spring semester of 2010 at Sha＇anxi University of Science and Technology （SUST） in Xi＇an, People＇s Republic of China （PRC）. By focusing on the subject＇s primary decoding deficiency, spelling, and her primary understanding deficiency, lack of background knowledge, the subject and her reading tutor are able to strategically tackle five reading comprehension goals： （1） spelling; （2） phonemic awareness; （3） noticing structural and cohesive elements; （4） comparing argumentative and evaluative texts; and （5） analyzing expository texts in business and economics. A final discussion analyzes both qualitative and quantitative data, including unexpected discoveries such as the salience of cohesion in reading comprehension and the cultural biases of standardized reading assessments.展开更多
文摘By radioreceptor binding studies with iodinated TGF-β1, it has been shown that an undifferentiated ES-5 cell expresses approximately 3270 receptors with a dissociation constant Kd=130pM, but after the induction of differenti-ation by retinoic acid and dBcAMP, the receptor number of a differentiated RA-ES-5 cell was increased about 80% and the Kd was also increased to 370 pM. Furthermore,more direct evidence supporting the expression of TGF-βtype Ⅰand type Ⅱ receptors in both ES-5 and RA-ES-5 cells has come from dot blot hybridization of cellular mRNA with cDNA probes for type Ⅰ and type Ⅱ recep-tors. Meanwhile, mRNA expression level of types Ⅰ and Ⅱreceptors in RA-ES-5 cells were higher than that in ES-5 cells. Down regulation of TGF-β receptors with a signifi-cant decrease in the rate of cell proliferation in both cells, was found by employing a pretreatment with neutralizing antibody to TGF-β1. The possible role of receptors for TGF-β in cen differentiation is discussed here.
文摘This demonstration of concept applies diagnostic-prescriptive reading instruction, a methodology useo m omteu atd^u~ developmental education, toward improving reading comprehension and self-regulated comprehension strategy selection in Chinese postsecondary education. A single tutor, also the researcher, works closely with one Chinese university student to develop student-centered comprehension strategies that she can practice on her own. After a battery of formal and informal assessments and interviews, decoding and understanding deficiencies are identified, characterized, and discussed. Both the student and her tutor develop and execute a study plan, which was completed during the spring semester of 2010 at Sha＇anxi University of Science and Technology （SUST） in Xi＇an, People＇s Republic of China （PRC）. By focusing on the subject＇s primary decoding deficiency, spelling, and her primary understanding deficiency, lack of background knowledge, the subject and her reading tutor are able to strategically tackle five reading comprehension goals： （1） spelling; （2） phonemic awareness; （3） noticing structural and cohesive elements; （4） comparing argumentative and evaluative texts; and （5） analyzing expository texts in business and economics. A final discussion analyzes both qualitative and quantitative data, including unexpected discoveries such as the salience of cohesion in reading comprehension and the cultural biases of standardized reading assessments.
