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  • 1
    ISSN: 1432-2013
    Keywords: Frog ; Skeletal muscle ; Chloride conductance ; Potassium conductance ; Protein kinase C ; Protein kinase A
    Source: Springer Online Journal Archives 1860-2000
    Topics: Medicine
    Notes: Abstract The membrane electrical properties and resting ionic conductances of frog semitendinosus muscle fibres were studied in vitro at 25° C with the two-microelectrode cable technique, in the presence of an activator or inhibitor of protein kinase C (PKC) or in the presence of an activator of adenylate cyclase. The PKC activator, 4β-phorbol 12,13-dibutyrate (4β-PDB), reduced chloride conductance (G Cl) at concentrations greater than 1 μM and did not affect potassium conductance (G K). At 150 μM, the maximum concentration of 4β-PDB tested, G Cl was reduced by 42%. The “inactive” phorbol ester 4α-phorbol 12,13-dibutyrate did not affect G Cl or G K. The inhibitory effect of 4β-PDB on G Cl was prevented by pretreatment of the muscle preparation with the PKC inhibitor staurosporine. The adenylate cyclase activator forskolin (1.5–8 μM) significantly increased the G K of the fibres, without affecting G Cl. Thus, we conclude that frog skeletal muscle G Cl, unlike rat muscle G Cl, is relatively insensitive to activators of PKC. Moreover, in frog muscle, protein kinase A is a likely modulator of G K, but not G Cl.
    Type of Medium: Electronic Resource
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  • 2
    ISSN: 1573-0905
    Keywords: Decoding ; Reading acquisition ; Reading comprehension ; Social class ; Socio-economic status
    Source: Springer Online Journal Archives 1860-2000
    Topics: Education
    Notes: Abstract The aim of this longitudinal study was to further ourunderstanding of the reasons for social classdifferences in growth of decoding and readingcomprehension skills from beginning kindergarten throughchildren's fourth grade year. Participants wereenrolled in five public schools in a moderately sizedsouthern American city (n = 197). We examined ifbeginning kindergarten levels of three kinds ofreading related abilities explained social classdifferences in growth of reading skills during thetime periods of beginning kindergarten to children'sfirst-, second-, third-, and fourth-grade years. Thereading related abilities were phonological awareness,rate of access to phonological information inlong-term memory, and print knowledge. We found thatthe reasons for social class differences in growth ofreading skills depended on the time interval that wasconsidered. During the earliest time interval, socialclass differences in growth of decoding skills werecompletely accounted for by performance on the controlmeasures of general verbal intelligence and prior wordreading skills. During the remaining time periods,social class differences in growth of decoding andreading comprehension skills persisted whenperformance on the three kinds of reading relatedabilities and the control measures were accounted for. The greatest attenuation of SES differences in growthof reading skills occurred when beginning kindergartenlevels of print knowledge were taken into account.
    Type of Medium: Electronic Resource
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