Littérature scientifique sur le sujet « Intramorphism »

BREEDING SYSTEMS AND POLLINATION OF THE PSYCHOTRIA CAPITATA RUIZ & PAVON (RUBIACEAE): A CASE THE TYPICAL DISTYLY IN CERRADO: The phenotypic integration observed in flowers is an evolutionary strategy that aims to increase the pollen flow between individuals, favoring the crossing and maintenance of genetic variability. This success is directly related to the floral structure, such as hermaphroditism, and to the behavior of visitors, and can generate conflicts between the floral structures, being selected characteristics that reduce this conflict and amplify the pollen flow, as is the case of heterostyly. The objective of the study was to describe the floral characteristics, the reproductive system, and pollination in Psychotria capitata Ruiz & Pavon (Rubiaceae). For this purpose, the floral structures were measured and observed, controlled crossings were carried out, the floral visitors were observed and the nectar production was evaluated. Psychotria capitata is a typical dystylic species, shrub with a maximum height of 3 meters, with high rates of reciprocal hercogamy between the floral morphs. It has white tubular flowers, visited by a wide range of insects, including moths, bees, wasps and flies. There was higher fruit formation in intermorphic cross-pollination (> 60 %) and lower formation in intramorphic (< 20 %) and self-pollination (< 15 %), characterizing self and intramorphic incompatibility. These data were confirmed by the non growth of pollen tubes in self-pollinated pistils and intramorphic pollinators. Blooming is annual, and occurs between the months of October and January, with peak blooming in November and December. The reproductive data evaluated are similar to other Rubiaceae species in the Cerrado forest sub forest. These data enrich the reproductive knowledge of Rubiaceae's sub-forest species, so important for the maintenance of fauna in forest fragments.

Cyclocarya paliurus is an important medical plant owing to the diverse bioactive compounds in its leaves. However, the heterodichogamy with female and male functions segregation within protandry (PA) or protogyny (PG) may greatly affect seed quality and its plantations for medicinal use. To speculate on the factor playing the dominant role in regulating heterodichogamy in C. paliurus, based on phenotypic observations, our study performed a multi comparison transcriptome analysis on female and male buds (PG and PA types) using RNA-seq. For the female and male bud comparisons, a total of 6753 differentially expressed genes (DEGs) were detected. In addition, functional analysis revealed that these DEGs were significantly enriched in floral development, hormone, and GA-related pathways. As the dominant hormones responsible for floral differentiation and development, gibberellins (GAs) in floral buds from PG and PA types were quantified using HPLC-MS. Among the tested GAs, GA3 positively regulated the physiological differentiation (S0) and germination (S2) of floral buds. The dynamic changes of GA3 content and floral morphological features were consistent with the expression levels of GA-related genes. Divergences of GA3 contents at S0 triggered the asynchronism of physiological differentiation between male and female buds of intramorphs (PA-M vs. PA-F and PG-F vs. PG-M). A significant difference in GA3 content enlarged this asynchronism at S2. Thus, we speculate that GA3 plays the dominant role in the formation of heterodichogamy in C. paliurus. Meanwhile, the expression patterns of GA-related DEGs, including CPS, KO, GA20ox, GA2OX, GID1, and DELLA genes, which play central roles in regulating flower development, coincided with heterodichogamous characteristics. These results support our speculations well, which should be further confirmed.

Our analysis core is the study of the issues occurring in deaf signing children, using Italian Signing Language (LIS), during reading and writing learning process. Our reflections originate from practices (G.Mialaret, 1986), facts and from experimental actions and their aim is to better understand this educational issue: the relationship among words, signs and writing, between fingerspelling alphabet and writing, between a tridimensional cinematic language and writing bidimensional linearity . The researcher has been guided by a thread starting from a universalistic perspective, or for some points of view an anti-nativist one, where a language is considered as the product of people, the result of conventions and social habits (Von Humboldt 1767-1835). Here we are in the middle of Sapir-Whorf’s linguistically relativity theory, that asserts that cognitive development in every human being is influenced by his spoken language. We can find a systemic and complex relationship between individual’s living, his ontological destiny, and his language, his communication habits. The notions about transformation process is our theoretical point of view, studied by authors such as Jakobson, Vygotskij, Lakoff , Ricoeur. Seinker’s second languages acquisiton theory has offered several hints to rationalize the intersemiotic passage, as a guiding light toward the intramorphic theory, namely toward to a method of translation forms and contents of a code , through the alteration of the simbolic system and the alteration of the susbstance that compose a system, in a dynamic process of interlinguistical different figures. In 2013 a new didactical and educational perspective, named intramorphism has been worked out and towards that outlook this research has been thought out as a verifcation of some theoretical assumptions where some evidences allow to validate (or not) the same theory. The sophistication of this subject has brought to act an integration of qualitative and quantitative approach. The choice of a multiple case study (R.Yin, 2005) has satisfied our need to explain, where possible, an integrated educational action in a social and individual context, and respectful of deaf signing children language and identity specificity, and moreover flexible about theoretical premises and in its approach to daily teaching/learning practices. We choose to put on the multiple case study method to deaf signing children, attending bilingual schools (Italian, sign language) repeating the intervention on every child with conflicting or similar results forecast. The results prove the exactness in our hypothesis and in the method: strengthening writing and reading acquisition with and individual work on depth and on metacognitive consciousness in visual ‘intramorphical’ gears enables meaningful improvements in writing and reading skills in deaf children towards to standards. Furthermore, we have carried out a pilot analysis in Ouagadougou, Burkina Faso- Africa, in “Centre Effatà L. Pavoni”, in a condition of extreme hardship that has been very important to the researcher and where the same methods, tools and procedures ran in Italy has been exploited.