Genesee Cancer & Blood Disease

У статті аналізуються поняття «комунікація», «міжкультурна комунікація», «мовленнєвий етикет». Розглянуто проблему формування здатності особистості до ефективної міжкультурної комунікації як засобу розуміння ментальних особливостей різних культур, що є гарантом ефективного діалогу культур у сучасному світі. Підкреслюється важлива роль мовленнєвого етику у міжкультурному спілкуванні. Подано характеристику міжкультурних непорозумінь у процесі комунікації.

Quantitative differences in gene expression emerge as a significant source of variation in natural populations, representing an important substrate for evolution and accounting for a considerable fraction of phenotypic diversity. However, perturbation of gene expression is also the main factor in determining the molecular pathogenesis of numerous aneuploid disorders. In this review, we focus on Down syndrome (DS) as the prototype of "genomic disorder" induced by copy number change. The understanding of the pathogenicity of the extra genomic material in trisomy 21 has accelerated in the last years due to the recent advances in genome sequencing, comparative genome analysis, functional genome exploration, and the use of model organisms. We present recent data on the role of genome-altering processes in the generation of diversity in DS neural phenotypes focusing on the impact of trisomy on brain structure and mental retardation and on biological pathways and cell types in target brain regions (including prefrontal cortex, hippocampus, cerebellum, and basal ganglia). We also review the potential that genetically engineered mouse models of DS bring into the understanding of the molecular biology of human learning disorders.

Summary On the basis of Social Learning Theory and Field Theory, it was hypothesized that the phenomenon of temporal orientation has a causal rather than merely a correlative relationship with identifiable behaviors. The experiment sought to manipulate temporal orientation with replicable techniques. These approaches, conceptualized within the alternative theories cited, were presented as tape-recorded counseling models to 277 junior and senior high school students. Temporal orientation was found to be enhanced for subjects exposed to treatments conceptualized within Social Learning Theory, but not for Field Theory treatments. Two social learning treatments were found to be more effective than one. Socioeconomic status, chronological age, and intelligence were not found to be significant variables in temporal orientation enhancement. The predicted causal relationship between temporal orientation and behavioral outcomes of deportment and academic achievement were not supported by the data.