Striatin family proteins contain a caveolin binding domain, a coiled-coil motif, a calmodulin binding domain, and a WD-repeat domain. Homologs of striatin protein have been However, our knowledge of the function and the molecular mechanism of fungal striatin homologs is limited. Based on the conserved sequences of functional domains, I hypothesized that the fungal striatin orthologs also act as scaffolding proteins that are functionally conserved among fungal species and involved in multiple types of development in the diverse kingdom Mycota. I used reverse genetic strategies to study the function of the Aspergillus nidulans striatin ortholog (strA) and the Colletotrichum graminicola striatin ortholog (str1). In assays of sexual development, the strA deletion strain (ΔstrA) produces fewer ascospores with smaller cleistothecia, while the str1 deletion strain (Δstr1) is defective in perithecia development. The ΔstrA phenotypes indicate that StrA is associated with ascosporogenesis in cleistothecia. Both ΔstrA and Δstr1 are reduced in radial growth and in conidia production. The Δstr1 strain is also altered in its spiral growth pattern and morphology of conidia and hyphopodia, but it produces appressoria similar to wild type. The pairing of nitrate non-utilizing mutants demonstrates that Str1 is required for hyphal fusion. In pathogenicity, Δstr1 is less virulent in maize anthracnose leaf blight and stalk rot. The phenotypes of Δstr1 are complemented by the Fusarium verticillioides striatin ortholog (fsr1), indicating that Fsr1 and Str1 are functionally conserved. Over-expression of StrA reveals its positive role in conidiation and the sexual production. StrA::eGFP localizes mainly to the endoplasmic reticulum. After comparing the results from these two species and other studied fungal species, I suggest that fungal striatins are involved in five types of development including hyphal growth, hyphal fusion, conidiation, sexual development, and virulence, and propose a model of fungal striatin protein interactions to account for these diverse phenotypes.

Jag har utfört en studie där jag granskat vilka strategier och lekregler förskollärare använder sig av i verksamheten för att inkludera barn i lek. För att få svar på detta har jag använt mig av tidigare forskning och litteratur som jag anser vara relevant för min undersökning. Den innefattar främst vad lek är och vilka förutsättningar ett barn behöver behärska för att kunna leka samt lekteorier och strategier för att inkludera barn i lek. Metoden jag använt mig av för att besvara mina fråge-ställningar är kvalitativ intervju och jag har intervjuat fem verksamma förskollärare som arbetar med barn i åldern 1-5 år. I resultatet framkom att det är förskollärarnas ansvar att inkludera alla barnen i leken och att det är förskollärarnas deltagande i leken som främjar ett inkluderande. Alla barn ska inkluderas i leken, men inte i alla lägen då barnens lek ska respekteras. / I have conducted a study where I reviewed which strategies and play rules preschool teachers' uses in preschool to include children in play. To get answers to this I have been using previous research and literature that I consider to be relevant to my examination. It involves what play is and what conditions children need to master to be able to play and as well play theories and strategies to include children in play. The method I have used to answer my questions are qualitative interview and I have interviewed five active preschool teachers' working with chil-dren aged 1-6 years old. The results revealed that there are preschool teachers' responsibilities to include all the children in play and that there are preschool teachers' participation in play that promotes an inclusive environment. All children should be included in play, but not in all situations because children’s play must be respected.