This study provides Class I evidence of efficacy of amifampridine phosphate as a symptomatic treatment for LEMS.

As a biostimulant, amino acids play crucial roles in enhancing plant growth and development. These roles, combined with the ability to be approved for organic usage, make amino acids a good choice for sustainable farming systems. This work investigates the effect of onion seed priming with different exogenous amino acids, specifically the impact of seed priming in enhancing a diverse range of morpho-physiological responses of onion seedlings. Here, we primed onion seeds (Cultivar Giza 6) with ten exogenous amino acids. Based on the growth parameters of onion seedlings, data showed that glutamine significantly improved the most studied parameters. Germination percentage (GP) ranged from 85% in Methionine (Met) to 98.5% in Proline (Pro) and Tryptophan (Try), with 10% over the control treatment. Glutamine (Glu) enhanced the vigor index (VI) of onion, giving the seeds a high ability to produce normal seedlings. The most extended root system (≥3.3 cm) was obtained from Glu, Glycine (Gly), Pro, and Try treatments. The maximum shoot length was obtained from treatments (Glu and Try) with more than 60% over control. Priming onion seeds with amino acids (AAs) increased chlorophyll contents compared with non-primed seeds. Glutamine and Threonine (Thr) had the highest results (122 and 127 μg/g fresh weight, respectively), while the Glu treatment registered the highest Carotene contents with 50% over the control treatment. Furthermore, the data illustrate that the principal component analysis-1 (PCA1) indicates 67.2% variability, and PCA2 indicates 14.8% variability. Strong positive correlations were observed between germination percentage, root length, shoot length, dry matter, chlorophyll a, and carotene. The study concluded that the primed onion seeds by glutamine, proline, and tryptophan had the best germination rates.

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Представлено исследование становления связной речи детей дошкольного возраста с нормой и нарушениями речевого развития. Проанализированы концепции ведущих отечественных ученых относительно изучения особенностей речевого развития у детей с общим недоразвитием речи. В рамках данной проблемы актуальным является рассмотрение вопросов формирования навыков самостоятельного построения рассказа у старших дошкольников с нормой и нарушениями речевого развития. Это связано с тем, что овладение рассказыванием представляет собой качественный переход на абсолютно новый уровень речемыслительной деятельности, что имеет значение в общем психическом развитии ребенка. Обосновывается мысль о том, что дошкольный возраст является благоприятным для интенсивного развития монологической речи, связного высказывания. Дошкольники в полной мере усваивают навыки владения семантическим, синтаксическим и морфологическим строем родного языка. Рассматриваются и обобщаются особенности речевого развития детей дошкольного возраста с общим недоразвитием речи. Приводятся эмпирические данные относительно ошибок в освоении детьми дошкольного возраста навыков самостоятельного построения рассказа. Достоверность результатов обоснована сравнительным анализом особенностей формирования построения рассказа детьми дошкольного возраста с общим недоразвитием речи и нормой речевого развития. С помощью сравнительного анализа выявляются словарные, грамматические, синтаксические затруднения детей дошкольного возраста в построении связного высказывания. Обосновывается необходимость разработки рекомендаций по коррекции особенностей самостоятельного составления рассказа у старших дошкольников с общим недоразвитием речи. This article is devoted to the study of the formation of coherent speech of preschool children with normal and impaired speech development. The article analyzes the concept of the leading Russian scientists to study the features of speech development in children with general underdevelopment of speech. Within the framework of this problem, it is urgent to consider the issues of formation of an independent construction of a story in older preschoolers with the norm and disorders of speech development. This is due to the fact that the mastery of storytelling is a qualitative transition to a completely new level of verbal activity of a child, which is important in the overall mental development of a child. The idea that preschool age is favorable for intensive development of monological speech and coherent utterance is substantiated. Preschoolers fully learn the skills of semantic, syntactic and morphological structure of the native language. The article discusses and summarizes the features of speech development of preschool children with General underdevelopment of speech. The article presents empirical data on the errors in the development of independent storytelling in preschool children. The reliability of the results is substantiated by the comparative analysis of the peculiarities of formation of the plot of preschoolers with general underdevelopment of speech and normal speech development. On the basis of the comparative analysis, vocabulary, grammar and syntactic difficulties of preschool children in construction of the coherent statement are revealed. In conclusion, on the basis of the above conclusions, the need to develop recommendations for correcting the features of self-compilation of a story among older preschoolers with general underdevelopment of speech is justified.