Position of rays and lateral deviation of vessel elements in the stem wood of some dicotyledonous species with storeyed, double-storeyed, and nonstoreyed cambia
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Bibliographic record
Abstract
It is believed that differentiating vessel elements increase their diameter by growing intrusively in the circumferential direction and symplastically in the radial direction in relation to the stem axis. On the basis of a detailed analysis of the cell arrangement observed in a series of semithin anatomical sections of cambial zone and the developing and mature secondary xylem of Terminalia ivorensis , Wisteria floribunda , and Millettia laurentii , we revealed a novel correlation of growing vessel elements with surrounding tissues. Rays seem to prevent the growing vessel elements from protruding laterally between the cells of adjacent rays. The growing vessel elements break the continuity of several neighbouring radial files of fusiform cell derivatives but not of ray cell derivatives. If a contiguous ray becomes an obstacle for the growth of vessel elements on any one side, the growing elements often start to grow in the opposite direction, consequently causing a deviation in the alignment of the vessel elements concerned. This mechanism explains why vessel elements may deviate from the array of their precursors, the fusiform cambial initials. Our models on the intrusive symplastic growth of vessel element mother cells have revealed that intrusive growth does not occur between radial walls of neighbouring cells.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it