Organized the Scope of Professional Competency Performance of Lifelong Educators for the Disabled: Qualification Classification Convergence System Development of Coordinator and Professional Educator

ABSTRACT Disabled gene products are important for nervous system development in drosophila and mammals. In mice, the Dab1 protein is thought to function downstream of the extracellular protein Reln during neuronal positioning. The structures of Dab proteins suggest that they mediate protein-protein or protein-membrane docking functions. Here we show that the amino-terminal phosphotyrosine-binding (PTB) domain of Dab1 binds to the transmembrane glycoproteins of the amyloid precursor protein (APP) and low-density lipoprotein receptor families and the cytoplasmic signaling protein Ship. Dab1 associates with the APP cytoplasmic domain in transfected cells and is coexpressed with APP in hippocampal neurons. Screening of a set of altered peptide sequences showed that the sequence GYXNPXY present in APP family members is an optimal binding sequence, with approximately 0.5 μM affinity. Unlike other PTB domains, the Dab1 PTB does not bind to tyrosine-phosphorylated peptide ligands. The PTB domain also binds specifically to phospholipid bilayers containing phosphatidylinositol 4P (PtdIns4P) or PtdIns4,5P2 in a manner that does not interfere with protein binding. We propose that the PTB domain permits Dab1 to bind specifically to transmembrane proteins containing an NPXY internalization signal.

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PENDIDIKAN PROFESI GURU DALAM KAITANNYA DENGAN PENINGKATAN PROFESIONALISME GURU

Sang Acharya : Jurnal Profesi Guru ◽

10.25078/sa.v2i1.2451 ◽

2021 ◽

Vol 2 (1) ◽

pp. 1

Author(s):

Ni Nyoman Lisna Handayani ◽

Ni Ketut Erna Muliastrini ◽

I Putu Suardipa

Keyword(s):

Teacher Education ◽

Learning Process ◽

Formal Education ◽

Main Task ◽

Professional Competency ◽

National Education ◽

Academic Qualification ◽

Professional Educator ◽

Professional Teacher ◽

Educational Paradigm

<p>A change of educational paradigm to learning paradigm has consequently linked to a change in the management of learning process. This change process implies that it necessitates an academic qualification, quality of academic competency, and professional competency of the learning process manager, in this case, the management is the teacher herself. A teacher is a professional educator was main task is to educate, to teach, to guide, to direct, to train, to asses, and to evaluate pupils within the formal education of early schooling children, primary education, and secondary education. A professional educator must possess academic qualification and competencies as he/she acts as an agent of learning. The academic qualification meant here deals with the minimum educational level required of the teacher, while competencies which are attached to the teacher teaching at primary and secondary educational levels encompass : pedagogical competency, personal competency, professional competency and social competency which are learnt in Professional Teacher Education, taken after S1 or Diploma 4 Degree has been gained. Within the legal reference of the national education system, for those having S1 degree in education (S.Pd) taken concurrently in a Professional Teacher Education are expected to have academic and professional competencies which in turn will provide them with greater chance to become professional teacher.</p>

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Cross-sectional TEM specimen preparation from magneto-optical disk by ultramicrotomy

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s0424820100147028 ◽

1993 ◽

Vol 51 ◽

pp. 236-237

Author(s):

F. Shaapur ◽

M.J. Kim ◽

Seh Kwang Lee ◽

Soon Gwang Kim

Keyword(s):

System Development ◽

Thin Foil ◽

Specimen Preparation ◽

Material System ◽

Cross Sectional ◽

Protective Layers ◽

New Material ◽

Diamond Saw ◽

Original Production ◽

Thick Medium

TEM characterization and microanalysis of the recording media is crucial and complementary to new material system development as well as quality control applications. Due to the type of material generally used for supporting the medium, i.e., a polymer, conventional macro- and microthinning procedures for thin foil preparation are not applicable. Ultramicrotorny (UM) is a viable option and has been employed in previous similar studies. In this work UM has been used for preparation of XTEM samples from a magneto-optical (MO) recording medium in its original production format.The as-received material system consisted of a 4-layer, 2100 Å thick medium including a 300 Å TbFeCo layer enveloped by silicon nitride protective layers supported on a 1.2 mm thick × 135 mm (5.25 in.) diameter polycarbonate disk. Recording tracks had an approximate pitch of 1.6 μm separated by 800 Å deep peripheral grooves. Using a Buehler Isomet low-speed diamond saw, 1 mm wide and 20 mm long strips were cut out of the disk along the recording tracks.

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Dental hygiene students' attitudes and self-confidence in the care of the disabled

Journal of Dental Education ◽

10.1002/j.0022-0337.1987.51.12.tb02166.x ◽

1987 ◽

Vol 51 (12) ◽

pp. 713-715 ◽

Cited By ~ 1

Author(s):

RJ Gruythuysen

Keyword(s):

Dental Hygiene ◽

Dental Hygiene Students ◽

Self Confidence ◽

The Disabled ◽

Students Attitudes

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The Development of Speech-Language Pathology in Zambia: A Reflection on the Current Landscape and Two Contrasting Training Models

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig17.63 ◽

2017 ◽

Vol 2 (17) ◽

pp. 63-72

Author(s):

Suzanna Bright ◽

Chisomo Selemani

Keyword(s):

Multidimensional Poverty ◽

Capital City ◽

Service Development ◽

Speech Impairment ◽

Implementation Challenges ◽

Training Models ◽

The Disabled ◽

Disability Prevalence ◽

Service Gap ◽

Communication Disability

Functional approaches to disability measurement in Zambia reveals an overall disability prevalence rate of 13.4%, 4% of whom are recorded as having “speech impairment” (Zambia Federation of the Disabled [ZAFOD], 2006). Further, multidimensional poverty assessments indicate that 48.6% of Zambia's approximately 16 million citizens are impoverished. Currently, there are three internationally qualified speech-language pathologists (SLPs) providing services within Zambia's capital city, Lusaka. Given these statistics, it follows that a significant number of Zambian's, experiencing communication disability, are unable to access specialist assessment and support. Over the past decade, Zambia has seen two very different approaches to address this service gap—firstly, a larger scale top-down approach through the implementation of a formal master's degree program and more recently a smaller scale, bottom-up approach, building the capacity of existing professionals working in the field of communication disability. This article provides an overview of both programs and the context, unique to Zambia, in which they have developed. Authors describe the implementation challenges encountered and program successes leading to a discussion of the weakness and merits to both programs, in an attempt to draw lessons from which future efforts to support communication disability and SLP service development in Majority World contexts may benefit.

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