Faculty Opinions recommendation of dFezf/Earmuff maintains the restricted developmental potential of intermediate neural progenitors in Drosophila.

2010 ◽  
Author(s):  
Nancy Speck ◽  
Joanna Tober
Keyword(s):  
Neural Progenitors ◽  
Developmental Potential

scholarly journals Temporal and epigenetic regulation of neurodevelopmental plasticity

2007 ◽  
Vol 363 (1489) ◽  
pp. 23-38 ◽  
Author(s):  
Nicholas D Allen
Keyword(s):  
Stem Cells ◽  
Progenitor Cells ◽  
Developmental Plasticity ◽  
Neural Progenitor Cells ◽  
Embryonic Stem ◽  
Neural Progenitor ◽  
Neural Progenitors ◽  
Developmental Potential ◽  
Neural Lineage

The anticipated therapeutic uses of neural stem cells depend on their ability to retain a certain level of developmental plasticity. In particular, cells must respond to developmental manipulations designed to specify precise neural fates. Studies in vivo and in vitro have shown that the developmental potential of neural progenitor cells changes and becomes progressively restricted with time. For in vitro cultured neural progenitors, it is those derived from embryonic stem cells that exhibit the greatest developmental potential. It is clear that both extrinsic and intrinsic mechanisms determine the developmental potential of neural progenitors and that epigenetic, or chromatin structural, changes regulate and coordinate hierarchical changes in fate-determining gene expression. Here, we review the temporal changes in developmental plasticity of neural progenitor cells and discuss the epigenetic mechanisms that underpin these changes. We propose that understanding the processes of epigenetic programming within the neural lineage is likely to lead to the development of more rationale strategies for cell reprogramming that may be used to expand the developmental potential of otherwise restricted progenitor populations.

scholarly journals The Drosophila Sp8 transcription factor Buttonhead prevents premature differentiation of intermediate neural progenitors

eLife ◽  
2014 ◽  
Vol 3 ◽  
Author(s):  
Yonggang Xie ◽  
Xiaosu Li ◽  
Xian Zhang ◽  
Shaolin Mei ◽  
Hongyu Li ◽  
...  
Keyword(s):  
Cell Cycle ◽  
Transcription Factor ◽  
Neural Progenitor Cells ◽  
Neural Progenitors ◽  
Homeodomain Protein ◽  
Cell Cycle Exit ◽  
Developmental Potential ◽  
Drosophila Homolog ◽  
Ets Transcription Factor ◽  
Mother Cells

Intermediate neural progenitor cells (INPs) need to avoid differentiation and cell cycle exit while maintaining restricted developmental potential, but mechanisms preventing differentiation and cell cycle exit of INPs are not well understood. In this study, we report that the Drosophila homolog of mammalian Sp8 transcription factor Buttonhead (Btd) prevents premature differentiation and cell cycle exit of INPs in Drosophila larval type II neuroblast (NB) lineages. We show that the loss of Btd leads to elimination of mature INPs due to premature differentiation of INPs into terminally dividing ganglion mother cells. We provide evidence to demonstrate that Btd prevents the premature differentiation by suppressing the expression of the homeodomain protein Prospero in immature INPs. We further show that Btd functions cooperatively with the Ets transcription factor Pointed P1 to promote the generation of INPs. Thus, our work reveals a critical mechanism that prevents premature differentiation and cell cycle exit of Drosophila INPs.

Measuring “Language Access Profiles” in Deaf and Hard-of-Hearing Children With the DHH Language Exposure Assessment Tool

2020 ◽  
pp. 1-25
Author(s):  
Matthew L. Hall ◽  
Stephanie De Anda
Keyword(s):  
Cluster Analysis ◽  
Exposure Assessment ◽  
Hard Of Hearing ◽  
Assessment Tool ◽  
Communication Mode ◽  
Developmental Potential ◽  
Language Access ◽  
Retest Reliability ◽  
Language Exposure ◽  
Test Retest Reliability

Purpose The purposes of this study were (a) to introduce “language access profiles” as a viable alternative construct to “communication mode” for describing experience with language input during early childhood for deaf and hard-of-hearing (DHH) children; (b) to describe the development of a new tool for measuring DHH children's language access profiles during infancy and toddlerhood; and (c) to evaluate the novelty, reliability, and validity of this tool. Method We adapted an existing retrospective parent report measure of early language experience (the Language Exposure Assessment Tool) to make it suitable for use with DHH populations. We administered the adapted instrument (DHH Language Exposure Assessment Tool [D-LEAT]) to the caregivers of 105 DHH children aged 12 years and younger. To measure convergent validity, we also administered another novel instrument: the Language Access Profile Tool. To measure test–retest reliability, half of the participants were interviewed again after 1 month. We identified groups of children with similar language access profiles by using hierarchical cluster analysis. Results The D-LEAT revealed DHH children's diverse experiences with access to language during infancy and toddlerhood. Cluster analysis groupings were markedly different from those derived from more traditional grouping rules (e.g., communication modes). Test–retest reliability was good, especially for the same-interviewer condition. Content, convergent, and face validity were strong. Conclusions To optimize DHH children's developmental potential, stakeholders who work at the individual and population levels would benefit from replacing communication mode with language access profiles. The D-LEAT is the first tool that aims to measure this novel construct. Despite limitations that future work aims to address, the present results demonstrate that the D-LEAT represents progress over the status quo.

ДІАЛОГ ЯК МЕХАНІЗМ АКСІОГЕНЕЗУ ОСОБИСТОСТІ В ПРОЦЕСІ ВИЩОЇ ПРОФЕСІЙНОЇ ОСВІТИ

1970 ◽  
Vol 8 (1) ◽  
pp. 103-109
Author(s):  
Галина Радчук
Keyword(s):  
Real Life ◽  
Educational Environment ◽  
Educational Process ◽  
Cognitive Approach ◽  
Developmental Potential ◽  
Educational Dialogue ◽  
Cultural Orientations ◽  
Teachers And Students ◽  
Stereotyped Role ◽  
Internal Initiation

Статтю  присвячено  проблемі  теоретичного  обґрунтування  діалогу  як  механізму  аксіогенезу  особистості в освітньому процесі та виокремлення сутнісних аспектів діалогізації освітнього середовища  вищої школи. Обґрунтовано, що провідними цілями сучасної вищої освіти в контексті її гуманітаризації є  загальнокультурні орієнтири, які дозволяють замінити власне  когнітивний  підхід на смислотворчий, де і  викладач, і студент є активними суб’єктами освітнього діалогу. Показано, що освітній діалог виступає  зовнішньою   спонукою   внутрішнього   ініціювання   особистісно-професійного   становлення   майбутнього  фахівця,  становлення  його  ціннісно-смислової  сфери,  а  рівень  діалогізації  освітнього  середовища  може  слугувати  мірилом  реалізації  особистісно-розвивального  потенціалу  освіти.  На  підставі  емпіричного  дослідження   визначено,  що  у   реальному   освітньому   процесі  найбільшою   перешкодою  у   діалогізації  освітнього   середовища   є      догматичність,   формалізованість   освітнього   процесу   та   закритість,  стереотипність рольової поведінки викладачів та студентів.  The  article  is  focused  on  theoretical  argumentation  of the  dialogue  as  a  mechanism  for  personality  axiogenesis in  educational process and separation of essential dialogue aspects in higher educational environment.  The author argues that general cultural orientations are main goals of modern higher education in the context of its  humanization. This allows to replace the actual cognitive approach with sense creation one, where both teacher and  student are active subjects of educational dialogue. It is shown that educational dialogue is an external stimulus of  internal initiation of personal and professional formation in future specialists, as well as formation of their value- semantic sphere. The level of dialogue in educational environment can serve as a measure of implementation of  personality and developmental potential in education. On the basis of empirical research it is determined that  dogmatism,  formalization  of  educational  process,  and  closeness,  stereotyped  role  of  teachers’  and  students’  behavior  are  the  greatest  obstacles  for  educational  environment  becoming  more  dialogue  driven  in  real-life  educational process.

The Role of Technology in Higher Education

IJOHMN ◽  
2017 ◽  
Vol 3 (3) ◽  
Author(s):  
Dr. A. SUBRAMANIAN
Keyword(s):  
Professional Development ◽  
Information Systems ◽  
Distance Learning ◽  
Educational Achievement ◽  
Traditional Education ◽  
Developmental Potential ◽  
Professional Development For Teachers ◽  
Paper Technology ◽  
Educational Field

Present status and use for educational purposes, technology is fulfilling an ever increasing role in both the traditional education field, and in other fields which are utilizing technology for educational purposes. Within the educational field we can see technology as a means of removing barriers for students and teachers alike. First, technology can remove financial and geographical barriers through distributed learning. This allows students and teachers to experience educational opportunities that they might have otherwise never been able to encounter. Second, technology is bringing about a new focus on problem and skill based learning. Information databases are being used to assist teachers in the acquisition of new knowledge and provide professional support outside of the traditional professional development seminar. In regards to future action, we should continue to utilize the successful trends in education as a means to fulfil their developmental potential and see increased impacts on our field. In particular, we should continue the use of distance learning as a means of professional development for teachers, by providing more opportunities aimed at improving their job related performance. Distance learning for students should also be an area of focus by providing software that allows for increasing authenticity in simulations, multimedia content, and social connections. We should continue to focus on technology that allows students to interact with other students and environments located outside of their current environment, locality, and culture. Information systems are also in need of continual investment. Information systems perform two important roles for the educational system: Focus on this paper, technology has already served an important role in education in multiple fields. Specifically, technology has been of great use to the educational field in terms of its focus on improving the effectiveness and efficiency of the educational experiences of both students and teachers. Continued use and development of technology can serve to further benefit the educational field and recommendations based on the development of existing trends in education should be pursued for great gains in educational achievement..

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