The endoplasmic reticulum-associated oleate desaturase FAD2 (1-acyl-2-oleoyl-sn-glycero-3-phosphocholine Delta12-desaturase) is the key enzyme responsible for the production of linoleic acid in non-photosynthetic tissues of plants. Little is known, however, concerning the post-transcriptional mechanisms that regulate the activity of this important enzyme. The soybean genome possesses two seed-specific isoforms of FAD2, designated FAD2-1A and FAD2-1B, which differ at only 24 amino acid residues. Expression studies in yeast revealed that the FAD2-1A isoform is more unstable than FAD2-1B, particularly when cultures were maintained at elevated growth temperatures. Analysis of chimeric FAD2-1 constructs led to the identification of two domains that appear to be important in mediating the temperature-dependent instability of the FAD2-1A isoform. The enhanced degradation of FAD2-1A at high growth temperatures was partially abrogated by treating the cultures with the 26S proteasome-specific inhibitor MG132, and by expressing the FAD2-1A cDNA in yeast strains devoid of certain ubiquitin-conjugating activities, suggesting a role for ubiquitination and the 26S proteasome in protein turnover. In addition, phosphorylation state-specific antipeptide antibodies demonstrated that the Serine-185 of FAD2-1 sequences is phosphorylated during soybean seed development. Expression studies of phosphopeptide mimic mutations in yeast suggest that phosphorylation may downregulate enzyme activity. Collectively, the results show that post-translational regulatory mechanisms are likely to play an important role in modulating FAD2-1 enzyme activities.
Children with Asperger syndrome may frequently exhibit problems in the areas of social, behavioral, academic, motor, and sensory skills. Interventions are most effective if they are consistently implemented, use concrete information and visual structures, and utilize the assistance of parents, teachers, peers, and therapists.
A movement-based approach to the development of language in children with deaf-blindness includes utilization of the four coactive movement phases: resonance, coactive movement, nonrepresentation reference , and deferred imitation . Such an approach stresses the use of structure in the environment as well as the use of a hierarchy of media cues. These cues range from concrete to symbolic in their characteristics and assist children in learning more complex concepts. A movement-based approach uses the salient features of individuals or objects to develop an understanding of the person or object. Such features initially are used to stimulate use of language concerning objects or individuals in the immediate environment, and later to refer to persons or concepts in a more abstract fashion.
^β^^Ρ β β W i l l W w^^e β w '^R^^w Β β Η WW Η Β β Β Once I knew only darkness and stillness. . . . My life was with out past or f u t u r e . . . . But a lit tle word from the fingers of another fell into my hand that clutched at emptiness, and my heart leaped to the rapture of living.
-Helen Keller, 1880-1968'To order books marked by an asterisk ('), please call 24 hrs/.i65 days: 1-800-BOOKS-NOW
Special educators were queried about their perceptions of parent involvement in the individual education plan (IEP) process. Specific research questions focused on parents' participation level and their role in the IEP process. One hundred forty-five special education teachers, of all disability categories and from 6 states, were surveyed. Results showed a diversity of opinion over practices, processes, and attitudes regarding the IEP process, despite their purported familiarity since the inception of PL 94-142.As a result of litigative and legislative mandates, in particular PL 94-142, parents are expected and required to be active participants in the decision-making process involving their handicapped child's educational program and placement. It was the inclusion of the individualized education program (IEP) requirements in PL 94-142 that provided parents with an outline of their roles and responsibilities in determining their child's instructional plan. Moreover, the IEP conference was designated as the vehicle for shared decision making between parents and professionals.Although the catalyst for the parent-professional alliance was a federal mandate, a review of the literature since the passage of PL 94-142 indicates that involvement is contingent upon the attitudes of professionals toward the principle of shared decision making. The literature reveals
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