Protein methyltransferases, rich in most mammalian brains, were studied in human cerebrospinal fluid (CSF). Among several well-characterized groups of methyltransferases, protein methylase I (S-adenosylmethionine:protein-arginine N-methyltransferase, EC 2.1.1.23) was found in significant amounts in human CSF samples. Both myelin basic protein (MBP) -specific and histone-specific protein methylase I activities were observed, the latter being generally higher in most CSF. S-Adenosyl-L-homocysteine, a potent product inhibitor for the methyltransferase, inhibited approximately 90% of MBP-specific protein methylase I activity at a concentration of 1 mM. The optimum pH of the MBP-specific protein methylase I was found to be around 7.2. Identity of exogenously added MBP as the methylated substrate for CSF enzyme was confirmed by sodium dodecyl sulfate-polyacrylamide gel electrophoresis. An amino acid analysis of the [methyl-3H]protein hydrolysate showed two major radioactive peaks cochromatographing with monomethyl- and dimethyl (symmetric)-arginine. Human CSF contained relatively high endogenous protein methylase I activity (activity measured without added substrate protein): The endogenous substrate can be immunoprecipitated by antibody raised against calf brain MBP. Finally, CSF from several neurological patients were analyzed for protein methylase I, and the results are presented.
In patients with secondary cleft lip deformity of the philtral depression, the authors' procedure may augment the thickness of the philtral ridge and have positive aesthetic outcomes.
The purpose of this study was to develop a teaching competency diagnosis tool for instructors working in army military schools to improve the quality of education and cultivate the competitiveness of the organization. To this end, previous research data related to the development of teaching competency diagnosis tools were collected and analyzed. Subsequently, focus group interviews and behavioral case interviews with excellent instructors at the Army Military School were conducted, and Delphi surveys were conducted with educational experts to organize teaching competency components and diagnostic tools temporarily. Next, to verify the validity of questionnaire items, a preliminary survey and a main survey were conducted with questionnaires administered to excellent instructors and ordinary instructors to confirm the validity and reliability of the teaching competency diagnosis tool. As a result of the study, four competencies (basic, class, organizational, and digital), 10 major competencies (attitude and attitude as educators, relationship formation, etc.), 25 sub-competencies (responsibility as instructors, initiative, etc.), and 65 behavioral indicators were selected. The diagnostic tools derived through this study are the competencies that instructors must have to perform their duties successfully in military schools. Therefore, our results not only provide information necessary for establishing instructor competency development policies but also contribute greatly to developing programs to strengthen teaching competency in military schools.
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