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Biomedical subjects

S Alper

Publications and source records attributed to S Alper.

27 records · Page 2Linked to original sources
PubMed1994

Establishment of cell type specific gene transcription during sporulation in Bacillus subtilis.

Asymmetric cell division during the process of sporulation in the bacterium Bacillus subtilis generates dissimilar progeny that exhibit distinct programs of gene transcription. Recent work reveals a partner switching mechanism that governs the activity of the sporulation regulatory protein sigma F and that may be responsible for the establishment of cell type specific gene transcription.

Adenine Nucleotides↗
PubMed1994

Allergy to sodium hypochlorite during root canal therapy: a case report.

Sodium hypochlorite (NaOCl), is the most popular irrigation solution used in root canal treatment but it is known to be an irritant to vital tissues. There have been many case reports dealing with toxic effects of this material. Although the allergic potential of NaOCl has been described in the medical literature, only one case of known hypersensitivity to NaOCl has been reported in the dental literature. In this paper a case is presented, describing both local and systemic adverse tissue reactions, caused by an allergic response, after NaOCl irrigation.

Adult↗
PubMed1994

Duplication of 10 nucleotides in the erythroid band 3 (AE1) gene in a kindred with hereditary spherocytosis and band 3 protein deficiency (band 3PRAGUE).

We describe a duplication of 10 nucleotides (2,455-2,464) in the band 3 gene in a kindred with autosomal dominant hereditary spherocytosis and a partial deficiency of the band 3 protein that is reflected by decreased rate of transmembrane sulfate flux and decreased density of intramembrane particles. The mutant allele potentially encodes an abnormal band 3 protein with a 3.5-kD COOH-terminal truncation; however, we did not detect the mutant protein in the membrane of mature red blood cells. Since the mRNA levels for the mutant and normal alleles are similar and since the band 3 content is the same in the light and dense red cell fractions, we conclude that the mutant band 3 is either not inserted into the plasma membrane or lost from the membrane prior to the release of red blood cells into circulation. We further show that the decrease in band 3 content principally involves the dimeric laterally and rotationally mobile fraction of the band 3 protein, while the laterally immobile and rotationally restricted band 3 fraction is left essentially intact. We propose that the decreased density of intramembrane particles decreases the stability of the membrane lipid bilayer and causes release of lipid microvesicles that leads to surface area deficiency and spherocytosis.

Anion Exchange Protein 1, Erythrocyte↗
PubMed1994

Using self-recording, evaluation, and graphing to increase completion of homework assignments.

This article describes the use of self-monitoring procedures to increase the number of daily homework assignments completed by eight students with learning disabilities. Students ranged in age from 13 to 16 years and attended Grades 7 through 10. The experimental procedure involved the use of a sheet listing all daily assignments given by regular classroom teachers. A multiple-baseline design across subjects demonstrated a clear relationship between the introduction of self-monitoring of assignments and an increase in assignments completed. Goal setting and self-graphing of data appeared to increase this effect.

Adolescent↗
PubMed1994

Reducing disruptive behaviors by training students to request assistance.

Disruptive behaviors of students with disabilities can have a communicative function. They may aid the learner in escaping from aversive situations, and they may also serve to produce positive events. Disruptive behaviors that have a communicative function may be eliminated by teaching an alternative prosocial response. This study compared the relative effectiveness of two teaching methods for reducing disruptive behaviors exhibited by two primary age students with moderate disabilities. The first method consisted solely of a hierarchy of prompts. The second method combined the prompting hierarchy with a cue to request assistance. A multiple baseline design across students with alternating treatments was used to evaluate performance. Results demonstrated a clear relationship between teaching participants to request assistance and a reduction in disruptive behaviors.

Behavior Therapy↗
PubMed1993

Extended school year programs: a community-driven curriculum model.

Appropriate education guaranteed to children with disabilities under P.L. 94-142 has been translated by the courts to mean more than 180 days of education. There is now a strong legal precedent establishing the right to an extended school year (summer school) for students with severe disabilities. The courts have left open to interpretation, however, issues related to the program implementation. Descriptions of extended school year programs vary widely and include respite for parents, continuation of the regular school year curriculum, and remediation in skill areas. The only consensus seems to be that these programs should be tailored to individual needs. In the present article a systematic approach to curriculum development for students with severe disabilities enrolled in extended school year programs was described. This approach is (a) community driven, (b) consistent with each student's IEP objectives for the regular school year, (c) tailored to the individual student, and (d) consistent with current best practices of teaching functional skills performed by individuals without disabilities in a variety of integrated nonschool settings. Student progress data were presented.

Activities of Daily Living↗
PubMed1977

The effects of a seven day camping experience on volunteer student counselors.

An investigation of the effects of a seven-day camp experience with disturbed adolescents on approximately sixty undergraduate "camp counselors" was conducted. Measures of the types of reinforcement preferred and used as well as an overall attitude toward disturbed adolescents were obtained and evaluated. The results indicated that the student counselors did not use the type of reinforcement that they felt was most important and they did not change their attitudes toward disturbed adolescents as a result of experience. The limitations of the study are discussed as well as some suggestions for future research into practicum sites for programs training teachers of the severely disturbed.

Adolescent↗