6 research outputs found

    Proteomes Are of Proteoforms: Embracing the Complexity

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    Proteomes are complexβ€”much more so than genomes or transcriptomes. Thus, simplifying their analysis does not simplify the issue. Proteomes are of proteoforms, not canonical proteins. While having a catalogue of amino acid sequences provides invaluable information, this is the Proteome-lite. To dissect biological mechanisms and identify critical biomarkers/drug targets, we must assess the myriad of proteoforms that arise at any point before, after, and between translation and transcription (e.g., isoforms, splice variants, and post-translational modifications [PTM]), as well as newly defined species. There are numerous analytical methods currently used to address proteome depth and here we critically evaluate these in terms of the current β€˜state-of-the-field’. We thus discuss both pros and cons of available approaches and where improvements or refinements are needed to quantitatively characterize proteomes. To enable a next-generation approach, we suggest that advances lie in transdisciplinarity via integration of current proteomic methods to yield a unified discipline that capitalizes on the strongest qualities of each. Such a necessary (if not revolutionary) shift cannot be accomplished by a continued primary focus on proteo-genomics/-transcriptomics. We must embrace the complexity. Yes, these are the hard questions, and this will not be easy…but where is the fun in easy?Natural Sciences and Engineering Research Council of Canad

    Skills and competation of students on the University of Medical Science

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    Uvod: Pored teoretskoh I prakticnog znanja koi stecu student iz Fakulteta za medicnskih nauka postoje I nekolko drugih vestina (kompetencija) koi su vazni za njihovu profesionalnu karieru. Cilj rada: Da utvrdimo kakve vestine (kompetencije) smo dobili na Fakultetu I koje su nasi pririteti za u budicnst. Materijal I metodi: Pomocu ankete dobili smo rezultate za 11 ponugenih vestina, koi stecu student u toku obrazovnog procesa, rangirajuci nihove odgovore od 1-5 (1- krajno nezadovoljitelno, 5 – odlicno). U anketu su ucestvovali 533 redovnih studenata. Zakljucak: Pomoci ankete I samoevaluacije dobili smo jasnu predstavu koje vestine su neophodne I koje vestine su jaca strana Fakulteta. Ovo je baza podataka koja je jako bitna I koja pruza realna slika o tome sta se trenutno radi, dali je to dovoljno ili ima toga mnogo sto da se radi. Imajuci u vidu da je ovaj Fakultet relativno mlad ove rezultate su vise nego dobre

    Π—Π°ΡˆΡ‚ΠΈΡ‚Π΅Π½ Π΅Ρ„Π΅ΠΊΡ‚ Π½Π° Π²ΠΈΡ‚Π°ΠΌΠΈΠ½ Π• ΠΈ ΠΊΠΎΠΌΠ±ΠΈΠ½Π°Ρ†ΠΈΡ˜Π° ΠΎΠ΄ Π²ΠΈΡ‚Π°ΠΌΠΈΠ½ Π• ΠΈ Π‘ ΠΏΡ€ΠΈ Π°ΠΊΡƒΡ‚Π½ΠΎ ΠΎΡˆΡ‚Π΅Ρ‚ΡƒΠ²Π°ΡšΠ΅ Π½Π° Ρ…Π΅ΠΏΠ°Ρ€ со CCl4

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    ΠˆΠ°Π³Π»Π΅Ρ€ΠΎΠ΄ Ρ‚Π΅Ρ‚Ρ€Π°Ρ…Π»ΠΎΡ€ΠΈΠ΄ΠΎΡ‚ (CCL4) Π½Π°ΡˆΠΈΡ€ΠΎΠΊΠΎ сС ΡƒΠΏΠΎΡ‚Ρ€Π΅Π±ΡƒΠ²Π° ΠΊΠ°ΠΊΠΎ супстанца-ΠΌΠΎΠ΄Π΅Π» Π·Π° ΠΏΠΎΡ˜Π°ΡΠ½ΡƒΠ²Π°ΡšΠ΅ Π½Π° ΠΌΠ΅Ρ…Π°Π½ΠΈΠ·ΠΌΠΈΡ‚Π΅ Π½Π° Π΄Π΅Ρ˜ΡΡ‚Π²ΠΎ Π½Π° хСпатотоксичнитС Π΅Ρ„Π΅ΠΊΡ‚ΠΈ. НСговото хСпатотоксично Π΄Π΅Ρ˜ΡΡ‚Π²ΠΎ сС остварува ΠΏΡ€Π΅ΠΊΡƒ Π½Π΅Π³ΠΎΠ²Π°Ρ‚Π° Π°ΠΊΡ‚ΠΈΠ²Π°Ρ†ΠΈΡ˜Π° ΠΈ ΠΎΠΊΡΠΈΠ΄Π°Ρ†ΠΈΡ˜Π° Π΄ΠΎ високорСактивни Ρ€Π°Π΄ΠΈΠΊΠ°Π»ΠΈ ΠΊΠΎΠΈ ΠΈΠΌΠ°Π°Ρ‚ повСќС Ρ€Π°Π·Π»ΠΈΡ‡Π½ΠΈ Π΅Ρ„Π΅ΠΊΡ‚ΠΈ ΠΌΠ΅Ρ“Ρƒ ΠΊΠΎΠΈ ΠΌΠΎΠΆΠ΅Π±ΠΈ најваТСн Π΅ ΠΈΠ½ΠΈΡ†ΠΈΡ˜Π°Ρ†ΠΈΡ˜Π°Ρ‚Π° Π½Π° Π»ΠΈΠΏΠΈΠ΄Π½Π°Ρ‚Π° ΠΏΠ΅Ρ€ΠΎΠΊΡΠΈΠ΄Π°Ρ†ΠΈΡ˜Π°. Π’Π°ΠΊΠ²ΠΎΡ‚ΠΎ токсично Π΄Π΅Ρ˜ΡΡ‚Π²ΠΎ ΠΌΠΎΠΆΠ΅ Π΄Π° сС ΠΏΡ€Π΅Π²Π΅Π½ΠΈΡ€Π° со ΡƒΠΏΠΎΡ‚Ρ€Π΅Π±Π°Ρ‚Π° Π½Π° антиоксиданси ΠΊΠΎΠΈ Π³ΠΈ Ρ€Π΅Π΄ΡƒΡ†ΠΈΡ€Π°Π°Ρ‚ настанатитС Ρ€Π°Π΄ΠΈΠΊΠ°Π»ΠΈ, ΠΏΡ€ΠΈ ΡˆΡ‚ΠΎ Π²ΠΈΡ‚Π°ΠΌΠΈΠ½ΠΎΡ‚ Π• сС Ρ˜Π°Π²ΡƒΠ²Π° ΠΊΠ°ΠΊΠΎ β€žΠΏΡ€Π²Π° линија Π½Π° ΠΎΠ΄Π±Ρ€Π°Π½Π°β€œ. Π—Π° Π΄Π° сС ΠΎΠ΄Ρ€ΠΆΡƒΠ²Π° константно Π½ΠΈΠ²ΠΎ Π½Π° Ρ€Π΅Π΄ΡƒΡ†ΠΈΡ€Π°Π½ Π²ΠΈΡ‚Π°ΠΌΠΈΠ½ Π• кој Π±ΠΈ Π³ΠΈ ΡˆΡ‚ΠΈΡ‚Π΅Π» ΠΊΠ»Π΅Ρ‚ΠΎΡ‡Π½ΠΈΡ‚Π΅ ΠΌΠ΅ΠΌΠ±Ρ€Π°Π½ΠΈ ΠΎΠ΄ ΠΎΡˆΡ‚Π΅Ρ‚ΡƒΠ²Π°ΡšΠ΅, ΠΏΠΎΡ‚Ρ€Π΅Π±Π½Π° Π΅ Ρ†Π΅Π»Π° ΠΌΡ€Π΅ΠΆΠ° Π½Π° Π΄Ρ€ΡƒΠ³ΠΈ антиоксиданти ΠΊΠΎΠΈ Π΄ΠΈΡ€Π΅ΠΊΡ‚Π½ΠΎ ΠΈΠ»ΠΈ ΠΈΠ½Π΄ΠΈΡ€Π΅ΠΊΡ‚Π½ΠΎ ќС ја Ρ€Π΅Π΄ΡƒΡ†ΠΈΡ€Π°Π°Ρ‚ Ρ€Π°Π΄ΠΈΠΊΠ°Π»Π½Π°Ρ‚Π° Ρ„ΠΎΡ€ΠΌΠ° Π½Π° Π²ΠΈΡ‚Π°ΠΌΠΈΠ½ΠΎΡ‚ Π• Π΄ΠΎ Π½Π΅Π³ΠΎΠ²Π°Ρ‚Π° Π½Π°Ρ‚ΠΈΠ²Π½Π° Ρ„ΠΎΡ€ΠΌΠ°. Π’ΠΈΡ‚Π°ΠΌΠΈΠ½ΠΎΡ‚ Π¦ Π΅ антиоксидант кој ΠΌΠΎΠΆΠ΅ Π΄ΠΈΡ€Π΅ΠΊΡ‚Π½ΠΎ Π΄Π° Π³ΠΎ Ρ€Π΅Π΄ΡƒΡ†ΠΈΡ€Π° Π²ΠΈΡ‚Π°ΠΌΠΈΠ½ΠΎΡ‚ Π•. Π¦Π΅Π»Ρ‚Π° Π½Π° ΠΎΠ²Π° ΠΈΡΡ‚Ρ€Π°ΠΆΡƒΠ²Π°ΡšΠ΅ Π΅ ΠΈΡΠΏΠΈΡ‚ΡƒΠ²Π°ΡšΠ΅ Π½Π° CCL4-ΠΈΠ½Π΄ΡƒΡ†ΠΈΡ€Π°Π½Π°Ρ‚Π° хСпатотоксичност ΠΈ ΠΌΠΎΠΆΠ½ΠΈΠΎΡ‚ ΠΏΡ€ΠΎΡ‚Π΅ΠΊΡ‚ΠΈΠ²Π΅Π½ Π΅Ρ„Π΅ΠΊΡ‚ Π½Π° Π²ΠΈΡ‚Π°ΠΌΠΈΠ½ΠΈΡ‚Π΅ Π• ΠΈ Π¦. ЛабораторискитС ΠΆΠΈΠ²ΠΎΡ‚Π½ΠΈ (стаорци ΠΎΠ΄ ΡΠΎΡ˜ΠΎΡ‚ Wistar) Π±Π΅Π° Ρ‚Ρ€Π΅Ρ‚ΠΈΡ€Π°Π½ΠΈ со ΠΏΡ€Π΅Π΄Ρ‚Ρ€Π΅Ρ‚ΠΌΠ°Π½ΠΈ ΠΎΠ΄ Π²ΠΈΡ‚Π°ΠΌΠΈΠ½ Π• ΠΈΠ»ΠΈ ΠΊΠΎΠΌΠ±ΠΈΠ½Π°Ρ†ΠΈΡ˜Π° ΠΎΠ΄ Π²ΠΈΡ‚Π°ΠΌΠΈΠ½ΠΈΡ‚Π΅ Π• ΠΈ Π¦ ΠΈ со хСпатотоксичниот агСнс-CCL4. Π₯Π΅ΠΏΠ°Ρ‚ΠΈΡ‡Π½ΠΎΡ‚ΠΎ ΠΎΡˆΡ‚Π΅Ρ‚ΡƒΠ²Π°ΡšΠ΅ бСшС ΠΏΡ€ΠΎΡ†Π΅Π½Π΅Ρ‚ΠΎ ΠΏΡ€Π΅ΠΊΡƒ ΠΌΠ΅Ρ€Π΅ΡšΠ΅ Π½Π° Π½ΠΈΠ²ΠΎΡ‚ΠΎ Π½Π° Π°Π»Π°Π½ΠΈΠ½ аминотрансфСразата ΠΈ аспартат аминотрансфСразата Π²ΠΎ Ρ†ΠΈΡ€ΠΊΡƒΠ»Π°Ρ†ΠΈΡ˜Π°Ρ‚Π°

    Π’Π»ΠΈΡ˜Π°Π½ΠΈΠ΅Ρ‚ΠΎ Π΅ΠΊΡΠΏΠΎΠ·ΠΈΡ†ΠΈΡ˜Π°Ρ‚Π° Π½Π° Ρ…Ρ€ΠΎΠ½ΠΈΡ‡Π½Π°Ρ‚Π° Ρ…ΠΈΠΏΠ΅Ρ€Π΅ΠΌΠΈΡ˜Π° Π²Ρ€Π· ΠΊΠΎΠ½Ρ†Π΅Π½Ρ‚Ρ€Π°Ρ†ΠΈΡ˜Π°Ρ‚Π° Π½Π° Ρ‚Ρ€ΠΈΠ³Π»ΠΈΡ†Π΅Ρ€ΠΈΠ΄ΠΈ кај вистар стаорСци

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    Π’Ρ€ΠΈΠ³Π»ΠΈΡ†Π΅Ρ€ΠΈΠ΄ΠΈΡ‚Π΅ сС распорСдСни Π²ΠΎ ситС Ρ‚ΠΊΠΈΠ²Π° ΠΈ ΠΈΠΌΠ°Π°Ρ‚ Π·Π½Π°Ρ‡Π°Ρ˜Π½Π° ΡƒΠ»ΠΎΠ³Π° Π²ΠΎ ΠΊΡ€Π΅ΠΈΡ€Π°ΡšΠ΅Ρ‚ΠΎ Π½Π° Π·ΠΈΠ²ΠΈΡ‚Π΅ ΠΊΠ»Π΅Ρ‚ΠΊΠΈ
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