677 research outputs found
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A Whole-Genome RNA Interference Screen Reveals a Role for Spry2 in Insulin Transcription and the Unfolded Protein Response.
Insulin production by the pancreatic β-cell is required for normal glucose homeostasis. While key transcription factors that bind to the insulin promoter are known, relatively little is known about the upstream regulators of insulin transcription. Using a whole-genome RNA interference screen, we uncovered 26 novel regulators of insulin transcription that regulate diverse processes including oxidative phosphorylation, vesicle traffic, and the unfolded protein response (UPR). We focused on Spry2-a gene implicated in human type 2 diabetes by genome-wide association studies but without a clear connection to glucose homeostasis. We showed that Spry2 is a novel UPR target and its upregulation is dependent on PERK. Knockdown of Spry2 resulted in reduced expression of Serca2, reduced endoplasmic reticulum calcium levels, and induction of the UPR. Spry2 deletion in the adult mouse β-cell caused hyperglycemia and hypoinsulinemia. Our study greatly expands the compendium of insulin promoter regulators and demonstrates a novel β-cell link between Spry2 and human diabetes
Patterns in microbial diversity in North Sea sediments; correlations with specific sediment characteristics and heavy metal pollution
Cultural universality and specificity of teacher-student relationship: a qualitative study in Belgian, Chinese, and Italian primary school teachers
Extensive evidence highlights the significant influence of dyadic, emotional teacher-student relationship (TSR) on students' cognitive functioning, socio-emotional development, and overall well-being. However, it remains unclear whether the TSR construct and its manifestations can be generalized across cultures. This qualitative study investigated TSR among 60 primary school teachers in Belgium, China, and Italy (i.e., countries with varying positions on the collectivistic-individualistic continuum of culture). Through semi-structured interviews and metatheme analysis, the study examined the similarities and differences in TSR across these countries, revealing a nuanced and diverse picture in various cultural contexts. The findings align with the existing TSR model by including dimensions of closeness, conflict, and dependency, while also extending the model to identify additional dimensions such as authority, balance, distance, fairness, increasing student motivation, patience, and strictness. Regarding cultural perspective, teachers from these three countries exhibited similar conceptualizations of closeness, conflict, fairness, increasing student motivation, patience, and strictness, whereas the conceptualization of dependency, authority, balance, and distance may be influenced by (collectivistic versus individualistic) culture. Moreover, the manifestations of TSR varied across countries, highlighting the influence of cultural factors such as cultural norms, collectivistic versus individualistic values, and the perceived legitimacy of teacher authority. These findings shed light on the complexities of TSR across countries and emphasize the significance of culturally sensitive approaches in fostering positive TSR in education
Impact of phytoplankton bloom deposition on microbial communities and metal fluxes in contaminated North Sea sediments: A microcosm study
Distribution, transport and fate of Bi, Cu, Cd, Hg, Pb, Sb and Zn in the Belgian coastal marine environment. Part II: Spatial, temporal and compartmental distribution in the water column
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