The Effect of S-glutahionylation of KEAP-1/NRF-2 and Caspase 3

S-glutathionylation is a form of post-translational modification where glutathione forms disulfide bonds with protein cysteine residues under oxidative conditions. The process of Sglutathionylation is important because it is a reversible process, regulates enzyme activity, and may link to disease development. In this work, under physiological conditions, KEAP-1 and NRF-2 bind together as a complex. Upon oxidative stress, NRF-2 dissociates from KEAP-1 and triggers an antioxidant response. However, the dissociation mechanism was not well studied. S-glutathionylation of KEAP-1 causes dissociation of NRF-2. This result demonstrates a possible dissociation mechanism of NRF-2. Caspase 3 is a cysteine containing protein and a key enzyme in executing apoptosis in cells. The cysteine residue is required for its activity. Our results show that S-glutathionylation of the cysteine inhibits caspase 3 activity and that inhibition can be reversed by the addition of dithiothreitol (DTT). The inhibition of caspase 3 activity with GSSG and reactivation of caspase 3 activity with DTT showed a concentration dependent manner. Our work shows that the process of protein S-glutathionylation can affect cellular protein physiological functions under oxidative stress.https://collected.jcu.edu/celebration_2023/1004/thumbnail.jp

Preparing Aspiring Leaders to Address Special Education Needs in an Embedded Principal Residency Program: A Content Analysis

This content analysis aims to investigate the effectiveness of a job-embedded principal residency program in addressing special education needs within schools. By analyzing various sources such as action plans, participant reflections, and student outcomes, this research seeks to provide insights into the impact of the program on improving special education practices, fostering inclusive environments, and enhancing overall student achievement. The findings of this study have the potential to inform principal preparation programs, school administrators, and educators about the benefits and challenges of implementing best practices to support support students with special education students

D-branes in Orbifold Singularities and Equivariant K-Theory

The study of brane-antibrane configurations in string theory leads to the understanding of supersymmetric D$p$-branes as the bound states of higher dimensional branes. Configurations of pairs brane-antibrane do admit in a natural way their description in terms of K-theory. We analyze configurations of brane-antibrane at fixed point orbifold singularities in terms of equivariant K-theory as recently suggested by Witten. Type I and IIB fivebranes and small instantons on ALE singularities are described in K-theoretic terms and their relation to Kronheimer-Nakajima construction of instantons is also provided. Finally the D-brane charge formula is reexamined in this context.Comment: 32 pages, harvmac file, no figures, version to appear in Nucl.Phys.

208Po populated through EC/β+decay

The structure of 208Po resulting from the EC/β + decay of 208At was studied at CERN’s ISOLDE Decay Station (IDS). The high statistics afforded by the high yield of 208At and the high efficiency HPGe clusters at the IDS allowed for greater insight into lower intensity transitions and thus significant expansion of the 208Po level scheme. Furthermore, investigation into the isomeric state yielded a new half life 377(9) ns in addition to uncovering new transitions populating the state.The research leading to these results has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement no. 654002. As well as the Science and Technology Facilities Council (UK) through grants ST/P005314/1, ST/L005743/1, ST/J000051/1, ST/L005670/1, and ST/P004598/1 and (PHR) by the UK Department of Business, Energy and Industrial Strategy (BEIS) via the National Measurement System. Further funding was provided by the German BMBF under contract 05P18PKCIA and ”Verbundprojekt 05P2018” as well as the Spanish MINECO grant FPA2015-65035-P.Peer reviewe

The role of collective efficacy in the performance of sports teams

SIGLEAvailable from British Library Document Supply Centre-DSC:DX202953 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

The Need (Still) for White Collar Crime Courses in Criminal Justice Curriculum

PURPOSE: White-collar crime causes more economic harm then all types of street and property crime combined. The scandals of Enron, Martha Stewart, Worldcom and Bernie Madoff have received some media attention, but many continue to be ignored. If white-collar crimes do exist and cost taxpayers billions of dollars then it would make sense that these crimes are taught to future criminal justice practitioners in the various criminal justice departments in the United States. This research attempted to understand how many white-collar crime courses are taught in public universities around the country, and why there are not more programs out there. METHODS AND MATERIALS: The data analyzed was collected from various public universities across the country. Using content analysis, the college and university catalogs were examined to find white-collar crime courses listed in their curriculum. Those that had a white-collar crime course were then contacted via email and asked several questions: 1) How often is this class offered during an academic year?; 2) What is the average class size?; 3) How many sections are normally offered?; 4) Who is the faculty member that teaches this course and how would I get in touch with them?; and 5) Would you be able to provide a copy of the course syllabus so we may see what topics are being taught/focused on? ANALYSES: Content analysis and descriptive statistics were used to analyze the catalogs. RESULTS: It was found that less than 10% of the criminal justice departments across the United States have a dedicated course on white-collar crime. This number is disproportionate to the amount of white-collar crime that occurs. CONCLUSIONS: White-collar crime is large area of crime that costs the public more than any other street or property crime combined, yet there is an insufficient number of courses available nationwide to teach future criminal justice professionals about this area. More research is needed to understand why white-collar crime is given such a low priority in criminal justice curriculum in public universities today, and a comprehensive guide to running a successful white-collar crimes course should be introduced