The cystic fibrosis transmembrane recruiter the alter ego of CFTR as a multi-kinase anchor

This review focuses on a newly discovered interaction between protein kinases involved in cellular energetics, a process that may be disturbed in cystic fibrosis for unknown reasons. I propose a new model where kinase-mediated cellular transmission of energy provides mechanistic insight to a latent role of the cystic fibrosis transmembrane conductance regulator (CFTR). I suggest that CFTR acts as a multi-kinase recruiter to the apical epithelial membrane. My group finds that, in the cytosol, two protein kinases involved in cell energy homeostasis, nucleoside diphosphate kinase (NDPK) and AMP-activated kinase (AMPK), bind one another. Preliminary data suggest that both can also bind CFTR (function unclear). The disrupted role of this CFTR-kinase complex as ‘membrane transmitter to the cell’ is proposed as an alternative paradigm to the conventional ion transport mediated and CFTR/chloride-centric view of cystic fibrosis pathogenesis. Chloride remains important, but instead, chloride-induced control of the phosphohistidine content of one kinase component (NDPK, via a multi-kinase complex that also includes a third kinase, CK2; formerly casein kinase 2). I suggest that this complex provides the necessary near-equilibrium conditions needed for efficient transmission of phosphate energy to proteins controlling cellular energetics. Crucially, a new role for CFTR as a kinase controller is proposed with ionic concentration acting as a signal. The model posits a regulatory control relay for energy sensing involving a cascade of protein kinases bound to CFTR

Movement in the Science Classroom

This chapter is about some of the benefits of incorporating movement into the science curriculum. The authors offer several activities aligned to the major content areas of science, as well as the Next Generation Science Standards (NGSS) and the Common Core Standards that effectively integrate movement into science to benefit both student learning and physical activity. The science content areas included in this chapter are: life science, earth science and physical science

Drama as a learning medium in science education

To respond to the decline of young people’s interest in the sciences, calls have been made to reorganize the ways in which science is taught, in order to address low student motivation. Drama offers a toolbox of techniques that can be used when teaching science and which can address the issue of low student motivation. This chapter provides science teacher educators with the theoretical and practical knowledge of how drama may serve as an inquiry-based teaching and learning tool in the sciences and how it may increase students’ scientific literacy, engagement and motivation. We discuss aspects of teacher training for the use of drama in the science classroom with two sample workshops aimed at teachers’ professional development. Hereafter we describe some conventions offered by the genre process drama. We discuss the learning achieved through drama. We then show that drama can be an inquiry-based learning form which functions through narrative and is multimodal, multisensory and sociocultural. We address the potential of a budding researcher and give some aspects of a future scenario for inquiry-based learning focusing on depth of learning through embodiment

Под знаменем Ленина. 1981. № 048

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