An Alternating GluN1-2-1-2 Subunit Arrangement in Mature NMDA Receptors

NMDA receptors (NMDARs) form glutamate-gated ion channels that play a critical role in CNS physiology and pathology. Together with AMPA and kainate receptors, NMDARs are known to operate as tetrameric complexes with four membrane-embedded subunits associating to form a single central ion-conducting pore. While AMPA and some kainate receptors can function as homomers, NMDARs are obligatory heteromers composed of homologous but distinct subunits, most usually of the GluN1 and GluN2 types. A fundamental structural feature of NMDARs, that of the subunit arrangement around the ion pore, is still controversial. Thus, in a typical NMDAR associating two GluN1 and two GluN2 subunits, there is evidence for both alternating 1/2/1/2 and non-alternating 1/1/2/2 arrangements. Here, using a combination of electrophysiological and cross-linking experiments, we provide evidence that functional GluN1/GluN2A receptors adopt the 1/2/1/2 arrangement in which like subunits are diagonal to one another. Moreover, based on the recent crystal structure of an AMPA receptor, we show that in the agonist-binding and pore regions, the GluN1 subunits occupy a “proximal” position, closer to the central axis of the channel pore than that of GluN2 subunits. Finally, results obtained with reducing agents that differ in their membrane permeability indicate that immature (intracellular) and functional (plasma-membrane inserted) pools of NMDARs can adopt different subunit arrangements, thus stressing the importance of discriminating between the two receptor pools in assembly studies. Elucidating the quaternary arrangement of NMDARs helps to define the interface between the subunits and to understand the mechanism and pharmacology of these key signaling receptors

How arts-based methods are used to support the resilience and well-being of young people: a review of the literature

This chapter explores research literature that has sought to ascertain how arts-based methods have been used to support the development of resilience and well-being in adolescents. The initial gathering of the literature unfolded from the four key search terms of: resilience, well-being, arts-based, and adolescents. In conceptualising this chapter, the authors explored their individual and collective engagement regarding the challenges which impact young people's capacity to cultivate resilience and well-being. It was found that the arts and/or arts-based approaches to working with young people, particularly in marginalised communities, make a difference to their resilience and well-being. In addition, it takes a community to support young people with issues they face that are often out of their control. Therefore, the use of language needs to be considered as it can powerfully influence the ways in which young people feel empowered or alternatively dis-empowered, which can either mobilise or inhibit change

Leading to decide or deciding to lead? Understanding the relationship between teacher leadership and decision making

This article, first, examines how Egyptian teachers and senior teachers (formal leaders) define leadership and whether the length of their teaching experience has an effect on their views. Second, it explores their perspectives on the relationship between teacher leadership and decision making. The research sample is a mixed group of 20 Egyptian teachers of English language, three of them are senior teachers. The length of their teaching experience varies from 2 to 13 years. The findings show that the group defines teacher leadership in terms of characteristics of leaders; styles of leadership and what teacher leaders do both inside and outside classroom. Almost all of them see a link between leadership and decision making. In general, length of experience does not seem to have a major impact on their views. This is a key finding because it raises questions about the Ministry of Education’s (MoE) selection of teachers for leadership responsibilities, which is based on the length of their teaching experience. The implications of these findings are examined in relation to the proposal of the MoE for decentralizing education in Egypt