Human α-fetoprotein as a Zn2+-binding protein. Tight cation binding is not accompanied by global changes in protein structure and stability

AbstractThe binding of zinc to human α-fetoprotein (AFP) isolated from human umbilical cord serum was studied by fluorimetric Zn2+-titration. We found that the total number of strong binding sites for zinc on this protein was 5: AFP has one very strong (dissociation constant, Kd<10−8 M) and at least four lower affinity zinc binding sites (Kd<10−5 M). Fourier transform infrared (FTIR) analysis revealed that aspartate and histidine residues could be involved in the strong coordination of zinc. Intriguingly, binding of zinc to the protein does not induce structural changes that can be detected by circular dichroism, FTIR, intrinsic fluorescence or (1,1′)-bi-(4-anilino)naphthalene-5,5′-disulfonic acid (bis-ANS) binding. Finally, scanning microcalorimetry measurements showed that stability of the protein is also unaffected by zinc binding in spite of the strength of the coordination. Such strong interactions without major structural consequences are highly unusual, and AFP may therefore be the first characterized representative of a new class of ligand-binding proteins

Maintenance of Russian secondary school students' health (organizational and administrative aspect)

The relevance of the investigated problem is caused by the need to ensure the quality of educational institutions activities aimed at students' health maintenance through the creation of conditions for the organization and management of the activity. The purpose of the article is to develop organizational and pedagogical conditions of maintenance management process, to preserve students' health. Leading methodological approach to the study of this problem is systematic approach that allows considering educational organizations activities aimed at health maintenance as a certain system, to identify a specific set of its constituent elements and show their relationship. The article presents a structural-functional model of health service and according to management principles 1) covers the main areas of activity (labor division principle); 2) identifies the basis of their structural units (structuring principle); 3) the functions of health service activity as a whole, its subsidiaries and certain performers (functional operations accounting principle); 4) provides integrative management performance criteria for health service activities. The information contained in the article may be useful to teachers in terms of the organization of activity on health maintenance in educational institutions by changing organizational and management component of this activity. © 2018 Authors

Psychological-pedagogical factors of zdorovesberezheniya in students

In this article the psycho-pedagogical components use different models of health formative activities, and also discusses some ways of formation of the valuable relationship of individuals to their health as a necessary condition of his physical, mental and social well-beingВ данной статье говорится о психолого-педагогических составляющих использования различных моделей здоровьеформирующей деятельности, а также рассматриваются некоторые способы формирования ценностного отношения индивидов к своему здоровью как к необходимому условию его физического, психического и социального благополучи

Methodology of Strategic Planning For the Development of Educational Ecosystems

The growing economic, social and digital inequality in the world, turbulence of economic and social processes lead to disorientation of educational organizations in development priorities. There are threats of stagnation and lag in the development of educational organizations, ineffective use of resources. The active development of ideas for sustainable development and the digital transformation of socio-economic relations induce educational organizations to revise long-term development programs. The study is aimed at solving the urgent problem of uncertainty in the strategic planning of the development of educational organizations in the context of digital transformation, socio-economic instability, challenges of the 21st century and new requirements for a specialist. The analysis of the studies showed that the professional community is actively discussing educational ecosystems of different types, based on the relationship between the participants and digital educational technologies. The methodology of strategic planning for the development of educational ecosystems presented in the work is considered as a complex of scientific methods: system analysis, classification, personality-oriented and ecosystem approaches. In the context of the concept of continuous, sustainable development, the educational ecosystem should be considered as a complex self-organizing, self-regulating and self-developing community — a group of people united by common interests, using common resources and a system of connections for learning and development. Using the example of the RANEPA North-West Institute of Management, it is shown that the use of the ecosystem approach for strategic development planning allows you to get the most complete and holistic view of the educational organization, its environment and role in the development of society. The methodology of strategic planning for the development of educational ecosystems allows: to create better models for the development than the generally accepted models of managing the educational process; develop an “ecosystem” strategy for the development of an educational organization; avoid costs and waste of resources in the context of digital transformation and dynamic changes in social relations

The "CPC clip motif" : a conserved structural signature for heparin-binding proteins

Glycosaminoglycans (GAGs) are essential molecules that regulate diverse biological processes including cell adhesion, differentiation, signaling and growth, by interaction with a wide variety of proteins. However, despite the efforts committed to understand the molecular nature of the interactions in protein-GAG complexes, the answer to this question remains elusive. In the present study the interphases of 20 heparin-binding proteins have been analyzed searching for a conserved structural pattern. We have found that a structural motif encompassing one polar and two cationic residues (which has been named the CPC clip motif) is conserved among all the proteins deposited in the PDB. The distances between the α carbons and the side chain center of gravity of the residues composing this motif are also conserved. Furthermore, this pattern can be found in other proteins suggested to bind heparin for which no structural information is available. Hence we propose that the CPC clip motif, working like a staple, is a primary contributor to the attachment of heparin and other sulfated GAGs to heparin-binding proteins

Multifactorial Management the Development of Universities Innovative Educational Ecosystems

The article discusses the problem of multifactorial management the development of universities innovative educational ecosystems as a complex, multi-level educational community of participants acting within the  framework of existing institutional norms and, at the same time, implementing development projects aimed at  creating new social institutions. The methodology for managing the development of innovative educational ecosystems means a system of management principles, concepts, approaches and methods of managing an organization and personnel used in the processes of social self-organization and self-development of both the educational ecosystem as a whole and its individual participant. For a specific educational ecosystem, the set of methodological tools can be different, as well as their application at different organizational levels by different participants in the educational ecosystem. The methodology for managing the development of an innovative educational ecosystem makes it possible to determine the optimal set of processes for creating innovation-oriented methods of creating scientific and educational products or performing services within the  framework of development projects characterized by the rapid development of prototypes within the  framework of outsourcing and venture capital financing, trial marketing, compensation of costs for creation based on long-term "bonus", independence and autonomy of development teams. The success the development of the innovative educational ecosystem is determined by a number of factors: the sufficiency of  funding and regulatory support; synchronized goal-setting in the primary and subsequent phases of development management; consolidation of efforts of business structures, government and universities; elimination of formal and informal institutional barriers; creation of favorable conditions and mechanisms for  investing in the development of university innovative educational ecosystems; stimulating business structures in terms of using the scientific, educational and social potential of universities; state patronage in terms of the commercialization of innovations; integration of training with research, innovation and organizational activities  at the personal level; promotion of innovations within the educational ecosystem and beyond. The success thedevelopment of innovative educational ecosystems will be determined not by single decisions from the federal level or individual private initiatives of universities, teachers and students, but by ensuring all factors of the development of educational ecosystems in their systemic unity