Blocking Java Applets at the Firewall

This paper explores the problem of protecting a site on the Internet against hostile external Java applets while allowing trusted internal applets to run. With careful implementation, a site can be made resistant to current Java security weaknesses as well as those yet to be discovered. In addition, we describe a new attack on certain sophisticated firewalls that is most effectively realized as a Java applet

Cascades of multisite phosphorylation control Sic1 destruction at the onset of S phase.

Multisite phosphorylation of proteins has been proposed to transform a graded protein kinase signal into an ultrasensitive switch-like response. Although many multiphosphorylated targets have been identified, the dynamics and sequence of individual phosphorylation events within the multisite phosphorylation process have never been thoroughly studied. In Saccharomyces cerevisiae, the initiation of S phase is thought to be governed by complexes of Cdk1 and Cln cyclins that phosphorylate six or more sites on the Clb5-Cdk1 inhibitor Sic1, directing it to SCF-mediated destruction. The resulting Sic1-free Clb5-Cdk1 complex triggers S phase. Here, we demonstrate that Sic1 destruction depends on a more complex process in which both Cln2-Cdk1 and Clb5-Cdk1 act in processive multiphosphorylation cascades leading to the phosphorylation of a small number of specific phosphodegrons. The routes of these phosphorylation cascades are shaped by precisely oriented docking interactions mediated by cyclin-specific docking motifs in Sic1 and by Cks1, the phospho-adaptor subunit of Cdk1. Our results indicate that Clb5-Cdk1-dependent phosphorylation generates positive feedback that is required for switch-like Sic1 destruction. Our evidence for a docking network within clusters of phosphorylation sites uncovers a new level of complexity in Cdk1-dependent regulation of cell cycle transitions, and has general implications for the regulation of cellular processes by multisite phosphorylation

Transcript: Workshop on the Future of the Legal Course Book

Most every law school right now is thinking about its curriculum. The Carnegie Report certainly was a big factor in spurring that, although curricular reform is something that law schools, of course, are always engaged in. It moves at a glacial pace sometimes. One of the things that really struck us here at Seattle University, as everyone started to talk about Carnegie and started to talk about curricular reform, is that it was, frankly, a bit of old news to us. Seattle University School of Law has always prided itself on being at the forefront of legal education in many ways, and one of them is that we’ve always had an incredibly robust clinic, legal writing programs, and trial advocacy programs. The idea that we need to be more focused on the whole person, not only cognitive learning but the other dimensions of learning, was something that we’ve been working at for some time. It certainly has struck me, during all those conversations, that one of the things missing was the question of what materials we were going to use to do this teaching. As we all recognize, what happens in the classroom is a chemical sort of reaction, where the mix is based on the students, on the professor, and the materials, including the format in which those materials are presented. To take these conversations to the next level, this is a topic that we really needed to address, and so it is most fitting, I think, that it is here.

Transcript: Workshop on the Future of the Legal Course Book

Most every law school right now is thinking about its curriculum. The Carnegie Report certainly was a big factor in spurring that, although curricular reform is something that law schools, of course, are always engaged in. It moves at a glacial pace sometimes. One of the things that really struck us here at Seattle University, as everyone started to talk about Carnegie and started to talk about curricular reform, is that it was, frankly, a bit of old news to us. Seattle University School of Law has always prided itself on being at the forefront of legal education in many ways, and one of them is that we’ve always had an incredibly robust clinic, legal writing programs, and trial advocacy programs. The idea that we need to be more focused on the whole person, not only cognitive learning but the other dimensions of learning, was something that we’ve been working at for some time. It certainly has struck me, during all those conversations, that one of the things missing was the question of what materials we were going to use to do this teaching. As we all recognize, what happens in the classroom is a chemical sort of reaction, where the mix is based on the students, on the professor, and the materials, including the format in which those materials are presented. To take these conversations to the next level, this is a topic that we really needed to address, and so it is most fitting, I think, that it is here.