Frontiers in Pigment Cell and Melanoma Research

We identify emerging frontiers in clinical and basic research of melanocyte biology and its associated biomedical disciplines. We describe challenges and opportunities in clinical and basic research of normal and diseased melanocytes that impact current approaches to research in melanoma and the dermatological sciences. We focus on four themes: (1) clinical melanoma research, (2) basic melanoma research, (3) clinical dermatology, and (4) basic pigment cell research, with the goal of outlining current highlights, challenges, and frontiers associated with pigmentation and melanocyte biology. Significantly, this document encapsulates important advances in melanocyte and melanoma research including emerging frontiers in melanoma immunotherapy, medical and surgical oncology, dermatology, vitiligo, albinism, genomics and systems biology, epidemiology, pigment biophysics and chemistry, and evolution

Building p53

The intricacies of p53 regulation just got more complex. While much is known about the transcriptional regulation of p53 target genes, Chen and Kastan (pp. 2146–2156) uncovered a new mechanism regarding the making of the p53 protein itself. In the October 1, 2010, issue of Genes & Development, they introduced us to a novel mechanism of p53 translational control, by which a 5′–3′ cap-independent, poly(A)-independent, RNA–RNA interaction enhances p53 translation by binding the ribosomal protein RPL26 following DNA damage. Oligonucleotides designed against this 5′–3′ untranslated region (UTR) duplex disrupted the binding of RPL26 to p53 mRNA and reduced p53 synthesis and, therefore, function. This study reveals an alternate mechanism of translational control to regulate p53 levels

Mouse Models of Ribosomal Proteins.

1<p><i>Rps14</i> is one of eight genes deleted in the <i>CD74-Nid67^+/−</i> mouse. It is the major candidate gene.</p>2<p><i>Rpl38</i> is also mutated in the <i>Tail-short Shionogi</i> (<i>Tss</i>) and <i>Rabo torcido</i> (<i>Rbt</i>) mice.</p><p><i>+/−:</i> heterozygous gene deletion; <i>−/−:</i> homozygous gene deletion; rRNA: ribosomal RNA. N4:4^th generation cross.</p><p>Mouse RP mutations: <i>Bst: Belly spot; Dsk</i>: <i>Dark skin</i>; <i>SFA</i>: <i>Sooty Foot Ataxia</i>; <i>Ts</i>: <i>Tail short</i>; <i>Mtu</i>: <i>Montu</i>; <i>Zma: Zuma</i>.</p

Haploinsufficiency of Mdm2 and Mdm4 in Tumorigenesis and Development▿

The tumor suppressor p53 is inactivated by multiple mechanisms that include mutations of the p53 gene itself and increased levels of the p53 inhibitors MDM2 and MDM4. Mice lacking Mdm2 or Mdm4 exhibit embryo-lethal phenotypes that are completely rescued by concomitant deletion of p53. Here we show that Mdm2 and Mdm4 haploinsufficiency leads to increased p53 activity, exhibited as increased sensitivity to DNA damage and decreased transformation potential. Moreover, in in vivo tumor development, Eμ-myc Mdm4+/− mice show a delayed onset of B-cell lymphomas compared to Eμ-myc mice. Additionally, Mdm2+/− Mdm4+/− double-heterozygous mice are not viable and exhibit defects in hematopoiesis and cerebellar development. The defects in Mdm2+/− Mdm4+/− mice are corrected by deletion of a single p53 allele. These findings highlight the exquisite sensitivity of p53 to Mdm2 and Mdm4 levels and suggest that some cell types may be more sensitive to therapeutic drugs that inhibit the Mdm-p53 interaction

M-learning : el uso de dispositivos móviles por una generación conectada

Este artigo tem por objetivo analisar a construção de aplicativos educacionais a fim de auxiliar no desenvolvimento do m-learning. Essa modalidade surgiu pela necessidade de planejar e implementar o uso crítico dos dispositivos móveis na educação, principalmente, por uma geração conectada em rede. A metodologia adotada foi uma abordagem qualitativa e quantitativa, do tipo estudo de caso, com estudantes de turmas de graduação de uma universidade pública. Na coleta de dados, foram disponibilizados dois instrumentos: a observação participante e o questionário com perguntas abertas e fechadas. Os dados permitiram verificar que o m-learning pode contribuir significativamente no processo de ensino e de aprendizagem dos estudantes. Nesse contexto, destaca-se o potencial para promover inovações no meio escolar, novas formas de comunicação, de interação e novas possibilidades para compreensão de conteúdos escolares através de aplicativosThis article aims to analyze the construction of educational applications in order to assist in the development of m-learning. This modality arose from the need to plan and implement the critical use of mobile devices in education, mainly by a networked generation. The methodology adopted was a qualitative and quantitative approach, of the case study type, with undergraduate students from a public university. In the data collection, two instruments were made available: the participant observation and the questionnaire with open and closed questions. The data allowed to verify that the m-learning can contribute significantly in the process of teaching and learning of the students. In this context, we highlight the potential to promote innovations in the school environment, new forms of communication, interaction and possibilities for understanding school content through applications.Este artículo pretende analizar la construcción de aplicaciones educativas para ayudar en el desarrollo del m-learning. Esta modalidad surgió de la necesidad de planificar e implementar el uso crítico de dispositivos móviles en la educación, principalmente por una generación en red. La metodología adoptada fue un enfoque cualitativo y cuantitativo, del tipo de estudio de caso, con estudiantes universitarios de una universidad pública. En la recopilación de datos, se pusieron a disposición dos instrumentos: la observación participante y el cuestionario con preguntas abiertas y cerradas. Los datos permitidos para verificar que el m-learning puede contribuir significativamente en el proceso de enseñanza y aprendizaje de los estudiantes. En este contexto, destacamos el potencial para promover innovaciones en el entorno escolar, nuevas formas de comunicación, interacción y posibilidades para comprender el contenido escolar a través de aplicaciones