113 research outputs found

    Metabolism of phenol and hydroquinone to reactive products by macrophage peroxidase or purified prostaglandin H synthase.

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    Macrophages, an important cell-type of the bone marrow stroma, are possible targets of benzene toxicity because they contain relatively large amounts of prostaglandin H synthase (PHS), which is capable of metabolizing phenolic compounds to reactive species. PHS also catalyzes the production of prostaglandins, negative regulators of myelopoiesis. Studies indicate that the phenolic metabolites of benzene are oxidized in bone marrow to reactive products via peroxidases. With respect to macrophages, PHS peroxidase is implicated, as in vivo benzene-induced myelotoxicity is prevented by low doses of nonsteroidal anti-inflammatory agents, drugs that inhibit PHS. Incubations of either 14C-phenol or 14C-hydroquinone with a lysate of macrophages collected from mouse peritoneum (greater than 95% macrophages), resulted in an irreversible binding to protein that was dependent upon H2O2, incubation time, and concentration of radiolabel. Production of protein-bound metabolites from phenol or hydroquinone was inhibited by the peroxidase inhibitor aminotriazole. Protein binding from 14C-phenol also was inhibited by 8 microM hydroquinone, whereas binding from 14C-hydroquinone was stimulated by 5 mM phenol. The nucleophile cysteine inhibited protein binding of both phenol and hydroquinone and increased the formation of radiolabeled water-soluble metabolites. Similar to the macrophage lysate, purified PHS also catalyzed the conversion of phenol to metabolites that bound to protein and DNA; this activation was both H2O2- and arachidonic acid-dependent. These results indicate a role for macrophage peroxidase, possibly PHS peroxidase, in the conversion of phenol and hydroquinone to reactive metabolites and suggest that the macrophage should be considered when assessing the hematopoietic toxicity of benzene

    Physical and functional interactions between human mitochondrial single-stranded DNA-binding protein and tumour suppressor p53

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    Single-stranded DNA-binding proteins (SSB) form a class of proteins that bind preferentially single-stranded DNA with high affinity. They are involved in DNA metabolism in all organisms and serve a vital role in replication, recombination and repair of DNA. In this report, we identify human mitochondrial SSB (HmtSSB) as a novel protein-binding partner of tumour suppressor p53, in mitochondria. It binds to the transactivation domain (residues 1ā€“61) of p53 via an extended binding interface, with dissociation constant of 12.7 (Ā± 0.7) Ī¼M. Unlike most binding partners reported to date, HmtSSB interacts with both TAD1 (residues 1ā€“40) and TAD2 (residues 41ā€“61) subdomains of p53. HmtSSB enhances intrinsic 3ā€²-5ā€² exonuclease activity of p53, particularly in hydrolysing 8-oxo-7,8-dihydro-2ā€²-deoxyguanosine (8-oxodG) present at 3ā€²-end of DNA. Taken together, our data suggest that p53 is involved in DNA repair within mitochondria during oxidative stress. In addition, we characterize HmtSSB binding to ssDNA and p53 N-terminal domain using various biophysical measurements and we propose binding models for both

    Voices of Women in the Field--Obtaining a Higher Education Faculty Position: The Critical Role Mentoring Plays for Females

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    Mentoring female doctoral candidates to obtain access to positions in higher education has not been widely researched. Women often aspire to the professorship only to find limited access to these positions. Even though a doctoral degree is a vehicle for acquiring a career in higher education, the transfom1ation from doctoral candidate to assistant professor is usually a long and winding road. While devoting hours to extensive course work, conducting research studies, and writing and rewriting dissertation drafts, it is not uncommon for graduate students to begin to imagine themselves as professors like the professors they have worked with in higher education. A commentary on mentoring at the graduate level focusing on literacy education by Cobb, Fox, Many, Matthews, McGrail, & Sachs (2006) found that while engaged in graduate programs, doctoral students began thinking about their changing identities or roles (p. 374). When thinking about their changing roles, students recognized the additional help they would need navigating within the culture of the university (p. 375). The students often looked to their professors to mentor them and show them the way. This commentary asserts that to get the most out of their graduate experience, students need to be proactive in seeking mentoring experiences (p. 376)
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