71,685 research outputs found
SALICYLALDEHYDE-TAGGED PEPTIDES FOR THE REVERSIBLE-COVALENT ENGAGEMENT OF PROTEIN LYSINE RESIDUES
No full textInserting electrophilic species into small molecule ligands or peptides is a well-established method for enhancing binding affinity to target proteins. The amino acid Lysine (Lys) is highly abundant in the proteome and one of the most frequent residues on the outer structural layers of proteins. For these reasons, the derivatization of synthetic ligands with aldehyde tags capable of imine bond formation with Lys ɛ-amino groups may represent a general strategy for the discovery of potent small-molecule inhibitors.
Ortho-hydroxy aldehydes such as pyridoxal or salicylaldehyde (SA) derivatives have been used to form imines in aqueous media, stabilized by an intramolecular H-bond between the imine N atom and the ortho-phenolic proton. By virtue of this reactivity, SA derivatives are being installed into various classes of protein ligands, aimed at the reversible-covalent engagement of protein Lys residues.1,2
This talk will describe our recent contribution to this field, with focus on the installation of the Lys-engaging SA module into peptide ligands.3,4
Figure 1. Left: Binding mechanism of a reversible-covalent ligand equipped with a salicylaldehyde (SA) tag. Ideally, SA forms a remarkably stable imine bond with a Lys(ε-NH2) residue proximal to the ligand binding site. This covalent ligand-protein connection is stabilized by a H bond between the OH phenolic proton and the imine N atom. As a result, the final ligand-protein complex is stabilized by a combination of non-covalent and covalent interactions. Right: Current options for the SA tag installation at different peptide positions, recently developed by our group.
References
1. A. Dal Corso, M. Catalano, A. Schmid, J. Scheuermann, D. Neri, Angew. Chem. Int. Ed. 2018, 57, 17178.
2. M. Mason, L. Belvisi, L. Pignataro, A. Dal Corso, ChemBioChem 2023, e202300743.
3. G. Sacco, D. Arosio, M. Paolillo, A. Gloger, J. Scheuermann, L. Pignataro, L. Belvisi, A. Dal Corso, C. Gennari, Chem. Eur. J. 2023, e202203768.
4. M. Mason, B. Nava, L. Belvisi, L. Pignataro, A. Dal Corso, Eur. J. Org. Chem. 2024, 27, 202400229
Introduction, in S. Corso, F. Mussgnug, J. Rushworth, Dwelling on Grief. Narratives Across Time and Forms, Oxford: Legenda, 2022.
No full textMourning, as the experience of the pandemic reminds us, crosses the dividing lines between life and literature, and blurs any attempted opposition of the private and the familial versus the professional and the academic. This insight about the imbrication of life and writing is framed in the essays that follow. We suggest, with Jacques Derrida, that:
On ne peut pas tenir un discours sur le ‘travail du deuil’ sans y prendre part [...]. Il n’y a donc pas de métalangage quant au langage où s’engage un travail du deuil.
[One cannot hold a discourse on the ‘work of mourning’ without taking part in it [...]. There is thus no metalanguage for the language in which a work of mourning is at work.]
One of the connecting threads of our volume is this tension between consideration of discourses on mourning across different disciplines and fields — in particular, Comparative Literature, Modern Languages, English, Medieval Studies, Political Thought, Music, Biology and the Environmental Humanities — and an acknowledgement of the ways in which metalanguage breaks down and is punctuated by experience
HUMAN REPRODUCTION AND PARENTAL RESPONSIBILITY: NEW THEORIES, NARRATIVES, ETHICS
No full textAdvances in reproductive technologies have profoundly altered the demarcations of parenthood. They offer a significant challenge to conventional perspectives on parental rights and responsibilities. Emergent new possibilities of biological and social parenthood raise significant ethical and social questions, and call for in-depth philosophical, bioethical and legal reflection. Anthropogenic climate change also calls for new thinking and discussion in reproductive ethics and values, inspiring contrasting views, and raises questions about population growth and human procreation on a warming planet.
In this context, philosophical and bioethical debate, as well as literature, film and the arts, play a crucial role in shedding light on the complex and changing emotions and experiences of parenting, and interrogate the moral and social challenges associated with reproductive technologies. Literature and art may also draw attention to global patterns of exploitation and inequality, and bring into focus the discrepancies between political, philosophical and religious perspectives
Lungo la via Caere-Pyrgi. Ricerche in corso
No full textIl contributo presenta i risultati delle indagini in corso da parte del Dipartimento di Scienze dell'Antichità lungo la via di collegamento tra la città di Caere e pyrg
POSTCOLONIAL SHAKESPEARE
No full textConiugando gli orientamenti più attuali della critica postcoloniale, degli studi shakespeariani e dei performance studies, il volume raccoglie saggi di studiosi italiani e stranieri sul tema delle riscritture/riletture postcoloniali del testo shakespeariano. INDICE: Introduzione di Masolino d'Amico, p. VII; Viola Papetti, Desdemona in Mauritania, p. IX; Barbara Antonucci, L'alterità nel Titus Andronicus: Aaron il Moro e la minaccia all'Impero, p. 3; Shaul Bassi, Guglielmo e Benito: shakespeare e la razza in epoca fascista, p. 19; Alessandra Calvani, Oriente e Occidente: la costituzione del "sé" e dell' "altro da sé" nel regime della traduzione, p. 33; Anna Maria Cimitile, Il postcoloniale, il fantasma di shakespeare e l'etica della lettura, p. 47; Alessandra Contenti, shakespearewallah: shakespeare in India. Un episodio, p. 57; Simona Corso, "Bard goes Bananas": shakespeare e Walcott, p. 71; Carla De Petris, Ireland Writes Back - Mutabilitie, la risposta postcoloniale di Frank McGuinness, p. 85; Maria Del Sapio Garbero, Le mutazioni di Ariel: shakespeare e Marina Warner, p. 99; Paola Faini, The Al-Hamlet Summit, p. 121; Roberta Falcone, L'approdo di Otello nell'Africa di Brink, p. 133; Nancy Isenberg, Beyond the Black/White Paradigm: Casting Othello and Desdemona on the ballet stage, p. 157; Ivan Lupic, Hamlet Turn'd Turke: shakespearean postcolonialities, p. 171; Fabio Luppi, Il Moro di Porto Maghera. Mito e rito da shakespeare alla Biennale Teatro del '74, p. 187; Franco Marenco, Amazzoni nel nuovo mondo, p. 201; Florian Mussgnug, "Fantastico e malinconioso". L'Amleto di Giorgio Manganelli, p. 217; Maddalena Pennacchia, Othello fiorisce a Bollywood: Omkara di Vishal Bharadwaj, p. 231; Caterina Ricciardi, Goodnight Desdemona (Goodmorning Juliet) di Ann-Marie MacDonald: dal genere al gender, p. 251; Gilberto Sacerdoti, Calibano: post-colonial, pre-coloniale o post-post-colonial?, p. 267
A Grief Narrated: The Contemporary Grief Memoir
No full textIn this chapter, I look back at the history of the silence that engulfed the discourse of mourning until recently and at the gradual, often contradictory and not always successful, attempts at breaking it. I then explore a ‘new’ literary genre that has been enjoying great editorial success in the last ten years: the grief memoir. I argue that the contemporary grief memoir, composed by writers, journalists, and intellectuals, points to a new phase in the long history of our confrontation with death. It can be interpreted as an attempt to bring back into daily conversation and into the life of ordinary people the theorization about death that literature has always performed, in the form of a testimony. Focussing in particular on Levels of Life by Julian Barnes, Grief is a Thing with Feathers by Max Porter and Patrimony: A True Story by Philip Roth, I explore the reasons for the grief memoir’s success and its therapeutic force for many readers: the way in which these works can perform, also for the benefit of readers, what Freud called, with dazzling intuition, the work of mourning
CLARITY OF LESSONS IN PRIMARY SCHOOLS WITH A SPECIAL CURRICULUM IN FUNCTION OF EMPIRICAL LEARNING
No full textPOVZETEK
V diplomskem delu raziskujemo, kako pomembna sta učiteljem v osnovni šoli s prilagojenim programom nazornost in izkustveno učenje.
Teoretične osnove smo osvetlili z metodo teoretičnega preučevanja ustrezne literature. Nazornost ima pri pouku na osnovni šoli s prilagojenim programom ter pri pouku nasploh izreden pomen. Z nazornimi sredstvi, ki so učiteljem na razpolago, pridobijo na času, razlaga je tako hitrejša in lažja. Lažje pomnjenje in razumljivost učne snovi dosežejo s čutno in z notranjo nazornostjo. Tudi kot motivacijsko sredstvo ima nazornost velik pomen, kajti z njeno pomočjo učitelji pritegnejo in zadržijo pozornost učencev. Na osnovni šoli s prilagojenim programom je treba biti pozoren, da so izbrana ponazorila primerna in da nimajo ravno nasprotnega učinka na nazornost pouka. Učitelji morajo tudi z živo besedo ponazoriti in ustvariti določeno vzdušje. S tem omogočijo učencem lažje razumevanje in pomnjenje.
V empiričnem delu smo predstavili rezultate empiričnega raziskovanja zastavljenega problema. Rezultati raziskave kažejo, da učitelji nazornost in izkustveno učenje uvrščajo med zelo pomembne didaktične pojave, značilnosti pouka pri vseh predmetih. Pomembnejša se jim zdita na razredni stopnji pouka, ker mora biti pouk na tej stopnji bolj neposredno doživljajski, hkrati potrebujejo učenci na tej stopnji več konkretnih primerov.ABSTRACT
In this diploma the importance of explicitness and empirical learning for teachers in Primary School with special curriculum is being researched. Theoretical bases are highlighted with the method of theoretical study of the relevant literature. The explicitness in the class has the utmost importance so at Primary School with special curriculum as in the class in general. With the explicit means, which are available to teachers, they gain time, the explanation is quicker and easier. With the sensory perception and inner explicitness children can memorise and understand the subject matter easier. The explicitness is also very important as motivation, for with its help teachers can attract and keep pupils\u27 attention. At the Primary School with special curriculum teachers must pay a great attention so that the choosen illustrations are suitable and that they don\u27t have the opposite effect on the explicitness of the class. Teachers have to create an atmosphere so that students can understand and memorise easier. In the empirical part we presented the results of the empirical research of the problem. The results of this research show, that according to teachers, the explicitness and empirical learning are very important didactic methods for all subjects. This method is more significant at the lower level of education, for pupils are younger and the class must include more experiences, pupils need more practical examples
Il profilo individuale della prevenzione tra consapevolezza del lavoratore ed effettività delle tutele
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