20 research outputs found
Cyclin B1 transcription is enhanced by the p300 coactivator and regulated during the cell cycle by a CHR-dependent repression mechanism
No full textAbstractCyclin B is a central regulator of transition from the G2 phase of the cell cycle to mitosis. In mammalian cells two B-type cyclins have been characterised, cyclin B1 and B2. Both are expressed with a maximum in G2 and their synthesis is mainly regulated on the transcriptional level. We show that a single cell cycle genes homology region, lacking a functional cell cycle-dependent element in tandem with it, contributes most of the cell cycle-dependent transcription from the cyclin B1 promoter. The coactivator p300 binds to the cyclin B1 promoter and synergises with the transcription factor NF-Y in activating transcription of cyclin B1
Complex regional pain syndrome in a competitive athlete and regional osteoporosis assessed by dual-energy X-ray absorptiometry: a case report.
No full textDual-energy X-ray absorptiometry is rarely utilized in the clinical care of patients with complex regional pain syndrome, but may be useful for the non-invasive determination of regional bone fragility and fracture risk, as well as muscular atrophy and regional body composition. This is the first report in the literature of complex regional pain syndrome and musculoskeletal co-morbidities in an athlete, and is the first to focus on dual-energy X-ray absorptiometry for the clinical assessment of complex regional pain syndrome
What can a conception of power do? Theories and images of power in student voice work
No full textThis article brings together high school students, teachers, and researchers to think about the issue of power in student voice work.
Each author uses a metaphor or a theory to explain how they think about power in schools and in student voice work.
The authors, at times, have different ideas about power relations in student voice work.
We argue that the way we think about power has effects on what we see, feel and do in student voice work
What can a conception of power do? Theories and images of power in student voice work
No full text•This article brings together high school students, teachers, and researchers to think about the issue of power in student voice work. •Each author uses a metaphor or a theory to explain how they think about power in schools and in student voice work. •The authors, at times, have different ideas about power relations in student voice work. •We argue that the way we think about power has effects on what we see, feel and do in student voice work.</p
What can a conception of power do? Theories and images of power in student voice work
No full text•This article brings together high school students, teachers, and researchers to think about the issue of power in student voice work. •Each author uses a metaphor or a theory to explain how they think about power in schools and in student voice work. •The authors, at times, have different ideas about power relations in student voice work. •We argue that the way we think about power has effects on what we see, feel and do in student voice work.</p
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What can a conception of power do? Theories and images of power in student voice work
No full textThis article brings together high school students, teachers, and researchers to think about the issue of power in student voice work. • Each author uses a metaphor or a theory to explain how they think about power in schools and in student voice work. • The authors, at times, have different ideas about power relations in student voice work. • We argue that the way we think about power has effects on what we see, feel, and do in student voice work
What can a conception of power do? Theories and images of power in student voice work
No full textThis article brings together high school students, teachers, and researchers to think about the issue of power in student voice work. • Each author uses a metaphor or a theory to explain how they think about power in schools and in student voice work. • The authors, at times, have different ideas about power relations in student voice work. • We argue that the way we think about power has effects on what we see, feel, and do in student voice work
Methodological aspects of use of infrared thermography in healthy individuals and patients with non-specific musculoskeletal disorders
No full textPeptide microarray‐based analysis of antibody responses to SARS‐CoV‐2 identifies unique epitopes with potential for diagnostic test development
No full textHumoral immunity to the Severe Adult Respiratory Syndrome (SARS) Coronavirus (CoV)-2 is not fully understood yet but is a crucial factor of immune protection. The possibility of antibody cross-reactivity between SARS-CoV-2 and other human coronaviruses (HCoVs) would have important implications for immune protection but also for the development of specific diagnostic ELISA tests. Using peptide microarrays, n = 24 patient samples and n = 12 control samples were screened for antibodies against the entire SARS-CoV-2 proteome as well as the Spike (S), Nucleocapsid (N), VME1 (V), R1ab, and Protein 3a (AP3A) of the HCoV strains SARS, MERS, OC43, and 229E. While widespread cross-reactivity was revealed across several immunodominant regions of S and N, IgG binding to several SARS-CoV-2-derived peptides provided statistically significant discrimination between COVID-19 patients and controls. Selected target peptides may serve as capture antigens for future, highly COVID-19-specific diagnostic antibody tests
