A point mutation in the mouse Ncf1 m1J gene decreases production of ROS by the phagocytic NOX2 complex. Three mRNA splice variants are expressed, but only one is expressed as a protein, although at lower levels than the WT NCF1 (also known as p47phox). Our aim was to investigate whether the mutant p47phox, lacking 8 aa, is active, but as a result of its low expression, ROS production is decreased in Ncf1 m1J mice, or whether the mutant p47phox completely lacks the capability to activate the NOX2 complex. The p47phox mutant (⌬228 -235), which was equal to the protein in Ncf1 m1J mice, failed to activate the NOX2 complex. When the deleted region was narrowed down to 2 aa, the p47phox protein remained inactive and failed to translocate to the membrane upon activation. Single amino acid substitutions revealed Thr233 to be vital for ROS production. Residues Tyr231 and Val232 also seemed to be important for p47phox function, as p47phox_Y231G and p47phox_V232G resulted in a Ͼ50% decrease in ROS production by the NOX2 complex. In addition, we identified the epitope of the D-10 anti-p47phox mAb. In conclusion, the p47phox protein variant expressed in Ncf1 m1J mice is completely defective in activating the NOX2 complex to produce ROS, and the effect is dependent on SH3 region amino acids at positions 231-233, which are vital for the proper assembly of the NOX2 complex.

This may operate at different levels of T cell selection and activation: during negative selection in the thymus, priming of T cells in draining lymph nodes, and while interacting with macrophages in peripheral target tissues.

An ever-growing number of scholars are developing and applying competency frameworks in the context of sustainability education. Despite the strong interest, most of the research has ignored the varying meanings of competency, which can be interpreted as a performed ability, but also as personality development. UNESCO (the United Nations Educational, Scientific, and Cultural Organization) recently suggested self-awareness to be a central sustainability competency. However, the sustainability competency discourse is lacking a thorough analysis of how and if personality development related dispositions can be considered as competencies, how can they be taught in higher education, and how can the potentially transformative experiences resulting from such teaching be considered. This article aims at a deep understanding of the concept of self-awareness and its interpretations. We have reviewed the roots and analyzed the current interpretations of self-awareness in sustainability competency research and explored how the competency frameworks connect to transformative learning. In addition, we give tangible examples from art based and creative practices of design education, in which we have examined how self-awareness is defined and how it connects to transformative learning. The interpretations of self-awareness addressed two perspectives: awareness of oneself and awareness of one’s relation to others and a wider society. Based on our research, becoming self-aware is a process that nourishes transformative learning. We additionally understand self-awareness as a process of internal growth instead of only a performable ability. This needs to be considered when developing the sustainability competency frameworks and their applications in education.