In trematodes, there is a family of proteins which combine EF-hand-containing domains with dynein light chain (DLC)-like domains. A member of this family from the liver fluke, Fasciola hepatica-FhCaBP4-has been identified and characterised biochemically. FhCaBP4 has an N-terminal domain containing two imperfect EF-hand sequences and a C-terminal dynein light chain-like domain. Molecular modelling predicted that the two domains are joined by a flexible linker. Native gel electrophoresis demonstrated that FhCaBP4 binds to calcium, manganese, barium and strontium ions, but not to magnesium or zinc ions. The hydrophobic, fluorescent probe 8-anilinonaphthalene-1-sulphonate bound more tightly to FhCaBP4 in the presence of calcium ions. This suggests that the protein undergoes a conformational change on ion binding which increases the number of non-polar residues on the surface. FhCaBP4 was protected from limited proteolysis by the calmodulin antagonist W7, but not by trifluoperazine or praziquantel. Protein-protein cross-linking experiments showed that FhCaBP4 underwent calcium ion-dependent dimerisation. Since DLCs are commonly dimeric, it is likely that FhCaBP4 dimerises through this domain. The molecular model reveals that the calcium ion-binding site is located close to a key sequence in the DLC-like domain, suggesting a plausible mechanism for calcium-dependent dimerisation.
Required pre-exam quizzes were given via an online homework platform. Students taking these quizzes had a significantly higher exam average than those who took none of the quizzes and had a significantly higher exam average than the class average. The benefit of quizzing is demonstrated to be significant for students of diverse academic abilities.
This essay introduces an evidence-based teaching guide that presents research and resources on the uses and benefits of learning objectives (LOs). It summarizes key articles and includes a checklist, with the goal of encouraging instructors to incorporate LOs into their teaching practice. Ideas for further research are also discussed.
This article is authored by a group of PhD researchers at the European University Institute (EUI) and two teachers as part of the PhD seminar in Global History held in the Fall of 2020 during the COVID-19 pandemic. We consider three topics: ‘The politics of global history’ thinking about global history as a form of activism; ‘Whose global history?’ considering issues of property and sharing; and ‘An open global history’ proposing a utopian future (for a troubled present). We believe that in order for global history to thrive, its practitioners need to be more inclusive and acknowledge imbalances of power across world areas, across genders, and across career stages.
Image Caption: Sekisui Nagakubo after Matteo Ricci, Sankai Yochi Zenzu (山海輿地全圖) (Naniwa, 1785). Library of Congress Geography and Map Division Washington, D.C.
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