Duquesne University

About: Duquesne University is a education organization based out in Pittsburgh, Pennsylvania, United States. It is known for research contribution in the topics: Population & Health care. The organization has 3615 authors who have published 7169 publications receiving 180066 citations. The organization is also known as: Duquesne University of the Holy Spirit.

MT1 melatonin receptor internalization underlies melatonin-induced morphologic changes in Chinese hamster ovary cells and these processes are dependent on Gi proteins, MEK 1/2 and microtubule modulation.

Abstract: Melatonin induces cellular differentiation in numerous cell types. Data show that multiple mechanisms are involved in these processes that are cell-type specific and may be receptor dependent or independent. The focus of this study was to specifically assess the role of human MT1 melatonin receptors in cellular differentiation using an MT1-Chinese hamster ovary (CHO) model; one that reproducibly produces measurable morphologic changes in response to melatonin. Using multiple approaches, we show that melatonin induces MT1-CHO cells to hyperelongate through a MEK 1/2, and ERK 1/2-dependent mechanism that is dependent upon MT1 receptor internalization, Gi protein activation, and clathrin-mediated endocytosis. Using immunoprecipitation analysis, we show that MT1 receptors form complexes with Gi(alpha) 2,3, Gq(alpha), beta-arrestin-2, MEK 1/2, and ERK 1/2 in the presence of melatonin. We also show that MEK and ERK activity that is induced by melatonin is dependent on Gi protein activation, clathrin-mediated endocytosis and is modulated by microtubules. We conclude from these studies that melatonin-induced internalization of human MT1 melatonin receptors in CHO cells is responsible for activating both MEK 1/2 and ERK 1/2 to drive these morphologic changes. These events, as mediated by melatonin, require Gi protein activation and endocytosis mediated through clathrin, to form MT1 receptor complexes with beta-arrestin-2/MEK 1/2 and ERK 1/2. The MT1-CHO model is invaluable to mapping out signaling cascades as mediated through MT1 receptors especially because it separates out MEK/ERK 1/2 activation by MT1 receptors from that of receptor tyrosine kinases.

Photonic crystal protein hydrogel sensor materials enabled by conformationally induced volume phase transition

Abstract: Hydrogels that change volume in response to specific molecular stimuli can serve as platforms for sensors, actuators and drug delivery devices. There is great interest in designing intelligent hydrogels for tissue engineering, drug delivery, and microfluidics that utilize protein binding specificities and conformational changes. Protein conformational change induced by ligand binding can cause volume phase transitions (VPTs). Here, we develop a highly selective glucose sensing protein photonic crystal (PC) hydrogel that is fabricated from genetically engineered E. coli glucose/galactose binding protein (GGBP). The resulting 2-D PC-GGBP hydrogel undergoes a VPT in response to glucose. The volume change causes the 2-D PC array particle spacing to decrease, leading to a blue-shifted diffraction which enables our sensors to report on glucose concentrations. This 2-D PC-GGBP responsive hydrogel functions as a selective and sensitive sensor that easily monitors glucose concentrations from ∼0.2 μM to ∼10 mM. This work demonstrates a proof-of-concept for developing responsive, "smart" protein hydrogel materials with VPTs that utilize ligand binding induced protein conformational changes. This innovation may enable the development of other novel chemical sensors and high-throughput screening devices that can monitor protein-drug binding interactions.

The Role of Classroom Assessment in Supporting Self-Regulated Learning

Abstract: Self-regulation of learning occurs when learners set goals and then systematically carry out cognitive, affective, and behavioral practices and procedures that move them closer to those goals. Self-regulated learning (SRL) depends, in part, on information gleaned from classroom assessments about student learning and achievement. In this chapter we will discuss how classroom assessment is or could be used to support SRL. We will draw on the literatures on classroom assessment and SRL in order to demonstrate how assessment contributes to each phase of self-regulation, defined here as: (1) goal setting, (2) progress monitoring, and (3) revision and adjustment. For example, the goal-setting phase is influenced by the learning goals and success criteria shared by a teacher. The progress-monitoring phase is affected by feedback provided via formative and summative assessments. The revision-and-adjustment phase is affected by opportunities teachers give students to use feedback and decisions students make based on that feedback. This chapter demonstrates the close relationship between classroom assessment and SRL by reviewing research evidence for each phase, and makes the case that assessment can support the self-regulation of learning in classroom settings. The chapter also addresses challenges of implementing classroom assessment practices that support SRL.