Search

RNase E contains a large non-catalytic region that binds RNA and the protein components of the Escherichia coli RNA degradosome. The rne gene was replaced with alleles encoding deletions in the non-catalytic part of RNase E. All the proteins are stable in vivo. RNase E activity was tested using a P(T7)-lacZ reporter gene, the message of which is particularly sensitive to degradation because translation is uncoupled from transcription. The non-catalytic region has positive and negative effectors of mRNA degradation. Disrupting RhlB and enolase binding resulted in hypoactivity, whereas disrupting PNPase binding resulted in hyperactivity. Expression of the mutant proteins in vivo anticorrelates with activity showing that autoregulation compensates for defective function. There is no simple correlation between RNA binding and activity in vivo. An allele (rne131), expressing the catalytic domain alone, was put under P(lac) control. In contrast to rne+,low expression of rne131 severely affects growth. Even with autoregulation, all the mutants are less fit when grown in competition with wild type. Although the catalytic domain of RNase E is sufficient for viability, our work demonstrates that elements in the non-catalytic part are necessary for normal activity in vivo.

Adrenoleukodystrophy (ALD; McKusick 300100) is a severe X-linked neurodegenerative disorder affecting young males. It is characterized by progressive demyelination, adrenocortical insufficiency and accumulation in tissues and body fluids of saturated very long-chain fatty acids (VLCFA) (Moser et al 1991). Interestingly, ALD kindreds also include males with infrequent dementia with a variety of neurological complications including spasticity and gait disturbance. These later-presenting males are said to have adrenomyeloneuropathy (AMN) and have similarly elevated VLCFA levels

Introduction: Polycystic ovary syndrome (PCOS) affects 6-20% of reproductive-age women. Obesity has been associated with several cardiometabolic abnormalities. We aimed to evaluate the prevalence and the impact of weight excess/obesity in clinico-laboratorial features of infertile women with PCOS. Methods: We reviewed clinical records of infertile PCOS women (Rotterdam criteria, 2003) surveilled at Reproductive Medicine Unit at CHLN-Hospital de Santa Maria, between January 2004 and June 2013. INFORMACAO SOBRE O ARTIGO Historial do artigo: Recebido a 21 de Junho de 2014 Aceite a 10 de Dezembro de 2014 Palavras-chave: Sindrome do ovario poliquisticoObesidadeInsulino-resistenciaSindrome metabolico Keywords: Polycystic ovary syndromeObesityInsulin-resistanceMetabolic syndromeRev Port Endocrinol Diabetes Metab. 2015; 10(1) :2-7http://dx.doi.org/10.1016/j.rpedm.2014.12.003Documento descarregado de http://www.elsevier.pt el 18/01/2015. Copia para uso pessoal, esta totalmente proibida a transmissao deste documento por qualquer meio ou forma.

Dissertação de Mestrado em Educação (área de especialização em Supervisão Pedagógica em Ensino de História), Este estudo, de natureza descritiva, analisa as ideias que têm os alunos de 12º ano acerca das diferentes concepções de mudança em história. Enquadra-se na linha de investigação em cognição histórica situada, como tal, pretende contribuir para uma abordagem do ensinoaprendizagem construtivista. A amostra deste estudo foi constituída por trinta e cinco alunos, entre os dezassete e os vinte anos de idade, a frequentarem o 12º Ano de Escolaridade e pertencem a uma escola do distrito de Vila Real. A recolha de dados fez-se através da aplicação de dois questionários, feitos aos alunos. A análise posterior dos dados foi feita, tendo por base níveis de progressão das ideias dos alunos sobre as diferentes concepções de mudança no devir histórico. Para isso, foram criadas categorias, ou níveis de progressão, que surgiram da análise das respostas dadas pelos alunos, são elas: 1, Vago; 2, Cópia do texto; 3, Confusão Conceptual; 4, Centram-se numa parte do texto; 5, Análise do texto; 6, Percebem a mudança segundo o autor; 7, Interligam a percepção do autor à sua opinião pessoal. Os resultados encontrados denunciam algumas implicações para a educação histórica no nosso país, com base nos quais, pudemos perceber a realidade temporal como uma dinâmica nem sempre de fácil apreensão, principalmente, por parte dos nossos adolescentes e jovens, embora seja um núcleo duro da História, logo, indissociável do ensino da história. Como tal, as vantagens didácticas da consciencialização desta realidade temporal, por parte de professores, alunos e investigadores, são inúmeras., There is a reciprocal relation between History and Time because History is conceived by historians and taught our students by teachers. This reality is indisputable and undeniable for those who lean under any question related to History and its teaching. Those who study Education have the awareness of that close relation between History and Time, in such way that competence of Time is one of the defined competences by the Currículo Nacional do Ensino Básico. Besides that, the notion, the perception and the comprehension of the concept of Time is one of the vectors of the essential competence of the historical structure, considered just like space, the main skeleton of this subject. In some countries some theoreticians claimed the exclusion of teaching History from the national curriculum due to its relation with the time concept, with arguments in favour of the complexity of time. To bother this tendency some studies have been made in the area of the history cognition in order to discover how young people learn History or they handle with several concepts. In conclusion, although its complexity, it’s a structural element for the formation of the historical knowledge. However, studying Time is studying History and it contributes to a better practice of teaching. For this reason, it seams relevant to do an incursion through time and analyse how many times Time has and based on those theoretical poll find the idea which youth have about historical time, having in mind History as the pass of time and as a knowledge, for those they have preference and question that preference. With this study it is wanted to explain the teaching practice relatively to some doubts in this thematic area as well as contributing to an important approach teaching – learning in a real teaching context. Still more because the investigation in history cognition has proved that the students concepts are not only thought at school but also in the process of transmition. For that a great contribution come from mass media and family life, so then way of living and experiences as well as the methods used in school have a signifivative contribution in the development of the history knowledge. To make the right construction and development of the historic knowledge is necessary to control some basic concepts which are operated by history as well as contribute to an important approach teaching-learning processing a real teaching context.