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Additional file 2: Table S1. HQ IC50 values in CRC cells. Table S2. IC50 values of HQ against colon cancer cell lines. Table S3. Flavone concentration in three different HQ batches. Table S4. Proteins altered following HQ treatment. Table S5. Flavone IC50 values in HT-29 cells.

Additional file 1: Fig. S1. Effect of HQ on cell cycle distribution.HT-29 cells were treated with HQ for 48 hr, followed by fixation, PI staining, and cell cycle analysis by flow cytometry.The percentage of HT-29 cells in sub G0, G0/G1, S, G2/M phases.The percentage of HCT116, RKO and H630R1 cells in sub G0 phase. Values represent the mean ± S.D. from three independent experiments. **, p < 0.01, versus untreated. Fig. S2. Effect of HQ on signaling pathways.HT29 cells were treated with 0.5 mg/ml HQ for 48 hr and processed for immunoblot analysis.RKO cells stably expressing NF-kB-regulated luciferase were treated with HQ, HQGGT and individual flavonesfor 48 hr. Luciferase activity was determined and normalized to total soluble protein. Fig. S3. Time and dose dependent effects of HQ on RB and TS.HT-29 cells were treated with HQfollowed by processing for immunoblot analysis.HT-29 cells were treated with various concentrations of HQ for 48 hr and processed for immunoblot analysis.HT-29 cells were treated with three different HQ batches for 48 hr, respectively, and processed for immunoblot analysis.HT-29 cells were treated with HQ for 24 hr, then 5-FU was added for another 24 hr and processed for immunoblot analysis. Batch 1: lot#1070831, Batch 2: lot#T2081080, Batch 3: lot#3070715. Fig. S4. Effect of HQ on normal tissues. HQwas orally administered QD × 5 for 6 weeks to MC38-bearing C57BL/6 mice. Formalin-fixed sections of the liver and middle jejunum were stained with hematoxylin and eosin, Ki-67, and TUNEL. Scale bars are 100 μm. Fig. S5. Effect of HQ in combination with DFUR on CRC cell proliferation. MC38 cells were treated with HQ and DFUR for 72 hr. Cell viability was measured by WST-1 assay. The Combination-Indexwas calculated with CI < 1 indicating synergism. Fig. S6. Effect of BI in combination with 5-FU on CRC cell proliferation. RKOR10 cells were treated with various concentrations of BI and 5-FU for 72 hr. Cell viability was measured by WST-1 assay. The Combination-Indexwas calculated with CI < 1 indicating synergism between BI and 5-FU. Fig. S7. Alterations in protein expression by HQ and BI. HCT116 cells were treated with HQor BIfor 48 hr. Cells were processed for RPPA analysis.Similar protein changes after HQ and BI treatment.Protein differences between HQ and BI treatment. Percent changes represent the mean from duplicate sample. Cutoff values for alterations were set at 25% for either treatment. Fig. S8. Effect of baicalin on protein stability. HT29and HCT116cells were incubated with 500 µM baicalin for 4 hr at 37ºC. Cells were processed for CETSA assay as described.

Se realizó una investigación no experimental y descriptiva, en una muestra probabilística de 1339 docentes de escuelas públicas de Panamá, con el objetivo de conocer los cuadrantes cerebrales dominantes en las diferentes actividades que utilizan los educadores para enseñar. Se tomó como referencia el Modelo de Dominancia Cerebral de Herrmann. De acuerdo con los resultados obtenidos se puede observar que la tendencia de los docentes es al uso del cuadrante cerebral Límbico Derecho. El instrumento elaborado por Herrmann evalúa la dominancia utilizando los cuadrantes cerebrales: cortical izquierdo (CI), límbico izquierdo (LI), límbico derecho (LD) y cortical derecho (CD). El cuestionario revisa diez rasgos básicos involucrados en el proceso de enseñanza: Personalidad, Relación con los alumnos, Relación con los colegas, Preparación de las clases, Programa, Control de la enseñanza, Evaluación del aprendizaje, Soportes pedagógicos, Reuniones docentes y Actitud en clase., A non-experimental and descriptive research was conducted in a probabilistic sample of 1339 public school teachers in Panama, with the objective of knowing the dominant brain quadrants in the different activities used by educators to teach. The Herrmann Brain Dominance Model was taken as a reference. According to the results obtained, it can be seen that the tendency of teachers is to use the right limbic cerebral quadrant. The instrument developed by Herrmann evaluates dominance using the cerebral quadrants left cortical (CI), left limbic (LI), right limbic (LD) and right cortical (CD). The questionnaire reviews ten basic traits that intervene in the teaching process: Personality, Relationship with students, Relationship with classmates, Class preparation, Program, Teaching control, Learning evaluation, Pedagogical support, Teacher meetings and Attitude in class.

Our Sun is the largest laboratory in our solar system, holding information unattainable in any experiment made on Earth. One of the thousands of phenomena in solar physics we are experimenting with is: Why is the outermost atmosphere of the sun, the Corona, far hotter than the surface? Despite the spatial barriers preventing us from encountering the sun, we were able to use remote sensing to derive impactful data using the Extreme-Ultraviolet Imaging Spectrometer (EIS) of the Hinode Satellite. The satellite provided us with spectra of magnetic loops within the Corona. From these spectral lines, we used the tools provided in IDL, an interactive computer language, to fit the spectral lines and utilized the Doppler Shift equation to determine the velocities of plasma in magnetic loops at various points. By documenting the velocities, we have measured an essential variable of the Conservation of Mass, Momentum, and Energy equations, which allows us to determine the heating rate in these loops. Our observations can be compared with theoretical models to understand the source of energy generation in the outer solar atmosphere., Journal of Student-Scientists' Research, Vol. 4 (2022)

Additional file 9.

Additional file 1.