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Search Results: 1 - 10 of 210090 matches for " Georgina L Hamilton "
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Plasticity of Fission Yeast CENP-A Chromatin Driven by Relative Levels of Histone H3 and H4
Araceli G Castillo equal contributor,Barbara G Mellone equal contributor,Janet F Partridge,William Richardson,Georgina L Hamilton,Robin C Allshire ,Alison L Pidoux
PLOS Genetics , 2007, DOI: 10.1371/journal.pgen.0030121
Abstract: The histone H3 variant CENP-A assembles into chromatin exclusively at centromeres. The process of CENP-A chromatin assembly is epigenetically regulated. Fission yeast centromeres are composed of a central kinetochore domain on which CENP-A chromatin is assembled, and this is flanked by heterochromatin. Marker genes are silenced when placed within kinetochore or heterochromatin domains. It is not known if fission yeast CENP-ACnp1 chromatin is confined to specific sequences or whether histone H3 is actively excluded. Here, we show that fission yeast CENP-ACnp1 can assemble on noncentromeric DNA when it is inserted within the central kinetochore domain, suggesting that in fission yeast CENP-ACnp1 chromatin assembly is driven by the context of a sequence rather than the underlying DNA sequence itself. Silencing in the central domain is correlated with the amount of CENP-ACnp1 associated with the marker gene and is also affected by the relative level of histone H3. Our analyses indicate that kinetochore integrity is dependent on maintaining the normal ratio of H3 and H4. Excess H3 competes with CENP-ACnp1 for assembly into central domain chromatin, resulting in less CENP-ACnp1 and other kinetochore proteins at centromeres causing defective kinetochore function, which is manifest as aberrant mitotic chromosome segregation. Alterations in the levels of H3 relative to H4 and CENP-ACnp1 influence the extent of DNA at centromeres that is packaged in CENP-ACnp1 chromatin and the composition of this chromatin. Thus, CENP-ACnp1 chromatin assembly in fission yeast exhibits plasticity with respect to the underlying sequences and is sensitive to the levels of CENP-ACnp1 and other core histones.
Telomeric Repeats Facilitate CENP-ACnp1 Incorporation via Telomere Binding Proteins
Araceli G. Castillo, Alison L. Pidoux, Sandra Catania, Micka?l Durand-Dubief, Eun Shik Choi, Georgina Hamilton, Karl Ekwall, Robin C. Allshire
PLOS ONE , 2013, DOI: 10.1371/journal.pone.0069673
Abstract: The histone H3 variant, CENP-A, is normally assembled upon canonical centromeric sequences, but there is no apparent obligate coupling of sequence and assembly, suggesting that centromere location can be epigenetically determined. To explore the tolerances and constraints on CENP-A deposition we investigated whether certain locations are favoured when additional CENP-ACnp1 is present in fission yeast cells. Our analyses show that additional CENP-ACnp1 accumulates within and close to heterochromatic centromeric outer repeats, and over regions adjacent to rDNA and telomeres. The use of minichromosome derivatives with unique DNA sequences internal to chromosome ends shows that telomeres are sufficient to direct CENP-ACnp1 deposition. However, chromosome ends are not required as CENP-ACnp1 deposition also occurs at telomere repeats inserted at an internal locus and correlates with the presence of H3K9 methylation near these repeats. The Ccq1 protein, which is known to bind telomere repeats and recruit telomerase, was found to be required to induce H3K9 methylation and thus promote the incorporation of CENP-ACnp1 near telomere repeats. These analyses demonstrate that at non-centromeric chromosomal locations the presence of heterochromatin influences the sites at which CENP-A is incorporated into chromatin and, thus, potentially the location of centromeres.
Physical activity, weight status and diet in adolescents: are children meeting the guidelines  [PDF]
Spencer E. Boyle, Georgina L. Jones, Stephen J. Walters
Health (Health) , 2010, DOI: 10.4236/health.2010.210167
Abstract: Childhood obesity is on the increase and maintaining regular physical activity and consuming a healthy diet have become essential tools to combat the condition. The United Kingdom government has recommended guidelines for optimal levels of diet and activity in children. The aim of this paper is to describe and compare self-reported physical activity levels, diet, and Body Mass Indices (BMI) amongst adolescent children, aged 11-15, in the South West (SW) and North West (NW) regions of England and to see if these children were meeting the current targets for optimal levels of: physical activity; fruit/vegetable consumption; fat consumption and BMI. We report the results of a cross-sectional survey of four secondary schools and 1,869 children using the self-reported Western Australian Child and Adolescent Physical Activity and Nutrition Survey (CAPANS) physical activity instrument and a food intake screener questionnaire, in summer and winter. We found that 25% (469/1869) 95% CI: 23% to 27%, of children engaged in 60 minutes of moderate to vigorous physical activity per day; 53% (995/1866) 95% CI: 51% to 56%, took 5 portions of fruit and vegetables per day; while 22% (407/1861) 95% CI: 20% to 24% consumed recommended amount of fats, and 23.7% (276/1164) 95% CI: 21% to 26%, of pupils were obese or overweight as classified by their BMI. Self reported physical activity in young people regardless of area is lower than previously reported and the lack of students engaging in 60 minutes moderate to vigorous activity could have serious public health consequences. If sustained, this could lead to more overweight adults, and more ill health.
Protected areas in mountains
Hamilton, L. S.
Pirineos : Revista de Ecología de Monta?a , 2006,
Abstract: The importance of a global Protected Areas Network in sustaining appropriate mountain development is presented in this paper. Present status of the world’s “official” Protected Areas in the UN List, and the proportion that are in mountain areas, and including international designations (World Heritage and Biosphere Reserves). Current and future challenges in the management of these special areas are also commented. El autor destaca la importancia de una Red Mundial de Espacios Protegidos para el desarrollo sostenible de las monta as. Comenta luego el estatus actual de las áreas Protegidas “oficiales” del Mundo en la Lista de las Naciones Unidas y qué proporción de ellas forma parte de las monta as, sin olvidar las figuras internacionales de protección como Patrimonio de la Humanidad y Reservas de Biosfera. Para terminar, se discuten los problemas de gestión actuales y futuros de estas áreas tan especiales
Ussing's “Little Chamber”: 60 Years+ Old and Counting
Kirk L. Hamilton
Frontiers in Physiology , 2011, DOI: 10.3389/fphys.2011.00006
Abstract:
BLAP-Tagged Channel Technology: A New Direction Trafficking toward Epithelial Physiology
Kirk L. Hamilton
Frontiers in Physiology , 2010, DOI: 10.3389/fphys.2010.00162
Abstract:
Robert K. Crane—Na+-glucose cotransporter to cure?
Kirk L. Hamilton
Frontiers in Physiology , 2013, DOI: 10.3389/fphys.2013.00053
Abstract: Dr. Robert K. Crane made major contributions to our understanding of carbohydrate metabolism and transport of the intestine over a very long and productive career. This Perspective examines, briefly, his early life and academic positions, but more importantly, this Perspective highlights his contributions to the understanding of coupled Na+-glucose absorption by the small intestine. I discuss how his early hypothesis of a “cotransport” of sodium and glucose ushered in and provided the physiological explanation for the clinical treatment of acute diarrhea and cholera when using oral rehydration therapy (ORT). ORT saves millions of lives each year. Certainly, humankind is better off because of Crane's hypothesis of the Na+-glucose cotransporter that he put forth over 50 years ago?
?Duermes mucho Tony?: Interpersonal and Transactional Uses of L1 in the Foreign-Language Classroom
Higareda,Sandra; López,Georgina; Mugford,Gerrard;
Profile Issues in Teachers` Professional Development , 2009,
Abstract: whilst communicative teaching approaches sanction, often grudgingly, the limited use of the students' first language (l1) in english language teaching (elt), critical debate is now centred on a much more substantial and energetic role for the use of mother tongue in the language classroom. justifications favouring the use of l1 currently range from ideological arguments to classroom teaching considerations. this paper contributes to this ongoing debate by examining how new generations of language teachers in mexico are using the students' mother tongue, spanish, not only as a pedagogical tool but to develop and reinforce interpersonal relationships in the language classroom in order to enhance the learning of english.
Duermes mucho Tony? Interpersonal and Transactional Uses of L1 in the Foreign-Language Classroom
Higareda Sandra,López Georgina,Mugford Gerrard
Profile Issues in Teachers` Professional Development , 2009,
Abstract: Whilst communicative teaching approaches sanction, often grudgingly, the limited use of the students’ first language (l1) in English Language Teaching (elt ), critical debate is now centred on a much more substantial and energetic role for the use of mother tongue in the language classroom. Justifications favouring the use of l1 currently range from ideological arguments to classroom teaching considerations. This paper contributes to this ongoing debate by examining how new generations of language teachers in Mexico are using the students’ mother tongue, Spanish, not only as a pedagogical tool but to develop and reinforce interpersonal relationships in the language classroom in order to enhance the learning of English. Key words: First language, critical pedagogy, phatic communion Mientras que los métodos comunicativos de ense anza autorizan, muchas veces con poco entusiasmo, el uso de la lengua materna (l1) de los estudiantes del idioma inglés (ei), un gran debate propone un papel más sustancial y activo para el uso del espa ol en el salón de clases. Actualmente, los argumentos que se muestran a favor del uso de la lengua materna (l1) parten desde motivos ideológicos hasta factores pedagógicos en la ense anza en el salón de aprendizaje de idiomas. El presente artículo contribuye a este debate en curso examinando la forma en que las nuevas generaciones de profesores de inglés en México están utilizando la lengua materna de sus estudiantes, el espa ol, no sólo como una herramienta pedagógica sino para desarrollar y reforzar las relaciones interpersonales en el salón de idiomas, de forma que el aprendizaje del inglés se vea favorecido. Palabras clave: Lengua materna, pedagogía crítica, comunión fática
Duermes mucho Tony?: Interpersonal and Transactional Uses of L1 in the Foreign-Language Classroom Duermes mucho Tony?: Usos interpersonales y transaccionales de la lengua materna en el aula de clase de lengua extranjera
Sandra Higareda,Georgina López,Gerrard Mugford
Profile Issues in Teachers` Professional Development , 2009,
Abstract: Whilst communicative teaching approaches sanction, often grudgingly, the limited use of the students' first language (L1) in English Language Teaching (ELT), critical debate is now centred on a much more substantial and energetic role for the use of mother tongue in the language classroom. Justifications favouring the use of L1 currently range from ideological arguments to classroom teaching considerations. This paper contributes to this ongoing debate by examining how new generations of language teachers in Mexico are using the students' mother tongue, Spanish, not only as a pedagogical tool but to develop and reinforce interpersonal relationships in the language classroom in order to enhance the learning of English. Mientras que los métodos comunicativos de ense anza autorizan, muchas veces con poco entusiasmo, el uso de la lengua materna (L1) de los estudiantes del idioma inglés (EI ), un gran debate propone un papel más sustancial y activo para el uso del espa ol en el salón de clases. Actualmente, los argumentos que se muestran a favor del uso de la lengua materna (L1) parten desde motivos ideológicos hasta factores pedagógicos en la ense anza en el salón de aprendizaje de idiomas. El presente artículo contribuye a este debate en curso examinando la forma en que las nuevas generaciones de profesores de inglés en México están utilizando la lengua materna de sus estudiantes, el espa ol, no sólo como una herramienta pedagógica sino para desarrollar y reforzar las relaciones interpersonales en el salón de idiomas, de forma que el aprendizaje del inglés se vea favorecido.
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