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Enzymes from the xanthine oxidase (XO) family of molybdenum enzymes are generally, with some exceptions, molybdenum iron–sulfur flavin hydroxylases. Mammalian xanthine oxidoreductase and aldehyde oxidase were among the first enzymes to be studied in detail more than 100 years ago and, surprisingly, they continue to be thoroughly studied in molecular detail with many open and unresolved questions remaining. Enzymes of the XO family are characterized by a molybdenum cofactor (Moco) active site with a MoVIOS(OH) ligand sphere where substrate hydroxylation of either aromatic or aliphatic carbon centers is catalyzed. During the reaction, electrons are transferred to the oxidizing substrate, most commonly O2 or NAD+, which react at the FAD site.
Bacterial Molybdoenzymes
(2017)
The biogenesis of molybdoenzymes is a cytoplasmic event requiring both the folded apoenzymes and the matured molybdenum cofactor. The structure and the complexity of the molybdenum cofactor varies in each molybdoenzyme family and consequently different accessory proteins are required for the maturation of the respective enzymes. Thus, for enzymes of both the DMSO reductase and xanthine oxidase families, specific chaperones exist which are dedicated to increase the stability and the folding of specific members of each family. In this review, we describe the role of these chaperones for molybdoenzyme maturation. We present a model which describes step by step the mechanism of the maturation of representative molybdoenzymes from each family.
The biosynthesis of the molybdenum cofactor (Moco) is highly conserved among all kingdoms of life. In all molybdoenzymes with the exception of nitrogenase, the molybdenum atom is coordinated to a dithiolene group present in the pterin-based 6-alkyl side chain of molybdopterin (MPT). In general, the biosynthesis of Moco can be divided into three steps in eukaryotes, and four steps in bacteria and archaea: (i) the starting point is the formation of the cyclic pyranopterin monophosphate (cPMP) from 5′GTP, (ii) in the second step the two sulfur molecules are inserted into cPMP leading to the formation of MPT, (iii) in the third step the molybdenum atom is inserted into molybdopterin to form Moco and (iv) additional modification of Moco occurs in bacteria and archaea with the attachment of a nucleotide (CMP or GMP) to the phosphate group of MPT, forming the dinucleotide variants of Moco. This review will focus on the biosynthesis of Moco in bacteria, humans and plants.
Theoretischer Hintergrund:Supervision spielt eine zentrale Rolle zum Wissens- und Kompetenzerwerb sowie in der Qualitätssicherung.
Fragestellung:Ziel war es, den aktuellen Forschungsstand zur Supervision im Rahmen der kognitiven Verhaltenstherapie abzubilden, um daraus Schlussfolgerungen für die zukünftige Forschung abzuleiten.
Methode:Zur Evidenzsynthese wurde ein Scoping Review durchgeführt, das die Darstellung zentraler Konzepte, aktueller Evidenz und möglicher Forschungsbedarfe ermöglichte. Neben einer systematischen Literaturrecherche wurden Vorwärts- und Rückwärtssuchstrategien eingesetzt.
Ergebnisse:Eingeschlossen wurden zwölf Publikationen basierend auf zehn empirischen Studien. Alle Studien beschrieben Ausbildungssettings, aber nur wenige untersuchten übende Interventionen (z. B. Rollenspiele). Häufig wurden Effekte subjektiv erfasst, die methodische Qualität der Begleitstudien variierte.
Schlussfolgerungen:Notwendig sind weitere methodisch hochwertige Studien, experimentell orientiert oder in der klinischen Praxis, die die Supervisionsforschung bereichern können.
Fat loads were quantified for 2125 Yellow-browed Warblers Phylloscopus inornatus trapped at a stop-over site in Far East Russia during autumn migration. Flight ranges of 660-820km were estimated for the fattest individuals, suggesting that they would need to stop for refuelling at least six times to reach their wintering areas in South East Asia.
Innovationen sind wie ein Motor, der unser ökonomisches, soziales und ge-sellschaftliches Leben antreibt und laufend verändert. Ob in der Medizin-technik, Luft- und Raumfahrt, Energiegewinnung, im Netz oder in der Schule: In allen Bereichen sorgen Innovationen für die stetige Weiterent-wicklung unser Gesellschaft. Bernd Meier hat die Bedeutung von Innova-tionen und innovativem Denken für die technische Bildung und Schule früh erkannt. Mit einer kurzen Rückschau auf sein Wirken hinsichtlich der Be-deutung von Innovationen für die technische und ökonomische Bildung soll ein wichtiger Bereich seiner Arbeit gewürdigt werden. Zu Beginn wird der Innovationsbegriff allgemein umrissen und dann mit Blick auf Schule präzi-siert. Danach wird dargestellt, welchen Stellenwert die Thematik Innovation und Technologie nicht nur in den Publikationen von Bernd Meier, sondern auch in seinen Lehrkonzeptionen eingenommen hat. Im Anschluss daran wird diskutiert, warum es gerade im Bildungsbereich so schwer ist, innova-tiv zu sein oder dauerhaft Innovationen durchzusetzen.1 Der Beitrag endet mit einem Ausblick, inwiefern Innovationen auch in Zukunft für Schule und das Fach Wirtschaft-Arbeit-Technik (kurz: WAT) eine wichtige Thematik darstellen sollten.
This study investigates the comprehension of wh-questions in individuals with aphasia (IWA) speaking Turkish, a non-wh-movement language, and German, a wh-movement language. We examined six German-speaking and 11 Turkish-speaking IWA using picture-pointing tasks. Findings from our experiments show that the Turkish IWA responded more accurately to both object who and object which questions than to subject questions, while the German IWA performed better for subject which questions than in all other conditions. Using random forest models, a machine learning technique used in tree-structured classification, on the individual data revealed that both the Turkish and German IWA’s response accuracy is largely predicted by the presence of overt and unambiguous case marking. We discuss our results with regard to different theoretical approaches to the comprehension of wh-questions in aphasia.
Effects of aging on lexical processing are well attested, but the picture is less clear for grammatical processing. Where age differences emerge, these are usually ascribed to working-memory (WM) decline. Previous studies on the influence of WM on agreement computation have yielded inconclusive results, and work on aging and subject-verb agreement processing is lacking. In two experiments (Experiment 1: timed grammaticality judgment, Experiment 2: self-paced reading + WM test), we investigated older (OA) and younger (YA) adults’ susceptibility to agreement attraction errors. We found longer reading latencies and judgment reaction times (RTs) for OAs. Further, OAs, particularly those with low WM scores, were more accepting of sentences with attraction errors than YAs. OAs showed longer reading latencies for ungrammatical sentences, again modulated by WM, than YAs. Our results indicate that OAs have greater difficulty blocking intervening nouns from interfering with the computation of agreement dependencies. WM can modulate this effect.