bluuebunny/crossref_metadata_2025_split huggingface dataset:
Fluorescence‐based ATG8 sensors monitor localization and function of LC3/GABARAP proteins
Authors: Stolz Alexandra , Putyrski Mateusz , Kutle Ivana , Huber Jessica , Wang Chunxin , Major Viktória , Sidhu Sachdev S , Youle Richard J , Rogov Vladimir V , Dötsch Volker , Ernst Andreas , Dikic Ivan 
Published: December 2016

AbstractAutophagy is a cellular surveillance pathway that balances metabolic and energy resources and transports specific cargos, including damaged mitochondria, other broken organelles, or pathogens for degradation to the lysosome. Central components of autophagosomal biogenesis are six members of the LC3 and GABARAP family of ubiquitin‐like proteins (mATG8s). We used phage display to isolate peptides that possess bona fide LIR (LC3‐interacting region) properties and are selective for individual mATG8 isoforms. Sensitivity of the developed sensors was optimized by multiplication, charge distribution, and fusion with a membrane recruitment (FYVE) or an oligomerization (PB1) domain. We demonstrate the use of the engineered peptides as intracellular sensors that recognize specifically GABARAP, GABL1, GABL2, and LC3C, as well as a bispecific sensor for LC3A and LC3B. By using an LC3C‐specific sensor, we were able to monitor recruitment of endogenous LC3C to Salmonella during xenophagy, as well as to mitochondria during mitophagy. The sensors are general tools to monitor the fate of mATG8s and will be valuable in decoding the biological functions of the individual LC3/GABARAPs.
MRTF potentiates TEAD‐YAP transcriptional activity causing metastasis
Authors: Kim Tackhoon , Hwang Daehee , Lee Dahye , Kim Jeong‐Hwan , Kim Seon‐Young , Lim Dae‐Sik 
Published: December 2016

AbstractYes‐associated protein (YAP) and myocardin‐related transcription factor (MRTF) play similar roles and exhibit significant crosstalk in directing transcriptional responses to chemical and physical extracellular cues. The mechanism underlying this crosstalk, however, remains unclear. Here, we show MRTF family proteins bind YAP via a conserved PPXY motif that interacts with the YAP WW domain. This interaction allows MRTF to recruit NcoA3 to the TEAD‐YAP transcriptional complex and potentiate its transcriptional activity. We show this interaction of MRTF and YAP is critical for LPA‐induced cancer cell invasion in vitro and breast cancer metastasis to the lung in vivo. We also demonstrate the significance of MRTF‐YAP binding in regulation of YAP activity upon acute actin cytoskeletal damage. Acute actin disruption induces nucleo‐cytoplasmic shuttling of MRTF, and this process underlies the LATS‐independent regulation of YAP activity. Our results provide clear evidence of crosstalk between MRTF and YAP independent of the LATS kinases that normally act upstream of YAP signaling. Our results also suggest a mechanism by which extracellular stimuli can coordinate physiological events downstream of YAP.
An RNA‐binding atypical tropomyosin recruits kinesin‐1 dynamically to oskar mRNPs
Authors: Gáspár Imre , Sysoev Vasiliy , Komissarov Artem , Ephrussi Anne 
Published: December 2016

AbstractLocalization and local translation of oskar mRNA at the posterior pole of the Drosophila oocyte directs abdominal patterning and germline formation in the embryo. The process requires recruitment and precise regulation of motor proteins to form transport‐competent mRNPs. We show that the posterior‐targeting kinesin‐1 is loaded upon nuclear export of oskar mRNPs, prior to their dynein‐dependent transport from the nurse cells into the oocyte. We demonstrate that kinesin‐1 recruitment requires the DmTropomyosin1‐I/C isoform, an atypical RNA‐binding tropomyosin that binds directly to dimerizing oskar 3′UTRs. Finally, we show that a small but dynamically changing subset of oskar mRNPs gets loaded with inactive kinesin‐1 and that the motor is activated during mid‐oogenesis by the functionalized spliced oskar RNA localization element. This inefficient, dynamic recruitment of Khc decoupled from cargo‐dependent motor activation constitutes an optimized, coordinated mechanism of mRNP transport, by minimizing interference with other cargo‐transport processes and between the cargo‐associated dynein and kinesin‐1.
Verortung des Dichtens in Der Erzählung Meine Sprache und ich von Ilse Aichinger
Authors: Bartkuvienė Inga 
Published: December 2016

Straipsnyje analizuojamas kūrybos lokalizacijos klausimas objektu pasirinkus Ilzės Aichinger apsa­kymąMano kalba ir aš. Susitelkta ties kalbos raiš­kos ženklais autoreferentiniame Aichinger rašyme. Siekis – atskleisti, kaip tekste išsidėsto, kaip veikia ir kokias reikšmes įgauna kalba, rašantysis, rašymas, raštas. Teorines prieigas teikia Martino Heideggerio kalbos filosofija bei Jacques Derrida „gramatologija“.Straipsnio dalyje „Riba kaip kalbos sritis“ apta­riamos kalbos sklaidos kūryboje bei kūrybos kalboje aktualizacijos. Kalba Aichinger tekste steigiasi opo­zicinių savybių sava / svetima sandūroje. Analizė pa­rodo, jog šią opoziciją eliminuoja besiplečiantis kity­bės atverčių laukas. Personifikuotos kalbos „sienos kirtimas“, „apsistojimas prie jūros“ erdviškai žymi ribinę situaciją, kuri yra kalbos būties sąlyga.Dalyje „Kūryba rašte“ gvildenami veikiančių figūrų implikuojami balso ir rašto santykiai: balsas yra kalbančiojo subjekto savybė, antropomorfinį pa­vidalą apsakyme įgijusi kalba prabilti atsisako. Jos būties būdas yra spektriškas, daugialypis, raštiškas. „Sustingęs rašale“ rašantysis praranda subjektyvybę ir išlieka tik kaip signatūros statusas, o „sustingusi rašale kalba“ grąžinama į rašto „būties namus“.
Russian paradigm in Virginia Woolf’s (non)fiction: reading Dostoevsky
Authors: Bartkuvienė Linara 
Published: December 2016

Šiame pranešime nagrinėjama Dostojevskio kūrybos įtaka V. Woolf kūrybai. Nors Woolf atsargiai vertino Dostojevskio pasirinktą metodą – anot rašytojos, chaotišką, sunkiai valdomą – dostojevskiškasis polifoniškumas, vis dėlto, įvairiomis formomis įsitvirtino Woolf romanuose, pirmiausia suponuodamas naują personažo kūrimo formą, naują požiūrį į veikėją. Dostojevskio ir Woolf meninių pasaulių dialoge tampa akivaizdu, kad nei Dostojevskio, nei Woolf veikėjas nedomina kaip socialinis ar psichofiziologinis tipas ir individualus charakteris, susidedantis iš įvairių bruožų, leidžiančių skaitytojui atsakyti į klausimą, kas ir koks yra veikėjas, kokia jo socialinė padėtis, ir t. t. Woolf veikėjas domina kaip požiūris, t. y. kaip požiūris į pasaulį ir į save. Toks požiūris į veikėją reikalauja ypatingų vaizdavimo metodų. Kaip Dostojevskiui, taip ir Woolf svarbiau paties veikėjo refleksijos, „savimonės funkcija“. Abu rašytojai kiekvieną veikėjo bruožą įveda į jo paties – t. y. veikėjo – akiratį, „sumeta į jo savimonės tiglį“. Be to, tiek Woolf, tiek ir Dostojevskio skaitytojas mato ne pačią veikėjo tikrovę, bet kaip jis tą tikrovę suvokia. Woolf romanuose, kaip ir Dostojevskio kūryboje, veikėjo paveikslas nėra įprastinis „objektinio veikėjo paveikslas“. Dostojevskio ir Woolf veikėjai yra neįprastai savarankiški romano struktūroje, jų balsai „skamba tartum šalia autoriaus žodžio ir savitai santykiauja su juo bei su tokiais pat pilnakraujais kitų veikėjų balsais“. Tačiau būtų neteisinga sakyti, kad Woolf tiesiogiai perėmė Dostojevskio polifoniškumo principą. Woolf buvo kūrėja, estetė; ji jokiais būdais nebuvo imitatorė. Ji buvo inovatorė. Kita vertus, būtų ne visiškai teisinga sakyti ir tai, kad Dostojevskio polifoniškumas nebuvo viena ar kita forma asimiliuotas Woolf meniniame pasaulyje. Manytume, kad Dostojevskis, kuriuo buvo žavimasi ne tik Rusijoje, bet ir Vakarų Europoje bei Amerikoje buvo stiprus užnugaris Woolf literatūriniams eksperimentams.
Chick lit as the new woman’s fiction: inscriptions in Marian Keyes’s novel Watermelon
Authors: Ragaišienė Irena 
Published: December 2016

Straipsnyje aptariama nauja tendencija moterų literatūroje. Ši tendencija apibūdinama kaip komerciniu požiūriu sėkmingų romanų protrūkis. Šiuo romanus vienijanti tema – jaunų moterų pastangos suderinti sėkmingą karjerą ir emancipuotos moters asmeninius poreikius. Kritinėje šios literatūros recepcijoje vyrauja dvi nuomonės. Vieni kritikai naująjį žanrą tapatina su meilės romanu, skirtu vartojiškumo dvasios apimtai skaitytojų auditorijai, kiti teigia, kad šis žanras įkūnija realistinio romano sugrįžimą ir nurodo akivaizdžias sąsajas su jo žanrinėmis variacijomis. Šiuo požiūriu ši literatūra atspindi svarbiausius laikmečio faktorius, lemiančius tapatybės raidą. Marian Keyes romane Arbūzas pastebimi charakteringiausi aptariamojo naujojo literatūros žanro bruožai, straipsnyje analizuojami pasitelkiant šio žanro tyrinėtojų vertinimus.
Playing Musical Instruments during Elementary School Age and Selection of Secondary School and Profession / Sviranje glazbenih instrumenata u osnovnoškolskoj dobi i odabirsrednje škole tezanimanja
Authors: Atanasov Piljek Diana , Jurkić Sviben Tamara 
Published: December 2016

AbstractNumerous scientific researchers have been pointing to the connection between certain music activities and development of the non-musical competencies. Learning to play a musical instrument contributes to the development of the multiple intelligences elements. The aim of this work is to determine whether there is a connection between the learning process and the activity of playing a musical instrument in elementary school and the selection of secondary school type and occupation. In this research the following questions were considered: whether playing a musical instrument during elementary school age is connected with the process of choosing secondary school and occupation, with the overall success of the respondents in elementary and secondary school, success in Mathematics, the level of future education and knowledge of foreign languages. A total of 283 respondents of various age groups participated in this research, and they were divided into two categories: respondents who were playing a musical instrument during elementary school age and the respondents who were not.Key words: level of education; non-musical competencies; personal interests; playing. --- SažetakBrojna znanstvena istraživanja ukazuju na povezanost određenih glazbenih aktivnosti s razvojem neglazbenih kompetencija. Učenje sviranja glazbenog instrumenta doprinosi razvoju elemenata višestrukih inteligencija. Cilj ovoga rada je ispitati postoji li vezaizmeđu učenja i aktivnosti sviranja nekog glazbenog instrumenta u osnovnoj školi sa odabirom srednje škole i zanimanja.Za potrebe istraživanju razmatrana su pitanja: postoji li veza između sviranjaglazbenog instrumenta u osnovnoškolskoj dobi i odabira srednje škole i zanimanja,uspjeha iz matematike, razine budućeg obrazovanja te poznavanja stranih jezika. U istraživanju je sudjelovalo 283 ispitanika različitih dobnih skupina podijeljenih u dvije kategorije: ispitanici koji su svirali glazbeni instrument u osnovnoškolskoj dobi i oni koji nisu. Ispitivanje je provedeno provjerenim anketnim upitnikom. Rezultati su analizirani neparametrijskim metodama obrade podataka te upućuju na potrebu sviranja glazbenog instrumenta u osnovnoškolskoj dobi i višestruku korist samog sviranja u razvoju neglazbenih kompetencija mlade osobe.Ključne riječi: neglazbene kompetencije; osobni interesi; razina obrazovanja; sviranje.
Multilingualism of Croatian Elementary School Children on Facebook / Višejezičnost hrvatskih osnovnoškolaca na Facebooku
Authors: Filipan-Žignić Blaženka , Kitner Edita , Sobo Katica 
Published: December 2016

AbstractThe Internet, as the largest worldwide network of interconnected computers, assumes multilingualism and thus deserves to be the focus of the latest research on communication. On the one hand, multilingualism can be interpreted as the use of multiple languages or varieties in a particular situation. Therefore, the authors here speak of multilingualism among Croatian elementary school children on the Internet, especially on Facebook. The first step was to conduct research on multilingualism (including both vertical and horizontal multilingualism) of seventh graders in three counties in the northern and north-western regions of Croatia. The next step was to examine whether elementary school children express their multilingualism (both horizontal and vertical) on Facebook as well. The authors wanted to explore whether code-switching and code-mixing occurred in their communication on Facebook, and if they did, to what extent and for what reasons. The conclusion was that Croatian elementary school students are highly multilingual both with respect to vertical and horizontal multilingualism, which is expressed in their communication on Facebook as well, where they frequently use code-switching and code-mixing. Key words: code-mixing; code-switching; Facebook; horizontal multilingualism; seventh graders; vertical multilingualism.---Sažetak Internet kao najveća svjetska mreža međusobno povezanih računala podrazumijeva višejezičnost pa ona u najnovijim istraživanjima komunikacije na internetu zaslužuje biti u fokusu tih istraživanja. Višejezičnost se, naime, u određenom smislu može tumačiti kao uporabu više jezika ili varijeteta u nekoj situaciji. Autorice stoga u ovome radu progovaraju o višejezičnosti hrvatskih osnovnoškolaca na internetu, i to poglavito na Facebooku. One isprva provode istraživanje o višejezičnosti učenika 7. razreda u trima hrvatskim županijama sjeverne i sjeverozapadne Hrvatske s obzirom na vertikalnu i horizontalnu višejezičnost. Sljedeći je cilj bio proučiti izražavaju li osnovnoškolci svoju višejezičnost (i to kako horizontalnu, tako i vertikalnu) i na Facebooku. Željelo se istražiti dolazi li u njihovoj komunikaciji na Facebooku do prebacivanja i miješanja kodova, u kojoj su mjeri prebacivanje i miješanje kodova zastupljeni te koji su razlozi prebacivanja i miješanja kodova. Zaključak je da su hrvatski osnovnoškolci u visokom postotku višejezični, i to kako s obzirom na vertikalnu tako i s obzirom na horizontalnu višejezičnost, te da je ona izražena i u njihovoj komunikaciji na Facebooku, pri čemu oni u svojoj komunikaciji učestalo rabe prebacivanje i miješanje kodova. Ključne riječi: Facebook; horizontalna višejezičnost; miješanje kodova; prebacivanje kodova; učenici 7. razreda; vertikalna višejezičnost.
Extracurricular Music Activities in Elementary Schools of the City of Split / Izvannastavne glazbene aktivnosti u osnovnim školama grada Splita
Authors: Krnić Marijo , Grgat Martina 
Published: December 2016

AbstractIn the 20th century, extracurricular activities in elementary school become a part of structured school work within which educational activity of the school expands, with the goal of an individual student's development. This paper describes various forms of extracurricular music activities of children in elementary schools and their role in the overall development of a child. Empirical research on extracurricular music activities was carried out in elementary schools of the City of Split. Research conducted in the academic year 2013/14 shows that students were offered a total of twelve different extracurricular music activities in all city schools, and that the most frequently chosen ones are choir and folk ensemble. Likewise, we found that 11.8% of all students in elementary schools of Split attend extracurricular music activities, and that the greatest number of students is involved in choir and folk ensemble. We have found that students in the higher grades of elementary school attend extracurricular music activities to a greater extent than students in lower grades. It is necessary to make additional effort and invest additional resources in schools of the City of Split so that all students would have equal access to high-quality extracurricular music activities, and also to make those activities more available in students’ free time, with the aim of overall development of children.Key words: children's choir; folk ensemble; integral development of students.---SažetakIzvannastavne aktivnosti u osnovnoj školi u 20. stoljeću postaju strukturiran dio školskog rada u okviru kojeg se nastavlja odgojno-obrazovno djelovanje škole s ciljem individualnog učeničkog razvoja. U radu su opisani različiti oblici izvannastavnih glazbenih aktivnosti djece u osnovnim školama kao i njihova uloga u cjelovitom razvoju djeteta. Provedeno je i empirijsko istraživanje o izvannastavnim glazbenim aktivnostima koje se ostvaruju u osnovnim školama grada Splita. Istraživanjem provedenim u školskoj godini 2013./14. utvrđeno je da je učenicima ponuđeno ukupno dvanaest različitih izvannastavnih glazbenih aktivnosti na razini svih gradskih škola, a da su najzastupljenije pjevački zbor i folklorna skupina. Jednako tako utvrđeno je da 11,8 % učenika s područja grada Splita pohađa izvannastavne glazbene aktivnosti te da je najveći broj učenika uključen u zbor i folklornu skupinu. Ustanovili smo i da učenici viših razreda u većoj mjeri sudjeluju u izvannastavnim glazbenim aktivnostima od učenika nižih razreda. U školama grada Splita potrebno je uložiti dodatne napore i sredstava da bi svi učenici imali pravo na jednak pristup kvalitetnim izvannastavnim glazbenim aktivnostima i da bi one bile zastupljenije u slobodnom vremenu učenika, a s ciljem njihova sveobuhvatnog razvoja. Ključne riječi:cjeloviti razvoj učenika; dječji zbor; folklorna skupina.
Monitoring the level of art appreciation of fourth-grade primary school students / Promatranje razine uvažavanja umjetnosti učenika četvrtih razreda osnovne škole
Authors: Duh Matjaž , Herzog Jerneja 
Published: December 2016

Abstract Modern visual arts education enables student’s permanent creative expression, while art appreciation plays an equally important role. This article presents the results of a study that monitored the level of art appreciation abilities of 10-year-old primary school students from north-eastern Slovenia utilizing a sample of 1,429 students (n = 1,429). The study explored whether there are differences with regard to gender and stratum. Results indicate that the level of appreciation abilities is rather average. No statistically significant differences were noted as regards stratum (urban, suburban), there were however gender-related differences as girls displayed a higher level of appreciation abilities. The results allow us to conclude that our visual arts education arena pays insufficient attention to the development of art appreciation. Key words: perception and reception of artworks; primary school pupils; visual art appreciation; visual arts education.SažetakSažetakModerna likovna umjetnost omogućuje stalno kreativno izražavanje učenika, a aprecijacija umjetnosti ima jednako važnu ulogu. Taj članak prikazuje rezultate istraživanja koji prati razinu sposobnosti aprecijacije umjetnosti 10-godišnjih učenika osnovnih škola iz sjeveroistočne Slovenije, na uzorku od 1.429 studenata (n = 1.429). Studija je istražila postoje li razlike s obzirom na spol i mjesto življenja.Rezultati upućuju na to da je razina aprecijacijskih sposobnosti prilično prosječna. Nisu uočene statistički značajne razlike koje se tiču mjesta življenja (grad, predgrađe). Međutim, bilo je razlike među spolovima, jer su djevojčice pokazale višu razinu sposobnosti aprecijacije. Rezultati nam omogućuju da zaključimo kako naš prostor likovne edukacije daje nedovoljnu pozornost razvoju aprecijacije umjetnosti. Ključne riječi: percepcija i recepcija djela; učenici osnovnih škola; aprecijacija likovne umjetnosti; likovna edukacija.
Presence of contemporary arts theory and practical work in fine arts curriculums in grammar schools / Zastupljenost suvremene umjetničke teorije i prakse u gimnazijskim kurikulumima Likovne kulture
Authors: Jockov Maja 
Published: December 2016

AbstractThis paper discusses the modernization of the school subject Fine/Visual Arts and the affirmation of visual arts within the educational system of grammar schools. It is extremely important that contemporary artistic theories and practices of Fine/Visual Arts be present in grammar school curricula, particularly in school curricula in general, social and natural science studies, as well as in philology grammar schools in order to form a different perception of visual information of the modern day technologies. The context of development, expansion, and transposition of theory and practice of contemporary creative work reflects the necessity to change the formal name of the school subject Fine Arts to Visual Arts. Nowadays, it is necessary to harmonize the teaching units within the global syllabi in order to preserve and nurture the traditional artistic values and to accept the new tendencies in contemporary visual language. The key to the effective teaching and instruction lies in carefully designed operational plans, which is the responsibility of Fine/Visual Arts teachers. Operational plans need to show clearly the relation between art theory, history of art, contemporary art theory and practice in order to provide students with a clear insight into areas of Fine/Visual Arts, especially in the context of the century we live in. Key words: classroom practice; Fine Arts methodology (teaching methods); education; operational plans; students. ---SažetakU radu se razmatra osuvremenjivanje predmeta Likovna/Vizualna kultura i afirmiranje vizualnih umjetnosti u obrazovanju i odgoju u gimnazijama. Iznimno je važno da suvremene umjetničke teorije i prakse predmeta Likovne/Vizualne kulture budu zastupljene u gimnazijskim kurikulima, točnije u nastavnim planovima i programima općeg, društvenog i prirodnog smjera, kao i u gimnazijama filološke orijentacije kako bi se oblikovala drugačija percepcija vizualnih informacija suvremenih tehnologija. U kontekstu razvijanja, širenja i transponiranja teorije i prakse suvremenog stvaralaštva reflektira se i neophodnost formalne promjene naziva predmeta Likovna u Vizualnu kulturu. Danas je potrebno usklađivanje nastavnih cjelina u okviru globalnih planova i programa u cilju očuvanja i njegovanja tradicionalnih umjetničkih vrijednosti i prihvaćanja novih tendencija suvremenog vizualnog jezika. Ključ je učinkovitosti izvođenja nastave i obrade nastavnih cjelina i nastavnih jedinica u brižljivom koncipiranju operativnih planova za što je odgovoran profesor Likovne/Vizualne kulture. Od operativnih planova traži se jasan prikaz odnosa teorije umjetnosti, povijesti umjetnosti, suvremene umjetničke teorije i prakse kako bi se kod učenika oblikovao jasan uvid u područja Likovne/Vizualne kulture, a posebno u kontekstu stoljeća u kojem živimo.Ključne riječi: metodika likovne kulture; obrazovanje; operativni planovi; studenti; školska praksa.
Moderate hypothermia attenuates α1-adrenoceptor-mediated contraction in human varicose spermatic vein: The role of nitric oxide(Short communication)
Authors: Nurullahoglu-Atalik KE , Cenker A 
Published: December 2016

The effects of moderate hypothermia (28 °C) on the response of human varicose spermatic vein to α1-adrenoceptor agonist phenylephrine and the role of endothelial nitric oxide (NO) in these effects were studied. Concentration–response curves for phenylephrine (10−9 to 3 × 10−4 M) were recorded in rings with and without endothelium at 37 and 28 °C. To further analyze the role of NO, in the response to phenylephrine during hypothermia, the effects of this agonist in the presence of NG-nitro-L-arginine methyl ester (10−4 M) were also determined. Under every condition tested, phenylephrine produced a marked, concentration-dependent contraction. Sensitivity of intact veins to the agonist was consistently lower at 28 °C than at 37 °C. There was no significant difference in phenylephrine response at 28 and 37 °C in vessels without endothelium but at 28 °C veins without endothelium showed a higher sensitivity than intact veins to phenylephrine. The sensitivity of veins with and without endothelium to nitroprusside (10−9 to 3 × 10−3 M) was significantly decreased during hypothermia, and endothelium removal did not affect the relaxation to this nitrovasodilator. These results suggest that moderate hypothermia decreases the sensitivity of human varicose spermatic vein to phenylephrine probably by increasing the availability of endothelial NO.