Modifications and Targeting of Protein Termini, Part B, Volume 686 in the Methods in Enzymology serial, highlights new advances in the field with this new volume presenting interesting chapters on a variety of timely topics, including In vitro production of N-degron fused proteins and its application, Identification of N-degrons and N-recognins using peptide pull-downs combined with quantitative mass spectrometry-based proteomics, Monitoring ADO-dependent proteolysis in cells using fluorescent reporter proteins, Monitoring the interactions between N-degrons and N-recognins of the Arg/N-degron pathway, Characterization and chemical modulation of p62/SQSTM1/Sequestosome-1 as an autophagic N-recognin of the Arg/N-degron pathway. Other chapters cover Analysis of higher plant N-degron pathway components and substrates via expression in S. cerevisiae, Building libraries to dissect terminal degrons with fluorescent timers, Affinity isolation and biochemical characterization of N-degron ligands using the N-recognin, ClpS, Probing the effects of N-terminal acetylation on a-synuclein structure, aggregation and toxicity, Increasing the coverage of the N-terminome with Lys-N Amino Terminal enrichment (LATE), and more.

Methods in Enzymology serial highlights new advances in the field with this new volume presenting interesting chapters. Each chapter is written by an international board of authors.

Despite ambitious political plans and substantial economic investments, there are - at best - mixed experiences with the introduction of ICTs in classroom settings in most western countries. Norway is an interesting case in point because it is the OECD country with the highest ICT use among pupils and the best school level ICT infrastructure, yet at the same time experiences the greatest relative decline in skills and knowledge from 2003 to 2009 as measured in the PISA study. In trying to better understand some of the processes responsible for this state of affairs, this book examines how and why teachers of English as a foreign language (EFL) make use of ICTs in their teaching. Based on data from a national survey of lower secondary school EFL-teachers, it is possible to discern the common characteristics of high ICT intensity teachers. Among the most salient factors we find stronger faith in the objectives set out in national plans and strategies. Educational ICT initiatives enter a subject specific context which must be sufficiently acknowledged by administrators and policy makers in order to make optimal use of ICTs' positive potential.