Keys to Independence in the U.K. and Ireland.
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Funding bodies are coming to the aid of young scientists with a variety of programs aimed at helping them become independent investigators. (+info)
Teaching resources. Ligand-gated ion channels.
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This Teaching Resource provides a summary and slides derived from a lecture covering ligand-gated ion channels (LGICs), and is part of the course "Cell Signaling Systems: A Course for Graduate Students." The lecture focuses on two families of LGICs: the Cys-loop receptors and the ionotropic glutamate receptors. For Cys-loop receptors, much of the material is based on studies of the nicotinic acetylcholine receptor, including overall receptor topology, the basis for ionic selectivity, the identity of the gate, and the coupling of agonist binding to the opening of the gate. In the glutamate receptors, the conserved topology, and the differential kinetics and ion selectivities, among the AMPA-type and NMDA-type glutamate receptors are covered. The unique voltage-dependence of NMDA-type receptors is addressed, with special reference to the role of these receptors in synaptic plasticity. (+info)
Teaching resources. G-protein effectors.
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This Teaching Resource provides lecture notes and slides for a class covering two aspects of G protein-mediated signaling and is part of the course "Cell Signaling Systems: A Course for Graduate Students." The lecture begins with a discussion of the regulation of receptor-G protein coupling and then proceeds to describe the specificity of the response achieved through regulation of specific isoforms of effectors. (+info)
Not your father's postdoc.
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In today's scientific labor market, just doing good science is no longer enough. Postdocs need realistic expectations, good information, and an entrepreneurial attitude toward their careers. (+info)
Teaching resources. TRP channels.
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This Teaching Resource provides lecture notes and slides for a class covering TRP channels and is part of the course "Cell Signaling Systems: A Course for Graduate Students." The lecture begins with an overview of calcium signaling and then proceeds to describe the function, regulation, and activation of different TRP channel families. (+info)
Promoting graduate student interest and participation in human gross anatomy.
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For many years, graduate students at the University of North Texas Health Science Center (UNTHSC) were reluctant to enroll in dissection-based human gross anatomy courses. Furthermore, few graduate faculty mentors would allow their students to enroll in these courses. The significant amount of time allotted to courses such as anatomy and its effect on students' research programs have been identified by faculty as the primary reason for this lack of enthusiasm. For example, prior to 1999, graduate students taking human gross anatomy at UNTHSC registered for a 13-semester credit hour (SCH) course that was offered only in the fall semester. In the last 5 years, the anatomy teaching faculty in the Department of Cell Biology and Genetics (CGEN) restructured the human gross anatomy course for graduate students. A series of small, compact anatomy courses, ranging from 3-7 SCHs, are now offered throughout the school year to replace the single anatomy course. The CGEN faculty designed courses based on single or multiple body systems that varied in length from a few weeks to an entire semester. This change was initiated with the implementation of a system-based approach to anatomy instruction in our medical school curriculum and the elimination of our graduate anatomy course. With the development of six anatomy courses covering the entire human body, we have had a significant increase in graduate student participation. Moreover, the shorter duration of the courses has made them more appealing to graduate faculty mentors who want to keep graduate students focused on their research. (+info)
A new paradigm for graduate research and training in the biomedical sciences and engineering.
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98Emphasis on the individual investigator has fostered discovery for centuries, yet it is now recognized that the complexity of problems in the biomedical sciences and engineering requires collaborative efforts from individuals having diverse training and expertise. Various approaches can facilitate interdisciplinary interactions, but we submit that there is a critical need for a new educational paradigm for the way that we train biomedical engineers, life scientists, and mathematicians. We cannot continue to train graduate students in isolation within single disciplines, nor can we ask any one individual to learn all the essentials of biology, engineering, and mathematics. We must transform how students are trained and incorporate how real-world research and development are done-in diverse, interdisciplinary teams. Our fundamental vision is to create an innovative paradigm for graduate research and training that yields a new generation of biomedical engineers, life scientists, and mathematicians that is more diverse and that embraces and actively pursues a truly interdisciplinary, team-based approach to research based on a known benefit and mutual respect. In this paper, we describe our attempt to accomplish this via focused training in biomechanics, biomedical optics, mathematics, mechanobiology, and physiology. The overall approach is applicable, however, to most areas of biomedical research. (+info)
Teaching resources. Proteases and signaling.
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This teaching resource provides lecture notes and slides for a class covering proteases and signaling and is part of the course "Cell signaling systems: a course for graduate students." The lecture begins with a discussion of protease-activated receptors and the ubiquitin-proteasome system and then proceeds to describe some of the ways that proteolysis can function in signal transduction. (+info)