Gomes, Ana Sara, Helena Ramos, Sara Gomes, Joana B. Loureiro, Joana Soares, Valentina Barcherini, Paola Monti, Gilberto Fronza, Carla Oliveira, Lucília Domingues, Margarida Bastos, Daniel F. A. R. Dourado, Ana Luísa Carvalho, Maria João Romão, Benedita Pinheiro, Filipa Marcelo, Alexandra Carvalho, Maria M. M. Santos, and Lucília Saraiva. "
SLMP53-1 interacts with wild-type and mutant p53 DNA-binding domain and reactivates multiple hotspot mutations." 1864.1 (2020): 129440.
AbstractBackgroundHalf of human cancers harbour TP53 mutations that render p53 inactive as a tumor suppressor. As such, reactivation of mutant (mut)p53 through restoration of wild-type (wt)-like function represents one of the most promising therapeutic strategies in cancer treatment. Recently, we have reported the (S)-tryptophanol-derived oxazoloisoindolinone SLMP53-1 as a new reactivator of wt and mutp53 R280K with in vitro and in vivo p53-dependent antitumor activity. The present work aimed a mechanistic elucidation of mutp53 reactivation by SLMP53-1.
Methods and results
By cellular thermal shift assay (CETSA), it is shown that SLMP53-1 induces wt and mutp53 R280K thermal stabilization, which is indicative of intermolecular interactions with these proteins. Accordingly, in silico studies of wt and mutp53 R280K DNA-binding domain with SLMP53-1 unveiled that the compound binds at the interface of the p53 homodimer with the DNA minor groove. Additionally, using yeast and p53-null tumor cells ectopically expressing distinct highly prevalent mutp53, the ability of SLMP53-1 to reactivate multiple mutp53 is evidenced.
Conclusions
SLMP53-1 is a p53-activating agent with the ability to directly target wt and a set of hotspot mutp53.
General Significance
This work reinforces the encouraging application of SLMP53-1 in the personalized treatment of cancer patients harboring distinct p53 status.
Rocha, H., E. Faggiano, and F. Mennuni. "
Teachers as task designers in the digital age: Teaching using technology."
Proceedings of the 10th ERME Topic Conference - MEDA 2020. Linz (Austria): ERME, 2020.
AbstractThe aim of the paper is to present and analyse the case of one teacher attempting to introduce his students to fractals using digital technology. His task design process has been made explicit through the writing of a storyboard. It has been analysed in order to focus on the stages of the process, identifying prominent elements in it by using the knowledge quartet framework. Results can be useful to inform teacher educators about his needs with respect to the development of his ability in task design. The importance of this aspect, particularly worth of note in the digital age in which teachers have many opportunities to access teaching resources online, has been amplified by the constraints to which educational systems have been subjected during the Covid-19 pandemic emergency.