We previously identified a gain‐of‐function mutation in PPP3CB in a neuroblastoma (NB) with MYCN amplification. Here we investigated the functional and clinical role of PPP3CB in NB. High PPP3CB expression was an independent indicator predicting poor prognosis of NB. Overexpression of wildtype or mutated PPP3CB (PPP3CBmut) promoted cell growth, but PPP3CB knockdown decreased cell growth in NB cells. Forced expressions of PPP3CB and PPP3CBmut activated NFAT2 and NFAT4 transcription factors and inhibited GSK3β activity, resulting in the increase in the expressions of c‐Myc, MYCN, and β‐catenin, which were downregulated in response to PPP3CB knockdown. Treatment with calcineurin inhibitor cyclosporin A (CsA) or FK506 suppressed cell proliferation and induced apoptotic cell death in both MYCN‐amplified and MYCN‐non‐amplified NB cell lines. Expression of PPP3CB protein was decreased in response to two calcineurin inhibitors. c‐Myc, MYCN, and β‐catenin were downregulated at the mRNA and protein levels in CsA or FK506‐treated NB cells. Our data indicate that elevated expression of PPP3CB and the expression of its constitutively active mutant contribute to the aggressive behavior of NB tumors and therefore suggest that inhibition of calcineurin activity might have therapeutic potential for high‐risk NB.

We present a case study of implementing gasification in the Higher School for Information Technology and Information Systems of Kazan federal University - the teaching department educating the new generation of ICT professionals. A special platform for gamification was developed. This platform includes a cloud service accessible through any sort of mobile devices (iOS, Windows, Android) and web-interface. This service integrates with the existing university information services. The department works in the context of Bologna system. Every course in the curriculum is assigned certain credit, and every student has a certain value of mastering each of the courses in his or her curriculum. We not only made the current course progress easily available for each of the students, but also introduced "badges" that students may earn for completing complex tasks, and this tasks not easily formulated in terms of a student's rating. Therefore we introduced new complex learning goals in the form every student can easily grasp. We also developed an easy interface of the teacher to track the activity of every student, assign complex goals without creating an extra work overload. We introduced certain social services to the gasification platform developed without turing it into a "yet another social network". This platform can be used for both supporting online learning and integrating available online resources utilization into the ordinary "offline" curriculum. It can be also used perfectly well in the setting where no online learning resources are being used, although we don't consider it a wise teaching strategy. The approach, the solution and the outcome oft he experiment are discussed here.

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Представлено описание разработанной программной платформы для сбора и автоматического анализа данных о взаимодействии пользователей с интерактивными прототипами, позволяющей организовать непрерывную и оперативную связь между целевой аудиторией и проектировщиками интерфейсов мобильных приложений. Программная платформа включает в себя десктопное и мобильное приложения, а также серверную часть для осуществления анализа данных, хранения информации и организации взаимодействия между клиентскими приложениями.