SAGA (Spt-Ada-Gcn5 acetyltransferase) is a highly conserved transcriptional coactivator that consists of four functionally independent modules. Its two distinct enzymatic activities, histone acetylation and deubiquitylation, establish specific epigenetic patterns on chromatin and thereby regulate gene expression. Whereas earlier studies emphasized the importance of SAGA in regulating global transcription, more recent reports have indicated that SAGA is involved in other aspects of gene expression and thus plays a more comprehensive role in regulating the overall process. Here, we discuss recent structural and functional studies of each SAGA module and compare the subunit compositions of SAGA with related complexes in yeast and metazoans. We discuss the regulatory role of the SAGA deubiquitylating module (DUBm) in mRNA surveillance and export, and in transcription initiation and elongation. The findings suggest that SAGA plays numerous roles in multiple stages of transcription. Further, we describe how SAGA is related to human disease. Overall, in this report, we illustrate the newly revealed understanding of SAGA in transcription regulation and disease implications for fine-tuning gene expression.

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The article aims to depict the most common ideas regarding wisdom from young people across different countries: Latvia, Lithuania, Mexico, Republic of Korea and the United States. A questionnaire was administered to nearly 800 adolescents from these countries and comparisons by country and gender were made regarding participants’ perceptions of a wise man and a wise woman. Although differences were found between countries, more consistent differences by gender were reported. From a global perspective, factor analysis established three major traits to describe wise people: charismatic, goal oriented and unconventional. Also, participants consistently excluded a person from the concept of wise if they were poor, pessimistic, naïve or inconsistent. Results indicate a lack of values attached to the description of wisdom and it is argued that schools should foster the development of conceptions of wisdom as a desirable stage in human development that includes values such as justice, equity and respect for others. Difficulties in international comparative research are discussed.