Rho GTPases play critical roles in cell proliferation and cell death in many species. As in animal cells, cells of the budding yeast Saccharomyces cerevisiae undergo regulated cell death under various physiological conditions and upon exposure to external stress. The Rho5 GTPase is necessary for oxidant-induced cell death, and cells expressing a constitutively active GTP-locked Rho5 are hypersensitive to oxidants. Yet how Rho5 regulates yeast cell death has been poorly understood. To identify genes that are involved in the Rho5 -mediated cell death program, we performed two complementary genome-wide screens: one screen for oxidant-resistant deletion mutants and another screen for Rho5 -associated proteins. Functional enrichment and interaction network analysis revealed enrichment for genes in pathways related to metabolism, transport, and plasma membrane organization. In particular, we find that ATG21 , which is known to be involved in the CVT (Cytoplasm-to-Vacuole Targeting) pathway and mitophagy, is necessary for cell death induced by oxidants. Cells lacking Atg21 exhibit little cell death upon exposure to oxidants even when the GTP-locked Rho5 is expressed. Moreover, Atg21 interacts with Rho5 preferentially in its GTP-bound state, suggesting that Atg21 is a downstream target of Rho5 in oxidant-induced cell death. Given the high degree of conservation of Rho GTPases and autophagy from yeast to human, this study may provide insight into regulated cell death in eukaryotes in general.

This study aimed at finding out whether the role of a teacher in a classroom influences the level of burnout s/he may experience. The teacher's role was investigated in the light of Goffman's Footing theory, according to which the role is classified into three categories of animator, author, and principal. Goffman (1981) believed that an animator is a person who exactly repeats the ideas expressed by the others; an author paraphrases the statement, and the principal is a person who explains her/his original opinions. A total of 30 university professors teaching TEFL at BA and MA levels were chosen and filled Maslach's Burnout Inventory to measure their level of burnout in terms of three subscales of emotional exhaustion, depersonalization, and personal achievement. In addition, a metaphor checklist was given to their students who were asked to select among 21 metaphors, the ones representing animator, author, and principal roles that appropriately described the role of each of the 30 professors.The findings indicated that burnout was lower in the professors who adopted the principal role and higher in those who took on the animator and author roles respectively. The results offer pedagogical implications for the university context.

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What plays an important role in language teaching and learning is Communicative competence. This paper tries to explore the children's acquisition of communicative competence and yet with the spread and development of English around the world and its increased use in Iran, research about improved methods to develop university students' English level has become of great importance. This paper also dissects the inevitability and viability of developing students' communicative competence in University English Teaching (UET) and also debates the advantages and challenges of Communicative Language Teaching (CLT) for UET. A questionnaire is used to determine students' understanding of the term communicative competence.