I want to shout “like a man”: Gendered discourses among EFL teachers

H2S belongs to the class of molecules known as gasotransmitters, which also includes nitric oxide (NO) and carbon monoxide (CO). Three enzymes are recognized as endogenous sources of H2S in various cells and tissues: cystathionine g-lyase (CSE), cystathionine β-synthase (CBS) and 3-mercaptopyruvate sulfurtransferase (3-MST). The current article reviews the regulation of these enzymes as well as the pathways of their enzymatic and non-enzymatic degradation and elimination. The multiple interactions of H2S with other labile endogenous molecules (e.g. NO) and reactive oxygen species are also outlined. The various biological targets and signaling pathways are discussed, with special reference to H2S and oxidative posttranscriptional modification of proteins, the effect of H2S on channels and intracellular second messenger pathways, the regulation of gene transcription and translation and the regulation of cellular bioenergetics and metabolism. The pharmacological and molecular tools currently available to study H2S physiology are also reviewed, including their utility and limitations. In subsequent sections, the role of H2S in the regulation of various physiological and cellular functions is reviewed. The physiological role of H2S in various cell types and organ systems are overviewed. Finally, the role of H2S in the regulation of various organ functions is discussed as well as the characteristic bell-shaped biphasic effects of H2S. In addition, key pathophysiological aspects, debated areas, and future research and translational areas are identified A wide array of significant roles of H2S in the physiological regulation of all organ functions emerges from this review.

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Physiological roles of hydrogen sulfide in mammalian cells, tissues, and organs

Cirino

Szabó

Papapetropoulos

2023

Physiological Reviews

219

142

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Torn between socio-political mandates and professional identity: Teachers’ collaborative reflection on their identity tensions

Tajeddin,

Alemi,

Maleknia

2023

Language Teaching Research

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Although the construction of language teacher professional identity is situated in a social, political, and ideological context, scant attention has been paid to tensions emerging from the nexus between identity construction and these contextual variables. To address this gap, this study drew on English language teachers’ collaborative reflection to provide an emic perspective on the role of the socio-cultural context in the formation of teachers’ professional identity. Eight novice and experienced English language teachers participated in two separate collaborative reflection panels (four teachers in each panel) to reflect on the role of the socio-cultural context in Iran in their professional identity construction and identity tensions. Analysis of teachers’ reflection showed that three sets of interrelated socio-cultural variables impacted the participants’ professional identity tensions: (1) macro state-level variables; (2) meso institutional-level variables; and (3) micro individual-level variables. The findings also indicated that the participating teachers took different positions to resolve the tensions they experienced between their personal ideologies and external expectations at these three levels. The main implication of this study is for institutional administrators and teacher educators to devise plans to lessen the degree of tensions that teachers might experience in their process of professional identity construction and to afford them the agency to resolve these tensions.

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Functional stylistic studies to pedagogic discourse: a systematic review of literature

Liu,

Wan Fakhruddin,

Zhou

2024

Southern African Linguistics and Applied Language Studies

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I want to shout “like a man”: Gendered discourses among EFL teachers

Cited by 3 publications

References 33 publications

Physiological roles of hydrogen sulfide in mammalian cells, tissues, and organs

Physiological roles of hydrogen sulfide in mammalian cells, tissues, and organs

Torn between socio-political mandates and professional identity: Teachers’ collaborative reflection on their identity tensions

Functional stylistic studies to pedagogic discourse: a systematic review of literature

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