Search results
Results from the Think 24/7 Content Network
Acetylcysteine is the N-acetyl derivative of the amino acid L-cysteine, and is a precursor in the formation of the antioxidant glutathione in the body. The thiol (sulfhydryl) group confers antioxidant effects and is able to reduce free radicals. N-acetyl-L-cysteine is soluble in water and alcohol, and practically insoluble in chloroform and ether.
NAPQI. NAPQI, also known as NAPBQI or N-acetyl-p-benzoquinone imine, is a toxic byproduct produced during the xenobiotic metabolism of the analgesic paracetamol (acetaminophen). [1] It is normally produced only in small amounts, and then almost immediately detoxified in the liver. However, under some conditions in which NAPQI is not effectively ...
Erdosteine is a molecule with mucolytic activity. Structurally it is a thiol derivative characterized by the presence of two thiol groups. [ 1] These two functional sulfhydryl groups contained in the molecule are released following first-pass metabolism with the conversion of erdosteine into its pharmacologically active metabolite Met-I.
Get AOL Mail for FREE! Manage your email like never before with travel, photo & document views. Personalize your inbox with themes & tabs. You've Got Mail!
Acetylcysteinamide. N-Acetylcysteine amide (abbrev. NACA, AD4 and also known as acetylcysteinamide) is an amide derivative of N -acetylcysteine that appears to have better blood–brain barrier permeability and bioavailability and a similar antioxidant capability. [1]
N-Acetylneuraminic acid (Neu5Ac or NANA) is the predominant sialic acid found in human cells, and many mammalian cells. Other forms, such as N-Glycolylneuraminic acid , may also occur in cells. This residue is negatively charged at physiological pH and is found in complex glycans on mucins and glycoproteins found at the cell membrane .
pronunciation, (b) the reasons for the difficulty, (c) the inclusion of pronunciation in EFL classrooms, (d) the goal of pronunciation teaching, (e) priorities in pronunciation teaching, and (f) techniques in pronunciation teaching. The findings of numerous studies indicate that pronunciation instruction should be a part of an EFL classroom
in pronunciation construct pinpointed several factors specific to pronunciation that overlap with the WTC model. Smit identified statistically significant factors affect-ing motivation in pronunciation learning such as how students rated their chance of success (self-efficacy) and how comfortable students felt about their pronuncia-