The interaction of nitrogen application and temperature during reproductive stage on spikelet sterility in field-grown rice

Increased grain yield in response to high rates of application of nitrogen (N) fertiliser is often limited by increased spikelet sterility, particularly under low temperature conditions in the New South Wales ( NSW) rice industry. In 3 field experiments, different N rates were applied for different sowing dates to investigate the interaction between N rate and temperature during microspore development on spikelet sterility and grain yield. In one experiment the effect of water depth on spikelet sterility was also investigated. Engorged pollen production, spikelet sterility, and yield and its components were recorded. Application of N affected a few different processes that lead into spikelet sterility. Application of N at both pre-flood (PF) and panicle initiation ( PI) significantly reduced the number of engorged pollen grains per anther, which was negatively correlated with spikelet sterility. Application of N and low temperature during microspore development with the absence of deep water also decreased pollen engorgement efficiency ( the percentage of pollen grains that were engorged). Application of N further increased spikelet density, which, in turn, increased both spikelet sterility and grain yield. The combined effect of spikelet density and low temperature during microspore development explained the 44% of variation in the number of engorged pollen grains per anther. Grain yield was decreased by low temperature during microspore development in the shallow water when N was applied. Spikelet sterility as a result of late sowing was strongly correlated with minimum temperature during flowering. It is concluded that N application reduced pollen number per anther as a result of increased spikelet density, and this made the spikelets more susceptible to low temperature, causing increased spikelet sterility.

Molecular dissection of the Munc18c/syntaxin4 interaction: Implications for regulation of membrane trafficking

Sec1p/Munc18 (SM) proteins are believed to play an integral role in vesicle transport through their interaction with SNAREs. Different SM proteins have been shown to interact with SNAREs via different mechanisms, leading to the conclusion that their function has diverged. To further explore this notion, in this study, we have examined the molecular interactions between Munc18c and its cognate SNAREs as these molecules are ubiquitously expressed in mammals and likely regulate a universal plasma membrane trafficking step. Thus, Munc18c binds to monomeric syntaxin4 and the N-terminal 29 amino acids of syntaxin4 are necessary for this interaction. We identified key residues in Munc18c and syntaxin4 that determine the N-terminal interaction and that are consistent with the N-terminal binding mode of yeast proteins Sly1p and Sed5p. In addition, Munc18c binds to the syntaxin4/SNAP23/VAMP2 SNARE complex. Pre-assembly of the syntaxin4/Munc18c dimer accelerates the formation of SNARE complex compared to assembly with syntaxin4 alone. These data suggest that Munc18c interacts with its cognate SNAREs in a manner that resembles the yeast proteins Sly1p and Sed5p rather than the mammalian neuronal proteins Munc18a and syntaxin1a. The Munc18c-SNARE interactions described here imply that Munc18c could play a positive regulatory role in SNARE assembly.

Binocular interaction:Contrast matching and contrast discrimination are predicted by the same model

How do signals from the 2 eyes combine and interact? Our recent work has challenged earlier schemes in which monocular contrast signals are subject to square-law transduction followed by summation across eyes and binocular gain control. Much more successful was a new 'two-stage' model in which the initial transducer was almost linear and contrast gain control occurred both pre- and post-binocular summation. Here we extend that work by: (i) exploring the two-dimensional stimulus space (defined by left- and right-eye contrasts) more thoroughly, and (ii) performing contrast discrimination and contrast matching tasks for the same stimuli. Twenty-five base-stimuli made from 1 c/deg patches of horizontal grating, were defined by the factorial combination of 5 contrasts for the left eye (0.3-32%) with five contrasts for the right eye (0.3-32%). Other than in contrast, the gratings in the two eyes were identical. In a 2IFC discrimination task, the base-stimuli were masks (pedestals), where the contrast increment was presented to one eye only. In a matching task, the base-stimuli were standards to which observers matched the contrast of either a monocular or binocular test grating. In the model, discrimination depends on the local gradient of the observer's internal contrast-response function, while matching equates the magnitude (rather than gradient) of response to the test and standard. With all model parameters fixed by previous work, the two-stage model successfully predicted both the discrimination and the matching data and was much more successful than linear or quadratic binocular summation models. These results show that performance measures and perception (contrast discrimination and contrast matching) can be understood in the same theoretical framework for binocular contrast vision. © 2007 VSP.

Domain and nucleotide dependence of the interaction between Saccharomyces cerevisiae translation elongation factors 3 and 1A

Eukaryotic translation elongation factor 3 (eEF3) is a fungal-specific ATPase proposed to catalyze the release of deacylated-tRNA from the ribosomal E-site. In addition, it has been shown to interact with the aminoacyl-tRNA binding GTPase elongation factor 1A (eEF1A), perhaps linking the E and A sites. Domain mapping demonstrates that amino acids 775-980 contain the eEF1A binding sites. Domain III of eEF1A, which is also involved in actin-related functions, is the site of eEF3 binding. The binding of eEF3 to eEF1A is enhanced by ADP, indicating the interaction is favored post-ATP hydrolysis but is not dependent on the eEF1A-bound nucleotide. A temperature-sensitive P915L mutant in the eEF1A binding site of eEF3 has reduced ATPase activity and affinity for eEF1A. These results support the model that upon ATP hydrolysis, eEF3 interacts with eEF1A to help catalyze the delivery of aminoacyl-tRNA at the A-site of the ribosome. The dynamics of when eEF3 interacts with eEF1A may be part of the signal for transition of the post to pre-translocational ribosomal state in yeast.

Working with the public sector:SME medical device innovation and pre-procurement

Healthcare providers are under ever increasing pressure to deliver more technologically advanced care without increasing costs. Innovation is essential (Darzi, 2008), and for this healthcare providers rely on innovation within commercial companies. SMEs have an important part to play in this sector (NHS Supply Chain Parliamentary Brief, 2013). Collaboration between SME suppliers and the NHS for innovation forms the focus of this paper. We examine the academic literature on interorganizational innovation including academic insights from the areas of forward commitment procurement (Environmental Innovation Advisory Group, 2003-2008), pre-commercial procurement (Bos & Corvers, 2007), innovation and SMEs. We then explore practice, first from a policy and business sector perspective. Second, we present evidence from fifteen cases of interorganizational innovation projects involving SMEs and UK healthcare providers. Our findings show much effort is being put into creating opportunities for more interorganizational innovation of medical devices. Working across organizational boundaries presents added complexity to the innovation environment and process, and the challenge of developing high-quality cross-boundary group interaction.

Microteaching Lesson Study: Mentor interaction structure and its relation to elementary preservice mathematics teacher knowledge development

This study investigated Microteaching Lesson Study (MLS) and three possible MLS mentor interaction structures during the debriefing sessions in relation to elementary preservice teacher development of knowledge for teaching. One hundred three elementary preservice teachers enrolled in five different sections of a mathematics methods course at a southern urban university were part of the study. This included 72 participants who completed MLS across three different mentor interaction structures as part of their course requirements and 31 elementary preservice teachers who did not complete MLS as part of their methods course and served as a comparison group for a portion of the study. A sequential mixed-methods research design was used to analyze the relationship between MLS mentor interaction structure and growth in preservice teachers' mathematics teacher knowledge. Data sources included pre and post assessments, group developed lesson plans and final reports, a feedback survey with Likert-type and open-ended questions, and transcripts of audio-recorded debriefing sessions. The pre and post assessments were analyzed using Analysis of Variance (ANOVA) and descriptive statistics were used to analyze the Likert-type feedback survey questions. Group MLS lesson plans, final reports, and transcripts of debriefing sessions along with the open-ended questions from the feedback survey were coded in a three-step process as described by Miles and Huberman (1994). In alignment with findings from M. Fernandez (2005, 2010), elementary preservice teachers participating in MLS grew in content knowledge related to MLS topics taught by one another. Results from the analysis of pre and post content knowledge assessments revealed that participants grew in their understanding of the mathematics topics taught during MLS irrespective of their mentor interaction structure and when compared to the participants who did not complete MLS in their methods course. Findings from the analysis of lesson plans for growth in pedagogical content knowledge revealed the most growth in this area occurred for participants assigned to the interaction structure in which the MLS mentor participated in the first two debriefing sessions. Analysis of the transcripts of the discourse during the debriefing sessions and the feedback surveys support the finding that the elementary preservice teachers assigned to the interaction structure in which the MLS mentor participated in the first and second debriefing sessions benefited more from the MLS experience when compared to elementary preservice teachers assigned to the other two interaction structures (MLS mentor participated in only the first debriefing session and MLS mentor participated in only the last debriefing session).

Students’ Use of Knowledge Resources in Environmental Interaction on an Outdoor Learning Trail

This study examined how students leveraged different types of knowledge resources on an outdoor learning trail. We positioned the learning trail as an integral part of the curriculum with a pre- and post-trail phase to scaffold and to support students’ meaning-making process. The study was conducted with two classes of secondary two students. We coded two groups’ discourse to examine the use of knowledge resource types in the meaning-making process in an outdoor learning setting: contextual resource, new conceptual resource, prior knowledge resource, as well as the relationship among these knowledge resource types. Next, we also examined environmental interaction and integration in the students’ use of these knowledge resource types. Analysis showed that contextual resources are chiefly instrumental in fostering students’ capacity to harness new conceptual resource and to activate prior knowledge resource in interacting with and integrating the outdoor learning environment in the meaning-making process.

Évaluation des effets de l’intervention Circle of Security Parenting auprès de mères d’enfants d’âge préscolaire : une étude pilote

La prévalence importante des troubles d’adaptation au sein de la population d’enfants et d’adolescents du Québec appuient l’importance d’accorder une attention particulière aux piliers développementaux influençant leur trajectoire (Ministère de la Santé et des Services sociaux du Québec, 2002). Dans ce sens, des données longitudinales ont permis de statuer sur la nature de l’impact de la relation d’attachement entre le parent et l’enfant sur son adaptation ultérieure (Sroufe, Egeland, Carlson, & Collins, 2005). La sécurité d’attachement aurait un rôle protecteur, mais cette relation a aussi été identifiée comme le système le plus influent dans la compromission du développement de l’enfant (Cicchetti & Valentino, 2006). Parmi les interventions disponibles, le programme d’intervention Circle of Security Parenting (COS-P) (Powell, Cooper, Hoffman, & Marvin, 2009) s’avère particulièrement prometteur étant donnée la qualité de l’intégration théorique et clinique qui le sous-tend. Cependant, aucune donnée n’est encore disponible pour appuyer son efficacité au sein de la population québécoise dans un contexte de soins de première ligne. La présente étude vise ainsi à amorcer cette démarche avec un devis pré/post tests en explorant les effets du protocole d’intervention COS-P auprès de quatre mères et leur enfant d’âge préscolaire. À ces fins, des mesures cernant la fonction réflexive parentale et les dimensions des représentations de l’expérience affective du parent (Parent Development Interview – PDI; Aber, Slade, Berger, Bresgi & Kaplan, 1985) sont recueillies avant et après l’intervention. Les retombées de l’intervention sont aussi examinées chez les parents au niveau du stress parental (Parental Stress Index — PSI; Abidin, 1995; Bigras, LaFrenière, & Abidin, 1996) et au niveau des problèmes comportementaux et émotionnels chez les enfants (Child Behavior Checklist – CBCL; Achenbach & Rescorla, 2000). L’ensemble de ces données est analysé dans un premier temps avec perspective groupale et dans un deuxième temps, avec une perspective individuelle descriptive détaillant les résultats pour chaque participante. Les analyses ne permettent pas de démontrer une amélioration des représentations parentales et une augmentation de la fonction réflexive parentale, tel qu’attendu. Toutefois, le stress parental et les problèmes intériorisés des enfants diminuent, bien que de façon non significative. Il est proposé que l’effet de l’intervention soit compris en considérant le parent à l’intérieur d’un système dynamique, lui permettant de s’approprier l’intervention à travers un ensemble de facteurs qui lui sont propres. Des suggestions pour les études futures sont formulées en regard des constats méthodologiques et cliniques qui se dégagent de la présente étude notamment quant à la pertinence de mesures de relance (Navarro, manuscrit en préparation) et à la poursuite de la démonstration de l’efficacité du protocole avec un devis expérimental (Lemieux, manuscrit en préparation).

Pre-announcement of symbiotic guests: transcriptional reprogramming by mycorrhizal lipochitooligosaccharides shows a strict co-dependency on the GRAS transcription factors NSP1 and RAM1

BACKGROUND: More than 80 % of all terrestrial plant species establish an arbuscular mycorrhiza (AM) symbiosis with Glomeromycota fungi. This plant-microbe interaction primarily improves phosphate uptake, but also supports nitrogen, mineral, and water aquisition. During the pre-contact stage, the AM symbiosis is controled by an exchange of diffusible factors from either partner. Amongst others, fungal signals were identified as a mix of sulfated and non-sulfated lipochitooligosaccharides (LCOs), being structurally related to rhizobial nodulation (Nod)-factor LCOs that in legumes induce the formation of nitrogen-fixing root nodules. LCO signals are transduced via a common symbiotic signaling pathway (CSSP) that activates a group of GRAS transcription factors (TFs). Using complex gene expression fingerprints as molecular phenotypes, this study primarily intended to shed light on the importance of the GRAS TFs NSP1 and RAM1 for LCO-activated gene expression during pre-symbiotic signaling. RESULTS: We investigated the genome-wide transcriptional responses in 5 days old primary roots of the Medicago truncatula wild type and four symbiotic mutants to a 6 h challenge with LCO signals supplied at 10(-7/-8) M. We were able to show that during the pre-symbiotic stage, sulfated Myc-, non-sulfated Myc-, and Nod-LCO-activated gene expression almost exclusively depends on the LysM receptor kinase NFP and is largely controled by the CSSP, although responses independent of this pathway exist. Our results show that downstream of the CSSP, gene expression activation by Myc-LCOs supplied at 10(-7/-8) M strictly required both the GRAS transcription factors RAM1 and NSP1, whereas those genes either co- or specifically activated by Nod-LCOs displayed a preferential NSP1-dependency. RAM1, a central regulator of root colonization by AM fungi, controled genes activated by non-sulfated Myc-LCOs during the pre-symbiotic stage that are also up-regulated in areas with early physical contact, e.g. hyphopodia and infecting hyphae; linking responses to externally applied LCOs with early root colonization. CONCLUSIONS: Since both RAM1 and NSP1 were essential for the pre-symbiotic transcriptional reprogramming by Myc-LCOs, we propose that downstream of the CSSP, these GRAS transcription factors act synergistically in the transduction of those diffusible signals that pre-announce the presence of symbiotic fungi.

«Programme d'Intervention Relationnelle» : programme d'intervention visant l'amélioration de la relation d'attachement entre le parent et son enfant, en contexte de négligence sous la Direction de la Protection de la Jeunesse

Rapport d'analyse d'intervention présenté à la Faculté des arts et sciences en vue de l'obtention du grade de Maîtrise ès sciences (M. Sc.) en psychoéducation.

«Programme d'Intervention Relationnelle» : programme d'intervention visant l'amélioration de la relation d'attachement entre le parent et son enfant, en contexte de négligence sous la Direction de la Protection de la Jeunesse

Rapport d'analyse d'intervention présenté à la Faculté des arts et sciences en vue de l'obtention du grade de Maîtrise ès sciences (M. Sc.) en psychoéducation.

La théorie du comportement planifié appliquée à l’engagement paternel lors de la transition à la parentalité

L’engouement de la recherche pour la paternité, observé depuis les années 80, a permis d’identifier une liste de variables considérées comme déterminant l’engagement paternel. Toutefois, peu d’efforts ont été faits pour comprendre le processus par lequel les hommes deviennent pères et comment ces différents facteurs interagissent pour mener aux comportements des pères. À cet égard, la théorie du comportement planifié (Ajzen, 1991), postulant que le comportement est déterminé par l’intention d’un individu, elle-même déterminée par les attitudes envers le comportement, la norme subjective et la perception de contrôle sur le comportement, constitue une avenue intéressante et peu étudiée afin d’expliquer les comportements d’engagement paternel de nouveaux pères. Ainsi, 300 couples hétérosexuels attendant leur premier enfant ont complété des questionnaires pré et postnataux évaluant les différentes composantes de la théorie du comportement planifié. Les résultats suggèrent que la présence de croyances d’essentialisme biologique chez les hommes et leur perception que des éléments de leur environnement limitent leur engagement sont associés négativement avec leur intention de participer aux tâches de soin. Il apparait également que les intentions des hommes à être engagés auprès de leur enfant, formulées avant la naissance de leur premier enfant, permettent de prédire leurs comportements postnataux. De plus, des variables postnatales maternelles sont liées à la participation des pères aux tâches de soin, plus particulièrement les attitudes d’essentialisme biologique des mères, qui de surcroît interagissent avec l’intention prénatale des pères dans la prédiction des comportements paternels. Ainsi, de plus faibles croyances essentialistes chez les mères sont associées à une plus grande participation des pères, particulièrement dans le contexte où ceux-ci avaient de plus faibles intentions prénatales. Il est donc important de considérer davantage les croyances et attentes des hommes avant qu’ils deviennent pères et l’interaction de ces caractéristiques avec celles des mères, afin de mieux comprendre les comportements d’engagement paternel dans des familles biparentales. Des interventions visant à réfuter les croyances essentialistes de futurs ou nouveaux parents quant aux compétences des hommes et des femmes s’avèrent une piste prometteuse pour favoriser un plus grand engagement paternel.