Molecular Characterization of a Strawberry FaASR Gene in Relation to Fruit Ripening

BACKGROUND: ABA-, stress- and ripening-induced (ASR) proteins have been reported to act as a downstream component involved in ABA signal transduction. Although much attention has been paid to the roles of ASR in plant development and stress responses, the mechanisms by which ABA regulate fruit ripening at the molecular level are not fully understood. In the present work, a strawberry ASR gene was isolated and characterized (FaASR), and a polyclonal antibody against FaASR protein was prepared. Furthermore, the effects of ABA, applied to two different developmental stages of strawberry, on fruit ripening and the expression of FaASR at transcriptional and translational levels were investigated. METHODOLOGY/PRINCIPAL FINDINGS: FaASR, localized in the cytoplasm and nucleus, contained 193 amino acids and shared common features with other plant ASRs. It also functioned as a transcriptional activator in yeast with trans-activation activity in the N-terminus. During strawberry fruit development, endogenous ABA content, levels of FaASR mRNA and protein increased significantly at the initiation of ripening at a white (W) fruit developmental stage. More importantly, application of exogenous ABA to large green (LG) fruit and W fruit markedly increased endogenous ABA content, accelerated fruit ripening, and greatly enhanced the expression of FaASR transcripts and the accumulation of FaASR protein simultaneously. CONCLUSIONS: These results indicate that FaASR may be involved in strawberry fruit ripening. The observed increase in endogenous ABA content, and enhanced FaASR expression at transcriptional and translational levels in response to ABA treatment might partially contribute to the acceleration of strawberry fruit ripening

Making rounds: The routine work of the teacher during collaborative learning with computers

This article was published in the International Journal of Computer-Supported Collaborative Learning [Springer Verlag © International Society of the Learning Sciences, Inc.] and the definitive version is available at: http://dx.doi.org/10.1007/s11412-011-9134-8This paper provides a detailed analysis of the work of the teacher during collaborative-learning activities. Whilst the importance of the teacher for the success of collaborative learning has frequently been recognized in the CSCL literature, there is nevertheless a curious absence of detailed studies that describe how the teacher intervenes in pupils' collaborative-learning activities, which may be a reflection of the ambivalent status of teachers within a field that has tried to transfer authority from teachers to pupils. Through a close analysis of different types of teacher interventions into pupils working in pairs with a storyboarding tool, this paper argues, firstly, that concerns of classroom management and pedagogy are typically intertwined and, secondly, that although there may be tensions between the perspectives of teachers and pupils these do not take the form of antagonistic struggles. The paper concludes that it may be time to renew our interest in the work of teachers in the analysis of collaborative-learning activities