Characterization of the cysteine protease, PhCP10, during the senescence of Petunia x hybrida flowers

Proteases play an important role in the degradation and remobilization of proteins during flower senescence. The majority of proteases that are upregulated during senescence and programmed cell death are from the cysteine protease class of proteases. Recently, nine putative cysteine proteases were identified from Petunia x hybrida. Six of the nine cysteine proteases were upregulated during petal senescence. One cysteine protease, PhCP10, is upregulated early in senescence, is expressed only in senescing tissues and appears to be regulated by ethylene. The PhCP10 sequence shows high homology to SAG12 (senescence-associated gene) from Arabidopsis. SAG12 is senescence specific in Arabidopsis leaves, but little is known about its expression in flowers. TAIL-PCR was preformed to obtain the PhCP10 promoter . The PhCP10 promoter sequence also shares homology with the senescence-specific and basal promoter regions of SAG12. Promoter constructs driving GFP expression have been analyzed utilizing transient expression in lima bean cotyledons and in petunia flowers. Transient expression in lima beans and petunia flowers has detected a possible regulatory element that appears to enhance PhCP10 expression in a similar manner to the enhancer region in the SAG12 promoter. We are currently transforming petunias with the PhCP10:GFP constructs to further characterize the temporal and spatial expression of PhCP10 during flower senescence and following ethylene treatment

Treatment with Calcium Chloride Enhances Water Deficit Stress Tolerance in Viola (Viola cornuta)

Water deficit stress can reduce the postproduction shelf life and marketability of floriculture crops. To alleviate the damage by water deficiency, plants need to limit transpirational water loss by inducing stomatal closure. Osmotic stress induces stomatal closure like the response to water deficit stress. It could be used as a convenient tool to enhance water deficit stress tolerance by reducing water loss. The objective of this research was to investigate whether osmotic treatment with a high concentration of chemical solutions could trigger a response to osmotic stress so that stomatal closure can be induced, resulting in enhanced water deficit stress tolerance in viola (Viola cornuta ‘Sorbet XP Yellow’). Osmotic treatments with CaCl2, Ca(NO3)2, NaCl, NaNO3, BaCl2, Ba(NO3)2, and mannitol were applied at the osmotic potentials (cS) of L1.3 and L2.0 MPa. Chemical treatments [except Ca(NO3)2, NaCl, and mannitol] helped to delay wilting and gave a longer shelf life, up to 5.2 days over that of the control, 2.5 days. However, leaf necrosis was observed on the violas treated with NaCl, NaNO3, BaCl2, Ba(NO3)2, and mannitol. CaCl2 was the most effective agent in delaying wilting under water deficit stress in viola without leaf necrosis. Compared with the control, violas treated with CaCl2 at 200 and 300 mM showed an increase in shelf life by 2.6 and 1.2 days, respectively. Stomatal conductance (gS) was reduced within 4 hours after treatment with CaCl2 compared with that of control violas. Leaf relative water content (RWC) of control violas was dramatically reduced 3 days after treatment and fell below 50% on day 4, while CaCl2-treated violas maintained higher leaf RWC (70% to 81%) during the water deficit period. These results indicated that osmotic treatment with the high concentration of CaCl2 caused stomatal closure, resulting in a reduction of water loss and an extension of shelf life under water deficit stress in viola

Biofortification of Sodium Selenate Improves Dietary Mineral Contents and Antioxidant Capacity of Culinary Herb Microgreens

Selenium biofortification of plants has been suggested as a method of enhancing dietary seleniumintake to prevent deficiency and chronic disease in humans, while avoiding toxic levels of intake. Popular herbs such as basil (Ocimum basilicum L.), cilantro (Coriandrum sativum L.), and scallions (Allium fistulosum L.) present an opportunity for biofortification as these plants are used for added flavors to meals and are available as microgreens, young plants with increasing popularity in the consumer marketplace. In this study, basil, cilantro, and scallion microgreens were biofortified with sodium selenate under hydroponic conditions at various selenium concentrations to investigate the effects on yield, selenium content, other mineral contents (i.e., sodium, potassium, calcium, magnesium, phosphorus, copper, zinc, iron, manganese, sulfur, and boron), total phenol content, and antioxidant capacity [oxygen radical absorbance capacity (ORAC)]. The results showed that the selenium content increased significantly at all concentrations, with scallions demonstrating the largest increase. The effects on other minerals varied among herb species. Antioxidant capacity and total phenol content increased in all herbs at the highest selenium treatments, but basil and scallions demonstrated a decreased crop yield. Overall, these biofortified culinary herbmicrogreens are an ideal functional food for enhancing selenium, other dietary minerals, and antioxidants to benefit human health

Development of iGrow: A Curriculum for Youth/Adult Dyads to Increase Gardening Skills, Culinary Competence, and Family Meal Time for Youths and Their Adult Caregivers

This manuscript describes the development of a “learn by actively participating” curriculum for youth and their adult caregivers (dyad pair) to increase gardening skills, culinary competence, and family meal time. The curriculum was developed by integrating “iCook 4-H” and Junior Masters Gardener “Health and Nutrition from the Garden”, and “Essential Elements of 4-H Youth Development” curriculums with additional resources for gardening activities from the USDA’s My Plate and garden-based recipes. Expert reviewers (n = 11) provided feedback on the curriculum content, session structure, dosage, age appropriateness, and balance of the three focused areas. Seven family dyads (n = 14) participated in focus groups about understanding of need, interest, barriers, and potential engagement. A 10-week curriculum was developed and named: iGrow. The curriculum is a hands on, active learning program delivered through five, two-hour sessions using a family dyad model. Three main focus areas included gardening, culinary skills, and family conversation/interaction that all focused on togetherness. For the final iGrow curriculum, expert-level content review and feedback from focus group dyad pairs was used to revise the curriculum which further enhanced the approach and balance of the curriculum content. Focus group feedback supported appropriateness, dosage and learning objectives, and content depth. This curriculum has been developed to provide knowledge of gardening and culinary skills with the goal of increased consumption of fruit and vegetables

Development of iGrow: A Curriculum for Youth/Adult Dyads to Increase Gardening Skills, Culinary Competence, and Family Meal Time for Youths and Their Adult Caregivers

This manuscript describes the development of a “learn by actively participating” curriculum for youth and their adult caregivers (dyad pair) to increase gardening skills, culinary competence, and family meal time. The curriculum was developed by integrating “iCook 4-H” and Junior Masters Gardener “Health and Nutrition from the Garden”, and “Essential Elements of 4-H Youth Development” curriculums with additional resources for gardening activities from the USDA’s My Plate and garden-based recipes. Expert reviewers (n = 11) provided feedback on the curriculum content, session structure, dosage, age appropriateness, and balance of the three focused areas. Seven family dyads (n = 14) participated in focus groups about understanding of need, interest, barriers, and potential engagement. A 10-week curriculum was developed and named: iGrow. The curriculum is a hands on, active learning program delivered through five, two-hour sessions using a family dyad model. Three main focus areas included gardening, culinary skills, and family conversation/interaction that all focused on togetherness. For the final iGrow curriculum, expert-level content review and feedback from focus group dyad pairs was used to revise the curriculum which further enhanced the approach and balance of the curriculum content. Focus group feedback supported appropriateness, dosage and learning objectives, and content depth. This curriculum has been developed to provide knowledge of gardening and culinary skills with the goal of increased consumption of fruit and vegetables