Roles of MEM1 in safeguarding Arabidopsis genome against DNA damage,inhibiting ATM/SOG1-mediated DNA

来源 :植物学报(英文版) | 被引量 : 0次 | 上传用户:dorisnanjin
下载到本地 , 更方便阅读
声明 : 本文档内容版权归属内容提供方 , 如果您对本文有版权争议 , 可与客服联系进行内容授权或下架
论文部分内容阅读
Arabidopsis methylation elevated mutant 1 (mem1)mutants have elevated levels of global DNA meth-ylation.In this study,such mutant alleles showed increased sensitivity to methyl methanesulfonate(MMS).In mem1 mutants,an assortment of genes engaged in DNA damage response (DDR),espe-cially DNA-repair-associated genes,were largely upregulated without MMS treatment,suggestive of activation of the DDR pathway in them.Following MMS treatment,expression levels of multiple DNA-repair-associated genes in mem1 mutants were generally lower than in Col-0 plants,which accounted for the MMS-sensitive phenotype of the mem1 mutants.A group of DNA methylation pathway genes were upregulated in mem1 mutants under non-MMS-treated conditions,causing ele-vated global DNA methylation,especially in RNA-directed DNA methylation (RdDM)-targeted regions.Moreover,MEM1 seemed to help ATAXlA-TELANGIECTASIA MUTATED (ATM) and/or SUP-PRESSOR OF GAMMA RESPONSE 1 (SOG1) to fully activate/suppress transcription of a subset of genes regulated simultaneously by MEM1 and ATM and/or SOG1,because expression of such genes decreased/increased consistently in mem 1 and atm and/or sog1 mutants,but the decreases/increases in the mem1 mutants were not as dramatic as in the atm and/or sog1 mutants.Thus,our studies reveals roles of MEM1 in safeguarding genome,and inter-relationships among DNA damage,activation of DDR,DNA methylation/demethylation,and DNA repair.
其他文献
根据情境材料的难度及呈现方式将试题分为基础型、信息型和实验型情境试题,对不同类型的试题进行解析,归纳出答题的一般策略.
结合教学实践案例,浅谈通过活用生活经验归纳,形成生命观念;巧用生活现象分析,发展科学思维;创设生活化拓展作业,提高探究能力;审视生物学社会议题,培育社会责任等策略,进行生活化深度教学,提升学生的学科核心素养.
在大数据、智能化的智慧课堂背景下,将细胞分化学科知识的传授与生物学核心素养的培育相结合,使学生在科学探究的氛围中体验学习的乐趣.
基于Web of Science核心数据库,应用文献计量法分析了国外近十年生物学教学中培养学生批判性思维的研究现状.结果表明:批判性思维、生物学、教育、批判性思维技能、本科生、评测等是该研究领域的高频关键词;教学方法(包括生物进化科学史策略、STEM教学策略等)、批判性思维能力及其评测是该领域的主要研究热点.结合生物科学史培养学生的批判性思维或在STEM中渗透批判性思维或批判性思维测评工具的研究是该领域未来的三个重点研究方向.
以“景观设计师——城市景观设计”为例,聚焦核心素养目标,采用“教、学、评一致性”逆向教学设计模式进行教学尝试.不仅能优化生物教学资源及教学体系,提高学生生涯规划能力,增强社会责任感,还能提高学生对知识的理解深度,建立生态知识结构体系,实现立德树人的育人价值.
Significant achievements have been made in breeding programs for the heavy-panicle-type (HPT)rice (Oryza sativa) in Southwest China.The HPT varieties now exhibit excellent lodging resistance,allowing them to overcome the greater pressures caused by heavy
以“细胞的能量”货币“ATP”概念为例,探讨概念教学中通过对解读核心概念,理解生命观念的内涵;深度研读教材,找准生命观念锚定点;聚焦概念建构,培育学生的生命观念等,突出实践过程与方法的可操作性.
研究中外数学教育理论之间的融会贯通,可以更好地把握它们的实质,指导数学教育实践,提升中国数学教育研究的理论自信.借助图形分析以下数学教育理论的融通:中国“变式教学理论”与瑞典“变异学习理论”的融通、外来HPM与本土MM教育方式的融通、美国MPCK与中国“四个理解”的融通、美国MKT与中国“数学教学基本功”的融通,倡导透过现象看本质,搞好自己的数学教育,探索符合中国国情的数学教育理论之路.
Wood is produced by the accumulation of secon-dary/xylem via proliferation and differentiation of the cambium cells in woody plants.Identifying the reg-ulators involved in this process remains a chal-lenging task.In this study,we isolated PagSAG101a,the h
The development of a hook-like structure at the apical part of the soil-emerging organs has fasci-nated botanists for centuries,but how it is initiated remains unclear.Here,we demonstrate with high-throughput infrared imaging and 2-D clinostat treatment t