Flavonoids and Limonoids Profiles Variation in Leaves from Mandarin Cultivars and Its Relationship with Alternate Bearing

Alternate bearing in citrus trees has been extensively studied as a key feature for citrus growers. Although the genetic and the biochemical process occurring during alternate bearing has been studied extensively, there is a lack of information identifying the presence of metabolic indicators during “on” and “off” years. In citrus plants, leaves play a central role in the metabolic pathway triggering the flowering induction process. To investigate the changes during this transition, a liquid chromatography coupled to tandem mass spectrometry (LC-MS/MS) analysis of the leaf profiles of 20 compounds (17 polyphenols, two limonoids, and one furanocoumarin), in bearing and non-bearing branches arising from four different mandarin genotypes, was performed. The same metabolites were found in all the genotypes at both stages: both limonoids and 11 polyphenols. Using these compounds, the chemotaxonomic differentiation between cultivars was assessed. The levels of flavanones and limonoids showed differences in both bearing stages and the transition from vegetative to flowering could be shown by the activation of the polyphenol biosynthetic pathway, from precursors like naringenin to metabolic end-points such as narirutin and polymethoxyflavones. Narirutin levels showed significant differences between both stages, suggesting it as a possible marker of the physiological status of the branch.

Genetic characteristics and ploidy trigger the high inducibility of double haploid (DH) inducer in Brassica napus

Background Our recently reported doubled haploid (DH) induction lines e.g., Y3380 and Y3560 are allo-octoploid (AAAACCCC, 2n = 8× ≈ 76), which can induce the maternal parent to produce DH individuals. Whether this induction process is related to the production of aneuploid gametes form male parent and genetic characteristics of the male parent has not been reported yet. Results Somatic chromosome counts of DH inducer parents, female wax-less parent (W1A) and their F1 hybrid individuals revealed the reliability of flow cytometry analysis. Y3560 has normal chromosome behavior in metaphase I and anaphase I, but chromosome division was not synchronized in the tetrad period. Individual phenotypic identification and flow cytometric fluorescence measurement of F1 individual and parents revealed that DH individuals can be distinguished on the basis of waxiness trait. The results of phenotypic identification and flow cytometry can identify the homozygotes or heterozygotes of F1 generation individuals. The data of SNP genotyping coupled with phenotypic waxiness trait revealed that the genetic distance between W1A and F1 homozygotes were smaller as compared to their heterozygotes. It was found that compared with allo-octoploids, aneuploidy from allo-octoploid segregation did not significantly increase the DH induction rate, but reduced male infiltration rate and heterozygous site rate of induced F1 generation. The ploidy, SNP genotyping and flow cytometry results cumulatively shows that DH induction is attributed to the key genes regulation from the parents of Y3560 and Y3380, which significantly increase the induction efficiency as compared to ploidy. Conclusion Based on our findings, we hypothesize that genetic characteristics and aneuploidy play an important role in the induction of DH individuals in Brassca napus, and the induction process has been explored. It provides an important insight for us to locate and clone the genes that regulate the inducibility in the later stage.

Teaching First-Year Students: Literature Review

The effectiveness of university academic process depends on how quickly and effectively a first-year student overcomes the challenges of the induction process. Creating conditions for the successful induction of students in the educational process is one of the priorities of higher education. This paper focuses on the literature review devoted to the main directions of current scientific research on the problem of adaptation of first-year students.

HE staff’s attitudes and expectations about their role in induction activities

The views of higher education staff regarding their role on the induction period has not been fully explored. Yet this transition to university is a complex for students. In the UK, many students who are going to university leave home, some for the first time, having to learn to deal with many new and sometimes difficult situations they may not have come across before. During the induction period students come across many staff within the university and these interactions are vital to support students in developing a sense of belonging within the university community. This small-scale project sought to evaluate the current provision for the induction process in a UK university to identify areas for improvement, by seeking the views regarding the induction activities from staff within a UK university. Findings from a staff survey with 58 participants suggest opportunities to improve practice. The main areas identified were a need for better communication between teams and effective training and support for staff to understand the issues students may face and type of support they will need. Additionally, the need to develop a more unifying understanding of every member of the university as an active participant within the induction process was highlighted.

Perfecting the Hardening Process with 3D Technology

Perfecting the induction process relies on fine-tuning every small detail. For the tool, this means the complex development process for the inductors using design software, high-precision production, and the correct positioning of the tool in the machine’s connection system. Applying different new and highly advanced 3D technologies such as FEM & CFD analysis and 3D printing of inductors will lead to a drastic increase of efficiency and the highest reproducibility for the entire process. When this happens, computer-aided accuracies of the inductors are compared with real manufactured inductors using 3D optical measurement methods and will reveal the advantages of this new process technology. The precision and process repeatability of this technology is showcased by various experimental test series’ that take the daily operational challenges for induction hardening as a benchmark.

1633 Developing Confidence in Dental Core Trainees; A National Review of The Trainee Experience

Aim In the U.K, Dental Core Training (DCT) is an elective postgraduate training programme. There are over 700 DCT jobs with the majority in Oral and Maxillofacial Surgery (OMFS). Our focus was to measure the confidence and skills of 103 DCTs, as they mature during a year in OMFS. Method OMFS DCTs answered questionnaires in month 1, 3 and 6 of their training post, regarding confidence and proficiency in assessment of dental infections, facial fractures, swellings, pathology, airway risk, imaging and performing suturing. Results In month 1, 55% of DCTs were ‘somewhat confident’ in performing intra-oral suturing and assessing dento-facial infection out of the skills assessed. Only 22% of DCTs were ‘extremely confident’ in any competencies. Specifically, DCTs felt ‘not at all confident’ with interpretation of scans (78%) and assessment of facial fractures (35%). Between month 1 and month 6 there has been an increase in confidence across all competencies. Notably, a 42% confidence increase in extra-oral suturing and 61% increase in assessing mandibular fractures. Conclusions We demonstrate that an OMFS training year improves confidence in clinical skills and that an adequate time in a post is required to attain that. Our results highlight areas where DCTs lack confidence early in their posts. These could be targeted at dental school, during the hospital induction process or through guided support and training in the initial phase of their jobs. This study adds clarity to both dentists and doctors contemplating a training year in OMFS and gives insight into how to support and train them.

‘I am finding my path’: A case study of Swedish novice physical education teachers’ experiences when managing the realities and challenges of their first years in the profession

Novice teachers face several challenges during their first years of socialization in schools, often feeling unprepared in managing the full range of teaching duties. If teacher retention and attrition are to be improved, research on the difficulties encountered by novice teachers in diverse contexts and cultures is required. There is a lack of studies regarding physical education (PE) teachers’ induction processes, especially outside Anglophone countries. The aim of this study was, from an occupational socialization perspective, to examine how Swedish novice PE teachers experience, perceive and manage their induction process. Through a single-case study design with embedded multiple units of analysis, we interviewed eight Swedish novice PE teachers. Based on thematic analysis, the results show that Swedish novice PE teachers experience several challenges related to reality shock, marginalization and isolation during induction. We identified three approaches used by the novices as central to successfully managing challenges of induction in the Swedish context: (1) socializing into a community of colleagues, (2) performing the role of the PE teacher as health promoter and (3) maintaining a critical teaching perspective. We conclude that these novice teachers’ socialization relies heavily on the individual, and therefore we argue that the induction process could be further facilitated by formal organizational support. This paper confirms long-standing difficulties reported in other countries, and contributes with new knowledge of how the approaches used when managing challenges of induction are contextually dependent due to the social and political surroundings of education.

Comparative Transcriptome Analysis Reveals bmo-miR-6497-3p Regulate Circadian Clock Genes during the Embryonic Diapause Induction Process in Bivoltine Silkworm

Diapause is one of the survival strategies of insects for confronting adverse environmental conditions. Bombyx mori displays typical embryonic diapause, and offspring diapause depends on the incubation environment of the maternal embryo in the bivoltine strains of the silkworm. However, the molecular mechanisms of the diapause induction process are still poorly understood. In this study, we compared the differentially expressed miRNAs (DEmiRs) in bivoltine silkworm embryos incubated at diapause- (25 °C) and non-diapause (15 °C)-inducing temperatures during the blastokinesis (BK) and head pigmentation (HP) phases using transcriptome sequencing. There were 411 known miRNAs and 71 novel miRNAs identified during the two phases. Among those miRNAs, there were 108 and 74 DEmiRs in the BK and HP groups, respectively. By the Kyoto Encyclopedia of Genes and Genomes (KEGG) analysis of the predicted target genes of the DEmiRs, we found that aside from metabolism, the targets were also enriched in phototransduction-fly and insect hormone biosynthesis in the BK group and the HP group, respectively. Dual luciferase reporter assay illustrated that bmo-miR-6497-3p directly regulated Bmcycle and subsequently regulated the expression of circadian genes. These results imply that microRNAs, as vitally important regulators, respond to different temperatures and participate in the diapause induction process across species.

Systematic prompting the new physiological and morphological, biological responses of modified metabolic induction process of Calendula officinalis L under heat stress with couple of supplementary nutritional applications as safety of floriculture crops

The full text of this preprint has been withdrawn by the authors due to author disagreement with the posting of the preprint. Therefore, the authors do not wish this work to be cited as a reference. Questions should be directed to the corresponding author.