Functional study of WRKY Protein in different Plant and non-Plant species and its response under different biotic and environmental stresses

WRKY transcription factors belong to one of the biggest superfamilies of proteins in higher plants. WRKY proteins participate in plant growth for instance, gamete formation, seed germination and are also responsive to different types of environmental cues including abiotic and biotic stresses. The DNA-binding site of WRKY factors is well established which interact with W‐box (TGACC(A/T)) located in the promoter of their target genes and promote the activation or repression of the expression of those genes to control their response against stresses but it remains difficult to establish thefunctions of every family members to control particular transcriptional programs during development or in response to environmental signals. This review summarizes the recent progress madein unraveling the various WRKY protein-controlled functions under different environmental stresses.

An Exploratory Study of the Concept of Teaching Moments in a Pakistani Mathematics Classroom

This study set out to explore the concept of teaching moments in a Pakistani mathematics classroom, using the definition of the concept given by Mason et al. (1989) in a draft article ;the Study of Teaching-Moments as the guiding operational definition. A qualitative approach was adopted for the study since it involved capturing the teachers' thinking and feelings when making interactive decisions. These aspects could best be studied by allowing the participating teachers to relate their thinking and feelings. The study found that teaching moments existed in the classrooms in which I conducted my study. They were characterised by the teachers' perceptions of classroom events. The teachers' perceptions of the classroom events guided their reactions. Furthermore, this study has shown that student- related events predominated in bringing about teaching moments. It has also shown that there were several categories of teaching moments; namely, blip, extended, fork and ineffective. In some cases opportunities were identified by the researcher which were not transformed into teaching moments by the teachers. These have been labeled ‘’potential teaching moments.’’ This report concludes by highlighting the pedagogical potential of teaching moments which can be tapped only if teachers are sensitised to notice opportunities and accurately react to the noticed opportunities by studying mathematics as a connected body of knowledge and as a human activity. It therefore recommends a ‘’realistic approach’’ of mathematics teaching for prospective mathematics teachers.