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Home > Expression Profiling of Reporter Genes Induced by Rice Polyphenol Oxidase Promoter in Transgenic Model Plant

Expression Profiling of Reporter Genes Induced by Rice Polyphenol Oxidase Promoter in Transgenic Model Plant

Thesis Info

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Author

Wasim Akhtar

Supervisor

Tariq Mahmood

Program

PhD

Institute

Quaid-I-Azam University

City

Islamabad

Province

Islamabad.

Country

Pakistan

Thesis Completing Year

2016

Thesis Completion Status

Completed

Subject

Natural Sciences

Language

English

Link

http://prr.hec.gov.pk/jspui/bitstream/123456789/2977/1/Wasim_Akhtar_Plant_Sciences_HSR_2016_QAU_15-07-2016.pdf

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676726173556

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Polyphenol oxidase (PPO) enzymes are ubiquitous in plant kingdom that catalyzes the oxidation of phenols to highly reactive quinones. PPO plays important role in plant defense mechanisms against biotic and abiotic stresses but the regulation of PPO promoter in response to stresses remains unclear. Here, Oryza sativa polyphenol oxidase (OsPPO) promoter was fused separately to β-glucuronidase (GUS) and firefly Luciferase (LUC) reporter genes. Agrobacterium strain GV3101 harbouring OsPPOLUC and OsPPOGUS (separate clones) was used to transform Arabidopsis by floral dip method. T1 transgenic seeds were used to obtain T2 lines which were finally checked for the effects of wounding, ABA, MJA applications and drought as well as salt stress on PPO regulation. Expressional profiling of OsPPO promoter by real- time (RT-PCR) in transgenic Arabidopsis has revealed a higher level (11 folds) of expression by wounding. However, OsPPO promoter was also expressed in response to ABA by an induction of 3 fold but it was not induced by MJA. ABA plant hormone which regulates key processes biotic and abiotic stresses ultimately triggering plant defense related genes. ABA and wound inducibility of OsPPO promoter is a strong indicative of its role in plant defense mechanism against biotic and abiotic stresses. Moreover, transgenic T2 plants were also screened against different concentrations of osmotic stress (PEG-6000) and salt (NaCl). Experimental data showed that relative GUS expression of OsPPO gene promoter increased with the increase of osmotic stress. In case of salt stress, OsPPO induction showed similar trend and GUS expression was increased as salt concentration increased. This response of OsPPO to drought and salt stress suggest the x xpossible participation of PPO in plants defense against drought as well as salt stress. Moreover, OsPPO promoter sequence was computationally analyzed by Signal Scan (PLACE), which indicated the presence of different cis- regulatory elements, for example wound responsive elements, ABA signaling complexes responsive to drought and salt responsive regulatory elements. During in vivo experimental work, the induction and expression of reporter genes proved the presence and functioning of these cis-regulatory elements. In summary the role of OsPPO in wounding, ABA application, drought and salt stresses, and the subsequent OsPPO promoter induction indicates that these stresses induce PPO expression in plants as a defense mechanism.
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Chapter 3: Sources of the Qur’ānic Thoughts of Dr. Isrār Aḥmad

Influences of ‘Allāma Muḥammad Iqbāl on Thoughts of Dr. Isrār Aḥmad

            Dr. Isrār Aḥmad(d:1431A. H/2010A. D) admits this fact that his personality is deeply influenced by Dr. ‘Allāma Muḥammad Iqbāl(d:1357A. H/1938A. D). In his book titled Da‘vat Rujū‘ ilā al-Qur’ān kā Manẓar-o-Pasmanẓar, he writes:

            “The foremost and the deepest imprint on my mind is that of late ‘Allāma Iqbāl’s Urdu Poetry as I spent my high school life (1941-1947A. D) in reading and humming of bāng-e-darā, bāl-e-Jibra’īl, zarb-e-Kalīm and verses of armughān-e-Ḥijāz. This aroused in me a national passion so I, in that era, found the only like-minded group of the Muslim League, associated myself as per my little ability with the Muslim Students Federation- a body of the Muslim League movement. [1]

            At another point in the same book, he further writes:

            “No denying the fact that like howal awwalo wal ākhiro, my thoughts and vision have the initial and final impact of late ‘Allāma Iqbāl; the former mostly being ‘passionate’ with the outcome of ‘Passion for the Community’ whereas the latter is purely ‘Conceptual’; thus, my concept has the objectivity of “Studying the Qur’ān in the background of Modern Concepts” or “Analysis and Review of the Modern Thoughts in the Light of the Qur’ān”. [2]

            The above lines explain that the vision of Dr. Isrār Aḥmad(d:1431A. H/2010A. D) had the initial impact on ‘Allāma Iqbāl’s personality. The thoughts propounded by Dr. Isrār Aḥmad all his life have the footprints leading to the poetry of Iqbāl.

Political System in Islām

Politically, ‘Allāma Iqbāl was strictly against a democratic government as he says:

 tou nay kiā dekhā nahi maghrib kā Jamhōri...

نظرة الكونفوشيوسية إلى الكون والإنسان

Confucius was born on September 28, 551BC. He was a teacher, writer, politician, philosopher and ideologue of the ancient China. The philosophy of Confucius emphasizes personal and governmental morality, correctness of social relationships, justice and sincerity. He championed strong family loyalty and ancestor worship. He also recommended family as a basis for an ideal government. His thoughts received official sanction and were further developed into a system known as Confucianism. Confucius' principles found the basis of the common Chinese traditions, beliefs and culture. Confucianism is often followed in a religious manner by the Chinese, but the arguments continue over whether it is a religion or not. The opponents argue that its values are secular, therefore, it is not a religion, while its supporters argue that despite the secular nature of Confucianism, it is based on a worldview that is religious, and, thus, can rightly be called a religion. Confucianism discusses elements of the afterlife and views concerning Heaven, but it is relatively unconcerned with some transcendental matters, often considered essential to a religious thought. This article provides an outlook of the Confucianism regarding the universe and the humanity and its comparison with the Islamic viewpoint of the same.

Studying Mathematical Discussion Through the Work of Other Teachers

This study concerns the use of mathematical talk in the teaching of mathematics. It looks at two teachers' pedagogical issues and how one of them translates ideas of classroom discussion into practice in mathematics lessons. Literature on group work which I had learned in the course of my M. Ed programme claimed that mathematical discussion enhances pupils' understanding of mathematics. So I planned to study these claims through the work of other teachers, Ms Husan and Mr. Rahim. The research study also considers aspects of mentoring experienced teachers and the resulting implications, and explores tensions and concerns which are a consequence of mentoring relationships. The research uses, extensively, classroom observation methods to investigate what happens as a teacher attempts to put into practice those ideas which were earlier negotiated in mentoring sessions. Data were collected by means of classroom observations (written notes about my perceptions of lessons), interviews with teachers and from teachers' diaries - written comments about lessons. Another source of data was my own personal reflections about what I saw and heard teachers doing and saying about their work. These personal accounts of what occurred, which I recorded in my reflective journal, constituted my perceptions of events. Mr. Rahim showed no interest in discussion-based methods of teaching. Although it might have been educationally sound for him to introduce changes in his pedagogy, he did not see classroom innovations as one of his immediate needs. Possibly he did not understand the objective of using group work as an instructional strategy. He was concerned about the impact of this strategy on his students. His biggest concern was time and completion of the syllabus. He lacked personal philosophy in the process of professional growth. He cited time constraints and school exams (end of year) as the major obstacles to implementing new ways of teaching. He, therefore, preferred to conserve his expository methods because they enabled him to cover a vast amount of the curriculum within short periods of time. Perhaps he took pupils' understanding of the subject matter for granted.