Effective qRT-PCR analysis of differential gene expression hinges on normalization, a pivotal step with far-reaching implications. The current study scrutinized transcriptome datasets to select and analyze candidate reference genes, ultimately pinpointing the most stable genes for the normalization of colchicine biosynthesis-related genes. The application of RefFinder led to the selection of UBC22, a stable reference gene, for normalizing gene expression levels of candidate methyltransferase (MT) genes in the leaf, root, and rhizome tissues.
Considering UBC22 as a control, the methyltransferases GsOMT1, GsOMT3, and GsOMT4 showed a substantial increase in their expression levels in the rhizome.
In the root system, MT31794 was observed with significantly greater expression levels, diverging from its expression in other plant parts. To summarize, the outcomes demonstrated a practical reference gene expression analysis system, that can help elucidate the process of colchicine biosynthesis and lead to its improved production for therapeutic applications.
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The online version's supplementary material is reachable via the following URL: 101007/s11816-023-00840-x.
The online edition includes supplementary materials which are located at 101007/s11816-023-00840-x.
In the modern era, the increasing resistance of microorganisms to antimicrobial compounds, in contrast to the past, creates new demands to discover novel antimicrobial agents from diverse origins, including medicinal plants, a spectrum of microorganisms (bacteria, fungi, algae, actinomycetes), and endophytes. Endophytes, situated internally within plants, cause no harm to the host plant while concurrently offering considerable benefits. Additionally, their capacity to generate antimicrobial compounds comparable to their hosts positions them as beneficial microorganisms for a multitude of therapeutic applications. A worldwide surge in investigations into the antimicrobial properties of endophytic fungi has occurred in recent years. In the treatment of human infections of bacterial, fungal, and viral origin, these antimicrobials have found utility. This review concentrates on fungal endophytes and their capacity to produce diverse antimicrobial compounds and the varied advantages this offers their host. Furthermore, the classification of endophytic fungi, the necessity of antimicrobial production involving genetic manipulation, and the promising novel antimicrobial compounds derived from endophytes can all contribute to the pharmaceutical industry's diverse range of formulations. The potential of nanoparticles as antimicrobial agents has also been underscored.
With the advent of new technology, traditional teaching and learning patterns are being transformed by virtual worlds (VW), opening up new avenues in education. Prior academic studies have investigated the use of VW in educational settings. The transition processes educators went through in utilizing VW-based online tools during the COVID-19 pandemic have been the subject of limited investigation. In a qualitative, exploratory study, the teaching experiences of 18 Chilean lecturers were investigated using the three-dimensional computer-mediated virtual world, Second Life. The transition from conventional to online instruction, according to findings, is intricate, influencing lecturers' diverse understandings of identity and agency within differing teaching approaches, ultimately resulting in a sense of in-betweenness regarding numerous digital proficiencies. These adjustments revealed an intermediary approach to teaching, supported by diverse instructional mediums. A novel theoretical lens for examining instructors' pedagogical experiences, specifically the shift from traditional to technology-mediated online environments, might be found in the participants' experiences of shaping a sense of in-betweenness in their learning.
Educational technology research is increasingly turning to mixed methods, which combines qualitative and quantitative data analysis to explore and resolve intricate educational challenges more thoroughly. A rising chorus of researchers, simultaneously, voices concern about the quality and depth of research in this sector. Explicitly integrated mixed methods studies, demonstrating the use of strategies like visual joint displays in educational technology research, are demonstrably rare, and those employing these approaches from the literature are even less frequent. Omitting to tackle the challenge of thorough integration could hinder the attainment of richer insights, thus diminishing opportunities for deeper comprehension. The objective of this paper is to dissect the methodological problem by examining the protocols, prospects, and practical challenges embedded in integrating mixed methods, with a particular focus on the use of visual joint displays to interpret and report data. gibberellin biosynthesis Employing an exploratory sequential mixed methods multiple case study as a model, we will (1) meticulously guide the development of a visual joint display enabling integrated analysis in complex mixed methods research; (2) demonstrate the application of such a display to integrate previously generated meta-inferences from a network of interconnected displays; and (3) exemplify the benefits of this integrated approach within the literature review, theoretical framework, data analysis, interpretation, and reporting phases of mixed methods research. This article, employing a methodological lens, strives to advance educational technology research by tackling the integration issue in mixed-methods studies and guiding researchers toward complete integration across multiple levels.
A mounting volume of research has supported the practical implementation of innovative and immersive video techniques for education and learning at all stages of life. Immersive visualisations, accessed through 360-degree video and other eXtended Reality (XR) platforms, offer novel perspectives on real and constructed spaces. Most existing research, disappointingly, has centered on immersive video, without the concomitant immersion of audio. The disparity between the monophonic audio and the near-realistic video can leave viewers feeling detached from the portrayed environment. The current study sought to address the existing research gap by investigating the application of ambisonic audio and its bearing on pre-service teachers' recognition and the diversity of visual focus while watching 360-degree video content. Students in undergraduate teacher education programs participated in a self-paced online activity, involving 360-degree video viewing and a subsequent questionnaire, contributing data for analysis. A convergent mixed-methods approach was used to compare the professional audio awareness and observed listening behaviors of participants while subjected to ambisonic and monophonic audio. The results of the study revealed that the incorporation of ambisonic audio in 360-degree video experiences fostered a higher level of user focus. Users who held professional expertise, consequently, demonstrated a decline in the consistency of their attentiveness when experiencing monophonic audio overlaid with immersive video. The paper's final section proposes future research avenues exploring the utilization of audio in virtual and augmented reality applications.
Through an examination of factors influencing student participation and their perceived experiences, this paper aims to contribute empirical data to the nascent field of metaverse learning and teaching across diverse metaverse platforms. medical overuse Data collection involved 57 Korean undergraduate students completing a self-administered questionnaire and a brief reflective essay on their experiences using three metaverse platforms: ifland, Gather Town, and Frame VR. Within the data analysis procedure, exploratory factor analysis was implemented first in order to determine the underlying factors that account for student participation in metaverse platforms. The primary contributing factors, identified, were social and interactive learning, as well as individualized and behavioral learning. Despite the three platforms' statistically identical social presence, students felt varying levels of emotional connection and engagement with each platform. The sentiment analysis of user responses indicated 6000% positive feedback for Ifland users, followed closely by Frame VR users with 5366%, and Gather Town users with 5122%. Subsequently, the further investigation into keywords clarifies why students' perceptions of each platform's experiences varied so significantly. The success of metaverse-based education relies heavily on student views; measuring student perceptions of learning effectiveness on these platforms is thus essential for providing insightful recommendations to technology-oriented educators.
Project-based learning (PBL) effectively serves as an instructional method, facilitating students' comprehension of interdisciplinary topics, skill in problem-solving, various ways of thinking, and proficiency in collaboration through their engagement in real-world project scenarios. In contrast, prior research indicated that educators within the K-12 to university educational spectrum encountered obstacles in applying this pedagogy for various complex reasons. The adoption of PBL e-learning platforms, increasing in popularity over the past decade, seems to present a potential solution for the numerous challenges involved in the implementation of project-based learning. Surprisingly little is understood about the design of these platforms and how they support the process and administration of project-based learning. see more This study, utilizing a multiple-case survey, examined 16 PBL platforms in English and Chinese, analyzing their services, features, functions, and problem-solving techniques for implementation challenges. We also pinpointed four significant trends in project-based learning (PBL) development, exploring the pedagogical framework, along with the requisite skills and competencies for teachers and students to execute PBL projects using e-learning platforms. Suggestions for enhancing the platform design for educational technology professionals and related stakeholders are also presented.