Salt stress is a maior environmental factor limiting plant growth and productivity. A better understanding of the mechanisms mediating salt resistance will help researchers design ways to improve crop performance unde...Salt stress is a maior environmental factor limiting plant growth and productivity. A better understanding of the mechanisms mediating salt resistance will help researchers design ways to improve crop performance under adverse environmental conditions. Salt stress can lead to ionic stress, osmotic stress and secondary stresses, particularly oxidative stress, in plants. Therefore, to adapt to salt stress, plants rely on signals and pathways that re-establish cellular ionic, osmotic, and reactive oxygen species （ROS） homeostasis. Over the past two decades, genetic and biochemical analyses have revealed several core stress signaling pathways that participate in salt resistance. The Salt Overly Sensitive signaling pathway plays a key role in maintaining ionic homeostasis, via extruding sodium ions into the apoplast. Mitogenactivated protein kinase cascades mediate ionic, osmotic, and ROS homeostasis. SnRK2 （sucrose nonfermenting l-related protein kinase 2） proteins are involved in maintaining osmotic homeostasis. In this review, we discuss recent progress in identifying the components and pathways involved in the plant＇s response to salt stress and their regulatory mechanisms. We also review progress in identifying sensors involved in salt-induced stress signaling in plants.展开更多
以病例为基础的学习(Case Based Learning,CBL)模式是基于以问题为基础的学习(Problem-Based Learning,PBL)发展而来的全新教学模式,教学形式多样,其核心是以"临床病例为先导,以问题为基础"的小组讨论式教学法,适应临床医学...以病例为基础的学习(Case Based Learning,CBL)模式是基于以问题为基础的学习(Problem-Based Learning,PBL)发展而来的全新教学模式,教学形式多样,其核心是以"临床病例为先导,以问题为基础"的小组讨论式教学法,适应临床医学教学的要求,正逐渐成为临床教学中的重要方法。本文结合自身实践经验,探讨CBL教学模式在神经外科临床教学中的优势、意义、难点及局限性,以期对后续临床教学提供经验借鉴。展开更多
目的探讨案例教学法(case based learning,CBL)、以问题为导向的教学法(problem based learning,PBL)联合模拟培训的教学模式在胸心外科临床规培学员教学中的应用效果。方法以2013年9月—2016年10月32名在蚌埠医学院第一附属医院胸心外...目的探讨案例教学法(case based learning,CBL)、以问题为导向的教学法(problem based learning,PBL)联合模拟培训的教学模式在胸心外科临床规培学员教学中的应用效果。方法以2013年9月—2016年10月32名在蚌埠医学院第一附属医院胸心外科进行住院医师规范化培训的医师为研究对象,均为男性,年龄23~33岁;本科20人,硕士12人。将传统教学模式(lecture based learning,LBL)设为对照组,CBL、PBL联合模拟培训的教学模式设为研究组。将32名规培学员采用随机数字表法分为研究组和对照组各16名,研究组平均年龄为(27.94±2.93)岁;对照组平均年龄为(28.00±3.67)岁。对比分析2组学员在胸心外科规范化培训结束时出科的理论笔试、技能操作、临床病例分析成绩以及学员对教学的满意度。结果 2组学员在年龄、学历、入科前的理论考试成绩等方面差异均无统计学意义(P>0.05)。研究组学员的理论笔试、技能操作、病例分析成绩分别为(88.69±2.41)分、(89.50±2.37)分、(85.06±2.38)分;对照组分别为(77.25±2.65)分、(79.31±2.21)分和(77.19±1.52)分。研究组学员对教学效果的总体教学满意度为93.75%;对照组为56.25%。研究组学员在理论笔试、技能操作、临床病例分析成绩以及对教学的满意度明显优于对照组(P<0.05)。结论在胸心外科的住院医师规范化培训教学中应用CBL、PBL联合模拟培训的教学模式,可以显著提高学员的理论成绩及动手能力,值得广泛推广。展开更多
Calcium plays a vital role as a second messenger in many signaling pathways in plants. The calcineurin B-like proteins （CBLs） represent a family of plant calcium-binding proteins that function in calcium signaling b...Calcium plays a vital role as a second messenger in many signaling pathways in plants. The calcineurin B-like proteins （CBLs） represent a family of plant calcium-binding proteins that function in calcium signaling by interacting with their interacting protein kinases （CIPKs）. In our previous study, we have reported a role for one of the CBLs （CBL9） and one of the CIPKs （CIPK3） in ABA signaling. Here, we have shown that CBL9 and CIPK3 physically and functionally interact with each other in regulating the ABA responses. The CBL9 and CIPK3 proteins interacted with each other in the yeast two- hybrid system and when expressed in plant cells. The double mutant cbl9cipk3 showed the similar hypersensitive response to ABA as observed in single mutants （cbl9 or cipk3）. The constitutively active form of CIPK3 genetically complemented the cbl9 mutant, indicating that CIPK3 function downstream of CBL9. Based on these findings, we conclude that CBL9 and CIPK3 act together in the same pathway for regulating ABA responses.展开更多
基金supported by the National Genetically Modified Organisms Breeding Major Projects(2016ZX08009002)National Natural Science Foundation of China(31430012,31670260,U1706201)National Basic Research Program of China(2015CB910202)
文摘Salt stress is a maior environmental factor limiting plant growth and productivity. A better understanding of the mechanisms mediating salt resistance will help researchers design ways to improve crop performance under adverse environmental conditions. Salt stress can lead to ionic stress, osmotic stress and secondary stresses, particularly oxidative stress, in plants. Therefore, to adapt to salt stress, plants rely on signals and pathways that re-establish cellular ionic, osmotic, and reactive oxygen species （ROS） homeostasis. Over the past two decades, genetic and biochemical analyses have revealed several core stress signaling pathways that participate in salt resistance. The Salt Overly Sensitive signaling pathway plays a key role in maintaining ionic homeostasis, via extruding sodium ions into the apoplast. Mitogenactivated protein kinase cascades mediate ionic, osmotic, and ROS homeostasis. SnRK2 （sucrose nonfermenting l-related protein kinase 2） proteins are involved in maintaining osmotic homeostasis. In this review, we discuss recent progress in identifying the components and pathways involved in the plant＇s response to salt stress and their regulatory mechanisms. We also review progress in identifying sensors involved in salt-induced stress signaling in plants.
文摘以病例为基础的学习(Case Based Learning,CBL)模式是基于以问题为基础的学习(Problem-Based Learning,PBL)发展而来的全新教学模式,教学形式多样,其核心是以"临床病例为先导,以问题为基础"的小组讨论式教学法,适应临床医学教学的要求,正逐渐成为临床教学中的重要方法。本文结合自身实践经验,探讨CBL教学模式在神经外科临床教学中的优势、意义、难点及局限性,以期对后续临床教学提供经验借鉴。
文摘目的探讨案例教学法(case based learning,CBL)、以问题为导向的教学法(problem based learning,PBL)联合模拟培训的教学模式在胸心外科临床规培学员教学中的应用效果。方法以2013年9月—2016年10月32名在蚌埠医学院第一附属医院胸心外科进行住院医师规范化培训的医师为研究对象,均为男性,年龄23~33岁;本科20人,硕士12人。将传统教学模式(lecture based learning,LBL)设为对照组,CBL、PBL联合模拟培训的教学模式设为研究组。将32名规培学员采用随机数字表法分为研究组和对照组各16名,研究组平均年龄为(27.94±2.93)岁;对照组平均年龄为(28.00±3.67)岁。对比分析2组学员在胸心外科规范化培训结束时出科的理论笔试、技能操作、临床病例分析成绩以及学员对教学的满意度。结果 2组学员在年龄、学历、入科前的理论考试成绩等方面差异均无统计学意义(P>0.05)。研究组学员的理论笔试、技能操作、病例分析成绩分别为(88.69±2.41)分、(89.50±2.37)分、(85.06±2.38)分;对照组分别为(77.25±2.65)分、(79.31±2.21)分和(77.19±1.52)分。研究组学员对教学效果的总体教学满意度为93.75%;对照组为56.25%。研究组学员在理论笔试、技能操作、临床病例分析成绩以及对教学的满意度明显优于对照组(P<0.05)。结论在胸心外科的住院医师规范化培训教学中应用CBL、PBL联合模拟培训的教学模式,可以显著提高学员的理论成绩及动手能力,值得广泛推广。
文摘Calcium plays a vital role as a second messenger in many signaling pathways in plants. The calcineurin B-like proteins （CBLs） represent a family of plant calcium-binding proteins that function in calcium signaling by interacting with their interacting protein kinases （CIPKs）. In our previous study, we have reported a role for one of the CBLs （CBL9） and one of the CIPKs （CIPK3） in ABA signaling. Here, we have shown that CBL9 and CIPK3 physically and functionally interact with each other in regulating the ABA responses. The CBL9 and CIPK3 proteins interacted with each other in the yeast two- hybrid system and when expressed in plant cells. The double mutant cbl9cipk3 showed the similar hypersensitive response to ABA as observed in single mutants （cbl9 or cipk3）. The constitutively active form of CIPK3 genetically complemented the cbl9 mutant, indicating that CIPK3 function downstream of CBL9. Based on these findings, we conclude that CBL9 and CIPK3 act together in the same pathway for regulating ABA responses.
