UVB radiation is biologically active; in plants, it can induce a range of molecular, biochemical, morphological and developmental responses. Although much progress has been made in elucidating UVB perception and signalling pathways under controlled laboratory conditions, understanding of the adaptive, ecological role of UVB responses is still very limited. In this study, we looked at the functional role of UVR8 under outdoor light conditions, by studying growth, photosynthetic competence and accumulation of UV absorbing pigments in a mutant lacking functional UVR8 protein. It was found that the influence of UVB on morphology is restricted to summer and is independent of UVR8. In contrast, UVB had an effect on the content of UV-absorbing pigments and the maximal efficiency of photosystem II of photosynthesis in the uvr8-1 mutant throughout the year. It is concluded that the UVR8 photoreceptor plays a role throughout the year, in the temperate climate zone, even when UVB levels are relatively low.

Developmental age is an important determinant of plant stress responses. In this study the importance of “within-individual-heterogeneity” of developmental age for plant UV-B responses was quantified. Arabidopsis thaliana rosettes were raised under indoor conditions, and the responses of leaves at different developmental stages were compared following exposure to supplemental UV-B radiation. Exposure to a low dose of UV-B had positive effects on concentrations of UV-absorbing pigments, quercetins and kaempferols as well as total antioxidant activity measured. Unlike UV-B, developmental age had a substantial effect on photochemistry, and especially energy dissipation. Younger leaves display relatively strong regulated dissipation, while older leaves show more non-regulated, non-photochemical energy dissipation. Developmental age also impacted on concentrations of UV-absorbing compounds, and antioxidant activity. In fact, developmental variation matched, or even exceeded the UV-induced response for these two parameters. Thus, pooling of rosette leaves is not necessarily a good strategy to visualise plant UV-responses. Rather, to fully understand plant UV-responses in a developmental context it is important to advance reporter technologies for physiological studies, including spin-trap technology to visualise in planta ROS and ROS-defences, and fluorescence excitation screening technology and chromogenic assays for in planta visualisation of specific UV-absorbing pigments

No abstract

Background: Open research involves actions at all stages of the research cycle to make the research process and outputs more transparent and accessible. Though a number of initiatives exist for researchers at PhD, post-doctoral and more senior levels, there remains a critical need for educational resources for research students at earlier career stages and across disciplines. The aim of the Principles and Practices of Open Research: Teaching, Research, Impact, and Learning (PaPOR TRaIL) project is to develop an open educational resource (OER) on the principles and practice of open research for undergraduate and master’s students. Methods: In stage 1, interviews and surveys of students and supervisors are being conducted to explore students’ and supervisors’ knowledge, attitudes, and experiences of open research, in addition to needs and preferences for the content and delivery of the OER. Stage 2 involves development of the OER content and delivery, based on Stage 1 engagement and national and international guidance on best practice in conducting and teaching open research. In Stage 3, students and supervisors will evaluate the developed OER and provide feedback in terms of OER usability, learning experience and learning outcomes. This feedback will guide revisions and finalisation of the OER content, format and learning activities. Discussion: The PaPOR TRaIL project will develop an evidence-based OER that provides a foundation in all aspects of open research theory & practice. Teaching undergraduate and master’s students open research will promote development of core research values and equip them with transferable competencies and skills, including how to conduct and use research in a trustworthy and ethical manner within and beyond academia. Enhancing teaching and learning of open research will promote better teaching and research outcomes that will benefit individuals, universities, and science more broadly.

No abstract