We report here the isolation and nucleotide sequence of tomato cDNA and genomic clones encoding a ubiquitin extension protein homologous to the yeast gene ubi3. Sites similar to upstream activating sites commonly found in the promoters of yeast ribosomal genes were observed in the tomato promoter. The tomato ubi3 promoter also contained elements found in the rbcS promoter from pea. The transcription initiation site was determined to occur 66 bp upstream of the initiating Met. RFLP mapping revealed that the gene was located on chromosome 1, 23 cM from marker TG301. A ubi3 gene-specific probe hybridized to a single 800 nt transcript. Expression was reduced in heat-shocked plants and plants kept in the dark. Expression was highest in young leaves and immature green fruit and lowest in mature leaves and petals. We isolated the original cDNA clone using an antibody prepared against chloroplast polypeptides. Immunological studies did not detect ubiquitin or ubiquitin extension proteins in the chloroplast. However, higher-molecular-weight chloroplast proteins were detected with ubiquitin antisera suggesting that ubiquitin conjugates are transported into the chloroplast.

The rat lactate dehydrogenase (LDH) A subunit gene promoter contains a putative AP-1 binding site at -295/-289 bp, two consensus Sp1 binding sites at -141/-136 bp and -103/-98 bp, and a single copy of a consensus cyclic AMP-responsive element (CRE) at -48 to -41 bp upstream of the transcription initiation site. Additionally, an as yet unidentified silencer element is located within the -1173/-830 bp 5'-flanking region. Transient transfection analyses of a -1173/+25 bp LDH A-chLoramphenicol acetyltransferase fusion gene has indicated a complete inability of the promoter fragment to direct basal or forskolin-induced transcription. Deletion of the -1173/-830 bp sequence restored basal and cyclic AMP (cAMP)-inducible activity. Point mutations in the Sp1 binding sites of a -830/+25 bp promoter fragment reduced basal but not the relative degree of cAMP-inducible activity. cAMP-regulated transcriptional activity was dependent upon an 8 bp CRE, -TGACGTCA-, located at the -48/-41 bp upstream region. Mutations in the CRE abolished cAMP-mediated induction and reduced basal activity by about 65%. The CRE binds a 47 kDa protein which has previously been identified as CRE binding protein (CREB)-327, an isoform of the activating transcription factor/CREB transcription factor gene family. Co-transfection of a vector that expresses the catalytic subunit of cAMP-dependent protein kinase stimulates LDH A subunit promoter activity suggesting that cAMP induces LDH A subunit gene expression through phosphorylative modification of CREB-327. This study emphasizes a fundamental role of several modules including Sp1 and CREB binding sites in regulating basal and cAMP-mediated transcriptional activity of the LDH A gene.

Mammalian cells express several distinct isoforms of transcription factor CREB (cAMP-responsive element binding protein). At least two forms, alpha- and delta CREB, arise through alternative splicing of the CREB gene transcript. In this communication we demonstrate that the mRNAs of several CREB isoforms are expressed in rat C6 glioma cells and that the intracellular levels of these mRNAs are markedly induced by the synthetic glucocorticoid dexamethasone. Nuclear run-off assays show that the induction occurs, at least in part, through a transcriptional mechanism. The enhanced cellular levels of CREB mRNAs are accompanied by increased CREB protein and CRE-binding activity of nuclear extracts as evaluated by immunoblot and Southwestern blot assays.

Laboratory classes have consistently played a crucial role in science education for many years. Common to all labs is the need to understand essential lab techniques. Students often lack this foundational understanding, and this can lead to poor performance or confidence (Gallagher et al. 2008).Virtual labs have been found to be effective in promoting active learning and increasing performance (Lewis 2014). In this project, a virtual lab for preparing a phosphate-buffered saline solution (PBS) was created to educate undergraduate biology students on essential laboratory techniques. The virtual lab included animations and interactive elements to visually communicate each step.Content experts provided input on the accuracy of the scientific content throughout development. Focus group testing with biology teaching assistants (TAs) at the University of Illinois at Chicago was conducted to assess the potential effectiveness of the virtual lab.