Knowledge of the physiological and molecular mechanisms of drought responses is fundamental for developing genetically drought tolerant and high yielding crops. To understand molecular mechanism of drought tolerance of soybean (Glycine max L.), we compared leaf proteome patterns of in two genotypes GN‐3074 (drought tolerant) and GN‐2032 (drought‐sensitive) under drought stress during vegetative stage. Proteins were extracted from leaves of well‐watered and drought‐treated plants by using the trichloroacetic acid (TCA)–acetone precipitation method and analyzed by two‐dimensional polyacrylamide gel electrophoresis. Out 488 reproducibly detected and analyzed on two‐dimensional electrophoresis gels, 26 proteins showed significant changes in at least one genotype. The identification of 20 differentially expressed proteins using mass spectrometry revealed a coordinated expression of proteins involved in cellular metabolisms including photosynthesis, oxidative stress defense, respiration, metabolism process, signal transduction, phosphorus transduction, and methyl transduction which enable plant to cope with drought conditions. The most identified proteins involved in photosynthesis and oxidative stress defense system. The up‐regulation of several photosynthetic proteins and also high abundance of oxidative stress defense proteins in GN‐3074 genotypes as compare to GN‐2032 genotypes might reflect the fact that drought tolerance of GN‐3074 is due to effective photosynthetic machinery and more defense against oxidative stress. Our results suggest that soybean plant might response to drought stress by applying efficiently stay‐green mechanism through coordinated gene expression during vegetative stage.
The challenge for many teachers teaching in academic English programs is, on the one hand, to actualize the objectives of their course and on the other hand, prepare their students for the important international tests such as IELTS and TOEFLE. The current study seeks to reconcile this challenge by drawing on the relationship between the IELTS listening and listening in academic English programs. The requirements of the two domains were compared through a semi – structured interview with five participating academic English instructors from two state universities of Iran. It was found that whilst IELTS listening bears a little bit of resemblance to the one aspect of academic listening - the literal understanding, there are also some very significant differences. The findings suggests that the type of listening the IELTS requires is different from academic listening in terms of pragmatic understanding, the integration of skills, multiplicity of texts for listening, information literacy and the concept of construct irrelevant variance. The findings also indicate the overall usefulness of the IELTS preparation practices within academic English courses.
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