Increased tolerance to multiple abiotic stresses in plants is a key target for food security. OsSAP8 is a member of the stress-associated protein (SAP) gene family in rice and is characterized by the presence of two zinc finger domains, A20 and AN1. In this research, we aim to understand the regulatory mechanism of OsSAP8 in response to multiple stresses for rice survival. We used the Arabidopsis transformation system to understand the gene's function. Two Arabidopsis lines were used; OsSAP8 overexpression line and Arabidopsis atsap2 knockout loss-of-function mutation in comparison to wild type Columbia-0 (Col-0). The protein sequence of Arabidopsis atsap2 has been shown to be highly identical to the OsSAP8. An atsap2 knockout showed a sensitive phenotype to high concentration of NaCl and PEG with reduced germination percentage. OsSAP8 overexpression showed a tolerance phenotype to 150 mM NaCl and 20% PEG compared to atsap2. OsSAP8 also showed an insensitive germination phenotype to high concentration of ABA compared to Col-0 and atsap2. The insensitive phenotype of OsSAP8 on the high concentration of ABA (12 µM) and the sensitive phenotype of its orthologue atsap2 in Arabidopsis suggests that OsSAP8 may have a role in part through ABA signaling as a putative transcriptional regulator for ABA during stress response.
Being proficient in using English language is very crucial, especially in Malaysia context as the language has been considered as a second language status. However, primary school pupils still have problems in language proficiency especially in learning English. The implementation of Highly Immersive Programme in Malaysia education system is one of the steps taken by the Ministry of Education to solve the poor language proficiency problem among the primary school pupils by involving and immersing pupils in an English environment. The aim is to ensure that pupils will have high opportunity in using the language confidently and to improve their English proficiency. Teachers are responsible for planning, developing teaching aids for the activities, and conducting English programme to motivate pupils to learn English in an effective English environment. This paper provides a literature review on the implementation of Highly Immersive Programme towards language proficiency of primary school pupils from the aspect of issue in pupils' language proficiency, the implementation of Highly Immersive Programme in school and past studies that related to this paper.
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