Many flowering plants have adopted self-incompatibility mechanisms to prevent inbreeding and promote out-crosses. In the Solanaceae, Rosaceae and Scrophulariaceae, two separate genes at the highly polymorphic S-locus control self-incompatibility interactions: the S-RNase gene encodes the pistil determinant and the previously unidentified S-gene encodes the pollen determinant. S-RNases interact with pollen S-allele products to inhibit the growth of self-pollen tubes in the style. Pollen-expressed F-box genes showing allelic sequence polymorphism have recently been identified near to the S-RNase gene in members of the Rosaceae and Scrophulariaceae; but until now have not been directly shown to encode the pollen determinant. Here we report the identification and characterization of PiSLF, an S-locus F-box gene of Petunia inflata (Solanaceae). We show that transformation of S1S1, S1S2 and S2S3 plants with the S2-allele of PiSLF causes breakdown of their pollen function in self-incompatibility. This breakdown of pollen function is consistent with 'competitive interaction', in which pollen carrying two different pollen S-alleles fails to function in self-incompatibility. We conclude that PiSLF encodes the pollen self-incompatibility determinant.

Incorporation of aims for learning 21st century competencies in subject-specific curricula and education has been an important issue worldwide. This study explored the integration of aims for learning such competencies into the National Primary Science Curricula in China and Finland. Both Curricula showed an emphasis on aims related to science education, such as inquiry and information literacy. Yet the density of appearance of competencies for the 21st century in the Chinese Curriculum is lower than in the Finnish Curriculum. Additionally, the Chinese Curriculum illustrates the shortage of aims in the Living in the World category. The significant differences between the Curricula have to do with the educational theories underpinning each national curriculum. The Chinese Curriculum has a tendency to align with the AngloAmerican curriculum tradition, whereas the Finnish Curriculum is more closely aligned with the German Bildung-Didaktik tradition. A national curriculum in different subject areas could be designed whose central purpose would be cultivating holistic individuals and targeting goals for disciplinary knowledge and skills. Merits of the different educational traditions need to be examined and considered in the curriculum design process.

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