Parmi les différents mécanismes de défense des plantes, on compte notamment la Effector-Triggered immunity (ETI) qui repose sur l’activation de protéines de résistance, les NB-LRR (Nucleotide-Binding Leucine-Rich-repeat). Plusieurs études tentant de caractériser cette réponse immunitaire en ont conclu suite à des analyses transcriptomiques, qu’elle était qualitativement similaire à la première étape de défense. Cette première étape repose sur la reconnaissance de motifs moléculaires associés aux agents pathogènes (Pattern-triggered immunity). Très récemment, suite à l’analyse du traductome d’A. thaliana après induction de la ETI, de nombreux gènes avec une efficacité de traduction découplée de leur transcription ont été identifiés. Ainsi, de nouveaux acteurs de la réponse de défense enclenchée par l’activation d’une protéine NB-LRR ont été identifiés, certains d’entre eux étant inhibés au niveau de la traduction et d’autres induits au niveau post-transcriptionnel. Parmi ces candidats, certains sont connue pour être impliquée dans la résistance aux stress abiotiques et biotiques, tel que Redox Responsive Transcription Factor 1 (RRTF1), Phosphorylcholine Cytidylyltransferase 2 (CCT2) ou encore Pentatricopeptide repeat protein for Germination on NaCl (PGN). D’autres ont fait l’objet de nombreuses études comme c’est le cas de Target Of Rapamycin (TOR), BIG, ou CBL-interacting protein kinase 5 (CIPK5) mais n’ont jusqu’à maintenant jamais été mis en lien avec la résistance des végétaux. Enfin, un petit nombre d’entre eux, dont AT1G07280 renommé ici TPR (Tetratricopeptide repeat-like), n’ont encore jamais été caractérisés. Afin de mieux comprendre le rôle de ces protéines dans la réponse de défense des plantes, la susceptibilité de lignées transgéniques knock out pour les gènes candidats, suite à l’infection par différents agents pathogènes, a été testée. Trois pathosystèmes ont été utilisés, comprenant la plante modèle Arabidopsis thaliana, et les agents pathogènes Pto DC3000 (avirulent ou virulent), H. a. et PlAMV dans chacun des systèmes. Ainsi, en accord avec les données du traductome de défense de la plante modèle, des régulateurs négatifs (TOR, CIPK5 et CIPK25) et positifs (BIG, CCT2, RRTF1) du système de défense basal et de type NB-LRR d’A. thaliana ont été identifiés. De plus, deux des candidats régulés au niveau de la traduction durant la ETI, ne semblent avoir un impact significatif que sur la PTI : LEA et TPR. Par la suite, à travers le clonage de la région transcrite, mais non traduite (UTR) de certains gènes candidats, nous avons tenté de caractériser le ou les mécanismes responsables de la régulation de leur traduction. Enfin, dans le but de déterminer si ce phénomène de régulation traductionnelle est conservé chez différentes espèces végétales, nous avons étudié l’expression de BIG, TOR et CIPK5 après activation d’une protéine NB-LRR chez N. benthamiana. Même si les deux derniers volets de ce projet n’ont pas abouti à des résultats concluants, les nombreuses analyses menées ici ont permis de confirmer l’implication de plusieurs gènes candidats dans la résistance des plantes. De plus, cette étude a aussi permis d’identifier la reprogrammation de la traduction comme étant une étape clé à l’établissement d’une réponse de défense végétale efficace.

Submitted by Jailda Nascimento (jmnascimento@pucsp.br) on 2016-08-30T19:21:24Z No. of bitstreams: 1 Rafael Conde Barbosa.pdf: 5445505 bytes, checksum: 847fa8df2f4a05d8bdbf0f273c000138 (MD5) / Made available in DSpace on 2016-08-30T19:21:25Z (GMT). No. of bitstreams: 1 Rafael Conde Barbosa.pdf: 5445505 bytes, checksum: 847fa8df2f4a05d8bdbf0f273c000138 (MD5) Previous issue date: 2016-04-01 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / In this research I wondered: what all school subjects (students, teachers, principals and other employees) think about the Full-time Education Program (PEI) they belong to; what personal learning and relationships are established at school and what new meanings are developed by these subjects in school space and time. I started conjecturing that relations potentiated by PEI could become or were becoming Knowledge that put teachers, students and principals as protagonists of their action and their life projects. The defended thesis was that if school material and immaterial conditions are followed by an effective construction of a pedagogical proposal by all subjects involved, the Full-time school can be converted into a space in which everyone can learn, not only the curriculum content, but also to relate and to reframe the school environment. I have done a qualitative research with Observations and Interviews in two public schools, one Elementary school (last years) and a High school. Were interviewed students, teachers, area and general coordinators, principals, vice-principals and one coordinator of São Paulo state Secretariat of Education. The subjects´ speeches were grouped according to similarities presented, highlighting those singular and self aspects manifested in their speech and behavior observed by me, resulting in the following categories: a) material and immaterial conditions for program implementation and b) learn and relearn how to interact at different levels and work in the school enviroment. I used as a theoretical reference the Teixeira (1959, 1962), Libâneo, Oliveira and Toschi (2012), Paro (1988a, 1988b, 2010, 2011), Cavaliere (2007), Imbernón (2010) and Dayrell (1996, 2012) studies, among other authors, who research/researched relations between regular schools and full-time schools. The Thesis initial hypothesis was confirmed after my analyzes: relations developed in the participating schools convert these spaces in exchange and relationships sites beyond curricular knowledge, and promote learning that make these subjects promoters of their actions and learning-processes and builders of their life projects. Teachers and the management team are committed and enthusiastic about the work done. PEI offers pedagogical support in continuing education times with the general and area Professors coordinators. This commitment is reinforced and taken by these professionals when they recognize the students´ behavior transformation who become more aware of their role as students and proactive regarding their training, welcoming and integrating new colleagues to the program / Dans cette recherche, j´ai voulu savoir ce que pensent les sujets qui transitent dans l´école (élèves, enseignants, coordinateurs, gestionnaires et autres) sur le Programme Enseignement Intégral – PEI, duquel ils participent; quels apprentissages personnels et relations ils établisent dans l’école et quelles nouvelles significations sont développés par ces sujets à propos des espaces et des temps scolaires. Je suis parti de l’hypothèse que les relations devenues potentielles par le PEI pourraient être converties (ou étaient en train d´être converties) en apprentissages qui mettent les enseignants, les élèves et les directeurs comme protagonistes de leur action et de leurs projets de vie. La thèse soutenue a été la suivante : si les conditions matérielles et immatérielles offertes par l’école seraient suivies par une construction effective d’une proposition pédagogique par tous les sujets, l’école d’Enseignement Intégral pourra se convertir dans un espace dans lequel tous les personnes pourront apprendre, non seulement des contenus curriculaires, mais aussi apprendre à établir des relations et à créer des nouvelles significations sur l’espace scolaire. J'ai fait une recherche qualitative, avec des observations et des interviews, dans deux écoles publiques: un collège et un lycée. Des interviews ont participé les élèves, les enseignants, les coordinateurs géneraux et de domaine, les directeurs adjoints, les directeurs et une coordinatrice du Bureau d’Education de l´État de São Paulo. Les paroles des sujets ont été agroupées selon les similarités présentées, mettant en valeur celui de singulier et propre que les sujets ont manifesté dans leurs phrases et dans leurs comportements observés par moi même, donnant origine aux catégories suivantes : a) conditions matérielles et immatérielles pour l’implémentation du programme et b) Apprendre et réapprendre à interagir dans différents niveaux de hiérarchie et à travailler dans l’espace scolaire. Comme référence théorique j’ai utilisé les travaux de Teixeira (1959, 1962), Libâneo, Oliveira et Toschi (2012), Paro (1988a, 1988b, 2010, 2011), Cavaliere (2007), Imbernón (2010) et Dayrell (1996, 2012), entre d´autres auteurs, qui recherchent/ont recherché des relations au sein des écoles avec l´enseignement régulier et des écoles avec des programmes ou projets d’éducation intégral. Les analyses ont permis de confirmer l’hypothèse initiale de cette thèse: des relations développées dans les écoles participantes de cette recherche convertent ses espaces en lieu d’échanges et des relations que, au-delàs des connaissances curriculaires, promeuvent des apprentissages que font que ces sujets deviennent protagonistes de leurs actions et de leurs apprentissages et aussi constructeurs de leurs projets de vies. Les enseignants et l´équipe de gestion sont engagés et enthousiastes avec le travail développé. Le PEI offre soutien pédagogique dans les moments de formation continue avec le professeur coordinateur général et avec le professeur coordinateur de domaine. Cet engagement est renforcé et assumé par ces professionnels quand ils reconnaissent la transformation dans le comportement des élèves, que deviennent plus conscients de leurs rôles en tant qu'étudiants et proactive en ce qui concerne leur formation et les soins avec les personnes que arrivent à l'école, en accueillant et intégrant les nouveaux collègues au programme / Nesta pesquisa, desejei saber: o que pensam os sujeitos que transitam na escola (discentes, docentes, coordenadores, gestores e outros funcionários) sobre o Programa Ensino Integral (PEI), do qual participam; que aprendizagens pessoais e relacionamentos estabelecem na escola; e quais ressignificações são desenvolvidas por esses sujeitos, quanto aos espaços e os tempos escolares. Parti da hipótese de que as relações potencializadas pelo PEI poderiam converter-se, ou estariam convertendo-se, em aprendizagens que colocam docentes, discentes e gestores como protagonistas de sua ação e de seus projetos de vida. A tese defendida foi a de que, se as condições materiais e imateriais oferecidas pela escola forem seguidas de uma construção efetiva de uma proposta pedagógica, por todos os sujeitos, a escola de Ensino Integral poderá converter-se em um espaço no qual todos poderão aprender, não só conteúdos curriculares, mas também a relacionar-se e a ressignificar o espaço escolar. Procedi a uma pesquisa qualitativa, com observações e entrevistas, em duas escolas públicas, uma de Ensino Fundamental – Anos Finais e outra de Ensino Médio. Participaram das entrevistas discentes, docentes, coordenadores gerais e de área, vice-diretores, diretores e uma coordenadora da Secretaria de Educação do Estado de São Paulo. As falas dos sujeitos foram agrupadas de acordo com as similaridades que apresentaram, destacando-se aquilo de singular e próprio que esses sujeitos manifestaram em suas falas e em seu comportamento observado por mim, dando origem às seguintes categorias: a) Condições materiais e imateriais para a implementação do programa e b) Aprender e reaprender a interagir em diferentes níveis e a trabalhar no espaço escolar. Utilizei como referencial teórico os trabalhos de Teixeira (1959, 1962), Libâneo, Oliveira e Toschi (2012), Paro (1988a, 1988b, 2010, 2011), Cavaliere (2007), Imbernón (2010) e Dayrell (1996, 2012) – que pesquisam/pesquisaram as relações dentro de escolas com ensino regular e de escolas com programas ou projetos de educação integral –, dentre outros autores. As análises permitiram-me confirmar a hipótese inicial desta tese: que as relações desenvolvidas nas escolas participantes desta pesquisa convertem esses espaços em locais de trocas e de relações que, para além de conhecimentos curriculares, promovem aprendizagens que tornam esses sujeitos protagonistas de suas ações e de suas aprendizagens e construtores de seus projetos de vida. Os docentes e a equipe gestora são comprometidos e entusiasmados com o trabalho desenvolvido. O PEI oferece suporte pedagógico nos momentos de formação continuada com o professor coordenador geral e com o professor coordenador de área. Esse comprometimento é reforçado e assumido por esses profissionais quando reconhecem a transformação no comportamento dos discentes, que se tornam mais cônscios de seu papel como alunos e proativos em relação à sua formação e ao cuidado com aqueles que chegam à escola, acolhendo e integrando os novos colegas ao programa

The object of this thesis is to analyze the evolution of railway interoperability and safety in Europe in the period 1991-2011. This pretends to assess what has been the legislative process at EU level in the last 20 years. This analysis looks for to determine whether it has been established the strong enough bases to achieve fully interoperable Trans-European Railway Network in a reasonable time, with uniform security features. The second aspect is to determine those points that should be corrected and improved, or simply addressed, to accelerate the integration process. A common feature of the rail networks in the European countries is their strong national focus in regard to Railway traffic rules and technical standards. This leads to specific products often developed and implemented by the national industry. This has raised a strong dependence of the rail networks on the local suppliers. Furthermore in most cases this carry out an incompatibility of these networks with the networks of neighbouring countries. To illustrate this situation it is only necessary to remember the different gauges in national networks (1,668 mm in the Iberian Peninsula, 1,520 in Russia, Finland, Baltic republics, 1,435 mm in the other European countries) to which must be added the numerous narrow gauges regional and urban networks. Another good example is the different supply voltages: 1,500 V dc, 3,000 V dc, 25 kV 50 Hz, 15 kV 16 2/3 Hz, which should add the 625 V dc, 750 V dc, 1,200 V cc, used in trams and regional rail systems. In the field of railway signalling, more than six different and incompatible systems exit. As we show in this document there are hundreds of other parameters that are different from one network to another: the height of the overhead line, the height of the platforms, the gauges an so on and so forth. The lack of interoperability, affects decisively to the creation of a European single market in rail transport for both: goods and passengers, which prevents private (or public) rail undertakings to give trans-national services and create a single market. The thesis focuses on the study of the directives relate to the interoperability and railway safety, and the technical specifications for interoperability (TSI). It leaves for future analysis the detailed studies European standards being developed for the technical harmonization of each subsystem parts. According to the author when the concept of interoperability was lunched in 1996, probably it was thought that the technical harmonization would be much easier. However, when it was analyzed in depth it was found a large number of discrepancies between the technical characteristics of each network raised. These parameters such as width and height of the pantographs, the stresses of the overhead contact wires, the length of the neutral zones, the height of platforms, the different kinematic and dynamic gauges and a long list of different parameters, made it impossible, in practice, the movement of trains across borders in a generalized manner in a short term. Finally it was recognized the fact that, for achieving real harmonized lines, it would be necessary to invest a huge amount of money not justify by the cost-benefit analyzes. The Thesis concludes that is necessary to put in force more strong Technical Specifications of Interoperability that leave less degree of freedom to the Member states: determining a single objective parameter value, trying to reduce the permanent specific cases and solving and reducing the list of open points. / El propósito de esta tesis es analizar el desarrollo de la interoperabilidad y seguridad ferroviaria en Europa en el periodo comprendido entre 1991-2011. La intención es evaluar cuál ha sido el proceso legislativo a nivel de la UE durante los últimos 20 años. Este análisis tratará de determinar si ha sido establecido desde una base suficientemente sólida para obtener una Red Ferroviaria Trans-Europea dentro de un periodo razonable, con uniformidad de instalaciones de seguridad. El segundo aspecto sería determinar aquellos puntos que deben ser corregidos o mejorados, o sencillamente re-examinados para acelerar el proceso de integración. Un aspecto común a las redes ferroviarias de los países europeos es su fuerte énfasis nacional en lo que respecta a normas de circulación ferroviaria y reglamentación técnica. Esta realidad conduce a la creación e implementación de productos específicos por parte de la industrial nacional. Esto ha llevado a una fuerte dependencia de las redes ferroviarias de suministradores locales. Asimismo, en la mayoría de los casos, esto lleva a la incompatibilidad de estas redes con las redes de países vecinos. Para ilustrar esta situación, solamente es necesario recordar los distintos anchos de vía en redes nacionales (1.668 mm en la península ibérica, 1.520 en Rusia, Finlandia y las repúblicas del Báltico, 1.435 mm en otros países europeos) al que habría que añadir las numerosas redes de vías de ancho estrecho regionales y urbanas. Otro buen ejemplo serían los distintos suministros de tensión: 1.500 V dc, 3.000 V dc, 25 kV 50 Hz, 15 kV 2/3 Hz, al que habría que añadir las de 625 V dc, 750 V dc, 1.200 V cc, utilizados en tranvías y redes de trenes regionales. En el ámbito de la señalización ferroviaria, existen más de seis sistemas distintos e incompatibles. Tal y como demostramos en este documento, hay cientos de parámetros distintos que difieren de una red a otra: la altura de la línea suspendida, la altura de andenes, los anchos, etc, etc. La falta de interoperabilidad afecta decisivamente a la creación de un mercado común europeo de transporte ferroviario para tanto mercancías como pasajeros, lo cual impide que empresas privadas (o públicas) ferroviarias puedan ofrecer servicios transnacionales y crear un solo mercado. Esta tesis se enfoca en el estudio de la reglamentación relacionada con la interoperabilidad y seguridad ferroviaria, y las especificaciones técnicas para la interoperabilidad (TSI). Deja para análisis futuros el estudio detallado de los estándares europeos bajo desarrollo para la armonización técnica de cada parte de subsistema. Según el autor, cuando el concepto de la interoperabilidad fue lanzada en 1996, probablemente se pensara que la armonización técnica sería mucho más sencilla. Sin embargo, al analizarlo en detalle se descubrió que aparecían un amplio número de discrepancias entras las características de cada red. Estos parámetros, como el ancho y alto de los pantógrafos, las tensiones de los hilos de contacto suspendidos, la longitud de zonas neutras, el alto de andenes, las diferentes propiedades cinemáticas y el ancho dinámico y una amplia lista de distintos parámetros hacían imposible en la práctica la circulación de trenes más allá de sus fronteras de forma generalizada a corto plazo. Por fin se reconoció el hecho de que para conseguir líneas verdaderamente armonizadas sería necesario invertir una enorme cantidad de dinero que no era justificable en los análisis de coste-beneficio. La tesis concluye que es necesario poner en vigencia especificaciones técnicas de interoperabilidad más fuertes que dejen menos libertad a los países miembros: determinar un solo valor de parámetro objetivo, y tratar de reducir los casos específicos permanentes y resolver y reducir el número de puntos abiertos.

This poster will summarize the RTI variability of various case studies and analysis. How to pursue consistency in assessment, identification of SLD, and communication with parents will also be addressed.

No description available.

No description available.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-08-31T18:10:32Z No. of bitstreams: 1 Rafael Conde Barbosa.pdf: 5376859 bytes, checksum: a79217b2983b4ea5493faeb1ca055b01 (MD5) / Made available in DSpace on 2016-08-31T18:10:32Z (GMT). No. of bitstreams: 1 Rafael Conde Barbosa.pdf: 5376859 bytes, checksum: a79217b2983b4ea5493faeb1ca055b01 (MD5) Previous issue date: 2016-04-01 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / In this research I wondered: what all school subjects (students, teachers, principals and other employees) think about the Full-time Education Program (PEI) they belong to; what personal learning and relationships are established at school and what new meanings are developed by these subjects in school space and time. I started conjecturing that relations potentiated by PEI could become or were becoming Knowledge that put teachers, students and principals as protagonists of their action and their life projects. The defended thesis was that if school material and immaterial conditions are followed by an effective construction of a pedagogical proposal by all subjects involved, the Full-time school can be converted into a space in which everyone can learn, not only the curriculum content, but also to relate and to reframe the school environment. I have done a qualitative research with Observations and Interviews in two public schools, one Elementary school (last years) and a High school. Were interviewed students, teachers, area and general coordinators, principals, vice-principals and one coordinator of São Paulo state Secretariat of Education. The subjects´ speeches were grouped according to similarities presented, highlighting those singular and self aspects manifested in their speech and behavior observed by me, resulting in the following categories: a) material and immaterial conditions for program implementation and b) learn and relearn how to interact at different levels and work in the school enviroment. I used as a theoretical reference the Teixeira (1959, 1962), Libâneo, Oliveira and Toschi (2012), Paro (1988a, 1988b, 2010, 2011), Cavaliere (2007), Imbernón (2010) and Dayrell (1996, 2012) studies, among other authors, who research/researched relations between regular schools and full-time schools. The Thesis initial hypothesis was confirmed after my analyzes: relations developed in the participating schools convert these spaces in exchange and relationships sites beyond curricular knowledge, and promote learning that make these subjects promoters of their actions and learning-processes and builders of their life projects. Teachers and the management team are committed and enthusiastic about the work done. PEI offers pedagogical support in continuing education times with the general and area Professors coordinators. This commitment is reinforced and taken by these professionals when they recognize the students´ behavior transformation who become more aware of their role as students and proactive regarding their training, welcoming and integrating new colleagues to the program / Nesta pesquisa, desejei saber: o que pensam os sujeitos que transitam na escola (discentes, docentes, coordenadores, gestores e outros funcionários) sobre o Programa Ensino Integral (PEI), do qual participam; que aprendizagens pessoais e relacionamentos estabelecem na escola; e quais ressignificações são desenvolvidas por esses sujeitos, quanto aos espaços e os tempos escolares. Parti da hipótese de que as relações potencializadas pelo PEI poderiam converter-se, ou estariam convertendo-se, em aprendizagens que colocam docentes, discentes e gestores como protagonistas de sua ação e de seus projetos de vida. A tese defendida foi a de que, se as condições materiais e imateriais oferecidas pela escola forem seguidas de uma construção efetiva de uma proposta pedagógica, por todos os sujeitos, a escola de Ensino Integral poderá converter-se em um espaço no qual todos poderão aprender, não só conteúdos curriculares, mas também a relacionar-se e a ressignificar o espaço escolar. Procedi a uma pesquisa qualitativa, com observações e entrevistas, em duas escolas públicas, uma de Ensino Fundamental – Anos Finais e outra de Ensino Médio. Participaram das entrevistas discentes, docentes, coordenadores gerais e de área, vice-diretores, diretores e uma coordenadora da Secretaria de Educação do Estado de São Paulo. As falas dos sujeitos foram agrupadas de acordo com as similaridades que apresentaram, destacando-se aquilo de singular e próprio que esses sujeitos manifestaram em suas falas e em seu comportamento observado por mim, dando origem às seguintes categorias: a) Condições materiais e imateriais para a implementação do programa e b) Aprender e reaprender a interagir em diferentes níveis e a trabalhar no espaço escolar. Utilizei como referencial teórico os trabalhos de Teixeira (1959, 1962), Libâneo, Oliveira e Toschi (2012), Paro (1988a, 1988b, 2010, 2011), Cavaliere (2007), Imbernón (2010) e Dayrell (1996, 2012) – que pesquisam/pesquisaram as relações dentro de escolas com ensino regular e de escolas com programas ou projetos de educação integral –, dentre outros autores. As análises permitiram-me confirmar a hipótese inicial desta tese: que as relações desenvolvidas nas escolas participantes desta pesquisa convertem esses espaços em locais de trocas e de relações que, para além de conhecimentos curriculares, promovem aprendizagens que tornam esses sujeitos protagonistas de suas ações e de suas aprendizagens e construtores de seus projetos de vida. Os docentes e a equipe gestora são comprometidos e entusiasmados com o trabalho desenvolvido. O PEI oferece suporte pedagógico nos momentos de formação continuada com o professor coordenador geral e com o professor coordenador de área. Esse comprometimento é reforçado e assumido por esses profissionais quando reconhecem a transformação no comportamento dos discentes, que se tornam mais cônscios de seu papel como alunos e proativos em relação à sua formação e ao cuidado com aqueles que chegam à escola, acolhendo e integrando os novos colegas ao programa

Studies of biodegradation in lignins by basidiomycetes yeasts show the conversion of lignin in various degradation products among which vanillin, a valuable substance, suggested to be a strong inhibitor of both fermentation and growth of yeasts, stands. Sporidiobolales yeasts used in these experiments were aimed to be identified by their highly conserved ITS region as well as studied in vanillinsupplemented medium through, vanillin-supplemented plates, TLC and Neubauer’s chamber to find out which, among the several isolates tested, were the most resistant ones, understand how they take up vanillin and how their growth is affected by the presence of the phenolic compound. Two strains were identified as Rhodotorula babjevae. One of them, L4, together with LS22, Rhodosporidium kratochvilovae, could withstand and biodegrade high concentrations of vanillin, producing biodegradation products with Rf values similar to the ones know for vanillic acid and vanillyl alcohol. Better growth in medium supplemented with small doses of vanillin was found, as well as disparity among the same species and their metabolic features, therefore, herbicides resistance was suggested as a reason for strains divergence. Further morphological-species comparison could also describe if there exist a relation between them. / Estudios sobre la biodegradación de ligninas por levaduras basidiomicetes muestran la conversión de lignina en distintos productos de degradación, entre los cuales se encuentra la vainillina, un fuerte inhibidor de la fermentación y el crecimiento de levaduras. Las levaduras Sporidiobolales utilizadas en estos experimentos han intentado ser identificadas a través de la región ETI, muy conservada, además de estudiadas en medios suplementados con vainillina mediante placas suplementadas con vainillina, CCF y cámara de Neubauer para averiguar cuáles son las cepas más resistentes, entender cómo metabolizan la vainillina y cómo su crecimiento se ve afectado por la presencia de dicho compuesto. Dos cepas fueron identificadas como Rhodotorula babjevae. Una de ellas, L4, junto con con la cepa LS22, Rhodosporidium kratochvilovae, pudieron soportar y biodegradar elevadas concentraciones de vainillina, originando productos de biodegradación con valores de Rf similares a los del ácido vanílico y alcohol vanílico previamente conocidos. Se encontró un crecimiento mejor en medios suplementados con pequeñas dosis de vainillina además de una disparidad entre mismas especies y sus características metabólicas, así, herbicidas han sido sugeridos como una posible causa en dicha divergencia. Una futura comparación morfología-especie podrá describir si existe relación entre ambos.

<p dir="ltr">Plant immunity to pathogens involves a network of genetic, molecular, and cellular processes that culminate in activation of responses that restrict pathogen ingress and reduce diseases symptoms. Mechanisms of pathogen recognition, signaling, and activation of immune responses are well understood especially for (hemi) biotrophic pathogens. By contrast, there is paucity of knowledge on immune signaling for responses to broad host necrotrophic fungi such as <i>Botrytis cinerea (Botrytis</i><i>)</i>. Plant resistance to such pathogens is genetically complex with no complete resistance observed in any host species. However, genetic variation for quantitative resistance has been documented although the molecular mechanisms are poorly understood. In the current study, we focused on functional dissection of components of tomato immune signaling underlying quantitative resistance to <i>Botrytis</i>. Tomato BIK1-family receptor-like cytoplasmic kinases (RLCKs) were studied using gene edited mutants, and subsequent molecular, biochemical, and genomic characterizations of the mutants and the corresponding proteins. In addition, <i>Botrytis</i> induced transcriptome of Arabidopsis and tomato were compared to explain observed differences in their resistance to the fungus. The results from these studies are described in four chapters. Chapter 1 provides a review of RLCKs and their function in plant responses to biotic and abiotic stresses. Chapter 2 presents the genetic, molecular, and biochemical characterization of tomato RLCK, TPK1B RELATED PROTEIN KINASE (TPK09) in fungal resistance and responses to light stress. Chapter 3 highlights observations on the functions of TPK1B RELATED PROTEIN KINASE7 (TPK07) in fungal and bacterial resistance. Lastly, Chapter 4 covers comparative transcriptome analysis of Arabidopsis and tomato responses to <i>Botrytis</i>.</p><p dir="ltr">Specialized cell-surface receptors mediate the perception of environmental changes. A subset of plant cell surface receptors recognizes pathogen-associated molecular patterns (PAMPs), which are immunogenic pathogen or host-derived molecules, peptides (phytocytokines), lipids, and carbohydrates. PAMPs are perceived by surface receptors designated as pattern recognition receptors (PRRs) that are categorized as receptor like kinases (RLKs) or receptor like proteins (RLPs). Recognition of PAMPs through PRR is an evolutionarily conserved pathway that aids plants in specific recognition of pathogens. The signaling events initiated by PRRs are connected to PRR-associated RLCKs, which amplify the signal and activate other regulatory proteins. PRR-RLCK activation is linked to immune messengers ROS, Ca⁺, and MAPKs based on extensive research in Arabidopsis which also established the paradigm for RLCKs functions in integrating signals from various PRRs. However, insufficient attention was given to RLCK functions in crop plant responses to biotic and abiotic stressors and, thus, limited data exists on RLCKs from crops of agronomic and horticultural significance. To address this gap, we conducted genetic, genomic, and molecular studies on the biological functions of tomato TPK1B RELATED KINASES TPK09 and TPK07.</p><p dir="ltr">To determine the function of TPK09 and TPK07, mutant alleles of these two RLCKs were generated through CRISPR-Cas9 gene editing. Loss of function mutants of <i>tpk09</i> exhibited increased susceptibility to <i>Botrytis</i> but showed no altered responses to the bacterial pathogen <i>P. syringae</i>. Plants carrying mutant alleles displayed reduced immune gene expression and impaired accumulation of reactive oxygen species in response to chitin and flg22. In addition to <i>Botrytis</i> and several plant hormones, the expression of <i>TPK09</i> gene is induced by light but suppressed by darkness. The exposure of wildtype tomato plants to light-emitting diodes (LEDs) reduced hypocotyl length but <i>tpk09</i> mutants were insensitive. Furthermore, <i>tpk09</i> mutants also exhibited increased accumulation of H₂O₂ and extensive necrosis, suggesting a disturbance in cellular homeostasis in response to changes in light spectra, ultimately leading to enhanced susceptibility to <i>Botrytis</i>. Although the global impact of TPK09 on <i>Botrytis</i> induced transcriptome was limited, the expression of the tomato negative regulator of cell death SlBI-like1 gene was significantly reduced in the mutant, particularly in response to the combined effect of <i>Botrytis</i> and LED light. The data suggest TPK09 regulates SlBI-like1 gene expression, but the mechanism is unclear. Further, the impairment of the light stress response in <i>tpk09</i> mutants was substantiated by a reduction in chlorophyll content and damage to the photosynthetic machinery, along with a clear reduction in the expression of genes related to light harvesting and photosynthesis. Regulatory network analysis using RNA-seq data identified TPK09 regulated genes related to stress and oxidative damage. This was further supported from proteomic studies of tomato TPK09-HA transgenic plants. Immunoprecipitation coupled with mass spectrometry revealed that proteins associated with photosynthesis and photosystem subunits were enriched in TPK09 overexpressing plant. Our data establishes that TPK09 is required for fungal resistance and light stress by maintaining functional photosynthetic machinery and ROS homeostasis.</p><p dir="ltr">We also studied the function of tomato TPK07 which is another member of the RLCK-VII family. Through analysis of <i>tpk07</i> mutants, we show that TPK07 it required for resistance to both <i>Botrytis</i> and <i>P. syringae</i> expressing the cysteine protease type III effector AvrPphB which cleaved TPK07 protein. However, further studies are needed to understand the biological function of this cleavage. The expression of TPK07 was induced by <i>Botrytis</i> and the bacterial PAMPs flg22, flg28, and csp22. TPK07 belongs to the RLCK VII-5 subfamily and clusters in the same clade with Arabidopsis PBL34 (AT5G15080), PBL35 (AT3G01300), and PBL36 (AT3G28690) that functions in immunity to <i>P. syringae</i>. In addition, <i>tpk07</i> mutants showed reduced accumulation of ROS in response to chitin and lipopolysaccharide. Moreover, TPK07 is a plasma membrane-localized kinase with a unique N-terminal sequence, offering a research avenue for future structural analysis to understand its contribution in pathogen responses.</p><p dir="ltr">In the last chapter, we conducted comparative analyses of <i>Botrytis</i> induced transcriptome of Arabidopsis and tomato to explain the observed differences between the two plant species in their resistance to <i>Botrytis</i>. Over the years, we observed tomato is more susceptible to <i>Botrytis</i> than Arabidopsis under the same disease assay conditions, but the mechanism is not known. We sought to gain insight into the immune responses of the two species and identify targets for future functional analyses that can explain the differential pathogen responses. Many separate studies<i> </i>have demonstrated<i> </i>that <i>Botrytis</i> causes extensive transcriptional reprogramming in Arabidopsis and tomato. Our results from the comparative studies of in-house generated data identified differentially expressed genes (DEGs), Gene Ontology terms, and metabolic pathways that are specific or shared between the two species. Interestingly, some genes show distinct expression pattern in tomato and Arabidopsis consistent with previous observation that some genes in the two species show contrasting disease resistance functions. Genes with distinct expression patterns warrant further studies to better understand differences in host immune responses between the two species. In addition, transcription factors (TFs) and regulatory hub genes that could be important for further studies were identified.</p><p dir="ltr">In sum, our data establishes the functions of two tomato RLCKs in fungal resistance, interactions between fungal resistance and plant responses to light, and the conserved and contrasting gene expression profiles of tomato and Arabidopsis genes, laying the foundation for future studies.</p>

Plants are fundamental to life on earth, crucially providing the basis of our food supply. As world population continues to grow, so too does the pressure on our agricultural systems, with one of the biggest challenges being the control of plant pathogens to ensure a healthy crop. The interaction between plant and pathogen is complex, with subtleties at the molecular level dictating the boundary between health and disease. This is exemplified by pathogen effectors; secreted proteins which enter the plant cell and interact with host targets to facilitate infection. AVR2 is one such effector, secreted by the oomycete pathogen Phytophthora infestans; the pathogen responsible for potato late blight. AVR2 interacts with a family of kelch-repeat containing phosphatases in potato, the BSLs, implicated in brassinosteroid pathway signalling – a major hormone signalling pathway in plants associated with growth and development. This work investigates the role of AVR2 and its host targets in pathogen virulence, with focus on the link between the brassinosteroid pathway and immunity in S. tuberosum. StBSL1 is shown to be a ‘susceptibility factor’ in P. infestans infection – a host protein with a positive effect on pathogen virulence. AVR2 stabilises BSL1 in planta, and both AVR2 and BSL1 are shown to suppress primary defence responses in the plant. Transcriptional analysis of brassinosteroid-treated S. tuberosum is used to identify a set of marker genes for active BR signalling. Strikingly, AVR2 is shown to upregulatethis pathway, and specifically upregulates the transcription factor StHBI1-like, identified as a suppressor of immunity. These findings reveal a novel mechanism in oomycete effector biology; the exploitation of crosstalk between the brassinosteroid pathway and immune signalling in plants.