ABSTRACT
Plant tissue regeneration is critical for genetic transformation and genome editing techniques. During the regeneration process, changes in epigenetic modifications accompany the cell fate transition. However, how allele-specific DNA methylation in two haplotypes contributes to the transcriptional dynamics during regeneration remains elusive. Here we applied an inter-species hybrid poplar (Populus alba × P. glandulosa cv. 84 K) as a system to characterize the DNA methylation landscape during de novo shoot organogenesis at allele level. Both direct and indirect shoot organogenesis showed a reduction in genome-wide DNA methylation. At gene level, non-expressed genes were hypermethylated in comparison with expressed genes. Among the genes exhibiting significant correlations between levels of DNA methylation and gene expression, the expression patterns of 75% of genes were negatively correlated with DNA methylation in the CG context, whereas the correlation patterns in the CHH context were the reverse. The allele-biased DNA methylation was consistent during shoot organogenesis, with fewer than one-thousandth of allele-specific methylation regions shifted. Analysis of allele-specific expression revealed that there were only 1909 genes showing phase-dependent allele-biased expression in the regeneration process, among which the allele pairs with greater differences in transcription factor binding sites at promoter regions exhibited greater differences in allele expression. Our results indicated a relatively independent transcriptional regulation in two subgenomes during shoot organogenesis, which was contributed by cis-acting genomic and epigenomic variations.
ABSTRACT
Objective: The present study aims to analyze the current situation of scientific fitness literacy in nurses and provide a basis for all-round strategies for its improvement. Methods: Nurses in tertiary hospitals were conveniently selected as subjects in order to investigate the current situation regarding the scientific fitness literacy of nurses. The selection process was completed via the demographics questionnaire and the adult scale of scientific fitness literacy in sports medicine integration. As the minimum sample size was 5-10 times the number of variables in the study of exploring influencing factors of related variables and using the equation , given 20% of invalid questionnaires, the sample size should be >600 persons. The methods used for statistical analysis were descriptive statistical analysis and the t-test. Results: The scientific fitness literacy score in nurses was 110.81 ± 25.04 (relative value: 69.7%); this consisted of 50.85 ± 11.19 (73.7%) for scientific fitness knowledge dimension, 25.99 ± 5.35 (78.8%) for scientific fitness attitude dimension, and 33.97 ± 13.59 (59.6%) for scientific fitness behavior and skill dimension. The results of the independent sample t-test and analysis of variance showed that the differences in gender, education level, position, exercise habits, and balanced diet in daily life among nurses (regarding scientific fitness literacy) were statistically significant (P < 0.05). Conclusion: Nurses generally have an above-average level of scientific fitness literacy; this is mainly due to their good cognition and attitude regarding scientific fitness. However, their scientific fitness behaviors and skills are greatly inadequate. They are especially weak in completing WHO's recommended amount of exercise, mastering the cores of sports skills, undergoing a professional assessment before exercise, and developing exercise plans.
