When microspores decide to become embryos — cellular and molecular changesThis review is one of a selection of papers published in the Special Issue on Plant Cell Biology.
Bibliographic record
Abstract
Cultured microspores can be induced to develop into fully functional haploid embryos instead of mature pollen. The ability of these cells to change their development in response to environmental stimuli is an exceptional example of totipotency in plants. Discovering the triggers of embryo development in microspore cultures could lead to a greater understanding of the early stages of embryogenesis in plants and might be used to increase the range of crop plants to which microspore culture can be applied for the production of double haploid homozygous lines. The information might also help to define the general characteristics of pluripotent cells in any organism. In this review, the changes that occur in cellular organization and gene expression in early-stage microspore cultures of several species are discussed. Responding cells in these cultures enlarge, their nuclei are repositioned to their cell centres, and their cytoplasms become filled with fragmented vacuoles. We used flow cytometry to track cellular changes in canola ( Brassica napus L.) microspore cultures as well as microarray analyses and real-time PCR to compare gene expression in embryogenic and nonembryogenic cells. A model for embryogenic cell activation in plants that involves alkalinization, Ca 2+ signaling, and changes in GTPase activity that lead to significant changes in gene expression is discussed.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".