Kathy Takayama

Defences against oxidative stress during starvation in bacteria.

It now seems clear that starvation adaptation is important for cells to initiate long-term survival under conditions of not only nutrient depletion but to develop resistance to other stresses, most notably oxidative stress. Clearly, oxidative stress is a condition likely to be perceived by many bacteria, for example, in the form of reactive oxygen species derived from metabolic processes or from near-UV exposure. We have found evidence for a large degree of overlap in the cells use of global regulators to deal with both starvation and oxidative stress. Both SpoT and AI-2 signalling pathways are important regulators of starvation and stress adaptation as well as the alternative sigma factor, RpoE. We also present evidence that suggests that AI-2 signalling can mediate starvation adaptation at the molecular level by increasing the stability of the mRNAs so that cells are prepared for rapid response to nutrient addition. Moreover, such extracellular signals mediate intraspecies communication to enable enhanced survival and stress resistance of neighbouring bacterial cells. It is likely that bacteria rely on a suite of effects between cells and on transcription, translation and post-translational processes, mediated by global regulators and signalling molecules, to meet their needs for growth and survival.

Evidence for a Role of rpoE in Stressed and Unstressed Cells of Marine Vibrio angustum Strain S14

We report the cloning, sequencing, and characterization of the rpoE homolog in Vibrio angustum S14. The rpoE gene encodes a protein with a predicted molecular mass of 19.4 kDa and has been demonstrated to be present as a single-copy gene by Southern blot analysis. The deduced amino acid sequence of RpoE is most similar to that of the RpoE homolog of Sphingomonas aromaticivorans, sigma(24), displaying sequence similarity and identity of 63 and 43%, respectively. Northern blot analysis demonstrated the induction of rpoE 6, 12, and 40 min after a temperature shift to 40 degrees C. An rpoE mutant was constructed by gene disruption. There was no difference in viability during logarithmic growth, stationary phase, or carbon starvation between the wild type and the rpoE mutant strain. In contrast, survival of the mutant was impaired following heat shock during exponential growth, as well as after oxidative stress at 24 h of carbon starvation. The mutant exhibited microcolony formation during optimal growth temperatures (22 to 30 degrees C), and cell area measurements revealed an increase in cell volume of the mutant during growth at 30 degrees C, compared to the wild-type strain. Moreover, outer membrane and periplasmic space protein analysis demonstrated many alterations in the protein profiles for the mutant during growth and carbon starvation, as well as following oxidative stress, in comparison with the wild-type strain. It is thereby concluded that RpoE has an extracytoplasmic function and mediates a range of specific responses in stressed as well as unstressed cells of V. angustum S14.

Identification and functional analysis of RNase E of Vibrio angustum S14 and two-hybrid analysis of its interaction partners

RNase E is an essential enzyme that catalyses RNA processing. Microdomains which mediate interactions between RNase E and other members of the degradosome have been defined. To further elucidate the role of these microdomains in molecular interactions, we studied RNase E from Vibrio angustum S14. Protein sequence analysis revealed that its C-terminal half is less conserved and structured than its N-terminal half. Within this structural disorder, however, exist five small regions of predicted structural propensity. Four are similar to interaction-mediating microdomains identified in other RNase E proteins; the fifth did not correspond to any known functional motif. The function of the V. angustum S14 enolase-binding microdomain was confirmed using bacterial two-hybrid analysis, demonstrating the conserved function of this microdomain for the first time in a species other than Escherichia coli. Further, PNPase in V. angustum S14 was shown to interact with the last 80 amino acids of the C-terminal region of RNase E. This raises the possibility that PNPase interacts with the small ordered region at residues 1026-1041. The role of RNase E as a hub protein and the implications of microdomain-mediated interactions in relation to specificity and function are discussed.

Visualizing the Science of Genomics

The term ‘genomics’ broadly refers to the study of the genome, or the complete genetic inheritance of an organism. The genome sequence of an organism provides the equivalent of a complete genetic map; yet, knowledge of the sequence itself does not reveal how this map manifests itself into the physical characteristics or phenotypes observed for an organism. Genomics research is dependent upon comparative analyses of extraordinary volumes of data. Whilst visualizations may facilitate the significance and understanding of such comparisons, the complexity and scope of the information provides a challenge for the classroom learner. This chapter examines the roles of representations in genomics ‘visual literacy’, and addresses the challenges associated with distilling a rapidly progressing research area into pedagogical frameworks that can accommodate the dynamic nature of the field. The chapter also presents an application of visualizations in genomics education within the context of a tertiary level international collaborative research project. The student-centred project, ‘Visualizing the Science of Genomics’, presents a novel example of inquiry-based teaching in genomics in an online environment.

Three-Dimensional Visualizations in Teaching Genomics and Bioinformatics: Mutations in HIV Envelope Proteins and Their Consequences for Vaccine Design

This project addresses the need to provide a visual context to teach the practical applications of genome sequencing and bioinformatics. Present-day research relies on indirect visualization techniques (e.g., fluorescence-labeling of DNA in sequencing reactions) and sophisticated computer analysis. Such methods are impractical and prohibitively expensive for laboratory classes. More importantly, there is a need for curriculum resources that visually demonstrate the application of genome sequence information rather than the DNA sequencing methodology itself. This project is a computer-based lesson plan that engages students in collaborative, problem-based learning. The specific example focuses on approaches to Human Immunodeficiency Virus-1 (HIV-1) vaccine design based on HIV-1 genome sequences using a case study. Students performed comparative alignments of variant HIV-1 sequences available from a public database. Students then examined the consequences of HIV-1 mutations by applying the alignments to three-dimensional images of the HIV-1 envelope protein structure, thus visualizing the implications for applications such as vaccine design. The lesson enhances problem solving through the application of one type of information (genomic or protein sequence) into concrete visual conceptualizations. Assessment of student comprehension and problem-solving ability revealed marked improvement after the computer tutorial. Furthermore, contextual presentation of these concepts within a case study resulted in student responses that demonstrated higher levels of cognitive ability than was expected by the instructor.