Background: Floral scent is one of the important strategies for ensuring fertilization and for determining seed or fruit set. Research on plant scents has hampered mainly by the invisibility of this character, its dynamic nature, and complex mixtures of components that are present in very small quantities. Most progress in scent research, as in other areas of plant biology, has come from the use of molecular and biochemical techniques. Although volatile components have been identified in several orchid species, the biosynthetic pathways of orchid flower fragrance are far from understood. We investigated how flower fragrance was generated in certainPhalaenopsisorchids by determining the chemical components of the floral scent, identifying floral expressed-sequence-tags (ESTs), and deducing the pathways of floral scent biosynthesis inPhalaneopsis bellinaby bioinformatics analysis.Results: The main chemical components in theP. bellinaflower were shown by gas chromatography-mass spectrometry to be monoterpenoids, benzenoids and phenylpropanoids. The set of floral scent producing enzymes in the biosynthetic pathway from glyceraldehyde-3-phosphate (G3P) to geraniol and linalool were recognized through data mining of theP. bellinafloral EST database (dbEST). Transcripts preferentially expressed inP. bellinawere distinguished by comparing the scent floral dbEST to that of a scentless species,P. equestris, and included those encoding lipoxygenase, epimerase, diacylglycerol kinase and geranyl diphosphate synthase. In addition, EST filtering results showed that transcripts encoding signal transduction and Myb transcription factors and methyltransferase, in addition to those for scent biosynthesis, were detected byin silicohybridization of theP. bellinaunigene database against those of the scentless species, rice andArabidopsis. Altogether, we pinpointed 66% of the biosynthetic steps from G3P to geraniol, linalool and their derivatives.Conclusion: This systems biology program combined chemical analysis, genomics and bioinformatics to elucidate the scent biosynthesis pathway and identify the relevant genes. It integrates the forward and reverse genetic approaches to knowledge discovery by which researchers can study non-model plants.

This study investigated student perceptions and opinions on an English Oral Presentation Application (EOPA), a mobile learning application designed to assist English learners develop oral presentations and online collaboration skills. This study was part of a Design Based Research (DBR) project which incorporated an adapted Technology Acceptance Model (TAM) questionnaire to gain insights on students’ perceptions towards EOPA. In addition, focus-group interviews were used to discover the external and internal factors involved in this type of mobile learning. Participants were 30 Taiwanese undergraduate students who took part in a six-week training course. The questionnaire results indicated that 37% of students found EOPA to be useful for learning, but 33% also found it inconvenient to use. Furthermore, attitudes towards learning suggested they had some difficulties using the app. To gain a deeper understanding of why students use EOPA and to discover other app-related learning problems, the interviews were explored using a Complex Dynamic Systems approach to find the attractor and repeller dynamic states in the learning system. These included the language and presentation skills, the multimedia learning material, app design, online collaboration, anxiety, and limited self-regulation skills. The findings will be used to refine EOPA and the oral presentation learning framework. The study demonstrates how the discovery of different dynamic states can be used to improve mobile learning design.

This paper investigates English language learners’ oral presentation needs, alongside students’ and instructors’ perceptions towards mobile seamless language learning. The findings will be used to develop a mobile-based learning environment. Interviews with both instructors and students were used to help build a Likert questionnaire which was refined with input from experts. Results reveal that students have a need for oral presentation training in areas such as slide design, presentation-specific language, structure, and body language. Instructors and students are willing to work with peers on oral presentation projects despite lacking previous experience. Deeper exploration from interviews show students believe sentence level language issues are more important than the organization and design of a presentation. Furthermore, instructors expressed problems with incorporating technology and online collaborative learning into language courses suggesting they need more training with learning technology. Students also believed online collaboration would be convenient but difficult to manage, indicating a need for both online and face-to-face collaboration. These findings will help with the development of a mobile seamless language learning framework and app for oral presentations. Guidelines are suggested to help instructors to improve students’ oral presentation performance.