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Hossain, A. R.

Publications and source records attributed to Hossain, A. R..

2 recordsLinked to original sources

FMRP prevents Me31B/DDX6-associated repression of long neurodevelopmental mRNAs

Long, dosage-sensitive mRNAs encoding neurodevelopmental regulators are selectively dependent on fragile X messenger ribonucleoprotein (FMRP) for efficient translation across animal systems, but the mechanism underlying this length-dependent requirement remains unclear. Here, we show that FMRP maintains translation of long target mRNAs by preventing their inappropriate sequestration into a Me31B/DDX6-dependent P-body repression pathway. In Drosophila oocytes, loss of FMRP caused target mRNAs, but not bulk polyadenylated RNA, to accumulate in Me31B-marked P-bodies. Improved individual-nucleotide resolution crosslinking and immunoprecipitation (iiCLIP) revealed that FMRP and Me31B co-occupy many long coding sequences, suggesting that FMRP targets are intrinsically vulnerable to repressive Me31B-associated machinery. A screen targeting [~]120 candidate genes, followed by proteomic analysis, identified an FMRP-associated ribonucleoprotein (RNP) assembly containing the stress granule-linked proteins Rin/G3BP, Lig/UBAP2L, and Capr/Caprin1. These factors supported translation or localization of distinct FMRP target subsets. Finally, inhibition of Me31B-dependent repressive complex assembly restored translation of the majority of FMRP targets in FMRP-deficient oocytes, supporting a model in which translational failure results from excessive repression. Together, these findings reveal a cytoplasmic RNP assembly that safeguards mRNAs by antagonizing promiscuous P-body repression and provide a mechanistic explanation for the selective vulnerability of long neurodevelopmental transcripts to FMRP loss.

molecular biology↗

Study buddy learning is associated with academic success in undergraduate science courses

This study reports on the outcomes of a formal peer-learning program for undergraduate science students. We implemented a cohort-based study buddy program in which high-scoring students (mentors) and lower-scoring peers (proteges) were invited to form study groups based on their first assessment scores in a given course. We then compared the performance of participants versus non-participants on subsequent assessments, while examining separately the effects for mentors and proteges. Results showed similar participation benefits for students in both mentor and protege roles. These findings emphasize the value of reducing barriers to collaborative learning in higher education and highlight the study buddy program as a cost-effective and scalable approach to enhance students educational experiences.

scientific communication and education↗