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A polyA (pA) tail is an essential modification added to the 3′ ends of a wide range of RNAs at different stages of their metabolism. Here, we describe the main sources of polyadenylation and outline their underlying biochemical interactions within the nuclei of budding yeast Saccharomyces cerevisiae, human cells and, when relevant, the fission yeast Schizosaccharomyces pombe. Polyadenylation mediated by the S. cerevisiae Trf4/5 enzymes, and their human homologues PAPD5/7, typically leads to the 3′-end trimming or complete decay of non-coding RNAs. By contrast, the primary function of canonical pA polymerases (PAPs) is to produce stable and nuclear export-competent mRNAs. However, this dichotomy is becoming increasingly blurred, at least in S. pombe and human cells, where polyadenylation mediated by canonical PAPs may also result in transcript decay. This article is part of the theme issue ‘5′ and 3′ modifications controlling RNA degradation’.

Circular RNAs are important for many cellular processes but their mechanisms of action remain poorly understood. Here, we map circRNA inventories of mouse embryonic stem cells, neuronal progenitor cells and differentiated neurons and identify hundreds of highly expressed circRNAs. By screening several candidate circRNAs for a potential function in neuronal differentiation, we find that circZNF827 represses expression of key neuronal markers, suggesting that this molecule negatively regulates neuronal differentiation. Among 760 tested genes linked to known neuronal pathways, knockdown of circZNF827 deregulates expression of numerous genes including nerve growth factor receptor ( NGFR ), which becomes transcriptionally upregulated to enhance NGF signaling. We identify a circZNF827 -nucleated transcription-repressive complex containing hnRNP-K/L proteins and show that knockdown of these factors strongly augments NGFR regulation. Finally, we show that the ZNF827 protein is part of the mRNP complex, suggesting a functional co-evolution of a circRNA and the protein encoded by its linear pre-mRNA host.

[This corrects the article DOI: 10.1371/journal.pone.0293879.].

Developing competency in the broad area of bioinformatics is challenging globally, owing to the breadth of the field and the diversity of its audiences for education and training. Course design can be facilitated by the use of a competency framework-a set of competency requirements that define the knowledge, skills and attitudes needed by individuals in (or aspiring to be in) a particular profession or role. These competency requirements can help to define curricula as they can inform both the content and level to which competency needs to be developed. The International Society for Computational Biology (ISCB) developed a list of bioinformatics competencies in 2014, and these have undergone several rounds of improvement. In consultation with a broad bioinformatics training community, these have now been further refined and extended to include knowledge skills and attitudes, and mappings to previous and other existing competency frameworks. Here, we present version 3 of the ISCB competency framework. We describe how it was developed and how to access it, as well as providing some examples of how it has been used. The framework is openly accessible at https://competency.ebi.ac.uk/framework/iscb/3.0/competencies.

Abstract Artificial intelligence (AI) tools and techniques are undoubtedly being used in bioinformatics education, reflecting broader trends in education. However, many instructors and learners may be unaware of the full scope of potential uses for these tools within bioinformatics education, as well as effective practices for using them. Building on discussions held at the 6th Global Bioinformatics Education Summit, this perspective article provides insights about ways that AI might be used to generate or adapt instructional content, provide personalized help for learners, and automate assessment and grading. Additionally, we highlight AI skills that are important for bioinformatics learners to develop in order to effectively use AI as a bioinformatics learning tool. We highlight currently available tools in the quickly evolving AI landscape and suggest ways that instructors or learners might use such tools. Furthermore, we discuss key considerations and challenges associated with integrating AI into bioinformatics education, including ethical implications, potential biases, and the need to critically evaluate AI-generated content. Finally, we highlight the need for further research to better understand how AI tools are being used in practice and empower their effective and responsible use in bioinformatics education.

A polyA (pA) tail is an essential modification added to the 3ʹ ends of a wide range of RNAs at different stages of their metabolism. Here, we describe the main sources of polyadenylation and outline their underlying biochemical interactions within the nuclei of budding yeast Saccharomyces cerevisiae, human cells and, when relevant, the fission yeast Schizosaccharomyces pombe. Polyadenylation mediated by the S. cerevisiae Trf4/5 enzymes, and their human homologues PAPD5/7, typically leads to the 3ʹ-end trimming or complete decay of non-coding RNAs. By contrast, the primary function of canonical pA polymerases (PAPs) is to produce stable and nuclear export-competent mRNAs. However, this dichotomy is becoming increasingly blurred, at least in S. pombe and human cells, where polyadenylation mediated by canonical PAPs may also result in transcript decay. This article is part of the theme issue '5ʹ and 3ʹ modifications controlling RNA degradation'.

Science, technology, engineering, mathematics, and medicine (STEMM) fields change rapidly and are increasingly interdisciplinary. Commonly, STEMM practitioners use short-format training (SFT) such as workshops and short courses for upskilling and reskilling, but unaddressed challenges limit SFT’s effectiveness and inclusiveness. Education researchers, students in SFT courses, and organizations have called for research and strategies that can strengthen SFT in terms of effectiveness, inclusiveness, and accessibility across multiple dimensions. This paper describes the project that resulted in a consensus set of 14 actionable recommendations to systematically strengthen SFT. A diverse international group of 30 experts in education, accessibility, and life sciences came together from 10 countries to develop recommendations that can help strengthen SFT globally. Participants, including representation from some of the largest life science training programs globally, assembled findings in the educational sciences and encompassed the experiences of several of the largest life science SFT programs. The 14 recommendations were derived through a Delphi method, where consensus was achieved in real time as the group completed a series of meetings and tasks designed to elicit specific recommendations. Recommendations cover the breadth of SFT contexts and stakeholder groups and include actions for instructors (e.g., make equity and inclusion an ethical obligation), programs (e.g., centralize infrastructure for assessment and evaluation), as well as organizations and funders (e.g., professionalize training SFT instructors; deploy SFT to counter inequity). Recommendations are aligned with a purpose-built framework—“The Bicycle Principles”—that prioritizes evidenced-based teaching, inclusiveness, and equity, as well as the ability to scale, share, and sustain SFT. We also describe how the Bicycle Principles and recommendations are consistent with educational change theories and can overcome systemic barriers to delivering consistently effective, inclusive, and career-spanning SFT.

Creating a comfortable and efficient interactive learning atmosphere that satisfies a wide variety of learning preferences and home/office-working settings is challenging but crucial for an efficient learning experience in a classroom setting [1]. [...]a lead organising host was nominated for chairing the course, ensuring someone always knew who should be talking. For trainer training, course run-throughs and trainer living documents are standard practice across all courses, as this has proven critical to smooth virtual interactions. Key information in a course handbook should include the following: * course programme and instructions on how the sessions will run (i.e., which platforms to install, session format, etc.), including how to ask questions; * session links and materials (slide-decks, answer keys, relevant papers, and links to walkthroughs); and * trainee and trainer background to foster a community.

Abstract Motivation The competency framework of the International Society of Computational Biology (ISCB) provides a benchmark for capturing the knowledge, skills, and attitudes required by bioinformatics professionals. Whilst it provides a minimum standard for various bioinformatics roles, it does not capture how competency requirements change as bioinformatics professionals progress from junior to senior, and from primarily technical to managerial positions. Bioinformatics core facility professionals are crucial for data-driven bioscience, yet lack a defined career structure, leaving a career-development vacuum. The ISCB education and BioInfoCore communities worked together to define a new subset of competency requirements to support core facility teams to recruit, develop, and retain their staff. Results Drawing on the experience of the ISCB’s BioInfoCore community, and building on the work of others, we extend the competencies required by staff in bioinformatics core facilities operations and management, defining six competency requirements (in addition to 13 defined in the ISCB Competency Framework) that are especially relevant to core facility professionals: N: identify and support users’ needs, O: manage projects, P: manage team members, Q: engage with users and other collaborators, R: provide training in bioinformatics, and S: lead the bioinformatics core facility. We map these to a framework for career progression. Availability and implementation The framework is reproduced in full in this paper and is available as a CSV file on Zenodo (DOI: 10.5281/zenodo.16630540). It will soon be made available on the Competency Hub at https://competency.ebi.ac.uk/. Data and figures are available on GitHub at https://github.com/downingtim/Competencies.

Circular RNAs are important for many cellular processes but their mechanisms of action remain poorly understood. Here, we map circRNA inventories of mouse embryonic stem cells, neuronal progenitor cells and differentiated neurons and identify hundreds of highly expressed circRNAs. By screening several candidate circRNAs for a potential function in neuronal differentiation, we find that circZNF827 represses expression of key neuronal markers, suggesting that this molecule negatively regulates neuronal differentiation. Among 760 tested genes linked to known neuronal pathways, knockdown of circZNF827 deregulates expression of numerous genes including nerve growth factor receptor (NGFR), which becomes transcriptionally upregulated to enhance NGF signalling. We identify a circZNF827-nucleated transcription- repressive complex containing hnRNP-K/L proteins and show that knockdown of these factors strongly augments NGFR regulation. Finally, we show that ZNF827 protein is part of the mRNP complex, suggesting a functional co-evolution of a circRNA and the protein encoded by its linear pre-mRNA host. Competing Interest Statement The authors have declared no competing interest. Footnotes * This version of the manuscript has been expanded considerably with 3 extra main figures (Figure 5, 6 and 7). Main text and conclusions are also extended considerably. Author list updated. Supplemental files updated.