Mysid crustaceans as standard models for the screening and testing of endocrine-disrupting chemicals

Author Posting. © Springer, 2007. This is the author's version of the work. It is posted here by permission of Springer for personal use, not for redistribution. The definitive version was published in Ecotoxicology 16 (2007): 205-219, doi:10.1007/s10646-006-0122-0.Investigative efforts into the potential endocrine-disrupting effects of chemicals have mainly concentrated on vertebrates, with significantly less attention paid to understanding potential endocrine disruption in the invertebrates. Given that invertebrates account for at least 95% of all known animal species and are critical to ecosystem structure and function, it remains essential to close this gap in knowledge and research. The lack of progress regarding endocrine disruption in invertebrates is still largely due to: (1) our ignorance of mode-of-action, physiological control, and hormone structure and function in invertebrates; (2) lack of a standardized invertebrate assay; (3) the irrelevance to most invertebrates of the proposed activity-based biological indicators for endocrine disruptor exposure (androgen, estrogen and thyroid); (4) limited field studies. Past and ongoing research efforts using the standard invertebrate toxicity test model, the mysid shrimp, have aimed at addressing some of these issues. The present review serves as an update to a previous publication on the use of mysid shrimp for the evaluation of endocrine disruptors (Verslycke et al., 2004a). It summarizes recent investigative efforts that have significantly advanced our understanding of invertebrate-specific endocrine toxicity, population modeling, field studies, and transgeneration standard test development using the mysid model.Supported by a Fellowship of the Belgian American Educational Foundation

Cartography of Methicillin-Resistant S. aureus Transcripts: Detection, Orientation and Temporal Expression during Growth Phase and Stress Conditions

BACKGROUND: Staphylococcus aureus is a versatile bacterial opportunist responsible for a wide spectrum of infections. The severity of these infections is highly variable and depends on multiple parameters including the genome content of the bacterium as well as the condition of the infected host. Clinically and epidemiologically, S. aureus shows a particular capacity to survive and adapt to drastic environmental changes including the presence of numerous antimicrobial agents. Mechanisms triggering this adaptation remain largely unknown despite important research efforts. Most studies evaluating gene content have so far neglected to analyze the so-called intergenic regions as well as potential antisense RNA molecules. PRINCIPAL FINDINGS: Using high-throughput sequencing technology, we performed an inventory of the whole transcriptome of S. aureus strain N315. In addition to the annotated transcription units, we identified more than 195 small transcribed regions, in the chromosome and the plasmid of S. aureus strain N315. The coding strand of each transcript was identified and structural analysis enabled classification of all discovered transcripts. RNA purified at four time-points during the growth phase of the bacterium allowed us to define the temporal expression of such transcripts. A selection of 26 transcripts of interest dispersed along the intergenic regions was assessed for expression changes in the presence of various stress conditions including pH, temperature, oxidative shocks and growth in a stringent medium. Most of these transcripts showed expression patterns specific for the defined stress conditions that we tested. CONCLUSIONS: These RNA molecules potentially represent important effectors of S. aureus adaptation and more generally could support some of the epidemiological characteristics of the bacterium

Framework for knowledge asset management in community projects in higher education institutions

Innovation in education encourages stakeholders to explore and apply different ways of looking at problems and solving them. Large-scale community projects (LSCPs) in a higher education institution (HEI), provide an ideal environment for combining curriculum outcomes, education innovation, real-world engagement and knowledge assets. However, current research that focuses on knowledge asset management in innovative learning is limited, and this study aims to contribute a holistic approach for managing knowledge assets in this context. In this study, we designed a knowledge asset management framework for LSCPs in higher education taking cognisance of innovative educational model characteristics. We applied the framework by mapping it to a community project module from an HEI using the elements of the framework as a guide. By using the knowledge asset management framework for LSCPs in higher education, an HEI can ensure that their community module enables strong support to the community, that students’ knowledge and skills are enhanced and that all new knowledge assets created during the project delivery, are captured and stored using innovative technology sets.http://link.springer.combookseries/558hj2020Informatic

Fostering teacher community development: A review of design principles and a case study of an innovative interdisciplinary team

To deal with recent reforms and the accompanying complexity of work in secondary education, ongoing collaboration between teachers has become more important. A community is seen as a promising learning environment to support and embed collaboration into the culture of the school. However, community theory for the design of teacher communities seems underdeveloped. Therefore, this study aims to formulate a set of design principles to foster the development of teacher communities in secondary education. The set of design principles is based on a review of literature, as well as on a best-practice case. The case study was used to validate design principles from the literature in the target context. The resulting design principles were based on context-intervention-mechanismoutcome logic that takes into account the context-dependency of interventions as well as the mechanisms that help with understanding of how interventions produce certain outcomes. Implications for practice relate to ownership and co-design of the arrangement. The set of design principles provides a practical basis for teachers and administrators aiming to facilitate community building in their school. Future research is recommended on testing the effectiveness of the arrangement in the target context by means of a multiple case study.NWO-pro

Educational Design and Construction: Processes and Technologies

There are no one-size-fits-all steps for tackling different design challenges within the context of education. There are, however, processes and activities that are often useful. Developing a repertoire so that designers can select and use the most fruitful and fitting approaches for specific situations is the focus of this chapter. After discussing this phase in relation to those of analysis and evaluation, attention is given to how both analytical and creative perspectives can serve the work of design and construction. The body of the chapter is devoted to presenting specific activities that can be undertaken during design (exploring and mapping solutions) and construction (actually building the solutions). This chapter presents ideas in linear fashion, which loosely approximates the order in which these activities might logically be carried out. However, each design project is different. Not all activities described here are useful in all projects, others are likely to be added, and several activities described in this chapter often take place simultaneously