Institute for the Protection and Security of the Citizen Activity Report 2002.

Abstract not availableJRC.G-Institute for the Protection and the Security of the Citizen (Ispra

Disentangling the influence of environment, host specificity and thallus differentiation on bacteria communities in siphonous green seaweeds

Siphonous green seaweeds, such as Caulerpa, are among the most morphologically complex algae with differentiated algal structures (morphological niches). Caulerpa is also host to a rich diversity of bacterial endo- and epibionts. The degree to which these bacterial communities are species-, or even niche-specific remains largely unknown. To address this, we investigated the diversity of bacteria associated to different morphological niches of both native and invasive species of Caulerpa from different geographic locations along the Turkish coastline of the Aegean sea. Associated bacteria were identified using the 16S rDNA marker gene for three morphological niches, such as the endobiome, epibiome, and rhizobiome. Bacterial community structure was explored and deterministic factors behind bacterial variation were investigated. Of the total variation, only 21 .5% could be explained. Pronounced differences in bacterial community composition were observed and variation was partly explained by a combination of host species, biogeography and nutrient levels. The majority of the explained bacterial variation within the algal holobiont was attributed to the micro-environments established by distinct morphological niches. This study further supports the hypothesis that the bacterial assembly is largely stochastic in nature and bacterial community structure is most likely linked to functional genes rather than taxonomy

Assessment Of Different Platforms For Online Virtual Lab Demonstrations

As we move to a more sustainable world, expansion of education is key to the eradication of poverty (SDG1) and societal inequalities (SDG10). Global expansion of tertiary education offers opportunities to deliver Sustainable Development Goals by providing wide access to education in flexible learning environments. However, the quality of education (SDG4) must be maintained and enhanced as it is key to a partnership for the goals (SDG17). While increased learning online can facilitate achievement of these SDGs, there is also a move, within the education sector, to a constructivist approach and a more active learning environment. Interactive virtual learning environments (e.g. Virtual Reality) can offer considerable potential in the integration of active learning in an online environment With this background in mind, the objective of this study was to evaluate the hardware and software resources currently available for effective delivery of remote virtual laboratory learning against nine technical, social and design criteria. At the same time, it is also important to consider sustainability in this evaluation including carbon (SDG13) and ecological footprints (SDG14/15). Hardware options examined were the Computer, Google Cardboard, Meta Quest 2 and Microsoft HoloLens 2, while the software platforms examined were H5P Virtual Tours, 3D Vista Pro, Dynamics 365 Guides and a professionally created VR platform. The main findings were that there is no ‘one-size-fits-all’ system and each system has its own advantages and disadvantages depending on the resources available at the institution and the type and level of knowledge and/or skill being delivered

Early years education in the primary years programme: implementation strategies and programme outcomes

This mixed-methods study investigated implementation strategies and child learning outcomes in early years education in the Primary Years Programme. Researchers from Deakin University evaluated processes and outcomes in four early years programmes, two in Singapore and two in Melbourne, Australia. Researchers collected qualitative data through classroom observations, drawings and writing produced by children, and interviews with educators, coordinators and parents. Quantitative data was collected through assessments of children’s literacy, developmental school readiness and learning skills. Three of the early years programmes appeared to support the development of learner profile attributes through inquiry-led learning and play-based approaches, while one site in Singapore was still in a developmental stage of implementing the programme. The study suggested that literacy skills at all sites were fairly developed; that children were performing at levels commensurate with or better in terms of school readiness; and that children were developing learning skills at higher rates than a comparative sample

Introducing Wimba to Oscail online programmes

This paper reports on a pilot project that investigated the potential for providing synchronous web-based tutorial support for distance education students, and the evaluation of that pilot project. A key challenge for distance education providers is the provision of quality academic support to all students regardless of location. The proven, positive link between attendance at tutorials and academic achievement highlights this aspect of academic support as crucial to distance education student success. In response to student difficulties in attending tutorials and diminishing numbers of tutorial centres, it has become increasingly important to investigate alternative methods of providing tutorial support to distance education students. Following an evaluation of a number of web-based conferencing software, Dublin City University opted to use Wimba Classroom in providing live, virtual classrooms to students. The pilot project involved the adaption of the existing, synchronous, face-to-face tutorial support system, provided to distance education students on the Bachelor of Science in Information Technology (BSc in IT) degree programme from Oscail – DCU Distance Education, such that students attended live, virtual classrooms instead. A particular focus of this paper is the “Enterprise and Emerging Technologies” module of the BSc in IT programme which was specifically redesigned and rewritten for this pilot project. The most successful feature of this software was the archived versions of the live tutorials with 83% of students accessing the archives. The results of this project will have a significant impact on the future delivery of tutorial support, course delivery and assessment in Oscail – DCU Distance Education

Enhancing the teaching and learning experience of distance education through the use of synchronous online tutorials.

Oscail, Distance Education, Dublin City University is at the forefront, like many other distance education providers, in its commitment to adopting new technologies to improve the teaching and learning experience of their students (Cakir and Basak, 2004). Social interaction has been found to contribute positively to knowledge construction, higher order learning (Vygotsky, 1975 ed), achievement (Hrastinski, 2009) and successful completion (Rosenberg 2001, Salmon 2000). Advances in technology have facilitated an enhanced teaching and learning experience for distance education together with the opportunity for social interaction, an aspect often missing from traditional distance education. Following an evaluation of several web conferencing tools, Dublin City University opted to adopt Wimba Classroom to provide live, virtual tutorials. In 2010/2011, Wimba was piloted in the Bachelor of Science in Information Technology degree programme and the outcomes of this project were reported at the 2011 EADTU conference. Following the positive outcome of the pilot project, synchronous online tutorials were introduced to all Oscail programmes in 2011/2012. The use of Wimba was extended to include webinars, student presentations and student feedback sessions and to provide students with the opportunity to engage in social interaction and knowledge construction. This paper will reflect on the subsequent student and tutor experience of teaching and learning within Wimba. It will evaluate if the findings of the pilot project translated to the larger provision of online tutorials

Quantifying microsatellite mutation rates from intestinal stem cell dynamics in Msh2-deficient murine epithelium

Microsatellite sequences have an enhanced susceptibility to mutation and can act as sentinels indicating elevated mutation rates and increased risk of cancer. The probability of mutant fixation within the intestinal epithelium is dictated by a combination of stem cell dynamics and mutation rate. Here we exploit this relationship to infer microsatellite mutation rates. First a sensitive, multiplexed and quantitative method for detecting somatic changes in microsatellite length was developed that allowed the parallel detection of mutant [CA]n sequences from hundreds of low-input tissue samples at up to 14 loci. The method was applied to colonic crypts in Mus musculus and enabled detection of mutant subclones down to 20% of the cellularity of the crypt (around 50 of 250 cells). By quantifying age-related increases in clone frequencies for multiple loci, microsatellite mutation rates in wild-type and Msh2- deficient epithelium were established. An average 388-fold increase in mutation per mitosis rate was observed in Msh2-deficient epithelium (2.4 x10-2) compared to wild- type epithelium (6.2 x10-5)