Fear of the dark - How light signalling modulates the herbivore mediated wounding response in rice

This study focuses on the integration of two external signals a plant has to react to, light and stress imposed by wounding. While the perception of light conditions influences the growth and development of a plant on a long time scale, wounding stress is an immediate event, to which the plant has to respond in a fast manner. Recent studies have given evidence, that the signalling pathways of light and defence are able to influence each other, which was investigated in this study

Teaching Diverse Learners in Europe: Inspiring Practices and Lessons Learned from Germany, Iceland, Lithuania, Luxembourg, Spain and Sweden

Teaching in inclusive settings may be considered a new, challenging task; however, successfully supporting diverse pupils in their learning process has always been at the heart of outstanding pedagogy. Vast differences both in the extent and the quality of inclusive schooling exist between and within European countries. Promoting comparison and cooperation among countries with long-institutionalized inclusive schooling and countries with less inclusive structures, cultures, and practices proves crucial in education research and reform. Building upon a multi-year collaboration, we synthesize lessons learned about inclusive education reforms and “inspiring practices“ in inclusive education in partner schools in Germany, Iceland, Lithuania, Luxembourg, Spain, and Sweden. Contemporary practices take the diversity of groups of learners into account, building upon diversity as a resource; this served as the framework for our collaboration. The TdiverS consortium—as an EU-funded Comenius Network Project “Teaching Diverse Learners in (School-)Subjects“ (TdiverS)—was built on the following principles and goals: (1) diversity in theory and practice, resulting from collaborations of practitioners and scientists exchanging knowledge about teaching in inclusive settings; (2) strengthening awareness of the diversity of frameworks, conditions, and determining factors of teaching inclusively in varying cultural contexts; and (3) inclusive education research uniting multilevel, multicultural, and multidisciplinary perspectives. We highlight the values of inclusive education, map its contemporary European geography, summarize contemporary country-level education reforms and the local development of inclusive practices in six countries, and discuss lessons learned across Northern, Eastern, Southern, and Western Europe

Teaching Heterogenous Learning Groups Inclusively in Europe: Inspiring Practices and Findings from Germany, Iceland, Lithuania, Luxembourg, Sweden, and Spain

Inklusive Bildung ist zu einem globalen Ziel geworden. Dieses Ziel wird durch die Anerkennung des Menschenrechts auf Bildung für alle und die Vision einer demokratischen Gesellschaft unterstützt, die Vielfalt in all ihren Facetten wertschätzt. Die Förderung angesichts der Vielfalt der Schüler*innen mit dem Ziel der Verbesserung des Lernens aller, bleibt für Lehrer*innen in allen nationalen Kontexten eine herausfordernde Aufgabe, da sowohl die gemeinsame Bildung für alle ausgeweitet als auch inklusive Bildung universell werden soll. Die erfolgreiche Unterstützung verschiedener Schüler*innen in ihren Lernprozessen gilt seit Jahrzehnten als das Herzstück einer ausgezeichneten Pädagogik. Dennoch finden wir in ganz Europa signifikante, persistente Unterschiede, sowohl hinsichtlich des Umfangs als auch der Qualität der inklusiven Schulbildung, die auf einer Reihe von institutionalisierten Strukturen und Kulturen beruhen und sich unter anderem in organisatorischen Rahmenbedingungen und Lehrmethoden heterogener Bildungssysteme niederschlagen. Aufbauend auf einer dreijährigen Zusammenarbeit im Rahmen des von der Europäischen Kommission finanzierten Comenius-Netzwerkprojekts „Teaching Diverse Learners in School Subjects“ (TdiverS), werden in diesem Beitrag Erkenntnisse über „inspirierende Praktiken“ der inklusiven Bildung, die in den sechs teilnehmenden Ländern – Deutschland, Island, Litauen, Luxemburg, Schweden und Spanien – gefunden wurden, zusammengefasst. Trotz erheblicher Unterschiede in den Bildungssystemen in Europa sind überall inklusive Bildungspraktiken zu finden. Bei den Schulhospitationen fanden wir inspirierende Inklusionspraktiken in allen Ländern, auch wenn diese durchaus sehr differente Niveaus der (inklusiven) Bildungssysteme aufweisen

Tracking Se Assimilation and Speciation through the Rice Plant – Nutrient Competition, Toxicity and Distribution

<div><p>Up to 1 billion people are affected by low intakes of the essential nutrient selenium (Se) due to low concentrations in crops. Biofortification of this micronutrient in plants is an attractive way of increasing dietary Se levels. We investigated a promising method of Se biofortification of rice seedlings, as rice is the primary staple for 3 billion people, but naturally contains low Se concentrations. We studied hydroponic Se uptake for 0–2500 ppb Se, potential phyto-toxicological effects of Se and the speciation of Se along the shoots and roots as a function of added Se species, concentrations and other nutrients supplied. We found that rice germinating directly in a Se environment increased plant-Se by factor 2–16, but that nutrient supplementation is required to prevent phyto-toxicity. XANES data showed that selenite uptake mainly resulted in the accumulation of organic Se in roots, but that selenate uptake resulted in accumulation of selenate in the higher part of the shoot, which is an essential requirement for Se to be transported to the grain. The amount of organic Se in the plant was positively correlated with applied Se concentration. Our results indicate that biofortification of seedlings with selenate is a successful method to increase Se levels in rice.</p></div

Teaching diverse learners in Europe: inspiring practices and lessons learned from Germany, Iceland, Lithuania, Luxembourg, Spain and Sweden

Šiaulių universiteta

Heterogene Lerngruppen in Europa inklusionsorientiert unterrichten: Inspirierende Praktiken und Erkenntnisse aus Deutschland, Island, Litauen, Luxemburg, Schweden und Spanien

Edukologijos tyrimų institutasVytauto Didžiojo universiteta

Mean linear combination fitting results & R-factor for Se speciation in plant tissue after treatment with 500, 2000 or 10000 μg/L Se as selenate or selenite.

<p>Mean linear combination fitting results & R-factor for Se speciation in plant tissue after treatment with 500, 2000 or 10000 μg/L Se as selenate or selenite.</p

comparison of rice root growth for the additions of 0, 1000 and 2500 μg/L Se as Na₂SeO₃ or Na₂SeO₄ to agar of the nutrient-free, direct Se exposure experiment.

<p>comparison of rice root growth for the additions of 0, 1000 and 2500 μg/L Se as Na₂SeO₃ or Na₂SeO₄ to agar of the nutrient-free, direct Se exposure experiment.</p

Bringing you inspiring practice for inclusive education [electronic resource] : material for education professionals : video material Inspiring practices from six countries

Leidinio apimtyje nurodytas mokomųjų filmų skaičius. Kompaktinio disko trukmė 2 val. 02 min. Nurodytas bendras naudotos literatūros sąrašasDiscover amazing material created by members of six European country teams. Based on three years of collaborations across Europe, including local school/university partnerships, we present tools to further professionalize teaching in school subjectsŠiaulių universiteta