D3.5 Report on ECO social network integration features

This document describes how integrations with social networks are being developed in ECO platforms. With these new features, participants will be able to share results and other contents through Facebook, Twitter, Google plus.ICT Policy Support Programme as part of the Competitiveness and Innovation framework Programme (CIP) - grant number 62112

D3.2b Integration Roadmap

The objective of this document is to expose the sequence of steps in time (roadmap) for the integration of the different elements that form the architecture of ECOICT Policy Support Programme as part of the Competitiveness and Innovation framework Programme (CIP) - grant number 62112

D3.1 Validation of technical specifications of ECO modules

The objective of this document is to list the most important technical specifications of each MOOC platform that will be integrated in the overall ECO architecture. The objective of this particular task is to carry out analysis of all the technical specifications of each of the modules/platforms that are to be integrated in the global ECO platform. Once integration will be done, an Open Data exposure solution will be implemented by means of integrating an Open Data Catalog platform such as CKAN.ICT Policy Support Programme as part of the Competitiveness and Innovation framework Programme (CIP) - grant number 62112

D2.1 Analysis of existing MOOC platforms and services

The main objective of this task is to analyze features and services of MOOC platforms that are used in ECO and, secondly, in other commonly used MOOC platforms. This task takes into account the functionality that is required by the different pilots from two viewpoints: technological and pedagogical aspects. Firstly, to ensure this objective, this task performed a state-of-the-art review, mainly research papers and all annotated scientific literature. Secondly, we elaborate a Competitive Analysis Checklist for MOOC platforms. An approach based on technological and pedagogical items is suggested to define specific dimensions for this task. This Checklist will be a useful tool for evaluating MOOC platforms. Thirdly, five of the ECO platforms have been evaluated by using the authoring and delivery environment to check for the availability of features that are essential for the implementation of the pedagogical model as described in D2.1. It became clear that these platforms are not very suitable for the pedagogical model. Finally, a Guide for the Effective Creation of MOOCs has been drawn up indicating to assist course designers to compare the functionality, features, pedagogical and instructional advantages so they can choose the most suitable one for their areas of interest and needs.Part of the work carried out has been funded with support from the European Commission, under the ICT Policy Support Programme, as part of the Competitiveness and Innovation Framework Programme (CIP) in the ECO project under grant agreement n° 21127

Photodegradation of multiclass fungicides in the aquatic environment and determination by liquid chromatography-tandem mass spectrometry

The photodegradation behaviour for nine widespread fungicides (benalaxyl, cyprodinil, dimethomorph, fenhexamide, iprovalicarb, kresoxim-methyl, metalaxyl, myclobutanil and tebuconazole) was evaluated in different types of water. Two different systems, direct UV photolysis and UVC/H2O2 advanced oxidation process (AOP), were applied for the photodegradation tests. For the monitoring of the target compound degradation, a method based on direct injection liquid chromatography-tandem mass spectrometry (LC-MS/MS) was developed. Several fungicide photodegradation by-products were tentatively identified by high-resolution mass spectrometry (HRMS) as well. For the photolysis studies, the efficiency of different types of radiation, UVC (lambda = 254 nm) and UVA (lambda = 365 nm), was compared. UVC photolysis provided the highest removal with a complete degradation for fenhexamide and kresoxim-methyl, and percentages between 48 and 78% for the other compounds, excluding iprovalicarb and myclobutanil with removals <35%, after 30 min of irradiation. Besides, the photodegradation tests were performed with different initial concentrations of fungicides, and the efficiency of two photoreactor systems was compared. In all cases, the kinetics followed pseudo-first order, and the half-life times could also be calculated. The addition of H2O2 under UVC light allowed an improvement of the reaction kinetics, especially for the most recalcitrant fungicides, obtaining in all cases removals higher than 82% in less than 6 min. Finally, in order to evaluate the suitability of the proposed systems, both UVC photolysis and UVC/H2O2 system were tested in different real water matrices (wastewater, tap water, swimming pool water and river water), showing that the UVC/H2O2 system had the highest removal efficiency in less than 6 min, for all water samples

D2.1 Analysis of existing MOOC platforms and services

The main objective of this task is to analyze features and services of MOOC platforms that are used in ECO and, secondly, in other commonly used MOOC platforms. This task takes into account the functionality that is required by the different pilots from two viewpoints: technological and pedagogical aspects. Firstly, to ensure this objective, this task performed a state-of-the-art review, mainly research papers and all annotated scientific literature. Secondly, we elaborate a Competitive Analysis Checklist for MOOC platforms. An approach based on technological and pedagogical items is suggested to define specific dimensions for this task. This Checklist will be a useful tool for evaluating MOOC platforms. Thirdly, five of the ECO platforms have been evaluated by using the authoring and delivery environment to check for the availability of features that are essential for the implementation of the pedagogical model as described in D2.1. It became clear that these platforms are not very suitable for the pedagogical model. Finally, a Guide for the Effective Creation of MOOCs has been drawn up indicating to assist course designers to compare the functionality, features, pedagogical and instructional advantages so they can choose the most suitable one for their areas of interest and needs

Characterisation of microbial attack on archaeological bone

As part of an EU funded project to investigate the factors influencing bone preservation in the archaeological record, more than 250 bones from 41 archaeological sites in five countries spanning four climatic regions were studied for diagenetic alteration. Sites were selected to cover a range of environmental conditions and archaeological contexts. Microscopic and physical (mercury intrusion porosimetry) analyses of these bones revealed that the majority (68%) had suffered microbial attack. Furthermore, significant differences were found between animal and human bone in both the state of preservation and the type of microbial attack present. These differences in preservation might result from differences in early taphonomy of the bones. © 2003 Elsevier Science Ltd. All rights reserved