Testfall Erwachsenenbildner: Perspektiven einer web-basierten Validierung

Web-basierte Lerntechnologien bieten die Möglichkeit, Validierung von Kompetenzen mit geringerem Ressourceneinsatz durchzuführen, und erleichtern das Nachweis- und Zertifikatsmanagement. Ein solches web-basiertes Lerninstrument für Lehrende in der Erwachsenenbildung wird im Projekt EULE entwickelt. In mehr als 25 Lernfeldern, für die Lernangebote hinterlegt sind, bietet EULE eine bedarfsorientierte Bearbeitung von Lernmodulen. Dabei wird eine Identifizierung, Dokumentierung und Bewertung von Kompetenzständen ermöglicht und zu weitergehendem Lernen angeregt

Removing critical gaps in chemical test methods by developing new assays for the identification of thyroid hormone system-disrupting chemicals—the athena project

The test methods that currently exist for the identification of thyroid hormone system-disrupting chemicals are woefully inadequate. There are currently no internationally validated in vitro assays, and test methods that can capture the consequences of diminished or enhanced thyroid hormone action on the developing brain are missing entirely. These gaps put the public at risk and risk assessors in a difficult position. Decisions about the status of chemicals as thyroid hormone system disruptors currently are based on inadequate toxicity data. The ATHENA project (Assays for the identification of Thyroid Hormone axis-disrupting chemicals: Elaborating Novel Assessment strategies) has been conceived to address these gaps. The project will develop new test methods for the disruption of thyroid hormone transport across biological barriers such as the blood–brain and blood–placenta barriers. It will also devise methods for the disruption of the downstream effects on the brain. ATHENA will deliver a testing strategy based on those elements of the thyroid hormone system that, when disrupted, could have the greatest impact on diminished or enhanced thyroid hormone action and therefore should be targeted through effective testing. To further enhance the impact of the ATHENA test method developments, the project will develop concepts for better international collaboration and development in the area of thyroid hormone system disruptor identification and regulation

Mixture effects in samples of multiple contaminants – An inter-laboratory study with manifold bioassays

© 2018 Chemicals in the environment occur in mixtures rather than as individual entities. Environmental quality monitoring thus faces the challenge to comprehensively assess a multitude of contaminants and potential adverse effects. Effect-based methods have been suggested as complements to chemical analytical characterisation of complex pollution patterns. The regularly observed discrepancy between chemical and biological assessments of adverse effects due to contaminants in the field may be either due to unidentified contaminants or result from interactions of compounds in mixtures. Here, we present an interlaboratory study where individual compounds and their mixtures were investigated by extensive concentration-effect analysis using 19 different bioassays. The assay panel consisted of 5 whole organism assays measuring apical effects and 14 cell- and organism-based bioassays with more specific effect observations. Twelve organic water pollutants of diverse structure and unique known modes of action were studied individually and as mixtures mirroring exposure scenarios in freshwaters. We compared the observed mixture effects against component-based mixture effect predictions derived from additivity expectations (assumption of non-interaction). Most of the assays detected the mixture response of the active components as predicted even against a background of other inactive contaminants. When none of the mixture components showed any activity by themselves then the mixture also was without effects. The mixture effects observed using apical endpoints fell in the middle of a prediction window defined by the additivity predictions for concentration addition and independent action, reflecting well the diversity of the anticipated modes of action. In one case, an unexpectedly reduced solubility of one of the mixture components led to mixture responses that fell short of the predictions of both additivity mixture models. The majority of the specific cell- and organism-based endpoints produced mixture responses in agreement with the additivity expectation of concentration addition. Exceptionally, expected (additive) mixture response did not occur due to masking effects such as general toxicity from other compounds. Generally, deviations from an additivity expectation could be explained due to experimental factors, specific limitations of the effect endpoint or masking side effects such as cytotoxicity in in vitro assays. The majority of bioassays were able to quantitatively detect the predicted non-interactive, additive combined effect of the specifically bioactive compounds against a background of complex mixture of other chemicals in the sample. This supports the use of a combination of chemical and bioanalytical monitoring tools for the identification of chemicals that drive a specific mixture effect. Furthermore, we demonstrated that a panel of bioassays can provide a diverse profile of effect responses to a complex contaminated sample. This could be extended towards representing mixture adverse outcome pathways. Our findings support the ongoing development of bioanalytical tools for (i) compiling comprehensive effect-based batteries for water quality assessment, (ii) designing tailored surveillance methods to safeguard specific water uses, and (iii) devising strategies for effect-based diagnosis of complex contamination

Removing Critical Gaps in Chemical Test Methods by Developing New Assays for the Identification of Thyroid Hormone System-Disrupting Chemicals—The ATHENA Project

Copyright © 2020 by the authors. The test methods that currently exist for the identification of thyroid hormone system-disrupting chemicals are woefully inadequate. There are currently no internationally validated in vitro assays, and test methods that can capture the consequences of diminished or enhanced thyroid hormone action on the developing brain are missing entirely. These gaps put the public at risk and risk assessors in a difficult position. Decisions about the status of chemicals as thyroid hormone system disruptors currently are based on inadequate toxicity data. The ATHENA project (Assays for the identification of Thyroid Hormone axis-disrupting chemicals: Elaborating Novel Assessment strategies) has been conceived to address these gaps. The project will develop new test methods for the disruption of thyroid hormone transport across biological barriers such as the blood–brain and blood–placenta barriers. It will also devise methods for the disruption of the downstream effects on the brain. ATHENA will deliver a testing strategy based on those elements of the thyroid hormone system that, when disrupted, could have the greatest impact on diminished or enhanced thyroid hormone action and therefore should be targeted through effective testing. To further enhance the impact of the ATHENA test method developments, the project will develop concepts for better international collaboration and development in the area of thyroid hormone system disruptor identification and regulation.EU Horizon 2020 programme, grant number 82516

Proyectos satisfactorios de aprendizaje combinado en 2006: Experiencias en diferentes entornos de aprendizaje formal, no formal e informal

Socios europeos de once países que trabajan en el marco de la Blended Learning Institutions¿ Cooperative (blinc) han aplicado metodologías de aprendizaje mixto basadas en Internet en diferentes grupos y contextos de aprendizaje, en tres proyectos distintos. El proyecto INTEGRATION se ocupa de la formación de personal intercultural para organizaciones que trabajan con clientes y beneficiarios multiétnicos. Nueve socios de seis naciones han desarrollado material audiovisual de formación y aprendizaje. Se utilizó un enfoque videográfico de la formación intercultural, analizando situaciones concretas de encuentros interculturales desde una perspectiva de incidente crítico, y produciendo y documentando ¿microcomunicaciones interculturales¿ en forma de cortometrajes en línea. En el marco del proyecto Joint Environmental Management (JEM!), financiado por Socrates, socios del Programa de Acción Conjunta de cinco países aplicaron un eCoaching System para la introducción de la gestión medioambiental en las escuelas europeas. El sistema incluye cursos completos, material de formación y directrices de acompañamiento para los profesores, formadores o asesores. El sistema aplicado que se usa en el proyecto JEM! se desarrolló en el marco de otro proyecto denominado ¿IEM in hospitals¿, que fue reconocido como uno de los cinco mejores proyectos, entre un total de 2.500, desde el año 1992. El proyecto JEM! transfirió ese enfoque a las escuelas europeas. La formación y el asesoramiento se llevan a cabo desde perspectivas de aprendizaje combinado y se puede acceder a todo el sistema desde el sitio web interactivo del proyecto. Ambos proyectos son ejemplos de cómo conceptos innovadores de aprendizaje facilitado por las TI pueden materializarse en diversos entornos de aprendizaje formal e informal con grupos, contenidos y objetivos de aprendizaje distintos. Demostraron claramente que el éxito depende, en buena medida, de la calidad del diseño educativo aplicado en los contextos de aprendizaje combinado. Por esa razón, el proyecto Advanced Blended Learning and Didactics (A-B-C-D) (Grundtvig 1.1, 2005-2007) tiene como objetivo el desarrollo de un curso completo de formación para diseñadores de aprendizaje combinado. Estos cursos tendrán lugar en mayo y septiembre de 2007, en Atenas y en Burdeos, con una fase preliminar sobre e-learning. Asimismo, el curso ofrecerá oportunidades para desarrollar proyectos de aprendizaje combinado individuales mediante herramientas Web 2.0, como blogs, wikis, e-portfolios e instrumentos de comunicación síncrona por Internet, como conferencias en línea o Skype

Projets d'apprentissage mixte réussis en 2006 expériences dans différents environnements d'apprentissage formel, non formel et informel /

Titre de l'écran-titre (visionné le 13 avril 2007