Identifying core knowledge and skill sets for model curricula: update

This deliverable presents state of the art in curriculum development work, and compares IDCnet to it. Next it discusses the methodology followed to identify key knowledge and skill sets for Design for All. The categories of knowledge thus identified are organised into a taxonomy with examples given for each category and subcategory along with a set of learning outcomes. The purpose of the taxonomy is to structure the knowledge. As this deliverable was a ‘living’ document, and as further activities have taken place since this deliverable was first submitted, this version includes a substantially expanded chapter 5, incorporating comments from: the project review process; the new members of IDCnet; the second IDCnet workshop; as well as comments received from colleagues in response to dissemination activities at conferences. The categories and subcategories of the taxonomy remain unchanged, but further topics and examples have been added to illustrate and clarify the use and range of each category. Finally, the next steps in the IDCnet WP3 strategy are briefly described

Report on update of design for all and design for all related higher education and research policies in eu member countries and USA

This deliverable presents state of the art in Design for All education and research strategies and policies in EU member countries. These findings are complemented with considerations on respective strategies in USA. The report identifies key issues to be further discussed and developed to produce recommendations for further development of DfA related strategies and policies in Europe

Analysis and recommendations on Design for All related higher education and research policies in EU member countries

The report includes recommendations for further development of DfA related strategies and policies in Europe, based on the analysis of the state of the art in Design for All education and research strategies and policies in EU member countries, complemented with considerations on respective strategies in the USA

Teaching DfA core knowledge and skill sets; experience in including inclusive design

The purpose of this document is twofold. Firstly it is to present the teaching pilots that were undertaken by members of the network, and describes the pilot setting and the material taught, as related to the taxonomy of Design for All knowledge and skill sets developed in previous deliverables. Each pilot indicates topics taught and to which categories of the taxonomy they belong. Furthermore, student expectations and reactions to the DfA teaching pilots are described by means of the information gained from questionnaires. In this way the taxonomy is evaluated by the teaching pilot experiences for robustness in completeness and usefulness. The second purpose of this exercise is to highlight best practices in, and possible obstacles and other challenges to implementing and maintaining of Design for All courses and modules in a range of higher education schemes, so that education policies and strategies may be informed accordingly. Both of these objectives help to further the work on recommendations for curriculum work on Design for All, in terms of content and in terms of sustainability

Properties of cultured mLSECs.

<p>(A) Phase contrast microscopy of p19^ARF-/- mLSECs at passage 5. Inset show cells at higher magnification. (B) Proliferation kinetics by cell density analysis (upper panel) and proliferation kinetics by determination of cumulative cell numbers (lower panel) of mLSECs at early (p5) and late passages (p20). (C) Immunofluorescence analysis showing endothelial junction and intermediate filament proteins expressed in early and late passaged mLSECs. *p<0.05 or ***p<0.005.</p

mLSECs represent a genetic stable cell population.

<p>(A) Cell cycle analysis of wt mLSECs at day 1 and day 4 post isolation. (B) Cell cycle analysis of early (p10) and late passaged (p20) mLSECs by flow cytometry.</p

Endothelial integrity of mLSECs.

<p>(A) Western blot analysis of early and late passaged mLSECs using anti-CD31, anti-VE-cadherin and anti-VEGFR-2 antibodies. The EC phenotype of mLSECs were compared to blood endothelial cells (BECs) and hHSECs. Immortalized p19^ARF-deficient hepatocytes, termed MIM1-4, were used as a negative control. Actin is shown as a loading control. (B) qPCR analyses of Stab-1, Stab-2, vWF, Lyve-1, CD32b and CD146 in mLSECs. MIM1-4 cells served as a negative control. RhoA was used as a housekeeping gene. (C) Migratory abilities of mLSECs, BECs and HSECs as shown by wound healing assay in medium containing ECGS. Quantification of phase contrast images of cells after wounding (0 hours) and after wound closure (20 hours). (D) Tube formation of mLSECs as detected after cytokine stimulation.</p

mLSECs respond to angiogenic inhibitors.

<p>(A-F) Drug response of mLSECs, hHSECs and BECs to sunitinib and sorafenib as analyzed by MTT assay.</p

Isolation of Monodisperse Nanodisc-Reconstituted Membrane Proteins Using Free Flow Electrophoresis

Free flow electrophoresis is used for rapid and high-recovery isolation of homogeneous preparations of functionally active membrane proteins inserted into nanodiscs. The approach enables isolation of integral and membrane anchored proteins and is also applicable following introduction of, e.g., fluorescent tags. Preparative separation of membrane protein loaded nanodiscs from empty nanodiscs and protein aggregates results in monodisperse nanodisc preparations ideal for structural and functional characterization using biophysical methods

Summary of key findings from IDCnet (IST-2001-38786 IDCnet) Deliverable D1.1a, AR2426

This document presents an overview of the IDCnet network and its results. IDCnet is a Thematic Network funded by the Fifth Framework Programme of the European Commission. The network was born originally as a support to the eEurope Action Plan, that noted the need to create recommendations for a European curriculum for designers and engineers in Design for All (DfA). The project evolved into an initial support to the activities of the European Design for All e-Accessibility Network (EDeAN) related to curriculum. The network has completed its objectives, producing recommendations for an optimal graduate profile for DfA, a taxonomy for core knowledge and skill sets for model curricula, and a set of recommendations on DfA-related higher education and research policies and strategies