Dr. Hans-Peter Winkelmann is a key expert on climate change with the Global Climate Change Alliance (GCCA+) Climate Support Facility. He gave a webinar discussing how universities can help fight climate change through their core functions of research, teaching, and knowledge transfer. Universities play an important role in generating new climate change knowledge, educating students, and disseminating information to society. They also influence society through their own operations and serve as models for sustainable practices. Mainstreaming climate change into all aspects of university work is important to equip students and society with the skills needed to address this global challenge.
Dr. Jutta Laukart (Transferagentur Hessen) stellt den Leistungsumfang des IT-Instrumentariums vor und beschreibt Rahmenbedingungen für einen Einsatz der Software. Das IT-Instrumentarium wurde gemeinsam mit den Kommunen in „Lernen-vor-Ort“ entwickelt.
Der Vortrag war Teil der „Fachtagung mitteldeutscher Transferkommunen“ am 24. und 25. Mai 2016 in Nordhausen. http://tinyurl.com/j3psy3k
Am 25. November 2015 fand die TransMit Bildungswerkstatt „Miteinander reden und verstehen – Zugänge zu Sprache und Kultur“ in Erfurt statt. Als Teil der TransMit Themenreihe „Integration Geflüchteter durch Bildung“ nahm die Veranstaltung Angebote zur sprachlichen und kulturellen Bildung für Zugewanderte in den Blick. Sylvia Kränke (Thüringer Volkshochschulverband e.V.) berichtete über die Rolle der Volkshochschulen und stellte Angebote vor.
Dr. Jutta Laukart (Transferagentur Hessen) stellt den Leistungsumfang des IT-Instrumentariums vor und beschreibt Rahmenbedingungen für einen Einsatz der Software. Das IT-Instrumentarium wurde gemeinsam mit den Kommunen in „Lernen-vor-Ort“ entwickelt.
Der Vortrag war Teil der „Fachtagung mitteldeutscher Transferkommunen“ am 24. und 25. Mai 2016 in Nordhausen. http://tinyurl.com/j3psy3k
Am 25. November 2015 fand die TransMit Bildungswerkstatt „Miteinander reden und verstehen – Zugänge zu Sprache und Kultur“ in Erfurt statt. Als Teil der TransMit Themenreihe „Integration Geflüchteter durch Bildung“ nahm die Veranstaltung Angebote zur sprachlichen und kulturellen Bildung für Zugewanderte in den Blick. Sylvia Kränke (Thüringer Volkshochschulverband e.V.) berichtete über die Rolle der Volkshochschulen und stellte Angebote vor.
Dedicado ao segmento de turismo. Concebido e executado de forma inédita e abrangente.
O projeto visa mostrar destinos turísticos no olhar pessoal e verdadeiro de cada fotógrafo e suas experiências em sua jornada, que serão relatadas em forma de diário com conteúdo disponibilizado em tempo real nas plataformas sociais do cliente e da mObgraphia (IG, FB, site).
In seinem Einführungsvortrag stellt Dr. Rainer Wolf (Regierungsdirektor, Referat 22 - Bildung und Kultur, Statistisches Landesamt Baden-Württemberg) die Grundlagen des Bildungsmonitorings vor.
Der Vortrag war Teil der „Fachtagung mitteldeutscher Transferkommunen“ am 24. und 25. Mai 2016 in Nordhausen. http://tinyurl.com/j3psy3k
Samoa Agritourism Policy Setting Worskhop 2016
Linking Agriculture and Tourism through Policy setting:
Strengthening the local agrifood sector and promoting agritourism
Workshop organised by the Government of Samoa and CTA
in collaboration with PIPSO
Apia, Samoa, 13-16 December 2016
Shopping List of Issues and Concerns on Climate Changerbulalakaw
Listing of issues and concerns on developing action programs regarding climate change, from four sectors: academe, national government agencies, local government units, and NGO/PO/Civil Societies
Dedicado ao segmento de turismo. Concebido e executado de forma inédita e abrangente.
O projeto visa mostrar destinos turísticos no olhar pessoal e verdadeiro de cada fotógrafo e suas experiências em sua jornada, que serão relatadas em forma de diário com conteúdo disponibilizado em tempo real nas plataformas sociais do cliente e da mObgraphia (IG, FB, site).
In seinem Einführungsvortrag stellt Dr. Rainer Wolf (Regierungsdirektor, Referat 22 - Bildung und Kultur, Statistisches Landesamt Baden-Württemberg) die Grundlagen des Bildungsmonitorings vor.
Der Vortrag war Teil der „Fachtagung mitteldeutscher Transferkommunen“ am 24. und 25. Mai 2016 in Nordhausen. http://tinyurl.com/j3psy3k
Samoa Agritourism Policy Setting Worskhop 2016
Linking Agriculture and Tourism through Policy setting:
Strengthening the local agrifood sector and promoting agritourism
Workshop organised by the Government of Samoa and CTA
in collaboration with PIPSO
Apia, Samoa, 13-16 December 2016
Shopping List of Issues and Concerns on Climate Changerbulalakaw
Listing of issues and concerns on developing action programs regarding climate change, from four sectors: academe, national government agencies, local government units, and NGO/PO/Civil Societies
Adapting, Implementing, and Scaling up an Academic Flying Less Policy: Lesson...Kim Nicholas
I argue universities should be climate leaders, focusing on preventing and reducing emissions at the source (not offsets). Flying is a very large proportion of academic greenhouse gas emissions, so reducing flying is an important, high-impact priority for universities. I share our story from LUCSUS (Lund University Centre for Sustainability Studies) in developing and passing a low-carbon travel policy (1) based on pledges (2), and how this department-level initiative fits in with broader work for change at the university, national, and international levels.
(1) https://www.lucsus.lu.se/article/lucsus-presents-new-travel-policy-to-reduce-work-related-emissions
(2) https://docs.google.com/document/d/1ZVRjoQAzWsx4e9okCP00d9rvXA28776hgiNTjZaDYko/edit?usp=sharing
Introduction:
RNA interference (RNAi) or Post-Transcriptional Gene Silencing (PTGS) is an important biological process for modulating eukaryotic gene expression.
It is highly conserved process of posttranscriptional gene silencing by which double stranded RNA (dsRNA) causes sequence-specific degradation of mRNA sequences.
dsRNA-induced gene silencing (RNAi) is reported in a wide range of eukaryotes ranging from worms, insects, mammals and plants.
This process mediates resistance to both endogenous parasitic and exogenous pathogenic nucleic acids, and regulates the expression of protein-coding genes.
What are small ncRNAs?
micro RNA (miRNA)
short interfering RNA (siRNA)
Properties of small non-coding RNA:
Involved in silencing mRNA transcripts.
Called “small” because they are usually only about 21-24 nucleotides long.
Synthesized by first cutting up longer precursor sequences (like the 61nt one that Lee discovered).
Silence an mRNA by base pairing with some sequence on the mRNA.
Discovery of siRNA?
The first small RNA:
In 1993 Rosalind Lee (Victor Ambros lab) was studying a non- coding gene in C. elegans, lin-4, that was involved in silencing of another gene, lin-14, at the appropriate time in the
development of the worm C. elegans.
Two small transcripts of lin-4 (22nt and 61nt) were found to be complementary to a sequence in the 3' UTR of lin-14.
Because lin-4 encoded no protein, she deduced that it must be these transcripts that are causing the silencing by RNA-RNA interactions.
Types of RNAi ( non coding RNA)
MiRNA
Length (23-25 nt)
Trans acting
Binds with target MRNA in mismatch
Translation inhibition
Si RNA
Length 21 nt.
Cis acting
Bind with target Mrna in perfect complementary sequence
Piwi-RNA
Length ; 25 to 36 nt.
Expressed in Germ Cells
Regulates trnasposomes activity
MECHANISM OF RNAI:
First the double-stranded RNA teams up with a protein complex named Dicer, which cuts the long RNA into short pieces.
Then another protein complex called RISC (RNA-induced silencing complex) discards one of the two RNA strands.
The RISC-docked, single-stranded RNA then pairs with the homologous mRNA and destroys it.
THE RISC COMPLEX:
RISC is large(>500kD) RNA multi- protein Binding complex which triggers MRNA degradation in response to MRNA
Unwinding of double stranded Si RNA by ATP independent Helicase
Active component of RISC is Ago proteins( ENDONUCLEASE) which cleave target MRNA.
DICER: endonuclease (RNase Family III)
Argonaute: Central Component of the RNA-Induced Silencing Complex (RISC)
One strand of the dsRNA produced by Dicer is retained in the RISC complex in association with Argonaute
ARGONAUTE PROTEIN :
1.PAZ(PIWI/Argonaute/ Zwille)- Recognition of target MRNA
2.PIWI (p-element induced wimpy Testis)- breaks Phosphodiester bond of mRNA.)RNAse H activity.
MiRNA:
The Double-stranded RNAs are naturally produced in eukaryotic cells during development, and they have a key role in regulating gene expression .
(May 29th, 2024) Advancements in Intravital Microscopy- Insights for Preclini...Scintica Instrumentation
Intravital microscopy (IVM) is a powerful tool utilized to study cellular behavior over time and space in vivo. Much of our understanding of cell biology has been accomplished using various in vitro and ex vivo methods; however, these studies do not necessarily reflect the natural dynamics of biological processes. Unlike traditional cell culture or fixed tissue imaging, IVM allows for the ultra-fast high-resolution imaging of cellular processes over time and space and were studied in its natural environment. Real-time visualization of biological processes in the context of an intact organism helps maintain physiological relevance and provide insights into the progression of disease, response to treatments or developmental processes.
In this webinar we give an overview of advanced applications of the IVM system in preclinical research. IVIM technology is a provider of all-in-one intravital microscopy systems and solutions optimized for in vivo imaging of live animal models at sub-micron resolution. The system’s unique features and user-friendly software enables researchers to probe fast dynamic biological processes such as immune cell tracking, cell-cell interaction as well as vascularization and tumor metastasis with exceptional detail. This webinar will also give an overview of IVM being utilized in drug development, offering a view into the intricate interaction between drugs/nanoparticles and tissues in vivo and allows for the evaluation of therapeutic intervention in a variety of tissues and organs. This interdisciplinary collaboration continues to drive the advancements of novel therapeutic strategies.
Observation of Io’s Resurfacing via Plume Deposition Using Ground-based Adapt...Sérgio Sacani
Since volcanic activity was first discovered on Io from Voyager images in 1979, changes
on Io’s surface have been monitored from both spacecraft and ground-based telescopes.
Here, we present the highest spatial resolution images of Io ever obtained from a groundbased telescope. These images, acquired by the SHARK-VIS instrument on the Large
Binocular Telescope, show evidence of a major resurfacing event on Io’s trailing hemisphere. When compared to the most recent spacecraft images, the SHARK-VIS images
show that a plume deposit from a powerful eruption at Pillan Patera has covered part
of the long-lived Pele plume deposit. Although this type of resurfacing event may be common on Io, few have been detected due to the rarity of spacecraft visits and the previously low spatial resolution available from Earth-based telescopes. The SHARK-VIS instrument ushers in a new era of high resolution imaging of Io’s surface using adaptive
optics at visible wavelengths.
Slide 1: Title Slide
Extrachromosomal Inheritance
Slide 2: Introduction to Extrachromosomal Inheritance
Definition: Extrachromosomal inheritance refers to the transmission of genetic material that is not found within the nucleus.
Key Components: Involves genes located in mitochondria, chloroplasts, and plasmids.
Slide 3: Mitochondrial Inheritance
Mitochondria: Organelles responsible for energy production.
Mitochondrial DNA (mtDNA): Circular DNA molecule found in mitochondria.
Inheritance Pattern: Maternally inherited, meaning it is passed from mothers to all their offspring.
Diseases: Examples include Leber’s hereditary optic neuropathy (LHON) and mitochondrial myopathy.
Slide 4: Chloroplast Inheritance
Chloroplasts: Organelles responsible for photosynthesis in plants.
Chloroplast DNA (cpDNA): Circular DNA molecule found in chloroplasts.
Inheritance Pattern: Often maternally inherited in most plants, but can vary in some species.
Examples: Variegation in plants, where leaf color patterns are determined by chloroplast DNA.
Slide 5: Plasmid Inheritance
Plasmids: Small, circular DNA molecules found in bacteria and some eukaryotes.
Features: Can carry antibiotic resistance genes and can be transferred between cells through processes like conjugation.
Significance: Important in biotechnology for gene cloning and genetic engineering.
Slide 6: Mechanisms of Extrachromosomal Inheritance
Non-Mendelian Patterns: Do not follow Mendel’s laws of inheritance.
Cytoplasmic Segregation: During cell division, organelles like mitochondria and chloroplasts are randomly distributed to daughter cells.
Heteroplasmy: Presence of more than one type of organellar genome within a cell, leading to variation in expression.
Slide 7: Examples of Extrachromosomal Inheritance
Four O’clock Plant (Mirabilis jalapa): Shows variegated leaves due to different cpDNA in leaf cells.
Petite Mutants in Yeast: Result from mutations in mitochondrial DNA affecting respiration.
Slide 8: Importance of Extrachromosomal Inheritance
Evolution: Provides insight into the evolution of eukaryotic cells.
Medicine: Understanding mitochondrial inheritance helps in diagnosing and treating mitochondrial diseases.
Agriculture: Chloroplast inheritance can be used in plant breeding and genetic modification.
Slide 9: Recent Research and Advances
Gene Editing: Techniques like CRISPR-Cas9 are being used to edit mitochondrial and chloroplast DNA.
Therapies: Development of mitochondrial replacement therapy (MRT) for preventing mitochondrial diseases.
Slide 10: Conclusion
Summary: Extrachromosomal inheritance involves the transmission of genetic material outside the nucleus and plays a crucial role in genetics, medicine, and biotechnology.
Future Directions: Continued research and technological advancements hold promise for new treatments and applications.
Slide 11: Questions and Discussion
Invite Audience: Open the floor for any questions or further discussion on the topic.
Comparing Evolved Extractive Text Summary Scores of Bidirectional Encoder Rep...University of Maribor
Slides from:
11th International Conference on Electrical, Electronics and Computer Engineering (IcETRAN), Niš, 3-6 June 2024
Track: Artificial Intelligence
https://www.etran.rs/2024/en/home-english/
Professional air quality monitoring systems provide immediate, on-site data for analysis, compliance, and decision-making.
Monitor common gases, weather parameters, particulates.
A brief information about the SCOP protein database used in bioinformatics.
The Structural Classification of Proteins (SCOP) database is a comprehensive and authoritative resource for the structural and evolutionary relationships of proteins. It provides a detailed and curated classification of protein structures, grouping them into families, superfamilies, and folds based on their structural and sequence similarities.
1. Dr. Hans-Peter Winkelmann
Climate Change Expert
Global Climate Change Alliance (GCCA+)
Climate Support Facility, Brussels
Director, CLIMATE CAMPUS
16 December 2015
Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA+ CSF
Webinar
After Paris: How can Universities fight Climate Change?
2. Dr. Hans-Peter Winkelmann, Key Expert on
Climate Change, GCCA CSF
What is the GCCA/GCCA+?
The Global Climate Change Alliance GCCA was established by the European
Union (EU) in 2007 to strengthen dialogue and cooperation with developing
countries, in particular Least Developed Countries (LDCs) and Small Island
Developing States (SIDS).
It has a budget of more than €300 million and is one of the most significant
climate initiatives in the world. It supports 51 programmes around the world
and is active in 38 countries, 8 regions and subregions and on the global
level.
The GCCA+ focuses its technical support on three priority
areas:
•Climate change mainstreaming and poverty reduction
•Increasing resilience to climate-related stresses and shocks
•Sector-based climate change adaptation and mitigation strategies
3. Dr. Hans-Peter Winkelmann, Key Expert on
Climate Change, GCCA CSF
Mainstreaming climate change into higher education
www.climate-campus.org
4. Let‘s talk a bit about climate change…
Climate change is widely acknowledged as mankind’s
most pressing challenge and what we do in the next
few years will determine whether we can avoid
serious impacts.
12. Dr. Hans-Peter Winkelmann, Key Expert on
Climate Change, GCCA CSF
What do universities have to do with
climate change?
“Collaboration between educational, training and
research institutions would help to enable the formal
exchange of experience and lessons learned among
different institutions of the respective regions.
Universities, tertiary centres and research centres
have a special role to play in educating and building
the capacity of stakeholders in key sectors, and
climate change and adaptation issues should be
integrated into education curricula.”
The United Nations Framework Convention on
Climate Change (UNFCCC) is quite clear about that:
13. - Research
Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF
Let’s have a look at the three core functions
of universities first:
- Teaching
- Transfer and outreach
14. Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF
Civil Society
University
Education Research
Outreach/
Transfer
Management/Operations
Let‘s look at the role of universities in society in
view of the core functions of universities
15. Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF
Civil Society
University
Education Research
Outreach/
Transfer
Management/Operations
What is the role of universities in society in view
of the impacts of climate change?
16. Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF
Civil Society
University
Education Research
Outreach/
Transfer
Management/Operations
The role of universities in society in view of the
impacts of climate change
Generation of new
knowledge through
research on CC
Spreading of knowledge
through education
(integration of CC issues into
curricula)
Dissemination of knowledge into society
Through the management of
universities (“Practice what you
preach”)
17. Universities have a particularly important role
to play:
This is because of their traditional mission in research and
teaching, their increasing role in the complex process of
innovation, along with their other contributions to economic
competitiveness and social cohesion, e.g. their role in the
life of the community and in regional development.
Therefore universities have a special responsibility to
society on the local level and should play an important role
as local knowledge centers for climate change mitigation
and adaptation to help society to meet the challenge of
climate change.
Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF
18. Regarding climate change mitigation and adaptation,
universities are critical social multipliers in achieving
sustainable production and consumption patterns.
Universities are important actors in the community, as
employers, purchasers and service users.
Universities are also businesses where the prudent use
of natural resources saves money and safeguards
reputations. Besides the teaching and learning function
of universities their good housekeeping becomes more
and more crucial:
“Practice what you preach!”
Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF
19. Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF
8,000 universities worldwide can become models for
society in the pursuance of reducing greenhouse gas
emissions and tackling climate change.
140 million students are critical agents for a safer
future!
20. Conclusion:
Higher education occupies a central position in
shaping the way to cope with the challenge of
climate change.
Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF
21. Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF
Therefore, universities are called upon
•to teach not only the skills required to advance
successfully in the labour market,
•but also to nourish in their students, faculty and staff a
positive attitude towards climate change mitigation
and adaptation, and
•to help them to understand how people can contribute
to a better life in a sustainable world.
22. What does the COP21 in Paris say?
“7. Parties should strengthen their cooperation on enhancing
action on adaptation, taking into account the Cancun
Adaptation Framework, including with regard to:
(a)Sharing information, good practices, experiences and
lessons learned, including, as appropriate, as these relate to
science, planning, policies and implementation in relation to
adaptation actions; …(…)…
(c) Strengthening scientific knowledge on climate, including
research, systematic observation of the climate system and
early warning systems, in a manner that informs climate
services and supports decision-making;”
Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF
23. The challenge:
Mainstreaming the environment and climate
change into universities!
Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF
24. What do we mean by mainstreaming of
environment and climate issues?
Climate change is pervasive: it affects, and is
affected by, all spheres of public life and is closely
linked to poverty. This is why climate must be an
integral consideration in national development
plans, policies and budgets.
Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF
25. What do we mean by mainstreaming of
environment and climate issues?
Mainstreaming the environment and climate
change into all university programmes contributes
to successful and long-lasting results. It provides
tools and mechanisms to reduce vulnerabilities,
build resilience, identify opportunities for
sustainable livelihoods and contribute to the
transformation into an inclusive green economy.
Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF
26. Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF
How can universities realize mainstreaming
environment and climate change?
27. Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF
Universities can put mainstreaming environment
and climate change into practice in different ways:
- In the area of research through the generation of new
knowledge on climate change mitigation and adaptation,
- in the area of curriculum and teaching through the
incorporation of environment and climate change issues and
options into their teaching activities (“greening the curricula”),
- in the area of physical operations at university campuses
committed to sustainability work to reduce the institution's
carbon footprint and demonstrate practical examples of
sustainable living (“greening the campus”),
- in the transfer of know-how and technology to society.
28. Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF
Resources,
e.g. energy
Input:
Knowledge on
Climate Change
Research
Education
Transfer
Operations and
Management
Students
OperationallevelAcademiclevel
MAINSTREAMING CLIMATE CHANGE INTO
HIGHER EDUCATION
• Reduced emissions,
e.g. CO2
• New knowledge on
climate change
• New employees with
capabilities to address
climate change
• Solutions for mitigation
and adaptation
Output:
30. Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF
Think about your own university:
- How could your own university generate new knowledge
on
climate change?
- How could your own university spread this new knowledge
through education?
- How could your own university disseminate the new
knowledge on climate change to society?
- How could your own university be better managed in a
climate friendly way?
- How could your own university better demonstrate
sustainable living and working?
31. Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF
Look at the following questions from the
student’s perspective:
- What new key competences are needed to contribute to a
climate friendly future and how can they be acquired?
- How could universities enable students to contribute to a
climate friendly future?
- How can students acquire new knowledge and skills on
climate change?
- What could students in general do to help universities to
become climate friendly?
32. Thank you for your collaboration!
Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF