About 30 per cent of the world’s population are children. Children are not only the most important people for their parents, but also the future of our societies. Providing them with the best possible education is of inestimable importance. Which education is best, however, is a question that is continually being negotiated. For a long time, this question was answered primarily by national governments. For some years, however, ongoing processes of globalisation are significantly shaping education, leading to what scholars term the global turn in education. Non-governmental organisations (NGOs) have become core actors in this global turnaround. They are increasingly joining forces in education-related transnational networks (i.e., global non-governmental spaces) that express an obvious claim to influence schools and education systems worldwide. Hence, questions arise about the associated risks and benefits for schools, particularly with regard to education's role in promoting educational achievement and equal opportunity among students from different backgrounds. However, despite this increasing relevance scholars have neglected to investigate transnational networks of NGOs in the field of education. EmergEd aims to drastically improve scientific knowledge on NGOs in education by analysing the emergence of global non-governmental spaces in education and how they influence education systems and schools – a contribution from which a far-reaching scientific – and in the long run societal – impact is to be expected. It will do so by developing an inter-disciplinary methodology integrating (inferential) Social Network Analysis (SNA) and Discourse Network Analysis (DNA), alongside qualitative data analysis based on Grounded Theory, to contribute to further theory building. This methodology is highly innovative as it draws theories and methods from different disciplines together in novel ways and thus follows an approach at and beyond the frontiers of disciplines.
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Plants live in constantly changing environments and the increased frequency of extreme weather, as a result of climate change, will exacerbate such stresses. The MemoryRNA project aims to expand the fundamental knowledge of non-genetically-based regulations of the plant transcriptome during heat stress (HS). Post-transcriptional modifications of RNA create an additional layer to reversibly control RNA fate. The sophisticated and poorly understood thermomemory phenomenon represents a powerful system to study the role of the RNA modifications and its high impact on RNA metabolism to reprogram the transcriptome, thus leading plants to adapt and survive. To unravel the role of epitranscriptomic-based reprogramming of the transcriptome of thermomemory RNAs at the shoot apical meristem, the project aims to: i) Reveal the m5C and m6A modifications transcriptome-wide that actively contribute to the global cellular response to HS; ii) Characterize the m5C and m6A marks on thermomemomery mRNAs; and iii) Determine how a m6A reader protein ECT2 is regulated upon HS, and its functional role on transcriptional regulation. Data and biological resources obtained by the team support the MemoryRNA project and incorporate a comprehensive set of cutting-edge technologies and approaches, including: i) Direct sequencing of long-read fragments and computational analysis for accurate mapping of RNA marks; ii) Antibody-based techniques and mutant plants to validate and characterise the function of m5C- and m6A-containing mRNAs; and iii) RNA and fluorescence in situ hybridization, and laser confocal microscopy to investigate the role of ECT2 during thermomemory. Understanding the mechanisms that coordinate transcriptional activity of HS-memory genes in response to environmental stressors is of utmost importance to modern agriculture, and throughout the the funding period, opportunities for translation of our results to biotechnological application will be monitored and explored.
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