Arabidopsis contains hundreds of ribosomal DNA copies organized within the nucleolar organizing regions (NORs) in chromosomes 2 and 4. There are four major types of variants of rDNA, VAR1-4, based on the polymorphisms of 3’ external transcribed sequences. The variants are known to be differentially expressed during plant development. We created a mutant by the CRISPR-Cas9-mediated excision of ~ 25 nt from predominantly NOR4 ribosomal DNA copies, obtaining mosaic mutational events on ~ 5% of all rDNA copies. The excised region consists of P-loop and Helix-82 segments of 25S rRNA. The mutation led to allelic, dosage-dependent defects marked by lateral root inhibition, reduced size, and pointy leaves, all previously observed for defective ribosomal function. The mutation in NOR4 led to dosage compensation from the NOR2 copies by elevated expression of VAR1 in mutants and further associated single-nucleotide variants, thus, resulting in altered rRNA sub-population. Furthermore, the mutants exhibited rRNA maturation defects specifically in the minor pathway typified by 32S pre-rRNA accumulation. Density-gradient fractionation and subsequent RT-PCR of rRNA analyses revealed that mutated copies were not incorporated into the translating ribosomes. The mutants in addition displayed an elevated autophagic flux as shown by the autophagic marker GFP-ATG8e, likely related to ribophagy.

Digitalisation affects all areas of our private and professional lives, posing new requirements to cope with new technologies and the possibilities they offer. New competences are needed formastering these challenges. Consequently, digital transition affects learning substantially. One of the competences that gain increasing importance through digital transition is media literacy. This paper tries to answer the question of how we can devise learning settings that foster media literacy in higher education. It does so by analyzing media literacy itself on the one hand, and learning settings in higher education which addressmedia literacy on the other hand. Key findings are that media literacy is not precisely characterized yet and that learning settings often do not addressmedia literacy as a main competence goal. To that end, recommendations for developing suitable competence-oriented learning settings in media literacy education at universities are given.

Education in healthcare must enable professionals to work in the health sector for as long and as fulfilled as possible. Yet, new requirements are constantly
arising in the health sector, which continuously change the required competences, e.g. due to new technological possibilities and increasing
interdisciplinarity. Several challenges arise: education in healthcare needs awareness of required competences and their rapid change. At the same time,
addressing them in education presupposes an in-depth understanding of what they actually are.
To tackle these issues, a teaching concept was developed that builds on selfreflection of to-be professionals in healthcare. This concept includes characterizing typical professional situations and deducing required (future) competences for mastering these situations.
Beyond rising awareness to future skills, applying this teaching concept also yields data that support a better understanding of required competences and their importance across professions. A case study resulted in initial competence profiles for several professions in healthcare.

In order to cope with current disruptive technical and societal transfor-mations, e.g. through digitalization or AI, new competences, commonly called future skills, are indispensable for everyday as well as for professional life. Many organizations, large and small, work on defining a set of future skills. This might imply that future skills are generic and identical across all professions. In contrast, it is a consensus in pedagogical research that generic competences are spe-cifically shaped by the professional environment. Clearly, these two positions contradict each other. But what does this contradiction mean for future skills?
This research rests on the assumption that these context-sensitive generic competences including future skills are developed differently for each occupational field. In order to be able to offer target- and competence-oriented teaching, target competences must be known in the first place, taking into account the specific professional characteristics, currently and in the future.
This paper provides evidence that the initial assumption of context-specific competences is true by collecting and comparing qualitative research data. To do so, qualitative data was collected for different occupations, in particular software engineering and health care.
Our research shows that in fact each profession expresses competences specifically, and this applies to technical as well as non-technical competences.
The details of relevant competences need to be identified and characterized as a prerequisite for being able to devise and offer competence-oriented learning approaches.

BACKGROUND: FSGS affects the complex three-dimensional morphology of podocytes, resulting in loss of filtration barrier function and the development of sclerotic lesions. Therapies to treat FSGS are limited, and podocyte-specific drugs are unavailable. To address the need for treatments to delay or stop FSGS progression, researchers are exploring the repurposing of drugs that have been approved by the US Food and Drug Administration (FDA) for other purposes. METHODS: To identify drugs with potential to treat FSGS, we used a specific zebrafish screening strain to combine a high-content screening (HCS) approach with an in vivo model. This zebrafish screening strain expresses nitroreductase and the red fluorescent protein mCherry exclusively in podocytes (providing an indicator for podocyte depletion), as well as a circulating 78 kDa vitamin D-binding enhanced green fluorescent protein fusion protein (as a readout for proteinuria). To produce FSGS-like lesions in the zebrafish, we added 80 µ M metronidazole into the fish water. We used a specific screening microscope in conjunction with advanced image analysis methods to screen a library of 138 drugs and compounds (including some FDA-approved drugs) for podocyte-protective effects. Promising candidates were validated to be suitable for translational studies. RESULTS: After establishing this novel in vivo HCS assay, we identified seven drugs or compounds that were protective in our FSGS-like model. Validation experiments confirmed that the FDA-approved drug belinostat was protective against larval FSGS. Similar pan-histone deacetylase inhibitors also showed potential to reproduce this effect. CONCLUSIONS: Using an FSGS-like zebrafish model, we developed a novel in vivo HCS assay that identified belinostat and related pan-histone deacetylase inhibitors as potential candidates for treating FSGS.