Условие и технологические режимы схватывания порошковых покрытий с материалом основы при их совместной пластической деформации

Автореферат диссертации на соискание ученой степени кандидата технических наук

Delinking global issues in Northern Europe classrooms

This article builds from scholarship in Environmental Education Research (EER) and Critical Global Citizenship Education calling for more explicit attention to how teaching global issues is embedded in the colonial matrix of power. We also consider the extent to which recent calls in EER for explicit attention to coloniality connect to discussions about posthuman thinking through a shared critical reading of modernity. We argue that ethical approaches to global issues, and pedagogical processes and practices that would contribute to them, are possible only if we recognize the relations of power that have shaped history and engage with critical modes of inquiry. Furthermore, we argue for the need to engage deeply with and confront historical patterns in concrete pedagogical practices in order to interrupt our own epistemic, political, ethical, and strategic place and categories. Finally, we will draw upon an example from our classroom-based research to consider how our findings relate to what is being called for in the critical scholarship of praxis, as informed by empirical studies

‘Is It That We Do Not Want Them to Have Washing Machines?’: Ethical Global Issues Pedagogy in Swedish Classrooms

According to sustainable development target 4.7, by 2030, all signatory nations must ensure learners are provided with education for sustainable development and global citizenship. While many national curricula provide a policy imperative to provide a global dimension in curriculum and teaching, mainstreaming an approach to teaching about sustainable development through pressing global issues requires strong attention to what happens between students and teachers in the classroom. In this article, we aim to help teachers think through an ongoing reflexive approach to teaching by bridging important theoretical and empirical scholarship with the day-to-day pedagogies of global educators. This collaborative praxis offers an actionable approach to engaging with values, conflicts and ethical consequences towards bringing global issues into teaching and learning in a critical and fruitful way. Our results show that teachers and students can both experience discomfort and experience a sense of significance and worthiness of engaging in a more critical approach. In addition, if we critically reflect and support students in doing so, as these teachers have one, we open up possibilities for approaches to global issues pedagogy that come much closer to addressing the pressing issues of our deeply unequal world

Critical GCE in the era of SDG 4.7: Discussing HEADSUP with secondary teachers in England, Finland, and Sweden.

The Bloomsbury Handbook of Global Education and Learning brings together the main elements of the debates, provides analysis of policies, and suggests new directions for research in these areas. This chapter presents the argument for centring of critiques from environmental and sustainable development scholarship and critical global citizenship education scholarship in response to enacting United Nations Sustainable Development Goal 4.7. in Global North contexts. As educators and researchers working in these two areas respectively, we draw on Andreotti’s (2012) HEADSUP tool as a bridging framework. The tool centres pedagogical applications towards explicit attention to the ways education for sustainable development and global citizenship education can reproduce colonial systems of power. The chapter shares findings from a small-scale research study engaging secondary and upper secondary teachers in England, Finland and Sweden with the tools and engages with teacher perspectives to consider key possibilities and challenges of applying HEADSUP in both classroom pedagogy and reflexive practice

Global citizenship as taken-for-grantedness: reflecting on Swedish students’ trip to Tanzania

Swedish students regularly take part in school partnership trips to Tanzania. Yet, little research looks at the extent to which these trips support global learning. This paper is interested in the discourses that enable and constrain ethical relationality in these educative encounters. It considers existing research on global citizenship education and school partnerships in relation to decolonial engagements then analyses interview data with four students who participated in an entrepreneurship themed trip to identify discourses available to them. Students articulated an overarching discourse of taken-for-grantedness. Several sub-discourses could enable but tend to constrain an ethical relationality in these educative encounters

Pluriversal possibilities for global education in northern Europe

Purpose: This paper considers the relevance of critical and decolonial approaches to global education in northern Europe through theoretical and empirical research. Methodology: We present a case for an approach that engages the modern/colonial dynamic (Mignolo, 2000; Andreotti, 2014) and pluriversality (Mignolo & Walsh, 2018). We conducted a project involving workshops with secondary teachers in England, Finland, and Sweden centred on Andreotti’s (2012) HEADSUP tool. We recorded discussions at the workshop and individual interviews after applying the tool in practice. Findings: Teachers are both strategic and reticent in how they take up colonialism when teaching global issues. Wider political contexts and teachers’ and students’ own experiences with colonialism and racialisation are very much part of how ethical global issues are framed, unpacked, and responded to in classrooms. While there are some significant challenges evident, several teachers deepened their approach and co-produced a teacher resource supporting the application of HEADSUP to classroom practice

Sustainable development teaching : ethical and political challenges

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Resourcing an Ethical Global Issues Pedagogy with Secondary Teachers in Northern Europe

In this chapter, the authors report on a participatory research project with secondary school teachers in England, Finland, and Sweden that aimed to explore the possibilities for ethical global issues pedagogy in the classroom. The project had three integrated stages: 1) development and delivery of a workshop for teachers based on a synthesis of theoretical work in critical global citizenship education and environmental and sustainability education, and introducing Andreotti's (2012) HEADSUP tool; 2) classroom visits and reflective interviews with teachers where the workshop material was applied and adapted; and 3) drafting, reviewing, piloting, and publishing online a resource to support teacher practice. Findings show teachers are inspired and committed to engaging with deep ethical pedagogical approaches to global issues. However, in order to be able to take up critical approaches in the classroom, teachers require resources and spaces where they can engage with theory and research, reflect, experiment, and exchange information with other teachers

Human P2Y11 Expression Level Affects Human P2X7 Receptor-Mediated Cell Death

Adenosine triphosphate (ATP) is known to induce cell death in T lymphocytes at high extracellular concentrations. CD4+ and CD8+ T lymphocytes have a differential response to ATP, which in mice is due to differences in the P2X7 receptor expression levels. By contrast, we observed that the difference in human CD4+ and CD8+ T lymphocyte response toward the synthetic ATP-analog BzATP is not explained by a difference in human P2X7 receptor expression. Rather, the BzATP-induced human P2X7 receptor response in naïve and immune-activated lymphocyte subtypes correlated with the expression of another ATP-binding receptor: the human P2Y11 receptor. In a recombinant expression system, the coexpression of the human P2Y11 receptor counteracted BzATP-induced human P2X7 receptor-driven lactate dehydrogenase release (a marker of cell death) and pore formation independent of calcium signaling. A mutated non-signaling human P2Y11 receptor had a similar human P2X7 receptor-inhibitory effect on pore formation, thus demonstrating that the human P2X7 receptor interference was not caused by human P2Y11 receptor signaling. In conclusion, we demonstrate an important species difference in the ATP-mediated cell death between mice and human cells and show that in human T lymphocytes, the expression of the human P2Y11 receptor correlates with human P2X7 receptor-driven cell death following BzATP stimulation

Antimicrobial resistance among migrants in Europe: a systematic review and meta-analysis

BACKGROUND: Rates of antimicrobial resistance (AMR) are rising globally and there is concern that increased migration is contributing to the burden of antibiotic resistance in Europe. However, the effect of migration on the burden of AMR in Europe has not yet been comprehensively examined. Therefore, we did a systematic review and meta-analysis to identify and synthesise data for AMR carriage or infection in migrants to Europe to examine differences in patterns of AMR across migrant groups and in different settings. METHODS: For this systematic review and meta-analysis, we searched MEDLINE, Embase, PubMed, and Scopus with no language restrictions from Jan 1, 2000, to Jan 18, 2017, for primary data from observational studies reporting antibacterial resistance in common bacterial pathogens among migrants to 21 European Union-15 and European Economic Area countries. To be eligible for inclusion, studies had to report data on carriage or infection with laboratory-confirmed antibiotic-resistant organisms in migrant populations. We extracted data from eligible studies and assessed quality using piloted, standardised forms. We did not examine drug resistance in tuberculosis and excluded articles solely reporting on this parameter. We also excluded articles in which migrant status was determined by ethnicity, country of birth of participants' parents, or was not defined, and articles in which data were not disaggregated by migrant status. Outcomes were carriage of or infection with antibiotic-resistant organisms. We used random-effects models to calculate the pooled prevalence of each outcome. The study protocol is registered with PROSPERO, number CRD42016043681. FINDINGS: We identified 2274 articles, of which 23 observational studies reporting on antibiotic resistance in 2319 migrants were included. The pooled prevalence of any AMR carriage or AMR infection in migrants was 25·4% (95% CI 19·1-31·8; I2 =98%), including meticillin-resistant Staphylococcus aureus (7·8%, 4·8-10·7; I2 =92%) and antibiotic-resistant Gram-negative bacteria (27·2%, 17·6-36·8; I2 =94%). The pooled prevalence of any AMR carriage or infection was higher in refugees and asylum seekers (33·0%, 18·3-47·6; I2 =98%) than in other migrant groups (6·6%, 1·8-11·3; I2 =92%). The pooled prevalence of antibiotic-resistant organisms was slightly higher in high-migrant community settings (33·1%, 11·1-55·1; I2 =96%) than in migrants in hospitals (24·3%, 16·1-32·6; I2 =98%). We did not find evidence of high rates of transmission of AMR from migrant to host populations. INTERPRETATION: Migrants are exposed to conditions favouring the emergence of drug resistance during transit and in host countries in Europe. Increased antibiotic resistance among refugees and asylum seekers and in high-migrant community settings (such as refugee camps and detention facilities) highlights the need for improved living conditions, access to health care, and initiatives to facilitate detection of and appropriate high-quality treatment for antibiotic-resistant infections during transit and in host countries. Protocols for the prevention and control of infection and for antibiotic surveillance need to be integrated in all aspects of health care, which should be accessible for all migrant groups, and should target determinants of AMR before, during, and after migration. FUNDING: UK National Institute for Health Research Imperial Biomedical Research Centre, Imperial College Healthcare Charity, the Wellcome Trust, and UK National Institute for Health Research Health Protection Research Unit in Healthcare-associated Infections and Antimictobial Resistance at Imperial College London