Students’ Reasoning About Sustainable Development in Relation to Products’ Life Cycles

In this study, we investigate Secondary School students’ reasoning about a product’s life cycle in relation to three dimensions of sustainable development: economic-, social- and ecological sustainable development. Production and consumption are part of a complex socio-technological system that affects nature and life on earth and knowledge about this complex system are required to achieve sustainable development. In technology education, students can get the opportunity to reason about products and their life cycles. Hence, this study aims to explore what emerges in students’ reasoning about products’ life cycles in relation to sustainable development. Data collection was made through two semi-structured interviews where the students participated in focus groups containing 3 and 4 participants in each group. All student responses have been analysed through thematic analysis to explore dimensions of sustainability. Results show that the students reason with regard to all three dimensions of sustainable development. However, the three dimensions occur to a varying extent within the different phases of a product’s life cycle. Additionally, the students also connect dimensions in their reasoning, with both harmonies and contrasted perspective. Participating students’ reasoning indicated traces of an anthropocentric approach. These results have implications for technology education both associated to content and practice, which is an important step towards education for conscious consumers

Different roles for non-receptor tyrosine kinases in arachidonate release induced by zymosan and Staphylococcus aureus in macrophages

BACKGROUND: Yeast and bacteria elicit arachidonate release in macrophages, leading to the formation of leukotrienes and prostaglandins, important mediators of inflammation. Receptors recognising various microbes have been identified, but the signalling pathways are not entirely understood. Cytosolic phospholipase A(2 )is a major down-stream target and this enzyme is regulated by both phosphorylation and an increase in intracellular Ca(2+). Potential signal components are MAP kinases, phosphatidylinositol 3-kinase and phospholipase Cγ2. The latter can undergo tyrosine phosphorylation, and Src family kinases might carry out this phosphorylation. Btk, a Tec family kinase, could also be important. Our aim was to further elucidate the role of Src family kinases and Btk. METHODS: Arachidonate release from murine peritoneal macrophages was measured by prior radiolabeling. Furthermore, immunoprecipitation and Western blotting were used to monitor changes in activity/phosphorylation of intermediate signal components. To determine the role of Src family kinases two different inhibitors with broad specificity (PP2 and the Src kinase inhibitor 1, SKI-1) were used as well as the Btk inhibitor LFM-A13. RESULTS: Arachidonate release initiated by either Staphylococcus aureus or yeast-derived zymosan beads was shown to depend on members of the Src kinase family as well as Btk. Src kinases were found to act upstream of Btk, phosphatidylinositol 3-kinase, phospholipase Cγ2 and the MAP kinases ERK and p38, thereby affecting all branches of the signalling investigated. In contrast, Btk was not involved in the activation of the MAP-kinases. Since the cytosolic phospholipase A(2 )in macrophages is regulated by both phosphorylation (via ERK and p38) and an increase in intracellular Ca(2+), we propose that members of the Src kinase family are involved in both types of regulation, while the role of Btk may be restricted to the latter type. CONCLUSION: Arachidonate release induced by either Staphylococcus aureus or zymosan was found to depend on Src family kinases as well as Btk. While members of the Src kinase family were shown to act upstream of Btk and the MAP kinases, Btk plays another role independent of MAP kinases, but down-stream of the Src family kinases

Technology Education Is Important for Achieving Sustainable Development

In 2015 all 193 United Nations Member States agreed on 2030 Agenda for Sustainable Development with its 17 Sustainable Development Goals (SDGs) with the purpose to end poverty, ensure prosperity, and protect the planet. Technology and sustainable development are intertwined. The term "double-edged sword" has often been used to describe technology, as it can be both helpful and harmful. But to what extent is technology significant for sustainable development and what content can technology education have in relation to sustainable development? This study examines what technology content can be discerned in the sustainable development goals, SDGs, in order to detect possible content for technology education. The 17 SDGs include 169 targets since every SDG are defined with "Outcome targets" and "means of implementation targets". All 169 SDGs targets were analyzed through content analysis. A category system was developed from the definition of technology by Rossouw et.al (2010) and DiGironimos’s (2011)  to discern technology content in the SDGs. The results show that the achievement of each and every 17 Sustainable Development Goals in one way or another relies on our use of technology and our development of technology. Teaching with a sustainability perspective creates meaningful content for technology education, where current news and topics can be a starting point. Such teaching can provide students with necessary knowledge towards making well-grounded decisions based on facts, as both consumers and global citizens

Living an Everyday Life Through a Child's Cancer Trajectory: Families' Lived Experiences 7 Years After Diagnosis

The aim of this study was to illuminate the lived experiences of families where a child had survived 7 years from a diagnosis of childhood cancer. This article describes one part of an inductive and longitudinal research project that included 17 families. Four families whose child was diagnosed with cancer 7 years previously were interviewed using a hermeneutical phenomenological approach. The families lived experience was described in one essential theme, Living an everyday life through the child's cancer trajectory, further illuminated in 3 related themes: Leaving the disease behind yet feeling its presence, Being the same yet always different, and Feeling stronger yet vulnerable. The results suggest that family members feel vulnerable even if a long period of time has passed since completion of treatment. To varied degrees they still may need support. When moving forward in life, the family members are helped if they can reconcile their memories and experiences derived from the childhood cancer trajectory

Like being covered in a wet and dark blanket – Parents' lived experiences of losing a child to cancer

Purpose The aim of this study was to illuminate parents' lived experiences of losing a child to cancer. Method Interviews and a narrative about parents' experiences of losing a child to cancer were gathered from six parents of children whom had participated in a longitudinal study across the child's illness trajectory. The analysis of the data was inspired by van Manen's hermeneutic phenomenological approach. Results One essential theme emerged: Like being covered in a wet and dark blanket, as well as six related themes: Feeling conflicting emotions, Preparing for the moment of death, Continuing parenting after death, Recollecting and sharing memories, Working through the sorrow and New perspectives in life. Conclusion There is a need for good palliative care. If not, there is a risk that the parent will perseverate and blame themselves for not being a good parent during the suffering child's last time in life. Meetings with the parents six months and two years after the child's death might facilitate healing through the grief process

Insights into Sustainable Development: Secondary School Students' Conversations about Product Life Cycles

In this study, we provide insights about secondary school students’ conversation about products’ life cycles in relation to three dimensions of sustainable development: economic, social, and ecological sustainable development but also what traces of view that appear in these conversations. Production and consumption are part of complex technological systems that affect nature and life on earth, and knowledge about these systems are required to achieve sustainable development. In technology education, students can have the opportunity to talk about products and their life cycles. Hence, this study aims to explore what emerges in students’ conversations about products’ life cycles in relation to sustainable development. Data collection was conducted in Sweden through seven semi-structured interviews, with in total 21 students participating in groups. All student responses have been analysed using thematic analysis to explore dimensions and views of sustainability. Results show that the students discuss with regard to all three dimensions of sustainable development. However, the phases of a product’s life cycle occur to varying extent within the different sustainability dimensions. Additionally, the students also connect dimensions with both harmonious and contrasting perspectives but also talk about the dimensions isolated. When participating students discuss, traces of mainly anthropocentric and technocentric view emerge. This has implications for technology education, where for example deliberative conversations can be used for engaging students in sustainable development

Neuropeptide expression in the human trigeminal nucleus caudalis and in the cervical spinal cord C1 and C2.

In migraine and other primary headaches there is a strong vascular component. Besides the trigeminovascular components some of the associated symptoms point to the involvement of brain stem regions. The central limb of the trigeminal vascular pathway is its projection to the trigeminal nucleus caudalis (TNC) and to the C1-C2 levels of the spinal cord. The aim of the present study was to demonstrate the occurrence of some neurotransmitters in these regions in man. In both the TNC and in the Rexed's laminae I and II of the dorsal horns at the C1 and C2 levels there were numerous substance P immunoreactive fibres. Fibres containing calcitonin gene-related peptide (CGRP) and pituitary adenylate cyclase-activating peptide (PACAP) were moderately dense in number. Fibres containing vasoactive intestinal peptide (VIP) or nitric oxide synthase (NOS) were not seen in the TNC or at the C1 and C2 levels of the spinal cord