Cigarette Smoke Impairs A2A Adenosine Receptor Mediated Wound Repair through Up-regulation of Duox-1 Expression.

Cigarette smoke (CS) exposure and intrinsic factors such as the NADPH oxidases produce high levels of reactive oxygen species (ROS), ensuing inflammatory tissue injury. We previously demonstrated that CS-generated ROS, particularly hydrogen peroxide (H2O2), impaired adenosine stimulated wound repair. We hypothesized that CS exposure modulates expression of Dual oxidase 1 (Duox-1), a NADPH oxidases known to generate H2O2. To test this hypothesis, we used human bronchial epithelial cell line Nuli-1 and C57BL/6 mice. Cells were treated with 5% CS extract (CSE) for various periods of time, and mice were exposed to whole body CS for six weeks. Both CSE and CS treatment induced increased expression of Duox-1, and silencing of Doux-1 improved the rate of cell wound repair induced by CSE treatment. Nuli-1 cells pretreated with thapsigargin but not calcium ionophore exhibited increased Duox-1 mRNA expression. CSE treatment stimulated PKCα activation, which was effectively blocked by pretreatment with diphenylene iodonium, a NADPH oxidase inhibitor. Compared to control, lungs from CS-exposed mice showed a significant increase in PKCα activity and Duox-1 expression. Collectively, the data demonstrated that CS exposure upregulates expression of Duox-1 protein. This further leads to H2O2 production and PKCα activation, inhibiting A2AAR-stimulated wound repair

Ten Simple Rules for Organizing an Unconference

This is an open access article distributed under the terms of the Creative Commons Attribution License.Peer Reviewe

Black Girls Speak STEM: Counterstories of Informal and Formal Learning Experiences

This study presents the interpretations and perceptions of Black girls who participated in I AM STEM – a community-based informal science, technology, engineering, and mathematics (STEM) program. Using narrative inquiry, participants generated detailed accounts of their informal and formal STEM learning experiences. Critical race methodology informed this research to portray the dynamic and complex experiences of girls of color, whose stories have historically been silenced and misrepresented. The data sources for this qualitative study included individual interviews, student reflection journals, samples of student work, and researcher memos, which were triangulated to produce six robust counterstories. Excerpts of the counterstories are presented in this article. The major findings of this research revealed that I AM STEM ignited an interest in STEM learning through field trips and direct engagement in scientific phenomena that allowed the girls to become agentic in continuing their engagement in STEM activities throughout the year. This call to awaken the voices of Black girls to speak casts light on their experiences and challenges as STEM learners ⎯ from their perspectives. The findings confirm that when credence and counterspaces are given to Black girls, they are poised to reveal their luster toward STEM learning. This study provided a space for Black girls to reflect on their STEM learning experiences, formulate new understandings, and make connections between the informal and formal learning environments within the context of their everyday lives, thus offering a more holistic approach to STEM learning that occurs across settings and over a lifetime

An Introduction to Non-formal and Informal Science Learning in the ICT Era

This chapter provides an overview of this edited volume on Non-Formal and Informal Science Learning in the 21st Century. The goal of this volume is to introduce the reader to evidence-based non-formal and informal science learning considerations (including technological and pedagogical innovations) that have emerged in and empowered the information and communications technology (ICT) era. The contributions come from diverse countries and contexts (e.g., hackerspaces, museums, makerspaces, after-school activities) to support a wide range of educators, practitioners, and researchers (e.g., K-12 teachers, learning scientists, museum curators, librarians, parents, hobbyists). The documented considerations, lessons learned, and concepts have been extracted using diverse methods, ranging from experience reports and conceptual methods to quantitative studies and field observation using qualitative methods. This volume attempts to support the preparation, set-up, implementation, but also evaluation of informal learning activities to enhance science education. In this first chapter, we introduce the reader to the volume, present the contributions, and conclude by highlighting the potential emerging technologies and practices connected with constructionism (e.g., the maker movement), coding, and joyful activities that are currently taking place under different spaces such as hackerspaces, makerspaces, TechShops, FabLabs, museums, libraries, and so o

Ten Simple Rules for Organizing an Unconference

An academic conference is a traditional platform for researchers and professionals to network and learn about recent developments and trends in a particular academic field [1–4]. Typically, the organizing committees and sponsors decide the main theme and sub-topics of the conference and select the presenters based on peer-reviewed papers [5]. The selected speakers usually share their research with a large audience by means of presentations and posters. However, the most stimulating discussions generally take place over coffee breaks when attendees can interact with each other and discuss various topics, including their own research interests, in a more informal manner [1, 6, 7], while expanding their own professional networks. An emphasis on facilitating such informal/networking interactions is a central focus of “unconventional conferences”—or “unconferences.

Pathways of interest and participation: How STEM-interested youth navigate a learning ecosystem

Despite considerable efforts in recent years to encourage Science, Technology, Engineering and Mathematics (STEM) interest and participation among youth, STEM interest during adolescence continues to decline. Recently, researchers, educators, and policymakers have used a learning ecology perspective to better understand the development and persistence of youth interest in STEM topics or activities. This study examined the dynamics of the STEM interest and participation pathways of three youth in an under-resourced, urban community. These three cases offer insights into how youth with a strong interest in a STEM topic or activity perceived the resources that were available to them in a STEM learning ecosystem and highlight the affordances and constraints each faced in pursuit of their interests. We interviewed each youth 4–5 times during their middle school and high school years (ages 11–14). The analysis reinforces the unique nature of youth interest pathways, but also common factors that contributed to each of these pathways. The ability of youth to navigate the ecosystem depended on the availability and accessibility of both in- and out-of-school learning resources related to their interest, and the support they received from significant adults in their lives in terms of both social, cultural, and financial capital. This study offers important insights into how STEM learning ecosystems might best be structured to enable more youth to develop strong, enduring interests in STEM