Producing Knowledge for Living

Work is still associated predominantly with employment. A lot of studies focus on the link between learning and labour, but there are few investigations of what kind of knowledge is produced in the act of creating and sustaining life. This is not surprising as subsistence production is not valued as much as work that generates profits. The daily backbreaking work of poor people and women is best captured from the perspective of livelihood systems. These are constantly adjusted and they vary from one person, household or community to another. Working knowledge defined in terms of livelihood activities includes knowing how local hierarchies are tied up in larger socio-political structures, how indigenous herbs can be used for healing, and how communal resources should best be managed so that they serve the interests of all. The paper uses a case study from a village in Zimbabwe to illustrate how the collective actions of a community resulted in learning that led to the rehabilitation of a community dam and a plan for sustainable management of this asset. In this way, villagers could diversify their activities, and thus become less vulnerable to hazards such as drought. The paper suggests that educators have a role in helping villagers to ask the right questions in the process of making really useful knowledge for living.     

Reaching Back Strategy: Using Mirroring,Trust, and Cultural Alignment in a Service-learning Course to Impact Hispanic Parents’ Perception of College—A Case Study

Thirty-four undergraduate public relations majors participating in a problem-based service-learning project at a Hispanic-Serving Institution executed an event that attracted more than 100 low-income Hispanic families to campus. The purpose was to help parents prepare their children for college. From primary and secondary research, the students identified 3 dimensions for reaching the targeted audience—mirroring, trust, and cultural alignment—which were dubbed the Reaching Back strategy. Our purpose is to describe how the Reaching Back strategy works, the benefits of problem-based service-learning projects for both students and community participants, and how this strategy can be replicated.     

On-chip three-dimensional cell culture in phaseguides improves hepatocyte functions in vitro

The in vitro study of liver functions and liver cell specific responses to external stimuli deals with the problem to preserve the in vivo functions of primary hepatocytes. In this study, we used the biochip OrganoPlate^TM (MIMETAS) that combines different advantages for the cultivation of hepatocytes in vitro: (1) the perfusion flow is achieved without a pump allowing easy handling and placement in the incubator; (2) the phaseguides allow plating of matrix-embedded cells in lanes adjacent to the perfusion flow without physical barrier; and (3) the matrix-embedding ensures indirect contact of the cells to the flow. In order to evaluate the applicability of this biochip for the study of hepatocyte''s functions, Matrigel^TM-embedded HepG2 cells were cultured over three weeks in this biochip and compared to a static Matrigel culture (3D) and a monolayer culture (2D). Chip-cultured cells grew in spheroid-like structures and were characterized by the formation of bile canaliculi and a high viability over 14 days. Hepatocyte-specific physiology was achieved as determined by an increase in albumin production. Improved detoxification metabolism was demonstrated by strongly increased cytochrome P450 activity and urea production. Additionally, chip-cultured cells displayed increased sensitivity to acetaminophen. Altogether, the OrganoPlate seems to be a very useful alternative for the cultivation of hepatocytes, as their behavior was strongly improved over 2D and static 3D cultures and the results were largely comparable and partly superior to the previous reports on biochip-cultured hepatocytes. As for the low technical needs, this platform has the appearance of being highly applicable for further studies of hepatocytes'' responses to external stimuli.     

Just Getting By? Francophone Belgian Journalists Dealing with Dutch-language Sources in Their Public Broadcasting Service

ABSTRACT

In this article, we examine how the Dutch language is used when francophone Belgian journalists prepare and produce their reports—during all stages of the process—up until the actual broadcast. We conducted 16 qualitative interviews with TV news journalists employed by the Belgian French-speaking public broadcaster. Taking as a starting point the highly variable level of Dutch in the newsroom, we highlight four practices used by journalists when they have to cover a news story in Flanders or interview a Dutch speaker: avoidance, mutual assistance, specific efforts to deal with linguistic difficulties and what we call a “tactical use” of Dutch with the sources. This study reveals practices that are by no means a demonstration of excellent language skills. Journalists’ frequent lack of knowledge is compensated by a certain pragmatism: they aim to illustrate how their daily routines tackle a concrete problem in a relatively informal, flexible, and collective manner. Finally, we explore to what extent these practices impact journalistic performance and how the use of the Dutch language in the newsroom reflects the language divide in Belgium’s journalistic landscape.     

Creating Opportunities for Contact between Mainstream Pupils and their Counterparts with Learning Difficulties

Michael Shevlin, Lecturer in Education, and Astrid Mona O'Moore, Senior Lecturer in Child and Educational Psychology and Co-ordinator of the Anti-Bullying Centre, both at Trinity College, Dublin, describe a programme linking mainstream pupils and their counterparts with severe and profound learning difficulties, consider the reactions of the pupils, and assess the social and educational benefits for all involved.     

Sex differences in injury rates in team-sport athletes: A systematic review and meta-regression analysis

Background:Team-sport players have a particularly high injury risk.Although female sex is considered a risk factor,it is still unknown whether female and male team-sport players,in fact,differ in their injury rates.We aimed to compare injury rates between female and male players by systematically reviewing and meta-analyzing injury surveillance studies of both sexes in order to evaluate sex-specific differences in team-sport injuries.Methods:Studies that prospectively collected injury data for high-level female and male players(age≥16 years)in basketball,field hockey,football(soccer),handball,rugby(union and sevens),and volleyball were included.Two reviewers(AZ and ALR)independently assessed study quality and extracted data for overall,match,training,and severe injuries(>28 days’time loss)as well as data regarding injury locations and types.Incidence rate ratios(IRRs)were pooled in a meta-analysis,and meta-regression analysis was performed when 10 or more studies were available.Results:Of 20 studies,9 studies reported injury data from football,3 studies from rugby,3 studies from handball,1 study from basketball,1 study from field hockey,2 studies from volleyball,and 1 study from basketball and field hockey.For overall injuries,the pooled IRR=0.86(95%confidence interval(95%CI):0.76-0.98)indicated significantly more injuries in male than in female players.For injury location,the pooled IRR showed higher injury rates in male athletes than in female athletes for upper extremity,hip/groin,thigh,ande foot injuries.Female players had a significantly higher rate of anterior cruciate ligament injuries(IRR=2.15,95%CI:1.27-3.62)than male players.No significant sex-specific differences in IRR were found for match,training,severe injuries,concussions,or ankle sprains.Conclusion:Our meta-analysis provides evidence for sex-specific differences in the injury rates in team sports.Further epidemiological studies including both sexes in sports other than football are needed in order to strengthen the evidence.     

Students’ Involvement in Authentic Modelling Practices as Contexts in Chemistry Education

In science education students should come to understand the nature and significance of models. A promising strategy to achieve this goal is using authentic modelling practices as contexts for meaningful learning of models and modelling. An authentic practice is defined as professionals working with common motives and purposes, pertaining to a similar type of procedure and applying relevant knowledge on the modelling issue they work on. In this study we evaluate whether the use of authentic practices initiates adequate students’ involvement. This was done by investigating students’ interests, ownership, familiarity and complexity. In addition, we evaluated students’ expressed modelling procedures in response to the modelling issues. We designed learning tasks which were enacted by a focus group of students. Three primary data sources were used to collect data. Firstly, a group discussion was organised in which students’ reflected on both authentic practices. Secondly, students filled in written questionnaires containing items on affective and cognitive aspects. Thirdly, the realised modelling procedures by students were analysed. The results show that students’ involvement was successfully initiated, evidenced by motivated students, willingness to continue and the completeness and quality of the realised modelling procedures. The design of the learning tasks proved to be successful in realising this involvement. The results obtained in this study support the strategy of using authentic modelling practices as contexts for meaningful learning of models and modelling.     

Inclusion seen by student teachers in special education: differences among Finnish,Norwegian and Swedish students

This article describes various views of special teacher students towards inclusion. In order to examine these, we analysed a series of statements made by students in Finland, Norway and Sweden. The specific aims were to see how these views can be seen as supportive or challenging for inclusion in schools. A questionnaire with one closed question and two open-ended questions was used in all countries. The results show that students in similar Nordic countries have different views about inclusion. Norwegian students mostly supported inclusion while Finnish students expressed the most reservations. The arguments about inclusion by Norwegian students were the most pupil-focused; those by Finns were teacher-focused, with Swedes being in between. The results seem to reflect the educational policy in these countries. Discussions, more information, as well as good models of inclusion seem to be needed. The implications of these findings for special and regular teacher education are also discussed.