title: The role of connexin36 gap junctions in modulating the hypnotic effects of isoflurane and propofol in mice

authors: Jacobson, Gregory M.

subjects: Connexin36

abstract: Gap junction blockade is a possible mechanism by which general anaesthetic drugs cause unconsciousness. We measured the sensitivity of connexin36 knockout mice to the hypnotic effects of isoflurane and propofol. The experimental endpoint was recovery of the righting reflex of the anaesthetised animals during 0.2% step-reductions in isoflurane concentration, or following intraperitoneal injection of propofol (100 mg.kg⁻¹). Connexin36 knockout animals were more sensitive to the hypnotic effects of isoflurane than ‘normal’ wild-type animals. The half maximal effective concentration (EC50) for recovery of righting reflex was 0.37% for connexin36 knockout vs 0.49% for wild-type animals (p < 0.001). For propofol, connnexin36 knockout animals showed more rapid loss of righting reflex than wild-type animals (mean (SD) 2.8 (0.13) vs 3.8 (0.27) min); and young (< 60 days) connexin36 knockout animals remained anaesthetised for longer than young wild-type mice (47.2 (2.9) vs 30.5 (1.7) min; p < 0.00001). These findings suggest that the hypnotic effects of anaesthetic drugs may be moderately enhanced by gap junction blockade.

text: The role of connexin36 gap junctions in modulating the hypnotic effects of isoflurane and propofol in mice Gap junction blockade is a possible mechanism by which general anaesthetic drugs cause unconsciousness. We measured the sensitivity of connexin36 knockout mice to the hypnotic effects of isoflurane and propofol. The experimental endpoint was recovery of the righting reflex of the anaesthetised animals during 0.2% step-reductions in isoflurane concentration, or following intraperitoneal injection of propofol (100 mg.kg⁻¹). Connexin36 knockout animals were more sensitive to the hypnotic effects of isoflurane than ‘normal’ wild-type animals. The half maximal effective concentration (EC50) for recovery of righting reflex was 0.37% for connexin36 knockout vs 0.49% for wild-type animals (p < 0.001). For propofol, connnexin36 knockout animals showed more rapid loss of righting reflex than wild-type animals (mean (SD) 2.8 (0.13) vs 3.8 (0.27) min); and young (< 60 days) connexin36 knockout animals remained anaesthetised for longer than young wild-type mice (47.2 (2.9) vs 30.5 (1.7) min; p < 0.00001). These findings suggest that the hypnotic effects of anaesthetic drugs may be moderately enhanced by gap junction blockade.

year: 2011

title: Space exploration: Approaches to inhabiting digital spaces and their influence on education

authors: Calder, Nigel Stuart

abstract: What happens when we go online, interact and leave our digital footprints? What is the nature of the online spaces that teachers and their students inhabit and the implications of being in these spaces? In this article we have explored these questions by following the theoretical inspirations by James Paul Gee about affinity spaces and Martin Heidegger’s notions on dwelling. The article interweaves its argument with examples from several research projects to argue that online environments allow for opportunities to play and personalize, to be creative, and that these forms of expressions are an interplay of social and technical elements. While the control within digital spaces is not transparent, we contend that there are opportunities for the user to exert influence on and within digital spaces, and to transform them in varying ways and scope. Sometimes those spaces facilitate autonomy and self-selection, which in turn initiates or confirms transformation. With the growth and increased sophistication of virtual realities and artificial intelligence, we need to understand the nature of the educational engagement within these spaces. We also need to understand this mutually influencial engagement between the user and these digital spaces, and be vigilant as to who might be exerting the most influential control.

text: Space exploration: Approaches to inhabiting digital spaces and their influence on education What happens when we go online, interact and leave our digital footprints? What is the nature of the online spaces that teachers and their students inhabit and the implications of being in these spaces? In this article we have explored these questions by following the theoretical inspirations by James Paul Gee about affinity spaces and Martin Heidegger’s notions on dwelling. The article interweaves its argument with examples from several research projects to argue that online environments allow for opportunities to play and personalize, to be creative, and that these forms of expressions are an interplay of social and technical elements. While the control within digital spaces is not transparent, we contend that there are opportunities for the user to exert influence on and within digital spaces, and to transform them in varying ways and scope. Sometimes those spaces facilitate autonomy and self-selection, which in turn initiates or confirms transformation. With the growth and increased sophistication of virtual realities and artificial intelligence, we need to understand the nature of the educational engagement within these spaces. We also need to understand this mutually influencial engagement between the user and these digital spaces, and be vigilant as to who might be exerting the most influential control.

year: 2021

title: Curriculum integration as treaty praxis.

authors: Fraser, Deborah

subjects: curricula

abstract: The article discusses the significance of curriculum integration on the promotion of principles of the Treaty of Waitangi, an agreement signed in 1840 by the Maori and the Crown people in New Zealand. It explores the challenges linked with this curriculum theory design. It also highlights a case study which analyzes the impact of curriculum integration in education.

text: Curriculum integration as treaty praxis. The article discusses the significance of curriculum integration on the promotion of principles of the Treaty of Waitangi, an agreement signed in 1840 by the Maori and the Crown people in New Zealand. It explores the challenges linked with this curriculum theory design. It also highlights a case study which analyzes the impact of curriculum integration in education.

year: 2002