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This study examines how teachers exercise relational agency - working flexibly with other actors in their social networks to support migrant students. Teachers and other staff members from 7 schools in Scotland, Finland and Sweden participated in social network surveys (n = 1116), online logs (n = 275) and interviews (n = 82). A mixed-method social network analysis shows how networks facilitate relational agency as teachers reach out to others to mobilise resources and tacit knowledge within their school communities. The findings point to the critical role of professional collaboration and suggest that social networks shape how teachers work with specialists to support migrant students.

Growing migration has changed student populations in many countries, challenging schools and educational systems to include students from migration backgrounds. Teacher collaboration has emerged as a key means to respond to this challenge, yet studying how teachers collaborate to mobilise support in this context poses difficult theoretical and methodological questions. This chapter presents an analytical approach which, drawing on the theory of inclusive pedagogy and mixed methods social network analysis (MMSNA), can elucidate the extent to which teacher collaborations are likely to support the inclusion of migrant students. The approach proceeds in three steps to examine: first, who collaborates to support migrant students? Second, what do inclusive forms of collaboration look like? And finally, how supportive of migrant student inclusion are collaborations likely to be? The approach, demonstrated with MMSNA data from a lower secondary school in a large Swedish city, advances knowledge on the role of collaboration for supporting diverse students and offers the potential to further theory and methods.

For many students with migrant backgrounds and newly arrived students, their mother tongue is not only a knowledge and a school grade issue, but also a reflection of their identity and a sense of belonging, which are shaped by political structures. In this article, we analyze the role of mother tongue in Swedish policy documents and the way teachers and students see the role mother tongue in two Swedish schools: how do school professionals and students view the importance of mother tongue? What measures are taken to encourage the mother tongues of students with a migration background and newly arrived students? What are the implications of and obstacles to studying one’s mother tongue? We will look at levers of integration where school staff, as well as policy documents, encourage modes of incorporation, but also do identify obstacles concerning the practice of mother tongue instruction. Our article shows that although students long for a double cultural belonging, the policy documents are ambiguous and create an unclear promise for migrant students and their mother tongue teachers concerning multicultural incorporation. In practice, they have little evidence that maintaining their cultural background represents a strong value in Sweden. Ambiguous attitude towards mother tongue can be seen as a symbolic response to Sweden as a country which took a turn regarding its migration policy. The integration of residents with a migrant background is constantly questioned in the media and became a central issue in political debates. The implementation of mother tongue instruction reflects Sweden’s current state of discussing migration concerning integration policies somewhere between recognition and stigmatization. The data are drawn from student interviews, interviews with mother tongue teachers, and field notes in two schools in one of the biggest cities in Sweden.

Aims: To evaluate the impacts of hydrogen sulfide (H2S) donor, sodium hydrogen sulfide (NaHS), and phosphodiesterase type-5 inhibitor (PDE5i), tadalafil per se and their combination treatment on partial bladder outlet obstruction (PBOO)-induced erectile dysfunction (ED). Methods: Sprague-Dawley rats were equally divided into five groups: (a) sham-operated control; (b) PBOO; (c) PBOO-treated with NaHS (5.6 mg/kg/day, ip); (d) PBOO-treated with tadalafil (2 mg/kg/day, oral); and (e) PBOO-treated with combination of NaHS and tadalafil. The obstruction was created by urethral ligation for 6 weeks. In vivo erectile responses, in vitro relaxant and contractile responses in penile tissue as well as protein expression of nitric oxide synthases (NOS), H2S synthesis enzymes, oxidative stress, hypoxia, fibrosis markers, and the smooth muscle/collagen ratio and apoptosis were analyzed. Results: Combined treatment entirely returned increased bladder mass, reduced erectile responses, relaxation responses to acetylcholine, and electrical field stimulation in obstructed rats, while partial amelioration was observed after mono-treatment. Decreased neuronal NOS and 3-mercaptopiruvate transferase enzyme expressions in penile tissue from obstructed rats were also entirely restored by the combined treatment. Mono-treatment partially improved increased hypoxia, oxidative stress, fibrosis markers, decreased smooth muscle mass, and H2S levels, while combined therapy completely recovered. Conclusions: The combination therapy with H2S donor and PDE5i had positive effects on erectile responses through the improvement of ischemia-induced morphological and functional penile alterations in obstruction. H2S and NO may likely play a synergistic role in the regulation of erectile function and have constructive effects on clinical outcomes in male patients with ED and benign prostatic hyperplasia/lower urinary tract symptoms.

Aims: To evaluate the impacts of hydrogen sulfide (H2S) donor, sodium hydrogen sulfide (NaHS), and phosphodiesterase type-5 inhibitor (PDE5i), tadalafil per se and their combination treatment on partial bladder outlet obstruction (PBOO)-induced erectile dysfunction (ED). Methods: Sprague-Dawley rats were equally divided into five groups: (a) sham-operated control; (b) PBOO; (c) PBOO-treated with NaHS (5.6 mg/kg/day, ip); (d) PBOO-treated with tadalafil (2 mg/kg/day, oral); and (e) PBOO-treated with combination of NaHS and tadalafil. The obstruction was created by urethral ligation for 6 weeks. In vivo erectile responses, in vitro relaxant and contractile responses in penile tissue as well as protein expression of nitric oxide synthases (NOS), H2S synthesis enzymes, oxidative stress, hypoxia, fibrosis markers, and the smooth muscle/collagen ratio and apoptosis were analyzed. Results: Combined treatment entirely returned increased bladder mass, reduced erectile responses, relaxation responses to acetylcholine, and electrical field stimulation in obstructed rats, while partial amelioration was observed after mono-treatment. Decreased neuronal NOS and 3-mercaptopiruvate transferase enzyme expressions in penile tissue from obstructed rats were also entirely restored by the combined treatment. Mono-treatment partially improved increased hypoxia, oxidative stress, fibrosis markers, decreased smooth muscle mass, and H2S levels, while combined therapy completely recovered. Conclusions: The combination therapy with H2S donor and PDE5i had positive effects on erectile responses through the improvement of ischemia-induced morphological and functional penile alterations in obstruction. H2S and NO may likely play a synergistic role in the regulation of erectile function and have constructive effects on clinical outcomes in male patients with ED and benign prostatic hyperplasia/lower urinary tract symptoms.