In this article, we look at an example of student migration between Asia and Europe: movement between China and Norway, with the main objective of illustrating the value of studying in Norway to career development upon return to the sending country. Adapting terminology associated with Bourdieu, we discuss this experience as ‘mobility capital’, exploring the value of skills and capacities acquired while abroad in career success. Evidence is drawn from a recent qualitative study of former student migrants from across China, all of whom had previously studied in Norway at Master’s degree level. Analysis of our material demonstrates the strengths and weaknesses of what we term Norwegian ‘mobility capital’, with discussion of these outcomes organized using two heuristic categories: ‘Hai Gui’, a term that refers to a returnee experiencing career success, and ‘Hai Dai’, which relates to returnees who cannot find a secure job upon return.

Endogenous glucocorticoid (GC) activation is regulated by the intracellular GC-activating and -inactivating enzymes 11β-hydroxysteroid dehydrogenase (11β-HSD)1 and 11β-HSD2, respectively, that catalyze interconversion of inert cortisone and its bioactive metabolite cortisol. Because endogenous GCs are critically implicated in suppressing the asthmatic state, this study examined the roles of the 11β-HSD enzymes in regulating GC activation and bronchoprotection during proasthmatic stimulation. Airway hyperresponsiveness to methacholine and inflammation were assessed in rabbits following inhalation of the proasthmatic/proinflammatory cytokine IL-13 with and without pretreatment with the 11β-HSD inhibitor carbenoxolone (CBX). Additionally, IL-13-induced changes in 11β-HSD isozyme expression and GC metabolism were examined in epithelium-intact and -denuded tracheal segments and peripheral lung tissues. Finally, the effects of pretreatment with CBX or 11β-HSD2-targeted siRNAs were investigated with respect to cortisol prevention of IL-13-induced airway constrictor hyperresponsiveness and eotaxin-3 production by airway epithelial cells. IL-13-exposed rabbits exhibited airway hyperresponsiveness, inflammation, and elevated bronchoalveolar lung fluid levels of eotaxin-3. These responses were inhibited by pretreatment with CBX, suggesting a permissive proasthmatic role for 11β-HSD2. Supporting this concept, extended studies demonstrated that 1) IL-13-treated tracheal epithelium and peripheral lung tissues exhibit upregulated 11β-HSD2 activity, 2) the latter impairs cortisone-induced cortisol accumulation and the ability of administered cortisol to prevent both IL-13-induced heightened airway contractility and eotaxin-3 release from epithelial cells, and 3) these proasthmatic responses are prevented by cortisol administration in the presence of 11β-HSD2 inhibition. Collectively, these data demonstrate that the proasthmatic effects of IL-13 are enabled by impaired endogenous GC activation in the lung that is attributed to upregulation of 11β-HSD2 in the pulmonary epithelium.

Culture is the life blood of a society, which influences people’s worldviews, values, and behaviours. Research has confirmed that children’s participation in culture helps develop thinking skills, builds self-esteem, and improves resilience. This paper aims to explore how a purposely designed project can foster cultural sustainability through a case study of a neighbourhood project conducted in Chinese and Norwegian kindergartens. A qualitative research methodology is utilised. Major data sources are an overall project plan prepared by one of the Norwegian university researchers, project descriptions and PowerPoint presentations from the kindergartens, as well as workshop notes taken by one researcher during the workshop, complemented and triangulated by the follow-up reflective narratives from three kindergartens. Qualitative content analysis and comparative analysis are used to analyse the collected data. Findings have indicated that kindergartens hold similar views on culture and cultural stainability. Though the actual activities are diverse and implemented in different ways, the goal of fostering cultural sustainability is achieved in all participating kindergartens. Children not only have gained knowledge of their neighbourhood and problem solving and social skills but also have developed sense of belonging and emotional link with their local culture through the active participation. More importantly, this study has indicated that purposely designed projects/activities can promote early childhood education for sustainability and quality of early childhood education. It is thus recommended cultivating student teachers’ and kindergarten teachers’ competence to design projects/activities integrating different dimensions of sustainability in early childhood teacher education