The protein-interacting ability of estrogen receptor beta (ERbeta) and estrogen receptor alpha (ERalpha) from Atlantic salmon (Salmo salar) was studied using the yeast two-hybrid system. The salmon ERbeta shared features with other nuclear receptors regarding dimerization, forming a homodimer and heterodimer with ERalpha. The activation of salmon ERs by estradiol-17beta was shown to be necessary for dimerization. Furthermore, the xenoestrogens, 4-nonylphenol and bisphenol A, were shown to promote ER dimerization in the yeast two-hybrid system.

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Technology and Design was included as a multidisciplinary subject and specific field of science in the Knowledge Promotion reform in Norway. In this study middle school teachers are interviewed how they understand the school authorities’ intentions with technology and design, and how they plan and teach this subject. This article also investigate to what extent multidisciplinary collaboration exists between teachers responsible for technology and design. According to teachers, they believe the purpose behind technology and design is so students’ competencies can meet society’s needs related to engineering and science, and motivate students to choose a scientific education. The internet and educational instruction books in science inspire the teachers, but the curriculum’s competency goals hardly govern the provided education. Some teachers use relevant practical activities, but the quality of education varies considerably. Noteworthy, multidisciplinary instruction is hindered, due to a lack of planning time and priority. This experience raises questions when multidisciplinary instruction is expected to increase in the Norwegian curriculum reform from 2020.

This article presents a new joint Nordic study module consisting of a theoretical framework, the kindergarten teacher students' case study and a reflection talk, in natural science for the kindergarten teacher education. The module is developed through an interdisciplinary collaboration in the Nordplus network: Learning of science concepts by kindergarten children: Nordic study module for the kindergarten teacher education (NATGREP), with science and quality in the kindergarten teacher education in focus. The introduction describes the Nordic kindergartens shortly, and concepts as quality and competence are shortly discussed. It is followed by the module's theoretical framework. Then the study module's development process is described accompanied by reflections of the student's case studies in relation to the theoretical framework. At the end, the work with the study module is summarised, and the main conclusion is that the study module contributes positively to the students' skills development, both in science and quality. Kvalitet i barnehagelaererutdanning i naturvitenskap: En fellesnordisk studiemodul