Direct Visualization of Antigen-specific CD8+T Cells during the Primary Immune Response to Epstein-Barr Virus In Vivo

Primary infection with virus can stimulate a vigorous cytotoxic T cell response. The magnitude of the antigen-specific component versus the bystander component of a primary T cell response remains controversial. In this study, we have used tetrameric major histocompatibility complex–peptide complexes to directly visualize antigen-specific cluster of differentration (CD)8+ T cells during the primary immune response to Epstein-Barr virus (EBV) infection in humans. We show that massive expansion of activated, antigen-specific T cells occurs during the primary response to this virus. In one individual, T cells specific for a single EBV epitope comprised 44% of the total CD8+ T cells within peripheral blood. The majority of the antigen-specific cells had an activated/memory phenotype, with expression of human histocompatibility leukocyte antigen (HLA) DR, CD38, and CD45RO, downregulation of CD62 leukocyte (CD62L), and low levels of expression of CD45RA. After recovery from AIM, the frequency of antigen-specific T cells fell in most donors studied, although populations of antigen-specific cells continued to be easily detectable for at least 3 yr

T cell selection in the immune response to antigen

SIGLEAvailable from British Library Document Supply Centre-DSC:D192260 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

The effectiveness of school governing bodies in Gauteng public school

M.Ed.Everyone in South Africa is keenly aware of and concerned about the massive educational changes. There is little doubt about the dominant role that change has played in our organisations and this has brought along many challenges of which education was the most distinctive. The introduction of a democratic school governing system was implemented. The main idea or intention was that such a governing system should systematically improve the culture of teaching and learning in schools and that schools should be gradually be transformed. Even though democratic elected governing bodies are in place, there is however a great lack of governor competence, especially amongst the parent component of the governing body. The Department of Education did not take cognisance of the important role of effective and sufficient training of members serving on school governing bodies. There is great concern that school governing bodies are not effective in executing their governance functions as prescribed by the South African Schools Act of 1996. The aim of this study is thus to investigate the effectiveness of school governing bodies in Gauteng public schools. The quantitative research method was used in order to engage the questionnaire as a research instrument. The sample consisted of primary and secondary schools in the Johannesburg North District (D10) of Gauteng