Unbalanced Immune System: Immunodeficiencies and Autoimmunity

Increased risk of developing autoimmune manifestations has been identified in different primary immunodeficiencies (PIDs). In such conditions, autoimmunity and immune deficiency represent intertwined phenomena that reflect inadequate immune function. Autoimmunity in PIDs may be caused by different mechanisms, including defects of tolerance to self-antigens and persistent stimulation as a result of the inability to eradicate antigens. This general immune dysregulation leads to compensatory and exaggerated chronic inflammatory responses that lead to tissue damage and autoimmunity. Each PID may be characterized by distinct, peculiar autoimmune manifestations. Moreover, different pathogenetic mechanisms may underlie autoimmunity in PID. In this review, the main autoimmune manifestations observed in different PID, including humoral immunodeficiencies, combined immunodeficiencies, and syndromes with immunodeficiencies, are summarized. When possible, the pathogenetic mechanism underlying autoimmunity in a specific PID has been explained

BEYOND THE IMAGINE: THE EXPERIENTIAL WORKSHOPS FOR PROMOTING REFLECTION ON GENDER ISSUES

This paper proposes the report of an action-research with undergraduate female students. This actionresearch aimed to explore the usefulness of experiential workshops with young female university students to promote critical thinking and reflection about gender issues, gender inequality and discrimination. The scope was not only to make people to reflect about social and cultural prejudices, most of them internalized, but also to promote the meaning perspectives’ transformation, according to the theory of the Transformative Learning by Mezirow (Mezirow, 1975; Mezirow, 2003/1991) [7] [6]. The action-research was carried out through various workshops, during the academic course of Historical educational models. In the workshops, the students lived different practices and exercises to make raising consciousness about the ethical topic discussed. We adopted also a qualitative instrument for the evaluation of the validity of the experiential workshops, and this instrument was the drawing: students were asked to draw a drawing to represent what means for them the concept of feminity. The drawings were gathered and then analyzed by three independent judges following a structured grid for the qualitative analysis of the drawings. The aim was not to analyze in a diagnostic lens the representations, but to see similarities and differences, and to formulate various working hypotheses and interpretations. The results of qualitative analysis of the drawing was then compared with the analysis of their narrative reports about the experience and the individual and collective transformation they passed through. One of the most innovative aspects of the research was the circularity between the practice and the reflection, between the action and the research, and from the methodological point of view, the adoption in educational field research of the analysis of adults’ drawings