Absence of surrogate light chain results in spontaneous autoreactive germinal centres expanding VH81X-expressing B cells

Random recombination of antibody heavy- and light-chain genes results in a diverse B-cell receptor (BCR) repertoire including self-reactive BCRs. However, tolerance mechanisms that prevent the development of self-reactive B cells remain incompletely understood. The absence of the surrogate light chain, which assembles with antibody heavy chain forming a pre-BCR, leads to production of antinuclear antibodies (ANAs). Here we show that the naive follicular B-cell pool is enriched for cells expressing prototypic ANA heavy chains in these mice in a non-autoimmune background with a broad antibody repertoire. This results in the spontaneous formation of T-cell-dependent germinal centres that are enriched with B cells expressing prototypic ANA heavy chains. However, peripheral tolerance appears maintained by selection thresholds on cells entering the memory B-cell and plasma cell pools, as exemplified by the exclusion of cells expressing the intrinsically self-reactive VH81X from both pool

To understand One's Learning : A pilot study about senior-level students' apprehensions of metacognitive questions in the subjects Art and Swedish

Syftet med pilotstudien är att pröva hur rekommenderade metoder för att uppmuntra elevers metakognitiva tänkande kan användas. Metakognition handlar om ”att lära att lära” och är relaterat till begrepp såsom återkoppling, självreglering och formativ bedömning. Forskning visar att elever som får träning i metakognition ökar sina prestationer. Ett av skolans mål enligt läroplanen för grundskolan, förskoleklassen och fritidshemmet 2011/2017 är att eleverna ska utveckla förmågan att bedöma sina resultat. Jag har undersökt hur elever i årskurs sju besvarar och uppfattar metakognitiva frågor i ämnena bild och svenska. Eleverna svarade på metakognitiva frågor vid tre olika tillfällen: vid planeringen, under genomförande samt vid utvärderingen av arbetsuppgiften. I samband med frågorna svarade de även på en enkät om hur de uppfattade de metakognitiva frågorna. Avsikten är att använda pilotstudiens resultat för att bereda mark för en större studie. I studien har en kvalitativ forskningsmetod använts. Resultatet visar att det är väsentligt att lärarna tar reda på elevernas olika förförståelse för de metakognitiva frågorna. Majoriteten av elever upplever de metakognitiva frågorna som oanvändbara, men av olika skäl. Om eleverna inte förstår frågorna tycker de att frågorna blir något utöver arbetsuppgiften. Om eleverna har en hög metakognitiv förförståelse kommer de att anse att frågorna är överflödiga. De flesta eleverna upplevde att de metakognitiva frågorna tog tid från den uppgift de skulle genomföra. Några elever uttryckte stort missnöje, stor frustration och irritation över frågorna. För att metakognitivt tänkande ska kunna tränas metodiskt med avsedd effekt, måste eleverna vara motiverade. En nyckelfaktor är att eleverna förstår vad träningen ska leda till. Detta behöver läraren arbeta med på olika sätt med olika grupper av elever.This pilot study aims to test how recommended methods to promote students’ metacognitive thinking can be used. Metacognition is about “learning how to learn” and is related to conceptions like feedback, self-regulation and formative assessment. Research shows that students that get training in metacognition increase their performances. One of the goals according to the Swedish Curriculum for the compulsory school, preschool class and the recreation centre 2011/2017 is that students shall develop the ability to assess their results. I have examined how students in grade seven answer and apprehend metacognitive questions in the compulsory subjects Art and Swedish. The students answered metacognitive questions at three different times: when planning, when carrying through and when evaluating the task. In connection to answering the questions they also answered a questionnaire about their conception of the metacognitive questions. The intention is to use the result of the pilot study to prepare for a larger study. A qualitative research method has been used in this study. The result show that it’s substantial that the teachers find out about the students different preunderstanding of the metacognitive questions. The majority of the students find the metacognitive question useless, but for different reasons. If the students don’t understand the questions they think that the questions are something in addition to the task. If the students have a high metacognitive preunderstanding they will consider the questions as redundant. Most students thought that the metacognitive questions took time from the task they were supposed to do. Some students expressed great dissatisfaction, big frustration and irritation over the questions. To be able to train metacognitive thinking methodically with desired effect the students have to be motivated. A key factor is that the students understand what the training is supposed to leading. The teacher has to work in different ways with different groups of students with this

Grupputbildning vid diabetes - Uppfattningar ur ett patientperspektiv : En kvalitativ studie

Bakgrund: i Sverige har ungefär fyra procent av befolkningen diabetes. Vid behandling av diabetes (typ-2) är målet att minska risken för komplikationer. Detta kan göras med hjälp av livsstilsförändringar (kost, motion) eller/och farmakologisk behandling. Riskfaktorer för komplikationer är högt blodtryck och höga blodfetter. Komplikationer kan ge mikro- och makrovaskulära förändringar i till exempel ögon, njurar respektive hjärta och blodkärl. Patientutbildning är en central del i behandlingen av typ 2 diabetes. Syfte: vårt syfte med denna studie var att belysa deltagarnas uppfattning av att delta i en grupputbildning om deras diabetessjukdom. Metod: I studien intervjuades sex kvinnor och fyra män (i åldern 65-78 år) som alla deltagit i grupputbildning om diabetes. Intervjuerna analyserades med hjälp av analysmetoden fenomenografi. Resultat: utifrån deltagarnas uppfattningar bildades tre beskrivningskategorier: att lära sig mer, att kommunicera på rätt nivå och livsstilsförändringar. Konklusion: Vi anser att grupputbildning kan vara både tidsbesparande och kostnadseffektivt. Det kan vara betydelsefullt att informanterna använder ett språk som även icke sjukvårdsutbildade förstår. Vi anser att det vore värdefullt med någon slags uppföljning, vilket skulle kunna ha en motivationshöjande effekt för deltagarna.  För vidare forskning och utveckling i ämnet skulle det vara av intresse att göra intervjuer med ett större urval.Background: in Sweden about four percent of the population has diabetes disease. The goal of treatment is to minimize the risk of complications. It can be done with the help of lifestyle changes (diet, exercises) or/and pharmacological treatment. The risk factors for complications are high blood pressures and high blood lipids. The complications can lead to micro- and macro vascular changes, for example in eyes, kidneys, heart and vascular. Patient education plays a central role in type 2 diabetes treatment. Aim: our aim with this study was to elucidate how persons with diabetes considered of attending a group education about their disease. Method: In the study interviewed six women and four men (in the age 65-78 years) that everyone participated in group education about diabetes. The interviews were analyzed with the aid of analysis method phenomenography. Results: on the basis of the participants’ views refined three description categories: to learn more, to communicate on correct level and lifestyle changes. Conclusion: We consider that group education can to be both time-saving and cost-effectively. It can be important to use a language that also non healthcare trained understands. We consider it would be important with some kinds of follow-up, it would to have a motivation increasing effect. For further research and development in the matter would the last of interests to do interviews with a broader selection

Psykiatrisjuksköterskors upplevelser av att möta personer med psykisk sjukdom i öppenvården : en litteraturstudie

Validerat; 20101217 (root

What a designer can change: a proposal for a categorisation of artefact-related aspects

This paper proposes a categorisation of artefact-related aspects that in different ways set people’s preconditions for acting with technology. The categorisation can serve as a starting point for discussing which aspects are relevant to consider from a Design for Sustainable Behaviour perspective. The categorisation sorts these aspects into different layers: from the over-arching layer of enabled activity, through artefact type(s), operative functions, interactive functions, and finally communicative functions. Using examples from research studies, and a selection of theory and methods, we argue for an increased focus on all artefact- related aspects. Moreover, it is essential to move between layers to ensure a consistent design that in every layer provides preconditions for sustainable behaviour. The paper also discusses benefits of redesigning the artefacts people use in their everyday activities, instead of designing artefacts that stimulate new types of conservation activities

Psykiatrisjuksköterskors upplevelser av att möta personer med psykisk sjukdom i öppenvården : en litteraturstudie

Validerat; 20101217 (root

Pathways of Sustainable Behaviours

The aim of this paper is to chart different paths that users can follow to reduce the environmental impact that occurs during the use of an artefact. Through comparing sustainable behaviours found in own studies and literature, five pathways of sustainable behaviour were identified: Changed use, Mediated use, Regulated artefact, Maintenance and repair, and Choice of artefact. In Path 1 the user starts using an artefact in a more sustainable way. In Path 2 the user invests in a secondary artefact to mediate the use of a primary artefact. In Path 3 the users invest in an artefact that regulate a primary artefacts’ resource use. In Path 4 the user maintains an artefact in good condition and in Path 5 the user invests in an artefact that offers less resource consumption by default

Clonotypic analysis of protective influenza M2e-specific lung resident Th17 memory cells reveals extensive functional diversity

The fate of tissue-resident memory CD4 T cells (Trm) has been incompletely investigated. Here we show that intranasal, but not parenteral, immunization with CTA1-3M2e-DD stimulated M2e-specific Th17 Trm cells, which conferred strong protection against influenza virus infection in the lung. These cells rapidly expanded upon infection and effectively restricted virus replication as determined by CD4 T cell depletion studies. Single-cell RNAseq transcriptomic and TCR VDJ-analysis of M2e-tetramer-sorted CD4 T cells on day 3 and 8 post infection revealed complete Th17-lineage dominance (no Th1 or Tregs) with extensive functional diversity and expression of gene markers signifying mature resident Trm cells (Cd69, Nfkbid, Brd2, FosB). Unexpectedly, the same TCR clonotype hosted cells with different Th17 subcluster functions (IL-17, IL-22), regulatory and cytotoxic cells, suggesting a tissue and context-dependent differentiation of reactivated Th17 Trm cells. A gene set enrichment analysis demonstrated up-regulation of regulatory genes (Lag3, Tigit, Ctla4, Pdcd1) in M2e-specific Trm cells on day 8, indicating a tissue damage preventing function. Thus, contrary to current thinking, lung M2e-specific Th17 Trm cells are sufficient for controlling infection and for protecting against tissue injury. These findings will have strong implications for vaccine development against respiratory virus infections and influenza virus infections, in particular