14 research outputs found
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
Cadmium, mercury and lead in the blood of urban women in Croatia, the Czech Republic, Poland, Slovakia, Slovenia, Sweden, China, Ecuador and Morocco
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 Ă€r att pröva hur rekommenderade metoder för att uppmuntra elevers metakognitiva tĂ€nkande kan anvĂ€ndas. Metakognition handlar om âatt lĂ€ra att lĂ€raâ och Ă€r relaterat till begrepp sĂ„som Ă„terkoppling, sjĂ€lvreglering och formativ bedömning. Forskning visar att elever som fĂ„r trĂ€ning i metakognition ökar sina prestationer. Ett av skolans mĂ„l enligt lĂ€roplanen för grundskolan, förskoleklassen och fritidshemmet 2011/2017 Ă€r att eleverna ska utveckla förmĂ„gan att bedöma sina resultat. Jag har undersökt hur elever i Ă„rskurs sju besvarar och uppfattar metakognitiva frĂ„gor i Ă€mnena bild och svenska. Eleverna svarade pĂ„ metakognitiva frĂ„gor vid tre olika tillfĂ€llen: vid planeringen, under genomförande samt vid utvĂ€rderingen av arbetsuppgiften. I samband med frĂ„gorna svarade de Ă€ven pĂ„ en enkĂ€t om hur de uppfattade de metakognitiva frĂ„gorna. Avsikten Ă€r att anvĂ€nda pilotstudiens resultat för att bereda mark för en större studie. I studien har en kvalitativ forskningsmetod anvĂ€nts. Resultatet visar att det Ă€r vĂ€sentligt att lĂ€rarna tar reda pĂ„ elevernas olika förförstĂ„else för de metakognitiva frĂ„gorna. Majoriteten av elever upplever de metakognitiva frĂ„gorna som oanvĂ€ndbara, men av olika skĂ€l. Om eleverna inte förstĂ„r frĂ„gorna tycker de att frĂ„gorna blir nĂ„got utöver arbetsuppgiften. Om eleverna har en hög metakognitiv förförstĂ„else kommer de att anse att frĂ„gorna Ă€r överflödiga. De flesta eleverna upplevde att de metakognitiva frĂ„gorna tog tid frĂ„n den uppgift de skulle genomföra. NĂ„gra elever uttryckte stort missnöje, stor frustration och irritation över frĂ„gorna. För att metakognitivt tĂ€nkande ska kunna trĂ€nas metodiskt med avsedd effekt, mĂ„ste eleverna vara motiverade. En nyckelfaktor Ă€r att eleverna förstĂ„r vad trĂ€ningen ska leda till. Detta behöver lĂ€raren arbeta med pĂ„ olika sĂ€tt med olika grupper av elever.This pilot study aims to test how recommended methods to promote studentsâ metacognitive thinking can be used. Metacognition is about âlearning how to learnâ 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 itâs 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 donât 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 ungefĂ€r fyra procent av befolkningen diabetes. Vid behandling av diabetes (typ-2) Ă€r mĂ„let att minska risken för komplikationer. Detta kan göras med hjĂ€lp av livsstilsförĂ€ndringar (kost, motion) eller/och farmakologisk behandling. Riskfaktorer för komplikationer Ă€r högt blodtryck och höga blodfetter. Komplikationer kan ge mikro- och makrovaskulĂ€ra förĂ€ndringar i till exempel ögon, njurar respektive hjĂ€rta och blodkĂ€rl. Patientutbildning Ă€r en central del i behandlingen av typ 2 diabetes. Syfte: vĂ„rt 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 mĂ€n (i Ă„ldern 65-78 Ă„r) som alla deltagit i grupputbildning om diabetes. Intervjuerna analyserades med hjĂ€lp av analysmetoden fenomenografi. Resultat: utifrĂ„n deltagarnas uppfattningar bildades tre beskrivningskategorier: att lĂ€ra sig mer, att kommunicera pĂ„ rĂ€tt nivĂ„ och livsstilsförĂ€ndringar. Konklusion: Vi anser att grupputbildning kan vara bĂ„de tidsbesparande och kostnadseffektivt. Det kan vara betydelsefullt att informanterna anvĂ€nder ett sprĂ„k som Ă€ven icke sjukvĂ„rdsutbildade förstĂ„r. Vi anser att det vore vĂ€rdefullt med nĂ„gon slags uppföljning, vilket skulle kunna ha en motivationshöjande effekt för deltagarna. För vidare forskning och utveckling i Ă€mnet 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 participantsâ 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
Age-related overexertion injuries among Swedish nursing auxiliaries over a 10-year period
Psykiatrisjuksköterskors upplevelser av att möta personer med psykisk sjukdom i öppenvÄrden : 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 peopleâs 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 öppenvÄrden : 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 artefactsâ 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