An HPA-1a-positive platelet-depleting agent for prevention of fetal and neonatal alloimmune thrombocytopenia: a randomized, single-blind, placebo-controlled, single-center, phase 1/2 proof-of-concept study

Background: Fetal/neonatal alloimmune thrombocytopenia (FNAIT) is a rare and potentially life-threatening bleeding disorder of the fetus/newborn. Antibodies against human platelet antigen 1a (HPA-1a) are associated with the most frequent FNAIT cases. There are no approved therapies for FNAIT prevention or treatment. RLYB211 is a polyclonal HPA-1a hyperimmune IgG being developed to prevent FNAIT. Objectives: To investigate whether a single dose of anti–HPA-1a (1000 IU) could markedly accelerate the elimination of HPA-1ab platelets transfused into healthy, HPA1a–negative participants as compared with placebo. Methods: This randomized, single-blind, placebo–controlled, single-center, phase 1/2 proof-of-concept study (EudraCT: 2019-003459-12) included HPA-1a– and HLA-A2– negative healthy men. Cohort 1 received intravenous RLYB211 or placebo 1 hour after transfusion of HPA-1ab platelets. Cohort 1B received RLYB211 or placebo, followed by platelet transfusion 1 week later. Primary endpoint was the half-life of transfused platelets in circulation after administration of RLYB211 or placebo, determined by flow cytometry. Proof of concept was ≥90% reduction of half-life relative to placebo. Results: Twelve participants were allocated to cohort 1 or 1B and randomized to receive RLYB211 (n = 9) or placebo (n = 3). RLYB211 markedly accelerated the elimination of HPA-1ab platelets in all participants vs placebo. In cohort 1B, this effect was observed 7 days after RLYB211 administration. Two treatment–emergent adverse events were possibly related to treatment, both in RLYB211–treated participants. No participants developed HPA-1a antibodies at 12 or 24 weeks. Conclusion: These data support the hypothesis that anti–HPA-1a could be used as prophylaxis in women at risk of having an FNAIT–affected pregnancy

Escherichia coli mar and acrAB Mutants Display No Tolerance to Simple Alcohols

The inducible Mar phenotype of Escherichia coli is associated with increased tolerance to multiple hydrophobic antibiotics as well as some highly hydrophobic organic solvents such as cyclohexane, mediated mainly through the AcrAB/TolC efflux system. The influence of water miscible alcohols ethanol and 1-propanol on a Mar constitutive mutant and a mar deletion mutant of E. coli K-12, as well as the corresponding strains carrying the additional acrAB deletion, was investigated. In contrast to hydrophobic solvents, all strains were killed in exponential phase by 1-propanol and ethanol at rates comparable to the parent strain. Thus, the Mar phenotype does not protect E. coli from killing by these more polar solvents. Surprisingly, AcrAB does not contribute to an increased alcohol tolerance. In addition, sodium salicylate, at concentrations known to induce the mar operon, was unable to increase 1-propanol or ethanol tolerance. Rather, the toxicity of both solvents was increased in the presence of sodium salicylate. Collectively, the results imply that the resilience of E. coli to water miscible alcohols, in contrast to more hydrophobic solvents, does not depend upon the AcrAB/TolC efflux system, and suggests a lower limit for substrate molecular size and functionality. Implications for the application of microbiological systems in environments containing high contents of water miscible organic solvents, e.g., phage display screening, are discussed

I hur stor omfattning ska en polisman och en parkeringsvakt tolerera våld i sin tjänsteutövning?

Validerat; 20101217 (root

Making the Invisible Visible : The role of undergraduate textbooks in the teaching and learning of physics and chemistry

As disciplines, undergraduate physics and chemistry leverage a particularly wide range of semiotic systems (modes) in order to create and communicate their scientific meanings. Examples of the different semiotic systems employed are: spoken and written language, mathematics, chemical formulae, graphs, diagrams, sketches, computer simulations, hands-on work with experimental apparatus, computer simulations, etc. Individual semiotic resources within this range of semiotic systems are coordinated in specific constellations (Airey & Linder, 2009) in order to mediate scientific knowledge. In this Swedish Research Council project, we are interested in the representation of scientific phenomena that cannot be seen. The question we pose is: How is scientific knowledge mediated when we cannot directly interact with the phenomena in question through our senses?  We adopt a social semiotic approach (Airey & Linder, 2017; van Leeuwen, 2005), to investigate the ways in which two phenomena—electromagnetic fields and chemical bonds—are presented in undergraduate textbooks. To do this we carried out a semiotic audit (Airey & Erikson, 2019) of eight textbooks (four in each discipline). We note that the individual resources used have a mixture of affordances—whilst the majority retain high disciplinary affordance, others are unpacked (Patron et al. 2021) providing higher pedagogical affordance. We discuss the ways in which the resources have been combined and orchestrated (Bezemer & Jewitt, 2010) in order to attempt to make visible that which is invisible, and identify a number of potential problems. In earlier work, Volkwyn et al. (2019) demonstrated how experimental work with physics devices can make the Earth’s magnetic field accessible to students through chains of transduction. Thus, we propose that encouraging transductions across the semiotic resource systems provided in textbooks may help students to experience the invisible. References Airey, J. (2006). Physics students' experiences of the disciplinary discourse encountered in lectures in English and Swedish (Licentiate dissertation, Department of Physics, Uppsala University). Airey, J. (2009). Science, language, and literacy: Case studies of learning in Swedish university physics (Doctoral dissertation, Acta Universitatis Upsaliensis). Airey, J. (2015). Social Semiotics in Higher Education: Examples from teaching and learning in undergraduate physics. In In: SACF Singapore-Sweden Excellence Seminars, Swedish Foundation for International Cooperation in Research in   Higher Education (STINT) , 2015 (pp. 103).  Airey, J., & Eriksson, U. (2019). Unpacking the Hertzsprung-Russell diagram: A social semiotic analysis of the disciplinary and pedagogical affordances of a central resource in astronomy. Designs for Learning, 11(1), 99-107. Goodwin, C. (2015). Professional vision. In Aufmerksamkeit: Geschichte-Theorie-Empirie (pp. 387-425). Wiesbaden: Springer Fachmedien Wiesbaden. O’Halloran, K. (2007). Mathematical and scientific forms of knowledge: A systemic functional multimodal grammatical approach. language, Knowledge and pedagogy: functional linguistic and sociological perspective, 205-236. Patron, E. (2022). Exploring the role that visual representations play when teaching and learning chemical bonding: An approach built on social semiotics and phenomenography(Doctoral dissertation, Linnaeus University Press).Making the invisible visible: The role of representations in teaching and learning university physics and chemistry

Meaning-Making in Ecology Education : Analysis of Students’ Multimodal Texts

Teaching and learning in ecology depend on multimodality, involving semiotic resourcessuch as visual representations, subject-specific symbols, and written and spoken language. Furthermore, the ecology field involves complex processes and relationships, presenting student challenges.However, more research has yet to investigate how students design multimodal texts to representcomplex biological processes. For a holistic understanding of ecology, it is crucial to understanddifferent complex processes, such as the matter cycle, energy flow, decomposition, and their relations.Therefore, this study aims to, through multimodal text analysis based on systemic functional linguistics (SFL), identify how secondary students collectively present and combine such processes and howthey position themselves through their textual choices. Results indicate that representing biologicalprocesses comprises several challenges for students. One way in which this is shown is the unclearuse and meaning of arrows. Thereto, the students include various aspects uncommon in the fieldof ecology, for example, symbols inspired by comic books, values, and the role of humans, therebyrelating ecosystems to their interests and everyday life. Implications for teaching are discussed, forinstance, the importance of supporting students in terms of scientific content and how to represent it,which can be conducted through text discussions.

Making the Invisible Visible : The role of undergraduate textbooks in the teaching and learning of physics and chemistry

As disciplines, undergraduate physics and chemistry leverage a particularly wide range of semiotic systems (modes) in order to create and communicate their scientific meanings. Examples of the different semiotic systems employed are: spoken and written language, mathematics, chemical formulae, graphs, diagrams, sketches, computer simulations, hands-on work with experimental apparatus, computer simulations, etc. Individual semiotic resources within this range of semiotic systems are coordinated in specific constellations (Airey & Linder, 2009) in order to mediate scientific knowledge. In this Swedish Research Council project, we are interested in the representation of scientific phenomena that cannot be seen. The question we pose is: How is scientific knowledge mediated when we cannot directly interact with the phenomena in question through our senses?  We adopt a social semiotic approach (Airey & Linder, 2017; van Leeuwen, 2005), to investigate the ways in which two phenomena—electromagnetic fields and chemical bonds—are presented in undergraduate textbooks. To do this we carried out a semiotic audit (Airey & Erikson, 2019) of eight textbooks (four in each discipline). We note that the individual resources used have a mixture of affordances—whilst the majority retain high disciplinary affordance, others are unpacked (Patron et al. 2021) providing higher pedagogical affordance. We discuss the ways in which the resources have been combined and orchestrated (Bezemer & Jewitt, 2010) in order to attempt to make visible that which is invisible, and identify a number of potential problems. In earlier work, Volkwyn et al. (2019) demonstrated how experimental work with physics devices can make the Earth’s magnetic field accessible to students through chains of transduction. Thus, we propose that encouraging transductions across the semiotic resource systems provided in textbooks may help students to experience the invisible. References Airey, J. (2006). Physics students' experiences of the disciplinary discourse encountered in lectures in English and Swedish (Licentiate dissertation, Department of Physics, Uppsala University). Airey, J. (2009). Science, language, and literacy: Case studies of learning in Swedish university physics (Doctoral dissertation, Acta Universitatis Upsaliensis). Airey, J. (2015). Social Semiotics in Higher Education: Examples from teaching and learning in undergraduate physics. In In: SACF Singapore-Sweden Excellence Seminars, Swedish Foundation for International Cooperation in Research in   Higher Education (STINT) , 2015 (pp. 103).  Airey, J., & Eriksson, U. (2019). Unpacking the Hertzsprung-Russell diagram: A social semiotic analysis of the disciplinary and pedagogical affordances of a central resource in astronomy. Designs for Learning, 11(1), 99-107. Goodwin, C. (2015). Professional vision. In Aufmerksamkeit: Geschichte-Theorie-Empirie (pp. 387-425). Wiesbaden: Springer Fachmedien Wiesbaden. O’Halloran, K. (2007). Mathematical and scientific forms of knowledge: A systemic functional multimodal grammatical approach. language, Knowledge and pedagogy: functional linguistic and sociological perspective, 205-236. Patron, E. (2022). Exploring the role that visual representations play when teaching and learning chemical bonding: An approach built on social semiotics and phenomenography(Doctoral dissertation, Linnaeus University Press).Making the invisible visible: The role of representations in teaching and learning university physics and chemistry

Making the Invisible Visible : The role of undergraduate textbooks in the teaching and learning of physics and chemistry

As disciplines, undergraduate physics and chemistry leverage a particularly wide range of semiotic systems (modes) in order to create and communicate their scientific meanings. Examples of the different semiotic systems employed are: spoken and written language, mathematics, chemical formulae, graphs, diagrams, sketches, computer simulations, hands-on work with experimental apparatus, computer simulations, etc. Individual semiotic resources within this range of semiotic systems are coordinated in specific constellations (Airey & Linder, 2009) in order to mediate scientific knowledge. In this Swedish Research Council project, we are interested in the representation of scientific phenomena that cannot be seen. The question we pose is: How is scientific knowledge mediated when we cannot directly interact with the phenomena in question through our senses?  We adopt a social semiotic approach (Airey & Linder, 2017; van Leeuwen, 2005), to investigate the ways in which two phenomena—electromagnetic fields and chemical bonds—are presented in undergraduate textbooks. To do this we carried out a semiotic audit (Airey & Erikson, 2019) of eight textbooks (four in each discipline). We note that the individual resources used have a mixture of affordances—whilst the majority retain high disciplinary affordance, others are unpacked (Patron et al. 2021) providing higher pedagogical affordance. We discuss the ways in which the resources have been combined and orchestrated (Bezemer & Jewitt, 2010) in order to attempt to make visible that which is invisible, and identify a number of potential problems. In earlier work, Volkwyn et al. (2019) demonstrated how experimental work with physics devices can make the Earth’s magnetic field accessible to students through chains of transduction. Thus, we propose that encouraging transductions across the semiotic resource systems provided in textbooks may help students to experience the invisible. References Airey, J. (2006). Physics students' experiences of the disciplinary discourse encountered in lectures in English and Swedish (Licentiate dissertation, Department of Physics, Uppsala University). Airey, J. (2009). Science, language, and literacy: Case studies of learning in Swedish university physics (Doctoral dissertation, Acta Universitatis Upsaliensis). Airey, J. (2015). Social Semiotics in Higher Education: Examples from teaching and learning in undergraduate physics. In In: SACF Singapore-Sweden Excellence Seminars, Swedish Foundation for International Cooperation in Research in   Higher Education (STINT) , 2015 (pp. 103).  Airey, J., & Eriksson, U. (2019). Unpacking the Hertzsprung-Russell diagram: A social semiotic analysis of the disciplinary and pedagogical affordances of a central resource in astronomy. Designs for Learning, 11(1), 99-107. Goodwin, C. (2015). Professional vision. In Aufmerksamkeit: Geschichte-Theorie-Empirie (pp. 387-425). Wiesbaden: Springer Fachmedien Wiesbaden. O’Halloran, K. (2007). Mathematical and scientific forms of knowledge: A systemic functional multimodal grammatical approach. language, Knowledge and pedagogy: functional linguistic and sociological perspective, 205-236. Patron, E. (2022). Exploring the role that visual representations play when teaching and learning chemical bonding: An approach built on social semiotics and phenomenography(Doctoral dissertation, Linnaeus University Press).Making the invisible visible: The role of representations in teaching and learning university physics and chemistry

Analysing Multimodal Texts in Science — a Social Semiotic Perspective

Teaching and learning in science disciplines are dependent on multimodal communication. Earlier research implies that students may be challenged when trying to interpret and use different semiotic resources. There have been calls for extensive frameworks that enable analysis of multimodal texts in science education. In this study, we combine analytical tools deriving from social semiotics, including systemic functional linguistics (SFL), where the ideational, interpersonal, and textual metafunctions are central. In regard to other modes than writing—and to analyse how textual resources are combined—we build on aspects highlighted in research on multimodality. The aim of this study is to uncover how such a framework can provide researchers and teachers with insights into the ways in which various aspects of the content in multimodal texts are communicated through different semiotic resources. Furthermore, we aim to explore how different text resources interact and, finally, how the students, or authors of teaching resources, position themselves in relation to the subject. Data consist of one student text and one teaching resource text, both comprising drawn and written elements in combination with symbols. Our analyses of the student text suggest that the proposed framework can provide insights into students’ content knowledge and, hence, how construction of multimodal texts may be a useful tool for formative assessment. When it comes to teaching resources, the framework may be a useful tool for teachers when choosing resources, particularly in relation to students’ possibilities of meaning making when engaging with such texts, but also, as a basis for classroom discussions

Making the Invisible Visible : The role of undergraduate textbooks in the teaching and learning of physics and chemistry

As disciplines, undergraduate physics and chemistry leverage a particularly wide range of semiotic systems (modes) in order to create and communicate their scientific meanings. Examples of the different semiotic systems employed are: spoken and written language, mathematics, chemical formulae, graphs, diagrams, sketches, computer simulations, hands-on work with experimental apparatus, computer simulations, etc. Individual semiotic resources within this range of semiotic systems are coordinated in specific constellations (Airey & Linder, 2009) in order to mediate scientific knowledge. In this Swedish Research Council project, we are interested in the representation of scientific phenomena that cannot be seen. The question we pose is: How is scientific knowledge mediated when we cannot directly interact with the phenomena in question through our senses?  We adopt a social semiotic approach (Airey & Linder, 2017; van Leeuwen, 2005), to investigate the ways in which two phenomena—electromagnetic fields and chemical bonds—are presented in undergraduate textbooks. To do this we carried out a semiotic audit (Airey & Erikson, 2019) of eight textbooks (four in each discipline). We note that the individual resources used have a mixture of affordances—whilst the majority retain high disciplinary affordance, others are unpacked (Patron et al. 2021) providing higher pedagogical affordance. We discuss the ways in which the resources have been combined and orchestrated (Bezemer & Jewitt, 2010) in order to attempt to make visible that which is invisible, and identify a number of potential problems. In earlier work, Volkwyn et al. (2019) demonstrated how experimental work with physics devices can make the Earth’s magnetic field accessible to students through chains of transduction. Thus, we propose that encouraging transductions across the semiotic resource systems provided in textbooks may help students to experience the invisible. References Airey, J. (2006). Physics students' experiences of the disciplinary discourse encountered in lectures in English and Swedish (Licentiate dissertation, Department of Physics, Uppsala University). Airey, J. (2009). Science, language, and literacy: Case studies of learning in Swedish university physics (Doctoral dissertation, Acta Universitatis Upsaliensis). Airey, J. (2015). Social Semiotics in Higher Education: Examples from teaching and learning in undergraduate physics. In In: SACF Singapore-Sweden Excellence Seminars, Swedish Foundation for International Cooperation in Research in   Higher Education (STINT) , 2015 (pp. 103).  Airey, J., & Eriksson, U. (2019). Unpacking the Hertzsprung-Russell diagram: A social semiotic analysis of the disciplinary and pedagogical affordances of a central resource in astronomy. Designs for Learning, 11(1), 99-107. Goodwin, C. (2015). Professional vision. In Aufmerksamkeit: Geschichte-Theorie-Empirie (pp. 387-425). Wiesbaden: Springer Fachmedien Wiesbaden. O’Halloran, K. (2007). Mathematical and scientific forms of knowledge: A systemic functional multimodal grammatical approach. language, Knowledge and pedagogy: functional linguistic and sociological perspective, 205-236. Patron, E. (2022). Exploring the role that visual representations play when teaching and learning chemical bonding: An approach built on social semiotics and phenomenography(Doctoral dissertation, Linnaeus University Press).Making the invisible visible: The role of representations in teaching and learning university physics and chemistry