| 1. |
- Corthay, Alexandre, et al.
(författare)
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Epitope glycosylation plays a critical role for T cell recognition of type II collagen in collagen-induced arthritis
- 1998
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Ingår i: European Journal of Immunology. - 1521-4141. ; 28:8, s. 2580-2590
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Tidskriftsartikel (refereegranskat)abstract
- Immunization of mice with type II collagen (CII) leads to collagen-induced arthritis (CIA), a model for rheumatoid arthritis. T cell recognition of CII is believed to be a critical step in CIA development. We have analyzed the T cell determinants on CII and the TCR used for their recognition, using twenty-nine T cell hybridomas derived from C3H.Q and DBA/1 mice immunized with rat CII. All hybridomas were specific for the CII(256-270) segment. However, posttranslational modifications (hydroxylation and variable O-linked glycosylation) of the lysine at position 264 generated five T cell determinants that were specifically recognized by different T cell hybridoma subsets. TCR sequencing indicated that each of the five T cell epitopes selected its own TCR repertoire. The physiological relevance of this observation was shown by in vivo antibody-driven depletion of TCR Valpha2-positive T cells, which resulted in an inhibition of the T cell proliferative response in vitro towards the non-modified CII(256-270), but not towards the glycosylated epitope. Most hybridomas (20/29) specifically recognized CII(256-270) glycosylated with a monosaccharide (beta-D-galactopyranose). We conclude that this glycopeptide is immunodominant in CIA and that posttranslational modifications of CII create new T cell determinants that generate a diverse TCR repertoire.
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| 2. |
- Raposo, Bruno, et al.
(författare)
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T cells specific for post-translational modifications escape intrathymic tolerance induction
- 2018
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Ingår i: Nature Communications. - : NATURE PUBLISHING GROUP. - 2041-1723. ; 9
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Tidskriftsartikel (refereegranskat)abstract
- Establishing effective central tolerance requires the promiscuous expression of tissue-restricted antigens by medullary thymic epithelial cells. However, whether central tolerance also extends to post-translationally modified proteins is not clear. Here we show a mouse model of autoimmunity in which disease development is dependent on post-translational modification (PTM) of the tissue-restricted self-antigen collagen type II. T cells specific for the non-modified antigen undergo efficient central tolerance. By contrast, PTM-reactive T cells escape thymic selection, though the PTM variant constitutes the dominant form in the periphery. This finding implies that the PTM protein is absent in the thymus, or present at concentrations insufficient to induce negative selection of developing thymocytes and explains the lower level of tolerance induction against the PTM antigen. As the majority of self-antigens are post-translationally modified, these data raise the possibility that T cells specific for other self-antigens naturally subjected to PTM may escape central tolerance induction by a similar mechanism.
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| 3. |
- Anderström, Helena, et al.
(författare)
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Lärarstudenters utsagor om kvalitetsaspekter i handledning under den verksamhetsförlagda delen av utbildningen
- 2020
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Ingår i: Utbildning & Lärande. - : Högskolan i dalarna. - 2001-4554. ; 14:1, s. 45-64
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Tidskriftsartikel (refereegranskat)abstract
- Student teachers consider teacher training as an important part of teacher education. Despite this, students’ explicit descriptions of quality in mentoring have not been paid much attention in the Swedish context. This study aims to contribute with knowledge of student teachers’ expressions of quality in mentoring during the teacher training program. Two focus group interviews and seven individual interviews were conducted with student teachers specializing in teaching grades F–3 and 4–6, in teacher training schools that participated in the trial activities in Sweden. Their statements have been analysed based on the theory of social representations. The result shows that three social representations appear: Qualitative mentoring is characterized by a) student’s professional development, b) collegial cooperation, and c) trust. These social representations influence students’ expectations of mentoring and its design. Although the students want to be seen as colleagues, they expect mentors to decide when, where and how mentoring should be carried out, and to have a distinct feeling to use the right type of mentoring at the right time. The mixed professional roles, which is highlighted by the students but seem to be implicit, calls for different forms of mentoring strategies that need to be explicit for both the mentor and the student.
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| 7. |
- Bjursell, Cecilia, 1970-, et al.
(författare)
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Lifelong Learning Through Context Collapse : Higher education Teachers’ Narratives About Online education During The Pandemic
- 2022
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Ingår i: Proceedings of INTED2022 Conference 7th-8th March 2022. - : IATED. - 9788409377589 ; , s. 2632-2641
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Konferensbidrag (refereegranskat)abstract
- The COVID-19 pandemic has elicited a shift from campus classrooms to distance education in higher education worldwide, shaping not only students’ experiences, but also those of teachers, especially those who never have taught online. In addition, the pandemic created a meta-context that has positioned distance education as something different from previous efforts. This study aimed to investigate higher education teachers’ experiences during the transition from classroom to online teaching by using a collective auto-ethnography method based on 13 personal stories from Swedish faculty. For the abductive approach in the analysis, a framework that combines lifelong learning theory with the context collapse concept has been applied. The disjuncture that the pandemic has elicited created a situation in which teachers had to make sense of the fact that their previous experiences did not completely fit the new situation. Context collapse, a term used to describe encounters with many audiences in social media, has been introduced to highlight the clash between professional and private contexts in online educational platforms. Based on lifelong learning theories, we suggest that context collapse should be examined in terms of how it can help improve higher education, as it holds the potential to include the entire person – body and mind – in education.
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| 8. |
- Bäcklund, Johan, et al.
(författare)
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Genetic control of tolerance to type II collagen and development of arthritis in an autologous collagen-induced arthritis model
- 2003
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Ingår i: Journal of Immunology. - : The American Association of Immunologists. - 0022-1767 .- 1550-6606. ; 171:7, s. 3493-3499
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Tidskriftsartikel (refereegranskat)abstract
- T cell recognition of the type II collagen (CII) 260-270 peptide is a bottleneck for the development of collagen-induced arthritis (CIA), an animal model of rheumatoid arthritis. We have earlier made C3H.Q mice expressing CII with glutamic acid instead of aspartic acid at position 266 (the MMC-C3H.Q mouse), similar to the rat and human CII epitope, which increases binding to MHC class II and leads to effective presentation of the peptide in vivo. These mice show T cell tolerance to CII, but also develop severe arthritis. The present investigation shows that non-MHC genes play a decisive role in determining tolerance and arthritis susceptibility. We bred MMC into B10.Q mice, which display similar susceptibility to CIA induced with rat CII as the C3H.Q mice. In contrast to MMC-C3H.Q mice, MMC-B10.Q mice were completely resistant to arthritis. Nontransgenic (B10.Q x C3H.Q)F(1) mice were more susceptible to CIA than either of the parental strains, but introduction of the MMC transgene leads to CIA resistance, showing that the protection is dominantly inherited from B10.Q. In an attempt to break the B10-mediated CIA protection in MMC-transgenic mice, we introduced a transgenic, CII-specific, TCR beta-chain specific for the CII(260-270) glycopeptide, in the highly CIA-susceptible (B10.Q x DBA/1)F(1) mice. The magnification of the autoreactive CII-specific T cell repertoire led to increased CIA susceptibility, but the disease was less severe than in mice lacking the MMC transgene. This finding is important for understanding CIA and perhaps also rheumatoid arthritis, as in both diseases MHC class II-restricted T cell recognition of the glycosylated CII peptide occurs.
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| 9. |
- Bäcklund, Johan, et al.
(författare)
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Glycosylation of type II collagen is of major importance for T cell tolerance and pathology in collagen-induced arthritis.
- 2002
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Ingår i: European Journal of Immunology. - 1521-4141. ; 32:12, s. 3776-3784
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Tidskriftsartikel (refereegranskat)abstract
- Type II collagen (CII) is a candidate cartilage-specific autoantigen, which can become post-translationally modified by hydroxylation and glycosylation. T cell recognition of CII is essential for the development of murine collagen-induced arthritis (CIA) and also occurs in rheumatoid arthritis (RA). The common denominator of murine CIA and human RA is the presentation of an immunodominant CII-derived glycosylated peptide on murine Aq and human DR4 molecules, respectively. To investigate the importance of T cell recognition of glycosylated CII in CIA development after immunization with heterologous CII, we treated neonatal mice with different heterologous CII-peptides (non-modified, hydroxylated and galactosylated). Treatment with the galactosylated peptide (galactoseat position 264) was superior in protecting mice from CIA. Protection was accompanied by a reduced antibody response to CII and by an impaired T cell response to the glycopeptide. To investigate the importance of glycopeptide recognition in an autologous CIA model, we treated MMC-transgenic mice, which express the heterologous CII epitope with a glutamic acid in position 266 in cartilage, with CII-peptides. Again, a strong vaccination potential of the glycopeptide was seen. Hence CII-glycopeptides may be the optimal choice of vaccination target in RA, since humans share the same epitope as the MMC mouse
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| 10. |
- Bäcklund, Johan, et al.
(författare)
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Lärarstudenters uppfattningar av övergången från analog till digital undervisning under Covid-19
- 2021
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Konferensbidrag (refereegranskat)abstract
- I mars 2020 övergick all undervisning på de flesta universitet i Sverige från analog till digital undervisning. Vi genomförde i slutet av vårterminen 2020 en intervjustudie, med ett urval på 30 studenter, angående deras upplevelser av denna förändrade undervisning med syftet att beskriva deras erfarenheter och uppfattningar av övergången från analog till digital undervisning under Covid-19 pandemin. Metoden som användes var fokusgruppssamtal via verktyget Zoom där mellan 3–5 studenter deltog i varje fokusgrupp. Samtalen spelades in och transkriberades.Studien utgick från följande frågeställningarHur upplevde studenterna övergången mellan analog och digital undervisning?Vilka för- och nackdelar beskrivs med övergången till digital undervisning?Hur upplever studenterna att förutsättningarna för deras lärande i de olika kurserna har påverkats vid övergången från analog till digital undervisning?Hur beskrivs examinationerna ha fungerat i digital form?Under en tematisk analys av empirin, framkom att övergången från analog till digital undervisning upplevdes fungera ganska bra för de flesta studenter. Vidare visar resultatet att tekniksupport, struktur, tydlighet i instruktioner samt lärarledd undervisning är förutsättningar för att den digitala undervisningen skall kunna fungera. Dessutom visar resultatet att vissa aspekter i den mellanmänskliga interaktionen, som upplevs viktig för lärandet, går förlorad vid digital undervisning. Resultatet ger upphov till reflektion kring vad vi, som undervisar i högre utbildning, kan lära oss av studenternas upplevelser av övergången från det analoga till det digitala.
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