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- Hjertson, Malin
(författare)
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Regulation of human mast cell development
- 2000
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Mast cells are multifunctional effector cells of the immune system and are best known for theirparticipation in allergic reactions. The aim of this thesis was to investigate how the stem cell factor(SCF)-dependent development of mast cells from cord blood can be regulated by different factors, and tostudy how immature mast cells circulating in the blood can be recruited into the tissue.In this thesis it was found that flt3 ligand (FL), that has been reported to have many similarities withSCF, does not induce the development of mast cells from cord blood. However, FL support the survivalof hematopoietic progenitor cells and/or cells of the mast cell lineage. In contrast, the hematopoieticgrowth factors IL-3 and GM-CSF inhibit human mast cell development. However, there are progenitorsresistant to the lineage differentiation signals of these cytokines, keeping their potential to differentiate intomature mast cells. Furthermore, retinoic acid (RA) was found to inhibit the development of mast cells,mainly affecting uncommitted progenitors and/or mast cell progenitors. The major finding was that mastcells are less susceptible to inhibitory signals the more mature they are. This thesis also reports functional expression of the chemokine receptor CXCR4 on cells of the mast cell lineage. Its ligand, SDF-1, acts as amast cell chemotaxin and induces migration of progenitors with the capacity to differentiate into mastcells.In conclusion, this thesis shows that certain factors, can influence the development of mast cells aswell as their recruitment into tissues. These findings may be of importance for controlling the number ofmast cells in the tissues, e.g., in allergy, and thereby the severity of the inflammation.
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- Lidar, Malena, 1973-, et al.
(författare)
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Rädda antibiotikan med kunskap och handling. : Lektionsmaterial för gymnasiet.
- 2022
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Annan publikation (populärvet., debatt m.m.)abstract
- Antibiotikaresistens är ett folkhälsoproblem och en ökad resistensutveckling kan få stora konsekvenser för både individen och samhället, på lokal och global nivå. För att möta den komplexa problematik som vår användning av antibiotika medför behöver elever inte bara lära sig faktakunskaper, de behöver också utveckla handlingskompetens som innefattar bland annat att människor upplever att de har möjligheter att agera utifrån kunskaper, kritiskt tänkande och värderingar. I ett forskningsprojekt har didaktikforskare vid Uppsala universitet tillsammans med biologilärare på högstadiet och gymnasiet tagit fram ett undervisningsmaterial om antibiotikaresistens.
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- Lidar, Malena, 1973-, et al.
(författare)
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Teaching antimicrobial resistance : Educating young people to be change agents
- 2021
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Ingår i: Managing Antimicrobial Resistance through Behavior Change.
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Konferensbidrag (populärvet., debatt m.m.)abstract
- We want our children to have the benefit of growing up in a world where it is possible to cure common diseases, such as pneumonia or meningitis, successfully treat complex diseases such as cancer and to do surgery without imminent risk of incurable infection. Therefore, we need our children – the next generation of citizens – to feel competent, able and willing to contribute to the work of preserving the power of antibiotics as effective medicine for bacterial infections in humans and animals. If we are to give children the competence they need to take action to preserve antibiotics, it is not enough to teach them the medical or epidemiological facts; they also need to learn values and priorities associated with the emergence and spread of antimicrobial resistance (AMR) as well as to transform their knowledge and values into practical actions. Aim of the workshopIn this workshop, we want to bring together a group of educators, curriculum experts, policymakers and health experts to discuss the role schools can play in giving young people the competence they need to act responsibly and preventively as well as to, when antibiotics are necessary, use them wisely. In addressing the multi-sectorial nature of AMR, there is a need for teaching that helps students pay attention to, and see connections between, the many concurrent perspectives of relevance: medical, ecological, technical, ethical, social and economic perspectives. With this in mind, we would like the workshop to address, in particular, what education should include if it is to produce students who can act competently in relation to AMR issues, and how this competence is best taught in the context of a formal education system. The workshop discussion will be guided by the following questions:· What does teaching need to address, including both facts and values, to educate students and ensure their competence and willingness to act in relation to AMR issues?· How can we work to enable teachers to feel confident about teaching issues of high complexity, including multiple perspectives and, at times, conflicting interests and needs? · How is it possible to teach about a topic that may have very severe consequences without students becoming scared or disillusioned about the future?· How do we work to accumulate, sustain and disseminate experiences of and build a knowledge base around teaching about AMR?
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