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Träfflista för sökning "WFRF:(Olofsson Anders 1970 ) srt2:(2000-2004)"

Sökning: WFRF:(Olofsson Anders 1970 ) > (2000-2004)

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1.
  • Andersson, Karin, et al. (författare)
  • Only amyloidogenic inermediates of transthyretin induce apoptosis
  • 2002
  • Ingår i: Biochemical and Biophysical Research Communications - BBRC. - : Carolina Academic Press. - 0006-291X .- 1090-2104. ; 294:2, s. 309-314
  • Tidskriftsartikel (refereegranskat)abstract
    • In diseases like Alzheimer's disease and familial amyloidotic polyneuropathy (FAP) amyloid deposits co-localize with areas of neurodegeneration. FAP is associated with mutations of the plasma protein transthyretin (TTR). We can here show an apoptotic effect of amyloidogenic mutants of TTR on a human neuroblastoma cell line. Toxicity could be blocked by catalase indicating a free oxygen radical dependent mechanism. The toxic effect was dependent on the state of aggregation and unexpectedly mature fibrils from FAP-patients who failed to exert an apoptotic response. Morphological studies revealed a correlation between toxicity and the presence of immature amyloid. Thus, we can show that toxicity is associated with early stages of fibril formation and propose that mature full-length fibrils represent an inert end stage, which might serve as a rescue mechanism. 
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2.
  • Jaldemark, Jimmy, 1970-, et al. (författare)
  • Learning through others as learning for myself
  • 2004
  • Ingår i: Paper presented at The Challange of integrating ICT in teacher education. The need for dialogue, change and innovation. A scandinavian/Asian Pacific conference, June 2-4  2004. - Jönköping : Högskolan i Jönköping.
  • Konferensbidrag (refereegranskat)abstract
    • This paper is about ICT and participation. Our aim is to initiate a discussion about student participation in a web-based learning environment. The paper contains some early results of a philosophical hermeneutical study of a distance-based teacher education in which ICT is used for sharing materials and teaching. Data was collected by interviewing 19 students, who had been using ICT in their teacher education for more than two years. As a framework for understanding, interpretations about student participation were made based on an explicit description of three different perspectives of learning � social constructivist, social constructionist, and sociocultural - and the divergent assumptions these perspectives could be claimed to hold. Preliminary findings indicate that students participate in distance-based teacher education in such a way that their participation is not part of a social, but rather, an individual process of learning. The findings suggest that there is a need to be more explicit about expectations inherent in the use of ICT as a learning environment, and that the current design of such environments for collaboration and learning are challenging.
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