| 1. |
- Jacobsson, Susanne, 1974-, et al.
(författare)
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Prevalence and sequence variations of the genes encoding the five antigens included in the novel 5CVMB vaccine covering group B meningococcal disease
- 2009
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Ingår i: Vaccine. - Amsterdam : Elsevier. - 0264-410X .- 1873-2518. ; 27:10, s. 1579-1584
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Tidskriftsartikel (refereegranskat)abstract
- During the recent years, projects are in progress for designing broad-range non-capsular-based meningococcal vaccines, covering also serogroup B isolates. We have examined three genes encoding antigens (NadA, GNA1030 and GNA2091) included in a novel vaccine, i.e. the 5 Component Vaccine against Meningococcus B (5CVMB), in terms of gene prevalence and sequence variations. These data were combined with the results from a similar study, examining the two additional antigens included in the 5CVMB (fHbp and GNA2132).nadA and fHbp v. 1 were present in 38% (n=36), respectively 71% (n=67) of the isolates, whereas gna2132, gna1030 and gna2091 were present in all the Neisseria meningitidis isolates tested (n=95). The level of amino acid conservation was relatively high in GNA1030 (93%), GNA2091 (92%), and within the main variants of NadA and fHbp. GNA2132 (54% of the amino acids conserved) appeared to be the most diversified antigen. Consequently, the theoretical coverage of the 5CVMB antigens and the feasibility to use these in a broad-range meningococcal vaccine is appealing.
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| 2. |
- Jacobsson, Susanne, 1974-, et al.
(författare)
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Sequence constancies and variations in genes encoding three new meningococcal vaccine candidate antigens
- 2006
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Ingår i: Vaccine. - : Elsevier BV. - 0264-410X .- 1873-2518. ; 24:12, s. 2161-2168
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Tidskriftsartikel (refereegranskat)abstract
- By the strategy “reverse vaccinology” a number of new antigens have been identified in Neisseria meningitidis, which are potential candidates for a highly needed broad-spectrum meningococcal vaccine. In the present study we examined the prevalence, sequence constancies and variations of the genes encoding three of these new antigens designated, genome-derived neisserial antigen (GNA) 1870, GNA1946 and GNA2132. All three genes were present in all N. meningitidis isolates tested. Concerning gna1870, three major variants of the gene sequences and deduced amino acid sequences were identified and 56% of the deduced amino acids were conserved in all isolates. In gna1946, 98% of the deduced amino acids were conserved and in gna2132, 54% of the deduced amino acids were conserved. Based on gene prevalence and conservation, all three antigens are promising candidates for an effective meningococcal vaccine against all N. meningitidis irrespective of serogroup.
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| 3. |
- Jonsson, Agneta, 1958-, et al.
(författare)
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An aesthetic dimension of children’s experienced world? Paper presented at NERA’s 37th Congress, Trondheim, Norway 5-7 March
- 2009
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- During preschool history a large number important points of departures regarding children’s learning and development have been brought to attention. In this paper we want to spread some light on two of them. One of these is children’s own experiences and the other is an aesthetic dimension of learning. In this presentation we want describe this topic, to analyse and discuss it. In modern education children’s experiences are considered to be a starting point for their learning and development. A difficulty then is that children arrive to pre-school with different experiences and expectations against which they relate new knowledge of their surrounding world (Pramling Samuelsson & Asplund Carlsson, 2003). Therefore, to take advantage of and make use of each child’s knowledge seems to be a pedagogical consequence in the learning processes. The concept of aesthetics has often got a one-sided interpretation as a methodical support for learning and development about different contents (Pramling et al, 2008). Children have been viewed as creative individuals, who through their own will, actions and practices learn to develop into human beings. At present the Swedish curriculum points out the importance of, as it says: “Creating and communicating by means of different forms of expression…/” (Utbildningsdepartementet, 1998. s. 10). The tendency, thus, is to view aesthetic expressions as a method closely related to children’s development and acquisition of knowledge. The purpose of this study is to find out how aesthetics can be seen as one dimension of children’s experienced world. The research question is how children’s experienced world appear in verbal communication and how will those experiences be used in a learning situation. The study took place in a pre-school setting with children 3-5 year of age. The data consist of video observations in situations where teachers and children work with science content or more specifically they investigated; “What is soil?” The data are analyzed qualitatively (see Sinclair (2001) and Hohr and Lorenzer (1975) in Austring (2006)). The outcome of the analysis shows that three categories of children’s experienced world can be discerned, which we like Sinclair label: “Pathfinder”, “Track-Taker” and “Floater” (Sinclair 2001). The outcome also shows that the children’s use of their experiences is related to these three categories. When the children are dealing with the science content in focus another result points out that there are three different ways of acting present: empirical, aesthetic and discursive way. On a general level one conclusion is, that aesthetics is a natural part of children’s experienced world and that it is of importance for children in their meaning making. Strong or weak aesthetics in a learning situation will be further discussed and problemized.
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| 4. |
- Jonsson, Agneta, et al.
(författare)
-
An aesthetic dimension of children’s experienced world? Paper presented at NERA’s 37th Congress, Trondheim, Norway 5-7 March
- 2009
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- During preschool history a large number important points of departures regarding children’s learning and development have been brought to attention. In this paper we want to spread some light on two of them. One of these is children’s own experiences and the other is an aesthetic dimension of learning. In this presentation we want describe this topic, to analyse and discuss it. In modern education children’s experiences are considered to be a starting point for their learning and development. A difficulty then is that children arrive to pre-school with different experiences and expectations against which they relate new knowledge of their surrounding world (Pramling Samuelsson & Asplund Carlsson, 2003). Therefore, to take advantage of and make use of each child’s knowledge seems to be a pedagogical consequence in the learning processes. The concept of aesthetics has often got a one-sided interpretation as a methodical support for learning and development about different contents (Pramling et al, 2008). Children have been viewed as creative individuals, who through their own will, actions and practices learn to develop into human beings. At present the Swedish curriculum points out the importance of, as it says: “Creating and communicating by means of different forms of expression…/” (Utbildningsdepartementet, 1998. s. 10). The tendency, thus, is to view aesthetic expressions as a method closely related to children’s development and acquisition of knowledge. The purpose of this study is to find out how aesthetics can be seen as one dimension of children’s experienced world. The research question is how children’s experienced world appear in verbal communication and how will those experiences be used in a learning situation. The study took place in a pre-school setting with children 3-5 year of age. The data consist of video observations in situations where teachers and children work with science content or more specifically they investigated; “What is soil?” The data are analyzed qualitatively (see Sinclair (2001) and Hohr and Lorenzer (1975) in Austring (2006)). The outcome of the analysis shows that three categories of children’s experienced world can be discerned, which we like Sinclair label: “Pathfinder”, “Track-Taker” and “Floater” (Sinclair 2001). The outcome also shows that the children’s use of their experiences is related to these three categories. When the children are dealing with the science content in focus another result points out that there are three different ways of acting present: empirical, aesthetic and discursive way. On a general level one conclusion is, that aesthetics is a natural part of children’s experienced world and that it is of importance for children in their meaning making. Strong or weak aesthetics in a learning situation will be further discussed and problemized.
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| 5. |
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| 6. |
- Thulin, Susanne, 1953-, et al.
(författare)
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Anthropomorphically speaking : on communication between teachers and children in early childhood biology education
- 2009
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Ingår i: International Journal of Early Years Education. - 0966-9760 .- 1469-8463. - 0966-9760 ; 17:2, s. 137-150
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Tidskriftsartikel (refereegranskat)abstract
- In this study a particular kind of figurative language, so-called anthropomorphic speech, is analysed in the context of science activities in a preschool setting. Anthropomorphism means speaking about something non-human in human terms. Can any systematic pattern be seen with regard to when such speech is used? Do children and/or teachers introduce this kind of talking and how is it responded to by the interlocutor(s)? Of 128 instances of anthropomorphism found, 24 were made by the children and 104 by the teachers. Children sometimes respond in line with the introduction of such speech but they also at times reject this way of speaking. Anthropomorphic speech is discussed as a strategy for the teachers in handling the dilemma of how to connect with children's experiences and terms, on the one hand, and developing children's understanding, on the other hand.
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| 7. |
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| 8. |
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| 9. |
- Thulin, Susanne, 1953-
(författare)
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Livet i stubben
- 2007
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Ingår i: Förskoletidningen. - 0348-0364. ; :5, s. 43-49
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 10. |
- Thulin, Susanne
(författare)
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Livet i stubben
- 2007
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Ingår i: Förskoletidningen. - 0348-0364. ; :5, s. 43-49
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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