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- Jonsson, Hans, et al.
(författare)
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Genome sequence of segmented filamentous bacteria present in the human intestine
- 2020
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Ingår i: Communications Biology. - : Springer Science and Business Media LLC. - 2399-3642. ; 3:1
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Tidskriftsartikel (refereegranskat)abstract
- Segmented filamentous bacteria (SFB) are unique immune modulatory bacteria colonizing the small intestine of a variety of animals in a host-specific manner. SFB exhibit filamentous growth and attach to the host's intestinal epithelium, offering a physical route of interaction. SFB affect functions of the host immune system, among them IgA production and T-cell maturation. Until now, no human-specific SFB genome has been reported. Here, we report the metagenomic reconstruction of an SFB genome from a human ileostomy sample. Phylogenomic analysis clusters the genome with SFB genomes from mouse, rat and turkey, but the genome is genetically distinct, displaying 65-71% average amino acid identity to the others. By screening human faecal metagenomic datasets, we identified individuals carrying sequences identical to the new SFB genome. We thus conclude that a unique SFB variant exists in humans and foresee a renewed interest in the elucidation of SFB functionality in this environment.
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- Karlström, Petter, et al.
(författare)
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CALL in the zone of proximal development : novelty effects and teacher guidance
- 2013
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Ingår i: Computer Assisted Language Learning. - : Informa UK Limited. - 0958-8221 .- 1744-3210. ; 26:5, s. 412-429
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Tidskriftsartikel (refereegranskat)abstract
- Digital tools are not always used in the manner their designers had in mind. Therefore, it is not enough to assume that learning through CALL tools occurs in intended ways, if at all. We have studied the use of an enhanced word processor for writing essays in Swedish as a second language. The word processor contained natural language processing technology to display linguistic information such as part of speech while students wrote their texts. We investigated how students' real classroom activity when using the tool corresponded to that which was planned by their teacher. Our contribution is on two levels: (1) a real-world analysis of occasionally problematic technology and (2) an elaboration on research methodology for conducting classroom studies within the sociocultural perspective. Our findings show that use of the tool varied greatly between sessions and that paying close attention to the near-future proficiencies of students is paramount. It is therefore important to account for novelty effects in CALL and to provide guidance to teachers concerning the use of such tools in their pedagogical context. We also suggest further elaborations of sociocultural theory and method in order to capture learners' classroom activities.
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