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I den här studien analyseras och presenteras vad idrottslärare på högstadiet anser att arbetssätten enlärarsystem och tvålärarsystem har för olika för och nackdelar, samt om den likvärdiga undervisningen i ämnet påverkas av huruvida lärare väljer att bedriva sin undervisning. Trots att läraryrkets påfrestningar fortsätter att öka så väljer majoriteten av skolor att bibehålla ett enlärarsystem inom skolverksamheten, även om ett tvålärarsystem både kan ge lärare större förutsättningar till att undvika långtidssjukskrivningar, skapa trygghet vid bedömning och minimera en orättvis skolgång för eleverna. I den här studien har lärares egna tankar kring ämnet samlats in med hjälp av intervjuer för att besvara de framtagna frågeställningarna. Sex högstadielärare runtom i södra Sverige har bidragit i studien, tre som arbetar med ett enlärarsystem och tre som arbetar med ett tvålärarsystem. Resultatet visar att lärare inom ämnet idrott och hälsa föredrar att arbeta tillsammans med andra lärare. Det grundar sig ofta i att yrket kan vara mycket ensamt och att det kan vara svårt att hinna se varje elev i de praktiska momenten. Att samspela och diskutera med en kollega när det kommer till bedömning skapar en trygghet hos lärarna. Lärarna upplever även att den likvärdiga undervisningen ökar på den skola där ett tvålärarsystem bedrivs, men att det är svårt att nå en nationell likvärdighet bland skolor.

I den här studien analyseras och presenteras vad idrottslärare på högstadiet anser att arbetssätten enlärarsystem och tvålärarsystem har för olika för och nackdelar, samt om den likvärdiga undervisningen i ämnet påverkas av huruvida lärare väljer att bedriva sin undervisning. Trots att läraryrkets påfrestningar fortsätter att öka så väljer majoriteten av skolor att bibehålla ett enlärarsystem inom skolverksamheten, även om ett tvålärarsystem både kan ge lärare större förutsättningar till att undvika långtidssjukskrivningar, skapa trygghet vid bedömning och minimera en orättvis skolgång för eleverna. I den här studien har lärares egna tankar kring ämnet samlats in med hjälp av intervjuer för att besvara de framtagna frågeställningarna. Sex högstadielärare runtom i södra Sverige har bidragit i studien, tre som arbetar med ett enlärarsystem och tre som arbetar med ett tvålärarsystem. Resultatet visar att lärare inom ämnet idrott och hälsa föredrar att arbeta tillsammans med andra lärare. Det grundar sig ofta i att yrket kan vara mycket ensamt och att det kan vara svårt att hinna se varje elev i de praktiska momenten. Att samspela och diskutera med en kollega när det kommer till bedömning skapar en trygghet hos lärarna. Lärarna upplever även att den likvärdiga undervisningen ökar på den skola där ett tvålärarsystem bedrivs, men att det är svårt att nå en nationell likvärdighet bland skolor.

1. Sammanfattning: Simundervisning är idag en betydande del i den centrala kursplanen för ämnet Idrott och Hälsa. Trots detta, visar tidigare forskning att simundervisningen är problematiskt och har en tendens att hamna i skymundan. Tidigare forskning visar också att simundervisningen medför didaktiska utmaningar för lärare, framförallt på grund av ekonomiska och religiösa faktorer. Simundervisningen är inte enbart problematiskt för lärare, utan också för nyanlända elever eller elever med utländsk bakgrund. På grund av bristande erfarenheter av fysisk aktivitet och vattenvana är det många nyanlända elever som inte klarar lgr11s kunskapskrav för simkunnighet. Studiens övergripande syfte är därför att undersöka hur lärare i ämnet Idrott och Hälsa arbetar för att nå simkunnighet bland nyanlända elever. Studien avser att bidra med kunskap om hur simundervisningen för nyanlända elever kan bedrivas och vilka faktorer som påverkar simundervisningen. För att undersöka detta har en kvalitativ undersökning med semistrukturerade intervjuer genomförts. Övergripande, så visar resultatet att lärarna definierar begreppet simkunnighet utifrån kunskapskravet i lgr11. Lärarna ser begreppet som tydligt och rimligt. Dock visar resultatet att lärarna tolkar begreppet olika. Hälften av lärarna bedriver simundervisningen på egen hand och andra hälften överlåter ansvaret till badhuspersonalen. Om det är idrottsläraren eller badhuspersonal som undervisar eleverna har ingen betydelse, huvudsaken är att personen har en didaktisk kompetens och kan anpassa undervisningen efter varje individs förutsättningar och förmågor. De faktorer som påverkar simundervisningen är ekonomiska faktorer, religiösa faktorer och elevens egna förutsättningar. Den ekonomiska faktorn är mest påtaglig för landsbygdsskolorna, då resekostnaderna till och från badhuset är höga. Den religiösa faktorn påverkar främst de nyanlända flickorna, då majoriteten av flickorna inte får simma tillsammans med pojkarna. Elevens föruts

1. Sammanfattning: Simundervisning är idag en betydande del i den centrala kursplanen för ämnet Idrott och Hälsa. Trots detta, visar tidigare forskning att simundervisningen är problematiskt och har en tendens att hamna i skymundan. Tidigare forskning visar också att simundervisningen medför didaktiska utmaningar för lärare, framförallt på grund av ekonomiska och religiösa faktorer. Simundervisningen är inte enbart problematiskt för lärare, utan också för nyanlända elever eller elever med utländsk bakgrund. På grund av bristande erfarenheter av fysisk aktivitet och vattenvana är det många nyanlända elever som inte klarar lgr11s kunskapskrav för simkunnighet. Studiens övergripande syfte är därför att undersöka hur lärare i ämnet Idrott och Hälsa arbetar för att nå simkunnighet bland nyanlända elever. Studien avser att bidra med kunskap om hur simundervisningen för nyanlända elever kan bedrivas och vilka faktorer som påverkar simundervisningen. För att undersöka detta har en kvalitativ undersökning med semistrukturerade intervjuer genomförts. Övergripande, så visar resultatet att lärarna definierar begreppet simkunnighet utifrån kunskapskravet i lgr11. Lärarna ser begreppet som tydligt och rimligt. Dock visar resultatet att lärarna tolkar begreppet olika. Hälften av lärarna bedriver simundervisningen på egen hand och andra hälften överlåter ansvaret till badhuspersonalen. Om det är idrottsläraren eller badhuspersonal som undervisar eleverna har ingen betydelse, huvudsaken är att personen har en didaktisk kompetens och kan anpassa undervisningen efter varje individs förutsättningar och förmågor. De faktorer som påverkar simundervisningen är ekonomiska faktorer, religiösa faktorer och elevens egna förutsättningar. Den ekonomiska faktorn är mest påtaglig för landsbygdsskolorna, då resekostnaderna till och från badhuset är höga. Den religiösa faktorn påverkar främst de nyanlända flickorna, då majoriteten av flickorna inte får simma tillsammans med pojkarna. Elevens föruts

Misfolding of the A beta protein and its subsequent aggregation into toxic oligomers are related to Alzheimer's disease. Although peptides of various sequences can self-assemble into amyloid structures, these structures share common three-dimensional features that may promote their cross-reaction. Given the significant similarities between amyloids and the architecture of self-assembled cyclic D,L-alpha-peptide, we hypothesized that the latter may bind and stabilize a nontoxic form of A beta thereby preventing its aggregation into toxic forms. By screening a focused library of six-residue cyclic D,L-alpha-peptides and optimizing the activity of a lead peptide, we found one cyclic D,L-alpha-peptide (CP-2) that interacts strongly with A beta and inhibits its aggregation. In transmission electron microscopy, optimized thioflavin T and cell survival assays, CP-2 inhibits the formation of A beta aggregates, entirely disassembles preformed aggregated and fibrillar A beta, and protects rat pheochromocytoma PC12 cells from A beta toxicity, without inducing any toxicity by itself. Using various immunoassays, circular dichroism spectroscopy, photoinduced cross-linking of unmodified proteins (PICUP) combined with SDS/PAGE, and NMR, we probed the mechanisms underlying CP-2's antiamyloidogenic activity. NMR spectroscopy indicates that CP-2 interacts with A beta through its self-assembled conformation and induces weak secondary structure in A beta. Upon coincubation, CP-2 changes the aggregation pathway of A beta and alters its oligomer distribution by stabilizing small oligomers (1-3 mers). Our results support studies suggesting that toxic early oligomeric states of A beta may be composed of antiparallel beta-peptide structures and that the interaction of A beta with CP-2 promotes formation of more benign parallel beta-structures. Further studies will show whether these kinds of abiotic cyclic D,L-alpha-peptides are also beneficial as an intervention in related in vivo models., AuthorCount:7

Alzheimer's disease involves progressive neuronal loss. Linked to the disease is the amyloid beta (A beta) peptide, a 38-43-amino acid peptide found in extracellular amyloid plaques in the brain. Cyclodextrins are nontoxic, cone-shaped oligosaccharides with a hydrophilic exterior and a hydrophobic cavity making them suitable hosts for aromatic guest molecules in water. beta-Cyclodextrin consists of seven alpha-D-glucopyranoside units and has been shown to reduce the level of fibrillation and neurotoxicity of A beta. We have studied the interaction between A beta and a beta-cyclodextrin dimer, consisting of two beta-cyclodextrin monomers connected by a flexible linker. The beta-cyclodextrin monomer has been found to interact with A beta(1-40) at sites Y10, F19, and/or F20 with a dissociation constant (K-D) of 3.9 +/- 2.0 mM. Here H-1-N-15 and H-1-C-13 heteronuclear single-quantum correlation nuclear magnetic resonance (NMR) spectra show that in addition, the beta-cyclodextrin monomer and dimer bind to the histidines. NMR translational diffusion experiments reveal the increased affinity of the beta-cyclodextrin dimer (apparent K-D of 1.1 +/- .5 mM) for A beta(1-40) compared to that of the beta-cyclodextrin monomer. Kinetic aggregation experiments based on thioflavin T fluorescence indicate that the dimer at 0.05-5 mM decreases the lag time of A beta aggregation, while a concentration of 10 mM increases the lag time. The beta-cyclodextrin monomer at a high concentration decreases the lag time of the aggregation. We conclude that cyclodextrin monomers and dimers have specific, modulating effects on the A beta(1-40) aggregation process. Transmission electron microscopy shows that the regular fibrillar aggregates formed by A beta(1-40) alone are replaced by a major fraction of amorphous aggregates in the presence of the beta-cyclodextrin dimer., AuthorCount:8

Metal ions like Cu(II) and Zn(II) are accumulated in Alzheimer's disease amyloid plaques. The amyloid-beta (A beta) peptide involved in the disease interacts with these metal ions at neutral pH via ligands provided by the N-terminal histidines and the N-terminus. The present study uses high-resolution NMR spectroscopy to monitor the residue-specific interactions of Cu(II) and Zn(II) with N-15- and C-13,N-15-labeled A beta(1-40) peptides at varying pH levels. At pH 7.4 both ions bind to the specific ligands, competing with one another. At pH 5.5 Cu(II) retains its specific histidine ligands, while Zn(II) seems to lack residue-specific interactions. The low pH mimics acidosis which is linked to inflammatory processes in vivo. The results suggest that the cell toxic effects of redox active Cu(II) binding to AD may be reversed by the protective activity of non-redox active Zn(II) binding to the same major binding site under non-acidic conditions. Under acidic conditions, the protective effect of Zn(II) may be decreased or changed, since Zn(II) is less able to compete with Cu(II) for the specific binding site on the AD peptide under these conditions., AuthorCount:5

Alzheimer’s disease is an incurable neurodegenerative disorder linked to the amyloid β (Aβ) peptide, a 38-43 residue peptide. The detailed molecular disease mechanism(s) is (are) unknown, but oligomeric Aβ structures are proposed to be involved. In common for the papers in this thesis is interactions; interactions between Aβ(1-40) and selected molecules and metal ions. The purpose has been to find out more about the structural states that Aβ can adopt, in particular the β-sheet state, which probably is linked to the oligomeric structures. The methods used have been nuclear magnetic resonance (NMR), circular dichroism (CD) and fluorescence spectroscopy using Thioflavin T (ThT). Upon addition of SDS/LiDS detergent or Congo red (CR) to Aβ(1-40), the initial random coil/PII-helix state was transformed into β-sheet and, in the case of detergent, a final α-helical state. In contrast to SDS/LiDS and CR, the dimeric Affibody molecule locks monomeric Aβ(1-40) in a β-hairpin state. It was found that by truncating the flexible N-terminal end of the Affibody molecule its affinity to Aβ was improved. The aggregation of Aβ(1-40) was further studied in the presence of a β-cyclodextrin dimer by a kinetic assay using ThT. Although having a weak dissociation constant in the millimolar range, the β-cyclodextrin dimer modified the aggregation pathways of Aβ. Finally Aβ(1-40) was studied in presence of Cu2+ and Zn2+ at physiological and low pH. Cu2+ was observed to maintain its specific binding to Aβ when decreasing the pH to 5.5 while Zn2+ behaved differently. This could be of importance in the Alzheimer’s disease brain in which the environment can become acidic due to inflammation. In conclusion the results show that Aβ(1-40) is very sensitive to its environment, responding by adopting different conformations and aggregating in aqueous solutions. The β-sheet state is induced by varying molecules with different properties, properties that govern the final Aβ state., At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 4: Manuscript. Paper 5: Manuscript.

Alzheimer’s disease is an incurable neurodegenerative disorder linked to the amyloid β (Aβ) peptide, a 38-43 residue peptide. The detailed molecular disease mechanism(s) is (are) unknown, but oligomeric Aβ structures are proposed to be involved. In common for the papers in this thesis is interactions; interactions between Aβ(1-40) and selected molecules and metal ions. The purpose has been to find out more about the structural states that Aβ can adopt, in particular the β-sheet state, which probably is linked to the oligomeric structures. The methods used have been nuclear magnetic resonance (NMR), circular dichroism (CD) and fluorescence spectroscopy using Thioflavin T (ThT). Upon addition of SDS/LiDS detergent or Congo red (CR) to Aβ(1-40), the initial random coil/PII-helix state was transformed into β-sheet and, in the case of detergent, a final α-helical state. In contrast to SDS/LiDS and CR, the dimeric Affibody molecule locks monomeric Aβ(1-40) in a β-hairpin state. It was found that by truncating the flexible N-terminal end of the Affibody molecule its affinity to Aβ was improved. The aggregation of Aβ(1-40) was further studied in the presence of a β-cyclodextrin dimer by a kinetic assay using ThT. Although having a weak dissociation constant in the millimolar range, the β-cyclodextrin dimer modified the aggregation pathways of Aβ. Finally Aβ(1-40) was studied in presence of Cu2+ and Zn2+ at physiological and low pH. Cu2+ was observed to maintain its specific binding to Aβ when decreasing the pH to 5.5 while Zn2+ behaved differently. This could be of importance in the Alzheimer’s disease brain in which the environment can become acidic due to inflammation. In conclusion the results show that Aβ(1-40) is very sensitive to its environment, responding by adopting different conformations and aggregating in aqueous solutions. The β-sheet state is induced by varying molecules with different properties, properties that govern the final Aβ state., At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 4: Manuscript. Paper 5: Manuscript.

Alzheimer’s disease is an incurable neurodegenerative disorder linked to the amyloid β (Aβ) peptide, a 38-43 residue peptide. The detailed molecular disease mechanism(s) is (are) unknown, but oligomeric Aβ structures are proposed to be involved. In common for the papers in this thesis is interactions; interactions between Aβ(1-40) and selected molecules and metal ions. The purpose has been to find out more about the structural states that Aβ can adopt, in particular the β-sheet state, which probably is linked to the oligomeric structures. The methods used have been nuclear magnetic resonance (NMR), circular dichroism (CD) and fluorescence spectroscopy using Thioflavin T (ThT). Upon addition of SDS/LiDS detergent or Congo red (CR) to Aβ(1-40), the initial random coil/PII-helix state was transformed into β-sheet and, in the case of detergent, a final α-helical state. In contrast to SDS/LiDS and CR, the dimeric Affibody molecule locks monomeric Aβ(1-40) in a β-hairpin state. It was found that by truncating the flexible N-terminal end of the Affibody molecule its affinity to Aβ was improved. The aggregation of Aβ(1-40) was further studied in the presence of a β-cyclodextrin dimer by a kinetic assay using ThT. Although having a weak dissociation constant in the millimolar range, the β-cyclodextrin dimer modified the aggregation pathways of Aβ. Finally Aβ(1-40) was studied in presence of Cu2+ and Zn2+ at physiological and low pH. Cu2+ was observed to maintain its specific binding to Aβ when decreasing the pH to 5.5 while Zn2+ behaved differently. This could be of importance in the Alzheimer’s disease brain in which the environment can become acidic due to inflammation. In conclusion the results show that Aβ(1-40) is very sensitive to its environment, responding by adopting different conformations and aggregating in aqueous solutions. The β-sheet state is induced by varying molecules with different properties, properties that govern the final Aβ state., At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 4: Manuscript. Paper 5: Manuscript.

Accumulating evidence links prefibrillar oligomeric species of the amyloid beta peptide (Abeta) to cellular toxicity in Alzheimer's disease, potentially via disruption of biological membranes. Congo red (CR) affects protein aggregation. It is known to self-associate into micelle-like assemblies but still reduces the toxicity of Abeta aggregates in cell cultures and model organisms. We show here that CR interacts with Abeta(1-40) in a manner similar to that of anionic detergents. Although CR promotes beta sheet formation and peptide aggregation, it may also solubilize toxic protein species, making them less harmful to critical cellular components and thereby reducing amyloid toxicity.

In prion diseases, the cellular prion protein (PrPC) becomes misfolded into the pathogenic scrapie isoform (PrPSc) responsible for prion infectivity. We show here that peptides derived from the prion protein N terminus have potent antiprion effects. These peptides are composed of a hydrophobic sequence followed by a basic segment. They are known to have cell-penetrating ability like regular cell-penetrating peptides (CPPs), short peptides that can penetrate cellular membranes. Healthy (GT1–1) and scrapie-infected (ScGT1–1) mouse neuronal hypothalamic cells were treated with various CPPs, including the prion protein-derived CPPs. Lysates were analyzed for altered protein levels of PrPC or PrPSc. Treatment with the prion protein-derived CPPs mouse mPrP1–28 or bovine bPrP1–30 significantly reduced PrPSc levels in prion-infected cells but had no effect on PrPC levels in noninfected cells. Further, presence of prion protein-derived CPPs significantly prolonged the time before infection was manifested when infecting GT1–1 cells with scrapie. Treatment with other CPPs (penetratin, transportan-10, or poly-L-arginine) or prion protein-derived peptides lacking CPP function (mPrP23–28, mPrP19–30, or mPrP23–50) had no effect on PrPSc levels. The results suggest a mechanism by which the signal sequence guides the prion protein-derived CPP into a cellular compartment, where the basic segment binds specifically to PrPSc and disables formation of prions.—Löfgren, K., Wahlström, A., Lundberg, P., Langel, U., Gräslund, A., and Bedecs, K. Antiprion properties of prion protein-derived cell-penetrating peptides.

Every now and then, in media research studies and in various newspaper articles, schoolboys´ issues reading habits are discussed. Much of what is written concerns boys decreasing marks in the field of literature, in the Swedish language and also their negative attitude towards reading books. Some scholars claim that boys do not read because they consider reading books as a women´s duty. Other people believe that underlying causes for boys negative attitude towards reading is biological, that it´s genetic and consequently physical, and that male and female brains are functionally different. Another theory of today is that boys actually reads, but not that kind of texts and literature that they are exposed to in school. Based on a selection of these opinions and theories, and my own experience and interest for questions concerning school and gender, the aim of this studie was to examine boys worlds of reading. In other words to find out what boys habits of reading looks like, what they read in school and in their spare time, if they think the school library could supply them with books that appeal to their taste, and also when they read and how they choose what to read. Other questions were what their habits of reading are at home, if their parents reads books, if they have a morning paper and if someone read to them when they were younger. The overall question for the studie was: What do boys´ worlds of reading look like? The method of investigation was using quantitative questionnaires with one hundred boys from an upper grammar school in a well-off area, and four qualitative interviews by phone with boys from the same school. All pupils were of age thirteen or fourteen. The result of this study made it obvious that these boys like to read, not just books but also other kinds of texts like, for example, computer game instructions, chat or sms. It´s also clear that when they choose fictious books to read, they have a taste for thrilling and dramatic adventures. The g

Every now and then, in media research studies and in various newspaper articles, schoolboys´ issues reading habits are discussed. Much of what is written concerns boys decreasing marks in the field of literature, in the Swedish language and also their negative attitude towards reading books. Some scholars claim that boys do not read because they consider reading books as a women´s duty. Other people believe that underlying causes for boys negative attitude towards reading is biological, that it´s genetic and consequently physical, and that male and female brains are functionally different. Another theory of today is that boys actually reads, but not that kind of texts and literature that they are exposed to in school. Based on a selection of these opinions and theories, and my own experience and interest for questions concerning school and gender, the aim of this studie was to examine boys worlds of reading. In other words to find out what boys habits of reading looks like, what they read in school and in their spare time, if they think the school library could supply them with books that appeal to their taste, and also when they read and how they choose what to read. Other questions were what their habits of reading are at home, if their parents reads books, if they have a morning paper and if someone read to them when they were younger. The overall question for the studie was: What do boys´ worlds of reading look like? The method of investigation was using quantitative questionnaires with one hundred boys from an upper grammar school in a well-off area, and four qualitative interviews by phone with boys from the same school. All pupils were of age thirteen or fourteen. The result of this study made it obvious that these boys like to read, not just books but also other kinds of texts like, for example, computer game instructions, chat or sms. It´s also clear that when they choose fictious books to read, they have a taste for thrilling and dramatic adventures. The g

The aim of this essay is to investigate how writing is taught in upper secondary school as well as what kind of writing is taught, the teachers’ attitudes towards writing and how written production is assessed. I am interested to see if teachers use different methods both when it comes to teaching and grading writing. My research is based on recorded interviews with four upper secondary school teachers from two different schools. The teachers were interviewed on their planning, executing and grading of writing within English A and B. I have also carried out extensive reading of earlier research in order to get a complete background. The result shows that all four teachers believe that writing is an important part of language learning and they all enjoy teaching it. The main focus is put on the formal aspects of writing, in order to prepare students for the national tests. Only one of the four teachers feel that creative writing is the best way to learn a second language. All teachers go through the formal rules of writing with the entire class before giving them an assignment. The biggest difference between the different teachers is the marking and final grading of the written production, where one teacher does not grade assignments at all and another has developed her own scale.

The aim of this essay is to investigate how writing is taught in upper secondary school as well as what kind of writing is taught, the teachers’ attitudes towards writing and how written production is assessed. I am interested to see if teachers use different methods both when it comes to teaching and grading writing. My research is based on recorded interviews with four upper secondary school teachers from two different schools. The teachers were interviewed on their planning, executing and grading of writing within English A and B. I have also carried out extensive reading of earlier research in order to get a complete background. The result shows that all four teachers believe that writing is an important part of language learning and they all enjoy teaching it. The main focus is put on the formal aspects of writing, in order to prepare students for the national tests. Only one of the four teachers feel that creative writing is the best way to learn a second language. All teachers go through the formal rules of writing with the entire class before giving them an assignment. The biggest difference between the different teachers is the marking and final grading of the written production, where one teacher does not grade assignments at all and another has developed her own scale.