Plants often live in association with growth-promoting bacteria, which provide them with several benefits. One such benefit is the lowering of plant ethylene levels through the action of the bacterial enzyme 1-aminocyclopropane-1-carboxylic acid (ACC) deaminase that cleaves the immediate biosynthetic precursor of ethylene, ACC. The plant hormone ethylene is responsible for many aspects of plant growth and development but under stressful conditions ethylene exacerbates stress symptoms. The ACC deaminase-containing bacterium Pseudomonas putida UW4, isolated from the rhizosphere of reeds, is a potent plant growth-promoting strain and as such was used, along with an ACC deaminase minus mutant of this strain, to study the role of ACC deaminase in plant growth-promotion. Also, transgenic plants expressing a bacterial ACC deaminase gene were used to study the role of this enzyme in plant growth and stress tolerance in the presence and absence of nickel. Transcriptional changes occurring within plant tissues were investigated with the use of an Arabidopsis oligonucleotide microarray. The results showed that transcription of genes involved in hormone regulation, secondary metabolism and the stress response changed in all treatments. In particular, the presence of ACC deaminase caused genes for auxin response factors to be up-regulated in plant tissues suggesting a de-repression of auxin signaling in the absence of high levels of ethylene. Also, transgenic plants had longer roots and grew faster than the non-transformed plants and genes involved in the stress response and secondary metabolism were up-regulated. Plants inoculated with bacteria had lower levels of secondary metabolism gene expression and slightly higher stress response gene expression than uninoculated plants. Yet, inoculation with the ACC deaminase-expressing bacterium caused less up-regulation of plant genes involved in stress and defense responses and the down-regulation of genes involved in nitrogen metabolism in comparison to plants inoculated with the ACC deaminase minus mutant. Nickel stress caused the down-regulation of genes involved in photosynthesis and carbon fixation and the up-regulation of genes involved in stress responses, and amino acid and lipid breakdown suggesting energy starvation. When transgenic plants expressing ACC deaminase in the roots were exposed to nickel stress, plant stress symptoms were significantly lower and biomass was significantly higher suggesting that lowering the level of ethylene relieved many of the stress symptoms. In fact, genes involved in photosynthesis, secondary metabolism and nitrate assimilation were up-regulated in transgenic plants compared with non-transformed plants in the presence of nickel, suggesting that ACC deaminase is effective at reducing the severe effects of this metal stress.

Orientador: Marcos Ferreira Minicucci / Resumo: Introdução: Os escores de risco cardiovascular foram desenvolvidos, em sua maioria, em população aparentemente sem doença cardiovascular (DCV), portanto as suas conclusões dizem respeito à prevenção primária, não se aplicando a pacientes com doença coronariana diagnosticada. Além disso, os escores prognósticos utilizados após síndromes coronarianas agudas (SCAs) avaliaram a mortalidade apenas a curto prazo. Objetivos: O objetivo do presente estudo é avaliar a performance do escore de risco de Framingham (ERF) e do escore proposto pela American College of Cardiology e da American Heart Association (ACC/AHA) em predizer a mortalidade em pacientes dez anos após SCA. Casuística e métodos: Trata-se de um estudo de coorte retrospectivo que incluiu pacientes com idade ≥ 18 anos, com SCA, que estiveram internados na Unidade de Terapia Intensiva Coronariana (UTI) do Hospital das Clínicas de Botucatu – UNESP, no período de janeiro de 2005 a dezembro de 2006, e que apresentavam os exames para o cálculo dos escores de risco cardiovascular. Foram excluídos os pacientes cujo desfecho final em dez anos não foi obtido ou aqueles não aceitaram participar do estudo. Os ERF e o ER ACC/AHA foram calculados e a mortalidade avaliada dez anos após a SCA. Resultados: Foram avaliados 451 pacientes com SCA internados na UTI coronariana. Destes 122 foram excluídos pois a mortalidade 10 anos após a internação na UTI não foi obtida. Logo, 329 pacientes com idade média de 62,913,0 anos foram estudados. D... (Resumo completo, clicar acesso eletrônico abaixo) / Doutor

Submitted by Amanda Aparecida Petek (petekamanda@gmail.com) on 2017-11-01T17:57:37Z No. of bitstreams: 1 Tese Doutorado 21-10.pdf: 1495107 bytes, checksum: e9fab521545ef419b708e67b29aacc68 (MD5) / Approved for entry into archive by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br) on 2017-11-13T16:01:55Z (GMT) No. of bitstreams: 1 petek_aa_dr_bot.pdf: 1495107 bytes, checksum: e9fab521545ef419b708e67b29aacc68 (MD5) / Made available in DSpace on 2017-11-13T16:01:55Z (GMT). No. of bitstreams: 1 petek_aa_dr_bot.pdf: 1495107 bytes, checksum: e9fab521545ef419b708e67b29aacc68 (MD5) Previous issue date: 2017-08-21 / Introdução: Os escores de risco cardiovascular foram desenvolvidos, em sua maioria, em população aparentemente sem doença cardiovascular (DCV), portanto as suas conclusões dizem respeito à prevenção primária, não se aplicando a pacientes com doença coronariana diagnosticada. Além disso, os escores prognósticos utilizados após síndromes coronarianas agudas (SCAs) avaliaram a mortalidade apenas a curto prazo. Objetivos: O objetivo do presente estudo é avaliar a performance do escore de risco de Framingham (ERF) e do escore proposto pela American College of Cardiology e da American Heart Association (ACC/AHA) em predizer a mortalidade em pacientes dez anos após SCA. Casuística e métodos: Trata-se de um estudo de coorte retrospectivo que incluiu pacientes com idade ≥ 18 anos, com SCA, que estiveram internados na Unidade de Terapia Intensiva Coronariana (UTI) do Hospital das Clínicas de Botucatu – UNESP, no período de janeiro de 2005 a dezembro de 2006, e que apresentavam os exames para o cálculo dos escores de risco cardiovascular. Foram excluídos os pacientes cujo desfecho final em dez anos não foi obtido ou aqueles não aceitaram participar do estudo. Os ERF e o ER ACC/AHA foram calculados e a mortalidade avaliada dez anos após a SCA. Resultados: Foram avaliados 451 pacientes com SCA internados na UTI coronariana. Destes 122 foram excluídos pois a mortalidade 10 anos após a internação na UTI não foi obtida. Logo, 329 pacientes com idade média de 62,913,0 anos foram estudados. Dentre esses pacientes, 58,4% eram homens e 44,4% morreram no período de 10 anos após a internação. Destes 63% apresentaram SCA sem supradesnivelamento do segmento ST enquanto 37% apresentaram IAM com supradesnivelamento do segmento ST. Quando comparamos esses dois grupos de SCA, a mortalidade foi semelhante (p=0,97). A mediana do ERF foi de 16 (14-18) %, e do ER ACC/AHA foi 18,5 (9,1-31,6). Os pacientes que evoluíram ao óbito eram mais velhos, e apresentavam maiores valores de creatinina, ureia e potássio, e menores valores de colesterol total na admissão da UTI. Além disso, é interessante observarmos que os pacientes que evoluíram ao óbito apresentaram maiores valores dos escores. No entanto, quando classificamos os pacientes em alto risco cardiovascular, apenas o ER ACC/AHA foi associado com a mortalidade. A área sob a curva (AUC) da associação do ERF com a mortalidade em 10 anos é 0,6307, com IC95%: 0,5708-0,6905, e valor de p <0,001. O ponto de corte do ERF associado com maior mortalidade é > 14,3% com sensibilidade de 74,66%, especificidade de 42,62 %, valor preditivo positivo de 50,93 % e o valor preditivo negativo de 67,83 %. Em relação ao ER ACC/AHA a AUC é 0,7015, com IC95% 0,6455-0,7576 e valor de p <0,001. O ponto de corte do escore que está associado com maior mortalidade é > 23,56%, com sensibilidade de 50,00%, especificidade de 71,04%, valor preditivo positivo de 57,94% e valor preditivo negativo de 64,04%. Na análise de regressão logística tanto o ERF (OR: 1,127; IC95%: 1,056-1,204; p<0,001) quanto o ER ACC/AHA (OR: 1,043; IC95%: 1,025-1,060; p<0,001) foram associados com a mortalidade em 10 anos em pacientes com SCA, após serem ajustados pela creatinina e potássio. Conclusão: Apesar de não apresentarem boa performance, tanto o ERF quanto o ER ACC/AHA foram associados com a mortalidade em 10 anos. No entanto, o ER ACC/AHA apresentou maior AUC e apenas os pacientes classificados com alto risco por esse escore estiveram associados com a mortalidade em 10 anos. Além disso, quando comparados os pontos de corte desses escores para nossa população, que já apresentou evento coronariano, o ERF apresentou melhor sensibilidade enquanto o ER ACC/AHA apresentou melhor especificidade na predição da mortalidade. Logo, sugerimos que os mesmos podem ser aplicados em conjunto para a predição de mortalidade nos pacientes com SCA prévia. / Introduction: The cardiovascular risk scores were developed, mostly, in population apparently without cardiovascular disease (CVD), therefore its conclusions envolve primary prevention, they shall not be applied to patients with diagnosed coronary disease. In addition, the prognostic scores used after acute coronary syndromes (ACS) evaluated the mortality only in a shortterm period. Goals: The goal of the current study is to evaluate the performance of the Framingham Risk Score (FRS) and the score proposed by the American College of Cardiology and the American Heart Association (ACC/AHA) in forecasting the mortality in patients ten years after ACS. Case studies and methods: It is a retrospective cohort study which includes patients in the age of ≥ 18 years old, with ACS, who were admitted to the Coronary Care Unit (CCU) of the Hospital das Clínicas of Botucatu Medical School – UNESP, in the period from January/2005 to December/2006, and that presented the exams for the calculation of the cardiovascular risk scores. Patients which their final outcome in ten years weren´t obtained or those who weren´t accepted in the study were eliminated. The FRS and ACC/AHA risk score were calculated and the mortality was evaluted ten years after ACS. Results: Four hundred and fifty-one patients with ACS admitted to the Coronary Care Unit were evaluated. One hundred and twenty-two were eliminated from those patients because the 10-year mortality after CCU admission wasn´t obtained. Hence, 329 patients in the average age of 62,913,0 years old were studied. Among those patients, 58,4% were men and 44,4% died in the period of 10 years after admission. Sixty-three per cent of those patients showed ACS without ST-segment elevation while thirtyseven per cent showed MI with ST-segment elevation. When we compared those two ACS groups, the mortality was similar (p=0,97). The average of the FRS was 16 (14-18) %, and the average of the ACC/AHA risk score was 18,5 (9,1-31,6). The patients who progressed to death were older, and showed higher values of creatinine, urea and potassium, and lower values of the total cholesterol in the CCU admission. Furthermore, it´s interesting to note that the patients who progressed to death showed higher values of scores. However, when we classify the patients in high cardiovascular risk, only the ACC/AHA risk score was associated to the mortality. The area under the curve (AUC) from the association of FRS and the 10-year mortality is 0,6307, with IC95%: 0,5708-0,6905, and the value of p <0,001. The FRS cut-off point associated to higher mortality is > 14,3% with sensibility of 74,66%, specificity of 42,62 %, positive predictive value of 50,93 % and negative predictive value of 67,83 %. In relation to the ACC/AHA risk score is 0,7015, with IC95% 0,6455-0,7576 and value of p <0,001. The score cut-off point which is associated to higher mortality is > 23,56%, with sensibility of 50,00%, specificity of 71,04%, positive predictive value of 57,94% and negative predictive value of 64,04%. In the logistic regression analysis both the FRS (OR: 1,127; IC95%: 1,056-1,204; p<0,001) and the ACC/AHA risk score (OR: 1,043; IC95%: 1,025-1,060; p<0,001) were associated to the mortality in 10 years in patients with ACS, after being adjusted by the creatinine and potassium. Conclusion: Both the FRS and the ACC/AHA risk score were associated to the 10-year mortality. However, the ACC/AHA risk score showed higher AUC and only the patients who were classified in high risk by that score were associated to the 10-year mortality. In addition, when the scores cut-off points for our population, the one who showed coronary occurences, were compared, the FRS showed better sensibility while the ACC/AHA risk score showed better specificity in the mortality prediction. Hence, we suggested that they can be applied concurrently for the mortality prediction in patients with previous ACS.

Los sistemas de conversión conectados en paralelo constituyen una solución interesante al problema de proporcionar una tensión regulada a una carga que demanda corrientes elevadas, pues la paralelización de convertidores permite distribuir la corriente entre los diversos módulos, reduciendo el estrés sobre los interruptores y mejorando la fiabilidad del sistema. En sistemas multimodulares de convertidores se necesita normalmente un esquema de control modo corriente, como el control modo corriente media (ACC en inglés), que asegure una correcta compartición de corriente entre los distintos módulos. Con este tipo de control, las características dinámicas del lazo de control dependen considerablemente de las condiciones de línea y carga, así como del número de módulos conectados en paralelo. En esta tesis se han aplicado dos técnicas diferentes de control robusto basado en modelo de referencia (RMF en inglés) a sistemas de conversión en paralelo con el fin de mejorar la robustez del control ACC convencional. El trabajo realizado puede dividirse en tres grandes bloques: En primer lugar, se ha presentado un esquema de control RMF paso-alto que ha sido aplicado al lazo de tensión de un convertidor DC-DC multimodular tipo Buck. El esquema de control propuesto añade un lazo interno adicional a los lazos de corriente y de tensión del control ACC convencional, reduciendo la sensibilidad del lazo externo de tensión frente a los parámetros variables de la etapa de potencia: número de módulos, tensión de entrada, carga y tolerancias de los componentes. Además, el lazo mejora considerablemente el rechazo de perturbaciones del convertidor, esto es, impedancia de salida y audiosusceptibilidad en lazo cerrado, en baja frecuencia si se compara con el control ACC convencional. La principal limitación de este esquema de control es que su funcionamiento está limitado por el rizado de conmutación presente en la tensión de salida, dado que se utiliza un regulador auxiliar...... / Pascual Molto, M. (2008). Técnicas de control robusto basado en modelo de referencia aplicadas a sistemas modulares de alimentación [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/1981 / Palancia

>Magister Scientiae - MSc / In an ever changing environment, plants are constantly challenged by various abiotic stresses such as salinity, which limits global crop production. This directly affects food availability for the global population, which is projected to increase to 9.5 billion by 2050, which in turn places great pressure on natural resources and food security. These environmental adversities induce the accumulation of reactive oxygen species (ROS) hydrogen peroxide, hydroxyl and superoxide radicals which cause severe oxidative damage to plants. The equilibrium between the production and detoxification of ROS is then dependent on the modulation of enzymatic and non-enzymatic antioxidants to achieve plant homeostasis. / 2024

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Studiens syfte är att undersöka hur lärare i grundsärskolan och på individuella programmet på gymnasiesärskolan talar om hur de arbetar för att utveckla elevers kommunikation och vilka arbetssätt de beskriver att de använder i den dagliga undervisningen. Studien syftar vidare till att undersöka vilka strategier lärarna beskriver att de använder för att utveckla elevers kommunikation samt hur en god fysisk, pedagogisk och social lärmiljö kan underlätta för elevernas kommunikation.Studien utgår från en kvalitativ metod där data samlats in genom 9 intervjuer med lärare som arbetar på grundsärskolans ämnesområden och på individuella programmet på gymnasiesärskolan. Resultatet har analyserats utifrån ett sociokulturellt perspektiv. Resultatet visar att lärarna är väl insatta i olika alternativ och kompletterande kommunikationsredskap (AKK-redskap). De använder tecken som stöd, bildstöd, pekprat, samtalsmatta och kommunikationskartor samt digitala verktyg. Lärarna förstärker AKK-redskapen med att använda tecken och talat språk. Majoriteten av lärarna saknar kartläggningsmaterial för att dokumentera elevernas kommunikation. Resultatet visar att den fysiska, pedagogiska och sociala lärmiljön är viktig och lärarna återkommer till deras betydelse. Lärarna betonar vikten av att bygga upp stöd runt elever i varje lärmiljö. Det är betydelsefullt att lära känna varje elev och deras kommunikationssätt för att eleverna ska kunna utveckla sin kommunikativa förmåga. Slutsatsen är att det är viktigt att man som lärare har god kunskap om flera olika AKK-redskap så att varje elev kan få förutsättningar att hitta rätt kommunikationssätt. Det är också betydelsefullt att hitta elevernas sätt att kommunicera så att de får rätt redskap för att kunna uttrycka sig och att de befinner sig i lärmiljöer som är anpassade efter varje elevs olikhet. Vår förhoppning med studien är att den ska belysa betydelsen av fördjupad kunskap om AKK samt arbetet med att undanröja hinder i lärmiljön. / The purpose of the study is to investigate how teachers in compulsory school for pupils with learning disabilities and in the individual programme at upper secondary school for pupils with intellectual disabilities work to develop students' communication and what working methods they use in their daily teaching. Furthermore, the study aims to investigate what strategies teachers use to develop students' communication and how a good physical, educational and social learning environment can facilitate students' communication. The study is based on a qualitative method where data is collected through 9 interviews with teachers working in the subject areas of the compulsory school for pupils with learning disabilities and on the individual programme at upper secondary school for pupils with intellectual disabilities. The results have been analyzed from a sociocultural perspective and it shows that teachers are proficient in various AKK tools. They use signs as support, image support, touch talk, conversation mat and communication maps. They also use digital tools. Teachers reinforce the AKK tools by using signs and spoken language. The majority of teachers lack material to investigate and to document students' communication. The results also show that all three learning environments are important, and teachers keep mentioning their importance. Teachers stress the importance of building support around the student in each learning environment. It is important to get to know each student and their means of communication in order for the students to develop their communicative skills. The conclusion is that it is important that teachers have good knowledge of several different AKK tools so that each student can have the right conditions to find the right means of communication. It is also important to find the student's communication so that they have the right tools to be able to express themselves and that they are in learning environments that are adapted to their individual differences. Our hope with the study is that it will highlight the importance of in-depth knowledge of AKK and the work to remove obstacles in the learning environment.

Studien syftar till att undersöka hur lärare i grundsärskolans ämnesområde kommunikation undervisar och vilka läromedel/modeller lärarna använder. Frågeställningen lyder: - Hur beskriver lärare undervisningen ämnesområdet kommunikation?  - Vilka läromedel/modeller använder lärarna i grundsärskolan för undervisning i ämnesområdet kommunikation?  Studien lutar sig mot det sociokulturella perspektivet (Vygotskiji,1978) där språk, kommunikation och interaktion med andra är grunden för lärande. Studien antar också ett didaktiskt perspektiv som stöd där lärarens undervisning i grundsärskolans ämnesområde kommunikation är central. Didaktiska frågorna vad/innehåll samt undervisning/hur skapar ett ramverk i sorteringen av intervjudata.Studien använder kvalitativ metod med semi strukturerade intervjuer. Fem ämnesområdeslärare i fyra olika kommuner deltar i studien. Studien har ett målstyrt (Bryman, 2018) urval av informanter som är verksamma i olika kommuner för att få en vidare bild av hur undervisningen ser ut. Resultatet visar att lärarna använder eleven och kursplanen som stöd i utformningen av undervisningen. Eleven har ett starkt inflytande i skapandet av undervisningen som kan utövas enskilt eller i grupp. Undervisningen lärarna använder – hur de undervisar - är träning i AKK, meningsfulla vardagsaktiviteter, rutiner/strukturer för att skapa kommunikativa mönster Olika läromedel som återkommer är böcker, bokstäver, digitala hjälpmedel som smartboard, Ipad samt olika kommunikationsmodeller som är individuellt anpassade. Upplevelser anpassade efter eleven använder samtliga lärare, upplevelserna kan vara utflykt till skogen eller enkla sinnesupplevelser. Undervisningen har även olika förutsättningar organisatoriskt vilket bidrar till hur undervisningen utformas, exempelvis beroende på andra professioner och samverkansformer. Resultatet visar även att lärarna använder olika schemastrukturer som påverkar val av läromedlen och undervisning. / The study aims to investigate how teachers in the special need school's teach ​​communication and which teaching aids/models the teachers use. The question is: - How do teachers describe teaching ​​communication?- Which teaching aids/models do the teachers in special needs school use for teaching​​ communication? The study leans towards the socio-cultural perspective (Vygotskiji, 1978) where language, communication and interaction with others are the basis for learning. The study also adopts a didactic perspective as support where the teacher's teaching in the special needs school's ​​communication is central. The didactic questions what and how create a framework for sorting interview data.The study uses a qualitative method with semi-structured interviews. Five special needs teachers in four different municipalities participate in the study. The study has a goal-directed (Bryman, 2018) selection of informants who are active in different municipalities in order to get a broader picture of teaching.The results show that the teachers use the student and the curriculum as support in the design of teaching. The student has a strong influence on the design of the teaching which can be practiced individually or in groups. The teaching the teachers use is training in AKK, meaningful everyday activities, routines/structures for creating communicative patterns, books, letters, digital aids such as smartboards, iPads and various communication models that are individually adapted. Experiences adapted to the student are used by all teachers, the experiences can be trips to the forest or simple sensory experiences. The teaching also has different organizational prerequisites, which contributes to how the teaching is designed, for example depending on other professions and forms of collaboration. The results also show that the teachers use different schedule structures that influence the choice of teaching materials and teaching.

Platooning is a method where a chain of vehiclesdrive with small inter-vehicular distances. The many benefitsof autonomous platooning includes improved fuel economy,less congestion and safer transportation. To create a safe andfunctional platoon the operational software needs to be able tohandle various road surfaces without the risk of a crash. Thisreport is aiming to improve the safety of a platoon by includingcommunication of data between vehicles in the chain. Specificallythe focus has been on transferring information about the tireslip, to model a cooperative adaptive cruise control (C-ACC)and combine the two. A system was designed using the dynamicsfor a quarter-car model and then connected to a controller and aplatoon of four vehicles. Simulations of when the leading vehiclebraked hard on two different road surfaces with and withoutthe slip awareness was conducted. The tire slip awareness in thecontroller consisted of proportional control on the error and alow-pass filter. The simulations showed that the inclusion of thetire slip in the controller improved the platooning performance,in the sense that the inter-vehicle distance could be contained.It was also shown the controller could be tuned so that the slipratios were limited. / Konvojkörning är en metod där en kedjaav fordon åker med små interna distanser. De många fördelarnamed förarlösa konvojer inkluderar förbättrad bränsleförbukning, mindre trafik och säkrare transportering. För atten säker och funktionell konvoj ska kunna skapas krävs detatt mjukvaran kan handskas med varierande vägunderlag utanrisk att krocka. Den här rapporten siktar på att förbättrasäkerheten i konvojkörning genom att överföra data till andrafordon i konvojkedjan. Speciellt har fokuset legat på överförainformation om däcksliring, att modellera en kooperative adaptivfarthållare (C-ACC) och sedan kombinera de två. Ett systemdesignades genom att använda dynamiken av en fjärdedelsbil och sen ansluta modellen till en konvoj med fyra fordon.Simulationer av när det ledande fordonet tvärbromsade på olikavägunderlag med och utan däcksliringsinfromation genomfördes.Däckslirnings i regulatorn bestod av proportionerlig kontroll påfelet och ett lågpassfilter. Simulationerna visade att inkluderingenav däcksliringsinformation i regulatorn förbättrar konvojensprestanda, på så sätt att de interna distanserna kan hanteras.Det kunde också påvisas att kontrollern kunde kalibreras så attslirningen begränsades. / Kandidatexjobb i elektroteknik 2022, KTH, Stockholm

Idag visar allt fler forskningsresultat på de språkutvecklande vinsterna hos samtliga barn när verksamheter bedrivs med AKK som komplement. AKK är ett paraplybegrepp som innefattar bland annat bildstöd och tecken som stöd, där olika AKK-system visualiserar språket. Syftet med denna studie har varit att undersöka förskollärares inställningar till användande av AKK, samt vilka förutsättningar de anser sig ha för att naturligt kunna använda sig av AKK i undervisningen. Genom kvalitativa intervjuer har vi kunnat se likheter och olikheter i förskollärarnas kunskaper och sätt att använda AKK, likväl som vi delgetts deras tankar kring ämnet. Studiens resultat visar att förskollärare generellt har en god inställning till AKK och dess arbetsformer, men att verksamhetens arbete oftast endast innefattar arbete med bildstöd. Dagens förskollärare har väldigt olika förutsättningar för att kunna bedriva undervisning med AKK inkluderat, vilket kan ge konsekvenser. Studien påtalar vikten av kompetenshöjande fortbildningsmöjligheter för våra pedagoger, och tidigare forskning visar att pedagoger som är duktiga på AKK har lättare att uppmärksamma behov och anpassa lärmiljöerna på ett sätt som inkluderar alla barn. I studien framkommer också hur både barngruppens och arbetslagets konstellation påverkar hur arbetet med AKK tar vid, samtidigt som resultatet visar på förskollärarnas insikt om fördelarna med AKK oavsett vilka uttalade behov som finns. / Today, more and more research results show the language development gains of all children when activities are conducted with ACC as a supplement. ACC is an umbrella concept that includes image support and signs as support, where different ACC systems visualize the language. The purpose of this study has been to examine preschool teachers' attitudes towards using ACC, as well as what conditions they consider to have to be able to naturally use ACC in teaching. Through qualitative interviews, we have been able to see similarities and differences in the preschool teachers' knowledge and ways of using AKK, as well as their thoughts on the subject. The results of the study show that preschool teachers generally have a good attitude towards ACC and its working methods, but that the organization's work usually only includes work with image support. Today's preschool teachers have very different conditions for being able to teach with ACC included, which can have consequences. The study points to the importance of competence-enhancing continuing education opportunities for our pedagogues, and previous research shows that pedagogues who are good at ACC have an easier time paying attention to needs and adapting learning environments in a way that includes all children. The study also shows how the constellation of both the children's group and the work team affects how the work with AKK takes place, while the results show the preschool teachers' insight into the advantages of ACC regardless of the stated needs.