An intact complement system including the complement receptors 1 and 2 (CR1/2) is crucial for the generation of a normal antibody response in animals and humans. Moreover, activation of the classical pathway is thought to be important since deficiency in complement components C1q, C2, C4 or C3 lead to impaired antibody responses. The classical pathway is mainly initiated by antibodies bound to their antigen. It is unclear how classical pathway activation can be crucial for primary antibody responses since the levels of specific antibodies are very low in naïve animals. It has been hypothesized that natural IgM, with high enough affinity, can initiate the classical pathway after immunization. To test this, we generated the knock-in mouse strain Cμ13, producing IgM unable to activate complement. Surprisingly, the antibody response against SRBC and KLH in Cµ13 mice was normal. Thus, the importance of classical pathway activation and natural IgM in antibody responses is not dependent on the ability of IgM to activate complement. SIGN-R1, SAP and CRP are other known activators of the classical pathway, but mice lacking these also had normal antibody responses. Complement activation leads to the generation of C3 split products which are ligands for CR1/2. In mice, CR1/2 are expressed on B cells and follicular dendritic cells (FDC), but it is unclear on which cell-type expression of CR1/2 is needed for the generation of a normal antibody response. Some reports argue that increased antigen retention by CR1/2+ FDC would increase the effective antigen concentration, giving more effective B-cell stimulation. In contrast, several mechanisms involving CR1/2 on B cells are suggested. First, marginal zone B cells could transport complement-coated antigen or IC via CR1/2 into the follicle. Second, different ways of co-crosslinking the B-cell receptor with CR1/2, lowering the threshold for B-cell activation, have been proposed. Finally, CR1/2 on B cells are shown in vitro to facilitate endocytosis and thereby presentation of antigen to T cells. We show that abrogated antibody responses in mice lacking CR1/2 are not due to lack of CR1/2-mediated antigen presentation to T cells. Chimeric mice with CR1/2 expression on both B cells and FDC, on neither B cells nor FDC, or on either B cells or FDC, were generated. The antibody response against SRBC was completely dependent of CR1/2-expression on FDC. However, when this requirement was fulfilled, B cells without expression of CR1/2 were equally efficient antibody producers as wildtype B cells. Antigen-specific IgM together with its antigen can enhance the antibody response to that antigen and CR1/2-expression is crucial for the enhancement. We show that the response to IgM in complex with SRBC is dependent on CR1/2 expression on both B cells and FDC.

This research study presents an investigation of interpreter trainees acquiring New Zealand Sign Language (NZSL) as a second language (L2) outside their formal classroom learning. This study was motivated firstly by a concern that a considerable reduction in learner and lecturer contact hours within an NZSL interpreting programme would compromise graduate NZSL competency, necessitating a compensatory approach predominantly in the context of the Deaf community. Secondly, the study attempts to address a marked gap in research related to L2 sign language learning from a socio-cultural perspective. Semi-structured interviews were conducted in a bilingual context (NZSL and English) in order to gain the ‘inside’ perspectives of six NZSL learners who had just completed a two-year Diploma in Sign Language Interpreting. The interviews sought to uncover the informal NZSL language learning opportunities used by the participants, especially within the social context of the Deaf community, and the individual learner strategies utilised by ‘good learners’ of NZSL. Interview data were transcribed and were analysed by employing qualitative methods. Coding of the data revealed a number of categories which were subsequently examined for salient themes relating to the research questions. The main findings of the study revolved around the significance of L2 learner access to social and material resources, especially within the Deaf socio-cultural context. Of particular significance was the enhancement of learner motivation and confidence as was the frequency and depth of interaction with Deaf people and degree of mediated NZSL learning from NZSL mentors. Of key importance were the social relationships and networks developed with L1 users, which facilitated access to an array of NZSL learning opportunities. Material language learning resources, such as NZSL video samples and equipment were also useful, when interaction with Deaf people was not possible due to heavy study demands, especially in the second year of the programme. Learner involvement in the Deaf community, particularly within Deaf social networks, resulted in significantly improved linguistic, pragmatic and socio-cultural competency. The findings of the study raise two main implications. Firstly, the study highlights the need for NZSL interpreting curriculum enrichment and the resourcing of the programme to foster learner autonomy. Secondly, to date there has been little research on adult L2 sign language learning outside the classroom context and the study may stimulate further studies of the acquisition of sign language as a second language. The study may also be of benefit to autonomous L2 sign language learners and stakeholders in sign language interpreting education around the world.

Thesis (doctoral)--Uppsala universitet, 1995. / Errata slip inserted. Includes bibliographical references (p. [215]-233) and indexes.

Thesis (M.F.A.)--Rochester Institute of Technology, 2008. / Typescript. Includes bibliographical references (leaves [122]-124).

Thesis (Ph. D.)--University of Washington, 1993. / Vita. Includes bibliographical references (leaves [169]-178).

Thesis (doctoral)--Uppsala universitet, 1995. / Errata slip inserted. Includes bibliographical references (p. [215]-233) and indexes.

Thesis (M.Eng.)--Memorial University of Newfoundland, 1999. / Bibliography: leaves 134-141.

Thesis (M.Ed.(Opvoedkundige Sielkunde))-Universiteit van Pretoria, 2007. / Includes bibliographical references.

Thesis (M.S.)--The University of North Carolina at Greensboro, 2010. / Directed by Linda Buettner; submitted to the Dept. of Parks and Recreation Management. Title from PDF t.p. (viewed Jul. 16, 2010). Includes bibliographical references (p. 67-73).

Thesis (M.S.)--Missouri State University, 2009. / "May 2009." Includes bibliographical references (leaves 29-30). Also available online.