A leptospirose é causada por bactérias que pertencem ao gênero Leptospira. Em um estudo realizado por nosso grupo, observou-se que as proteases secretadas por leptospiras patogênicas foram capazes de clivar a molécula C3 do Complemento e seus fragmentos C3b e iC3b, além de Fator B, C4b e C2. Neste trabalho expandimos a análise da atividade proteolítica sobre os componentes do Complexo de Ataque à Membrana (MAC): C6, C7, C8 e C9. Nós observamos que essas proteases clivam todos os componentes do MAC inclusive o complexo solúvel formado e que essas clivagens ocorrem de modo tempo-dependente. Além disso, as clivagens dessas moléculas ocorrem de modo seletivo, pois mesmo utilizando quantidades reduzidas de sobrenadantes ainda foi possível observar produtos de clivagem. A atividade proteolítica foi inibida pela 1,10fenantrolina, indicando a participação de metaloproteases. O reconhecimento de quais moléculas do MAC são clivadas por proteases de leptospiras patogênicas pode contribuir para o desenvolvimento de estratégias terapêuticas na infecção por estes patógenos. / Leptospirosis is a zoonosis caused by spirochetes from the genus Leptospira. In a previous study, our group observed that the proteases secreted by Pathogenic Leptospira were capable of cleaving C3 of Complement, as well as the fragments C3b and iC3b, Factor B (Alternative Pathway), C4 and C2 (Classical and Lectin Pathways). In this work, we analyze the activity of the leptospiral proteases on the components of Membrane Attack Complex (MAC). We observed that the protease cleaves all MAC components including soluble complex formed and that these cleavages occur in a time-dependent manner and in a selective way, since even when reduced quantities of supernatants were used, the cleavage products were still observed. The proteolytic activity was inhibited by 1,10phenanthroline, indicating the participation of metalloproteinases. The recognition that MAC molecules are cleaved by proteases of pathogenic leptospires can contribute to the development of therapeutic strategies for the infection by these pathogens.

A leptospirose é causada por bactérias que pertencem ao gênero Leptospira. Em um estudo realizado por nosso grupo, observou-se que as proteases secretadas por leptospiras patogênicas foram capazes de clivar a molécula C3 do Complemento e seus fragmentos C3b e iC3b, além de Fator B, C4b e C2. Neste trabalho expandimos a análise da atividade proteolítica sobre os componentes do Complexo de Ataque à Membrana (MAC): C6, C7, C8 e C9. Nós observamos que essas proteases clivam todos os componentes do MAC inclusive o complexo solúvel formado e que essas clivagens ocorrem de modo tempo-dependente. Além disso, as clivagens dessas moléculas ocorrem de modo seletivo, pois mesmo utilizando quantidades reduzidas de sobrenadantes ainda foi possível observar produtos de clivagem. A atividade proteolítica foi inibida pela 1,10fenantrolina, indicando a participação de metaloproteases. O reconhecimento de quais moléculas do MAC são clivadas por proteases de leptospiras patogênicas pode contribuir para o desenvolvimento de estratégias terapêuticas na infecção por estes patógenos. / Leptospirosis is a zoonosis caused by spirochetes from the genus Leptospira. In a previous study, our group observed that the proteases secreted by Pathogenic Leptospira were capable of cleaving C3 of Complement, as well as the fragments C3b and iC3b, Factor B (Alternative Pathway), C4 and C2 (Classical and Lectin Pathways). In this work, we analyze the activity of the leptospiral proteases on the components of Membrane Attack Complex (MAC). We observed that the protease cleaves all MAC components including soluble complex formed and that these cleavages occur in a time-dependent manner and in a selective way, since even when reduced quantities of supernatants were used, the cleavage products were still observed. The proteolytic activity was inhibited by 1,10phenanthroline, indicating the participation of metalloproteinases. The recognition that MAC molecules are cleaved by proteases of pathogenic leptospires can contribute to the development of therapeutic strategies for the infection by these pathogens.

Les activités de la vie quotidienne sont indispensables pour le bien-être physique et moral. Pour que celle-ci soit réussie par les personnes ayant un traumatisme crânien cérébral (TCC), une aide technologique s’avère souvent nécessaire. Les troubles cognitifs empêchent les personnes ayant un TCC de rester chez elles. L’assistant culinaire est un outil composé de trois sous-systèmes: assistance, supervision et communication. L’assistant permet aux personnes ayant un TCC de cuisiner un repas chaud en proposant à celles-ci des stratégies d’assistance cognitive. Ce mémoire présente le sous-système de communication, qui établit la communication entre la personne ayant un TCC et l’assistant culinaire. Nous avons utilisé la méthode LUCID pour concevoir le sous-système de communication. Tout d’abord, nous avons commencé par l’étape prospective et d’exploration pour définir les membres de l’équipe et leurs rôles, afin de comprendre le comportement des personnes ayant un TCC. Pour la compréhension des comportements, nous avons utilisé les persona et des scénarios. Nous avons conçu trois persona principaux (TCC sévère, modéré et léger) et deux secondaires (proche aidant et ergothérapeute). Après la validation des persona, nous avons construit deux scénarios, un sans assistance qui permet de comprendre la gradation d’assistance donnée par l’ergothérapeute durant l’évaluation, un avec assistance pour concevoir les fonctionnalités de l’assistant culinaire et d’établir la communication entre les trois sous-systèmes et l’utilisateur. Ensuite, nous avons conçu les interfaces de l’assistant culinaire selon chaque profil des AVQ. Finalement nous avons développé le sous-système de communication en utilisant des actes de langage pour définir la communication entre les trois sous-systèmes de communication et la gradation de l’assistance, des web service REST comme une technologie qui rend chaque sous-système indépendant. L’assistant culinaire est en cours de développement. Enfin, ultérieurement les différentes fonctionnalités de l’assistant seront testées dans l’appartement de laboratoire DOMUS, et ensuite il sera implémenté auprès de personnes ayant un TCC pour une utilisation régulière chez elles.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-10-07T15:38:00Z No. of bitstreams: 1 MARIA DE FÁTIMA RIBEIRO DOS SANTOS_.pdf: 484314 bytes, checksum: dab0fbe05c25cb2977a334ac4054cfeb (MD5) / Made available in DSpace on 2015-10-07T15:38:00Z (GMT). No. of bitstreams: 1 MARIA DE FÁTIMA RIBEIRO DOS SANTOS_.pdf: 484314 bytes, checksum: dab0fbe05c25cb2977a334ac4054cfeb (MD5) Previous issue date: 2015-05-19 / UEMA - Universidade Estadual do Maranhão / A Introdução, como parte inicial de um trabalho acadêmico, indica aos leitores informações prévias para o estudo relatado no trabalho. Sua finalidade é a formulação clara e simples do tema da pesquisa. Devido às restritas pesquisas com o gênero TCC, em especial sobre a seção Introdução, e por ser considerado um dos componentes obrigatórios na redação de qualquer texto acadêmico, resolve-se trabalhar com esse importante segmento. Tem-se como objetivo geral analisar a organização composicional da seção Introdução dos TCC de 2012 do Curso de Pedagogia da UEMA a fim de verificar se os segmentos previstos para o plano de texto do gênero TCC ocorreram e se houve ligação entre as unidades textuais. Especificamente, procurou-se identificar as unidades do plano do texto que compõem a Introdução dos trabalhos analisados, considerando as unidades arroladas por Feltrim, Aluísio e Nunes (2000); examinar o papel dos organizadores textuais e dos conectores argumentativos na marcação de segmentação das etapas do plano de texto assim como de conexão entre as diferentes partes; explicitar o papel da continuidade referencial como marca de continuidade temática. A teoria adotada foi a Análise Textual dos Discursos (ADAM, 2011), principalmente no que se refere ao plano de texto, construção de referência e conectores argumentativos. Estabelecem-se relações com Conte (2013), Koch (2011), Mondada e Dubois (2013) entre outros. Os procedimentos metodológicos deram-se mediante abordagem qualitativa, pesquisa exploratória, descritiva, bibliográfica e documental. O corpus da análise qualitativa foi constituído de cinco Introduções, retiradas do conjunto dos TCC investigados. Partiu-se de 36 Introduções cujas composições textuais revelaram-se representativas do fenômeno investigado. Os resultados mostraram que as Introduções (a maioria) apresentam estrutura composicional/sequência e plano de texto compatíveis com os estágios obrigatórios e opcionais previstos por Feltrim, Aluísio e Nunes (2000), obedecendo a uma estrutura convencional. As operações linguístico-discursivas deram o necessário suporte à construção de unidades semânticas no processo de textualização, embora se tenham identificado lacunas (ausências, descontinuidades), indicativas da inexperiência linguístico-textual dos produtores, correlato também com algumas dificuldades quanto ao domínio das diretrizes recomendadas para a construção do texto científico, ocorrências que não chegam a comprometer a dimensão de sentido dos textos, tampouco comprometem a manutenção dos blocos e segmentos temáticos responsáveis pela realização do plano de texto e da consequente garantia de sua comunicabilidade. / Introduction section as an initial part of a TCC (Course Final Assignment) indicates to its reader’s previous information to this study paper. Its aim is a clear and simple formulation of the theme of this research. Due to the restrict studies about TCC (Course Final Assignment), in special about the Introduction section, which is considered one of the compulsory components of an essay in any academic text, it was decided to work on this important section. It is aimed to analyze the compositional organization of the Introduction section in the TCC (Course Final Assignment) from the year 2012 of the Pedagogy Course in UEMA (State University of Maranhão) to verify if the expected segments to the text planning in a TCC (Course Final Assignment) gender have occurred and if there was a link among the textual units. As specific objectives, it was identified the units of the text planning that compose the Introduction section of the TCC (Course Final Assignment) analyzed, considering the units mentioned by Feltrim, Aluísio and Nunes (2000); to examine the role of textual organizations and the role of argumentative connectors as a mark on the segmentation of the stages of the text planning as well as the connection among different parts of the text; to explicit the role of a referential continuity as a mark to a theme continuity. The theory adopted was Discourse Textual Analysis, Adam (2011), mainly about text plan, development of references and argument, ative connectors. It was established relations among, Conte (2013), Koch (2011), Mondada e Dubois (2013) and others. The methodological procedures were done by qualitative approach, exploratory, descriptive and bibliographic research. The corpus of the qualitative analysis was built based on five Introduction sections taken from TCC (Course Final Assignment) investigated. It was started from 36 Introduction sections from which the textual compositions were representative marks of the investigated phenomenon. The results presents a majority number of Introduction sections has shown compositional sequence and compatible text planning to the compulsories and optional stages expected from Feltrin, Aluisio and Nunes (2000),obeying to a conventional structure. Linguistics and discursive operations were a necessary support to the construction of semantic units in the process of a text planning, even though, some gaps were identified (absences, discontinuity), presence of linguistic and textual inexperience of the writers, also connected to some difficulties on recommended directrix to write a scientific text, some occurrences that has not affected the meaningfulness of the text, neither the maintenance of blocks and theme segments responsible for the text planning and for the guarantee of its communicability.

Au Canada, le nombre de personnes atteintes de troubles cognitifs n'est pas négligeable et les conséquences de ces troubles sur les activités de la vie quotidienne (AVQ) de ces personnes sont dramatiques. Suivant la sévérité des troubles, les personnes sont capables de réaliser leurs activités avec quelques difficultés ou sont totalement incapables de les faire, ce qui conduit souvent au placement de ces personnes dans des centres spécialisés. Ce placement, ainsi que le suivi de ces personnes, sont particulièrement onéreux pour la société. Pour cette raison, les gouvernements visent à favoriser des solutions de maintien à domicile. Une des pistes de solutions est de fournir aux personnes atteintes de troubles cognitifs un ensemble de services d'assistance technologiques, disponibles en tout temps et en tous lieux, capables de s'adapter aux différents outils technologiques présents dans l'environnement pour offrir une assistance continue. L'objectif de cette thèse est de concevoir une telle solution d'assistance en menant une recherche sur deux axes entrecroisés. Le premier axe concerne les solutions d'assistance d'un point de vue technologique, le second les aborde d'un point de vue plus clinique. Sur le plan technologique, à partir des solutions d'assistance déjà existantes ainsi que de leurs limitations, nous avons identifié un ensemble de services essentiels et les avons regroupés au sein de trois catégories. Nous présentons un modèle d'architecture logicielle pour la conception de ceux-ci visant à favoriser leur adaptation à différents contextes, leur évolution ainsi que l'intégration de nouveaux services. Enfin, nous présentons notre solution d'assistance baptisée SAMI. Au niveau clinique, nous montrons l'importance d'impliquer les personnes atteintes de troubles cognitifs, ainsi que leurs intervenants, tout au long du processus de conception de telles solutions. Nous présentons notre protocole de conception participative ainsi que sa mise en oeuvre dans le cadre de la conception de SAMI. La conception de cette solution a impliqué quatre patients ainsi que leurs intervenants professionnels et a été testée durant huit semaines. Les résultats montrent tout d'abord la possibilité de mettre en oeuvre de telles méthodes de conception, les patients ainsi que les intervenants ayant grandement participé tout au long du processus de conception. Ils montrent également la capacité des patients à apprendre à utiliser l'assistant élaboré ainsi que leur capacité à l'utiliser dans leur quotidien.

Le trouble bipolaire (TB) est un trouble psychiatrique qui toucherait au minimum 1% à 2% de la population adulte. Si l'étiologie de ce trouble reste complexe et multifactorielle, le poids des facteurs génétiques est conséquent avec une héritabilité estimée entre 70% et 80%. Le fait d'avoir un parent bipolaire apparaît comme le premier facteur de risque de développer soi-même un trouble bipolaire. Egalement, ces enfants présentent un très haut risque d’avoir des psychopathologies. Un marqueur intéressant chez ces enfants pour identifier ce risque est le profil de dysrégulation obtenu au CBCL-DP. Ainsi, l'accès à des programmes de prévention ciblés, avant même l’apparition des troubles de ces enfants « à risque » (enfants de parents bipolaires ayant des symptômes sub-cliniques et un profil au CBCL-DP élevé) est une démarche prometteuse. Les programmes centrés sur la famille (Family Focused Therapy, FFT) dont l'efficacité est établie dans le TB à début précoce pourraient servir de base à des actions de prévention. En France, à ce jour aucune étude ne s’est intéressée à ces enfants.Méthode : Ce protocole exploratoire a été écrit dans le cadre d’une collaboration entre le service de pédopsychiatrie et le Centre Expert Bipolaire au sein du CHU de Montpellier. Nous proposons de faire participer 17 enfants « à risque » (moyenne age = 9,6 ans) à un programme de TCC multifamilles centré sur la gestion émotionnelle et la résolution de problèmes afin de voir si la dimension de dysrégulation est améliorée en fin de groupe. Au terme de ce groupe et à 12 mois, une réévaluation est proposée afin d’en mesurer les éventuels bénéfices par rapport à l’évaluation initiale.Résultats : Une amélioration significative est montrée sur la dimension de dysrégulation à la fin du groupe (p = 0,007) et en phase de suivi (p = <.001). Toutefois, compte tenu des limites méthodologiques de notre étude et en l’absence de groupe contrôle, il faut être prudent quant aux conclusions et répliquer cette étude avec un groupe contrôle. / Bipolar disorder (BD) is a psychiatric disorder that affects about 1% to 2% of adults. Its aetiology is complex and multifactorial but the genetic factors play an important role, with an estimated heritability between 70% and 80%. Having a bipolar parent appears to be the first risk factor for self-development of BD. Also, these children present a very high risk of having disorders.In this context, a high score in the Child Behavior Check-List-Dysregualtion Profile (CBCL-DP) is constantly reported as a reliable screener. Offering the identified children targeted prevention programs, in order to provide them strategies to face the developing symptoms, is a promising approach. The Family Focused Therapy (FFT) is a multifamily, parents-children CBT program. Its effectiveness was proved in early-onset BD and it is now considered as a possible preventive action for BD offsprings. In France, no study have been conducted on this population Method : The aim of our research is to test the efficacy of a FFT program on a French sample of 17 parents and BD offsprings (mean age = 9,6 years). The protocol was written in the context of a collaboration between the Child and Adolescent Mental Health Service (CAMHS) St Eloi and the Bipolar Expert Centre, within the University Hospital of Montpellier. Families were involved in a CBT program that focuses on emotion and problem solving strategies. Assessment was conducted at the end of this group and after 12 months, in order to measure the benefits compared to the first evaluation. Results: A significant decrease is shown on the dysregulation dimension at the end of the group (p = 0,007) and in the follow-up phase (p = <.001). However, given the methodological limitations of our study and in the absence of a control group, one should be cautious when considering caution should be exercised in making the findings. A replication of this first exploratory study, including a control group, is now necesary.

Made available in DSpace on 2015-02-04T21:22:50Z (GMT). No. of bitstreams: 1 clay.pdf: 639364 bytes, checksum: a538b798f6b2b7206e158c2646e3681b (MD5) Previous issue date: 2012-09-26 / Vivemos em tempos globalizados, os quais requerem das pessoas conhecimentos tecnológicos; e, no contexto dessa nova etapa da civilização humana, a computação assume papel de vanguarda no desenvolvimento tecnológico da ciência, da comunicação. Este trabalho tem, por objetivo, investigar o processo formativo dos alunos do ultimo semestre do curso de Ciências da Computação de uma instituição de ensino superior da Baixada Santista, em relação à elaboração do Trabalho de Conclusão de Curso (TCC). Fundamenta-se em estudos de Saviani (2008) e Zotti (2004) para o contexto histórico do surgimento desses cursos e nos trabalhos de Tedesco (2006) para a discussão da realidade globalizada, além de trazer os conceitos de Schön (2000) e de Demo (2002), em relação à pesquisa na Universidade e de Bianchetti e Machado (2002) quanto à orientação de trabalhos acadêmicos. A pesquisa, de abordagem qualitativa, foi realizada em 2010 e 2011, e utilizou, como instrumento metodológico, um questionário que foi aplicado aos alunos concluintes do Curso de Ciências da Computação. Os dados obtidos nessa etapa da pesquisa apontaram problemas quanto às dificuldades encontradas pelos alunos na realização do TCC, entre as quais, o tempo para fazer a pesquisa. Com base nessas informações, foi feita realizada a segunda etapa da pesquisa, que consistiu na entrevista feita com três professores orientadores de TCC, que atuam no curso investigado. Cruzando a fala dos sujeitos com os resultados obtidos na pesquisa anterior, foi possível observar que o tempo destinado à atividade do TCC não é suficiente para a condução de uma pesquisa no contexto defendido pelos autores e que a maior dificuldade dos alunos está em relacionar a prática e a teoria da área da computação. Tais reflexões sugerem a estruturação, na Graduação, de linhas e grupos de pesquisa, além de um maior tempo para desenvolvimento do trabalho de conclusão de curso.

Introduction: Souvent, les recherches sur ce sujet se réalisent dans un environnement de consommation légal. Pourtant, le cas de l'Arabie saoudite devrait donner des résultats différents. pour la théorie cognitive, la dépendance chimique consiste en une forte interaction entre les cognitions (pensée, croyance, schéma), valeur, opinion, attente, supposition, attitude, émotions, connexion familiale et sociale, impact social et procédure naturelle et physiologique. En s’intéressant à explorer ces croyances dans une société interdisant l'alcool et à présenter un protocole d'évaluation complet adapté à cette culture. Méthode: L’étude inclue 144 sujets, séparés en 3 groupes selon la dépendance et le sexe. Résultats: Les positives croyances liées à l'alcool sont plus élevées chez les alcooliques alors qu'il n'y a pas de différence liée au sexe. Une corrélation positive entre le craving et la rechute. Le niveau de trauma est plus élevé chez les alcooliques et positivement lié à la rechute. Conclusion: Les croyances liées à l’alcool comme toutes les variables precitées ont une rôle essentiel dans la compréhension et le traitement de ce problème. / Introduction: Mostly, the researches about this subject are done in legal alcohol consumption environment. Therefore the case of Saudi Arabia should give different results. Regarding cognitive theory, chemical dependence consists of a strong interaction between cognitions (thoughts, convictions, schemas), values, opinions, expectations and suppositions attitudes; emotions; familial and social connections; social impacts; and natural and physiological procedures. We are interested in exploring these beliefs in a society that forbids alcohol and presenting a complete evaluation protocol adapting to Saudi culture. Method: We studied 144 subjects, separated into 3 groups depending on addiction and gender. Results: Higher positive believes related to alcohol in alcoholics while there is no difference between men and women. A positive correlation between craving and relapse. The traumatic experiences are higher in alcoholics and positively correlated with relapse. Conclusion: The beliefs related to alcohol consumption beside all other variables that are mentioned above have a vital role in the comprehension and the treatment of this issue.

A partir da análise de 10 Trabalhos de Conclusão de Curso (TCC) de egressos do Curso de Ciências Biológicas Licenciatura da Universidade Federal do Rio Grande do Sul foi possível compreender e problematizar os discursos sobre a ideia de lúdico e a ludicidade utilizadas para indicar metodologias de ensino e recursos didáticos a serem empregadas na melhoria do ensino e aprendizagem de Ciências no ensino fundamental e Biologia no ensino médio. Trata-se de uma investigação qualitativa que utilizou os pressupostos teórico-metodológicos da pesquisa documental e dos Estudos Culturais para a discussão do objeto de investigação. Analisou-se TCC defendidos no período de 2011 a 2013. Os discursos apresentados pelos egressos trazem a ideia do lúdico e da ludicidade como alternativa salvacionista para a execução de melhores aulas de Ciências e Biologia. Os egressos expõem que atividades lúdicas tornam as aulas mais dinâmicas, alegres e criativas. As metodologias de ensino apontadas pelos egressos do Curso de Ciências Biológicas Licenciatura como lúdicas se configuram como potentes ferramentas a serem utilizadas no ensino de Ciências e Biologia no intuito de garantirem aulas mais competentes para a comunicação do conhecimento e para o desenvolvimento de um processo ensino-aprendizagem visto como mais eficiente. Exercitou-se a problematização e o estranhamento do monumento no qual a ludicidade se transformou. Os discursos dos egressos expõem uma fragilidade conceitual acerca do que seja o lúdico. Além disso, percebeu-se contradições quanto ao uso das ferramentas didáticas classificadas como lúdicas. Alguns egressos deixam evidente a dificuldade e complexidade da operacionalidade didática das atividades lúdicas. Entende-se que aulas lúdicas são importantes, mas não são as que determinam uma aprendizagem mais significativa de Ciências e Biologia. A discussão realizada expõe que a ideia de aulas lúdicas como sendo as ideais no ensino de Ciências e Biologia deve ser repensada. É importante que o professor de Ciências e Biologia iniciante compreenda os fundamentos, as vantagens e desvantagens de metodologias que usam a linha de pensamento da ludicidade. Nos cursos de formação de professores é importante que se faça discussões aprofundadas e relativizantes sobre determinadas linhas de pensamento que ancoram a prática docente na escola, como as teorizações acerca do lúdico e ludicidade. / From the analysis of 10 works of course completion (tcc) of graduates of Biological sciences, i.e. degree of the Federal University of Rio Grande do Sul (a Brazilian State) it was possible to understand and discurse the discourses on the idea of ludicus and the playfulness used to point out teaching methodogies and didactic resourses in order to be implayed as to the improvement of teaching and learning of Sciences in the fundamental schooling and Biology in the in the ensino médio (high school). It deals with a qualitative investigation which used the theoretical – methodological assumption of the documentary inquiry and of the cultural studies to the discussions of the investigation goal, It was analysed tcc‟s defended in the period from 2011 to 2013, the discourses, presented by the graduates, bring the idea of ludicus and playfulness like redeemer alternative to the execution of better classes of scienses and Biology. The graduates expose that playful performances make the classes more dynamic, glad and creative. The methodogies pointed out by the graduates of the courses of Biologycal Scienses degree like playful, represent powerful tools to be used in the teaching of scienses and Biology in order to assure more competent classes to the knowledge communication and to the development of a teaching – learning process seen like the most efficient. It was exercised the discussion and the queerness of the monvment in which the playfulness has become. The graduates‟ discourses expose a conceptual fragility on the could be ludicus. Besides it perceived contradictions as to the use of didactic tools classified like ludicus, some graduates put into evidence the difficult and complexity of didactic operacional ness of the playfull classes are important, but they are not those ones which determine a more significant learning of Sciences and Biology and must be thinked again. It‟s important that the teacher of Scienses and Biology, who is a beginner, understand the fundamentals, the advantages and misadvantages of methodologies which use a thinking line of the playfulness. In the courses of teaching formation it is important that one gets discussions, deep and pertaining to relativism, on the determined lines of thinking which arechor the teaching practice at school, like the theorizations on the ludicus and playfulness.

Slutsteget i immunförsvarets komplementaktivering innefattar en klyvning av komplementprotein C5, till C5a och C5b, vilket initierar bildandet av terminalt komplementkomplex (TCC) som i form av membran-attack-komplex (MAC) bildar cytotoxiska porer i bland annat gramnegativa bakterier. Bildandet av MAC kan blockeras av endogena regulatorer och TCC frisätts då som ett lösligt komplex, sC5b-9, i plasma. I examensarbetet studerades en variant av TCC, som i tidigare studier visats bildas oberoende av C3- och C5-konvertas när serum surgjorts till pH &lt; 7,0 in vitro. Syftet med studien var att studera om detta atypiska TCC (aTCC) bildades hos grisar, som i en mekonium aspirationssyndrom (MAS)-modell, erhållit ett sänkt systemiskt pH in vivo. I syftet ingick också att etablera en ELISA-baserad metod för att analysera aTCC. I en sandwich ELISA användes monoklonal anti-C5a/C5a (desArg) (klon T13/9) som fångande antikropp och monoklonal anti-C9 (klon aE11) som detekterande antikropp för att analysera aTCC i plasmaprover från 18 MAS-grisar, samt i ett kontrollmaterial bestående av grisserum som surgjorts till pH 6,8 och 6,4 in vitro. Mängden aTCC i kontrollproverna ökade när pH sänktes men innehållet av aTCC i plasmaproverna minskade över MAS-studiens förlopp. När den relativa förändringen i aTCC relaterades till MAS-grisarnas slutliga pH kunde ett signifikant samband ses (p = 0,02) som visade att en större förändring i aTCC sammanföll med ett lägre slutligt pH. Nivåerna av aTCC var generellt sett högre i plasmaproverna jämfört med kontrollproverna vilket skulle kunnat bero på skillnader i plasma vs serum avseende aTCC eller att proverna kom från grisar med olika ålder och vikt. Avsaknad av grisspecifik standard och negativ kontroll samt lågt signal/brusförhållande bidrar till felkällor för analysen och denna kräver fortsatt optimering. / The late steps of complement activation involves a cleavage of complement protein C5, to C5a and C5b, which initiates the formation of terminal complement complex (TCC). The final complex is referred to as the membrane-attack-complex (MAC) which forms cytotoxic pores in, inter alia, gram-negative bacteria. The formation of MAC can be inhibited by endogenous regulators and the TCC is then released as a soluble complex, sC5b-9, in plasma. In the degree project, another type of TCC was studied, which in previous studies had shown to form independently of C3 and C5 convertases when serum was acidified to pH &lt;7.0 in vitro. The purpose of the study was to investigate whether this atypical TCC (aTCC) was formed in piglets, which in a model of meconium aspiration syndrome (MAS), received a reduced systemic pH in vivo. The purpose was also to establish an ELISA for analyzing aTCC. Sandwich ELISA, with monoclonal anti-C5a / C5a (desArg) (clone T13/9) as a capture antibody and monoclonal anti-C9 (clone aE11) as a detection antibody, was used to analyse aTCC in plasma samples from 18 MAS piglets, and in control samples consisting of pig serum acidified to pH 6.8 and 6.4 in vitro. The amount of aTCC in the control samples increased when the pH was lowered, but the content of aTCC in the plasma samples decreased over the course of the MAS study. When the relative change in aTCC was related to the final pH of the MAS pigs, a significant relationship could be seen (p = 0.02) which showed that a major change in the aTCC coincided with a lower final pH. aTCC were generally higher in plasma samples compared with control samples, which could be due to differences in plasma vs serum for aTCC or that the samples came from pigs of different age and weight. Lack of pig-specific standard and negative control as well as low signal to noise ratio contribute to sources of error for the analysis and this requires continued optimization.