RESUMO
Este artículo presenta la herramienta metodológica utilizada en una investigación sobre convivencia, inclusión y enfermedades raras realizada en la Universidad Pública de Navarra (UPNA), detallando el marco teórico del estudio y cómo se han diseñado e implementado algunos cuestionarios (dirigidos al alumnado de educación primaria y profesorado); para estudiar las relaciones entre iguales en las aulas en las que convive el alumnado con enfermedades raras o poco frecuentes (ER-EPF). Los cuestionarios se centran en la percepción y experiencia del buen trato y del maltrato por parte del alumnado, así como en la convivencia con su grupo de iguales y en las intervenciones del profesorado en este ámbito, desde los parámetros de la inclusión educativa y la convivencia positiva.
Este artigo apresenta a ferramenta metodológica utilizada em uma pesquisa sobre convivência, inclusão e doenças raras, que está sendo realizada na Universidade Pública de Navarra (UPNA), detalhando o marco teórico do estudo e como alguns questionários (destinados a alunos do ensino primário e professores) foram concebidos e conduzidos para estudar as relações entre pares em salas de aula onde estudantes com doenças raras ou pouco frequentes coexistem (RD). Os questionários estão focados principalmente na percepção e na experiência de bons tratamentos e de abusos por parte dos estudantes, bem como na convivência com o grupo de pares e nas intervenções dos professores, a partir dos parâmetros de inclusão educacional e da convivência positiva.
This article presents the methodological tool used in a research on coexistence, inclusion and rare diseases that is being carried out at the Public University of Navarra (UPNA). It details the theoretical framework and how some questionnaires have been designed and conducted (aimed at primary school students and teachers) to study peer relationships in classrooms where students with rare diseases coexist (RD). The questionnaires are mainly focused on the perception and experience of good and bad treatment by students, as well as coexistence with their peer group and teacher interventions, from the parameters of educational inclusion and positive coexistence.
RESUMO
Understanding the cellular origin of cancer can help to improve disease prevention and therapeutics. Human plasma cell neoplasias are thought to develop from either differentiated B cells or plasma cells. However, when the expression of Maf oncogenes (associated to human plasma cell neoplasias) is targeted to mouse B cells, the resulting animals fail to reproduce the human disease. Here, to explore early cellular changes that might take place in the development of plasma cell neoplasias, we engineered transgenic mice to express MafB in haematopoietic stem/progenitor cells (HS/PCs). Unexpectedly, we show that plasma cell neoplasias arise in the MafB-transgenic mice. Beyond their clinical resemblance to human disease, these neoplasias highly express genes that are known to be upregulated in human multiple myeloma. Moreover, gene expression profiling revealed that MafB-expressing HS/PCs were more similar to B cells and tumour plasma cells than to any other subset, including wild-type HS/PCs. Consistent with this, genome-scale DNA methylation profiling revealed that MafB imposes an epigenetic program in HS/PCs, and that this program is preserved in mature B cells of MafB-transgenic mice, demonstrating a novel molecular mechanism involved in tumour initiation. Our findings suggest that, mechanistically, the haematopoietic progenitor population can be the target for transformation in MafB-associated plasma cell neoplasias.