HLA Class I Polymorphism in the Albanian Population

The HLA class I polymorphism was studied in a sample of the Albanian population. Ninety-three unrelated healthy Albanians were typed for HLA-A, -B and -Cw antigens by standard microlyphocytotoxicity test. The antigens with the highest frequencies were: HLA-A2 (34.4%), A3 (14.5%) and A1 (12.4%); B51 (19.3%), B35 (12.4%) and B18 (10.2%); Cw4 (16.2%), Cw7 (16.2%) and Cw6 (10.8%). The HLA haplotypes with high frequency in Albanians included A2-B51 (4.3%), A2-B18 (2.4%), A2-B35 (2.4%), Cw4-B35 (7.6%), and Cw7-B18 (6.5%), which are not significantly different from the other neighboring populations. Low frequency of HLA-A1-B8 haplotype (1.1%) is noted in the Albanian population. The frequency of HLA-B27 antigen (1.1%) is one of the lowest frequencies observed in Caucasians. Such results are important in studies of HLA-A1-B8, HLA-B27 and disease associations. These findings should be also useful in understanding the origin of Albanians, representing a base for future studies about HLA polymorphism in the Albanian population

When birth is not as expected: a systematic review of the impact of a mismatch between expectations and experiences.

BACKGROUND: Pregnancy and childbirth are significant events in women's lives and most women have expectations or plans for how they hope their labour and birth will go. It is possible that strong expectations about labour and birth lead to dissatisfaction or other negative outcomes if these expectations are not met, but it is not clear if this is the case. The aim was therefore to synthesise prospective studies in order to understand whether unmet birth expectations are associated with adverse outcomes for women, their partners and their infants. METHOD: Searches were carried out in Academic Search Complete; CINAHL; Medline; PsycINFO, PsychArticles, PubMed, SCOPUS and Web of Science. Forward and backward searches were also completed. Studies were included if they reported prospective empirical research that examined the association between a mismatch in birth expectations/experience and postnatal outcomes in women, their children and/or their partners. Data were synthesised qualitatively using a narrative approach where study characteristics, context and methodological quality were extracted and summarised and then the differences and similarities among studies were used to draw conclusions. RESULTS: Eleven quantitative studies were identified for inclusion from nine countries. A mismatch between birth expectations and experiences was associated with reduced birth satisfaction. Three studies found a link between a mismatch and the development of postnatal post-traumatic stress disorder (PTSD). The evidence was inconsistent for postnatal depression, and fear of childbirth. Only one study looked at physical outcomes in the form of health-related quality of life. CONCLUSIONS: A mismatch between birth expectations and experiences is associated with birth satisfaction and it may increase the risk of developing postnatal PTSD. However, it is not clear whether a mismatch is associated with other postnatal mental health conditions. Further prospective research is needed to examine gaps in knowledge and provide standardised methods of measuring childbirth expectations-experiences mismatch. To ensure women's expectations are met, and therefore experience a satisfying birth experience, maternity providers should provide sensitive care, which acknowledges women's needs and preferences, is based on open and clear communication, is delivered as early in pregnancy as possible, and enables women to make their own decisions about care. TRIAL REGISTRATION: Protocol registration: PROSPERO CRD42020191081

Managing Relationship Decay Network, Gender, and Contextual Effects

Relationships are central to human life strategies and have crucial fitness consequences. Yet, at the same time, they incur significant maintenance costs that are rarely considered in either social psychological or evolutionary studies. Although many social psychological studies have explored their dynamics, these studies have typically focused on a small number of emotionally intense ties, whereas social networks in fact consist of a large number of ties that serve a variety of different functions. In this study, we examined how entire active personal networks changed over 18 months across a major life transition. Family relationships and friendships differed strikingly in this respect. The decline in friendship quality was mitigated by increased effort invested in the relationship, but with a striking gender difference: relationship decline was prevented most by increased contact frequency (talking together) for females but by doing more activities together in the case of males

Yeasts associated with the production of distilled alcoholic beverages

Distilled alcoholic beverages are produced firstly by fermenting sugars emanating from cereal starches (in the case of whiskies), sucrose-rich plants (in the case of rums), fructooligosaccharide-rich plants (in the case of tequila) or from fruits (in the case of brandies). Traditionally, such fermentations were conducted in a spontaneous fashion, relying on indigenous microbiota, including wild yeasts. In modern practices, selected strains of Saccharomyces cerevisiae are employed to produce high levels of ethanol together with numerous secondary metabolites (eg. higher alcohols, esters, carbonyls etc.) which greatly influence the final flavour and aroma characteristics of spirits following distillation of the fermented wash. Therefore, distillers, like winemakers, must carefully choose their yeast strain which will be very important in providing the alcohol content and the sensory profiles of spirit beverages. This Chapter discusses yeast and fermentation aspects associated with the production of selected distilled spirits and highlights similarities and differences with the production of wine

On second-order slidingmode control of fractional-order dynamics

Abstract-A second-order sliding mode control scheme is developed to stabilize a class of linear uncertain fractionalorder dynamics. After making a suitable transformation that simplifies the sliding manifold design, a chattering-free second order sliding mode approach that accomplishes the control task by means of a continuous control action is developed. Simple controller tuning formulas are constructively developed along the paper by Lyapunov analysis. The simulation results confirm the expected performance

Continuous finite-time stabilization for some classes of fractional order dynamics

This paper analyzes some basic issues involving the application of discontinuous control techniques for controlling fractional order systems (FOS). With reference to a simple class of SISO perturbed processes, we compare the performance of two distinct approaches, namely the “fractional sliding manifold” (FSM) approach, and the “fractional dynamic input extension” (FDIE) approach. The latter, which is the main new contribution of this paper, is shown to provide for the finite time convergence property of the systems' state. Remarkably, this approach also attenuates the chattering phenomenon by leading to a continuous, although obviously non-smooth, control action. The performance of the two methodologies under investigation are determined by means of Lyapunov approach. Additionally, we derive two new results involving the application of second-order sliding mode control techniques in the context of SISO FOS, and the application of the unit-vector methodology for controlling uncertain multivariable FOS. The presented analysis is supported by simulation results

HLA Class II Haplotypic Association and DQCAR Microsatellite Polymorphisms in Croatian Patients with Psoriasis

The purpose of the present study was to investigate polymorphism of HLA class II haplotypic associations (HLA-DRB1, -DQA1, -DQB1) and DQCAR alleles in 78 Croatian patients with psoriasis. Patients were divided into two groups according to a family history of disease and age of onset: type I (positive family history and early onset) and type II (negative family history and late onset). The difference in frequency of HLA class II haplotypic associations between type I patients and controls was observed for the following combinations: HLA-DRB1*0701, -DQA1*0201, -DQB1*02 (23.6% vs. 7.2%; p < 0.001), HLA-DRB1*0701, -DQA1*0201, -DQB1*0303 (8.5% vs. 1.3%; p = 0.0018) and HLA-DRB1*1601, -DQA1*0102, -DQB1*0502 (2.8% vs. 9.3%; p = 0.06). The difference between type II psoriasis and controls for association: HLA-DRB1*1501, -DQA1*0102, -DQB1*0602 is not significant (20.0% vs. 8.9%; p = 0.06). The significantly higher frequency of DQCAR 113bp and 119bp alleles in patients with type I psoriasis is a result of linkage disequlibrium of these alleles with both HLA-DRB1*0701 haplotypic associations. Analysis of DQCAR alleles in the HLA-DRB1*0701 haplotypic associations in patients with psoriasis vulgaris and matched controls did not reveal any difference in polymorphism of DQCAR alleles. These data suggest that HLA-DRB*0701 haplotypic combinations are associated with type I but not for type II psoriasis in the Croatian population. DQCAR polymorphism is not useful genetic marker to distinguish susceptible HLA class II haplotypic association

Studying physics during the COVID-19 pandemic: Student assessments of learning achievement, perceived effectiveness of online recitations, and online laboratories

The COVID-19 pandemic has significantly affected the education system worldwide, which was forced to respond with a sudden shift to distance learning. While successful distance teaching requires careful thinking, planning, and the development of technological and human resources, there was no time for preparation in the current situation. Various physics courses, including lectures, tutorials, and laboratory courses, had to be transferred to online formats, resulting in a variety of simultaneous, asynchronous, and mixed activities. To investigate how physics students perceived the sudden shift to online learning, we developed a questionnaire and gathered data from N=578 physics students from five universities in Germany, Austria, and Croatia. In this article, we report how the problem-solving sessions (recitations) and laboratories were adapted, how students judge the different formats of the courses, and how useful and effective they perceived them. The results are correlated with the students’ self-efficacy ratings and other behavioral measures (such as self-regulated learning skills). This study is descriptive in nature, and a survey study design was implemented to examine the relationships among the variables. We found that good communication abilities (r=0.48, p<0.001) and self-organization skills (r=0.63, p<0.001) are positively correlated with perceived learning achievement. Furthermore, the previous duration of studies had a significant impact on several self-reported achievement measures, resulting in consistently lower scores of students in their first academic year compared with students who were further along academically. We draw conclusions and suggest implications for future online classes on the instructor and faculty level. Suggestions include (i) focusing on first-year courses with on-campus teaching when facing limited lecture hall capacities, (ii) offering special courses for promoting self-regulated learning skills, (iii) emphasizing the positive aspects of distance learning, and (iv) installing networking services for supporting student communication

Lab courses for prospective physics teachers: what could we learn from the first COVID-19 lockdown?

At the universities of Dresden, Vienna, and Zagreb, a laboratory course for prospective physics teachers was transferred to an online environment because of the lockdown in March 2020 due to the COVID-19 pandemic. The aim of this paper is to present and compare students’ and instructors’ considerations about the experiences with this laboratory course at these three universities and to formulate guidelines for organizing lab courses for prospective physics teachers. The research was conducted in three steps: first, interviews were conducted with prospective physics teachers (N = 10) ; second, an online questionnaire was administered to course participants (N = 99) ; and third, lab course instructors completed an online questionnaire (N = 8). The results show that an increase in creativity and confidence was expressed when conducting home experiments. Students who received support and guidance benefited more from the online lab course, but some students also experienced a greater time commitment. On a positive note, all participants thought outside- the-box during this lab experience and found solutions that led to new ways of conducting labs. Our study suggests that in future online or regular lab courses, students should have the chance to make decisions about experiments and be creative, with an emphasis on peer discussions and support from instructors