HLA class II associations with rheumatic heart disease among clinically homogeneous patients in children in Latvia

Genetic control of immune reactions has a major role in the development of rheumatic heart disease (RHD) and differs between patients with rheumatic fever (RF). Some authors think the risk of acquiring RHD is associated with the HLA class II DR and DQ loci, but other views exist, due to the various HLA-typing methods and ways of grouping cases. Our goal was to determine the relations between HLA class II alleles and risk of or protection from RF in patients with relatively homogeneous clinical manifestations. A total of 70 RF patients under the age of 18 years were surveyed in Latvia. HLA genotyping of DRB1*01 to DRB1*18 and DQB1*0201-202, *0301-305, *0401-402, *0501-504, and *0601-608 was performed using polymerase chain reaction sequence-specific primers. Data for a control group of 100 healthy individuals typed for HLA by the same method were available from the databank of the Immunology Institute of Latvia. Of the RF patients, 47 had RHD and 8 had Sydenham's chorea. We concluded that HLA class II DRB1*07-DQB1*0401-2 and DRB1*07-DQB1*0302 could be the risk alleles and HLA class II DRB1*06 and DQB1*0602-8, the protective ones. Patients with mitral valve regurgitation more often had DRB1*07 and DQB1*0401-2, and patients with multivalvular lesions more often had DRB1*07 and DQB1*0302. In Sydenham's chorea patients, the DQB1*0401-2 allele was more frequent. Genotyping control showed a high risk of RF and RHD in patients with DRB1*01-DQB1*0301-DRB1*07-DQB1*0302 and DRB1*15-DQB1*0302-DRB1*07-DQB1*0303

LINKING TEACHER PROFESSIONAL DEVELOPMENT NEEDS WITH APPROPRIATE SOLUTIONS: INSIGHTS FROM AN INIATIVE IN LATVIA

International surveys have stated that each year teachers spend, on average, more than 10 days engaged in different professional development activities. The purpose for this investment in teacher professional development (TPD) is clear: teachers’ competence must develop according to changes in curriculum and 21st century requirements. In previous research we have developed a theoretical teacher competence framework, implemented it to identify teacher (N=263) groups competence gaps and professional development needs. The goal of this research is to link identified professional development needs related to the instruction of 21st century skills (criteria - instructional design, learning goals and feedback to students) with TPD solutions.This paper describes the development of a TPD model, based on evidence about teacher groups professional development needs, and its implementation in a school (N= 25 teachers). A TPD program, developed according to the model, combined face-to-face and online input workshops with collaboration in small groups to develop lesson plans. The topics of input workshops, (effective lesson design, lesson goals, effective feedback and reading comprehension) were chosen according to gaps, previously identified. To learn about appropriateness of the TPD model, the developed lesson plans, participant questionnaires and researcher field notes were analysed.

THEORETICAL FRAMEWORK FOR TEACHERS SELF- ASSESSMENT TO TEACH 21ST CENTURY SKILLS

The context of educational reforms taking place in many countries gives special relevance, as the curriculum enters the 21st century skills or so-called transversal skills. It is necessary to ascertain how successful the teaching of these skills is already so that the school management together with teachers develop evidence-based or data-driven professional development solutions. The aim of the research is to create a theoretical framework and corresponding self-assessment tools, how the teacher can assess for himself to what extent he has succeeded in achieving the competence to teach students in the 21st century skills required to achieve the goals set by the school in the context of the ongoing education reform in the country. For the self-assessment of teachers’ competencies, performance appraisal is used, comparing to what extent does teaching in a particular case correspond to good practice using performance level descriptors as tools - a set of teachers' learning progressions and tests. The developed set of teachers' professional learning progressions is based on data-based and field-tested analytical descriptions of performance levels from expert work. It includes 17 progressions developed within the framework of categories and criteria, the practical testing of which in school practice is planned in the authors' further research

Promocijas darbs

Elektroniskā versija nesatur pielikumu

Different Aspects of Pre-schoolers` Movement Development

the psychical, physical and mental development of a pre-school pupil, cognition process of the surrounding world, improvement of body’s functional abilities and development of physical characteristics is only possible through child’s physical activity. In order for the child to be active, he/she needs to learn the basic movements essential for life. By learning these movements and the methods or techniques of their executions the movement experience of the child is enriched. And this movement experience is necessary for various situations in life as well as for independent functioning. Promotion of movements and activities in preschool is linked with the entire pedagogical process that is being realized during the whole day