Polymorphisms in immunoregulatory genes and the risk of histologic chorioamnionitis in Caucasoid women: a case control study

BACKGROUND: Chorioamnionitis is a common underlying cause of preterm birth (PTB). It is hypothesised that polymorphisms in immunoregulatory genes influence the host response to infection and subsequent preterm birth. The relationship between histologic chorioamnionitis and 22 single nucleotide polymorphisms in 11 immunoregulatory genes was examined in a case-control study. METHODS: Placentas of 181 Caucasoid women with spontaneous PTB prior to 35 weeks were examined for histologic chorioamnionitis. Polymorphisms in genes IL1A, IL1B, IL1RN, IL1R1, tumour necrosis factor (TNF), IL4, IL6, IL10, transforming growth factor beta-1 (TGFB1), Fas (TNFRSF6), and mannose-binding lectin (MBL2) were genotyped by polymerase chain reaction and sequence specific primers. Multivariable logistic regression including demographic and genetic variables and Kaplan-Meier survival analyses of genotype frequencies and pregnancy outcome were performed. RESULTS: Sixty-nine (34%) women had histologic evidence of acute chorioamnionitis. Carriage of the IL10-1082A/-819T/592A (ATA) haplotype [Multivariable Odds ratio (MOR) 1.9, P = 0.05] and MBL2 codon 54Asp allele (MOR 2.0, P = 0.04), were positively associated with chorioamnionitis, while the TNFRSF6-1377A/-670G (AG) haplotype (MOR 0.4, P = 0.03) and homozygosity for TGFB1-800G/509T (GT) haplotype (MOR 0.2, P = 0.04) were negatively associated. CONCLUSION: These findings demonstrate that polymorphisms in immunoregulatory genes IL10, MBL2, TNFRSF6 and TGFB1 may influence susceptibility to chorioamnionitis

What would make children read for pleasure more frequently?

© 2017 National Association for the Teaching of English Regular recreational reading offers benefits across a range of literacy outcomes, as well as supporting learning in other subject areas, offering cognitive benefits, and potentially fostering empathy. Therefore, increasing frequency of engagement in recreational reading can play an important role in addressing inequity in literacy outcomes once independent reading skill has been achieved. While previous studies address how to increase children's engagement in reading for recreation, few allow children's viewpoints to take primacy. The 2016 Western Australian Study in Children's Book Reading collected data from respondents across 24 schools, seeking to determine how educators and parents may best support young people to read with greater frequency. Interview participants from Years 4 and 6 were asked what would make them read more. The five recurring themes of finding engaging books, series adherence, challenge seeking, skill deficit, and time availability indicate optimal avenues for future research and educational intervention to foster increased engagement in reading