Urticaria in monozygotic and dizygotic twins

Aim. To identify risk factors for urticaria, to determine the relative proportion of the susceptibility to urticaria that is due to genetic factors in an adult clinical twin sample, and to further determine whether the genetic susceptibility to urticaria overlaps with the genetic susceptibility to atopic diseases. Methods. A total of 256 complete twin pairs and 63 single twins, who were selected from sibships with self-reported asthma via a questionnaire survey of 21,162 adult twins from the Danish Twin Registry, were clinically interviewed about a history of urticaria and examined for atopic diseases. Data were analysed with Cox proportional hazards regression and variance components models. Results. A total of 151 individuals (26%) had a history of urticaria, whereas 24 (4%) had had symptoms within the past year. Female sex, HR=2.09 (1.46–2.99), P=0.000; hay fever, HR=1.92 (1.36–2.72), P=0.000; and atopic dermatitis, HR=1.44 (1.02–2.06), P=0.041 were significant risk factors for urticaria. After adjustment for sex and age at onset of urticaria in the index twin, the risk of urticaria was increased in MZ cotwins relative to DZ cotwins, HR=1.42 (0.63–3.18), P=0.394. Genetic factors explained 45% (16–74%), P=0.005, of the variation in susceptibility to urticaria. The genetic correlation between urticaria and hay fever was 0.45 (0.01–0.89), P=0.040. Conclusions. Susceptibility to urticaria is partly determined by genetic factors. Urticaria is more common in women, and in subjects with hay fever and atopic dermatitis, and shares genetic variance with hay fever

Consequences of spinal pain: Do age and gender matter? A Danish cross-sectional population-based study of 34,902 individuals 20-71 years of age

<p>Abstract</p> <p>Background</p> <p>While low back pain (LBP) and neck pain (NP) have been extensively studied, knowledge on mid back pain (MBP) is still lacking. Furthermore, pain from these three spinal areas is typically studied or reported separately and in depth understanding of pain from the entire spine and its consequences is still needed.</p> <p>Objectives</p> <p>To describe self-reported consequences of pain in the three spinal regions in relation to age and gender.</p> <p>Methods</p> <p>This was a cross-sectional postal survey, comprising 34,902 twin individuals, representative of the general Danish adult population. The variables of interest in relation to consequences of spinal pain were: Care-seeking, reduced physical activity, sick-leave, change in work situation, and disability pension.</p> <p>Results</p> <p>Almost two-thirds of individuals with spinal pain did not report any consequence. Generally, consequences due to LBP were more frequently reported than those due to NP or MBP. Regardless of area of complaint, care seeking and reduced physical activities were the most commonly reported consequences, followed by sick-leave, change of work, and disability pension. There was a small mid-life peak for care-seeking and a slow general increase in reduced activities with increasing age. Increasing age was not associated with a higher reporting of sick-leave but the duration of the sick-leave increased somewhat with age. Disability pension due to spinal pain was reported exceedingly rare before the age of 50. Typically, women slightly more often than men reported some kind of consequences due to spinal pain.</p> <p>Conclusions</p> <p>Most people reporting spinal pain manage without any serious consequences. Low back pain more commonly results in some kind of consequence when compared to NP and MBP. Few age-related trends in consequences were seen with a slight predominance of women reporting consequences.</p

Research productivity and academics’ conceptions of research

This paper asks the question: do people with different levels of research productivity and identification as a researcher think of research differently? It discusses a study that differentiated levels of research productivity among English and Australian academics working in research-intensive environments in three broad discipline areas: science, engineering and technology; social science and humanities; and medicine and health sciences. The paper explores the different conceptions of research held by these academics in terms of their levels of research productivity, their levels of research training, whether they considered themselves an active researcher and a member of a research team, and their disciplinary differences

Academic careers in Computer Science: Continuance and transience of lifetime co-authorships

International audienceScholarly publications reify fruitful collaborations between co-authors. A branch of research in the Science Studies focuses on analyzing the co-authorship networks of established scientists. Such studies tell us about how their collaborations developed through their careers. This paper updates previous work by reporting a transversal and a longitudinal studies spanning the lifelong careers of a cohort of researchers from the DBLP bibliographic database. We mined 3,860 researchers' publication records to study the evolution patterns of their co-authorships. Two features of co-authors were considered: 1) their expertise, and 2) the history of their partnerships with the sampled researchers. Our findings reveal the ephemeral nature of most collaborations: 70% of the new co-authors were only one-shot partners since they did not appear to collaborate on any further publications. Overall, researchers consistently extended their co-authorships 1) by steadily enrolling beginning researchers (i.e., people who had never published before), and 2) by increasingly working with confirmed researchers with whom they already collaborated

STUDI DESKRIPTIF LEVEL BERPIKIR GEOMETRI VAN HIELE SISWA DI SMP NEGERI PERCONTOHAN DI LEMBANG

Geometri sekolah mempunyai peluang besar untuk dipahami oleh siswa dibandingkan dengan cabang ilmu matematika yang lainnya. Hal ini dikarenakan pengenalan konsep dasar geometri sudah dikenal oleh siswa sejak usia dini, seperti mengenal bangun-bangun geometri. Namun beberapa penelitian menunjukkan bahwa masih banyak siswa yang mengalami kesulitan dalam belajar geeometri, khususnya pada tingkat SMP. Oleh karena itu diperlukan penelitian terhadap level berpikir geometri siswa. Penelitian ini bertujuan untuk mengetahui: (1) level berpikir geometri siswa di SMP Negeri percontohan di Lembang, dan (2) menelaah apakah pembelajaran geometri yang berlangsung di sekolah menerapkan tahapan pembelajaran Van Hiele atau tidak. Metode dalam penelitian ini merupakan studi deskriptif dengan subjek penelitian adalah siswa kelas IX dari dua sekolah menengah pertama di Lembang. Instrumen dalam penelitian ini terdiri dari: (1) instrumen tes, yaitu tes level berpikir geometri Van Hiele pada materi bangun datar. Hasil dari tes ini dianalisis dengan kategori level berpikir sebagai berikut: level 0 adalah tahap pengenalan; level 1 adalah tahap analisis; level 2 adalah tahap pengurutan; level 3 adalah tahap deduksi formal; dan level 4 adalah tahap akurasi. (2) Instrumen non tes, yaitu berupa wawancara terhadap guru dan murid. Berdasarkan hasil penelitian diperoleh kesimpulan bahwa: (1) secara keseluruhan siswa SMP telah memasuki tahap berpikir geometri Van Hiele. Sebagian besar siswa berada pada tahap pengenalan (level 0) yaitu 81,16%, sedangkan sisanya telah memasuki tahap analisis (level 1) sebesar 17,39% dan tahap pengurutan (level 2) sebesar 1,45%. (2) Pembelajaran geometri di sekolah kurang memperhatikan tahapan pembelajaran geometri Van Hiele---------- Student has a big opportunity to understand geometry because the basic concept has early familiar, such as know the geometry’s objects. However, some of the research were show that many student difficult to learn geometry, specifically for junior high school. Because of that, it necessary to research about the geometry level thinking. The goal of the research are to know: (1) student geometry level thinking at the model of junior high school in Lembang, and (2) observe the lesson geometry at school by use the phase of Van Hiele geometry learning. The method is descriptive study with the subject are the student from IX class of two junior high school in Lembang. The instrument is: (1) test instrument, is Van Hiele geometry level test. The result will be analysis by categories of Van Hiele: level 0 is visualization; level 1 is analysis; level 2 is informal deduction; level 3 is deduction; and level 4 is rigor. (2) Non-test instrument, is interview to the teacher and student. Base of the research, the conclusion are: (1) by and large the student has include the Van Hiele geometry level. Student at level 0 is 81, 16%, at level 1 is 17,3% and at level 2 is 1,45%. (2) School did’nt use the phase of Van Hiele geometry learning

Steps to improve gender diversity in the fields of coastal geosciences and engineering

Robust data are the base of effective gender diversity policy. Evidence shows that gender inequality is still pervasive in science, technology, engineering and mathematics (STEM). Coastal geoscience and engineering (CGE) encompasses professionals working on coastal processes, integrating expertise across physics, geomorphology, engineering, planning and management. The article presents novel results of gender inequality and experiences of gender bias in CGE, and proposes practical steps to address it. It analyses the gender representation in 9 societies, 25 journals, and 10 conferences in CGE and establishes that women represent 30% of the international CGE community, yet there is under-representation in prestige roles such as journal editorial board members (15% women) and conference organisers (18% women). The data show that female underrepresentation is less prominent when the path to prestige roles is clearly outlined and candidates can self-nominate or volunteer instead of the traditional invitation-only pathway. By analysing the views of 314 survey respondents (34% male, 65% female, and 1% ‘‘other’’), we show that 81% perceive the lack of female role models as a key hurdle for gender equity, and a significantly larger proportion of females (47%) felt held back in their careers due to their gender in comparison with males (9%). The lack of women in prestige roles and senior positions contributes to 81% of survey respondents perceiving the lack of female role models in CGE as a key hurdle for gender equality. While it is clear that having more women as role models is important, this is not enough to effect change. Here seven practical steps towards achieving gender equity in CGE are presented: (1) Advocate for more women in prestige roles; (2) Promote high-achieving females; (3) Create awareness of gender bias; (4) Speak up; (5) Get better support for return to work; (6) Redefine success; and, (7) Encourage more women to enter the discipline at a young age. Some of these steps can be successfully implemented immediately (steps 1–4), while others need institutional engagement and represent major societal overhauls. In any case, these seven practical steps require actions that can start immediately