HLA class II antigens positively and negatively associated with hepatosplenic schistosomiasis in a Chinese population

To identify possible associations between host genetic factors and the onset of liver fibrosis following Schistosoma japonicum infection, the major histocompatibility class II alleles of 84 individuals living on an island (Jishan) endemic for schistosomiasis japonica in the Poyang Lake Region of Southern China were determined. Forty patients exhibiting advanced schistosomiasis, characterised by extensive liver fibrosis, and 44 age and sex-matched control subjects were assessed for the class II haplotypes HLA-DRBI and HLA-DQB1. Two HLA-DRB1 alleles, HLA-DRB1*0901 (P = 0.012) and *1302 (P = 0.039), and two HLA-DQB1 alleles, HLA-DQB1*0303 (P = 0.012) and *0609 (P = 0.037), were found to be significantly associated with susceptibility to fibrosis. These associated DRB1 and DQB1 alleles are in very strong linkage disequilibrium, with DRB1*0901-DQB1*0303 and DRB1*1302-DQB1*0609 found as: common haplotypes in this population. In contrast, the alleles HLA-DRB1*1501 (P = 0.025) and HLA-DQB 1*0601 (P = 0.022) were found to be associated with resistance to hepatosplenic disease. Moreover, the alleles DQB1*0303 and DRB1*0901 did not increase susceptibility in the presence of DQB1*0601, indicating that DQB1*0601 is dominant over DQB1*0303 and DRB1*0901. The study has thus identified both positive and negative associations between HLA class II alleles and the risk of individuals developing moderate to severe liver fibrosis following schistosome infection. (C) 2001 Australian Society for Parasitology Inc. Published by Elsevier Science Ltd. All rights reserved.

Are community newspapers really different?

Cafarella has written what amounts to a wake-up call for many journalism educators. Her paper will have varying degrees of relevance for different educators and different institutions. In some instances, she may well be reflecting the viewpoints of particular educators in particular situations but these same educators, because of institutional pressures and the very pressures of time and limited resources that Cafarella discusses in a suburban newspaper setting, are unable to implement their heart’s desire. For example, they may want to do all the things Cafarella cited, but to meet the academic requirements of their institution as opposed to the training needs of their students they must achieve a balance between the practical and the theoretical, between their own teaching and research performance, and they must be able to cope with the marking load they generate by creating endless practical assignments. Shorthand bobs up in Cafarella’s paper as a hurdle the graduate cadet must clear before being elevated to the status of graded journalist after the one-year cadetship, and I am reminded that arguments about the inclusion of shorthand in tertiary journalism courses has been debated at national and institutional levels for the past quarter of a century. In fact, shorthand is a kind of shorthand for this practice versus theory debate.