The most important factor in donor-recipient matching for hematopoietic stem cell transplantation is their HLA typing.For many patients, we cannot find a full-matched donor. In high risk patients, one locus mismatched related donors are suitable alternatives. (1, 2) Since the matching of patients and their siblings usually is based on low resolution HLA typing, the matching of one locus mismatched siblings is always prone to catastrophic errors.The following cases clearly demonstrate the possible pitfalls and highlight the importance of the HLA typing of parents in the matching of patients and their full-matched and one locus, mismatched siblings.

Background and aims: Repetitive administration of opioid agonists induced dependency to these substances and thus limits their clinical usage. The locus coeruleus (LC) is a key brain structure implicated in dependency tolerance and the expression of somatic signs of morphine withdrawal syndrome. Orexin is a neuropeptide that involve in morphine tolerance and dependence, as well. OX1R has been detected in LC nucleus. In this study we examined the expression of OX1R during dependency and also in the withdrawal syndrome in neurons of LC nucleus in rats. Methods: To incite dependency, morphine sulfate (10 mg/kg) was injected intraperitoneally twice a day for 10 days in male Wistar rats. For induction of withdrawal syndrome, naloxone was injected (2 mg/kg) subcutaneously in day 10, two hours after the last injection of morphine. In order to measure the expression of OX1R, RT-PCR was used. Results: This study shows that morphine dependency leads to increase expression of OX1R in neurons of LC nucleus. We also observed that morphine withdrawal syndrome with naloxone induced decreasing of OX1R expression in this region. In another word, amounts of this receptors back to normal level before dependency. Conclusion: Due to results obtained from this study, we observed an increase in the expression of OX1R in neurons of LC nucleus and also return in the level of this receptors to baseline after exposure to naloxone and withdrawal syndrome. Hence we could suggest that OX1Rs in LC nucleus are involved in dependency and withdrawal syndrome.

Background and Aim: Colorectal cancers often arise from benign polyps. Adenomatous polyps and serrated polyps progress step by step to adenocarcinoma and change to malignant cancers. Genetic and epigenetic changes have relationship with specific stages in polyp-adenocarcinoma progression and colorectal cancer histopathological changes. In this study we applied immunohistochemistry (IHC) staining in sporadic colorectal polyps to assay functional status of MLH1, MSH2, MSH6, and PMS2 proteins. Materials and Methods: In this cross-sectional study we assessed all patients with sporadic colorectal polyps admitted and performed polypectomy in gastrointestinal department of Taleghani Hospital from 2004 to 2008. Results: IHC was abnormal in 6.8%, 4.5%, 3%, and 4.8% for MLH1, MSH2, MSH6, and PMS2, respectively. In all cases with abnormal PMS2, MLH1 was abnormal, while the same story happened with abnormal MSH2 and MSH6 (p<0.001). IHC staining results showed significant differences according to polyp location, and mean age of the patient (p<0.05). Meanwhile, adenomatous polyps and serrated adenoma polyps showed significant differences when MLH1 and PMS2 were considered (p<0.05). Conclusion: IHC staining is suggested for serrated adenoma specially those in left colon. However, IHC staining for right-sided polyps may not have increased benefits for patients' management.

Some engravings are meant to be adored and some possibly abhorred. Teacher cognition, as a meant-to-be-praised engraving, is defined by Borg (2003, p. 81) as “the unobservable cognitive dimension of teaching what teachers know, believe, and think.” This concept in teaching has recently gained momentum meaning that teachers learn so much about their teaching through the vast experience they have gathered as learners (Nespor, 1987). A teacher’s idea about teaching and the methodologies employed is largely shaped by his/her cognition about the whole story of teaching. In this study, through a structured questionnaire, some open-ended questions, and a thorough interview, the researchers tried to delve into some deep-rooted beliefs and teaching conceptions of six EFL teachers, which had led them to decide on delicate issues in the classroom. This was done with the intention to unravel the mysteries in their practice and to see if there was a way out. A few not-so-much-spotted problems are traced and general panoramas of what is going on in classes based on teachers’ cognition are depicted. Some implications and areas of research on teacher cognition are introduced at the end.