Heteroalleles in Common Wheat: Multiple Differences between Allelic Variants of the Gli-B1 Locus

The Gli-B1-encoded γ-gliadins and non-coding γ-gliadin DNA sequences for 15 different alleles of common wheat have been compared using seven tests: electrophoretic mobility (EM) and molecular weight (MW) of the encoded major γ-gliadin, restriction fragment length polymorphism patterns (RFLPs) (three different markers), Gli-B1-γ-gliadin-pseudogene known SNP markers (Single nucleotide polymorphisms) and sequencing the pseudogene GAG56B. It was discovered that encoded γ-gliadins, with contrasting EM, had similar MWs. However, seven allelic variants (designated from I to VII) differed among them in the other six tests: I (alleles Gli-B1i, k, m, o), II (Gli-B1n, q, s), III (Gli-B1b), IV (Gli-B1e, f, g), V (Gli-B1h), VI (Gli-B1d) and VII (Gli-B1a). Allele Gli-B1c (variant VIII) was identical to the alleles from group IV in four of the tests. Some tests might show a fine difference between alleles belonging to the same variant. Our results attest in favor of the independent origin of at least seven variants at the Gli-B1 locus that might originate from deeply diverged genotypes of the donor(s) of the B genome in hexaploid wheat and therefore might be called “heteroallelic”. The donor’s particularities at the Gli-B1 locus might be conserved since that time and decisively contribute to the current high genetic diversity of common wheat.     

Cognitive and metabolic workload assessment techniques: A review in automotive manufacturing context

Ergonomics assessment in the automotive industry has, to date, focused mainly on physical ergonomics, for example, manual handling and posture. However, workload and, in particular, metabolic and cognitive workload, contributes to worker efficiency but has not received sufficient attention to yield practical guidance for industry. Successful workload assessment requires in-depth understanding of the context in which it will be conducted and of the various assessment techniques which will be applied, with consideration given to factors such as feasibility, resources, and skill of the assessor. These requirements are met with challenges within large and complex organizations and are often dealt with in a piecemeal and isolated matter (i.e., reactive workload assessment). The present paper explores these challenges within the automotive manufacturing industry and aims to develop a decision matrix to guide effective selection of workload assessment techniques focused on metabolic and cognitive demands. It also presents the requirements for time, equipment, and knowledge to implement these techniques as part of a participatory ergonomics approach. Early findings suggest that most assessment techniques reviewed require further development, for example, to establish the acceptance criteria for the specific workload scenario. However, five methods (Garg, Borg RPE, IPAQ, SWAT, and NASA-TLX) are ready to use in certain applications. Ultimately, the findings suggest that it is possible to implement a participatory workload evaluation program within large and complex manufacturing plants.     

Investigation of bacterial and fungal communities in indoor and outdoor air of elementary school classrooms by 16S rRNA gene and ITS region sequencing

The advent of high-throughput sequencing methods allowed researchers to fully characterize microbial community in environmental samples, which is crucial to better understand their health effects upon exposures. In our study, we investigated bacterial and fungal community in indoor and outdoor air of nine classrooms in three elementary schools in Seoul, Korea. The extracted bacterial 16S rRNA gene and fungal ITS regions were sequenced, and their taxa were identified. Quantitative polymerase chain reaction for total bacteria DNA was also performed. The bacterial community was richer in outdoor air than classroom air, whereas fungal diversity was similar indoors and outdoors. Bacteria such as Enhydrobacter, Micrococcus, and Staphylococcus that are generally found in human skin, mucous membrane, and intestine were found in great abundance. For fungi, Cladosporium, Clitocybe, and Daedaleopsis were the most abundant genera in classroom air and mostly related to outdoor plants. Bacterial community composition in classroom air was similar among all classrooms but differed from that in outdoor air. However, indoor and outdoor fungal community compositions were similar for the same school but different among schools. Our study indicated the main source of airborne bacteria in classrooms was likely human occupants; however, classroom airborne fungi most likely originated from outdoors.     

Training visual attention in a naturalistic visual environment

The efficiency of training visual attention in the central and peripheral visual field was investigated by means of a visual detection task that was performed in a naturalistic visual environment including numerous, time-varying visual distractors. We investigated the minimum number of repetitions of the training required to obtain the top performance and whether intra-day training improved performance as efficiently as inter-day training. Additionally, our research aimed to find out whether exposure to a demanding task such as a microsurgical intervention may cancel out the effects of training.

Results showed that performance in visual attention peaked within three (for tasks in the central visual field) to seven (for tasks in the periphery) days subsequent to training. Intra-day training had no significant effect on performance. When attention training was administered after exposure to stress, improvement of attentional performance was more pronounced than when training was completed before the exposure. Our findings support the implementation of training in situ at work for more efficient results.

Practitioner Summary: Visual attention is important in an increasing number of workplaces, such as with surveillance, inspection, or driving. This study shows that it is possible to train visual attention efficiently within three to seven days. Because our study was executed in a naturalistic environment, training results are more likely to reflect the effects in the real workplace.