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Lyells syndrome, or toxic epidermal necrolysis, is a skin disorder characterized by extensive exfoliation of the epidermis. The prognosis for this disease is poor due to damage to the visceral organs, electrolyte disturbances and the risk of infection. The article describes a clinical case of Lyells syndrome in an HIV-infected patient who was first prescribed ART in combination with valganciclovir. The diagnosis was made on the basis of characteristic clinical manifestations and the exclusion of another similar pathology. On the background of the therapy, the rash regressed, the areas of damaged skin became epithelialized, and the body temperature returned to normal. A differential diagnosis was made with measles, Stevens-Johnson syndrome, staphylococcal infection. Against the background of the therapy, the patients condition was positive.

In this article, the author tries to draw attention to academic procrastination issue. The author gives a definition of the phenomenon, due to the lack of a generally accepted one in the scientific field. The relevance of the study is determined by the prevalence of academic procrastination in the educational environment, a student's insufficient immersion in the educational process in order to obtain skills important for their specialty, the loss of opportunities to gain additional knowledge (additional courses, trainings, etc.), the loss of potential opportunities provided by the university (competitions, grants, participation in student scientific societies, etc.), the procrastinator's influence on their inner circle and teachers, as well as the lack of a reliable method of coping with academic procrastination. The novelty of the study lies in the consideration of academic procrastination as an integral part of the meaning structure of one’s personality.

This research examines the problem of the attitude of students and teachers to the online learning format, to which many universities in the world were forced to switch due to the COVID-19 pandemic occurred in 2020. This research aims to study how teachers and students relate to the online learning format, as well as to analyze aspects of communication and meaning transfer in online and classroom lessons. The object of the study was 104 students of higher educational institutions, as well as 38 teachers of higher educational institutions. Students answered questions from February 14 to March 3, 2021, and teachers from February 16 to March 12, 2021. The responses were collected using Google Forms. To study different aspects of the perception of online learning and aspects of transferring understanding of the content of academic disciplines among students of higher educational institutions, 2 original questionnaires were developed: a questionnaire for students, which included 17 questions, and a questionnaire for teachers, which included 21 questions. The questions concerned the attitude toward the online learning format, aspects of communication, and meaning transfer during class, as well as aspects of transferring the understanding of academic subjects. The results obtained indicate that teachers and students perceive the online learning format in different ways. Teachers have some difficulties in working in an online format, while students do not see significant difficulties in this format in terms of communication and understanding of academic subjects.

Background Subtelomeres are located close to the ends of chromosomes and organized by tandemly repetitive sequences, duplicated copies of genes, pseudogenes and retrotransposons. Transcriptional activity of tandemly organized DNA at terminal chromosomal regions and the distribution of subtelomere-derived non-coding RNAs are poorly investigated. Here we aimed to analyze transcriptional activity of subtelomeric tandem repeat in somatic tissues and cultured cells of birds. We focused on tissue-specific differences of subtelomeric repeats transcription, structure of the resulting transcripts and the behavior of subtelomere-derived RNA during mitosis. Results Transcriptional activity of short subtelomeric PO41 (“pattern of 41 bp”) tandem repeat in the somatic and cultured cells of chicken (Gallus gallus domesticus) and Japanese quail (Coturnix coturnix japonica) was examined using RNA fluorescence in situ hybridization approach. We discovered transcripts from both strands of the PO41 repeat in chicken MDCC-MSB1 cells as well as in chicken and Japanese quail somatic tissues, such as tissues of cerebellum, telencephalon, muscles, oviduct, small and large intestine. Normal somatic and transformed cells demonstrate similar distribution of PO41 repeat transcripts in interphase nuclei. We revealed one or two major foci of PO41 repeat transcripts associated with RNA polymerase II, representing nascent RNA, and dispersed PO41 repeat transcripts localized in euchromatin or interchromatin space, representing released RNA. During mitosis PO41 non-coding RNA distribute between condensed chromosomes till anaphase, when they concentrate at the cleavage plane. At telophase, clusters of PO41 RNA surround terminal regions of chromosomes. Treatments with RNases of different substrate specificity indicate that PO41 repeat transcripts are single-stranded RNAs with short double-stranded regions due to appearance of inverted repeats. Conclusion Transcription of a subtelomeric tandem repeat in avian somatic cells is reported here for the first time. PO41 repeat transcription is conserved among Galliformes and has similar pattern in somatic tissues. We demonstrated redistribution of non-coding PO41 RNA occurring during the cell cycle. Potential regulatory role of the PO41 repeat transcripts in RNA-dependent process of subtelomere heterochromatin maintenance is discussed. Electronic supplementary material The online version of this article (doi:10.1186/s13039-014-0102-7) contains supplementary material, which is available to authorized users.