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- Iles, Mark M., et al.
(author)
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A variant in FTO shows association with melanoma risk not due to BMI
- 2013
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In: Nature Genetics. - : Springer Science and Business Media LLC. - 1546-1718 .- 1061-4036. ; 45:4, s. 428-432
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Journal article (peer-reviewed)abstract
- We report the results of an association study of melanoma that is based on the genome-wide imputation of the genotypes of 1,353 cases and 3,566 controls of European origin conducted by the GenoMEL consortium. This revealed an association between several SNPs in intron 8 of the FTO gene, including rs16953002, which replicated using 12,313 cases and 55,667 controls of European ancestry from Europe, the USA and Australia (combined P = 3.6 x 10(-12), per-allele odds ratio for allele A = 1.16). In addition to identifying a new melanomasusceptibility locus, this is to our knowledge the first study to identify and replicate an association with SNPs in FTO not related to body mass index (BMI). These SNPs are not in intron 1 (the BMI-related region) and exhibit no association with BMI. This suggests FTO's function may be broader than the existing paradigm that FTO variants influence multiple traits only through their associations with BMI and obesity.
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- Barrett, Jennifer H., et al.
(author)
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Genome-wide association study identifies three new melanoma susceptibility loci
- 2011
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In: Nature Genetics. - : Springer Science and Business Media LLC. - 1546-1718 .- 1061-4036. ; 43:11, s. 1108-1113
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Journal article (peer-reviewed)abstract
- We report a genome-wide association study for melanoma that was conducted by the GenoMEL Consortium. Our discovery phase included 2,981 individuals with melanoma and 1,982 study-specific control individuals of European ancestry, as well as an additional 6,426 control subjects from French or British populations, all of whom were genotyped for 317,000 or 610,000 single-nucleotide polymorphisms (SNPs). Our analysis replicated previously known melanoma susceptibility loci. Seven new regions with at least one SNP with P < 10(-5) and further local imputed or genotyped support were selected for replication using two other genome-wide studies (from Australia and Texas, USA). Additional replication came from case-control series from the UK and The Netherlands. Variants at three of the seven loci replicated at P < 10(-3): an SNP in ATM (rs1801516, overall P = 3.4 x 10(-9)), an SNP in MX2 (rs45430, P = 2.9 x 10-9) and an SNP adjacent to CASP8 (rs13016963, P = 8.6 x 10(-10)). A fourth locus near CCND1 remains of potential interest, showing suggestive but inconclusive evidence of replication (rs1485993, overall P = 4.6 x 10(-7) under a fixed-effects model and P = 1.2 x 10(-3) under a random-effects model). These newly associated variants showed no association with nevus or pigmentation phenotypes in a large British case-control series.
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- Snyder, K. J., et al.
(author)
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Chinese translation of Living on the Edge of Chaos: leading Schools into the Global Age
- 2011
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Book (peer-reviewed)abstract
- This book is an elegy of education in the industrial civilization and a prelude of educational innovation in an information age. It is written by authors with multi-disciplinary background and years of experiences in educational reform and exploration. The authors explore the shift and innovation of educational paradigms in the 21st century, an age of information and globalization. Guided by the theories and methods of systems science (chaos), this book critically reviews the mechanical view of change, presents some exploratory research and practices with an insight into organization management, and proposes an organic emergent methodology of change. This casts light on school reinvention on the edge of chaos and paves a way for creating global learning centers in the 21st century while unfolding the mission and future of schools as global learning centers. This book is a necessity for 21st century education reformers who want to broaden their horizons and knowledge. It will bring the readers unimaginable wisdom in education innovation. (Text on the back cover) Education pioneers who are dancing with “chains” all have this experience: it is very difficult to reform in the central area of education where traditional forces are strong and powerful, but when they consciously or unconsciously move away from the center to the “chaotic edge”, resistance greatly decreases. The “chaotic edge” is far away from the fierce competition in the “center”, but it is not a barren land without information input. Instead, it is an active area where stagnation and disorder are in frequent change. It is an area where complex systems can adjust and survive and where new ideas and creative practices can grow healthily and rapidly. However, to live on the edge of chaos means to give up all the benefits and profits in the central area and to choose to be marginalized. It also requires the educators to transcend classical view of science, of development, of education, and of methodology, and to get familiar with the epistemology, axiology, and methodology of living on the edge of chaos in complex education systems.
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