| 1. |
- Haiman, Christopher A., et al.
(författare)
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A common variant at the TERT-CLPTM1L locus is associated with estrogen receptor-negative breast cancer
- 2011
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Ingår i: Nature Genetics. - : Springer Science and Business Media LLC. - 1546-1718 .- 1061-4036. ; 43:12, s. 61-1210
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Tidskriftsartikel (refereegranskat)abstract
- Estrogen receptor (ER)-negative breast cancer shows a higher incidence in women of African ancestry compared to women of European ancestry. In search of common risk alleles for ER-negative breast cancer, we combined genome-wide association study (GWAS) data from women of African ancestry (1,004 ER-negative cases and 2,745 controls) and European ancestry (1,718 ER-negative cases and 3,670 controls), with replication testing conducted in an additional 2,292 ER-negative cases and 16,901 controls of European ancestry. We identified a common risk variant for ER-negative breast cancer at the TERT-CLPTM1L locus on chromosome 5p15 (rs10069690: per-allele odds ratio (OR) = 1.18 per allele, P = 1.0 x 10(-10)). The variant was also significantly associated with triple-negative (ER-negative, progesterone receptor (PR)-negative and human epidermal growth factor-2 (HER2)-negative) breast cancer (OR = 1.25, P = 1.1 x 10(-9)), particularly in younger women (<50 years of age) (OR = 1.48, P = 1.9 x 10(-9)). Our results identify a genetic locus associated with estrogen receptor negative breast cancer subtypes in multiple populations.
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| 2. |
- Oystese, Kristin Astrid B., et al.
(författare)
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Distribution of E- and N-cadherin in subgroups of non-functioning pituitary neuroendocrine tumours
- 2022
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Ingår i: Endocrine. - : Springer Nature. - 1355-008X .- 1559-0100. ; 77:1, s. 151-159
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Tidskriftsartikel (refereegranskat)abstract
- Purpose Clinically non-functioning pituitary neuroendocrine tumours (NF-PitNETs) present a varying degree of aggressiveness, and reliable prognostic markers are lacking. We aimed to characterise the distribution of E- and N-cadherin in corticotroph, PIT1 and null-cell NF-PitNETs, and link it to the course of the tumours. Methods The distribution of E- and N-cadherin was investigated by immunohistochemistry in a retrospective cohort of 30 tumours of the less common NF-PitNETs (corticotroph (N = 18), PIT1 (N = 8) and null-cell PitNETs (N = 4)). Immunoreactive scores (IRS) were compared to previously presented cohorts of gonadotroph NF-PitNETs (N = 105) and corticotroph functioning PitNETs (N = 17). Results We found a low IRS for the extra-cellular domain of E-cadherin (median 0 (IQR 0-0, N = 135)), a medium to high IRS for the intra-cellular domain of E-cadherin (median 6 (IQR 4-9)) and a high IRS for N-cadherin (median 12 (IQR 10.5-12)) throughout the cohort of NF-PitNETs. The corticotroph NF-PitNETs presented a higher IRS for both the extra- and intra-cellular domain of E-cadherin (median 0 (IQR 0-1) and median 9 (IQR 6-12), respectively) than the gonadotroph NF-PitNETs (p < 0.001 for both comparisons). Presence of nuclear E-cadherin was associated with a weaker staining for the intra-cellular domain of E-cadherin (median 4 (IQR 0.5-6) and median 9 (IQR 9-12), for tumours with and without nuclear E-cadherin, respectively), and with a lower rate of re-intervention (p = 0.03). Conclusions Considering our results and the benign course of NF-PitNETs, we suggest that a high N-cadherin and downregulation of membranous E-cadherin are not associated with a more aggressive tumour behaviour in these subgroups of NF-PitNETs.
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| 3. |
- Axell, Cecilia, 1965-, et al.
(författare)
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Artificial Intelligence in Contemporary Children’s Culture : A Case Study
- 2022
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Ingår i: PATT 39. - : Memorial University of Newfoundland. - 9780889015050 ; , s. 376-386
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Konferensbidrag (refereegranskat)abstract
- The overall aim of the school subject technology is to develop pupils’ understanding of technological solutions in everyday life. A starting point for this study is that it is important for teachers in technology to have knowledge of pupils’ prior conceptions of the subject content since these can both support and hinder their learning. In a previous study we found that when pupils (age 7) talk about digital technology and programming, they often refer to out-of-school experiences such as films, television programmes and books. Typically, their descriptions include robots with some form of intelligence. Hence, it seems like children’s culture may have an impact on the conceptions they bring to the technology classroom. In light of this, it is vital that technology teachers have knowledge about how robots and artificial intelligence (AI) are portrayed in children’s culture, and how pupils perceive these portrayals. However, knowledge about these aspects of technology in children’s culture is limited.The purpose of this study is to investigate how artifacts with artificial intelligence are portrayed in television programmes and literature aimed at children. This study is the first step in a larger study aiming to examine younger pupils’ conceptions and ideas about artificial intelligence. A novice conception of artificial intelligence can be described as an understanding of what a programmed device may, or may not, “understand” in relation to a human, which includes discerning th edifferences between the artificial and the human mind. Consequently, as a theoretical framework for investigating how artificial intelligence is portrayed in children’s culture, the concepts of Theoryof Mind (ToM) and Theory of Artificial Mind (ToAM), are used. The empirical material presented in this paper, i.e. four children’s books and a popular children’s television programme, was analysed using a qualitative thematic analysis. The results show that the portrayal of AI is ambiguous. The structure and function of the robot has elements of both human and machine, and the view of the human fictional characters of the robot is sometimes that of a machine, sometimes of a human. In addition, the whole empirical material includes portrayals of AI as a threat as well as a saviour. As regards implications, there is a risk that without real-life experiences of robots, the representations children’s books and other media convey can lead to ambivalent feelings towards real robots.
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| 4. |
- Axell, Cecilia, 1965-, et al.
(författare)
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You give a little bit more love to animals than to robots
- 2024
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Ingår i: International journal of technology and design education. - : SPRINGER. - 0957-7572 .- 1573-1804. ; 34, s. 505-530
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Tidskriftsartikel (refereegranskat)abstract
- Although digital technology is an important part of young peoples lives, previous research implies that they have a limited understanding of what programming is and its connection to the digital devices they encounter every day. In order to create conditions for meaningful teaching in and about programming in technology education, more knowledge about younger students pre-understanding and experiences is needed. In the light of this, the aim of this case study was to explore young pupils descriptions of the concept programming, in connection with being introduced to programming as a teaching content in technology education. The study is based on semi-structured interviews with 16 children in year 1 (7-year-olds) in a primary school in Sweden. In their descriptions of programming as an activity, the pupils mainly used technological descriptions-a theory of artificial mind perspective. However, when they talked about the objects with which they associated programming, psychological descriptions-a theory of mind perspective-were more clearly present. Then, a less pronounced distinction between humans and machines was made. Anthropomorphic references were used, such as when the pupils referenced childrens culture such as movies and television programs. However, the term programming was difficult for many of the pupils to grasp. They also had difficulty in finding a function for programming, as well as explanations and arguments for why they learn programming in school. The results of this study indicate that these 7-year-old pupils perceive programming as something complex. This at the same time as they describe how programmed and programmed artefacts (including AI devices) are highly present in their everyday lives, in their leisure environments, and in school. This mirrors how technology has become an intelligent and active agent, rather than a mere tool in their lives-an aspect that teachers may forget to take advantage of.
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| 5. |
- Banwart, Steven A., et al.
(författare)
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Process-based modeling of silicate mineral weathering responses to increasing atmospheric CO2 and climate change
- 2009
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Ingår i: Global Biogeochemical Cycles. - 0886-6236 .- 1944-9224. ; 23, s. GB4013-
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Tidskriftsartikel (refereegranskat)abstract
- A mathematical model describes silicate mineral weathering processes in modern soils located in the boreal coniferous region of northern Europe. The process model results demonstrate a stabilizing biological feedback mechanism between atmospheric CO2 levels and silicate weathering rates as is generally postulated for atmospheric evolution. The process model feedback response agrees within a factor of 2 of that calculated by a weathering feedback function of the type generally employed in global geochemical carbon cycle models of the Earth's Phanerozoic CO2 history. Sensitivity analysis of parameter values in the process model provides insight into the key mechanisms that influence the strength of the biological feedback to weathering. First, the process model accounts for the alkalinity released by weathering, whereby its acceleration stabilizes pH at values that are higher than expected. Although the process model yields faster weathering with increasing temperature, because of activation energy effects on mineral dissolution kinetics at warmer temperature, the mineral dissolution rate laws utilized in the process model also result in lower dissolution rates at higher pH values. Hence, as dissolution rates increase under warmer conditions, more alkalinity is released by the weathering reaction, helping maintain higher pH values thus stabilizing the weathering rate. Second, the process model yields a relatively low sensitivity of soil pH to increasing plant productivity. This is due to more rapid decomposition of dissolved organic carbon (DOC) under warmer conditions. Because DOC fluxes strongly influence the soil water proton balance and pH, this increased decomposition rate dampens the feedback between productivity and weathering. The process model is most sensitive to parameters reflecting soil structure; depth, porosity, and water content. This suggests that the role of biota to influence these characteristics of the weathering profile is as important, if not more important, than the role of biota to influence mineral dissolution rates through changes in soil water chemistry. This process-modeling approach to quantify the biological weathering feedback to atmospheric CO2 demonstrates the potential for a far more mechanistic description of weathering feedback in simulations of the global geochemical carbon cycle.
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| 6. |
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| 7. |
- Berg, Astrid, et al.
(författare)
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Children's emergent mechanistic reasoning in chemistry: a case study about early primary students' reasoning about the phenomenon of thermal expansion of air
- 2024
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Ingår i: CHEMISTRY EDUCATION RESEARCH AND PRACTICE. - : ROYAL SOC CHEMISTRY. - 1109-4028. ; 25:1, s. 92-114
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Tidskriftsartikel (refereegranskat)abstract
- The importance of introducing students to mechanistic reasoning (MR) early in their schooling is emphasised in research. The goal of this case study was to contribute with knowledge on how early primary students' (9-10 year-olds) MR in chemistry is expressed and developed in a classroom practice framed by model-based inquiry. The study focuses on the first lesson in a sequence of six that was developed as part of a design study. The teaching was designed to ensure student agency and create conditions for the students to develop, test, and evaluate simple particle models in interaction with observations cooperatively and under teacher guidance. During the lesson, students were encouraged to express their tentative explanatory models in drawing and writing, and to act as molecules to dramatize the expansion of air. A mechanistic reasoning framework based on the characterisation of system components (entities, properties, activities, organisation) was developed and used to analyse children's mechanistic reasoning. The framework included multimodal analysis of communication (speech, gestures, writing, drawing, bodily motion) and evaluation of student reasoning based on e.g., the presence of gaps in terms of explanatory black boxes or missing pieces. The results show that: (1) In model-based inquiry, young children can navigate across different representational levels in their reasoning and engage in MR; (2) children's black-boxing can be seen as an indication of epistemic work in the process of model-based inquiry; and (3) asking students to engage in multiple modes of representations support the development of student MR in model-based inquiry.
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| 8. |
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| 9. |
- Berg, Astrid, 1964-, et al.
(författare)
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Introducing programming in an early primary technology classroom : the distinction between human and robot
- 2024
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Ingår i: Programming and computational thinking in technology education. - Leiden : Brill Academic Publishers. - 9789004687912 ; , s. 271-290
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Since 2018, programming is a content in the technology subject in Sweden. Thus, teachers must develop new subject-specific competence to be able to realize their teaching in and about programming. This is especially challenging for primary teachers since primary technology education is a young subject and lacks a common professional base of proven experience. Research focusing on the classroom practices that are now taking form, and which are based on teachers’ use of tutorials provided from different resources, is scarce. Hence, our understanding of which programming-related knowledge is possible to develop through participation in these practices is very limited. As a novice, understanding the meaning of programming assumes an understanding of what a computational device may—or may not— ‘understand’ in relation to a human. When it comes to introducing early primary pupils to the concept of programming, there are examples of tutorials describing activities that focus on this very issue. In the study reported in this chapter, we explore an activity during an introductory lesson in programming in an early primary classroom, where the teacher used such a tutorial aimed to prompt reflections about the differences between a human and a robot. The aim of the study was to explore what content is constituted and hence what knowledge pupils are enabled to develop during this introductory activity. The results showed that the constituted content focused on a central difference between human and robot; humans, as opposed to robots, have own will and ability to think. However, the analysis also showed that the pupils had ideas beyond this rather narrow content, and that classroom conversations with the youngest pupils about the differences between a human and a robot are, in several ways, challenging to orchestrate.
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| 10. |
- Berg, Astrid, et al.
(författare)
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Kemiinnehåll i undervisningen för nybörjare. : En studie av hur ämnesinnehållet får konkurrera med målet att få eleverna intresserade av naturvetenskap.
- 2007
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Ingår i: Nordina. ; 3:2/07, s. 146-162
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Tidskriftsartikel (refereegranskat)abstract
- This study describes the dilemma of making science interesting on the one hand, and to introduce students into a scientific teaching practise on the other in a laboratory based teaching practise. The study was conducted in a grade four class in Swedish compulsory school by video- and tape-recorded classroom observations. The recordings and copies of students’ writing and drawing were analysed by using a two-fold strategy. Firstly, the constituted content was analysed by focusing the classroom communication, the tools used and the teacher’s guiding. Secondly, the various laboratory experiments where analysed in order to identify the potential chemistry content. The result indicates that the constituted chemistry content is reduced and sometimes wrong in relation to the potential content. This can be explained by a teaching tradition that focuses on the importance of making science interesting and fun. However, striving for this may create a learning-situation where students do not learn how to use tools to make relevant hypotheses and observations. What can be regarded as irrelevant hypotheses and observations is not questioned. Further, right or wrong results in the scientific practise are not dealt with neither in the self-produced texts nor in the classroom discussions. One main conclusion is that students enjoy the lessons but the introduction into the scientific practise is not facilitated.
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