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Sökning: WFRF:(Lennox Maria)

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1.
  • Din, Lennox, et al. (författare)
  • Genetic overlap between autoimmune diseases and non-Hodgkin lymphoma subtypes
  • 2019
  • Ingår i: Genetic Epidemiology. - : WILEY. - 0741-0395 .- 1098-2272. ; 43:7, s. 844-863
  • Tidskriftsartikel (refereegranskat)abstract
    • Epidemiologic studies show an increased risk of non-Hodgkin lymphoma (NHL) in patients with autoimmune disease (AD), due to a combination of shared environmental factors and/or genetic factors, or a causative cascade: chronic inflammation/antigen-stimulation in one disease leads to another. Here we assess shared genetic risk in genome-wide-association-studies (GWAS). Secondary analysis of GWAS of NHL subtypes (chronic lymphocytic leukemia, diffuse large B-cell lymphoma, follicular lymphoma, and marginal zone lymphoma) and ADs (rheumatoid arthritis, systemic lupus erythematosus, and multiple sclerosis). Shared genetic risk was assessed by (a) description of regional genetic of overlap, (b) polygenic risk score (PRS), (c)"diseasome", (d)meta-analysis. Descriptive analysis revealed few shared genetic factors between each AD and each NHL subtype. The PRS of ADs were not increased in NHL patients (nor vice versa). In the diseasome, NHLs shared more genetic etiology with ADs than solid cancers (p =.0041). A meta-analysis (combing AD with NHL) implicated genes of apoptosis and telomere length. This GWAS-based analysis four NHL subtypes and three ADs revealed few weakly-associated shared loci, explaining little total risk. This suggests common genetic variation, as assessed by GWAS in these sample sizes, may not be the primary explanation for the link between these ADs and NHLs.
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2.
  • Garvis, Susanne, 1981, et al. (författare)
  • Listening to the Voices of Education Professionals Involved in Implementing an Oral Language and Early Literacy Program in the Classroom
  • 2017
  • Ingår i: Australian Journal of Teacher Education. - : Edith Cowan University. - 1835-517X. ; 42:8
  • Tidskriftsartikel (refereegranskat)abstract
    • This paper explores teachers’ and teacher assistants’ self-efficacy of delivering PrepSTART, a classroom based, oral language and early literacy program for five-year-old students. In the current study, speech pathologists developed, provided training and monitored program implementation. Teachers and teacher assistants (n = 17) shared their experiences of delivering PrepSTART through a series of focus groups. A content analysis was conducted to determine key themes in participant responses. These themes were then analysed in relation to the four self-efficacy components (mastery, experience, vicarious experience, verbal persuasion and emotional arousal). Differences in levels of understanding about oral language development, communication between professionals, and the importance of building networks emerged as key themes. An improved understanding of the self-efficacy of professionals regarding the implementation of oral language programs will further facilitate the interdisciplinary approach that is needed to promote early academic success for students.
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