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- Middha, Pooja K., et al.
(författare)
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A genome-wide gene-environment interaction study of breast cancer risk for women of European ancestry
- 2023
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Ingår i: Breast Cancer Research. - : BioMed Central (BMC). - 1465-5411 .- 1465-542X. ; 25:1
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Tidskriftsartikel (refereegranskat)abstract
- Background Genome-wide studies of gene-environment interactions (GxE) may identify variants associated with disease risk in conjunction with lifestyle/environmental exposures. We conducted a genome-wide GxE analysis of similar to 7.6 million common variants and seven lifestyle/environmental risk factors for breast cancer risk overall and for estrogen receptor positive (ER +) breast cancer. Methods Analyses were conducted using 72,285 breast cancer cases and 80,354 controls of European ancestry from the Breast Cancer Association Consortium. Gene-environment interactions were evaluated using standard unconditional logistic regression models and likelihood ratio tests for breast cancer risk overall and for ER + breast cancer. Bayesian False Discovery Probability was employed to assess the noteworthiness of each SNP-risk factor pairs. Results Assuming a 1 x 10(-5) prior probability of a true association for each SNP-risk factor pairs and a Bayesian False Discovery Probability < 15%, we identified two independent SNP-risk factor pairs: rs80018847(9p13)-LINGO2 and adult height in association with overall breast cancer risk (ORint = 0.94, 95% CI 0.92-0.96), and rs4770552(13q12)-SPATA13 and age at menarche for ER + breast cancer risk (ORint = 0.91, 95% CI 0.88-0.94). Conclusions Overall, the contribution of GxE interactions to the heritability of breast cancer is very small. At the population level, multiplicative GxE interactions do not make an important contribution to risk prediction in breast cancer.
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| 2. |
- Orr, Nick, et al.
(författare)
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Genome-wide association study identifies a common variant in RAD51B associated with male breast cancer risk
- 2012
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Ingår i: Nature Genetics. - : Springer Science and Business Media LLC. - 1546-1718 .- 1061-4036. ; 44:11, s. 1182-1184
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Tidskriftsartikel (refereegranskat)abstract
- We conducted a genome-wide association study of male breast cancer comprising 823 cases and 2,795 controls of European ancestry, with validation in independent sample sets totaling 438 cases and 474 controls. A SNP in RAD51B at 14q24.1 was significantly associated with male breast cancer risk (P = 3.02 x 10(-13); odds ratio (OR) = 1.57). We also refine association at 16q12.1 to a SNP within TOX3 (P = 3.87 x 10(-15); OR = 1.50).
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| 3. |
- Tomczyk, Lukasz, et al.
(författare)
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Elements of crisis e-learning: Perspectives of Polish teachers
- 2022
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Ingår i: Knowledge Management & E-Learning. - : Laboratory Knowledge Management & E-Learning University of Hong Kong. - 2073-7904 .- 2309-5008. ; 14:3, s. 245-268
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the research was to investigate teachers' perspectives on the elements of emergency e-learning during the COVID-19 pandemic. The research was conducted with 134 teachers from different types of schools in Poland during the first wave of crisis e-learning (March -May 2020). The variables included in the analysis comprise teachers' use of differentiated teaching methods, student collaboration, school support for modern ICT, and teachers' digital competence. The findings are summarized as follows: (1) about a third of students did not develop the ability to work together in emergency e -learning; (2) more than two-thirds of teachers underlined that their schools actively promoted the idea of implementing ICT in education; (3) more than two-thirds of teachers emphasized that their school principals had systematically modernized the IT facilities necessary for effective teaching; (4) approximately half of the teachers were supported by the school authorities in strengthening their digital competence; and (5) teachers used various teaching methods in emergency e-learning, and the most popular methods were videos, presentations, e-learning platforms, and interactive games and applications; (6) teachers who did not differentiate digital teaching methods did not believe in the development of opportunities for soft skills among students; (7) the schools invested in technological facilities and supported the development of digital competence among teachers; and (8) the intensive use of e-learning platforms by teachers increased their positive attitude towards the development of soft competences (e.g., collaboration skills) among students.
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