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- Gusev, A, et al.
(författare)
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Atlas of prostate cancer heritability in European and African-American men pinpoints tissue-specific regulation
- 2016
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Ingår i: Nature communications. - : Springer Science and Business Media LLC. - 2041-1723. ; 7, s. 10979-
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Tidskriftsartikel (refereegranskat)abstract
- Although genome-wide association studies have identified over 100 risk loci that explain ∼33% of familial risk for prostate cancer (PrCa), their functional effects on risk remain largely unknown. Here we use genotype data from 59,089 men of European and African American ancestries combined with cell-type-specific epigenetic data to build a genomic atlas of single-nucleotide polymorphism (SNP) heritability in PrCa. We find significant differences in heritability between variants in prostate-relevant epigenetic marks defined in normal versus tumour tissue as well as between tissue and cell lines. The majority of SNP heritability lies in regions marked by H3k27 acetylation in prostate adenoc7arcinoma cell line (LNCaP) or by DNaseI hypersensitive sites in cancer cell lines. We find a high degree of similarity between European and African American ancestries suggesting a similar genetic architecture from common variation underlying PrCa risk. Our findings showcase the power of integrating functional annotation with genetic data to understand the genetic basis of PrCa.
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- Riska, K., et al.
(författare)
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Brash ice growth model : development and validation
- 2019
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Ingår i: Cold Regions Science and Technology. - : Elsevier. - 0165-232X .- 1872-7441. ; 157, s. 30-41
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Tidskriftsartikel (refereegranskat)abstract
- Brash ice growth in frequently navigated areas like fairways or ports is quick due to the ‘freezing – breaking’ cycle induced by sub-zero temperatures and ship traffic. This problem is very acute in ports in Arctic areas where the temperatures are very low for long durations and the ship traffic is frequent. In order to take adequate action in managing the brash ice, the forecasts of the amount of brash ice expected should be reliable. The aim of this work is to develop and validate these prediction methods.The growth model developed is based on extension of earlier growth models which modify the Stefan type growth modelling. The improvement on the earlier models is that the brash ice layer is divided into three layers (instead of two in earlier models): The consolidated layer just below the water level, the brash ice over the water level and the unfrozen brash ice below the consolidated layer. The thermodynamic model follows the Stefan formulation including only the heat flux from latent heat release upon freezing (Stefan, 1891 and e.g. Anderson, 1961). The modelling includes the cyclic breaking and refreezing.The validation of the model is made using measurements carried out in winter 2013 in Luleå port and in winter 2015 in Sabetta in the Yamal peninsula. Luleå data suggests that the sideways motion of brash ice due to ship motion and wake should be taken into account when assessing the brash ice thickness. The analytical calculation over-estimates the brash ice thickness in the actual channel but under-estimates the total amount of broken ice. When applied to Sabetta data, the analytical calculation predicts well the observed brash ice thickness. It can be concluded that the analytical method that does not take into account any radiation heat fluxes can be applied in the high Arctic where solar radiation plays a minor role and ice surface is clearly below zero.
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- Sjödin, Carina, 1964-, et al.
(författare)
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Foresight and sustainable futures in lifelong learning - professional development in adult education
- 2022
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Ingår i: EDULEARN 22 Proceedings. - : IATED. - 9788409424849 ; , s. 9729-9283
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Knowledge in foresight and environmental scanning is needed among teachers because of rapidly changing scenarios. Professional development of teachers is also supporting sustainability in lifelong learning. Higher education needs to match the changeable needs of the labour market. Pucciarelli and Kaplan (2016) present three core future challenges for higher education to address: competition and market share, mindset changes towards entrepreneurship and involvement of stakeholders in co‐creation. The trend toward continuing, distance and flexible learning put added pressure on teachers but also offer opportunities for innovation. Bonfield et al. (2020) discuss, by using scenario-planning methodology, digitalization and key affordances of Education 4.0, how pedagogies and teaching need to evolve. The transformation affects the professional role of the teachers. In this paper, we present results from a study on teachers’ view on future challenges in their profession and how to respond to these challenges by peer-learning and foresight. We present a qualitative empirical study involving teachers and adult educators from both Sweden and Finland exploring their future professional role. Empirical data comes from semi-structured qualitative interviews and teacher workshops. Among the themes discussed were challenges in the future, lifelong learning, the context of learning in the future, different ways to update skills and familiarity with futures thinking methods. Two workshops have been completed, with mixed groups (cross-border and inter-disciplinary) discussing sustainable futures. The participants in the study emphasized hybrid models for learning, formative teaching and coaching work styles. Among identified challenges: how to create added value for students, digital competence, greater requirements for substantive knowledge and a need for increased IT support. The empirical data also included future dilemmas: versatile and varied versus fragmented, autonomy and independence versus increased need for support, informal versus formal role and, learning management versus learning communities. The participants also suggested necessary future skills in the labour markets, to be considered. Data also resulted in a visualization of relevant trends to consider in the transformation of the teachers’ role as an educator in lifelong learning. Teachers are knowledgeable about trends and tendencies in their own professional environment. Teachers also have strategies for own professional development in their domains. There are less focus on scanning for changes in the external environment. We suggest foresight, tools and methods, as a new competence to overcome this gap.
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