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- Cederblad, Lena, 1959-
(författare)
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Aspects on Head and neck Cancer with special reference to Salivary Gland Tumours and Single Nucleotide Polymorphism
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- A thesis on Head and neck cancer focusing on dose planning, salivary gland carcinoma and Single nucleotide polymorphism.For dose planning PET/CT (Positron emissions tomography/computed tomography) with tracer gave more precise information in comparison dose planning with CT. More primary tumours and metastases were found with the acetate tracer than with glucose tracer. Acetate PET/CT also showed larger volume of tumours attributed to lipid metabolism.In a retrospective study salivary gland cancer 5-year overall survival (OS) was 53 %. Salivary gland carcinoma consists of many histopathological groups, the two largest groups being mucoepidermoid carcinoma (MEC) and adenoid cystic carcinoma (ASCC). For ACC, having the best 5-year OS, it was 70 percent. Facial palsy, advanced stage disease, lymph node metastases worsened prognosis. ACC and polymorphous low grade carcinoma (PLGA) expressed c-myc and cyclin D1 to a larger extent than MEC.In squamous cell carcinoma of the head and neck we examined the occurrence of Single Nucleotide polymorphism, SNP. We found that the SNPs in male and female patients differed from each other. In male patients the SNPs were associated with immune response while in female patients the association was to SNPs concerning inflammation. This means that different pathways were engaged in cancer development for men and women. We also found that the SNPs in patients were different from those expressed in the healthy controls.
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| 2. |
- Lewin, Nongnit, et al.
(författare)
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Single Nucleotide Polymorphism and Cancer Risk, Tumour Recurrence, or Survival of Head and Neck Cancer Patients
- 2017
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Ingår i: Oncology. - : S. Karger AG. - 0030-2414 .- 1423-0232. ; 92, s. 161-169
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Tidskriftsartikel (refereegranskat)abstract
- Objective: This paper aims at studying the influence of single-nucleotide polymorphisms (SNPs) on cancer risk, tumor recurrence, and survival in head and neck (H&N) cancer patients. Methods: A total of 45 SNPs in 41 genes were investigated. A total of 174 Caucasian H&N cancer patients and 245 healthy blood donors were enrolled in the study. Results: Ten SNPs were associated with H&N cancer risk, but the identified SNPs differed among males and females. Some of the SNPs were related to immune response genes. The immune response gene SNPs were also related to survival. In particular, we noted that the tumor necrosis factor alpha (TNFα) rs1800629 could have an influence on cancer risk, tumor recurrence as well as survival. Conclusion: Genetic variation of the TNFα rs1800629 might be useful as a biomarker in clinical decision-making since it was found to be related to cancer risk, tumor recurrence, and survival of H&N cancer patients.
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| 3. |
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| 4. |
- Wanselin, Hanna, 1980-, et al.
(författare)
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Elevers meningsskapande i ekologi
- 2019
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Ingår i: FobasNT19 (Forum för forskningsbaserad natur- och teknikundervisning) konferens 2019, Linköpings universitet, 17-18 oktober, 2019.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Många elever har svårigheter i att skapa mening kring naturvetenskapliga koncept. Tidigare studier inom biologiämnet visar att elever har svårt för att beskriva och tolka hur näringsvävar och andra komplexa begrepp hänger samman. Undervisning och lärande inom naturvetenskapliga områden är beroende av en stor mängd representationer som illustrerar fenomen som är för små, stora, abstrakta eller komplexa för att kunna beskrivas enbart med ord. En förutsättning för att elever ska kunna skapa mening kring naturvetenskapliga begrepp är dels att de kan tolka de representationer som används i undervisningen, dels att de aktivt använder representationer. De möjligheter och utmaningar som elever upplever i sitt meningsskapande i samband med ett eget konstruerande av representationer har rönt alltmer intresse; dock saknas studier som specifikt rör ekologiundervisningen. Syftet med denna studie är att identifiera elevers olika syn på komplexa ekologiska koncept och illustrera på vilket sätt eleverna försöker kombinera dessa för en större helhetsförståelse. Insamlad data består av bilder som elever skapat under ett grupparbete och dessa tolkas ur ett socialsemiotiskt perspektiv. Resultaten indikerar att eleverna fokuserar på representationernas ytliga egenskaper, snarare än den underliggande strukturen, samt att strukturen och vetenskapligheten i elevers visuella beskrivningar av ekologiska koncept skiljer sig åt. Eleverna uppvisar svårigheter när de försöker kombinera faktorer kopplade till olika kretslopp. Vidare visar resultaten att eleverna behöver stöd i att skapa en helhetsbild av ekologiska processer och att analys av elevers representationer kan användas för att identifiera elevers svårigheter. Detta kan möjliggöra ett djupare och mer vetenskapligt resonerande i det naturvetenskapliga klassrummet.
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| 5. |
- Wanselin, Hanna, 1980-, et al.
(författare)
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STUDENTS’ MEANING MAKING IN ECOLOGY EDUCATION
- 2019
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Ingår i: The 13th Conference of the European Science Education Research Association (ESERA), Italy, Bologna, Aug 26-30 2019.
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Konferensbidrag (refereegranskat)abstract
- Teaching and learning in biology and other science disciplines are highly dependent on representations illustrating phenomena too small, big, abstract or complex to be described by words only. Many students have difficulties learning scientific concepts and lack an idea of “the bigger picture”. Earlier research in biology implicate that students have difficulties describing and interpreting food webs and other concepts concerning ecological systems. One area that is attaining a greater interest is the learning possibilities when students’ actively construct representations. Very little attention has, however, been paid to this line of research in the area of ecology. Accordingly, the purpose of this study was to identify students' different views on complex ecological concepts and illustrate the manners by which students attempt to link them together for a more holistic understanding. Data consists of students’ drawings and interviews, that together can give a better understanding of how students take advantage of actively constructing representations. Results indicate that students’ interpretations and ideas regarding ecological concepts differ widely. They describe biological concepts with different levels of abstraction and show difficulties combining abiotic and biotic factors in biological cycles. The results give further insights into how explicit focus on ecological process and concepts can be used to scaffold students’ construction of representations. Furthermore, teachers can employ such representations for formative assessment. A better understanding of how students' active construction of representations influences their opportunities for meaning making will increase the opportunities for a deeper, more scientific, reasoning in the science classroom.
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