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- Grövdal, Michael, et al.
(författare)
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Negative effect of DNA hypermethylation on the outcome of intensive chemotherapy in older patients with high-risk myelodysplastic syndromes and acute myeloid leukemia following myelodysplastic syndrome
- 2007
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Ingår i: Clinical Cancer Research. - 1078-0432 .- 1557-3265. ; 13:23, s. 7107-7112
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Tidskriftsartikel (refereegranskat)abstract
- PURPOSE: Promoter hypermethylation of, for example, tumor-suppressor genes, is considered to be an important step in cancerogenesis and a negative risk factor for survival in patients with myelodysplastic syndromes (MDS); however, its role for response to therapy has not been determined. This study was designed to assess the effect of methylation status on the outcome of conventional induction chemotherapy. EXPERIMENTAL DESIGN: Sixty patients with high-risk MDS or acute myeloid leukemia following MDS were treated with standard doses of daunorubicin and 1-beta-d-arabinofuranosylcytosine. Standard prognostic variables and methylation status of the P15(ink4b) (P15), E-cadherin (CDH), and hypermethylated in cancer 1 (HIC) genes were analyzed before treatment. RESULTS: Forty percent of the patients achieved complete remission (CR). CR rate was lower in patients with high WBC counts (P = 0.03) and high CD34 expression on bone marrow cells (P = 0.02). Whereas P15 status alone was not significantly associated with CR rate (P = 0.25), no patient with hypermethylation of all three genes achieved CR (P = 0.03). Moreover, patients with CDH methylation showed a significantly lower CR rate (P = 0.008), and CDH methylation retained its prognostic value also in the multivariate analysis. Hypermethylation was associated with increased CD34 expression, but not with other known predictive factors for response, such as cytogenetic profile. CONCLUSIONS: We show for the first time a significant effect of methylation status on the outcome of conventional chemotherapy in high-risk MDS and acute myelogenous leukemia following MDS. Provided confirmed in an independent study, our results should be used as a basis for therapeutic decision-making in this patient group.
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- Carlsson, Anna K, 1966, et al.
(författare)
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Female volunteer motion in rear impact sled tests in comparison to results from earlier male volunteer tests
- 2008
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Ingår i: 2008 INTERNATIONAL IRCOBI CONFERENCEONTHE BIOMECHANICS OF INJURY17. – 19. September 2008– BERN (Switzerland)PROCEEDINGS. ; , s. 461-464, s. 461-464
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Konferensbidrag (refereegranskat)abstract
- Vehicle related crashes causing neck injuries (whiplash) are costly and common, and injury statistic data shows a larger risk of neck injuries for females than for males. This study aims at investigating differences between female and male dynamic response in rear impacts. Rear impact sled tests with female volunteers were carried out and the results were compared with previously performed tests with males in matching test conditions. The volunteer tests were performed at a change of velocity of 7 km/h. The comparison of the average response of the males and the females and their response corridors showed several differences. The horizontal head acceleration peak value was on average 40% higher and occurred on average 18% earlier for the female volunteers compared to the male volunteers. The NIC value was 45% lower and 30% earlier for the females, probably due to a 27% smaller initial head-to-head restraint distance and thereby a 24% earlier head restraint contact. The results provide characteristic differences between dynamic responses of females and males in low speed rear impacts. These results contribute to the understanding of human dynamic response in rear impacts. In addition, they can be used in the process of future development if numerical and/or mechanical human models for crash testing.
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- Danielsson, Anna, et al.
(författare)
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Learning in physics by doing laboratory work : towards a new conceptual framework
- 2009
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Ingår i: Gender and Education. - : Informa UK Limited. - 0954-0253 .- 1360-0516. ; 21:2, s. 129-144
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Tidskriftsartikel (refereegranskat)abstract
- Drawing on a study that explores university students' experiences of doing laboratory work in physics, this article outlines a proposed conceptual framework for extending the exploration of the gendered experience of learning. In this framework situated cognition and post-structural gender theory are merged together. By drawing on data that aim at exploring the gendered experience of learning in physics in the laboratory setting, a case is made for the proposed conceptual framework to facilitate an analysis of gender as an active process that relates the dynamics of this process to the emerging physicist identities of the students. In other words, this framework allows for an analysis of the gendered learning experiences in a context such as physics education that goes well beyond the usual 'women-friendly' teaching approaches.
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| 10. |
- Danielsson, Anna T, 1978-
(författare)
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Doing Physics - Doing Gender : An Exploration of Physics Students' Identity Constitution in the Context of Laboratory Work
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In Sweden today women are greatly under-represented within university physics and the discipline of physics is also symbolically associated with men and masculinity. This motivates in-depth investigations of issues of physics, learning and gender.This thesis explores how physics students' simultaneously constitute the practice of physics as enacted in student and research laboratories and their physicist identities in relation to this practice. In particular, it focuses on how these constitutions can be understood as gendered. Previously, physics education research has often limited 'gender perspective' to focusing on comparisons between man and woman students, whereas this study conceptualises gender as an aspect of social identity constitution. A point of departure for the thesis is the theoretical framework which combines situated learning theory and post-structural gender theory. This framework allows for a simultaneous analysis of how students 'do physics' and 'do gender', thereby making a theoretical contribution to physics education research.In the empirical study twenty-two undergraduate and graduate physics students were interviewed about their physics studies, with a particular focus on laboratory work.The analytical outcomes of the study illustrate a wide variety of possible identity constitutions and possible ways of constituting the physicist community of practice. For example, the students expressed conflicting interpretations of what are suitable practices in the student laboratory in terms of the value of practical versus analytical skills. The boundaries of the physicist community of practice are constituted in relation to, for example, other disciplines, interdisciplinary practices and a traditional femininity practice. Thus, the thesis demonstrates the complexity in physics students gendered negotiations of what it can mean to be a physicist.The ambition of the thesis is further to promote discussions about gender and physics, by engaging readers in critical reflections about the practice of physics, and, thus, to inform the teaching practice of physics.
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