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Search: WFRF:(Stuart Perry H. Elizabeth 1975 )

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1.
  • Justice, Anne E., et al. (author)
  • Protein-coding variants implicate novel genes related to lipid homeostasis contributing to body-fat distribution
  • 2019
  • In: Nature Genetics. - : Nature Publishing Group. - 1061-4036 .- 1546-1718. ; 51:3, s. 452-469
  • Journal article (peer-reviewed)abstract
    • Body-fat distribution is a risk factor for adverse cardiovascular health consequences. We analyzed the association of body-fat distribution, assessed by waist-to-hip ratio adjusted for body mass index, with 228,985 predicted coding and splice site variants available on exome arrays in up to 344,369 individuals from five major ancestries (discovery) and 132,177 European-ancestry individuals (validation). We identified 15 common (minor allele frequency, MAF >= 5%) and nine low-frequency or rare (MAF < 5%) coding novel variants. Pathway/gene set enrichment analyses identified lipid particle, adiponectin, abnormal white adipose tissue physiology and bone development and morphology as important contributors to fat distribution, while cross-trait associations highlight cardiometabolic traits. In functional follow-up analyses, specifically in Drosophila RNAi-knockdowns, we observed a significant increase in the total body triglyceride levels for two genes (DNAH10 and PLXND1). We implicate novel genes in fat distribution, stressing the importance of interrogating low-frequency and protein-coding variants.
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2.
  • Stuart Perry, H. Elizabeth, 1975-, et al. (author)
  • Integrating Evaluation in to a Technology Education Program
  • 1997
  • In: Visitor Studies. - Jacksonville, AL, USA : The Visitor Studies Association. - 1064-5578 .- 1934-7715. ; 9:1, s. 247-257
  • Journal article (peer-reviewed)abstract
    • Most, if not all, states in this country have school districts and boards of education interested in the uses of technologies for education at the K¥12 and higher education levels. Technologies in use and under consideration range from CD-ROMs and digital cameras to desktop networked computers with access to the resources of the Internet and the World Wide Web (NCREL, 1995). Well-planned technology programs in schools have the obvious benefit of teaching young people in a technological age to be comfortable and proficient with technologies. Being connected to the Internet also offers students a window to real¥world, up-to-the-minute information, which can improve learning. But how do we determine the success of such programs? This paper presents a case study in evaluating a technology project involving partnerships between museums and formal education. The focus is on multi-method design.  
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