Large-scale gene-centric analysis identifies novel variants for coronary artery disease

Coronary artery disease (CAD) has a significant genetic contribution that is incompletely characterized. To complement genome-wide association (GWA) studies, we conducted a large and systematic candidate gene study of CAD susceptibility, including analysis of many uncommon and functional variants. We examined 49,094 genetic variants in ∼2,100 genes of cardiovascular relevance, using a customised gene array in 15,596 CAD cases and 34,992 controls (11,202 cases and 30,733 controls of European descent; 4,394 cases and 4,259 controls of South Asian origin). We attempted to replicate putative novel associations in an additional 17,121 CAD cases and 40,473 controls. Potential mechanisms through which the novel variants could affect CAD risk were explored through association tests with vascular risk factors and gene expression. We confirmed associations of several previously known CAD susceptibility loci (eg, 9p21.3:p<10−33; LPA:p<10−19; 1p13.3:p<10−17) as well as three recently discovered loci (COL4A1/COL4A2, ZC3HC1, CYP17A1:p<5×10−7). However, we found essentially null results for most previously suggested CAD candidate genes. In our replication study of 24 promising common variants, we identified novel associations of variants in or near LIPA, IL5, TRIB1, and ABCG5/ABCG8, with per-allele odds ratios for CAD risk with each of the novel variants ranging from 1.06–1.09. Associations with variants at LIPA, TRIB1, and ABCG5/ABCG8 were supported by gene expression data or effects on lipid levels. Apart from the previously reported variants in LPA, none of the other ∼4,500 low frequency and functional variants showed a strong effect. Associations in South Asians did not differ appreciably from those in Europeans, except for 9p21.3 (per-allele odds ratio: 1.14 versus 1.27 respectively; P for heterogeneity = 0.003). This large-scale gene-centric analysis has identified several novel genes for CAD that relate to diverse biochemical and cellular functions and clarified the literature with regard to many previously suggested genes

Beyond Co-optation: Revisiting the Transformative Function of "Workers’ Self-Directed Enterprises"

This is the author accepted manuscript. The final version is available from Taylor & Francis (Routledge) via the DOI in this record.No abstrac

The Teaching of Visual Literacy in Initial English Language Teacher Education

The pressure on teacher education to prepare student teachers to bridge the gap between the traditional literacy and multiliteracies/multimodality has intensified in the last years. Student teachers need to acquire richer and more complex learning experiences, they need to be aware that language is not the only or, sometimes, the predominant mode of communication (Early, Kendrick & Potts, 2015). Thus, this study attempts to integrate the teaching of visual literacy within an Initial English Language Teacher Education (IELTE) programme to help expand student teachers communicative potential in the foreign language classroom. Currently, student teachers ́ literacy instruction favors the interpretation of the verbal mode; however, to promote literacy skills in this century, literacy programmes should promote the reading and the understanding of meaning making signs of both the verbal and visual mode and their relationship with the structural components of a narrative text (Painter, 2012). In the Argentinian context, there are studies that explore the teaching of visual literacy to student teachers ́ but none of the works focuses on the teaching of visual literacy within an IELTE programme. This study will explore how the explicit teaching of visual literacy can enhance student-teachers ́ communication skills in the second language. This case study involves twelve student teachers from the third year of an IELTE programme, a teacher observer and the researcher herself. To triangulate data, different data collecting tools were employed: a) pretest and posttest; b) classroom observation; c) document analysis, and d) interviews to students. The analysis of the data was of an interpretative nature supported by statistical data. Research findings, pedagogical implications and suggestions for further research are presented in the last chapters.Fil: Cad, Ana Cecilia. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina

Large-scale gene-centric analysis identifies novel variants for coronary artery disease

To access publisher full text version of this article. Please click on the hyperlink in Additional Links field.Coronary artery disease (CAD) has a significant genetic contribution that is incompletely characterized. To complement genome-wide association (GWA) studies, we conducted a large and systematic candidate gene study of CAD susceptibility, including analysis of many uncommon and functional variants. We examined 49,094 genetic variants in ∼2,100 genes of cardiovascular relevance, using a customised gene array in 15,596 CAD cases and 34,992 controls (11,202 cases and 30,733 controls of European descent; 4,394 cases and 4,259 controls of South Asian origin). We attempted to replicate putative novel associations in an additional 17,121 CAD cases and 40,473 controls. Potential mechanisms through which the novel variants could affect CAD risk were explored through association tests with vascular risk factors and gene expression. We confirmed associations of several previously known CAD susceptibility loci (eg, 9p21.3:p<10(-33); LPA:p<10(-19); 1p13.3:p<10(-17)) as well as three recently discovered loci (COL4A1/COL4A2, ZC3HC1, CYP17A1:p<5×10(-7)). However, we found essentially null results for most previously suggested CAD candidate genes. In our replication study of 24 promising common variants, we identified novel associations of variants in or near LIPA, IL5, TRIB1, and ABCG5/ABCG8, with per-allele odds ratios for CAD risk with each of the novel variants ranging from 1.06-1.09. Associations with variants at LIPA, TRIB1, and ABCG5/ABCG8 were supported by gene expression data or effects on lipid levels. Apart from the previously reported variants in LPA, none of the other ∼4,500 low frequency and functional variants showed a strong effect. Associations in South Asians did not differ appreciably from those in Europeans, except for 9p21.3 (per-allele odds ratio: 1.14 versus 1.27 respectively; P for heterogeneity = 0.003). This large-scale gene-centric analysis has identified several novel genes for CAD that relate to diverse biochemical and cellular functions and clarified the literature with regard to many previously suggested genes

Constructing teacher research identity : insights from Argentina

The aim of this conceptual article is to discuss and illustrate the relationship between teacher research and teacher identity in language education. The main assumption is that teacher research, characterised by systematic reflections and agency, can contribute to cementing teacher identity. To this effect, in this article, we discuss teacher research preparation, engagement and promotion, drawing on examples from higher education in Argentina. The examples outline how teacher research is (1) approached and included in initial English language teacher education programmes, (2) promoted among in-service teachers through short courses or postgraduate programmes, and (3) implemented with teacher educators in order to increase agency and engagement in research-based curriculum transformations. It is argued that through the various initiatives described, educational associations, institutions and organisations around the world can help teachers to develop their teacher research identity. Through a teacher research identity, teachers may become stronger reflective practitioners, curriculum designers, researchers, authors, and above all, generators of situated knowledge and context-responsive pedagogies

Enhancing undergraduate students’ academic writing skills through self-assessment

Developing the knowledge and the skill to master academic writing in higher education constitutes a challenge for most undergraduate students. However, learning about this genre in time of internationalization opens students´ doors to the wide world of academia. Thus, some undergraduate students were invited to become members of a Writing Feedback Center in which they worked with a tutor and a self-assessment sheet on different writing assignments following a process approach to writing. In this work we analyzed students’ and tutors’ perceptions on self-assessment in relation to the development of their academic skill.Developing the knowledge and the skill to master academic writing in higher education constitutes a challenge for most undergraduate students. However, learning about this style of writing opens students’ doors to the wide world of academia. Thus, some undergraduate students were invited to become members of a Writing Feedback Center in which they worked with a tutor and a self-assessment sheet on different writing assignments following an eclectic approach to writing. In this work we analyzed students’ and tutors’ perceptions on self-assessment in relation to the development of their academic skill

Teaching reading strategies in the primary school classroom through picture books

Este trabajo habla sobre como estimular las estrategias de lectura en el ambito de la escuela primaria de forma innovadora a través de la lectura multimodal (libro álbum).http://www.acpi.org.ar/selected-papers/Fil: Barceló, María Ana. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.Fil: Cad, Ana Cecilia. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.Lenguajes Específico

Understanding and producing multimodal messages in secondary school through webquest

Themain focus of this presentation is to shed light on how secondary schoolstudents can be guided to recognize, decode and produce multimodal messages tofoster critical thinking and responsible citizenship. To achieve this aim wehave resorted to the use of a webquest as a trigger for the analysis and laterproduction of multimodal political propaganda. Multimodality poses thechallenge to raise students´ awareness on the importance of decoding this typeof messages.http://www.acpi.org.ar/selected-papers/Fil: Cad, Ana Cecilia. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.Fil: Barboza, Lorena Paola. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.Fil: Giaccaglia, Verónica. Universidad Nacional de Córdoba. facultad de Lenguas; Argentina.Lingüístic