16 research outputs found

    A method for exploratory repeated-measures analysis applied to a breast-cancer screening study

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    When a model may be fitted separately to each individual statistical unit, inspection of the point estimates may help the statistician to understand between-individual variability and to identify possible relationships. However, some information will be lost in such an approach because estimation uncertainty is disregarded. We present a comparative method for exploratory repeated-measures analysis to complement the point estimates that was motivated by and is demonstrated by analysis of data from the CADET II breast-cancer screening study. The approach helped to flag up some unusual reader behavior, to assess differences in performance, and to identify potential random-effects models for further analysis.Comment: Published in at http://dx.doi.org/10.1214/11-AOAS481 the Annals of Applied Statistics (http://www.imstat.org/aoas/) by the Institute of Mathematical Statistics (http://www.imstat.org

    Polygenic Risk Scores for Prediction of Breast Cancer and Breast Cancer Subtypes

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    Stratification of women according to their risk of breast cancer based on polygenic risk scores (PRSs) could improve screening and prevention strategies. Our aim was to develop PRSs, optimized for prediction of estrogen receptor (ER)-specific disease, from the largest available genome-wide association dataset and to empirically validate the PRSs in prospective studies. The development dataset comprised 94,075 case subjects and 75,017 control subjects of European ancestry from 69 studies, divided into training and validation sets. Samples were genotyped using genome-wide arrays, and single-nucleotide polymorphisms (SNPs) were selected by stepwise regression or lasso penalized regression. The best performing PRSs were validated in an independent test set comprising 11,428 case subjects and 18,323 control subjects from 10 prospective studies and 190,040 women from UK Biobank (3,215 incident breast cancers). For the best PRSs (313 SNPs), the odds ratio for overall disease per 1 standard deviation in ten prospective studies was 1.61 (95%CI: 1.57-1.65) with area under receiver-operator curve (AUC) = 0.630 (95%CI: 0.628-0.651). The lifetime risk of overall breast cancer in the top centile of the PRSs was 32.6%. Compared with women in the middle quintile, those in the highest 1% of risk had 4.37- and 2.78-fold risks, and those in the lowest 1% of risk had 0.16- and 0.27-fold risks, of developing ER-positive and ER-negative disease, respectively. Goodness-of-fit tests indicated that this PRS was well calibrated and predicts disease risk accurately in the tails of the distribution. This PRS is a powerful and reliable predictor of breast cancer risk that may improve breast cancer prevention programs.NovartisEli Lilly and CompanyAstraZenecaAbbViePfizer UKCelgeneEisaiGenentechMerck Sharp and DohmeRocheCancer Research UKGovernment of CanadaArray BioPharmaGenome CanadaNational Institutes of HealthEuropean CommissionMinistère de l'Économie, de l’Innovation et des Exportations du QuébecSeventh Framework ProgrammeCanadian Institutes of Health Researc

    Genome-wide association study of germline variants and breast cancer-specific mortality

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    BACKGROUND: We examined the associations between germline variants and breast cancer mortality using a large meta-analysis of women of European ancestry. METHODS: Meta-analyses included summary estimates based on Cox models of twelve datasets using ~10

    Characterising the language demands of the Key Stage 3 National Curriculum for Wales (2000) : towards a 'functional approach' to planning English as an additional language development

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    This thesis presents the first extensive study carried out in the Welsh education policy context to adopt a Hallidayan „functional‟ approach to identifying curriculum language demands and planning English as an additional language development within the National Curriculum (NC) in Wales at Key Stage 3 (KS3). The study is located within the field of English as an Additional Language (EAL), specifically within the sub-field which examines the relationship between „language and content‟. The thesis characterises the language demands of the KS3 curriculum by working from an overview of subject disciplines and discourses, through individual curriculum goals, to language models suitable for supporting EAL pupils in the classroom. The main argument of the thesis proposes that teachers use the contextual information available to them in advance of a subject lesson to construct integrated language and learning goals and to identify suitable models of language which may be used in activities directed at achieving the curriculum goals. The study draws upon several insights into the nature of the English language from Hallidayan Systemic Functional Linguistic Theory. These insights explain how the constraints of context act to narrow the options in language choice and how inherent variability in the language system allows for differentiation of language models to express similar meanings. Throughout the thesis, points are illustrated by examples and findings from a computer-assisted textual analysis of the text of the statutory KS3 National Curriculum orders for Wales (2000) carried out to inform the study about the roles and purposes of language use in the service of teaching, learning and assessment goals. The thesis concludes that to assist teachers in making more appropriate choices about which language models to use, a substantial corpus of texts, written to fulfil curriculum purposes, should be analysed for typical structures, collocations and patterns.EThOS - Electronic Theses Online ServiceGBUnited Kingdo
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