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  • 1
    In: Proceedings of the National Academy of Sciences, Proceedings of the National Academy of Sciences, Vol. 106, No. 25 ( 2009-06-23), p. 10284-10289
    Abstract: Breast cancer patients have benefited from the use of targeted therapies directed at specific molecular alterations. To identify additional opportunities for targeted therapy, we searched for genes with marked overexpression in subsets of tumors across a panel of breast cancer profiling studies comprising 3,200 microarray experiments. In addition to prioritizing ERBB2, we found AGTR1, the angiotensin II receptor type I, to be markedly overexpressed in 10–20% of breast cancer cases across multiple independent patient cohorts. Validation experiments confirmed that AGTR1 is highly overexpressed, in several cases more than 100-fold. AGTR1 overexpression was restricted to estrogen receptor-positive tumors and was mutually exclusive with ERBB2 overexpression across all samples. Ectopic overexpression of AGTR1 in primary mammary epithelial cells, combined with angiotensin II stimulation, led to a highly invasive phenotype that was attenuated by the AGTR1 antagonist losartan. Similarly, losartan reduced tumor growth by 30% in AGTR1-positive breast cancer xenografts. Taken together, these observations indicate that marked AGTR1 overexpression defines a subpopulation of ER-positive, ERBB2-negative breast cancer that may benefit from targeted therapy with AGTR1 antagonists, such as losartan.
    Type of Medium: Online Resource
    ISSN: 0027-8424 , 1091-6490
    RVK:
    RVK:
    Language: English
    Publisher: Proceedings of the National Academy of Sciences
    Publication Date: 2009
    detail.hit.zdb_id: 209104-5
    detail.hit.zdb_id: 1461794-8
    SSG: 11
    SSG: 12
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  • 2
    Online Resource
    Online Resource
    Academy Publication ; 2023
    In:  Theory and Practice in Language Studies Vol. 13, No. 3 ( 2023-03-02), p. 636-645
    In: Theory and Practice in Language Studies, Academy Publication, Vol. 13, No. 3 ( 2023-03-02), p. 636-645
    Abstract: Self-directed feedback has become a viable alternative to traditional feedback (teacher feedback and peer feedback), which has a significant impact on students’ writing skills. This study aimed to examine female Saudi undergraduate students’ perceptions of applying self-directed feedback in writing and their preferred method of feedback. Study participants were 94 Saudi undergraduate students who were supposed to share almost a similar academic writing background of English writing. This study employed a mixed methodology approach, in which qualitative and quantitative tools were used to collect students’ perceptions. The data was collected via a questionnaire and semi-structured interviews. In the light of the findings, the study revealed that the majority of students held positive perceptions towards self-directed feedback in writing based on a guideline sheet. However, teacher feedback was significantly the best method of giving feedback than self-directed feedback, while peer feedback was the least preferred method. Based on these results, some implications were suggested that could be taken into consideration. Students must be provided with guideline sheets in writing classes to increase their motivation and confidence and improve their writing output. Instructors should encourage students to work independently in writing classes to improve their academic performance, increase students’ awareness of their limitations and their ability to handle them, and prepare them for lifelong learning.
    Type of Medium: Online Resource
    ISSN: 2053-0692 , 1799-2591
    Language: Unknown
    Publisher: Academy Publication
    Publication Date: 2023
    detail.hit.zdb_id: 2614434-7
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