Reduced Retinal Microvascular Density, Improved Forepaw Reach, Comparative Microarray and Gene Set Enrichment Analysis with c-jun Targeting DNA Enzyme

Retinal neovascularization is a critical component in the pathogenesis of common ocular disorders that cause blindness, and treatment options are limited. We evaluated the therapeutic effect of a DNA enzyme targeting c-jun mRNA in mice with pre-existing retinal neovascularization. A single injection of Dz13 in a lipid formulation containing N-[1-(2,3-dioleoyloxy)propyl]-N,N,N-trimethylammonium methyl-sulfate and 1,2-dioleoyl-sn-glycero-3-phosphoethanolamine inhibited c-Jun expression and reduced retinal microvascular density. The DNAzyme inhibited retinal microvascular density as effectively as VEGF-A antibodies. Comparative microarray and gene expression analysis determined that Dz13 suppressed not only c-jun but a range of growth factors and matrix-degrading enzymes. Dz13 in this formulation inhibited microvascular endothelial cell proliferation, migration and tubule formation in vitro. Moreover, animals treated with Dz13 sensed the top of the cage in a modified forepaw reach model, unlike mice given a DNAzyme with scrambled RNA-binding arms that did not affect c-Jun expression. These findings demonstrate reduction of microvascular density and improvement in forepaw reach in mice administered catalytic DNA.This work was supported by grants from Cancer Institute NSW and the National Health and Medical Research Council (NHMRC). The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript

Is AI Changing the Rules of Academic Misconduct? An In-depth Look at Students' Perceptions of 'AI-giarism'

This pioneering study explores students' perceptions of AI-giarism, an emergent form of academic dishonesty involving AI and plagiarism, within the higher education context. A survey, undertaken by 393 undergraduate and postgraduate students from a variety of disciplines, investigated their perceptions of diverse AI-giarism scenarios. The findings portray a complex landscape of understanding, with clear disapproval for direct AI content generation, yet more ambivalent attitudes towards subtler uses of AI. The study introduces a novel instrument, as an initial conceptualization of AI-giarism, offering a significant tool for educators and policy-makers. This scale facilitates understanding and discussions around AI-related academic misconduct, aiding in pedagogical design and assessment in an era of AI integration. Moreover, it challenges traditional definitions of academic misconduct, emphasizing the need to adapt in response to evolving AI technology. Despite limitations, such as the rapidly changing nature of AI and the use of convenience sampling, the study provides pivotal insights for academia, policy-making, and the broader integration of AI technology in education

Cultural re-presentation and translation : Chinese and English anthologies of Tang poetry

Due to its unique prestige, classical Chinese poetry written during the Tang dynasty is often anthologised. These anthologies serve various purposes (e.g. recreational, educational, or both), but they are generally expected to feature works high in aesthetic value, and represent the culture wherein they are produced. While the functions of anthologies are seldom contested, representations of Tang poetry in anthologies have many different manifestations. Using China’s most famous anthology, Tangshi sanbaishou 唐詩三百首, as an opening case study, research shows that within its home culture, the anthologising of Tang poetry has a long history by itself, and anthologists negotiate between ideological agendas, aesthetic judgments, and cultural norms to form representations which suit their purposes best. Complex as the anthologising behaviour in the source culture is, the considerations involved in anthologising translated Tang poetry in the Anglo-American culture are even more complicated, since target-cultural concerns/demands (such as translatability, aesthetic predilection of the target readership, social norms, etc.) are introduced. This study attempts to delineate the differences in various source and target cultural representations of Tang poetry, and explicate the contributing causes engendering such differences. A survey of anthologies of translated classical Chinese literature/poetry reveals that key factors governing anthologising decisions include: the target cultural condition, the intended service to a mostly uninformed, non-native readership, the anthologist-translators’ personal preferences and missions, among others. The canonical landscape of Tang poetry changes often in the West even though the principle of representativeness demands a degree of conformity to the source tradition. The complexity of anthologising is further amplified when the activity of translation takes place. Translation may enhance or discount the aesthetic appeal of poets and poems, thus implicating their claim for canonicity. Besides, questions of form and prosody also shape the target-culture product, and hence the readership’s perception. The representations of Tang poetry and Chinese culture in anthologies are often taken for granted due to the sense of authority attached to anthologies. It is therefore important to take note of and examine how anthologist-translators have shaped literary perceptions by negotiating between source and target cultures

Assessment for Experiential Learning

Chan’s book explores the challenges in assessing experiential learning, deepens our understanding, and inspires readers to think critically about the purpose of assessment in experiential learning. Experiential learning has been studied and proven to be effective for student learning, particularly for the development of holistic competencies (i.e. 21st century skills, soft skills, transferable skills) considered essential for individuals to succeed in the increasingly global and technology-infused 21st century society. Universities around the world are now actively organising experiential learning activities or programmes for students to gain enriching and diversified learning experiences, however the assessment of these programmes tends to be limited, unclear, and contested. Assessment plays a central role in education policies and students’ approach to learning. But do educators know how to assess less traditional learning such as service learning, entrepreneurship, cross-discipline or cross-cultural projects, internships and student exchanges? While the current assessment landscape is replete with assessments that measure knowledge of core content areas such as mathematics, law, languages, science and social studies, there is a lack of assessments and research that focus on holistic competencies. How do we assess students’ ability to think critically, problem solve, adapt, self-manage and collaborate? Central to the discussion in this book, is the reason students are assessed and how they should be assessed to bring out their best learning outcomes.　Offering a collection of best assessment practice employed by teachers around the world, this volume brings together both theoretical and empirical research that underpins assessment; and perceptions of different stakeholders – understanding of assessment in experiential learning from students, teachers, and policymakers. The idea of assessment literacy also plays an important role in experiential learning, for example, reflection is often used in assessing students in experiential learning but how reflection literate are educators, are they aware of the ethical dilemmas that arise in assessing students? These questions are discussed in detail. The volume also introduces a quality assurance programme to recognise student development within experiential learning programmes. The book will be particularly informative to academic developers, teachers, students and community partners who struggle with the development and assessment for experiential learning, those who plan to apply for funding in experiential learning, and policymakers and senior managements seeking evidence and advice on fine-tuning curricular, assessment designs and quality assurance

Women, Engineering and Research: Providing Choice and Balance

“Research cannot reach its full potential when half the population is excluded from its activities”1. Women researchers in engineering remain a minority in both Higher Education and industry in Ireland. Recent statistics of women graduating in science and engineering indicated an increase (a slow increase) but the numbers moving through to completion of PhD and careers in academia or industry remain quite low. Statistics on women in professorial and senior positions within the engineering sector also remains low. The educated workforce produced in Ireland by its education system is acknowledged as a key factor in attracting international investment to the country and in the growth of the modern technological industries which has helped make Ireland one of the fastest growing economies globally. However, as a country Ireland would put this success at risk if it does not continue to develop its research and development capabilities. There has been much debate at national and European level ‘to boost gender equality in research through stimulating the participation of women in science and technological development; and fostering the integration of the gender dimension throughout European research.’ As a result, national and European research funding has been directed at this area. Two such project proposals have been submitted by the Technological University Dublin, one through Science Foundation Ireland and the other at European level, through the Sixth European Framework, this was submitted in conjunction with other European Partners. In this paper, we will discuss a number of primary obstacles that our research has found most of our female encountered in our survey and interviews – how to balance the choice you choose. Some initiatives on the proposal based on the statistics survey to support women in engineering will also present and share among the academic community; it is hoped that the measures proposed will be of practical use for other academic communities who are affected by the under-representation of women. The overarching aim is that potential research insights from women will be encouraged and not neglected so “no great research” is overlooked. This paper may be of value to an American audience by (i) informing them of the situation regarding representation of women in engineering and science roles in Ireland; (ii) outlining a self-assessment exercise conducted at Technological University Dublin into research participation by women in science and engineering and (iii) highlighting a comprehensive range of proposed measures to redress gender imbalance in science, engineering and technologically related disciplines in DIT

Assessment for Experiential Learning

Chan’s book explores the challenges in assessing experiential learning, deepens our understanding, and inspires readers to think critically about the purpose of assessment in experiential learning. Experiential learning has been studied and proven to be effective for student learning, particularly for the development of holistic competencies (i.e. 21st century skills, soft skills, transferable skills) considered essential for individuals to succeed in the increasingly global and technology-infused 21st century society. Universities around the world are now actively organising experiential learning activities or programmes for students to gain enriching and diversified learning experiences, however the assessment of these programmes tends to be limited, unclear, and contested. Assessment plays a central role in education policies and students’ approach to learning. But do educators know how to assess less traditional learning such as service learning, entrepreneurship, cross-discipline or cross-cultural projects, internships and student exchanges? While the current assessment landscape is replete with assessments that measure knowledge of core content areas such as mathematics, law, languages, science and social studies, there is a lack of assessments and research that focus on holistic competencies. How do we assess students’ ability to think critically, problem solve, adapt, self-manage and collaborate? Central to the discussion in this book, is the reason students are assessed and how they should be assessed to bring out their best learning outcomes.　Offering a collection of best assessment practice employed by teachers around the world, this volume brings together both theoretical and empirical research that underpins assessment; and perceptions of different stakeholders – understanding of assessment in experiential learning from students, teachers, and policymakers. The idea of assessment literacy also plays an important role in experiential learning, for example, reflection is often used in assessing students in experiential learning but how reflection literate are educators, are they aware of the ethical dilemmas that arise in assessing students? These questions are discussed in detail. The volume also introduces a quality assurance programme to recognise student development within experiential learning programmes. The book will be particularly informative to academic developers, teachers, students and community partners who struggle with the development and assessment for experiential learning, those who plan to apply for funding in experiential learning, and policymakers and senior managements seeking evidence and advice on fine-tuning curricular, assessment designs and quality assurance

Deconstructing Student Perceptions of Generative AI (GenAI) through an Expectancy Value Theory (EVT)-based Instrument

This study examines the relationship between student perceptions and their intention to use generative AI in higher education. Drawing on Expectancy-Value Theory (EVT), a questionnaire was developed to measure students' knowledge of generative AI, perceived value, and perceived cost. A sample of 405 students participated in the study, and confirmatory factor analysis was used to validate the constructs. The results indicate a strong positive correlation between perceived value and intention to use generative AI, and a weak negative correlation between perceived cost and intention to use. As we continue to explore the implications of generative AI in education and other domains, it is crucial to carefully consider the potential long-term consequences and the ethical dilemmas that may arise from widespread adoption

Community mobilization and the environment in Hong Kong

Includes bibliographical references.Revised and extended version of Limited gains: grassroofs mobilization and the environment in Hong Kong.published_or_final_versionContributing authors xiiiCh.XI The social and psychological procession in community education : towards attitudinal and behavioural change in environmental management Chan, Cecilia Chan, Cecilia 233Ch.XII Environmental education : the contribution of green groups Ng, Mei Ng, Mei Wong, Francis Wong, Francis 249Ch.XIII Business and the environment in Hong Kong Howroyd, Sarah Howroyd, Sarah 261Ch.XIV Environmental education : strategies and roles of children and youth services units Wong, Yu-cheung Wong, Yu-cheung Lai, Wing-hoi Lai, Wing-hoi 289Ch.XV Community mobilization and the environment : a changing context Hills, Peter Hills, Peter Chan, Cecilia Chan, Cecilia 307Preface ixCh.I Community and the environment in Hong Kong Chan, Cecilia Chan, Cecilia Hills, Peter Hills, Peter 1Ch.II Community, environment and sustainable development - a socio-political interpretation Lai, On- kwok Lai, On-kwok 19Ch.III Urban poverty and environmental management : a comparative analysis of community activation in asian cities Douglass, Mike Douglass, Mike 53Ch.IV Decision making, community values and the environment in Hong Kong Barron, William F. Barron, William F. 97Ch.V The politics of the environment in Hong Kong Hung, Wing-tat Hung, Wing-tat 113Ch.VI Housing, environment and the community : an overview Chiu, Rebecca L.H. Chiu, Rebecca L.H. 139Ch.VII Mobilizing Tsing Yi residents against environmental hazards Li, Chi-fai Li, Chi-fai Ng, Hang- sau Ng, Hang-sau 161Ch.VIII Grassroots participation of squatters in environment management Chan, Cecilia Chan, Cecilia Cheung, Regina Cheung, Regina Chang, Fiona Chang, Fiona 183Ch.IX Health and safety at work : a neglected environmental concern Yu, Ignatius T.S. Yu, Ignatius T.S. Chan, Kan-kam Chan, Kan-kam 203Ch.X Heritage conservation and conflicting community iterests : heritage held hostage in the New Territories and beyond Lung, David Lung, David Friedman, Ann Friedman, Ann 21