The Miner and the Activist: a parable for our carbon constrained world

This paper reviews the meaning of carbon by applying five broad questions to this controversial substance: what is land; what is property; what is ownership; what is value; and what are property rights? By exploring each of these questions, we aim to show that a multidimensional and complex understanding is required for effective policy discussions to confront the challenge of global warming. We engage the perspective of a miner and an environmental activist to illustrate the tensions relating to carbon pollution in an era of climate change, and in so doing we offer a parable for our carbon constrained world. We conclude by considering the implications of property rights for carbon for polluters, governments, people as individuals with a right to breathe clean air, as well as the global commons and other species

Compactness in Banach space theory - selected problems

We list a number of problems in several topics related to compactness in nonseparable Banach spaces. Namely, about the Hilbertian ball in its weak topology, spaces of continuous functions on Eberlein compacta, WCG Banach spaces, Valdivia compacta and Radon-Nikod\'{y}m compacta

Citizen or consumer? Contrasting Australia and Europe’s data protection policies

© 2019, Alexander von Humboldt Institute for Internet and Society. All rights reserved. This paper examines how data access and transfer rights are conceptualised in the European Union and Australia. The study discusses the planned introduction of a Consumer Data Right (CDR) to Australia and contrasts it to comparable developments in European law. We then assess the broader reform moments around data (which these various data access and transfer rights form a part of), that have occurred in each jurisdiction. The paper shows that Europe has placed an increasing value on protecting the fundamental rights of citizens, whereas Australia has taken a more neoliberal approach to data, only granting individuals rights in the context of the market

Building the capacity to solve complex health challenges in Sub-Saharan Africa : CARTA’s multidisciplinary PhD training

Objectives: To develop a curriculum (Joint Advanced Seminars- JAS) that produced PhD fellows who understood that health is an outcome of multiple determinants within complex environments and that approaches from a range of disciplines is required to address health and development within the Consortium for Advanced Research Training in Africa. We sought to attract PhD fellows, supervisors and teaching faculty from a range of disciplines into the program. Methods: Multidisciplinary teams developed the JAS curriculum. CARTA PhD fellowships were open to academics in consortium member institutions, irrespective of primary discipline, interested in doing a PhD in public and population health. Supervisors and JAS faculty were recruited from CARTA institutions. We use routine JAS evaluation data (closed and open ended questions) collected from PhD fellows at every JAS, a survey of one CARTA cohort and an external evaluation of CARTA to assess the impact of the JAS curriculum on learning. Results: We describe our pedagogic approach arguing its centrality to an appreciation of multiple disciplines and illustrate how it promotes working in multidisciplinary ways. CARTA has attracted PhD fellows, supervisors and JAS teaching faculty from across a range of disciplines. Evaluations indicate PhD fellows have a greater appreciation of how disciplines other than their own are important to understand health and its determinants and an appreciation and capacity to employ mixed methods research. Conclusions: In the short-term, we have been effective in promoting an understanding of multidisciplinarity resulting in fellows using methods from beyond their discipline of origin. This curriculum has international application

Refreshing critical pedagogy and citizenship education through the lens of justice and complexity pedagogy

© The Author(s) 2018. Maximal citizenship educators are committed to advancing an approach to citizenship learning with the following staple features: learner-centred; experiential; problem- and action-oriented; racialised, classed and gendered analysis of power; and strengthening the public sphere and democracy. This type of approach to education shares many similarities with the principles of critical pedagogy. However, there have been valid arguments that Frankfurt School Critical Theory inspired pedagogy still tends to focus on class, at the expense of gender and race, analyses. This article seeks ways to refresh and extend the language and theoretical frameworks used by critical pedagogues. To do so, it will deploy the terms justice pedagogy and complexity pedagogy. The adjective ‘justice’ does the same work as ‘critical’ in signalling the commitment to using education as a means to bring about a more socially just world. The recent rise in scholarship in complexity thinking lends itself to conceptualising critical pedagogy in necessarily fresh ways. This article draws attention to the kindred nature of guiding concepts in complexity thinking and critical pedagogy, including grassroots organising, distributed decision-making and emergent learning, before presenting a description of how such approaches might refresh critical pedagogy through a critical citizenship education programme using justice pedagogy. This example illustrates the way that justice pedagogy can inform decisions about appropriate teaching and learning strategies for children and young people today growing up in an increasingly globalised world

Modulation of 11β-hydroxysteroid dehydrogenase as a strategy to reduce vascular inflammation

Atherosclerosis is a chronic inflammatory disease in which initial vascular damage leads to extensive macrophage and lymphocyte infiltration. Although acutely glucocorticoids suppress inflammation, chronic glucocorticoid excess worsens atherosclerosis, possibly by exacerbating systemic cardiovascular risk factors. However, glucocorticoid action within the lesion may reduce neointimal proliferation and inflammation. Glucocorticoid levels within cells do not necessarily reflect circulating levels due to pre-receptor metabolism by 11β-hydroxysteroid dehydrogenases (11β-HSDs). 11β-HSD2 converts active glucocorticoids into inert 11-keto forms. 11β-HSD1 catalyses the reverse reaction, regenerating active glucocorticoids. 11β-HSD2-deficiency/ inhibition causes hypertension, whereas deficiency/ inhibition of 11β-HSD1 generates a cardioprotective lipid profile and improves glycemic control. Importantly, 11β-HSD1-deficiency/ inhibition is atheroprotective, whereas 11β-HSD2-deficiency accelerates atherosclerosis. These effects are largely independent of systemic risk factors, reflecting modulation of glucocorticoid action and inflammation within the vasculature. Here, we consider whether evidence linking the 11β-HSDs to vascular inflammation suggests these isozymes are potential therapeutic targets in vascular injury and atherosclerosis

Civics and citizenship education: What have we learned and what does it mean for the future of Australian democracy?

The ambitious project to nationalise the Australian Curriculum has prompted great interest among policymakers, academics and civics teachers in Australian schools. The government-led citizenship education initiative Discovering Democracy (1997–2007) comprehensively failed to meet its objectives, most prominently the stated goal of developing active citizens. This article has twin objectives: to explore the ways in which government-directed civics education programmes have fallen short; and to argue for a shift in our approaches to civics education, in terms of both content and delivery, drawing on the surplus model, which credits students with unique ideas, knowledge and experiences. We draw upon Justice Citizens, an alternative approach to Civics Education that foregrounds students’ own interests and abilities as central to their development into active citizens as an example of the educational practices that can promote and strengthen active citizenship among school students. From this programme and other research, we discuss four student-centred themes that should inform further civics education curriculum development. </jats:p

Systematic review of factors influencing patient and practitioner delay in diagnosis of upper gastrointestinal cancer

As knowledge on the causation of cancers advances and new treatments are developed, early recognition and accurate diagnosis becomes increasingly important. This review focused on identifying factors influencing patient and primary care practitioner delay for upper gastrointestinal cancer. A systematic methodology was applied, including extensive searches of the literature published from 1970 to 2003, systematic data extraction, quality assessment and narrative data synthesis. Included studies were those evaluating factors associated with the time interval between a patient first noticing a cancer symptom and presenting to primary care, between a patient first presenting to primary care and being referred to secondary care, or describing an intervention designed to reduce those intervals. Twenty-five studies were included in the review. Studies reporting delay intervals demonstrated that the patient phase of delay was greater than the practitioner phase, whilst patient-related research suggests that recognition of symptom seriousness is more important than recognition of the presence of the symptom. The main factors related to practitioner delay were misdiagnosis, application and interpretation of tests, and the confounding effect of existing disease. Greater understanding of patient factors is required, along with evaluation of interventions to ensure appropriate diagnosis, examination and investigation