Oxidative Stress Resulting From Helicobacter pylori Infection Contributes to Gastric Carcinogenesis.

Helicobacter pylori is a gram-negative, microaerophilic bacterium that infects the stomach and can lead to, among other disorders, the development of gastric cancer. The inability of the host to clear the infection results in a chronic inflammatory state with continued oxidative stress within the tissue. Reactive oxygen species and reactive nitrogen species produced by the immune and epithelial cells damage the host cells and can result in DNA damage. H pylori has evolved to evoke this damaging response while blunting the host's efforts to kill the bacteria. This long-lasting state with inflammation and oxidative stress can result in gastric carcinogenesis. Continued efforts to better understand the bacterium and the host response will serve to prevent or provide improved early diagnosis and treatment of gastric cancer

Transformative education: Pathways to identity, independence and hope

In 2008–2010, the Australian Government’s social inclusion agenda and the Bradley Review of Higher Education profiled the importance of education for people from disadvantaged backgrounds. This education needs to be transformative in both its nature and its outcomes. The Clemente Australia program is presented here as a means of providing such transformative education for people who are disadvantaged or socially isolated. This case study of Clemente Australia shows how the program is built upon a psychology of hope and provides pathways not only to new hope but also to a new sense of identity and independence. Clemente Australia (CA) is an example of community embedded, socially supported university education (CESS). Essential elements of CA are respecting people for who they are and for where they are within their individual life journeys; building student capacity to be more proactive in reflecting upon and engaging with the world; learning with and relating to others; and promoting educative justice through the recognition of the students’ human rights to participate in tertiary education in a way that meets their personal and academic learning needs. For the students, the university (Australian Catholic University) and other partners in CA, it is evident that there has been an ongoing shift from dependence upon the provision of materials and services to empowerment and enhanced capabilities in identifying the supports and processes required to meet the personal and professional needs of students, staff and community agencies. This shift has occurred through the scaffolding processes provided, the establishment of innovative partnerships and purposeful reflection. It has involved listening to one another, welcoming people into new worlds and challenging one another in the provision of transformative education to realise the fulfilment of hope for many Australians experiencing disadvantage. key words: transformation; education; community; hope; homelessness; disadvantag

Personal Agency as a Primary Focus of University-Community Engagement: A case study of Clemente Australia

Clemente Australia is a collaboration of Australian Catholic University (ACU) with not-for-profit agencies, other universities and the broader community directed to developing and implementing a model for community-embedded, socially-supported university education. It involves people from backgrounds of disadvantage taking semester length university courses in the humanities for credit. The paper presents an integrative model explaining the development of personal agency through the Clemente Australia program. In terms of the model, Clemente Australia builds ideas of hope, meaning, and identity into the personal narratives of participants through reflection on their experiences in the program and the competencies and changed expectancies that these bring. This integrative model can both shed light upon participants’ reports of the program and suggest ways of making it more effective. Data drawn from Clemente student case studies are analysed with respect to changes in personal agency and social inclusion to show how the model can be used as a lens for understanding the benefits of community-embedded, socially-supported university humanities education

New possibilities for people experiencing multiple disadvantage : insights from Clemente Australia

This paper provides insight into the experiences of six people who completed a Clemente university unit in the second semester of 2009 at the Mission Australia Centre, Sydney. Clemente Australia is a community embedded university humanities course providing higher education opportunity in collaboration with social agencies for people experiencing multiple disadvantage. Each person participated in a semistructured conversational interview in early 2013 which explored their life journeys since 2009. The responses confirm what is known from the literature regarding the complexity of the lives of people experiencing disadvantage, the immediate and short term value of humanities education, as well as the importance of structures and processes which support this learning. Significantly, the interviews provide a vantage point from which former Clemente students reflected at some distance and considered how participation in Clemente affected their lives. These interviews provide detailed insight into the way each person wove what they encountered in their own way. The findings highlight a shared pattern of Clemente students raising new possibilities, planning on these new possibilities and acting upon them. Together, these insights speak to increased personal self-determination, and offer significant practice and research learnings for Clemente Australia, the higher education sector and social policy

Workplaces, Low pay and the Gender Earnings Gap in Britain : A Co-production with the Low Pay Commission

This study provides a robust assessment of the importance of a number of determinants of the gaps in earnings between the four groups of employees who make up the British workforce; males and females who work full and part-time. The analysis considers the contribution of individual employee characteristics as well as occupation, industry, region and other workplace specific characteristics. The results are compared with previous findings for 2004 (Mumford and Smith, 2009) and with alternative data from the ASHE series for 2004, 2011 and 2015

One view is not enough: review of and encouragement for multiple and alternative representations in 3D and immersive visualisation

The opportunities for 3D visualisations are huge. People can be immersed inside their data, interface with it in natural ways, and see it in ways that are not possible on a traditional desktop screen. Indeed, 3D visualisations, especially those that are immersed inside head-mounted displays are becoming popular. Much of this growth is driven by the availability, popularity and falling cost of head-mounted displays and other immersive technologies. However, there are also challenges. For example, data visualisation objects can be obscured, important facets missed (perhaps behind the viewer), and the interfaces may be unfamiliar. Some of these challenges are not unique to 3D immersive technologies. Indeed, developers of traditional 2D exploratory visualisation tools would use alternative views, across a multiple coordinated view (MCV) system. Coordinated view interfaces help users explore the richness of the data. For instance, an alphabetical list of people in one view shows everyone in the database, while a map view depicts where they live. Each view provides a different task or purpose. While it is possible to translate some desktop interface techniques into the 3D immersive world, it is not always clear what equivalences would be. In this paper, using several case studies, we discuss the challenges and opportunities for using multiple views in immersive visualisation. Our aim is to provide a set of concepts that will enable developers to perform critical thinking, creative thinking and push the boundaries of what is possible with 3D and immersive visualisation. In summary developers should consider how to integrate many views, techniques and presentation styles, and one view is not enough when using 3D and immersive visualisations

VRIA: A Web-based Framework for Creating Immersive Analytics Experiences

We present, a Web-based framework for creating Immersive Analytics (IA) experiences in Virtual Reality.is built upon WebVR, A-Frame, React and D3.js, and offers a visualization creation workflow which enables users, of different levels of expertise, to rapidly develop Immersive Analytics experiences for the Web. The use of these open-standards Web-based technologies allows us to implement VR experiences in a browser and offers strong synergies with popular visualization libraries, through the HTMLDocument Object Model (DOM). This makesubiquitous and platform-independent. Moreover, by using WebVR’s progressive enhancement, the experiencescreates are accessible on a plethora of devices. We elaborate on our motivation for focusing on open-standards Web technologies, present thecreation workflow and detail the underlying mechanics of our framework. We also report on techniques and optimizations necessary for implementing Immersive Analytics experiences on the Web, discuss scalability implications of our framework, and present a series of use case applications to demonstrate the various features of . Finally, we discuss current limitations of our framework, the lessons learned from its development, and outline further extensions

Engaging community service or learning? Benchmarking community service in teacher education

The focus in this project has been on the extent of explicit commitment of teacher educators in universities to community service and community partnerships that find expression in the content and processes of programs. Such program expression reflects the reciprocity and mutual benefit of engagement with community in teacher education, albeit at a range of levels from superficial and isolated to complex and integrated. In teacher education, the focus is on community as a context for learning and in that sense the community provides significant benefit to the university and its students

Organic-Conventional Dairy Systems Trial in New Zealand: Four Years’ Results

The Organic-Conventional Comparative Dairy Systems trial at Massey University began in August 2001, and the organic farmlet achieved certification in August 2003. The trial is unique because it is the only comparative grassland-based open grazing dairy study in the world. The organic and conventional systems are managed individually according to best practice, and both are intensively monitored for production, animal health, and environmental impacts. The systems remained similar for the first two years, but began to diverge in the third and fourth years. Production has been 10-20% lower on the organic farm, but environmental impacts appear to be less than on the conventional unit, and net incomes would be similar given a 20% price premium for the organic product. Animal health issues have been manageable on the organic farmlet, and not too dissimilar from the conventional farmlet. Full results after four years of the trial will be available and presented at the conference