University of South Australia

About: University of South Australia is a education organization based out in Adelaide, South Australia, Australia. It is known for research contribution in the topics: Population & Context (language use). The organization has 10086 authors who have published 32587 publications receiving 913683 citations. The organization is also known as: The University of South Australia & UniSA.

N-cadherin in cancer metastasis, its emerging role in haematological malignancies and potential as a therapeutic target in cancer.

Abstract: In many types of solid tumours, the aberrant expression of the cell adhesion molecule N-cadherin is a hallmark of epithelial-to-mesenchymal transition, resulting in the acquisition of an aggressive tumour phenotype. This transition endows tumour cells with the capacity to escape from the confines of the primary tumour and metastasise to secondary sites. In this review, we will discuss how N-cadherin actively promotes the metastatic behaviour of tumour cells, including its involvement in critical signalling pathways which mediate these events. In addition, we will explore the emerging role of N-cadherin in haematological malignancies, including bone marrow homing and microenvironmental protection to anti-cancer agents. Finally, we will discuss the evidence that N-cadherin may be a viable therapeutic target to inhibit cancer metastasis and increase tumour cell sensitivity to existing anti-cancer therapies.

Contamination and remediation of phthalic acid esters in agricultural soils in China: a review

Abstract: Phthalic acid esters have been used as plasticizers in numerous products and classified as endocrine-disrupting compounds. As China is one of the largest consumers of phthalic acid esters, some human activities may lead to the accumulation of phthalic acid esters in soil and result in contamination. Therefore, it is necessary for us to understand the current contamination status and to identify appropriate remediation technologies. Here, we reviewed the potential sources, distribution, and contamination status of phthalic acid esters in soil. We then described the ecological effect and human risk of phthalic acid esters and finally provided technologies to remediate phthalic acid esters. We found that (1) the application of plastic agricultural films, municipal biosolids, agricultural chemicals, and wastewater irrigation have been identified as the main sources for phthalic acid ester contamination in agricultural soil; (2) the distribution of phthalic acid esters in soils is determined by factors such as anthropogenic behaviors, soil type, properties of phthalic acid esters, seasonal variation, etc.; (3) the concentrations of phthalic acid esters in soil in most regions of China are exceeding the recommended values of soil cleanup guidelines used by the US Environmental Protection Agency (US EPA), causing phthalic acid ester in soils to contaminate vegetables; (4) phthalic acid esters are toxic to soil microbes and enzymes; and (5) phthalic acid ester-contaminated soil can be remedied by degradation, phytoremediation, and adsorption.

Building Early Career Teacher Resilience: The Role of Relationships.

Abstract: There are serious concerns around the sustainability of teaching given the attrition rate of early career teachers. In Western countries we know that between 25% and 40% of beginning teachers are likely to leave the teaching profession in the first 5 years (Ewing & Smith, 2003; Day & Gu, 2010). Clearly, there is a need to better understand the experiences of early career teachers and to investigate, in new ways, how the problem of teacher attrition can be addressed. This paper is based on a collaborative qualitative research project funded by the Australian Research Council that aimed to investigate the dynamic and complex interplay among individual, relational and contextual conditions that operate over time to promote early career teacher resilience. The methodology for the study was a critical enquiry. The data for the study came from interviews with 60 beginning teachers and their principals. Five main 'Conditions for Resilience' emerged from the analysis: relationships; school culture; teacher identity; teachers' work; and policies and practices (Johnson, Down, Le Cornu, Peters, Sullivan, Pearce & Hunter, 2010). This article focuses on the first theme - relationships. It illuminates the role that sustainable and mutually sustaining relationships play in the development of early career teachers. Jordan's (2006) model of relational resilience - with its characteristics of mutuality, empowerment and the development of courage - is used as a conceptual framework for discussing the insights from the study.