ORCID Profile
0000-0002-4260-4553
Current Organisations
Massey University
,
Universidade Nova de Lisboa Faculdade de Ciências e Tecnologia: Caparica, Setúbal, PT
,
Universidade Nova de Lisboa
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Publisher: Elsevier BV
Date: 03-2019
DOI: 10.1016/J.NBT.2018.09.004
Abstract: Circulating tumour cells (CTCs) originating from a primary tumour, lymph nodes and distant metastases hold great potential for liquid biopsies by providing a molecular fingerprint for disease dissemination and its temporal evolution through the course of disease management. CTC enumeration, classically defined on the basis of surface expression of Epithelial Cell Adhesion Molecule (EpCAM) and absence of the pan-leukocyte marker CD45, has been shown to correlate with clinical outcome. However, existing approaches introduce bias into the subsets of captured CTCs, which may exclude biologically and clinically relevant subpopulations. Here we explore the overexpression of the membrane protein O-glycan sialyl-Tn (STn) antigen in advanced bladder and colorectal tumours, but not in blood cells, to propose a novel CTC isolation technology. Using a size-based microfluidic device, we show that the majority (>90%) of CTCs isolated from the blood of patients with metastatic bladder and colorectal cancers express the STn antigen, supporting a link with metastasis. STn
Publisher: SAGE Publications
Date: 09-07-2016
Abstract: This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human constituents of an academic realm, with the two shaping one another. One implication of this proposition is that these non-human elements exist as political ‘actors’, just like their human counterparts, having ‘agency’ – which they exercise over humans. This turns academic domains into political (functional or dysfunctional) ‘battlefields’ wherein both humans and non-humans engage in political activities and actions that form the identity of the academic domain. For more information about the authorship approach, please see Al Lily AEA (2015) A crowd-authoring project on the scholarship of educational technology. Information Development. doi: 10.1177/0266666915622044.
Publisher: Elsevier BV
Date: 06-2011
Publisher: Victoria University of Wellington Library
Date: 07-2021
Abstract: Today’s modern societies are increasingly dependent on digital technologies and the software underpinning these technologies in almost every sphere of professional and personal life. These technologies and software are poorly understood as tools that shape our engagement with knowledge, culture and society in the 21st century. None of these tools are ‘neutral.’ They embody social and cultural assumptions about their use and all have particular values embedded in their interfaces and affordances. This paper draws from a funded research project investigating the notion of software literacy (Khoo, Hight, Torrens, & Cowie, 2017). In the project software literacy is defined as the expertise involved in understanding, applying, problem solving and critiquing software when it is used to achieve particular goals. The project team hypothesised there exists three progressive tiers of development towards software literacy in professional contexts. We conducted case studies of engineering and media studies students’ learning of an ubiquitous software such as PowerPoint as well as proprietary discipline-specific software to examine how software literacy is understood, developed and applied in a tertiary teaching-learning context. In this contribution we outline the project findings then use the notion of software literacy as the lens to unpack and illustrate through three everyday ex les how software literacy would seem to be an essential part of learning and living in the 21st century.
Publisher: Elsevier BV
Date: 08-2014
Publisher: Informa UK Limited
Date: 29-09-2021
Location: Portugal
Location: Portugal
Location: Portugal
Location: Portugal
No related grants have been discovered for Elaine Khoo.