title: Selenium speciation studies in cancer patients to evaluate the responses of biomarkers of selenium status to different selenium compounds

authors: del Castillo Busto, M. Estela

abstract: This work presents the first systematic comparison of selenium (Se) speciation in plasma from cancer patients treated orally with three Se compounds (sodium selenite, SS; L-selenomethionine, SeMet; or Se-methylselenocysteine, MSC) at 400 µg/day for 28 days. The primary goal was to investigate how these chemical forms of Se affect the plasma Se distribution, aiming to identify the most effective Se compound for optimal selenoprotein expression. This was achieved using methodology based on HPLC-ICP-MS after sample preparation/fractionation approaches. Measurements of total Se in plasma samples collected before and after 4 weeks of treatment showed that median total Se levels increased significantly from 89.6 to 126.4 µg  kg−1 Se (p < 0.001), particularly when SeMet was administered (190.4 µg  kg−1 Se). Speciation studies showed that the most critical differences between treated and baseline samples were seen for selenoprotein P (SELENOP) and selenoalbumin after administration with MSC (p = 5.8 ×  10−4) and SeMet (p = 6.8 ×  10−5), respectively. Notably, selenosugar-1 was detected in all low-molecular-weight plasma fractions following treatment, particularly with MSC. Two different chromatographic approaches and spiking experiments demonstrated that about 45% of that increase in SELENOP levels (to ~ 8.8 mg  L−1) with SeMet is likely due to the non-specific incorporation of SeMet into the SELENOP affinity fraction. To the authors’ knowledge, this has not been reported to date. Therefore, SELENOP is probably part of both the regulated (55%) and non-regulated (45%) Se pools after SeMet administration, whereas SS and MSC mainly contribute to the regulated one.

text: Selenium speciation studies in cancer patients to evaluate the responses of biomarkers of selenium status to different selenium compounds This work presents the first systematic comparison of selenium (Se) speciation in plasma from cancer patients treated orally with three Se compounds (sodium selenite, SS; L-selenomethionine, SeMet; or Se-methylselenocysteine, MSC) at 400 µg/day for 28 days. The primary goal was to investigate how these chemical forms of Se affect the plasma Se distribution, aiming to identify the most effective Se compound for optimal selenoprotein expression. This was achieved using methodology based on HPLC-ICP-MS after sample preparation/fractionation approaches. Measurements of total Se in plasma samples collected before and after 4 weeks of treatment showed that median total Se levels increased significantly from 89.6 to 126.4 µg  kg−1 Se (p < 0.001), particularly when SeMet was administered (190.4 µg  kg−1 Se). Speciation studies showed that the most critical differences between treated and baseline samples were seen for selenoprotein P (SELENOP) and selenoalbumin after administration with MSC (p = 5.8 ×  10−4) and SeMet (p = 6.8 ×  10−5), respectively. Notably, selenosugar-1 was detected in all low-molecular-weight plasma fractions following treatment, particularly with MSC. Two different chromatographic approaches and spiking experiments demonstrated that about 45% of that increase in SELENOP levels (to ~ 8.8 mg  L−1) with SeMet is likely due to the non-specific incorporation of SeMet into the SELENOP affinity fraction. To the authors’ knowledge, this has not been reported to date. Therefore, SELENOP is probably part of both the regulated (55%) and non-regulated (45%) Se pools after SeMet administration, whereas SS and MSC mainly contribute to the regulated one.

year: 2024-01-09

title: Massive ontology interface

authors: Stannett, Matt

subjects: web interface

abstract: This paper describes the Massive Ontology Interface (MOI), a web portal which facilitates interaction with a large ontology (over 200,000 concepts and 1.6M assertions) that is built automatically using OpenCyc as a backbone. The aim of the interface is to simplify interaction with the massive amounts of information and guide the user towards understanding the ontology’s data. Using either a text or graph-based representation, users can discuss and edit the ontology. Social elements utilizing gamification techniques are included to encourage users to create and collaborate on stored knowledge as part of a web community.
An evaluation by 30 users comparing MOI with OpenCyc’s original interface showed significant improvements in user understanding of the ontology, although full testing of the interface’s social elements lies in the future.

text: Massive ontology interface This paper describes the Massive Ontology Interface (MOI), a web portal which facilitates interaction with a large ontology (over 200,000 concepts and 1.6M assertions) that is built automatically using OpenCyc as a backbone. The aim of the interface is to simplify interaction with the massive amounts of information and guide the user towards understanding the ontology’s data. Using either a text or graph-based representation, users can discuss and edit the ontology. Social elements utilizing gamification techniques are included to encourage users to create and collaborate on stored knowledge as part of a web community.
An evaluation by 30 users comparing MOI with OpenCyc’s original interface showed significant improvements in user understanding of the ontology, although full testing of the interface’s social elements lies in the future.

year: 2013

title: Navigating the evaluation space between schools and ERO in a transformative system

authors: Adams, Tracey

abstract: This thesis aims to provide the reader with an example of the knowledge, practice and structures needed to effect change within the New Zealand education system in moving transformatively toward equity and excellence. This research is centred within the government organisation of the Education Review Office (ERO) which has recently changed its approach to evaluation in response to a review of the Tomorrows School’s education policy and education provision in New Zealand. In this study, evaluators who have participated in the Poutama Pounamu Blended Learning (PPBL) speak to their experiences of culturally responsive evaluation in partnership with school leaders. PPBL challenges participants to understand the role of culturally responsive practices in system transformation. Recent government policy and strategies aimed at promoting equity within education are linked and connected within the context of the research. This thesis provides one example of how a government organisation has enacted a power sharing and partnership approach intended to give effect to Te Tiriti o Waitangi. The voices within the research narrate their experience of change within this government organisation and the wider education system.

text: Navigating the evaluation space between schools and ERO in a transformative system This thesis aims to provide the reader with an example of the knowledge, practice and structures needed to effect change within the New Zealand education system in moving transformatively toward equity and excellence. This research is centred within the government organisation of the Education Review Office (ERO) which has recently changed its approach to evaluation in response to a review of the Tomorrows School’s education policy and education provision in New Zealand. In this study, evaluators who have participated in the Poutama Pounamu Blended Learning (PPBL) speak to their experiences of culturally responsive evaluation in partnership with school leaders. PPBL challenges participants to understand the role of culturally responsive practices in system transformation. Recent government policy and strategies aimed at promoting equity within education are linked and connected within the context of the research. This thesis provides one example of how a government organisation has enacted a power sharing and partnership approach intended to give effect to Te Tiriti o Waitangi. The voices within the research narrate their experience of change within this government organisation and the wider education system.

year: 2023