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The N-terminus of Bunyamwera orthobunyavirus NSs protein is essential for interferon antagonism (2010)
Journal Article
van Knippenberg, I., Carlton-Smith, C., & Elliott, R. (2010). The N-terminus of Bunyamwera orthobunyavirus NSs protein is essential for interferon antagonism. Journal of General Virology, 91(8), https://doi.org/10.1099/vir.0.021774-0

Bunyamwera virus NSs protein is involved in the inhibition of cellular transcription and the interferon (IFN) response, and it interacts with the Med8 component of Mediator. A spontaneous mutant of a recombinant NSs-deleted Bunyamwera virus (rBUNdelN... Read More about The N-terminus of Bunyamwera orthobunyavirus NSs protein is essential for interferon antagonism.

Potential for the use of reconstructed IASI radiances in the detection of atmospheric trace gases (2010)
Journal Article
Atkinson, N. C., Hilton, F., Illingworth, S. M., Eyre, J., & Hultberg, T. (2010). Potential for the use of reconstructed IASI radiances in the detection of atmospheric trace gases. Atmospheric Measurement Techniques, 3, 991-1003. https://doi.org/10.5194/amt-3-991-2010

Principal component (PC) analysis has received considerable attention as a technique for the extraction of meteorological signals from hyperspectral infra-red sounders such as the Infrared Atmospheric Sounding Interferometer (IASI) and the Atmospheri... Read More about Potential for the use of reconstructed IASI radiances in the detection of atmospheric trace gases.

Learner Identities: Undergraduate Interns as Staff Developers – Development of an Identity within The Wider Community (2010)
Presentation / Conference Contribution
Tierney, A. (2010, July). Learner Identities: Undergraduate Interns as Staff Developers – Development of an Identity within The Wider Community. Paper presented at 2nd International Conference, Academic Identities for the 21st Century, Glasgow, Scotland

In the summer of 2006, seven undergraduate interns from six faculties within the University of Glasgow, came together in order to develop resources for staff and students in the area of Enquiry-Based Learning (EBL) (Kahn & O’Rourke, 2005), in accorda... Read More about Learner Identities: Undergraduate Interns as Staff Developers – Development of an Identity within The Wider Community.

Online reflective diaries - using technology to strengthen the learning experience (2010)
Presentation / Conference Contribution
Butler, E., Tatner, M., & Tierney, A. (2010, June). Online reflective diaries - using technology to strengthen the learning experience. Paper presented at 35th International Conference Improving University Teaching, Washington DC, USA

Internet based technologies have benefits for students and staff in terms of time and information sharing. Students at the University of Glasgow were required to engage in reflective writing, with tutor support, as part of their course assessment. We... Read More about Online reflective diaries - using technology to strengthen the learning experience.

The Impact of a Faculty Learning Community on the Academic Identity of a Group of University Teachers (2010)
Presentation / Conference Contribution
Tierney, A. (2010, June). The Impact of a Faculty Learning Community on the Academic Identity of a Group of University Teachers. Paper presented at Academic Identities for the 21st Century, University of Strathclyde, Glasgow

In 2006, a Faculty Learning Community (FLC) was set up at the University of Glasgow (Bell et al, 2006). Using the Miami model proposed by Cox (2004), the purpose of the FLC was two-fold; to bring together a group of University Teachers (UT), a new ac... Read More about The Impact of a Faculty Learning Community on the Academic Identity of a Group of University Teachers.

From anxiety to empowerment: a Learning Community of University Teachers (2010)
Journal Article
MacKenzie, J., Bell, S., Bohan, J., Brown, A., Burke, J., Cogdell, B., Jamieson, S., McAdam, J., McKerlie, R., Morrow, L., Paschke, B., Rea, P., & Tierney, A. (2010). From anxiety to empowerment: a Learning Community of University Teachers. Teaching in Higher Education, 15(3), 273-284. https://doi.org/10.1080/13562511003740825

Increasing numbers of ‘teaching-only’ staff are being appointed in higher education institutions in the UK. At one research-intensive university, a new category of academic staff was recently introduced: University Teachers, who are required to engag... Read More about From anxiety to empowerment: a Learning Community of University Teachers.

A transer of graduate attributes, or boundary crossing and leaving? (2010)
Presentation / Conference Contribution
Caddell, M., Cannell, P., & MacDonald, J. (2010, March). A transer of graduate attributes, or boundary crossing and leaving?. Presented at QAA Enhancement Themes Conference 'Graduates for the 21st Century: Integrating the Enhancement Themes

The medium became the message: the MEDAL project as learning space (2009)
Book Chapter
Sambell, K., & Gibson, M. (2009). The medium became the message: the MEDAL project as learning space. In L. Hodsdon, & R. Segal (Eds.), FDTL voices : drawing from learning and teaching projects (100-107). Higher Education Academy

Our contribution offers a retrospective glimpse into some perspectives on the MEDAL (Making a difference: educational development to enhance academic literacy) project, a three-year initiative that created a pedagogic network for childhood studies (C... Read More about The medium became the message: the MEDAL project as learning space.

'I didn't expect to get so much out of it myself': Student perspectives on the relationship between peer mentoring and self assessment (2009)
Book Chapter
Sambell, K., & Beven, P. (2009). 'I didn't expect to get so much out of it myself': Student perspectives on the relationship between peer mentoring and self assessment. In J. Potter, & D. Hampton (Eds.), Students supporting students (15-18). Staff and Educational Development Association (SEDA)

This paper presents case study research into the student experience of becoming a mentor on an undergraduate Joint Honours programme at Northumbria University. The teaching team who devised the scheme primarily sought to offer peer mentors a realisti... Read More about 'I didn't expect to get so much out of it myself': Student perspectives on the relationship between peer mentoring and self assessment.

Assessment for learning : a brief history and review of terminology (2009)
Presentation / Conference Contribution
McDowell, L., Sambell, K., & Davison, G. (2008, September). Assessment for learning : a brief history and review of terminology. Presented at 16th Improving Student Learning Symposium

This paper examines terms which are currently used to describe what has come to be known as assessment for learning. Relevant terms include formative assessment, assessment for learning, assessment as learning, learning orientated assessment and sust... Read More about Assessment for learning : a brief history and review of terminology.

Rethinking feedback : an assessment for learning perspective (2009)
Journal Article
Sambell, K., & Graham, L. (2009). Rethinking feedback : an assessment for learning perspective. HE Focus Quarterly Journal, 1(1), 2

The provision of feedback to learners has long been recognised as a crucial aspect of effective learning in university education and is often regarded as the main means by which student learning will be improved. In the UK the issue of feedback has a... Read More about Rethinking feedback : an assessment for learning perspective.

Seeing the signs : involving students as researchers across the disciplines via a research-based teaching framework (2009)
Book
Sambell, K. (2009). Seeing the signs : involving students as researchers across the disciplines via a research-based teaching framework. Northumbria University

The work reported in this guide was undertaken as part of a
Northumbria University Research-informed Teaching project called ‘Seeing the Signs: involving students as researchers across the disciplines.’ The project supported the transfer of the pion... Read More about Seeing the signs : involving students as researchers across the disciplines via a research-based teaching framework.

Using enquiry-based learning to support research informed teaching in the first-year experience (2009)
Book
Sambell, K. (2009). Using enquiry-based learning to support research informed teaching in the first-year experience. Northumbria University

This guide discusses a project that was funded by Northumbria University’s research-informed teaching (RiT) initiative: ‘The Impact of Enquiry-Based Learning: student perspectives of the links between discipline-based research, teaching and studentsh... Read More about Using enquiry-based learning to support research informed teaching in the first-year experience.

Engaging students in curriculum enhancement. (2009)
Presentation / Conference Contribution
Webster, B., Tee, S., & Szarvus, M. (2009, December). Engaging students in curriculum enhancement. Presented at NET2009: 20th Annual International Conference

No abstract available.

Rep provides a second motor at the replisome to promote duplication of protein-bound DNA (2009)
Journal Article
Guy, C., Atkinson, J., Gupta, M., Mahdi, A., Gwynn, E., Rudolph, C., Moon, P., van Knippenberg, I., Cadman, C., Dillingham, M., Lloyd, R., & McGlynn, P. (2009). Rep provides a second motor at the replisome to promote duplication of protein-bound DNA. Molecular Cell, 36(4), 654-666. https://doi.org/10.1016/j.molcel.2009.11.009

Nucleoprotein complexes present challenges to genome stability by acting as potent blocks to replication. One attractive model of how such conflicts are resolved is direct targeting of blocked forks by helicases with the ability to displace the block... Read More about Rep provides a second motor at the replisome to promote duplication of protein-bound DNA.

Bunyamwera orthobunyavirus S-segment untranslated regions mediate poly(A) tail-independent translation (2009)
Journal Article
Blakqori, G., van Knippenberg, I., & Elliott, R. (2009). Bunyamwera orthobunyavirus S-segment untranslated regions mediate poly(A) tail-independent translation. Journal of Virology, 83(8), https://doi.org/10.1128/jvi.02201-08

The mRNAs of Bunyamwera virus (BUNV), the prototype of the Bunyaviridae family, possess a 5′ cap structure but lack a 3′ poly(A) tail, a common feature of eukaryotic mRNAs that greatly enhances translation efficiency. Viral mRNAs also contain untrans... Read More about Bunyamwera orthobunyavirus S-segment untranslated regions mediate poly(A) tail-independent translation.