Institutional Approaches to Curriculum Design: final synthesis report

This report provides a final synthesis of findings, deliverables and outcomes from the JISC Institutional Approaches to Curriculum Design Programme (the 'Design Programme'), based on the final reports from projects. The report also includes quotes and commentary from ‘Report to JISC: Senior Management Project Interviews’ produced by Professor Peter Chatterton.

DADAISM Project Plan

The DADAISM project brings together researchers from the diverse fields of archaeology, human computer interaction, image processing, image search and retrieval, and text mining to create a rich interactive system to address the problems of researchers finding images relevant to their research. In the age of digital photography, thousands of images are taken of archaeological artefacts. These images could help archaeologists enormously in their tasks of classification and identification if they could be related to one another effectively. They would yield many new insights on a range of archaeological problems. However, these images are currently greatly underutilized for two key reasons. Firstly, the current paradigm for interaction with image collections is basic keyword search or, at best, simple faceted search. Secondly, even if these interactions are possible, the metadata related to the majority of images of archaeological artefacts is scarce in information relating to the content of the image and the nature of the artefact, and is time intensive to enter manually. DADAISM will transform the way in which archaeologists interact with online image collections. It will deploy user-centred design methodologies to create an interactive system that goes well beyond current systems for working with images, and will support archaeologists’ tasks of finding, organising, relating and labelling images as well as other relevant sources of information such as grey literature documents.

Building digital capability: Example learner profile

This is a version of the Jisc ‘Six Elements of Digital Capabilities’ model, specifically for learners. It is an update on the earlier ‘7 elements of digital literacy’ model (2009) and has many continuities with this framework. This version was produced in response to feedback that the base model alone does not provide enough detail to support embedding into practice. However, it is an example of how the base model could be used to define the digital capabilities of learners and is meant to be adapted to suit specific settings.

Building digital capability: Example researcher profile

This is a version of the Jisc ‘Six Elements of Digital Capabilities’ model, specifically for research students and research sta . It is an update on the earlier ‘7 elements of digital literacy’ model (2009) and has many continuities with this framework. It is one example of how the base model is being used.

Building digital capability: the six elements defined

A digital capability framework which describes the skills needed by staff in a wide range of academic, administrative and professional roles to thrive in a digital environment. This will provide a structure to help managers and individuals understand what is needed and supports the development of tools. We have produced an initial model of the framework which describes digital capability as six overlapping elements.

Building digital capability: Example teacher profile

This is a version of the Jisc ‘Six Elements of Digital Capabilities’ model, specifically for teaching sta or for academic sta in their teaching role. It is an update on the earlier ‘7 elements of digital literacy’ model (2009) and has many continuities with this framework. This version was produced in response to feedback that the base model alone does not provide enough detail to support embedding into practice. However, it is an example of how the base model could be used to define the digital capabilities of teaching sta and is meant to be adapted to suit specific settings.

Framing digital capabilities for UK HE and FE staff: Resources and references

This list does not include the actual frameworks, specifications, standards etc reviewed for the Jisc digital capabilities programme. These are secondary resources - articles, reports, research outcomes and professional reviews - which are sometimes linked to specific frameworks. They were used to help plan the frameworks review, construct the new Jisc digital capabilities framework and to write the accompanying reports. Further down you will find a list of web sites, blog posts and professional resources which provide useful additional information and materials, not necessarily evidence-based and not always drawn on directly for this project.

Digital ‘lens’ on the UK PSF: supporting the digital capabilities of teaching staff in UK HE

This resource can also be used by professional staff who are seeking accreditation via the UK PSF for relevant aspects of their role, e.g. staff who support the use of technologies for learning and/or support the development of digital literacies.

Deepening digital know-how: building digital talent

This report covers findings from a project funded by Jisc to review how the digital capabilities of teaching and professional sta are currently framed in UK HE and FE. The project also reported on the learning, technology and organisational landscape for UK HE and FE as this influences future requirements for sta digital capability.

Soviet-American Cooperative Research on Marine Mammals. Volume 1- Pinnipeds: Under Project V.6. Marine Mammals, of the US-USSR Agreement on Cooperation in the Field of Environmental Protection

Some 25 to 30 yr ago, when we as students were beginning our respective careers and were developing for the first time our awareness of marine mammals in the waters separating western North America from eastern Asia, we had visions of eventually bridging the communication gap which existed between our two countries at that time. Each of us was anxious to obtain information on the distribution, biology, and ecological relations of "our" seals and walruses on "the other side," beyond our respective political boundari~s where we were not permitted to go to study them. We were concerned that the resource management practices on the other side of the Bering and Chukchi Seas, implemented in isolation, on a purely unilateral basis, might endanger the species which we had come to know and were striving to conserve. At once apparent to both of us was the need for free exchange of biological information between our two countries and, ultimately, joint management of our shared resources. In a small way, we and others made some initial efforts to generate that exchange by personal correspondence and through vocal interchange at the annual meetings of the North Pacific Fur Seal Commission. By the enabling Agreement on Cooperation in the Field of Environmental Protection, reached between our two countries in 1972, our earlier visions at last came true. Since that time, within the framework of the Marine Mammal Project under Area V of that Agreement, we and our colleagues have forged a strong bond of professional accord and respect, in an atmosphere of free intercommunication and mutual understanding. The strength and utility of this arrangement from the beginning of our joint research are reflected in the reports contained in this, the first compendium of our work. The need for a series of such a compendia became apparent to us in 1976, and its implementation was agreed on by the regular meeting of the Project in La Jolla, Calif., in January 1977. Obviously, the preparation and publication of this first volume has been excessively delayed, in part by continuing political distrust between our governments but mainly by increasing demands placed on the time of the contributors. In this period of growing environmental concern in both countries, we and our colleagues have been totally immersed in other tasks and have experienced great difficulty in drawing together the works presented here. Much of the support for doing so was provided by the State of Alaska, through funding for Organized Research at the University of Alaska-Fairbanks. For its ultimate completion in publishable form we wish to thank Helen Stockholm, Director of Publications, Institute of Marine Science, University of Alaska, and her staff, especially Ruth Hand, and the numerous referees narned herein who gave willingly oftheir time to review each ofthe manuscripts critically and to provide a high measure of professionalism to the final product. (PDF file contains 110 pages.)

Helena de Eurípides y los roles de género

Le Rane : Collana di Studi e Testi. Studi ; 55 - El teatro clásico en el marco de la cultura griega y su pervivencia en la cultura occidental ; 13

Bibliography of El Nino and associated publications

ENGLISH: Citations from the fields of biological, physical and chemical oceanography, meteorology and marine fisheries are used to compile a new bibliography on El Nino phenomena and associated publications. An alphanumeric coding procedure relating this bibliography to a newly microfilmed version of the contents of this bibliography is described. SPANISH: Se emplean las anotaciones del campo biológico, físico y químico de la oceanografía, la rneteorología y la pesca marina para compilar una nueva bibliografía sobre el fenómeno del Niño, y publicaciones afines. Se describe el procedimiento de un código alfanumérico relacionando esta bibliografía a una versión recientemente microfilmada del contenido de ésta. (PDF contains 53 pages.)

Cell fate specification during Caenorhabditis elegans male tail development

The cells of the specialized mating structures of the nematode Caenorhabditis elegans adult male tail develop from sex-specific divisions of postembryonic blast cells. One male-specific blast cell, B, is the precursor to all the cells of the copulatory spicules. Both cell interactions and autonomous fate specification mechanisms are utilized in the B lineage to specify fate.

During development the anterior daughter of B, B.a, generates four distinct pairs of cells. Cell ablation experiments indicate that the cells of each pair respond to positional cues provided by other male-specific blast cells. F and U promote anterior fates, Y.p promotes some posterior fates, and the B.a progeny promote posterior fates. The cells within each pair may also interact.

The lin-3/let-23 signalling pathway, identified for its function in C. elegans hermaphrodite vulval induction, mediates the signal from F and U. Reduction-of-function mutations in lin-3 (EGF-like signal), let-23 (receptor), sem-5 (adaptor), let-60 (ras), or lin-45 (raf) disrupt the fates of the anterior cells, and mimic F and U ablation. In addition, ectopically expressed lin-3 disrupts the fates of the posterior cells, and can promote anterior fates even in the absence of F and U.

A genetic screen of over 9000 mutagenized gametes recovered 22 mutations in 20 loci that disrupt fate specification in male tail lineages. Seven of these mutations may represent new genes that play a role in male tail development.

The first division of the B cell is asymmetric. The gene vab-3 is required for specification of B.a fates, and it may represent a factor whose activity is localized to the B.a cell via the gene lin-17. lin-17 acts both at the first division of the B cell and at specific other cell divisions in the lineage.

Designing conformational control of human tissue transglutaminase

Understanding the mechanisms of enzymes is crucial for our understanding of their role in biology and for designing methods to perturb or harness their activities for medical treatments, industrial processes, or biological engineering. One aspect of enzymes that makes them difficult to fully understand is that they are in constant motion, and these motions and the conformations adopted throughout these transitions often play a role in their function.

Traditionally, it has been difficult to isolate a protein in a particular conformation to determine what role each form plays in the reaction or biology of that enzyme. A new technology, computational protein design, makes the isolation of various conformations possible, and therefore is an extremely powerful tool in enabling a fuller understanding of the role a protein conformation plays in various biological processes.

One such protein that undergoes large structural shifts during different activities is human type II transglutaminase (TG2). TG2 is an enzyme that exists in two dramatically different conformational states: (1) an open, extended form, which is adopted upon the binding of calcium, and (2) a closed, compact form, which is adopted upon the binding of GTP or GDP. TG2 possess two separate active sites, each with a radically different activity. This open, calcium-bound form of TG2 is believed to act as a transglutaminse, where it catalyzes the formation of an isopeptide bond between the sidechain of a peptide-bound glutamine and a primary amine. The closed, GTP-bound conformation is believed to act as a GTPase. TG2 is also implicated in a variety of biological and pathological processes.

To better understand the effects of TG2’s conformations on its activities and pathological processes, we set out to design variants of TG2 isolated in either the closed or open conformations. We were able to design open-locked and closed-biased TG2 variants, and use these designs to unseat the current understanding of the activities and their concurrent conformations of TG2 and explore each conformation’s role in celiac disease models. This work also enabled us to help explain older confusing results in regards to this enzyme and its activities. The new model for TG2 activity has immense implications for our understanding of its functional capabilities in various environments, and for our ability to understand which conformations need to be inhibited in the design of new drugs for diseases in which TG2’s activities are believed to elicit pathological effects.