• The Bacillus subtilis DnaD and DnaB Proteins Exhibit Different DNA Remodelling Activities

      Carneiro, Maria J.V.M.; Turner, Ian J.; Allen, Stephanie; Roberts, Clive J.; Soultanas, Panos; University of Nottingham (Elsevier, 2005-08-05)
      Primosomal protein cascades load the replicative helicase onto DNA. In Bacillus subtilis a putative primosomal cascade involving the DnaD-DnaB-DnaI proteins has been suggested to participate in both the DnaA and PriA-dependent loading of the replicative helicase DnaC onto the DNA. Recently we discovered that DnaD has a global remodelling DNA activity suggesting a more widespread role in bacterial nucleoid architecture. Here, we show that DnaB forms a “square-like” tetramer with a hole in the centre and suggest a model for its interaction with DNA. It has a global DNA remodelling activity that is different from that of DnaD. Whereas DnaD opens up supercoiled DNA, DnaB acts as a lateral compaction protein. The two competing activities can act together on a supercoiled plasmid forming two topologically distinct poles; one compacted with DnaB and the other open with DnaD. We propose that the primary roles of DnaB and DnaD are in bacterial nucleoid architecture control and modulation, and their effects on the initiation of DNA replication are a secondary role resulting from architectural perturbations of chromosomal DNA.
    • Cetacean frustration: the representation of whales and dolphins in picture books for young children

      Beaumont, Ellen S.; Mudd, Phillipa; Turner, Ian J.; Barnes, Kate M.; University of Derby (Springer, 2016-09-03)
      To enable children to develop towards becoming part of the solution to environmental problems, it is essential that they are given the opportunity to become familiar with the natural world from early childhood. Familiarity is required to develop understanding of, care for and, ultimately, action in terms of protecting the natural world. As adult-led reading of picture books is a common form of indirect exposure to the natural world for young children, this study examines the biological accuracy of the representation of whales and dolphins in the images and text of picture books. Of the total of 116 books examined, 74 (63.8 %) had errors in the representation of cetaceans in the images and/or text. Errors were identified in both fictional (mean = 8.0 errors/book, SD = 11.1, n = 55) and nonfictional (mean = 2.3 errors/book, SD = 4.9, n = 61) books. The potential impact of the errors is discussed, and suggestions are made as to how the impact could be reduced and how the biological accuracy of picture books could be improved.
    • Lonely heart columns: A novel and entertaining way of teaching students abstract writing skills

      Turner, Ian J.; Beaumont, Ellen S.; University of Derby (Staffordshire University, 2013-04)
      Abstract writing is a key skill for science graduates; they are a common feature in many of the standard forms of scientific dissemination such as scientific research articles. In this paper we present a novel and entertaining approach for teaching abstract writing using adverts from lonely heart columns (LHC). Student constructed full profiles of the authors of LHC and constructed LHC profiles of celebrities to illustrate the key sills in abstract construction. There was no significant difference between the grades achieved by student taught using LHC and a more traditional approach, suggesting there were no negative impacts from this delivery method. Student in LHC tutorial overwhelmingly enjoy the tutorial, 95% responded the question ‘how would you rate the enjoyment of this tutorial’ as ‘much’ or ‘very much’. In addition to abstract writing two thirds of students in LHC tutorial believed they improved their ability to speak in front of others and their creative thinking skills. The LHC tutorial is a novel approach to teaching and learning that is both enjoyable and effective.
    • Self-identification of electronically scanned signatures (ESS) and digitally constructed signatures (DCS)

      Kazmierczyk, Zuzanna; Turner, Ian J.; University of Derby (Informa UK, 2021-07-05)
      The use of electronic signatures as a form of identification is increasingly common, yet they have been shown to lack the dynamic features found in online signatures. In this study, handwritten signatures were scanned to produce electronically scanned signatures (ESS) which were then digitally altered to produce digitally constructed signatures (DCS). The ESS and DCS were presented back to participants to identify which were genuine. Only 1% of participants correctly identified all signatures, with a mean score of 57.6% identifications. The lack of self-recognition of ESS raises questions on their reliability and usefulness as means of personal identification.
    • Sharing SoTL findings with students: an intentional knowledge mobilization strategy

      Maurer, Trent W.; Woolmer, Cherie; Powell, Nichole L.; Sisson, Carol; Snelling, Catherine; Stalheim, Odd Rune; Turner, Ian J.; Georgia Southern University; Mount Royal University; Emory University; et al. (International Society for the Scholarship of Teaching and Learning, 2021-03-07)
      This paper critically examines the reasons for and processes of sharing SoTL findings with students. Framed by our commitment to SoTL’s role to make teaching “community property,” we interpret sharing SoTL findings with students as an act of knowledge mobilization, where SoTL might be disseminated, translated, or co-created with the student as a legitimate knowledge broker. We connect these knowledge mobilization processes with four primary reasons why faculty might want to share SoTL findings with students. Finally, we provide examples of knowledge mobilization that use different “voices” found in contemporary communication settings and that reach various student audiences in micro, meso, macro, and mega contexts.
    • The use of gamification in the teaching of disease epidemics and pandemics.

      Robinson, Louise; Turner, Ian J.; Sweet, Michael J.; University of Derby; Environmental Sustainability Research Centre, University of Derby, Derby, DE22 1GB, UK; Centre for Excellence in Learning and Teaching, University of Derby, Derby, DE22 1GB, UK; Environmental Sustainability Research Centre, University of Derby, Derby, DE22 1GB, UK (Oxford Academic, 2018-04-26)
      With the launch of the teaching excellence framework, teaching in higher education (HE) is under greater scrutiny than ever before. Didactic lecture delivery is still a core element of many HE programmes but there is now a greater expectation for academics to incorporate alternative approaches into their practice to increase student engagement. These approaches may include a large array of techniques from group activities, problem-based learning, practical experience and mock scenarios to newly emerging approaches such as flipped learning practices and the use of gamification. These participatory forms of learning encourage students to become more absorbed within a topic that may otherwise be seen as rather ‘dry’ and reduce students engagement with, and therefore retention of, material. Here we use participatory-based teaching approaches in microbiology as an example to illustrate to University undergraduate students the potentially devastating effects that a disease can have on a population. The ‘threat’ that diseases may pose and the manner in which they may spread and/or evolve can be challenging to communicate, especially in relation to the timescales associated with these factors in the case of an epidemic or pandemic.