Exploring participation in co-curricular activities among undergraduate students

Co-curricular activities offer an opportunity for students to develop and demonstrate employability skills. Not all students take advantage of activities on offer, while others undertake multiple activities. In this study, second and third year students from two related undergraduate degree courses who had and had not taken up co-curricular activities identified their reasons for participating or not, and completed two questionnaires exploring their motivation (Academic Motivation Scale, AMS and Motivated Strategies for Learning Questionnaire, MSLQ). First year students identified which activities they would be interested in participating in in future years, and why. Clear differences in participation between the two degree courses were seen, with significantly higher levels of intrinsic motivation among students who participated. Among those who did participate compared with those who did not, significant differences in different types of motivation were seen. Self-efficacy was also significantly higher in those who did, compared with those who did not, participate, although whether this is a cause or a consequence of participation is unclear. First year students indicated interest in a range of co-curricular activities, for personal as well as academic reasons. Further work is needed to ensure that all students understand the relevance and importance of co-curricular activities.Key words: co-curricular, real-life learning, employability skill

Student perceptions of quality in higher education : effect of year of study, gender and ethnicity

Student expectations with regard to what comprises quality in higher education can impact upon their learning, engagement and overall satisfaction. Perceptions of quality are not always clearly articulated and may vary by gender, ethnicity and year of study. In this study, undergraduate students completed a questionnaire indicating whether they agreed, disagreed or were unsure about 15 statements related to quality in higher education. A total of 340 students across four year groups participated (Levels 3-6), with more female than male participants and a range of ethnicities represented. There was broad unanimity in the recognition of the importance of both teaching and learning and relationships with academic staff in defining quality. Overall, there were low levels of satisfaction with the amount of contact with academic staff and uncertainty about whether students thought they were getting a high quality education. Some differences in relation to support services were seen in different ethnic groups, and more males than females were satisfied with support services although this varied by year group, and student numbers were small. These results suggest the importance of clearly articulating what is available in terms of support (academic, pastoral, study and health) to all students. The teaching and learning experience, and relationships with academic staff are clearly important and given the uncertainty about overall perceptions of quality, these aspects need to be highlighted to students so that they understand the value of what they are receiving

Monounsaturated fats and immune function

Animal studies suggest that olive oil is capable of modulating functions of cells of the immune system in a manner similar to, albeit weaker than, fish oils. There is some evidence that the effects of olive oil on immune function in animal studies are due to oleic acid rather than to trace elements or antioxidants. Importantly, several studies have demonstrated effects of oleic acid-containing diets on in vivo immune responses. In contrast, consumption of a monounsaturated fatty acid (MUFA)-rich diet by humans does not appear to bring about a general suppression of immune cell functions. The effects of this diet in humans are limited to decreasing aspects of adhesion of peripheral blood mononuclear cells, although there are trends towards decreases in natural killer cell activity and proliferation. The lack of a clear effect of MUFA in humans may be attributable to the higher level of monounsaturated fat used in the animal studies, although it is ultimately of importance to examine the effects of intakes which are in no way extreme. The effects of MUFA on adhesion molecules are potentially important, since these molecules appear to have a role in the pathology of a number of diseases involving the immune system. This area clearly deserves further exploration

A 4.6 KB DNA REGION OF RHIZOBIUM-MELILOTI INVOLVED IN DETERMINING UREASE AND HYDROGENASE ACTIVITIES CARRIES THE STRUCTURAL GENES FOR UREASE (UREA, UREB, UREC) INTERRUPTED BY OTHER OPEN READING FRAMES

Miksch G, Arnold W, LENTZSCH P, PRIEFER UB, Pühler A. A 4.6 KB DNA REGION OF RHIZOBIUM-MELILOTI INVOLVED IN DETERMINING UREASE AND HYDROGENASE ACTIVITIES CARRIES THE STRUCTURAL GENES FOR UREASE (UREA, UREB, UREC) INTERRUPTED BY OTHER OPEN READING FRAMES. MOLECULAR & GENERAL GENETICS. 1994;242(5):539-550.A 4.6 kb DNA region of the Rhizobium meliloti strain AK631 was found to contain seven open reading frames (ORFs), all oriented in the same direction. The putative gene products of four of these ORFs were highly homologous to UreA, UreB and UreC of Klebsiella aerogenes, Proteus mirabilis, Proteus vulgaris and Canavalia ensiformis. The overall organisation of the DNA region analysed was ORF1, ureA (ORF 2), ORF3, ureB (ORF4), ORF5, ORF6 and ureC (ORF7), indicating that the organisation of the urease structural genes in R. meliloti differs from that of other urease genes so far characterized. ORF1 was incomplete; only the 3' end of the coding region was present. The six complete ORFs coded for polypeptides of 11.1 (UreA), 8.9 (ORF3), 10.8 (UreB), 15.0 (ORF5), 13.8 (ORF6) and 60.7 kDa (UreC). No sequence homology to known polypeptides could be detected for the gene products of ORF1, ORF3, ORF5 and ORF6. Using a lacZ fusion and insertional mutagenesis it was shown that the seven ORFs identified were all located in the same transcription unit. For mutational analysis a resistance gene cassette was introduced into each of the complete ORFs resulting in apolar mutations. Mutations in ureA, ureB and ureC, but not in ORF3, ORF5 and ORF6, abolished urease activity in R. meliloti. The determination of hydrogen uptake in these R. meliloti mutants revealed that only ORF6 and ureB are necessary for hydrogen uptake

Elucidation of the biosynthesis of the methane catalyst coenzyme F430

Methane biogenesis in methanogens is mediated by methyl-coenzyme M reductase, an enzyme that is also responsible for the utilization of methane through anaerobic methane oxidation. The enzyme uses an ancillary factor called coenzyme F430, a nickel-containing modified tetrapyrrole that promotes catalysis through a methyl radical/Ni(II)-thiolate intermediate. However, it is unclear how coenzyme F430 is synthesized from the common primogenitor uroporphyrinogen III, incorporating 11 steric centres into the macrocycle, although the pathway must involve chelation, amidation, macrocyclic ring reduction, lactamization and carbocyclic ring formation. Here we identify the proteins that catalyse the biosynthesis of coenzyme F430 from sirohydrochlorin, termed CfbA–CfbE, and demonstrate their activity. The research completes our understanding of how the repertoire of tetrapyrrole-based pigments are constructed, permitting the development of recombinant systems to use these metalloprosthetic groups more widely