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- Anderson, Beverley H., et al.
(författare)
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Mutations in CTC1, encoding conserved telomere maintenance component 1, cause Coats plus
- 2012
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Ingår i: Nature Genetics. - : Springer Science and Business Media LLC. - 1061-4036 .- 1546-1718. ; 44:3, s. 338-342
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Tidskriftsartikel (refereegranskat)abstract
- Coats plus is a highly pleiotropic disorder particularly affecting the eye, brain, bone and gastrointestinal tract. Here, we show that Coats plus results from mutations in CTC1, encoding conserved telomere maintenance component 1, a member of the mammalian homolog of the yeast heterotrimeric CST telomeric capping complex. Consistent with the observation of shortened telomeres in an Arabidopsis CTC1 mutant and the phenotypic overlap of Coats plus with the telomeric maintenance disorders comprising dyskeratosis congenita, we observed shortened telomeres in three individuals with Coats plus and an increase in spontaneous gamma H2AX-positive cells in cell lines derived from two affected individuals. CTC1 is also a subunit of the alpha-accessory factor (AAF) complex, stimulating the activity of DNA polymerase-alpha primase, the only enzyme known to initiate DNA replication in eukaryotic cells. Thus, CTC1 may have a function in DNA metabolism that is necessary for but not specific to telomeric integrity.
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| 3. |
- Clear, A., et al.
(författare)
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Designing Computer Science Competency Statements : A Process and Curriculum Model for the 21st Century
- 2020
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Ingår i: Proceedings of the Working Group Reports on Innovation and Technology in Computer Science Education, ITiCSE 2020. - New York, NY, USA : Association for Computing Machinery (ACM). ; , s. 211-246
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Konferensbidrag (refereegranskat)abstract
- The broadly influential document Computing Curricula 2005 (CC2005) is in the process of being updated through a project called Computing Curricula 2020 (CC2020). CC2020 provides a vision for the future of computing education, including a comprehensive report that contrasts curricular guidelines, and contextualizing those guidelines within the broader landscape of computing education. In the process, a framework of competency-based educational principles has been developed which is closely aligned with other skills and qualifications frameworks. This working group report demonstrates one way in which the transition from current learning-outcomes-based practices to the competency-based practices can be approached. Further, the paper discusses the challenges and insights that have emerged as the learning outcomes for various Knowledge Areas in the CS2013 report were re-expressed in terms of competencies.
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| 4. |
- Clear, Alison, et al.
(författare)
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Developing Competency Statements for Computer Science Curricula : The Way Ahead
- 2020
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Ingår i: ITiCSE '20: Proceedings of the Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE. - New York, NY, USA : Association for Computing Machinery (ACM). ; , s. 515-516
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Konferensbidrag (refereegranskat)abstract
- This Working Group aims to take the current approved Computer Science curricula document, CS2013, and redevelop it into competency statements. The CC2020 project has designed and built a prototype of a visualization tool to compare and contrast current computing curricula. Three basic approaches were taken to portray the base data that will be used for the tool: the first being expert-defined competencies, the second based on mining, and the third based on expert-defined knowledge areas. The visualization tool takes competency statements from each of the current approved computing curricula and visually represents them. Using competency to frame curricula and describe educational outcomes in computing is not new. Since the CC2005 report was published several additional curricula have appeared and the information technology, information systems, and software engineering communities have developed three approaches to defining computing competency in the context of developing their curricula reports. In future the CC2020 report advocates that all new curricula will be written as competency statements. Currently the CS2013 curricula is expressed in learning outcomes rather than the competency statements, so it is essential to be able to demonstrate Computer Science curricula in these new terms to accommodate the new direction and demonstrate Computer Science in the new visualization tool.
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| 5. |
- Szynkiewicz, Justyna, et al.
(författare)
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Professional Competencies in Computing Education : Are They Important?
- 2020
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Ingår i: 2020 IEEE Frontiers in Education Conference (FIE). - 9781728189628 - 9781728189611
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Konferensbidrag (refereegranskat)abstract
- In this Work in Progress paper, we discuss why including professional competencies into computing education curriculum is important. We are particularly interested in competencies that students could and, we believe, should acquire during collaborative learning experiences in projectbased IT courses. In the times of globalization and technological advancement, there is a need for competencies like collaborating, communicating, working in interdisciplinary and multicultural teams, while computing education tends to focus on content knowledge and technical skills. Which is contrary to the emphasis companies put on soft skills in a hiring situation. This discussion and reflection paper discuss how employability, and identity frameworks can be used to analyse professional competencies in a project course environment in Norway? This paper focuses on how professional competencies should be implemented in the curriculum of computing degree programs and courses in the Norwegian university system. We use Curtin’s graduate attributes” framework used by an Australian university as an example of learning outcomes that emphasize professional competencies. In this conceptual paper we discuss how putting more emphasis on graduate attributes, employability and identity can help to legitimize diverse ways of participation in the computing discipline and at the same time broaden the identity of the computing discipline.
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| 6. |
- Szynkiewicz, Justyna, et al.
(författare)
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Students' professional competencies in computing project courses in the Norwegian context
- 2020
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Ingår i: 2020 IEEE Frontiers in Education Conference (FIE). - 9781728189611 - 9781728189628
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Konferensbidrag (refereegranskat)abstract
- In this Research Full Paper we look at IT students' experiences from collaborative project-based courses at two Norwegian universities through the lens of "Curtin graduate attributes". Many universities use lists of graduate attributes, sometimes referred to as competencies, generic skills, or capabilities that graduates should acquire during their studies. For the time being, these two Norwegian higher education institutions have not implemented graduate attributes into their curricula, though there are several ongoing initiatives that promote students' employability and development of professional competencies. Through interviews, observations, and thematic analysis with overtones of grounded theory, we aim to identify Norwegian IT students' perceptions of professional competencies acquired at project-based learning courses. The findings are analysed through the use of the identity and employability frameworks, taking into consideration the cultural context. This paper answers two research questions: 1) What professional competencies do students acquire in project-based learning settings? 2) How do project-based learning courses support the development of employability and identity? We have identified that putting more emphasis on graduate attributes can help to legitimise diverse ways of participation in the computing discipline and at the same time broaden its identity.
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