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The most common approach to foster graduate attributes is to teach them in the curriculum of a bachelor's degree. However, it is difficult to include every graduate attribute in every degree. In this article we consider how co-curricular peer mentoring might provide an additional approach. We examine a case study of the mentors of the Peer Assisted Study Sessions (PASS) programme at a research-intensive university in New Zealand, and we examine the process by which they developed graduate attributes. PASS mentors reported that they developed a range of graduate attributes such as communication, critical thinking, and ethical responsibility, due to the extra responsibility and leadership involved in being a mentor in an authentic work environment. We argue that co-curricular programmes such as PASS can provide useful additional opportunities for students to acquire and develop graduate attributes. While not all students will be able to participate as PASS mentors, we also argue that our findings can inform other programmes for fostering graduate attributes. If these programmes offer authentic responsibilities to participating students, they may be more effective at fostering graduate attributes.

Despite many articles written about assessment in higher education, surprisingly few have examined students' emotional responses to assessment and their perceptions of this impact on their learning experiences and well-being. This article reports on a study using in-depth interviews with 40 undergraduate students who were frequently graded. A range of emotions was reported. However, responses were overwhelmingly negative and included annoyance, frustration and disappointment. These emotions were often a response to the assessment practices, such as the timing and weighting of assessments rather than to the assessment itself. When assessment loads were too high, students reported making sacrifices with respect to learning and student life. Students also reported negative emotions when assessment was perceived as meaningless, or recognised as detrimental to learning. We argue that when considering assessment practices, educators should ask questions about the emotional impact of assessment to ensure learning while also taking into account the importance of student well-being.

The population dynamics of infectious disease is a mature field in terms of theory and to some extent, application. However for microparasites, the theory and application of models of the dynamics within a single infected host is still an open field. Further, connecting across the scales--from cellular to host level, to population level--has potential to vastly improve our understanding of pathogen dynamics and evolution. Here, we highlight seven challenges in the following areas: transmission bottlenecks, heterogeneity within host, dynamic fitness landscapes within hosts, making use of next-generation sequencing data, capturing superinfection and when and how to model more than two scales.

Studying the emergence of novel infectious agents involves many processes spanning host species, spatial scales, and scientific disciplines. Mathematical models play an essential role in combining insights from these investigations and drawing robust inferences from field and experimental data. We describe nine challenges in modelling the emergence of novel pathogens, emphasizing the interface between models and data.

This article uses findings from a project on engagement with graduate outcomes across higher education institutions in New Zealand to produce a toolkit for implementing graduate attributes in geography curricula. Key facets include strong leadership; academic developers to facilitate conversations about graduate attributes and teaching towards them; ownership of the process by the teachers; the development of a contextualized set of graduate attributes for the geography degree; curriculum mapping to promote alignment between graduate attributes, learning outcomes and assessment tasks; incorporating high-impact educational experiences and signature pedagogies to foster graduate attributes; the use of evaluative data to inform continual enhancements; and allowing at least five years for curriculum renewal to occur.

Viral dynamics were intensively investigated in eight patients with acute HIV infection to define the earliest rates of change in plasma HIV RNA before and after the start of antiretroviral therapy. We report the first estimates of the basic reproductive number (R(0)), the number of cells infected by the progeny of an infected cell during its lifetime when target cells are not depleted. The mean initial viral doubling time was 10 h, and the peak of viremia occurred 21 d after reported HIV exposure. The spontaneous rate of decline (alpha) was highly variable among individuals. The phase 1 viral decay rate (delta(I) = 0.3/day) in subjects initiating potent antiretroviral therapy during acute HIV infection was similar to estimates from treated subjects with chronic HIV infection. The doubling time in two subjects who discontinued antiretroviral therapy was almost five times slower than during acute infection. The mean basic reproductive number (R(0)) of 19.3 during the logarithmic growth phase of primary HIV infection suggested that a vaccine or postexposure prophylaxis of at least 95% efficacy would be needed to extinguish productive viral infection in the absence of drug resistance or viral latency. These measurements provide a basis for comparison of vaccine and other strategies and support the validity of the simian immunodeficiency virus macaque model of acute HIV infection.

The aim of this research was to investigate how undergraduate students conceptualise feedback, and compare this with research into conceptions of teaching and learning related phenomena in higher education. Using a phenomenographic approach, 28 physiotherapy students in New Zealand were interviewed about their experiences. Data analysis resulted in four qualitatively different experiences of feedback as: telling; guiding; developing understanding; and opening up a different perspective. The conceptions varied from a focus on one-way message transmission, to a more socially situated process. Analysis also showed several dimensions of feedback: focus of attention; agent of feedback; direction of communication; application over time; and range of application. The results provide useful information about variation in how students conceptualise feedback. This information may provide a better understanding of a process which is a key link between how students learn and how we teach.

This research questions the impact of assessment on university teaching and learning in circumstances where all student work is graded. Sixty-two students and lecturers were interviewed to explore their experiences of assessment at an institution that had adopted a modular course structure and largely unregulated numbers of internal assessments. Lecturers rewarded student work with grades and controlled study behaviour with assessment. In some situations it was possible to experience hundreds of graded assessments in an academic year. Students were single-minded when it came to grades and would not work without them. These conditions contributed to competition for student attention and a grading arms race between academics and subjects. In this context, the spaces for achieving certain educational objectives, such as fostering self-motivated learners, were marginalised. Both students and lecturers were unsatisfied with this situation, but neither group could envisage radical change. Students were generally happy to accumulate small marks, while being irritated and stressed by frequent grading. Lecturers were aware of better practices but felt trapped by circumstances. The idea of slow scholarship is introduced to encourage a re-think of such assessment practices, support a positive shift in assessment culture and contribute to the theories of assessment.

Lymphoid tissue is a key reservoir established by HIV-1 during acute infection. It is a site associated with viral production, storage of viral particles in immune complexes, and viral persistence. Although combinations of antiretroviral drugs usually suppress viral replication and reduce viral RNA to undetectable levels in blood, it is unclear whether treatment fully suppresses viral replication in lymphoid tissue reservoirs. Here we show that virus evolution and trafficking between tissue compartments continues in patients with undetectable levels of virus in their bloodstream. We present a spatial and dynamic model of persistent viral replication and spread that indicates why the development of drug resistance is not a foregone conclusion under conditions in which drug concentrations are insufficient to completely block virus replication. These data provide new insights into the evolutionary and infection dynamics of the virus population within the host, revealing that HIV-1 can continue to replicate and replenish the viral reservoir despite potent antiretroviral therapy., Combinations of antiretroviral drugs routinely impair HIV-1 production and replication to levels that are undetectable in the blood within weeks of starting treatment (1). None of the current treatments, however, [...]