The base excision repair (BER) pathway is essential for the removal of DNA bases damaged by alkylation or oxidation. A key step in BER is the processing of an apurinic/apyrimidinic (AP) site intermediate by an AP endonuclease. The major AP endonuclease in human cells (APE1, also termed HAP1 and Ref-1) accounts for >95% of the total AP endonuclease activity, and is essential for the protection of cells against the toxic effects of several classes of DNA damaging agents. Moreover, APE1 overexpression has been linked to radio- and chemo-resistance in human tumors. Using a newly developed high-throughput screen, several chemical inhibitors of APE1 have been isolated. Amongst these, CRT0044876 was identified as a potent and selective APE1 inhibitor. CRT0044876 inhibits the AP endonuclease, 3′-phosphodiesterase and 3′-phosphatase activities of APE1 at low micromolar concentrations, and is a specific inhibitor of the exonuclease III family of enzymes to which APE1 belongs. At non-cytotoxic concentrations, CRT0044876 potentiates the cytotoxicity of several DNA base-targeting compounds. This enhancement of cytotoxicity is associated with an accumulation of unrepaired AP sites. In silico modeling studies suggest that CRT0044876 binds to the active site of APE1. These studies provide both a novel reagent for probing APE1 function in human cells, and a rational basis for the development of APE1-targeting drugs for antitumor therapy.

This special collection of Research In Learning Technology explores the state of the art of mobile mixed reality (MMR) in education. The special collection includes eight articles that cover; a systematic review of MMR in healthcare higher education, using mobile devices for connecting people to places, and a variety of case studies of implementing MMR in educational contexts. The range of papers illustrates the emergence of MMR as a platform for designing authentic learning environments in both formal and informal learning situations. The papers also highlight a general lack of engagement with new learning theories and models in the use of MMR to design transformative learning experiences.

It they are written, they can never change. It is like the runes written onto the Endriscill. The destiny is carved into the bark as the tree grows. If something is written in a manuscript it is frozen or turned to stone' (From the 13 th century Lazdaela Saga adapted for BBC Radio 4 drama 'Gudrun')

Written submissions are traditionally used in the assessment of applications for Fellowship of the Higher Education Academy, with dialogue offering an alternative approach. Quite why individuals elect for dialogue has received little attention. Using a mixed methods approach, data were gathered from two Universities offering dialogic and written routes in their Fellowship schemes. Most individuals elected for dialogue, although this decision varied between Fellowship categories. Reasons for the choice were highly individual. This study demonstrates that dialogic approaches are popular with staff. However, we argue the importance of choice in Fellowship assessment options and recommend this to other academic developers.

This on the horizon paper concerns early career academics and their developing roles in the context of a focus on transitions into higher education. Despite a purported dearth of data in respect of the early career academic, it suggests that challenges faced by such individuals centre on the development of identity, agency and community. Two theoretical perspectives – resilience and liminality – are outlined and used to suggest that whilst the transition into role will be disruptive, such an experience does not have to be damaging; indeed, well managed, it might enable individuals to flourish. Poetic transcription as a research method is introduced and then re-presented with a twist to illustrate its potential to support the early career academic as an individual and as a member of community of practice. Plans for a small-scale action research project are outlined to investigate the potential of poetic transcription with a twist to strengthen resilience and negotiate liminality. Keywords: early career academic; resilience; liminality; poetic transcription with a twist