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Mello, L. V.

Publications and source records attributed to Mello, L. V..

2 recordsLinked to original sources

Deep Learning-based structural and functional annotation of Pandoravirus hypothetical proteins

Giant viruses, including Pandoraviruses, contain large amounts of genomic dark matter - genes encoding proteins of unknown function. New generation, deep learning-based protein structure modelling offers new opportunities to apply structure-based function inference to these sequences, often labelled as hypothetical proteins. However, the AlphaFold Protein Structure Database, a convenient resource covering the majority of UniProt, currently lacks models for most viral proteins. Here, we apply a panoply of predictive methods to protein structure predictions representative of large clusters of hypothetical proteins shared among four Pandoraviruses. In several cases, strong functional predictions can be made. Thus, we identify a likely nucleotidyltransferase putatively involved in viral tRNA maturation that has a BTB domain presumably involved in protein-protein interactions. We further identify a cluster of membrane channel sequences presenting three paralogous families which may, as seen in other giant viruses, induce host cell membrane depolarization. And we identify homologues of calcium-activated potassium channel beta subunits and pinpoint their likely Acanthamoeba cellular alpha subunit counterparts. Despite these successes, many other clusters remain cryptic, having folds that are either too functionally promiscuous or too novel to provide strong clues as to their role. These results suggest that significant structural and functional novelty remains to be uncovered in the giant virus proteomes.

bioinformatics↗

A structured reflective process supports student awareness of employability skills development in a science placement module

Placements are often an extra-curricular activity of a science degree. This study reports on the outcomes of a final year credit-bearing 6-week placement module that was specifically designed to develop and enhance students employability skills. A key element of this module was that the student placements were not just evaluated from a science perspective, but with an emphasis on meaningful reflection and evaluation of employability skills development. Students recorded their levels of confidence in skills before, during and after the placement via an Online Reflective Log, as part of a modules summative assessment. First, results showed that taking part in the placement and conducting their own independent research helped students to make connections between their scientific knowledge, otherwise constrained within the walls of the undergraduate science lab, and the wider impact of their research on society. Another theme that emerged concerned career choices and aspirations, and the placement experience either confirmed prior choices or opened new horizons. The Online Reflective Log helped students to feel supported by their university supervisor who were at a distance, while feedback on their tasks challenged them to reflect on the scientific and personal skills as they were engaged in scientific activities during placement. Students agreed that they had further developed their employability skills during the placement. Students acknowledged it was challenging to have to acquire evidence of skills development but appreciated the usefulness of this reflection in relation to their future careers.

scientific communication and education↗