http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/27 HE - Biological Sciences http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15897 Curated collection of Biochemistry resources Carol Wakeford UK Centre for Bioscience This is an evaluated collection of links to resources for learning and teaching subjects relating to Biochemistry. This forms part of the UK Centre for Bioscience OeRBITAL project. Wed, 31 Aug 2011 14:41:13 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15896 Curated collection of Physiology resources Gordon Cooper UK Centre for Bioscience This is an evaluated collection of links to resources for learning and teaching subjects relating to Physiology. This forms part of the UK Centre for Bioscience OeRBITAL project. Wed, 31 Aug 2011 14:34:26 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15895 Curated collection of Neuroscience resources Dave Lewis UK Centre for Bioscience This is an evaluated collection of links to resources for learning and teaching subjects relating to Neuroscience. This forms part of the UK Centre for Bioscience OeRBITAL project. Wed, 31 Aug 2011 14:31:12 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15894 Curated collection of Pharmacology resources Dave Lewis UK Centre for Bioscience This is an evaluated collection of links to resources for learning and teaching subjects relating to Pharmacology. This forms part of the UK Centre for Bioscience OeRBITAL project. Wed, 31 Aug 2011 14:29:04 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15893 Curated collection of Bioinformatics resources Clare Sansom UK Centre for Bioscience This is an evaluated collection of links to resources for learning and teaching subjects relating to Bioinformatics. This forms part of the UK Centre for Bioscience OeRBITAL project. Wed, 31 Aug 2011 14:25:42 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15892 Curated collection of Molecular Biology resources Clare Sansom UK Centre for Bioscience Carol Wakeford This is an evaluated collection of links to resources for learning and teaching subjects relating to Molecular Biology. This forms part of the UK Centre for Bioscience OeRBITAL project. Wed, 31 Aug 2011 14:22:37 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15891 Curated collection of Molecular Genetics resources Christopher Todd UK Centre for Bioscience This is an evaluated collection of links to resources for learning and understanding Molecular Genetics. This forms part of the UK Centre for Bioscience OeRBITAL project. Wed, 31 Aug 2011 14:18:57 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15890 Curated collection of Microbiology resources Alan Cann UK Centre for Bioscience This is an evaluated collection of links to resources for learning and teaching subjects relating to Microbiology. This forms part of the UK Centre for Bioscience OeRBITAL project. Wed, 31 Aug 2011 14:12:45 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15889 Curated collection of Marine Biology resources Richard Stafford UK Centre for Bioscience This is an evaluated collection of links to resources for learning and teaching subjects relating to Marine Biology. This forms part of the UK Centre for Bioscience OeRBITAL project. Wed, 31 Aug 2011 14:03:50 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15887 Curated collection of Ecology resources Richard Stafford UK Centre for Bioscience This is an evaluated collection of links to resources for learning and teaching subjects relating to Ecology within a Biosciences context. This forms part of the UK Centre for Bioscience OeRBITAL project. Wed, 31 Aug 2011 13:59:02 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15886 Curated collection of Enzymology resources Peter Klappa UK Centre for Bioscience This is an evaluated collection of links to resources for learning and teaching subjects relating to Enzymology. This forms part of the UK Centre for Bioscience OeRBITAL project. Wed, 31 Aug 2011 13:52:16 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15885 Curated collection of Plant Sciences resources Peter Klappa UK Centre for Bioscience This is an evaluated collection of links to resources for learning and teaching subjects relating to Plant Sciences. This forms part of the UK Centre for Bioscience OeRBITAL project. Wed, 31 Aug 2011 13:46:28 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15884 Curated collection of Cell Biology resources Momna Hejmadi UK Centre for Bioscience This is an evaluated collection of links to resources for learning and understanding Cell Biology within a bioscience context. This forms part of the UK Centre for Bioscience OeRBITAL project. Wed, 31 Aug 2011 13:35:23 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15883 Curated collection of BioMaths resources Jenny Koenig UK Centre for Bioscience This is an evaluated collection of links to resources for learning and understanding mathematics and statistics within a bioscience context. This forms part of the UK Centre for Bioscience OeRBITAL project. Wed, 31 Aug 2011 13:27:55 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15882 OeRBITAL Project (Open educational Resources for Biologists Involved in Teaching And Learning) UK Centre for Bioscience OeRBITAL is a discovery project co-ordinated by the UK Centre for Bioscience, working with a number of Discipline Consultants tasked to explore OER repositories to discover the most suitable resources for the attention of their discipline communities. Around 300 Open Educational Resources in areas relating to Bioscience disciplines have been identified by our experts, and evaluated for inclusion in a number of discipline-specific curated collections, as a means of highlighting these key resources for the benefit of the wider Bioscience academic community. Wed, 31 Aug 2011 12:08:11 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15842 Addictive Behaviours University of Derby The course aims to develop in students a critical understanding of contemporary psychological approaches to the understanding of addiction. You will consider the relative contributions of psychological theories from the fields of biological, behavioural, social and cognitive psychology to understanding, treatment and prevention of both drug-related addictions and selected addictive behaviours, such as gambling. Wed, 24 Aug 2011 11:22:33 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15591 Internet for psychology Annie Trapp Internet for psychology is a tutorial from the Virtual Training Suite. The Virtual Training Suite tutorials aim to help university and college students to develop Internet research skills to assist with their coursework and assignments. The tutorials were written by a national team of UK university or college lecturers and librarians. They recommend key websites in their subject and help students to make discerning use of the Internet to help find information for coursework, literature reviews or personal research. This is an archived version of the tutorial. As of the 1st of August 2011 any further development of the tutorials is being undertaken by TutorPro at http://www.vtstutorials.co.uk Mon, 25 Jul 2011 13:14:04 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15590 Internet for plant sciences Creana Bosoc Internet for plant sciences is a tutorial from the Virtual Training Suite. The Virtual Training Suite tutorials aim to help university and college students to develop Internet research skills to assist with their coursework and assignments. The tutorials were written by a national team of UK university or college lecturers and librarians. They recommend key websites in their subject and help students to make discerning use of the Internet to help find information for coursework, literature reviews or personal research. This is an archived version of the tutorial. As of the 1st of August 2011 any further development of the tutorials is being undertaken by TutorPro at http://www.vtstutorials.co.uk Mon, 25 Jul 2011 13:07:59 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15579 Internet for microbiology Laurian Williamson Internet for microbiology is a tutorial from the Virtual Training Suite. The Virtual Training Suite tutorials aim to help university and college students to develop Internet research skills to assist with their coursework and assignments. The tutorials were written by a national team of UK university or college lecturers and librarians. They recommend key websites in their subject and help students to make discerning use of the Internet to help find information for coursework, literature reviews or personal research. This is an archived version of the tutorial. As of the 1st of August 2011 any further development of the tutorials is being undertaken by TutorPro at http://www.vtstutorials.co.uk Mon, 25 Jul 2011 10:05:35 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15540 Internet for chemistry Alan Neville John Blunden-Ellis Internet for chemistry is a tutorial from the Virtual Training Suite. The Virtual Training Suite tutorials aim to help university and college students to develop Internet research skills to assist with their coursework and assignments. The tutorials were written by a national team of UK university or college lecturers and librarians. They recommend key websites in their subject and help students to make discerning use of the Internet to help find information for coursework, literature reviews or personal research. This is an archived version of the tutorial. As of the 1st of August 2011 any further development of the tutorials is being undertaken by TutorPro at http://www.vtstutorials.co.uk Wed, 20 Jul 2011 15:48:39 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15536 Internet for biodiversity Carol Collins Internet for biodiversity is a tutorial from the Virtual Training Suite. The Virtual Training Suite tutorials aim to help university and college students to develop Internet research skills to assist with their coursework and assignments. The tutorials were written by a national team of UK university or college lecturers and librarians. They recommend key websites in their subject and help students to make discerning use of the Internet to help find information for coursework, literature reviews or personal research. This is an archived version of the tutorial. As of the 1st of August 2011 any further development of the tutorials is being undertaken by TutorPro at http://www.vtstutorials.co.uk Wed, 20 Jul 2011 15:42:28 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15468 The Virtual Genetics Education Centre GENIE University of Leicester The VGEC is a hub of evaluated genetics teaching resources for educators and teachers in schools and higher education, health professionals and the general public. The VGEC is a GENIE CETL project. Resources include: Simple experiments suitable for all ages,tutorial material,videos on useful techniques,and current and relevant links to other evaluated resources Thu, 14 Jul 2011 13:32:45 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15370 Action in case of toxic dose; multiple response answer Vicki Tariq UCLAN Question, marking, multiple responses Sat, 02 Jul 2011 19:18:58 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15369 Calculation peak concentration Vicki Tariq UCLAN Question, answer workings Sat, 02 Jul 2011 19:17:56 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15368 Calculation trough concentration Vicki Tariq UCLAN Question, answer, workings Sat, 02 Jul 2011 19:16:43 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15367 Calculation peak concentration Vicki Tariq UCLAN Question, answer, workings Sat, 02 Jul 2011 19:15:42 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15366 Calculation trough concentration Vicki Tariq UCLAN Question, answer, working Sat, 02 Jul 2011 19:14:51 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15365 Log10 calcuation of peak dose, interpretation and calculation required Vicki Tariq UCLAN Question, answer, workings Sat, 02 Jul 2011 19:13:47 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15364 Log10 calcuation of trough dose, interpretation and calculation required Vicki Tariq UCLAN Question, answer and workings Sat, 02 Jul 2011 18:49:22 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15363 Log10 calcuation of maximum dose, interpretation and calculation required Vicki Tariq UCLAN Question, marking and correct answers with workings Sat, 02 Jul 2011 18:48:25 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15362 Calculations, antibiotic concentrations, data interpretation, Vicki Tariq UCLAN Antifungal bioassay question Sat, 02 Jul 2011 18:46:47 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15361 Log 10 graph interpretation antifungal bioassay Vicki Tariq UCLAN Question, answers shows workings Sat, 02 Jul 2011 18:45:19 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15360 Graph interpretation antifungal bioassay Vicki Tariq UCLAN Question correct answer and workings Sat, 02 Jul 2011 18:43:46 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15359 Antifungal bioassay diffusion plate interpretation; x-y plot Vicki Tariq UCLAN Question with answer and feedback Sat, 02 Jul 2011 18:42:32 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15358 Biomaths Tutor Vicki Tariq UCLAN Scenario of visit to GP Tutorial demonstration using rugby ball detailed workings demonstrated 1L as cc/ml using wine bottle as example, kilograms grams as powers, mega units, prefixes deci, mili etc, powers % using example from Rebecca case study, calculation clearly demonstrated Powers demonstrated using blood cell volumes with associated calculations Haemocytometer volume and cell count calculations Sat, 02 Jul 2011 18:40:26 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15249 DNA - The Code of Life Maria Neonaki Christopher Branford-White Ilona Filipenkova HEA London Metropolitan University This application contains a series of virtual notes on: The Cell – Prokaryotes versus Eukaryotes - Structure; DNA structure and function; Related techniques: DNA manipulation (restriction enzymes), Agarose gel electrophoresis, Polymerase Chain Reaction (PCR), DNA fingerprinting The use of such techniques in forensic science (linked to forensic activity); Potential ethical implications of such knowledge – cloning, paternity tests etc; Glossary of terms; A forensic activity linked to the virtual notes, that could be directly linked to a "live" workshop on DNA and a crime scene. Mon, 13 Jun 2011 10:58:14 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15231 The use of videos as an alternative to lab manuals  Nicole Payton I noticed that a lot of my students have problems with written lab manuals for different reasons. I sent a questionnaire to 30 Forensic Biology students to ascertain what these problems are and to find out if the use of videos as an alternative to lab manuals might be helpful. The majority of students said they would like to watch these videos. I then produced three videos about experiments that are carried out in the module Aspects of Forensic Biology. The students had the opportunity to look at the videos and fill in a second questionnaire with their comments. Most of the students responded very positively and said they would like to see videos for other labs as well. The aim of this study was to find out if the use of videos would support student learning by offering an alternative way for students to prepare for a practical class. The hope is that this will increase confidence, engagement and retention. Fri, 10 Jun 2011 14:59:24 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15208 Alternative assessment for visually impaired student  Claire Garden Charlotte Chalmers Mariusz Orwat Stephen Booth  Essay writing in a scientific style is considered to be a key skill for students studying Biological Sciences and Sport and Exercise science. An assessment in the core first year module “Introductory Physiology” therefore includes an essay on one of 4 given topics. To allow students to get feedback prior to their essay submission, they are required to submit a 300 word outline of their essay which is marked prior to submission of the final essay. In 2010, the cohort included a student with a severe visual impairment. The student produced an outline essay, but he was offered an alternative assessment in place of a written essay for the final submission. It was suggested that he produce a recording of his essay instead, but he identified that this would be as difficult as writing the essay. His difficulty was not in producing the work, but one of being able to scan what he had already written or said. With access to a written page, sighted students are able to look back over their work, for a visually impaired student, this can be difficult. Through negotiation, it was agreed that he should be given an oral test consisting of a series of questions, based on the areas which he had already given in his outline essay in the form of bullet points. Since other students already had feedback on their outline essay, so too did this student, and he received the list of questions prior to the oral exam. Fri, 10 Jun 2011 14:56:52 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15203 Collecting student feedback Mark Huxham Phyllis Laybourn Sandra Cairncross Morag Gray Norrie Brown Judy Goldfinch Shirley Earl  A study was conducted comparing the feedback received from students about teaching obtained using different instruments. Twelve first- and second-year undergraduate modules were selected from seven different schools within a single university. Students studying each module were allocated to 'questionnaire' and 'comparator' groups. 'Questionnaire' students completed the standard end-of-module questionnaire, whilst 'comparator' groups evaluated the modules using 'rapid feedback', 'H form', focus group and reflective diary methods. The responses of 335 students to questionnaires were compared with those of 160 using the other methods; no results were obtained from the reflective diary students. Only a minority of the issues raised by students using the comparator methods were covered by the questionnaire, and the comparator methods showed different rankings of the issues in common. The key difference between questionnaire and comparator methods was the use of closed and open questions respectively, with comparator methods being more appropriate for formative evaluation. Fri, 10 Jun 2011 14:56:19 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15202 Stepping stones to success Mark Huxham We ran a three hour session with second year students focusing on current skills, aspirations for the future and ‘stepping stones’ needed to achieve those aspirations. Students began with some personal reflection on ‘where they would like to be in 5 years time’. They then had to locate others who shared their broad (mostly career, but in some cases personal development) goals to form ‘aspiration groups’. They then had to work together, with input from staff, to identify the key stepping stones (skills, qualifications and experiences) they would need to reach their aspirations, and finally they reported back to the group as a whole in a plenary session. Fri, 10 Jun 2011 14:56:11 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15201 Reekie Reccie  Mark Huxham Charlotte Chalmers Jason Gilchrist Janis Mackinnon Claire Garden Katrina Drennan   We conduct a day long excursion around Edinburgh using two hired coaches to take us to the Hermitage of Braid, Salisbury Crags and the Botanical Gardents. At each site we do a series of exercises. These include working in groups to determine the future of a woodland in 20 minutes (with no equipment), drawing a ‘map’ of all our home towns by positioning ourselves appropriately in relation to two fixed points in grassland and scouring a quarry to find clues to a ‘murder’. Fri, 10 Jun 2011 14:56:05 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15196 Oral versus written assessments  Mark Huxham Jenny Westwood Fiona Campbell  This study looked at the compartive advantages and disadvantages of using oral assessments, specifically one on one viva voce examinations, compared with more typical written assessments. It involved a large cohort of first year students and two smaller third year cohorts. We conducted two controlled experiments looking at how well students did in the two types of assessment and found that in both cases students performed better in oral assessments; the improvement was highly significant. We also assessed the students' perceptions of the assessment types and self reported levels of anxiety. Fri, 10 Jun 2011 14:55:33 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15184 Tipping out the bootgrit Mark Huxham  It is often difficult to foster dialogue in large lecture theatres; students may struggle with concepts that the lecturer finds straightforward, but lack the confidence or opportunity to communicate this. I use 'bootgrit' feedback to overcome this problem. The metaphor is of a walk on a beach. Bootgrit (those small problems or misunderstandings) can spoil the walk and lead to academic blisters later on. Students are invited to write down any 'bootgrit' issues at the end of the lecture - they can do this using paper for submission into a 'bootgrit box' or via a textwall from their mobile phones. I can then give feedback to the whole class via webCT. Fri, 10 Jun 2011 14:54:11 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15181 Cues for note taking Mark Huxham  This study looked at how first year undergraduates take notes in large lecture settings. In particular, it considered how different types of 'cues' to note taking (such as showing slides, writing on the board and dictating) are interpreted by students and manifested in the quantity and quality of notes that they take in a lecture. Fri, 10 Jun 2011 14:53:51 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15180 What does my Turnitin Report Mean?  Dr Claire Garden  Use of a checklist to help students understand their Turnitin reports and staff to think about how they use Turnitin. Fri, 10 Jun 2011 14:53:44 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15179 Developing confident learners through embedded writing Dr Ailsa Hollinshead Dr Maureen Parnell This is an embedded writing exercise that is used in all my sociology modules. I am discussing its use in a 1st year introduction to sociology module. The students have set readings to do for each tutorial and in order to ensure they have done the reading and to help them to achieve deep learning, five minutes are given at the start of each tutorial when they have to write down all they can remember about the set reading. They can do this in any format they like and it is not seen by the tutor. On completion, they share their results with a neighbour. Together they see what they have both remembered/forgotten and try to help each other with any uncertainties. They join with another pair and repeat the sharing. The class comes together and the tutor goes around the groups asking them to share what they did understand and what they didn't. Other groups are asked to clarify any uncertainties and if they can't the tutor steps in to explain. Fri, 10 Jun 2011 14:53:38 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15175 Texting in class Charlotte Chalmers Claire Garden In large student cohorts, it can be intimidating for students to ask questions. We have introduced "text walling" as a means of allowing students to ask questions by mobile phone (a technology familiar to all students). The questions appear on the computer screen so are visible to the whole class. We have also used the text wall to ask questions of the students, who then send their replies to the text wall. Fri, 10 Jun 2011 14:53:11 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15168 Assigning students to group work projects Mark Huxham  Life on Earth is a core module for first year students (SQF7) at Edinburgh Napier University (ENU). It is taught for 9 different biological sciences degrees and introduces students to evolution, genetics and ecology. Over 65% of ENU students are first generation and many are international (English as a second language), mature or without standard qualifications. Achieving active engagement of students and a deep learning environment that is both challenging and supportive is difficult, and especially so with such diverse, large groups in a crowded first year timetable. The topic of evolution can make it even more so. The lecturer in this case study has made it look easy - and fun. Techniques used in Life on Earth have been developed over 12 years, informed by action research, evaluation and reflection. They are designed to engage students and enhance learning through interactive activities. The lecturer teaches and interacts with a large (100+) group of students in a creative and enthusiastic way. He maintains an open learning environment to encourage high levels of student engagement and makes the content relevant to individual learners. He develops student confidence and essential study skills through a mix of carefully selected interactive teaching methods. All the teaching strategies used are evidence-based and each serves a different purpose: stretching student learning (Bonus Questions Box and ‘Darwin’s Bar’); encouraging interactive, low-risk participation and learning (personal response systems and ‘Interactive Windows’); developing group work skills and an understanding of academic criteria (peer-developed criteria and poster assignment); providing content support forums (Biology Plus sessions); clarifying student understanding using the VLE for fast feedback (‘Boot Grit’ comments box); peer review of note taking (an enhanced module handbook and ‘note swaps’ in lectures) and peer marking (revision questions); and reflecting on understanding (‘Thought Stone’ summaries/one minute papers). The lecturer uses assessments to encourage deep learning and a joy of learning for its own sake. Fri, 10 Jun 2011 14:52:23 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/14458 CAST: Computer Assisted Statistics Textbooks Doug Stirling, a Senior Lecturer in the Institute of Fundamental Sciences at Massey University in Palmerston North, New Zealand. CAST - Computer-Assisted Statistics Textbooks and consists of a collection of e-textbooks as a website. Material is presented in general or bioscience contexts. Excellent dynamic graphics. CAST is highly interactive to help keep interest and improve learning. The approach is data-focused with many data sets. Tue, 08 Mar 2011 17:36:34 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/14371 Staying alive- the tougher sex Tom Macmaster Film exploring the gender differences in lifespan. Considers various reasons as to why women live longer than men including sex, the possibility that men are more stressed and accident prone or that women have tougher genes. The film shows scientists working with statistical, genetic, environmental and archaeological evidence to show whether it was always so and whether it still will be 20 years from now. Participants in the programme include: Professor Steve Jones, Department of Genetics, University College London; Professor Linda Partridge, Department of Biology, University College London; Professor Theya Molleson, Natural History Museum; Professor David Barker, MRC Environmental Epidemiology Unit, Southampton University; Karen Dunnell, Divisional Director,Office of National Statistics; Dr Tom Gilhooley, a GP in Glasgow. Thu, 24 Feb 2011 13:14:36 GMT