scispace - formally typeset
A

Andrew J. Martin

Researcher at University of New South Wales

Publications -  897
Citations -  43053

Andrew J. Martin is an academic researcher from University of New South Wales. The author has contributed to research in topics: Medicine & Academic achievement. The author has an hindex of 84, co-authored 819 publications receiving 36203 citations. Previous affiliations of Andrew J. Martin include University of Western Australia & Max Planck Society.

Papers
More filters
Journal ArticleDOI

Prevention of cardiovascular events and death with pravastatin in patients with coronary heart disease and a broad range of initial cholesterol levels

TL;DR: Pravastatin therapy reduced mortality from coronary heart disease and overall mortality, as compared with the rates in the placebo group, as well as the incidence of all prespecified cardiovascular events in patients with a history of myocardial infarction or unstable angina who had a broad range of initial cholesterol levels.
Journal ArticleDOI

Antibody-antigen Interactions: Contact Analysis and Binding Site Topography

TL;DR: Antigen-contacting propensities are presented for each antibody residue, allowing a new definition for the complementarity determining regions (CDRs) to be proposed based on observed antigen contacts.
Journal ArticleDOI

Uncertainty in predictions of the climate response to rising levels of greenhouse gases.

TL;DR: Results from the ‘climateprediction.net’ experiment are presented, the first multi-thousand-member grand ensemble of simulations using a general circulation model and thereby explicitly resolving regional details, finding model versions as realistic as other state-of-the-art climate models but with climate sensitivities ranging from less than 2 K to more than 11’K.
Journal ArticleDOI

Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice

TL;DR: In this article, the role of interpersonal relationships in students' academic motivation, engagement, and achievement is discussed, and a tri-level framework is proposed as an integrative and relationally based response to enhance students' motivation and engagement.