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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.

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Journal ArticleDOI

Leukotriene pathway polymorphisms are associated with altered cysteinyl leukotriene production in children with acute asthma.

TL;DR: Leukotriene pathway gene polymorphisms may influence the magnitude of cysLT production during an attack, yet their influence alone may not be substantial enough to alter the severity of exacerbations.
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The short‐term effect of irradiance on the photosynthetic properties of antarctic fast‐ice microalgal communities

TL;DR: This study shows that sea‐ice algae are able to adjust to changes in irradiance rapidly, and this ability to acclimate may facilitate survival and subsequent long‐term acclimation to the postmelt light regime of the Southern Ocean.
Book ChapterDOI

Interpersonal Relationships and Students’ Academic and Non-Academic Development

TL;DR: In this article, the authors integrate theory and research in the area of interpersonal relationships in the academic context, examining why interpersonal relationships are important, how relationships assist outcomes, and how relationships can be a useful lens through which to understand educational phenomena.
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B-cell epitopes: Discontinuity and conformational analysis.

TL;DR: The degree of discontinuity in B-cell epitopes and their conformational nature is examined and an algorithm has been developed that classifies each region's shape as straight, curved or folded on the basis that straight and folded regions are more likely to retain their native conformation as isolated peptides.
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Cultivating Imaginative Thinking: Teacher Strategies Used in High-Performing Arts Education Classrooms.

TL;DR: In this article, the authors examined teacher-and student-level processes in nine Australian arts classrooms and found that important skills were being developed as the students encountered the ambiguity of the creative process, and insights were gained into how work drawing on the imagination can be initiated and sustained through the highs and lows of development.