Programmes at the turning point. Challenges, activities and developments for partner regions : September 2003-March 2004

This paper looks at structural funds programmes and a range of issues relating to the mid-term of the programmes, with the completion of the mid-term evaluations, the development of proposals for allocating the performance reserve and the mid term review

Literacy difficulties in Higher Education:identifying students’ needs with a Hybrid Model

Aims Aims Studies on literacy difficulties have mainly focused on children or adults who have a diagnosis of dyslexia. Some students enter university without such a diagnosis, but with literacy difficulties, and this may impact their ability to become independent learners and achieve academically. This exploratory study aims to employ a hybrid model for developing profiles for such individuals. The hybrid model encompasses the causal modelling framework (CMF; Morton & Frith, 1993), the proximal and distal causes of literacy difficulties (Jackson & Coltheart, 2001) and the conceptual framework for identification of dyslexia (Reid & Came, 2009). Method In this multiple case study design, three young adults with literacy difficulties were interviewed. Using narrative analysis, we compared the cases’ responses with the responses of a matched control student without literacy difficulties. Findings The main findings of the comparison suggested that the proposed hybrid model could be an effective way to highlighting potential obstacles to learning in those with literacy difficulties and would, therefore, be an invaluable tool for educational psychologists who work in adult educational settings. Limitations This is an exploratory study based on multiple case studies. A group study with more individuals should be conducted in order to further validate the proposed hybrid model. Conclusions The current study highlights the importance of understanding the psychosocial, as well as the cognitive and biological aspects of literacy difficulties, without claiming generalisability

WECOF: A new project developing enhanced weed control through improved crop and plant architecture

A primary objective of the EU-funded WECOF project is to optimise the natural competitiveness of winter wheat in reducing weed growth, and thus reduce the need for direct weed control interventions. Crops are characterised by ranking the relative importance of key plant and crop factors in shading weed growth. A series of core trials have been established in Germany, Scotland, Poland and Spain comparing plant structure by the use of different varieties and crop architectural factors by the use of different sowing row widths and direction. Variety trials have also been established in Scotland with constant row width and sowing direction to give more detailed varietal comparisons. Results from the first set of trials in Scotland are described. There are clear varietal differences in weed suppression; row-width has a bigger effect than sowing direction. Results will be used to develop models to assist breeders in producing improved crop ideotypes for organic production, and in production of a decision support system to assist farmers and advisers in variety selection and management for improved weed suppression. WECOF also includes work on allelopathy and photocontrol, and on the related economic factors

The Sounds Oblivion Makes

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Lightning in a Bottle: A History of the Syracuse Writing Program, 1986-1996

Lightning in a Bottle: A History of the Syracuse Writing Program, 1986-1996, is directed by Louise Wetherbee Phelps and Collin Gifford Brooke. This historical study of the Syracuse Writing Program\u27s administrative structures for contingent faculty focuses on professional development and evaluation systems for the Writing Program\u27s part-time writing instructors. The study draws on archival methodology, using saved administrative documents from the Syracuse Writing Program and retrospective interviews of past members of the Syracuse University Writing Program. This history is influenced and contextualized through scholarship on contingent faculty labor, writing program administration, and the establishment of stand-alone writing programs. The goal of this history of the Syracuse Writing Program is to study the long-term effects of professional development and evaluation systems on writing teachers\u27 development and the growth of a teaching culture marked by shared values about writing and pedagogy within a writing program. This history argues that ongoing reflective professional development and evaluation systems are necessary for all teachers of writing, both new and experienced practitioners

The construction of 'self' in individuals with congenital facial palsy; A grounded theory exploration

Background: Developmental and psychoanalytic research findings suggest that early face to face interactions with caregivers play a significant role in the construction of an individual’s sense of self and that disruptions to these interactions can have negative consequences for social and emotional development. However, there is currently a significant gap in the research literature regarding how the sense of self is constructed in individuals who have limited or no facial expression due to conditions such as congenital facial palsy. Consequently, little is known about how the sense of self develops in these individuals. The aims of this study were twofold: to explore the construction of ‘self’ in individuals living with this condition and to construct a grounded theory of this process. It is hoped that these findings will add to the limited literature in this area and be used to develop specialist psychotherapeutic interventions for those living with this condition.Method: A constructivist Grounded Theory methodology was adopted, and a purposive sampling strategy used to recruit the initial sample. Semi structured interviews were conducted with fourteen adults (8 male and 6 female) with a diagnosis of congenital facial palsy; eight interviews were conducted face to face with participants in the USA and six via Skype with participants in the UK. In the final stages of the analysis theoretical sampling was used to recruit two parents of children with congenital facial palsy. Participants were asked about their experiences across the lifespan of living with congenital facial palsy and their constructions of self were explored.Findings: Participants’ retrospective accounts suggest that living with congenital facial palsy negatively influences communications with caregivers and others across the lifespan. Participants’ accounts suggest that two separate self-states were constructed through their interactions with others; a ‘“defective me”’ and a “validated me”. Participants described how the ‘“defective me”’ self-state was constructed through the following relational processes; ‘struggling to make connections’, ‘experiencing invalidation,’ and ‘struggling with affect regulation’. Conversely, several participants described how the construction of a “validated me’’ self-state occurred through; ‘making validating connections’. Those participants who described the ability to move more fluidly between self-states described better psychosocial outcomes as they recovered more quickly from negative interactions with others.Conclusion: The findings of this study highlight the central role that the face occupies in the construction of the ‘self’ and the unique challenges those with congenital facial palsy are likely to experience in constructing a validated self-state. It is suggested that psychotherapies which focus on healing the non-verbal sense of self may be one effective approach to working clinically with this population