Relationships Matter: the Views of College Entrants to an Ancient Scottish University

It is widely acknowledged that higher education in the UK is under pressure. As successive government’s policies have reinforced the idea that higher education is a market like any other, with students as consumers of packages of education, so the pedagogical relationships upon which education have been centred are stretched to breaking-point. But are relationships between staff and students really in jeopardy? This article will report on a longitudinal study of the experiences of students who entered directly from Scotland’s colleges into one ancient Scottish university. These students were followed through their degree programmes and a year after graduation using repeated questionnaires and interviews. In addition, a sub-sample has recently been interviewed ten years after the start of their studies. The research demonstrates that good relationships between staff and students and between students and their peers continue to matter, and that they are central to students’ well-being and success at university

It all just clicked: a longitudinal perspective on transitions within University

This paper explores the transitions that a group of students, admitted from further education colleges as part of broader widening access initiative at a Scottish research–intensive university, made across the lifetime of their degrees. It investigates how they negotiate their learning careers beyond the first year, and how they (re)define their approaches to independent learning as they progress to the later years of their courses. Evidence is drawn from 20 students who were interviewed during each of their three or four years of study to provide a longitudinal account of their experiences of engagement and participation at the university. We draw attention to three ways in which the students made transitions across the course of their degrees: to increased knowledge of the conventions of academic writing; to enhanced critical skills; and to practical strategies to prioritise learning

Competitive interactions moderate the effects of elevated temperature and atmospheric CO2 on the health and functioning of oysters

Global increases in sea temperatures and atmospheric concentrations of CO2 may affect the health of calcifying shellfish. Little is known, however, about how competitive inter actions within and between species may influence how species respond to multiple stressors. We experimentally assessed separate and combined effects of temperature (12 or 16°C) and atmospheric CO2 concentrations (400 and 1000 ppm) on the health and biological functioning of native (Ostrea edulis) and invasive (Crassostrea gigas) oysters held alone and in intraspecific or inter specific mixtures. We found evidence of reduced phagocytosis under elevated CO2 and, when combined with increased temperature, a reduction in the number of circulating haemocytes. Generally, C. gigas showed lower respiration rates relative to O. edulis when the species were in intraspecific or interspecific mixtures. In contrast, O. edulis showed a higher respiration rate relative to C. gigas when held in an interspecific mixture and exhibited lower clearance rates when held in intraspecific or interspecific mixtures. Overall, clearance rates of C. gigas were consistently greater than those of O. edulis. Collectively, our findings indicate that a species’ ability to adapt metabolic processes to environmental conditions can be modified by biotic context and may make some species (here, C. gigas) competitively superior and less vulnerable to future climatic scenarios at local scales. If these conclusions are generic, the relative role of species interactions, and other biotic parameters, in altering the outcomes of climate change will require much greater research emphasis

Filipino Students’ Reading Abilities: A Note on the Challenges and Potential Areas for Improvement

The reading abilities of Filipino students have been a challenge for educators and policymakers alike. Despite government efforts to improve literacy rates in the Philippines, recent studies have shown that many students need help with reading comprehension, vocabulary development, and critical thinking skills. This research note examines the current state of reading abilities among Filipino students and potential areas for improvement. The poor reading abilities can be attributed to several factors, including a lack of resources and socioeconomic factors. However, there are identified potential areas for improvement, such as promoting early literacy programs, investing in teacher training, and developing reading materials that are culturally relevant and engaging for Filipino students. These findings have important implications for education policies and practices in the Philippines and for educators and researchers seeking to improve reading abilities among Filipino students