Axiomatizing complex algebras by games

Submitted versio

Precarious lives: Experiences of forced labour among refugees and asylum seekers in England

This research uncovered evidence that refugees and asylum seekers are susceptible to forced labour in the UK. The findings are based on a two-year study by academics at the Universities of Leeds and Salford, funded by the Economic and Social Research Council (ESRC). The research explored experiences of forced labour among 30 people who had made claims for asylum in England, supplemented by interviews with 23 practitioners and policy-makers

Axiomatizability of reducts of algebras of relations

Submitted versio

In-service Initial Teacher Education in the Learning and Skills Sector in England: Integrating Course and Workplace Learning

The aim of the paper is to advance understanding of in-service learning and skills sector trainee teachers’ learning and propose ways of improving their learning. A conceptual framework is developed by extending Billett’s (International Journal of Educational Research 47:232–240, 2008) conceptualisation of workplace learning, as a relationally interdependent process between the opportunities workplaces afford for activities and interactions and how individuals engage with these, to a third base of participation, the affordances of the initial teacher education course. Hager and Hodkinson’s (British Educational Research Journal 35:619–638, 2009) metaphor of ‘learning as becoming’ is used to conceptualise the ways trainees reconstruct learning in a continuous transactional process of boundary crossing between course and workplace. The findings of six longitudinal case studies of trainees’ development, and evidence from other studies, illustrate the complex interrelationships between LSS workplace affordances, course affordances and trainee characteristics and the ways in which trainees reconstruct learning in each setting. The experience of teaching and interacting with learners, interactions with colleagues, and access to workplace resources and training are important workplace affordances for learning. However, some trainees have limited access to these affordances. Teaching observations, course activities and experiences as a learner are significant course affordances. Trainees’ beliefs, prior experiences and dispositions vary and significantly influence their engagement with course and workplace affordances. It is proposed that better integration of course and workplace learning through guided participation in an intentional workplace curriculum and attention to the ways trainees choose to engage with this, together with the use of practical theorising has the potential to improve trainee learning

Development and Testing of Novel Chloroplast Markers for Perennial Ryegrass from \u3cem\u3eDe Novo\u3c/em\u3e Sequencing and \u3cem\u3eIn Silico\u3c/em\u3e Sequences

Chloroplast DNA is uniparentally inherited and non-recombinant in Lolium perenne. These properties make the chloroplast genome a useful tool for studying inter- and intra- specific relationships. Previous genetic studies on L. perenne have used chloroplast sequence data. However, the relative lack of variation in the chloroplast genome limits its usefulness for analysis at the single individual level within a species. However, chloroplast SSR markers have recently been shown to have high levels of polymorphism (Provan et al., 2004). This is the first study to design and employ such markers for L. perenne. The objectives of this study are (1) to design and (2) optimise novel chloroplast SSR markers and (3) use them to analyse variation and diversity in L. perenne and related grass species

On non-local propositional and weak monodic quantified CTL

Accepted versio