Does prior qualification affect degree outcomes?

This is the author accepted manuscript.Qualifications provided by the Business and Technology Education Council (BTEC), as Pearson claim, are career-based qualifications designed to give students the skills they need to move on to higher education or go straight into employment. In reality these qualifications are centred on work based scenarios and students taking up these qualifications are not directly prepared for University. However, some universities accept BTEC qualifications as admission entry requirements either stand alone or in combination with other qualifications. Consequently, a growing percentage of BTEC students are now taking up undergraduate courses at the University. Analysing historic admissions and progression data as part of our ongoing HEFCE funded project we show prior qualifications are a strong predictor of end of first year results in undergraduate courses in the subject areas of Business, Management studies, Computer science, Sports science. Research findings from the exploratory phase of our study shows amongst the subject areas considered BTEC students are more likely to join Sports and Exercise science where they are also more likely to succeed. They are least likely to take up a course in Computer science where they are relatively less successful. Our analysis shows that the highest percentage of those who did not progress to the second year of study had entered Universities with a BTEC qualification. Through individual facing and system facing changes universities can create more supportive learning environments to reduce these inequalities in educational outcomes for this quite often overlooked widening participation cohort.This paper reports findings from a research project funded by the Higher Education Funding Council of England (HEFCE)

Grammar for Writing? An investigation into the effect of Contextualised Grammar Teaching on Student Writing

publication-status: Publishedtypes: ArticleThe role of grammar instruction in the teaching of writing is contested in most Anglophone countries, with several robust meta-analyses finding no evidence of any beneficial effect. However, existing research is limited in that it only considers isolated grammar instruction and offers no theorisation of an instructional relationship between grammar and writing. This study, drawing on a theorised understanding of grammar as a meaning-making resource for writing development, set out to investigate the impact of contextualised grammar instruction on students’ writing performance. The study adopted a mixed-methods approach, with a randomised controlled trial and a complementary qualitative study. The statistical analyses indicate a positive effect on writing performance for the intervention group (e = 0.21; p<0.001); but the study also indicates that the intervention impact differentially on different sub-groups, benefiting able writers more than weaker writers. The study is significant in being the first to supply rigorous, theorised evidence for the potential benefits of teaching grammar to support development in writing

Metalanguage in L1 English-speaking 12-year-olds: which aspects of writing do they talk about?

Traditional psycholinguistic approaches to metalinguistic awareness in L1 learners elicit responses containing metalanguage that demonstrates metalinguistic awareness of pre-determined aspects of language knowledge. This paper, which takes a more ethnographic approach, demonstrates how pupils are able to engage their own focus of metalanguage when reflecting on their everyday learning activities involving written language. What is equally significant is what their metalanguage choices reveal about their understanding and application of written language concepts

Rape and respectability: ideas about sexual violence and social class

Women on low incomes are disproportionately represented among sexual violence survivors, yet feminist research on this topic has paid very little attention to social class. This article blends recent research on class, gender and sexuality with what we know about sexual violence. It is argued that there is a need to engage with classed distinctions between women in terms of contexts for and experiences of sexual violence, and to look at interactions between pejorative constructions of working-class sexualities and how complainants and defendants are perceived and treated. The classed division between the sexual and the feminine, drawn via the notion of respectability, is applied to these issues. This piece is intended to catalyse further research and debate, and raises a number of questions for future work on sexual violence and social class

Mutation of Directed Graphs -- Corresponding Regular Expressions and Complexity of Their Generation

Directed graphs (DG), interpreted as state transition diagrams, are traditionally used to represent finite-state automata (FSA). In the context of formal languages, both FSA and regular expressions (RE) are equivalent in that they accept and generate, respectively, type-3 (regular) languages. Based on our previous work, this paper analyzes effects of graph manipulations on corresponding RE. In this present, starting stage we assume that the DG under consideration contains no cycles. Graph manipulation is performed by deleting or inserting of nodes or arcs. Combined and/or multiple application of these basic operators enable a great variety of transformations of DG (and corresponding RE) that can be seen as mutants of the original DG (and corresponding RE). DG are popular for modeling complex systems; however they easily become intractable if the system under consideration is complex and/or large. In such situations, we propose to switch to corresponding RE in order to benefit from their compact format for modeling and algebraic operations for analysis. The results of the study are of great potential interest to mutation testing

Navigating 'the pit of doom': Affective responses to teaching 'grammar'

publication-status: Publishedtypes: ArticleThis article presents the outcomes of a study investigating current secondary English teachers' beliefs about grammar teaching, and illustrates the salience of teachers' emotional response to the issue. Interviews with 31 teachers reveal two discourses which frame the ways in which teachers express their feelings: a dominant discourse of grammar as threatening, reactionary and dull, and an oppositional discourse which positions grammar as inspiring, fascinating, and empowering. The influence of these discourses on practice is explored, along with examples of how attitudes can change as a result of participation in a research project. © 2012 National Association for the Teaching of English

The endogenous caspase-8 inhibitor c-FLIPL regulates ER morphology and crosstalk with mitochondria

Components of the death receptors-mediated pathways like caspase-8 have been identified in complexes at intracellular membranes to spatially restrict the processing of local targets. In this study, we report that the long isoform of the cellular FLICE-inhibitory protein (c-FLIPL), a well- known inhibitor of the extrinsic cell death initiator caspase-8, localizes at the endoplasmic reticulum (ER) and mitochondria-associated membranes (MAMs). ER morphology was disrupted and ER Ca2+-release as well as ER-mitochondria tethering were decreased in c-FLIP-/- mouse embryonic fibroblasts (MEFs). Mechanistically, c-FLIP ablation resulted in enhanced basal caspase-8 activation and in caspase-mediated processing of the ER-shaping protein reticulon-4 (RTN4) that was corrected by re-introduction of c-FLIPL and caspase inhibition, resulting in the recovery of a normal ER morphology and ER-mitochondria juxtaposition. Thus, the caspase-8 inhibitor c-FLIPL emerges as a component of the MAMs signaling platforms, where caspases appear to regulate ER morphology and ER-mitochondria crosstalk by impinging on ER-shaping proteins like the RTN4