Genomic regions associated with common root rot resistance in the barley variety Delta

Common root rot (CRR) caused by Bipolaris sorokiniana is a serious disease constraint in the dry temperate cereal growing regions of the world. Currently little is known about the genetic control of resistance to CRR in cereals. In this study based on a Delta/Lindwall barley population we have undertaken a bulked segregant analysis (BSA) and whole genome mapping approach utilising Diversity Arrays Technology (DArT) to identified quantitative trait loci (QTL) associated with CRR expression. One QTL each was identified on chromosomes 4HL and 5HL explaining 12 and 11% of the phenotypic variance, respectively

Students as co-creators of teaching approaches, course design and curricula: implications for academic developers

Within higher education, students’ voices are frequently overlooked in the design of teaching approaches, courses and curricula. In this paper we outline the theoretical background to arguments for including students as partners in pedagogical planning processes. We present examples where students have worked collaboratively in design processes along with the beneficial outcomes of these examples. Finally we focus on some of the implications and opportunities for academic developers of proposing collaborative approaches to pedagogical planning

Final report RSHE recommendations to schools 2023

The Women and Equalities Committee inquiry (2016), found sexual harassment and sexual violence in schools to be widespread, facilitated by access to online pornography. UK research found most children have seen pornography by 16, with 75% reporting that pornography did not teach about positive relationships (Martellozzo et al., 2017). Ofsted conducted a rapid review of sexual abuse in schools (Ofsted, 2021), finding serious areas of concern surrounding sexual abuse in school has arisen in the context of child-on-child or peer-on-peer abuse (DFE, 2022; Ofsted, 2021). ‘Everyone’s Invited’ website forum for survivors of sexual abuse testifies to this. UK statutory guidance (DFE, 2019) introduced new mandates around Relationships, Sex and Health Education (RSHE), making this compulsory in secondary schools in England from late 2020. The new mandates regarding RSHE provision, highlight the need for more concerted action to ensure that RSHE is relevant to young people’s needs and is delivered effectively. Our current study aimed to inform future action in this area. Our research questions were as follows:1. What do young people want to learn about consent and pornography in schools? 2. How do young people want to learn about consent and pornography in schools? 3. What kind of RSHE resources and activities can empower young people to forge healthy relationships in their daily lives? Five schools and 62 year 9 students took part in this study, which used a focus group approach and delivered this through a post-it note questions activity, showing of a film 'DARE' made by young people for young people (by two members of the research team), and a quote activity, looking at quotes from previous research (conducted by one member of the research team), upon the impact of pornography upon young people. 12 hours of focus group data was collected. Thematic analysis was used to inform our main findings and themes, which were:Focus on relationships not just biology, deliver consent in more depth, integrate diverse sexuality and gender across content, do not ignore pornography and its impact in young people's lives, use innovative entry points such as film and testimonies to discuss topics, allow time to deliver RSHE and prioritise and ringfence this time, deliver learning across genders, the importance of confidence, openness, respect and adaptability of those delivering RSHE, create enabling environments, that may lead to critical conversations with young people about the things that matter in their lives and which are relatable to them

Engaging and empowering first-year students through curriculum design: perspectives from the literature

There is an increasing value being placed on engaging and empowering first-year students and first-year curriculum design is a key driver and opportunity to ensure early enculturation into successful learning at university. This paper summarises the literature on first-year curriculum design linked to student engagement and empowerment. We present conceptualisations of ‘curriculum’ and examples from first-year curriculum design. We also note the limited literature where students have been involved in designing first-year curricula. The results of the literature review suggest that key characteristics of engaging first-year curricula include active learning, timely feedback, relevance and challenge. The literature also points to the importance of identifying students' abilities on entry to university as well as being clear about desired graduate attributes and developmental goals. Acknowledging realities and constraints, we present a framework for the first-year curriculum design process based on the literature

Synthesis and antibacterial profiles of targeted triclosan derivatives

There is an ongoing urgent need for new targeted antibacterial com pounds with novel mechanisms of action for the treatment of infections caused by bacteria that are resistant to currently available materials. Since the expression of glycosidase enzymes within bacteria is unequally distributed, glycoside derivatives of antibacterial agents offer potential as targeted prodrugs for bacterial infections. Herein we report the synthesis and characterisation of four α-D-glycopyranosides and three β-D-glycopyranosides of the broad antibacterial agent triclosan, in generally good synthetic yields, and with excellent purities. Each glycoside was analysed to determine its ability to inhibit the growth of a wide range of Gram-negative and Gram-positive organisms, including many of clinical significance. All of the triclosan glycosides that were synthesized demonstrated antibacterial activity against many of the organisms that were examined. For example, β-galactoside (3a) and α-arabinoside (3c) had MIC values of 0.5 μg/ ml for several strains of S. aureus and S. haemolyticus. The triclosan glycosides were also generally found to be more water soluble and much more selective than the underivatized triclosan, making them ideal both for the targeted inhibition of bacterial growth and as agents for the selective recovery of bacteria from mixed cultures. In the latter case, two Bacillus strains could be identified from various strains of Bacillus and Staphylococcus after inoculation onto Nutri ent Agar No. 2 with 0.25 μg/ ml tri closan-α-D-glucopyranoside (3e). This glucoside may, therefore, be of use for the isolation and identification of the foodpoisoing organism Bacillus cereus

Staff-student partnership in assessment:Enhancing assessment literacy through democratic practices

In recent years, research and practice focused on staff and students working in partnership to co-design learning and teaching in higher education has increased. However, within staff–student partnerships a focus on assessment is relatively uncommon, with fewer examples evident in the literature. In this paper, we take the stance that all assessment can be oriented for learning, and that students’ learning is enhanced by improving their level of assessment literacy. A small study in a Scottish university was undertaken that involved a range of different adaptations to assessment and feedback, in which students were invited to become partners in assessment. We argue that a partnership approach, designed to democratise the assessment process, not only offered students greater agency in their own and their peers’ learning, but also helped students to enhance their assessment literacy. Although staff and students reported experiencing a sense of risk, there was immense compensation through increased motivation, and a sense of being part of an engaged learning community. Implications for partnership in assessment are discussed and explored further. We assert that adopting staff–student partnership in assessment and more democratic classroom practices can have a wide range of positive benefits

Student participation in the design of learning and teaching: Disentangling the terminology and approaches

Background: Students are ever more involved in the design of educational practices, which is reflected in the growing body of literature about approaches to student participation. Similarities and differences between these approaches often remain vague since the terms are used interchangeably. This confusing and fragmented body of literature hampers our understanding the process and outcomes of student participation and choosing the most suitable approach for it. Method: We identified the three most frequently used terms related to the design of learning and teaching–design-based research (DBR), participatory design (PD), and co-creation–and disentangled the terminology by focusing on relevant definitions, aims, involvement of students, outcomes, and related terminology. Results: Differences between the approaches to student participation can be found in the degree to which students are the central actors and the degree to which the design is informed by educational theory. Conclusion: It is important to align the level of student participation with the purpose of the approach

Band energy control of molybdenum oxide by surface hydration

EPSRC (Grants EP/M009580/1, EP/J017361/1, EP/I01330X/1, and EP/I028641/1), the Royal Society, and the European Research Council. The work benefited from the University of Bath's High Performance Computing Facility, and access to the HECToR supercomputer through membership of the UKs HPC Materials Chemistry Consortium, which is funded by EPSRC (Grant No. EP/F067496) and the UltraFOx grant

Towards an ecology of participation: Process philosophy and co-creation of higher education curricula

This article brings together the authors' previous work on co-created curricula (Bovill et al., 2011; Bovill, 2013a; Bovill, 2014) and on partnership and ethics (Taylor and Robinson, 2014; Taylor, 2015), to develop the concept of co-created curricula as an ecology of participation. In doing so, it deploys Alfred North Whitehead’s process philosophy to formulate a new way of considering co-creation in the curriculum and co-creation of the curriculum in higher education. Two empirical examples are used to illuminate what such an approach offers. From this, we outline three dimensions of an ecology of participation: a process of becoming which recasts subjectivity; acting well in relation which enacts concern; and an orientation to harmony in which difference in equality is valued. The contribution of the article is twofold: first, the concept of an ecology of participation takes forward current thinking on higher education curricula and partnership ethics; second, its use of process philosophy provides a new lens to consider co-creation in the curriculum and co-creation of the curriculum