Fostering academic resilience: a brief review of the evidence

It is very clear that poor school outcomes can have catastrophic long term consequences, and there is growing recognition that schools should address ALL pupils' needs, for myriad reasons, such as: Gutman, Brown, Akerman, and Obolenskaya (2010 pv) writing "For the most part, emotional and behavioural difficulties followed by specific learning difficulties are the most frequent predictors of poor outcomes". "Children who behave poorly and are excluded, those unable to attend a mainstream school and those disengaged from education are a relatively small proportion of pupils. However, they include some of the young people with the worst prospects for success in later life, and most likely to develop problem behaviours" (DCSF, 2007 p84). * Overall, pupils with SEN achieve less at school academically, and only 16.5% achieve five or more A*-C GCSEs by Key Stage 4, compared to 61.3% of their non-SEN peers (DfE, 2011)

What have we learnt? A year on from the first UK Community Partner Summit

Following an observed need to build community partner infrastructure and support to enhance community-university partnerships, a successful bid was made to the UK Arts and Humanities Research Council. This funding provided an opportunity for community partners to come together with engaged academics at the first ever UK Community Partner Summit. They resolved to set up a community partner network to help build capacity for effective community-university partnerships, and to influence the policy environment which supports this work. This article reflects on the activity of the working group in seeking to establish the network, and introduces some of the concepts that have proved critical to its development. Drawing on a wealth of perspectives from a range of sources including academic and grey literature, community partner experiences, and international work, we open up some of the challenges that we have faced, and explore some of the implications of our first year’s work together. We reflect on the time it takes to establish any form of network, the need to be clear about definitions and boundaries, and the challenge of changing cultures. We conclude that the progress with the network to date is encouraging, and we look forward to building on our learning thus far, to develop stronger community-university partnerships of the future. Keywords: community partner infrastructure and networks, partnership resilience, community-university partnershi

Planning for tourism in Christchurch : a comparative study

This paper looks at planning for tourism in Christchurch using the comparative case study method. This area was selected because of the lack of tourism research in the city despite the importance of the industry to Christchurch. The comparative case study method was chosen as an appropriate methodology with which to conduct a systematic research project. Six tourism projects were chosen - the Victoria Square Tower, the Christchurch Casino, the Worcester Street Boulevard, the Air Force Museum, the Memorial Avenue Hotel Proposal and the Mount Cavendish Gondola. These were looked at individually and then six important issues relating to their progress were drawn together and compared, namely: 1. Site as an issue 2. The issue of the developer 3. Value agreement as an issue 4. The issue of opposition to a development 5. The issue of involvement in formal planning procedures 6. Finance as an issue From this some of the processes at work in planning for tourism in Christchurch were outlined. A conclusion was drawn from this that although Christchurch is undergoing growth in its tourism industry, more co­ ordination between the various groups involved in tourism and the city is needed if the full potential of this growth is to be realised

Internal Cargo Integration

A description of internal cargo integration is presented. The topics include: 1) Typical Cargo for Launch/Disposal; 2) Cargo Delivery Requirements; 3) Cargo Return Requirements; and 4) Vehicle On-Orbit Stay Time