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Objectives No randomized controlled trials have yet reported an individual patient benefit of initiating combination antiretroviral therapy (cART) at CD4 counts > 350 cells/μL. It is hypothesized that earlier initiation of cART in asymptomatic and otherwise healthy individuals may lead to poorer adherence and subsequently higher rates of resistance development. Methods In a large cohort of HIV-positive individuals, we investigated the emergence of new resistance mutations upon virological treatment failure according to the CD4 count at the initiation of cART. Results Of 7918 included individuals, 6514 (82.3%), 996 (12.6%) and 408 (5.2%) started cART with a CD4 count ≤ 350, 351–499 and ≥ 500 cells/μL, respectively. Virological rebound occurred while on cART in 488 (7.5%), 46 (4.6%) and 30 (7.4%) with a baseline CD4 count ≤ 350, 351–499 and ≥ 500 cells/μL, respectively. Only four (13.0%) individuals with a baseline CD4 count > 350 cells/μL in receipt of a resistance test at viral load rebound were found to have developed new resistance mutations. This compared to 107 (41.2%) of those with virological failure who had initiated cART with a CD4 count

This paper explores the connection between the concept of self esteem and the students’ perceived control in their first two terms at university (Stupnisky et al 2007). We want to see how important previous experience and students’ self esteem is and the interplay these factors have on student engagement with their course and 1st year placements. Our research examines the transformative nature of higher education and the development of new frames of reference, as they seek to find meaning in their first year of study (Mezirow, 2000). \ud The students are on three undergraduate courses that start placements within the first term. The paper explores questionnaire results obtained from over eighty students on their self esteem and perceived control related to both their academic and placement experiences. This data is enriched by further in-depth semi structured interviews conducted with twelve students, which allows for a closer examination of the transformative process and factors that directly impact on the way students construct both academic and vocational ‘meaningful knowledge and skills’ (Choy, 2009:66).

This paper, using research with dyslexic in-service mature youth and community work students, examines the correlation between students’ perceptions of themselves as students and their achievements in different types of assessment. It also looks at students’ perceptions of how dyslexia affects their studies and support offered by the University.

Taking three different degree courses, two of which are professionally focussed, we have been exploring the differing use of social networks to support students’ communication and the development of communities of practice (Lave and Wenger, 1991).\ud First year teacher training students have been encouraged to use Facebook whilst on placement, with third year students acting as mentors. First year youth and community work students have used Facebook to support their early academic and professional development. First Year childhood studies students set up their own Facebook page before the course started to get to know and support each other during the first weeks and months of their studies.\ud These projects call for ‘a paradigm shift in shaping student learning to take account of peer- peer and teacher peer partnerships beyond those owned, supervised and instigated by institutions’ ( Cousin and Brett, 2011, p16). Although tutors have had a presence in 2 of the 3 Facebook pages, students have chosen their own speed and style of communication with no guidance and little or no involvement from tutors. Initial sessions with students on teacher training and youth work courses focussed on the professional use of the media and for the teacher training mentors there was a clear discussion of appropriate boundaries. \ud Mueller (2004) examined how social networking can be used effectively for one to one relationships, whereas we have used it as a tool to facilitate different virtual communities with different aims. With this emphasis on ‘community’ this paper will be presented by members of these communities.\ud \ud Cousin and Brett (2011) ‘Students as partners in blending learning’ Journal of Learning and Development in Higher Education, (3)\ud Lave, J. & Wenger, E. (1991) Situated Learning. Cambridge: University Press\ud Mueller (1991) ‘E-mentoring as an example for the use of information and communication technology in engineering education. European Journal of Engineering Education 29, pp 53-63 cited in Cothran, McCaughtry, Faust, Garn, Kulinna and Martin (2009) ‘E-mentoring in Physical Education: promises and pitfalls’ Research Quarterly for Exercise and Sport, 80, (3), pp 552-562

This research paper, undertaken by an academic skills tutor and lecturer in youth and community work, is based on interviews undertaken with a group of part time dyslexic mature FdA students. The group could be seen to be ‘emotionally vulnerable’ (Ecclestone and Hayes, 2009:86), but these students have responsible roles in youth work and are very capable and confident practitioners. Most of the mature students do not know they are dyslexic until they join the University and have very mixed feeling about seeking help. Writers such as Chapman and Turner (2003), Reid and Kirk (2001) along with McNulty, have suggested that “for individuals with dyslexia, self narratives tend to be characterized by low self esteem” (McNulty, 2003:364). We undertook 10 in-depth interviews with students in different years of their studies with the aim of developing more understanding of how students perceive themselves in their studies and the effect that the introduction of a broader range of assessment styles (including timed tests and presentations) has had on students with dyslexia. This paper examines the correlation between students’ perceptions of themselves as students and their achievements in different types of assessment.

This collaborative research project aims to address the perceived difficulties some undergraduate students have in reading and thinking critically, and to explaining their thinking clearly in their writing (Itua et.al., 2014). Attendees to this session will take away strategies for collaborative working and easy ways of embedding critical practice into subject specific sessions. Within the School of Education at the University of Huddersfield it was perceived that some students were displaying a lack of critical reading of academic sources within their dissertations. The need for critical academic information literacy to be embedded within disciplines is well established (Theis, 2012; Hill and Tinker, 2013). This project, led by Academic Skills tutors working collaboratively with Subject Librarians, is developing a set of physical and online resources that can be used across the undergraduate framework. The resources will be course-specific learning innovation activities, fully embedded within subject tutorials, which will place the learning outcomes of critical writing and reading in context of the course material. This will engage the learners as they will immediately see the relevance of the skills covered (Cooke, 2010). The project is also developing activities that students can be directed to complete outside of class time. This could take the form of a flipped classroom approach, or signposting for future use. The aim is to improve students" searching and evaluating skills, in order to be more confident in using academic sources critically in their writing. By developing activities to be embedded in class and to be promoted by tutors, the project will, it is hoped, lead to students" writing improving. Primary research was undertaken by the Academic Skills Tutor for the School, who interviewed course leaders and module leaders to find which specific modules to target. Research Methodology modules for three key courses were then selected for a pilot. Resources are now being developed for these modules. Using escape rooms, online quizzes and other methods, these resources focus on "finding stuff", "evaluating stuff" and "writing stuff up critically". The teaching resources are being designed to appeal to tutors to use in class, with some options to direct students towards for independent study.

Author(s): Dolling, David I; Dunn, David T; Sutherland, Katherine A; Pillay, Deenan; Mbisa, Jean L; Parry, Chris M; Post, Frank A; Sabin, Caroline A; Cane, Patricia A; UK HIV Drug Resistance Database (UKHDRD); UK Collaborative HIV Cohort Study (UK CHIC) | Abstract: ObjectivesTo determine protease mutations that develop at viral failure for protease inhibitor (PI)-naive patients on a regimen containing the PI atazanavir.MethodsResistance tests on patients failing atazanavir, conducted as part of routine clinical care in a multicentre observational study, were randomly matched by subtype to resistance tests from PI-naive controls to account for natural polymorphisms. Mutations from the consensus B sequence across the protease region were analysed for association and defined using the IAS-USA 2011 classification list.ResultsFour hundred and five of 2528 (16%) patients failed therapy containing atazanavir as a first PI over a median (IQR) follow-up of 1.76 (0.84-3.15) years and 322 resistance tests were available for analysis. Recognized major atazanavir mutations were found in six atazanavir-experienced patients (P l 0.001), including I50L and N88S. The minor mutations most strongly associated with atazanavir experience were M36I, M46I, F53L, A71V, V82T and I85V (P l 0.05). Multiple novel mutations, I15S, L19T, K43T, L63P/V, K70Q, V77I and L89I/T/V, were also associated with atazanavir experience.ConclusionsViral failure on atazanavir-containing regimens was not common and major resistance mutations were rare, suggesting that adherence may be a major contributor to viral failure. Novel mutations were described that have not been previously documented.

This research paper, undertaken by an academic skills tutor and lecturer in youth and community work, is based on interviews undertaken with a group of part time dyslexic mature FdA students. The group could be seen to be ‘emotionally vulnerable’ (Ecclestone and Hayes, 2009:86), but these students have responsible roles in youth work and are very capable and confident practitioners. Many mature students do not know they are dyslexic until joining the University and have very mixed feeling about seeking help. What they do struggle with is their new identity as a student and the new literacies expected from them. As Ivaniç (1998:68) recognises, ‘most mature students are outsiders to the literacies they have to control in order to be successful in higher education.’

All too often modules and courses are developed, re-written and revalidated with little student involvement in the process. As with many universities ours is now placing an increasing emphasis on the ‘student voice’, with student representatives, student panels and module evaluations. This research intends to ultimately use the findings to evaluate course delivery, structure and student self efficacy. However, this paper will present some interim findings from a longitudinal study on the transformative nature of higher education and explore the interplay between students’ prior experiences and the development of new frames of reference, as they seek to find meaning in their first year of study (Mezirow, 2000). \ud \ud The paper explores the connection between the perhaps questionable concept of self esteem and the students’ perceived control in their first few months at university (Stupnisky et al 2007). The students are on three very different undergraduate courses, but all three have professional links or endorsement and the students start placements within the first term. The paper explores questionnaire results obtained from over ninety students at the start and end of their first term on their self esteem and perceived control related to both their academic and placement experiences. This data is enriched by further in-depth semi structured interviews with ten students, which allows for a closer examination of the transformative process and factors that directly impact on the way students construct both academic and vocational ‘meaningful knowledge and skills’ (Choy, 2009:66).