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This paper describes the collaborative development of an agenda for research on e-assessment in undergraduate mathematics. We built on an established approach to develop the agenda from the contributions of 22 mathematics education researchers, university teachers and learning technologists interested in this topic. The resulting set of 55 research questions are grouped into 5 broad themes: errors and feedback, student interactions with e-assessment, design and implementation choices, affordances offered by e-assessment tools, and mathematical skills. This agenda gives a framework for a programme of research aligned with practical concerns that will contribute to both theoretical and practical development.

This paper explores how storying can be used to uncover experiences of student belonging throughout their time in Higher Education. It adopts a framing of belonging that is fluid and which recognises shifting notions of belonging over time. A focus on storying is particularly useful for understanding belonging as it enables university staff to listen carefully and with empathy to what matters to students, what shapes their experiences, and how to communicate these in a way which invites positive action. Through storying with undergraduate student articulations gathered through a survey, interviews and focus groups at a university in the UK, the paper identifies the multifaceted and connected spaces of belonging, temporalities and relationships that come to affect student belonging. Ultimately the paper argues for the collective responsibility of staff and students to create a space of belonging for all, rather than the prevalent discourse which often puts the onus on an individual to "fit in".

Primary school teachers are important in children's learning of mathematics, and maths anxiety development has been partly attributed to children's classroom experiences (Das & Das, 2013). Maths anxiety was explored in UK primary school teachers, with a view to understanding its development and impact. Data from four semi-structured individual interviews were analysed using Interpretative Phenomenological Analysis (IPA), which facilitates a deeper knowledge of individuals' personal experience. Three key themes emerged: "experiencing the psychological consequences of maths anxiety", "social influences" and "the consequences of experiencing maths anxiety as a teaching professional". The findings contribute to our understanding of the influence of maths anxiety on teachers and teaching practices.

Policy discourse on graduate internships rests on the assumption that, paid or unpaid, they improve the employability of interns. Employing data from a survey of UK creative and mass communications graduates, surveyed two to six years after graduation, this article examines the impact of graduate internships on subsequent job prospects. While paid internships are associated with better pay and increased chances of having a creative or graduate-level job, unpaid internships are not, and are associated with lower pay in the short to medium term. Findings contribute to theory by challenging the 'stepping stone' view of unpaid internships and much policy discussion about these. Results reinforce, with enhanced specificity about the role internships play in the graduate labour market, theories that characterise the graduate labour market as a 'positional' hierarchy of opportunities rather than a labour market that is essentially meritocratic in nature.

The private higher education (HE) sector in the UK is subject to little oversight or regulation. Consequently, it remains a largely unknown quantity. Yet, the UK government is keen to foster the growth of private providers as a means of stimulating competition across the "entire" HE sector that will purportedly lead to 'a greater choice of more innovative and better quality products and services at lower cost' (DBIS 2016a, 8). We document the landscape of private higher education provision in the UK to assess whether private providers are likely to be able to perform the role envisaged for them by government. We analyse data for 802 private providers in the UK collected from provider's websites and other publicly available sources in 2017. A latent class analysis indicates that the sector can be broken down into four distinctive types of providers: (1) for-profit providers principally offering business/IT courses at sub-degree level (c.50%) (2) or at bachelors or masters level (c.10%), (3) not-for-profit providers offering other kinds of specialist provision at bachelors and masters level (c.27%), and (4) longer-standing for-profit providers including those with their own degree-awarding powers delivering courses mainly at masters level (c.13%). Three of the four provider types offer little in the way of traditional bachelor degree provision, and the most common provider type is subject to virtually no regulatory oversight and highly vulnerable to 'market exit'. These findings cast doubt on the capacity of private HE providers to replace or enhance publicly funded HE provision.

Background: Adults with intellectual disabilities have historically been hindered, rather than supported, in their desire to form loving relationships. This paper sought to explore with them what kinds of support they wanted in the 21st Century. Method: Semi-structured in-depth interviews were conducted with 40 adults with intellectual disabilities in the United Kingdom. Results: Participants placed a high value on having a partner and being supported to maintain and develop a loving relationship. The factors which constrained them in achieving this included a lack of social opportunities, barriers created by social care services and limits on them exercising autonomy. Facilitating factors included access to specialist dating agencies, strong family and staff support and opportunities to learn about relationships. Conclusions: The importance of a loving relationship as a source of pleasure and meaning in the lives of adults with intellectual disabilities who are often disadvantaged in many other spheres of life is emphasised.

This study represents the implementation of an English version of the Mathematics Teaching Anxiety Scale (MTAS), originally published in Turkey (Sari, 2014). One hundred and twenty-seven primary school teachers from across the U.K. completed the survey, including 74 qualified teachers and 53 trainees. Following item-reduction and factor analysis, the 19-item MTAS was found to have excellent internal consistency ([alpha] = 0.94) and has a two-factor structure. Factor one, labelled Self-Directed Mathematics Teaching Anxiety, includes 12 items pertaining to a teacher's own teaching practice and perceived ability, whereas factor two, labelled Pupil/Student-Directed Mathematics Teaching Anxiety, includes 7 items pertaining to anxiety concerning pupils/students failing assessments or not reaching curriculum/school targets. Pre-service teachers, compared to in-service teachers, self-reported significantly higher overall maths teaching anxiety. Among in-service teachers, there was a significant negative correlation between length of service and maths teaching anxiety. These findings are important in the context of retention issues in newly qualified teachers and the need to support trainees and newer teachers if they experience anxiety related to teaching maths.

Qualitative practitioner research undertaken by teachers in schools is a vital means of developing pedagogy and practice, one that is under-valued in today's educational climate. This essay explores representations of students in qualitative studies, which, I argue, necessarily transform student participants into 'characters' within the practitioner-researcher's written narrative. Through exploration of an excerpt of student interview data, I highlight the importance of open, respectful interpretation of students' words which maintains an awareness of the practitioner-researcher's subjective position. This includes the need to disrupt reductive narratives of 'hero' teachers and 'victim' students which deprive young people of agency and respect. I suggest that such considerations of representation are relevant to teachers' day-to-day practice in schools.

Background: This paper concerns mortality and needs for end-of-life care in a population of adults with ID living in generic care homes. Methods: Various sampling strategies were used to identify a difficult to find a population of people with ID in generic care homes. Demographic and health data were obtained for 132 people with ID. This included the Surprise Question. At T2, 12 months later, data were obtained on the survival of this sample. Findings: The average age was 68.6 years, and the majority were women (55.3%). Their health was typically rated as good or better. Responses to the Surprise Question indicated that 23.3% respondents might need EoLC. At T2, 18.0% of this population had died. The average of death was 72.2 years. The majority died within the care setting (62.9%). Implications: The implications for end-of-life care and mortality research are discussed.

Background: Considerable attention is rightly paid to preventable deaths in adults with intellectual disabilities. The pattern of these deaths and the implications for services have been less considered. Method: This paper forms part of a larger cross-sectional study of deaths in a defined population of adults with intellectual disabilities. Data from VOICES-SF were obtained from intellectual disability service providers for each death within their supported population over 18 months, 149 decedents in all. Results: Only 34.2% of deaths were anticipated, death was often sudden or followed a short illness. Four dying trajectories were identified, and categorized by length of illness, service use, care outcomes, symptom control and cause of death. Conclusions: Recognition that most deaths in this group were unanticipated implies a need for better preparation for less expected dying and better anticipation. A descriptive epidemiology of dying among people with intellectual disabilities is needed.

The sudden closure of higher education providers is virtually unknown among publicly funded higher education institutions in the UK, but "market exit" is commonplace among private higher education providers. The UK government is actively championing the expansion of private higher education providers despite a dearth of research on the factors associated with a heightened risk of market exit within this part of the UK higher education sector. We set out to fill this gap in knowledge by utilizing existing data on private higher education providers active in the UK in 2014 supplemented by newly collected data on the status of these providers in 2019. The likelihood of market exit was higher for more recently founded providers, those operating for profit, those specializing in Business or IT or else having no particular specialization, and those located in London--all features that represent areas of greatest competition in the private higher education sector. Further risk factors associated with an increased likelihood of market exit were no external quality assessment, no access to publicly backed tuition fee loans, and the removal of the legal right to recruit international students. This second set of risk factors suggest that it is not just denial of revenue streams that increases the likelihood of market exit but estrangement from an officially regulated higher education system.

Background: Population-based data are presented on the nature of dying in intellectual disability services. Methods: A retrospective survey was conducted over 18 months with a sample of UK-based intellectual disability service providers that supported over 12,000. Core data were obtained for 222 deaths within this population. For 158 (71%) deaths, respondents returned a supplemented and modified version of VOICES-SF. Results: The observed death was 12.2 deaths per 1,000 people supported per year, but just over a third deaths had been deaths anticipated by care staff. Mortality patterns, place of usual care and availability of external support exerted considerable influence over outcomes at the end of life. Conclusion: Death is not a common event in intellectual disability services. A major disadvantage experienced by people with intellectual disabilities was that their deaths were relatively unanticipated. People with intellectual disabilities living in supported living settings, even when their dying was anticipated, experienced poorer outcomes.

Secondary analysis of the UK's 2011/12 Destinations of Leavers from Higher Education survey reveals that many existing assumptions about graduate internships are questionable. This article proposes a reliable way of estimating the true extent of internships including those reported as 'voluntary' jobs: hidden internships. In doing so the article finds: 1) At six months after graduation, internships are a small feature of the UK graduate labour market, but significant in certain sectors; 2) Unpaid internships are much more prevalent than previously estimated, especially in these same sectors; and 3) Contrary to some public policy debate, unpaid internships appear, on balance, to be a residual option more likely to lead to underemployment and less favourable career development outcomes. Post-graduation internships appear less likely than pre-graduation work experiences to confer long-term employability advantages.

Correspondence education, or learning by post, lasted over 100 years in the UK; it had its roots in the nineteenth century, peaking in the mid-1960s. It was also widespread, numbering hundreds of thousands of enrolments, significantly increasing access to higher education. Yet it has been marginalised in accounts of British higher education. This is partly because it was largely private and for-profit and so distinct from the public education system, while the state declined to play any significant role in its oversight. Consequently, little official data concerning correspondence education has ever been available. This paper constructs an account of the history of correspondence education in the UK in terms of its development as a form of academic and professional provision, and its regulatory framework. The paper also considers the reasons for the eventual demise of the correspondence education sector following changes in teaching methods, and the impact of digital technology.

There are currently many mathematics anxiety rating scales designed typically for adult and older children populations, yet there remains a lack of assessment tools for younger children (< 7 years of age) despite a recent focus on this age range. Following previous testing and validation, the 26-item iteration of the Children's Mathematics Anxiety Scale UK (CMAS-UK) for ages 4-7 years was further validated with 163 children (4-7 years) across two schools in the UK to test the validity and reliability of the items through subsequent exploratory and confirmatory factor analysis. The predictive validity of the scale was also tested by comparing scale scores against mathematics performance on a mathematics task to determine the relationship between scale and mathematics task scores. Exploratory factor analysis and associated parallel analysis indicated a 19-item scale solution with appropriate item loadings (> 0.45) and high internal consistency (a = 0.88). A single factor model of Online Mathematics Anxiety was related to the experience of an entire mathematics lesson, from first entering the classroom to completing a task. A significant negative correlation was observed between the CMAS-UK and mathematics performance scores, suggesting that children who score high for mathematics anxiety tend to score to perform less well on a mathematics task. Subsequent confirmatory factor analysis was conducted to test a range of module structures; the shortened 19-item CMAS-UK was found to have similar model indices as the 26-item model, resulting in the maintenance of the revised scale. To conclude, the 19-item CMAS-UK provides a reliable assessment of children's mathematics anxiety and has been shown to predict mathematics performance. This research points towards the origins of mathematics anxiety occurring when number is first encountered and supports the utility of the CMAS-UK. Subsequent research in the area should consider and appropriately define an affective component that may underlie mathematics anxiety at older ages. Mathematics anxiety relates to more complex procedures that elude the experiences of younger children and may instead be the result of number-based experiences in the early years of education.

This paper is a report of a qualitative study in which the aim was to investigate how counsellors who identified as practising members of a world religion or faith experienced undertaking counsellor training in the UK. All four participants were final year students on BACP accredited counsellor training programmes and identified as practicing Christians. Data was collated via semi-structured interviews and analysed using thematic analysis. Findings point to trainees experiencing significant anxiety with regard to talking about their faith during training for fear of eliciting negative judgments. As a result, participants either avoided talking about their religion or sought to defend it against negative perceptions. Participants tended to feel more comfortable talking to supervisors or therapists rather than their peers about religion when it was relevant to the client work or to personal issues. All participants reported receiving limited teaching input around religion and mental health on their programmes and felt this was a neglected area in counsellor training.

In response to the diverse number of child sexual abuse (CSA) prevention programs currently implemented in school contexts, this paper examines key considerations for selecting such initiatives and the multiplicity of understandings required to inform facilitation of contextually relevant prevention curriculum. First, the paper examines concerns about the lack of explicit professional development for educators concerning child protection, and the need to develop understandings about prevention program best practices within pre-service and in-service training. Second, drawing on a systematic review of literature, the paper identifies five key considerations to inform teachers' selection and facilitation of CSA prevention curriculum in school contexts. Third, the paper advances calls by Wurtele (2009) and presents CSA prevention "best practices" overview and "model programs" list for professionals such as teachers. (Contains 1 table.)

Although many Canadian universities offer graduate level training or certificates on teaching in higher education, there is no national framework of expectations or provision for national certification of post-secondary teachers. There are models of post-secondary teaching expectations in the United Kingdom and in elementary and secondary systems in both the US and Canada. In addition, many US universities have competency-based graduate teaching assistant programs. The province of Ontario has adopted a mandatory framework of learning expectations for Baccalaureate and graduate degrees for all publicly funded universities. The question we address in this essay is: Has our teacher training practice evolved to the point where we should look ahead to consider formalizing expectations of effective post-secondary teaching practices through a national framework? In our view, there is now sufficient interest within the Society for Teaching and Learning Higher Education (STLHE) to establish a working group that would initiate a national consultation to discuss the process and structure for formulating an enabling framework.

Background: Domestic violence against women is well researched in the general population, but much less so in relation to women with learning disabilities. This qualitative research study interviewed 15 women with learning disabilities who had experienced domestic violence about their experiences, the impact of the violence on them and their children, their coping strategies and help seeking behaviour. Materials and methods: Semistructured in-depth interviews were conducted. Data were analysed using Interpretive Phenomenological Analysis. A service user advisory group helped at particular stages, notably at the formative stage and with dissemination, especially the production of accessible materials, including a DVD. Results: The violence experienced by many of the women was severe and frequent. It impacted negatively on their physical and psychological well-being. The women's awareness of refuges and others sources of help was generally low. Conclusions: Healthcare and social care professionals have a clear remit to help women with learning disabilities to avoid and escape violent relationships.

Among the many external forces that have impacted upon institutions, league tables have been the dynamic to which universities across the world are now responding. Following the appointment of a new vice-chancellor at one post-92 UK university, a modernisation project was introduced aimed at maximising the institutions' research standing. For the institutional actors, the university's lecturers, this modernisation project demanded a change in their working practices from one which had focused on teaching-related activities to a situation where an emphasis was to be placed upon research. This study examines how university teachers at this institution understood and responded to the modernisation project to acquire research skills and provides an insight into a path-breaking strategic plan that was enacted within a historically dependent setting. It muses on the dialectics of institutional path dependency and the path-breaking effect of a modernisation project that was stimulated by new managerialism.

Teaching larger groups of students is a growing phenomenon in HE and this brings with it its own challenges, not least for the students themselves but also for their lecturers. Demographic factors as well as the experiences that characterise us as individuals will impact upon our ability to learn. The pilot study reported here considered the "academic engagement" of a diverse group of students where their course is delivered in large learning environments. As a pilot study, the paper concludes with the identification of two areas which are worthy of further research. Firstly, the study highlighted that mature students were more likely to engage in learning strategies that are associated with surface learning--the binary opposite to which practitioners often strive to achieve. Secondly, the research suggests that students who appear to know their tutors well indicate a preference for study approaches that are likely to develop deeper learning. (Contains 1 table.)

There is a paucity of information surrounding maths anxiety levels in the British undergraduate student population, and, due to terminological issues, existing measures of maths anxiety may not be appropriate measures to use with this population. The current study, therefore, reports on the development and validation of a new maths anxiety scale. Using a large sample of British undergraduates, the 23-item Mathematics Anxiety Scale-UK (MAS-UK) is shown to be a reliable and valid measure of maths anxiety. Exploratory factor analysis indicated the existence of three factors, highlighting maths anxiety as a multidimensional construct. Confirmatory factor analysis revealed a good-fitting model. Normative data on maths anxiety in a British undergraduate student population are provided, along with comparisons between academic undergraduate subject areas and genders. The MAS-UK may represent an easily administrable, reliable, and valid tool for assessing maths anxiety in British and potentially European undergraduate student populations. (Contains 2 tables and 1 note.)

This study examines victim, offender, and offence characteristics associated with sexual assaults by strangers of older women compared to those against younger women. Cases are obtained from the Serious Crime Analysis Section of the United Kingdom National Policing Improvement Agency (NPIA; formerly Centrex). All possible cases of rape, attempted rape, and lesser sexual assault involving a single female victim aged 60 or older are selected (n = 53). These are matched with a sample of sexual assaults against women aged between 20 to 45 years (n = 53). Research findings reveal significant differences in relation to a number of variables, including ethnicity of the offender, number of previous convictions of the offender, and characteristics associated with the assault itself. The results of this research reveal new information about violent sexual assaults on older women by strangers and have implications for practitioners dealing with such cases. (Contains 2 notes.)

The "MustLearnIT" European-funded research project with partners in Greece, Poland, Cyprus, Finland and the UK aimed to investigate ways of teaching and learning modern foreign languages (MFL) to early learners in small/remote primary schools where there were no specialist MFL teachers. This was to be carried out through new technologies such as videoconferencing. In the UK, distance was less of a problem, whereas lack of linguistic expertise (subject knowledge and pedagogy) for primary school teachers was likely to prove more challenging, given the government's plan for all pupils in England to study a foreign language throughout Key Stage 2 (ages seven to 11) from 2010. This article firstly examines a number of background issues in teaching MFL in primary schools in England and reviews two UK-based projects from the emerging literature on videoconferencing. It then reports on the "MustLearnIT" project conducted in the UK, which investigated the use of secondary teachers to teach French to primary school children through videoconferencing, and explores the perceived benefits in terms of pupil learning and staff development. The "MustLearnIT" project findings suggested that this approach, making expert subject and pedagogical knowledge available through current technologies, can be effective. The article ends by considering implications for the future. (Contains 3 notes.)

With 6 billion British pounds of public spending reductions already on the table, and far deeper cuts inevitable, what are the prospects for adult learning in the new Parliament? Some of the regular contributors of this journal were asked what they expected and what they would like to see. Ewart Keep warns that the coalition parties' commitments to schools and apprenticeships will mean bigger cuts elsewhere. David Rogers argues that local authorities need the flexibility to invest locally in adult learning, especially when it saves funding down the line on other budgets. Sally Hunt says ministers should speak to learners and frontline staff to find out what's at stake. Christopher Walden thinks that a small "win" in the initial announcements in the spring will mean nothing if adult funding is slashed in the autumn. Bob Fryer argues that creating the "big society" will demand a renewed commitment to education for independent and critical citizenship. Stephen Gorard says investing in proper research would save money on ineffective solutions and improve provision by backing schemes with the most chance of success. Ceri Williams suggests that there is a need to keep speaking up for adult learning and highlight those parts of the work that resonate with the "big society". Wendy Jones thinks that the new Parliament will see a bigger contribution to learning from outside the formal education sector. Ralph Hartley says there is waste but cuts must be accompanied by a restructuring of the funding system.

The objectives of this article are, first, to describe a collaborative project between teacher educators and a foreign languages (FL) department in a specialist language college and, second, to evaluate its success. The project focuses on Year 9 pupils across the ability range (in four groups) and involves staff in both institutions working together to plan and produce stimulating homework tasks in French, integrated into the spring term scheme of work. Pupils' work and progress were evaluated and their views sought as well as those of participating staff. A classroom-based action research approach was adopted for the project. The article concludes with outcomes, which include recommendations and ideas to increase the effectiveness of FL homework.

The objective is to examine the association between the amount of smoking seen in films and current smoking in young adults living in the west of Scotland in the UK. Cross-sectional analyses (using multivariable logistic regression) of data collected at age 19 (2002-04) from a longitudinal cohort originally surveyed at age 11 (1994-95) were conducted. The main outcome measure is smoking at age 19. No association was found between the number of occurrences of smoking estimated to have been seen in films (film smoking exposure) and current (or ever) smoking in young adults. This lack of association was unaffected by adjustment for predictors of smoking, including education, risk-taking orientation and smoking among peers. There was no association between film smoking exposure and smoking behaviour for any covariate-defined subgroup. Associations have been found between film smoking exposure and smoking initiation in younger adolescents in the United States. In this study, conducted in Scotland, no similar association was seen, suggesting that there may be age or cultural limitations on the effects of film smoking exposure on smoking. The lack of association could be due to methodological issues or greater sophistication of older adolescents and young adults in interpreting media images or the greater ubiquity of real-life smoking instances in Scotland. If the latter, film smoking exposure could become a more important risk factor for smoking uptake and maintenants in older adolescents following the recent ban on smoking in public places in Scotland. (Contains 2 tables.)

In longitudinal studies data is collected in a series of waves. Each wave after the first suffers from attrition. Therefore it can be difficult to discriminate between changes in sample parameters due to a longitudinal process (e.g. ageing) and changes due to attrition. The problem is particularly vexing if one of the purposes is to compare differences between two or more groups over time, because there may be differential attrition across groups. We refer to this as a "recruitment" problem, because the sample studied in any wave after the first can be thought of as having been recruited from a preceding wave. We present a mathematical model of the recruitment process. We then apply it to two large longitudinal studies, the British Cohort Survey 1970 and the National Child Development Study (1958), to demonstrate how we can identify effects expected from recruitment alone. As an illustration we show that differential recruitment would predict increasing differences between estimates of men's and women's intelligence as the studied sample ages. (Contains 6 tables and 2 figures.)

Background: Suicide is a leading cause of death among youths. Comparatively few studies have studied recent trends over time, or examined rates and characteristics of service contact in well-defined national samples. Methods: Data on general population suicides and mid-year population estimates were used to calculate suicide rates (per 100,000/year) among youths aged 10-19 years in the United Kingdom. We then determined the proportion of youths who had been in mental health service contact in the year prior to death. Social and clinical data were collected via questionnaires sent to clinicians who had provided care. Results: The general population rate of suicide was higher in males than females, and was higher in 15-19-year-olds compared to 10-14-year-olds. Suicide rates for 10-19-year-olds declined by 28% between 1 January 1997 and 31 December 2003 (compared with an 8% reduction in those aged greater than 19 years); the fall was particularly marked for males. Mental health service contact was low at 14% (compared with 26% for adults), especially for males (12%). Youths in mental health contact were characterised by: diagnosis of affective disorder, mental illness history, residential instability, self-harm, and substance misuse. Over half of youths were living with parents and one-fifth were in full-time education. Conclusions: The suicide rate for 10-19-year-olds in the UK appeared to fall between 1997 and 2003. Further monitoring of suicide rates is needed to determine whether this trend has continued for the most recent years (e.g., 2004-7). The fall in rates may have been related to socio-economic or clinical factors. The rate of contact with services was low compared to adults, particularly in males. This is concerning because young males have the highest suicide rate in the UK. Suicide prevention in young people is likely to require a multi-agency approach.

The aim of this study was to relate discharge King's Outcome Scale for Childhood Head Injury (KOSCHI) category to injury severity and detailed outcome measures obtained in the first year post-traumatic brain injury (TBI). We used a prospective cohort study. Eighty-one children with TBI were studied: 29 had severe, 15 moderate, and 37 mild TBI. The male:female ratio was 1.8:1. The mean age was 11 years 10 months (SD 3.6, range 5-16y). Discharge KOSCHI categories were good (n=34), moderate (n=39), severe (n=6), and unclassifiable (n=2). KOSCHI category correlated strongly with admission Glasgow Coma Score, length of hospital stay, and post-traumatic amnesia. It also correlated significantly with Verbal IQ and Performance IQ (Wechsler); measures of attention; health status (Health Utilities Index [HUI]); health-related quality of life (Pediatric Quality of Life Inventory [PedsQL]); depressive symptoms (Birleson Depression Scale) assessed within 3 months postTBI; and with Verbal IQ, selective attention (map mission), and HUI and PedsQL domains assessed at least 6 months post-TBI discharge. KOSCHI did not correlate with behaviour or executive function. We conclude that the KOSCHI scored at hospital discharge correlates with severity of injury and some cognitive, health status, and HRQL outcomes early after TBI. It is not helpful at predicting later difficulties, or behavioural and emotional problems.

Based on a model developed by Brookfield (1995), a deliberately reflective approach is taken in this paper to the relationship between the author's earlier work in a department of adult education and her current teaching on a course for new university lecturers. As increasing numbers of mature students are being encouraged into universities, she wonders whether the principles and practices of adult education have a place in the pedagogic practices of higher education. She summarises the development of adult education departments in British universities, and draws attention to different pedagogic approaches in adult and higher education. Looking through various "lenses", the author concludes that there is a need for a new professional agenda in higher education--where commonality and difference provide the starting points for mutual exploration and self-understanding--and that the traditions of adult education have a significant contribution to make to this agenda.

The Alpha course is possibly the most widespread and best-known evangelizing initiative of recent times. Billing itself as an introduction into "basic Christianity", Alpha is a programme that has been adopted worldwide by tens of thousands of churches. This paper overviews Alpha's attitude towards one of the most controversial debates in the Church today, the so-called "gay issue". The paper, largely based on literature research and a national survey, will explore the broad controversy in the churches and argue that how it is approached through the Alpha programme provides an insight into contemporary views in Christian constituencies.

Describes the development of a tool, FACT (Formative Automated Computer Testing), to formatively assess information technology skills of college students in the United Kingdom. Topics include word processing competency; tests designed by tutors and delivered via a network; and results of an evaluation that showed students preferred automated testing as compared to traditional written tests. (Author/LRW)

Government policies view lifelong learning in terms of economic development. A SWOT (strengths, weaknesses, opportunities, threats) analysis of the environment of British community education councils revealed other views of lifelong learning: it takes time and political expediency and national policy can adversely affect what and how people learn. (SK)

Presents a case study illustrating practical management and quality issues in the transition of a Master of Education course from traditional to distance learning format. Summarizes criteria used to define quality in the course, highlighting concerns about maintaining quality during change, and warns that the short-term appeal of entering distance education must be accompanied by a quality commitment. (Author/MSE)

Describes the start, material development, relevance, teaching methods, dissemination, evaluation, and future plan of the Science and Technology in Society (SATIS) projects. Provides a list of 100 SATIS resource units to enrich science courses for 14-16 age students. (Author/YP)

Discusses pollution problems which arise from the use of internal combustion (IC) engines in the United Kingdom (UK). The IC engine exhaust emissions, controlling IC engine pollution in the UK, and some future developments are also included. (HM)

Describes some chemical aspects of the operation and use of the internal combustion engine and some developments in their historical and social contexts in the United Kingdom. (HM)

To carry out a UK national clinical audit of orthognathic acceptance criteria and information provided to orthognathic patients before treatment. National clinical audit. Data collected using Bristol Online Surveys. Sixty-nine UK hospital orthodontic departments submitted data. Data were collected at two time points using Bristol Online Surveys over a period of 12 months. These were before treatment at the first multidisciplinary clinic (MDT) and immediately after surgery. The data collected included: Index of Orthognathic Functional Treatment Need (IOFTN); Index of Orthodontic Treatment Need (IOTN); age; previous orthodontic treatment; attendance at an MDT; treatment times; and information provision. Eighty-five units agreed to take part in the audit with 69 submitting data, giving a response rate of 81%. The data from 3404 patients were uploaded, 2263 before treatment and 1141 immediately after surgery. Of patients, 91.07% had an IOFTN score of 4 or 5 and 88.73% had an IOTN score of 4 or 5. The mean age at the first MDT was 22 years in the first cohort and 21 years and 4 months in the second immediate post-surgery cohort. Of patients, 37.93% had undergone some form of previous orthodontic treatment, but only 0.28% had undergone previous orthognathic treatment; 96.93% had an MDT confirm that orthodontic treatment by itself was insufficient to adequately correct their functional symptoms. The average treatment time from bond up to surgery was 2 years and 6 months. With respect to information provision, patients received information from a number of sources, principally the British Orthodontic Society (BOS) patient information leaflets and the BOS website Your Jaw Surgery. In the UK, the majority of orthognathic cases fulfil the criteria for acceptance for NHS-funded orthognathic treatment, as outlined by the Chief Dental Officer's interim guidance on orthognathic treatment. This suggests any prior approval process would not be a good use of NHS resources in the commissioning of orthognathic treatment. [ABSTRACT FROM AUTHOR]

Adult learning is alive in many forms. Whether it is helping to improve literacy and numeracy or to prepare people for returning to work, it is clear that, at its best, adult learning brings considerable value to learners and to the wider community. Individuals, their families and the nation as a whole benefit from enhanced social and technical skills and the confidence fostered by effective adult learning. The challenge for the Office for Standards in Education, Children's Services and Skills (Ofsted) has been to bring in a system of inspection that uses the new common inspection framework effectively and which is aligned with inspection arrangements already established for work-based learning and further education. Under new inspection arrangements for adult and community learning, subject areas will be inspected differently, according to the context and objectives of the learning in question. From the responses of stakeholders, it is clear that the majority support the importance of inspectors making full use of the common inspection framework in judging the different types of outcomes of adult learning. Ofsted has organised a number of training events for inspectors with these key points in mind as well as to ensure the new model presents a more specific evaluation to the provider, providing a clearer picture of the range and purpose of provision offered.

Social mobility has been a big issue for the Government in the last year. Its attempts to address the widening gap between rich and poor and provide opportunities for all have been laudable, but, frustratingly, they have often been confused and opportunities to really make a difference have been ignored. The Government should be applauded though for identifying the best ways to fight the problem. Understandably, it has highlighted education as the closest thing to a silver bullet when it comes to improving people's lives. What the author finds so disappointing is its inability to use everything education has to offer to really improve the lives of the people who could benefit the most. At the end of January a couple of reports were released that looked at the levels of inequality in society. One, commissioned by Harriet Harman and led by Professor John Hills, was described as "an ambitious state-of-the-nation report". The report's findings on education exposed the true extent of the inequality that blights society. It showed that, three and a half years after graduation, a third of people who went to private schools were earning more than 30,000 British Pounds a year, compared to only 12 per cent of people from state schools. Further evidence of private school privilege was apparent in successful applications to Russell Group universities: over half of privately-educated pupils ended up at a Russell Group university, compared to just a quarter of those from state schools. The report also delivered a telling statistic on the likelihood of children in extreme poverty making it to university at all as just 13 per cent of pupils on free school meals at age 15 go to university. With access to higher education still largely dependent on social class, the Government is right to be looking at ways to ensure that people from all backgrounds can reach university. The reality, however, is that unless the Government is prepared to back higher education, reverse plans for damaging cuts and resist calls for students to be plunged into record debt levels, then social mobility plans will remain a fantasy for thousands of families.

The adult learning and skills sector is a diverse world, encompassing adult and community learning, apprenticeships, Train to Gain, and contracted employment programmes. The learning and skills sector plays a vital role in uncertain times by giving greater opportunities for social mobility, for example by supporting progression to further and higher education, and by contributing to local initiatives to promote community regeneration and cohesion. In a challenging economic environment, the author argues that the learning and skills sector needs to build on the strengths of its most successful providers and work closely with employers to make its programmes more relevant, more motivating and more productive. The author stresses that the complexity of the sector, changes in funding streams and the increasing demand for colleges and providers to be national experts as well as local champions, brings with it considerable challenges. Nevertheless, the sector's sound track record in responding to changing needs should equip the sector with the confidence and ability to meet these challenges and provide more relevant, more motivating and more productive programmes for learners and employers.

Lifelong learning, upskilling, going back to university to retrain and meet the needs of the economy are all things that people need to be doing to succeed in the competitive global world. However, new Government funding plans may mean that anyone considering going back to university for a second degree will face costs up to four times as much as an undergraduate on the same course who is embarking on a first degree. In September 2007, the Government of the United Kingdom announced that, from 2008, 100 million pounds of funding for students who are studying for a higher education qualification that is equivalent to, or lower than, a qualification that they have already been awarded would be withdrawn. Previously, universities funded students taking first or second degrees in the same way. The author maintains that the planned cuts contradict the Government's stated lifelong learning agenda and will hit hardest those universities offering courses to adults and part-time students. Withdrawal of funding from students embarking on further learning, unless universities step up to cover the course costs, will most severely impact the students themselves with potentially prohibitive fees.

To investigate the effect visual imagery may have on career choice among current university students across a range of subjects and disciplines. University College London (UCL), UK. Cross-sectional questionnaire-based study. The study compared four main groups of UCL students: current students at the Slade School of Fine Art; UCL Eastman Dental Institute; UCL Bartlett School of Architecture; and the Faculty of Laws. A questionnaire based on the Vividness of Visual Imagery Questionnaire (VVIQ) was distributed along with questions regarding demographic information. There were no significant differences between the VVIQ scores across the four included Schools/Faculty: The Slade School of Fine Art; UCL Bartlett School of Architecture; Faculty of Laws; and UCL Eastman Dental Institute, F(3,219) = 2.160, P = 0.094. There were also no significant differences in the scores for the Eastman (M = 60.21, SD = 13.58) and the three other Schools/Faculty (M = 62.87, SD = 10.96); t(–1.317) = 221, P = 0.189, and no significant difference in the scores for the Orthodontic students (M = 60.80, SD = 13.39) and the remaining other included students (M = 61.44, SD = 9.68); t(–0.232) = 221, P = 0.817. Aphantasia was uncommon in this sample, with a prevalence of 0.9%. A positive correlation was found between age group and total VVIQ score, with older participants scoring higher on the VVIQ. Women were significantly more likely to say that their ability to visualise had affected their career choice than male respondents. There were no significant differences between the VVIQ scores across the four included Schools/Faculty. Visual imagery ability did not differ in dental or orthodontic students in comparison to other student groups. Further work is needed to replicate these findings in more diverse samples. [ABSTRACT FROM AUTHOR]