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This paper draws on critical race theory to analyse testimonies from students that help explain why minoritised ethnic communities studying geography, planning, geology and environmental sciences in the UK, have a lesser chance of being awarded a 'good' degree (i.e. an upper second- or first-class), in comparison to White British people. There are very low levels of ethnic diversity across these subject areas. We conducted peer research, including student-led semi-structured interviews at one British university over a five-month period (involving 38 participants in total). Our analysis explores the processes of minoritisation owing to cultures of Whiteness. These relate to teaching and learning spaces, off-campus encounters, university societies, student representation/committees, social interactions, part-time employment and caring responsibilities. We conclude with a call for action to reframe and disassemble the 'degree awarding gap' through student and staff co-design of policies and actions that will not only confront, but also subvert exclusionary cultures of Whiteness in its various manifestations across university life.

Findings presented here relate to the evaluation of an innovative one-year pilot project in an area of multiple deprivation in the north of England, the goal of which was to engage fathers and male carers in their children's transition from an early years setting to formal schooling to enhance children's enjoyment, achievement and learning at this critical early stage of development. The project was successful in engaging men, recording 76 male attendances at activities during the project period, 19 of which were recorded at school-based activities, following transition. Strategies found to be effective in engaging men at a strategic level were partnership working with an expert agency on male inclusion and the use of a highly gender differentiated approach. At an operational level, successful approaches included the use of a highly individualized, strengths-based, empowerment orientated approach, within a partnership context, implemented by an extremely skilled Fathers Transition Worker, complemented by intensive follow-up contact via mobile phone, the use of male orientated activities and the engagement of mothers, as well as fathers.

This article discusses revisions to personal narrative writing made by Year 7 students (aged 11-12) in a UK secondary school. The concept of strategic revision was used as a basis for analysing drafts and revised texts in order to investigate strategies and techniques deployed by students in the process of revision and how these related to expectations student writers had of their readers. These analyses suggest that, given a reasonably supportive instructional environment, some Year 7 students can revise their own written texts strategically, and that in doing so they may recruit, and perhaps acquire, a range of writing skills and associated procedural knowledge. They also suggest that in the process of revising their texts, some student writers may have altered their expectations of their readers' understanding, ability to interpret and willingness to empathise. Implications for researching writing processes and for the writing curriculum are suggested, including the use of students' revisions to tap into the complex sets of procedural knowledge which seem to underlie aspects of writing and writing development.

This article considers the development in understanding of aspects of formative assessment of students' writing at Key Stage 3 (11-14 years) by a group of trainee English teachers. An "analysis and application" approach to writing development, which requires students to master categories and processes then apply them, is outlined and illustrated. A proposed sequence for teaching writing which relies on an "engagement and reflection" approach to writing development is used as a context for discussion of trainee English teachers' ability to identify strengths, achievements and areas for development in students' writing, trainees' ability to use assessment criteria productively, and trainees' ability to use assessment information to inform their own planning and teaching.

This article describes an investigation based on a corpus of original and redrafted versions of extracts from reflective narratives by 15-year-old secondary school students in the UK. It builds on the established research on sentence combining with respect to students' writing development. The findings are discussed in relation to the use of coordinating conjunctions, the subordinating conjunctions "as" and "because" and subordination other than explanatory "as" and "because". They suggest that aspects of grammatical development in students' writing are integrally related to propositional meaning, cohesion and rhetorical effects, and in particular that redrafting can enable students to explore forms of expression in their own writing, that coordination and use of explanatory "as" and "because" can enable students to explore relationships between clauses in writing, and that a complex process of rank shift of clause types, including subordinate clauses, can enable students to enhance their clause planning and their ability to elaborate.

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In policy terms Resource Management (R M) is something of an exception. At a time when the government has attracted criticism both for the substance of its health service policies and for its reluctance to proceed by formal experiment, RM has attracted widespread (if guarded) support and has been the subject of a three year experiment. This paper, which is based upon an interim evaluation of the RM experiments in acute hospitals in England, examines the nature of RM. It is suggested that its origin shows the influence of a number of distinct strands that appeal to different constituencies within the health service. Each of these strands presents its own specific characteristics and issues as RM is implemented. These are considered in turn before suggesting that RM can usefully be thought of as a management process that combines and integrates the different strands. The paper concludes by examining how the changes associated with introducing RM are being handled and why the process of change is taking longer than first thought. [ABSTRACT FROM AUTHOR]

The article cites key findings from a report on the meeting of the Section of Pharmaceutical Medicine and Research on pharmaco-economics in Great Britain in 1994. It includes information on the role of health economists and the National Health Service's purchasers of medicine, as well as the relevance of pharmaco-economics on the prescription of medicines.

The article discusses highlights of the meeting of the Royal Society of Medicine's Library Scientific Research Section in October 1992 that tackled the issue of pharmaceutical advertising controls in Great Britain. Michael Baker speculated on the effect of the proposal by the Medicines Control Agency to amend the Medicines Regulations 1978. Another speaker, David Massam, explained that the Association of the British Pharmaceutical Industry does not review advertisements for prescribed medicines.

The article presents information about a meeting of the Library (Scientific Research) Section of the Royal Society of Medicine held on October 25, 1990. Brian Rayner, Deputy Secretary in the British Department of Health, has discussed the relationship between the pharmaceutical industry and the Department of Health. Another speaker, Keith Jones, director of the Medicines Control Agency, commented on the protection of public health through the control of medicines.