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Young people currently report feelings of grief, disillusionment, and anxiety around climate change (Hickman, 2019). It is increasingly urgent for universities to provide an education which reflects their concerns and equips them as agentic citizens in an uncertain future. This paper reports on findings from a cross-disciplinary study focusing on students' discourses about ecological justice at a small, northern English university. We adopted a thematic analytical approach (Braun & Clarke, 2006), to explore constructions of agency observed to be salient in focus groups with students. Our findings make it clear that universities need to adapt their curricula and student experience to equip students to understand and exert their agency beyond the individual behavior level, looking to the organizational and structural level. We conclude by offering suggestions for future research, considering pedagogical implications for higher education practitioners, and outlining university-specific developments which our research has sparked.

A good research base exists on the benefits of structured writing retreats and similar provision for academic staff and postgraduate researchers, but to date little has been published about the worth of such events for undergraduate students. This is despite the fact that undergraduate student researchers also experience external pressures, distractions and ambivalent or negative feelings towards writing just as academic staff and postgraduate students do. This paper reports on a mixed methods study of a structured writing retreat programme with third year undergraduate students over four academic years. The resulting data confirmed that one of the biggest challenges for students was finding time and space to write, which mirrors the findings of studies focused on more experienced researchers. The group of writing retreat participants had a very different experience and data revealed the power of these events for this group of students. The data presented here suggest that retreats should much more widely offered for undergraduate students in the latter stages of their degree programmes.

Despite a well-documented and significant increase in the population of children in UK schools who speak language(s) beyond English at home, the national Newly Qualified Teacher survey regularly reports that new teachers do not feel confident or prepared to work effectively with 'EAL children'. Whilst understanding the experiences and exploring the attitudes of newly-qualified, in-service and experienced teachers have been the subject of research around the world, the perspectives of teacher educators have not been adequately researched. This article reports on a mixed-methods study investigating teacher educators' views on their role in preparing future teachers to work effectively with multilingual children. A survey was conducted with 62 teacher educators who have responsibility for inclusion or EAL teacher training, which was followed up with a series of semi-structured interviews. Key findings suggest that there may be a mismatch between the perceptions of teacher educators and newly qualified teachers, as the vast majority of the participants reported that they were either confident or very confident about teaching student teachers how to teach EAL children. Additional themes explored were related to concerns over a performativity culture in education, and to balancing linguistic diversity training alongside other pressing priorities in initial teacher education.

Despite research evidence showing that home language maintenance is important both individually and societally, the task of managing and encouraging it has traditionally fallen to minority language communities and families, tending to lead to inter-generational language shift. Teachers' discourses about responsibilities for language maintenance, attrition and shift have not been researched adequately. This paper addresses this gap by offering a critical discourse analysis of research interviews with British primary school educators. Research on this topic is important because it is well known that teachers' attitudes impact on local policies and classroom practices. Findings show that teachers construct parents and children as responsible for maintenance and attrition of languages beyond English. Teachers hold varying attitudes on language maintenance, some perceiving it as important, whilst others do not. However, few participants claim any significant sense of personal or institutional responsibility for home language maintenance. Parents are construed as denying their children the chance to develop their home languages and children are negatively appraised for not taking opportunities to use them. Globally, teachers need to be empowered to challenge societal ideologies embedded in language policies and the education system should take a role in home language development to help prevent language shift.

The field of English language teaching and learning has long been full of a plethora of acronyms and terms. Those terms that relate to languages and users of languages that are not those privileged or dominant in any given context should be subject to particular scrutiny. The author argues that labels applied to individuals and less dominant languages have the power to entrench and perpetuate monolingual ideologies and deficit-model thinking with regard to multilingualism in education. This article seeks to offer a critical examination of terminology pertinent for children designated as EAL (English as an Additional Language) in the UK school context (as well as other anglophone countries) and to problematise the most commonly used of ideologically entrenched terms. The author proposes a new option that reconfigures the current hierarchical relationship between the dominant language, English, and those that have a lower status within the wider society. The author concludes by arguing that this discussion is arguably a starting point for a broader reconceptualisation of many of the terms and acronyms that abound in the field of language teaching and learning.

Teachers' attitudes towards children's languages and culture have been shown to be instrumental in children's developing self-esteem and academic achievement. Attitudes and the frequently attendant local policies about languages beyond English (LBE) in schools therefore need to be clear for children, as negative or contradictory discourses can distract from positive work that has been done on increasing inclusivity and embracing multilingualism. This article reports on to the extent to which teachers' discourses reveal power and control over children's linguistic repertoires in school. This study is part of a broader project investigating educators' attitudes towards children who speak LBE beyond English conducted in six northern English primary schools. Interviews from 31 participants were systematically analysed by applying appraisal theory framework. Analysis suggested home language use is controlled by teachers, and genuine opportunities for LBE in participating schools seem limited. This was seen both in schools where an overtly welcoming message for LBE was communicated and in schools that were more muted in their appreciation of children's home languages as part of their 'funds of knowledge'. Furthermore, a close linguistic analysis of the participants' responses revealed contradictions and potentially confusing messages for children about the value of their languages.

To link to full-text access for this article, visit this link: http://dx.doi.org/10.1016/j.anbehav.2005.05.013 Byline: Clare L. Cunningham, James R. Anderson, Alan R. Mootnick Abstract: Gibbons (family Hylobatidae) have rarely been studied in terms of object manipulation and tool use. We assessed whether hoolock gibbons can learn to pull on a rake-like object to gain a food reward, in a zero-order manipulation task, without specific training. Their learning style was assessed along with their understanding of the tertiary relationships between the rake, a goal object and an environmental feature. Hoolocks used a rake to pull in an out-of-reach food item in less than 90s on first presentation. The gibbons' behaviour suggests that perceptually restructuring the environment may be within this species' abilities. Their causal understanding of three factors, the rake, the reward and a trap into which the reward could fall and be lost, was moderately better than that of chimpanzees, Pan troglodytes, and capuchins, Cebus spp., on a similar task. Learning of simple associative rules, rather than understanding the physical properties of the trap, might explain the gibbons' performance. Author Affiliation: (a) Department of Psychology, University of Stirling, U.K. (a ) Gibbon Conservation Center, Saugus, California, U.S.A. Article History: Received 2 February 2005; Revised 25 March 2005; Accepted 19 May 2005 Article Note: (miscellaneous) MS. number: 8457R

Introduction: This study investigates the metabolic activity of circulating monocytes and their impact on pro‐inflammatory responses in RA and explores whether this phenotype is already primed for inflammation before clinical manifestations of disease. Methods: Blood was collected and CD14+ monocytes isolated from healthy control donors (HC), individuals at‐risk (IAR) and RA patients. Monocyte frequency in blood and synovial tissue was assessed by flow cytometry. Inflammatory responses and metabolic analysis ± specific inhibitors were quantified by RT‐PCR, Western blot, migration assays, Seahorse‐XFe‐technology, mitotracker assays and transmission electron microscopy. Transcriptomic analysis was performed on HC, IAR and RA synovial tissue. Results: CD14+ monocytes from RA patients are hyper‐inflammatory following stimulation, with significantly higher expression of cytokines/chemokines than those from HC. LPS‐induced RA monocyte migratory capacity is consistent with increased monocyte frequency in RA synovial tissue. RA CD14+ monocytes show enhanced mitochondrial respiration, biogenesis and alterations in mitochondrial morphology. Furthermore, RA monocytes display increased levels of key glycolytic enzymes HIF1α, HK2 and PFKFB3 and demonstrate a reliance on glucose consumption, blockade of which abrogates pro‐inflammatory mediator responses. Blockade of STAT3 activation inhibits this forced glycolytic flux resulting in metabolic reprogramming and resolution of inflammation. Interestingly, this highly activated monocytic phenotype is evident in IAR of developing disease, in addition to an enhanced monocyte gene signature observed in synovial tissue from IAR. Conclusion: RA CD14+ monocytes are metabolically re‐programmed for sustained induction of pro‐inflammatory responses, with STAT3 identified as a molecular regulator of metabolic dysfunction. This phenotype precedes clinical disease onset and may represent a potential pathway for therapeutic targeting early in disease. [ABSTRACT FROM AUTHOR]