Unipotent classes in the classical groups parameterized by subgroups

This paper describes how to use subgroups to parameterize unipotent classes in the classical algebraic group in characteristic 2. These results can be viewed as an extension of the Bala-Carter Theorem, and give a convenient way to compare unipotent classes in a group $G$ with unipotent classes of a subgroup $X$ where $G$ is exceptional and $X$ is a Levi subgroup of classical type.Comment: 14 pages. Minor changes and rewriting compared to version

Development in the early years : Its importance for school performance and adult outcomes [Wider Benefits of Learning Research Report No. 20]

Early development of children’s intellectual, social and physical abilities has the potential to affect their long term achievement, beyond the initial introduction to the classroom, through their school lives and into adulthood. A greater understanding of the processes at work in these early years and their role in later success is therefore important to ensure that resources are appropriately targeted. Past research has shown that early cognitive attainment is strongly related to later academic success. But we are also interested in the benefit that children gain from arriving at school with particular personal characteristics and the relationship which these may have to cognitive development. We also seek to explore the role of development (as opposed to innate capability) in the pre-school years. Data from the 1970 British Cohort Study is used to examine the importance of early measures of children’s cognitive ability and behavioural development for their subsequent school and labour market achievement. Our results suggest that, of the various measures used in this study, the most powerful predictor of later academic and labour market success is the ability of children to copy basic designs. However, we do not ignore the influence of behavioural factors and highlight the particular importance of skills related to attention with respect to these outcomes. The results clearly show that early development of both cognitive and behavioural skills have a role in subsequent achievement. In this respect, we believe that the findings in this report add to the debate on the appropriate balance between cognitive and non-cognitive skills at different ages and for different groups of children. In particular, failure to place sufficient emphasis on cognitive development may run counter to the interests of children from low SES groups. We believe that pedagogy should continue to address ways in which cognitive and non-cognitive abilities can support one another and how the interactions between these different groups of skills can best be harnessed for different groups of children

A phytosociological study of soligenous mires and springs in the north Pennines

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The influence of context on attainment in primary school: Interactions between children, family and school contexts [Wider Benefits of Learning Research Report No. 28]

Growing awareness of the importance of parents and the home environment in shaping children’s achievement, coupled with the recognition of the school as a site for engagement in broader aspects of social and personal development, has raised interest in the interactions between these different influences as a way of addressing issues of educational attainment and inequality. This study explores the nature of these links and considers the relative contribution of different aspects of four different ‘contexts’ or likely spheres of influence on pupil achievement in England at Key Stage 2 (age 10/11), as well as their associations with one another. The results highlight that the quality of each of the different aspects of their lives is important for children’s attainment in primary school: pupils with better contexts – i.e. better individual, school and family background and experience – have higher scores in Key Stage 2 assessments in English, maths and science. However, these contexts do not act in isolation, but are closely related to one another, and their influence on children’s attainment is affected by these interrelationships. Furthermore, these results indicate that the interaction effects are greater for those with poor quality contexts. This suggests not only that there is scope to narrow the gaps in educational opportunity, but also that, where influence is possible, the greatest likely returns are for those whose background and experience are poor

Being the Body of Christ

...catechumenal formation is not a dress rehearsal for discipleship, but is discipleship itself. Catechumenal formation is ministry – the sharing of the Gospel of Jesus Christ with those who need to hear it most. The catechumenate facilitates newcomer participation in the central practices of discipleship alongside oldcomers. Yet, that is not all. Where the catechumenate thrives is when leaders tend to the relationships between newcomers and oldcomers – where leaders tend to the ministry that occurs between newcomers and oldcomers

Preliminary Gibbon Status Review for Lao PDR 2008

Provides a site directory for gibbon habitats and populations in Laos. Examines patterns of threats and conservation and documents the national conservation status and outlook for each species. Makes recommendations for urgent interventions