Use of TD-GC-TOF-MS to assess volatile composition during post harvest storage in seven accessions of rocket salad (Eruca sativa)

An important step in breeding for nutritionally enhanced varieties is determining the effects of the post-harvest supply chain on phytochemicals and the changes in VOCs produced over time. TD- GC-TOF-MS was used and a technique for the extraction of VOCs from the headspace using portable tubes is described. Forty-two compounds were detected; 39 were identified by comparison to NIST libraries. Thirty-five compounds had not been previously reported in Eruca sativa. Seven accessions were assessed for changes in headspace VOCs over 7 days. Relative amounts of VOCs across 3 time points were significantly different - isothiocyanate-containing molecules being abundant on 'Day 0'. Each accession showed differences in proportions/types of volatiles produced on each day. PCA revealed a separation of VOC profiles according to the day of sampling. Changes in VOC profiles over time could provide a tool for assessment of shelf-life.

Realities and perceptions for English teachers of Polish children

This chapter examines the responses of English primary school teachers to Polish children arriving in the south of England since 2006. Schools in England have a changing pupil demographic which reflects changing patterns of trans-European migration since the accession of new member states to the EU in 2004 and 2007. There is evidence that this shift is one experienced not just in inner-city schools most commonly associated with minority ethnic populations, but in a wide range of schools in rural and smaller town settings in a number of counties across the country. In adjusting to new identities and new languages in their classrooms, teachers in areas not previously associated with national or ethnic differences are required to respond pedagogically and pastorally in new ways. Their beliefs are compared with the views of migration held by Polish teachers’ from one Polish town affected by migration. Interview data are analysed in order to explore differences in perception towards Polish migrant families and their children. Discussion centres on English teachers’ very positive responses to Polish children, and of how the teacher-friendly behaviour of Polish families may support the construction of stereotypes that are not necessarily a reflection of reality as experienced by the children.

Linguistic capital and the linguistic field for teachers unaccustomed to linguistic difference

Teachers in classrooms throughout England are facing a shifting demographic in their pupil intake. Where once the teaching of children whose first language was not English was considered an inner-city teachers’ role, more recent migration patterns have challenged this preconception (Andrews, 2009). In England in particular, this change sits against an historical backdrop of centralised control of the curriculum for English. This article explores how primary school teachers responded to the arrival of Polish children in county settings following EU accession in 2004. Interviews with a small sample of teachers in schools that had previously been mainly monolingual were coded using Bourdieu’s Logic of Practice. Analysis revealed a complex mix of experienced that appeared to rest on assumed pedagogical norms and professionally assimilated external pressures. Discussion centres on the author’s interpretation of teachers’ ownership of linguistic capital and its relationship to linguistic field.

Encountering migration: English primary school teachers’ responses to Polish children

Schools in England have recently undergone a shift in their pupil demographic which in part reflects changing patterns of trans-European migration since the accession of new member states to the EU in 2004 and 2007. There is evidence that this shift is one experienced not just in inner-city schools most commonly associated with minority ethnic populations, but in a wide range of schools in rural and smaller town settings in a number of counties across the country (Vertovec, 2007). This article explores the responses of English primary school teachers to Polish children arriving since 2006 in a county in the South of England. Using Bourdieu’s logic of practice, interview data are analysed in order to examine attitudes towards Polish children and their families. Discussion centres on how teachers’ professional habitus may unconsciously govern their reception of children from Poland, and of how the teacher-friendly behaviour of Polish children and families may support a generalised construction of the Polish model learner.

Turning a Bourdieuian lens on English teaching in primary schools: linguistic field, linguistic habitus and linguistic capital

The research project used to frame discussion in this chapter was a doctoral study of the experiences of English primary school teachers teaching pupils whose home language was not English in their previously monolingual classrooms. They taught in a region in the south of England which experienced a significant rise in the population of non-native English speakers following Eastern European member states’ accession to the EU in 2004 and 2007. The study focussed principally on the teachers’ responses to their newly arrived Polish children because Polish families were arriving in far greater numbers than those from other countries. The research aims focussed on exploring and analysing the pedagogical experiences of teachers managing the acquisition of English language for their Polish children. Critical engagement with their experiences and the ways in which they did or did not adapt their pedagogy for teaching English was channelled through Bourdieuian constructs of linguistic field, capital and habitus. The following sections explore my reasons for adopting Bourdieu’s work as a theoretical lens, the practicalities and challenges of incorporating Bourdieu’s tools for thinking in data analysis, and the subsequent impact on my research activity.

The romance of the Stanleys: regional and national imaginings in the Percy Folio

This article investigates a body of early Tudor poetry associated with the Stanley Earls of Derby, preserved in the Percy Folio (British Library, Additional MS 27879). It argues that the Lancashire and Cheshire authors of these poems modified strategies of national address, rooted in a historical and prophetic tradition we can trace back to Geoffrey of Monmouth, to construct a clear regional identity centred on the dynastic mythology of the Stanley family. The Galfridian Stanley-ite mythology of this period presents a significant counterpart to contemporary political historical and prophetic treatments of the Tudor accession. This provides an important new literary-historical context for our understanding of the Percy Folio romance "The Turke and Sir Gawain".