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.

Vocabulary acquisition in young children: the role of the story

Sharing storybooks with babies increases their future achievements in literacy, especially in reading (Hall, 2001; Moore and Wade, 1997, 2003; Scarborough et al., 1991; Wade and Moore, 1998; Wells, 1985). This study, focusing on case studies of two 20-month-old children, attempts to identify the role the storybook plays in children’s vocabulary acquisition. Their mothers adopted a regime of daily reading of specific picture books over a six-week period, and recorded the children’s acquisition of new vocabulary, in order to explore what specific contribution these texts made to the children’s speech. The findings demonstrate that storybooks form one source of children’s newly-acquired vocabulary. Factors that might account for this were more difficult to determine through a study of this scale.

Regulation of early steps of GPVI signal transduction by phosphatases: a systems biology approach

We present a data-driven mathematical model of a key initiating step in platelet activation, a central process in the prevention of bleeding following Injury. In vascular disease, this process is activated inappropriately and causes thrombosis, heart attacks and stroke. The collagen receptor GPVI is the primary trigger for platelet activation at sites of injury. Understanding the complex molecular mechanisms initiated by this receptor is important for development of more effective antithrombotic medicines. In this work we developed a series of nonlinear ordinary differential equation models that are direct representations of biological hypotheses surrounding the initial steps in GPVI-stimulated signal transduction. At each stage model simulations were compared to our own quantitative, high-temporal experimental data that guides further experimental design, data collection and model refinement. Much is known about the linear forward reactions within platelet signalling pathways but knowledge of the roles of putative reverse reactions are poorly understood. An initial model, that includes a simple constitutively active phosphatase, was unable to explain experimental data. Model revisions, incorporating a complex pathway of interactions (and specifically the phosphatase TULA-2), provided a good description of the experimental data both based on observations of phosphorylation in samples from one donor and in those of a wider population. Our model was used to investigate the levels of proteins involved in regulating the pathway and the effect of low GPVI levels that have been associated with disease. Results indicate a clear separation in healthy and GPVI deficient states in respect of the signalling cascade dynamics associated with Syk tyrosine phosphorylation and activation. Our approach reveals the central importance of this negative feedback pathway that results in the temporal regulation of a specific class of protein tyrosine phosphatases in controlling the rate, and therefore extent, of GPVI-stimulated platelet activation.