<html><head><base href="x-msg://1082/"></head><body style="word-wrap: break-word; -webkit-nbsp-mode: space; -webkit-line-break: after-white-space; ">Hi All,<div><br></div><div>Sorry, for some reason my schedule is also conspiring against me. I broke a crown the other day and today is the only time my dentist could work me in… and I will be out of the country for the next meeting. After that, it should all be smooth sailing. I hope everything goes well at the meeting.</div><div><br></div><div>Regards,</div><div>Jared</div><div><br></div><div><br><div><div>On 3 Jul 2012, at 17:10, Richard Keeble wrote:</div><br class="Apple-interchange-newline"><blockquote type="cite"><span class="Apple-style-span" style="border-collapse: separate; font-family: Helvetica; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-align: -webkit-auto; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; font-size: medium; "><div class="hmmessage" style="font-size: 10pt; font-family: Tahoma; "><div dir="ltr" align="left"><span class="303020916-03072012"><font face="Arial" color="#0000ff">My apologies too for absence tomorrow.</font></span></div><div dir="ltr" align="left"><span class="303020916-03072012"><font face="Arial" color="#0000ff">I look forward to hearing about it,</font></span></div><div dir="ltr" align="left"><span class="303020916-03072012"><font face="Arial" color="#0000ff">Richard K</font></span></div><br><div class="OutlookMessageHeader" lang="en-us" dir="ltr" align="left"><hr tabindex="-1"><font face="Tahoma"><b>From:</b><span class="Apple-converted-space"> </span><a href="mailto:ssc-bounces@lists.aktivix.org">ssc-bounces@lists.aktivix.org</a><span class="Apple-converted-space"> </span>[mailto:ssc-bounces@lists.aktivix.org]<span class="Apple-converted-space"> </span><b>On Behalf Of<span class="Apple-converted-space"> </span></b>douglas brooks<br><b>Sent:</b><span class="Apple-converted-space"> </span>03 July 2012 16:38<br><b>To:</b><span class="Apple-converted-space"> </span><a href="mailto:ssc@lists.aktivix.org">ssc@lists.aktivix.org</a><br><b>Subject:</b><span class="Apple-converted-space"> </span>Re: [SSC] SSC Digest, Vol 19, Issue 5<br></font><br></div><div></div><div dir="ltr">Hi All.<br> <br>My apologies firstly for not attending last Saturday, it appears I missed a really interesting day reading the comments posted,<br> <br>Sadly I will miss Wednesdays meeting also due to prior commitments<br>.<br> <br>regards,<br> <br>Doug Brooks<br> <br> <br><div><div id="SkyDrivePlaceholder"></div>> From: <a href="mailto:ssc-request@lists.aktivix.org">ssc-request@lists.aktivix.org</a><br>> Subject: SSC Digest, Vol 19, Issue 5<br>> To: <a href="mailto:ssc@lists.aktivix.org">ssc@lists.aktivix.org</a><br>> Date: Tue, 3 Jul 2012 12:00:21 +0000<br>><span class="Apple-converted-space"> </span><br>> Send SSC mailing list submissions to<br>> <a href="mailto:ssc@lists.aktivix.org">ssc@lists.aktivix.org</a><br>><span class="Apple-converted-space"> </span><br>> To subscribe or unsubscribe via the World Wide Web, visit<br>> <a href="https://lists.aktivix.org/mailman/listinfo/ssc">https://lists.aktivix.org/mailman/listinfo/ssc</a><br>> or, via email, send a message with subject or body 'help' to<br>> <a href="mailto:ssc-request@lists.aktivix.org">ssc-request@lists.aktivix.org</a><br>><span class="Apple-converted-space"> </span><br>> You can reach the person managing the list at<br>> <a href="mailto:ssc-owner@lists.aktivix.org">ssc-owner@lists.aktivix.org</a><br>><span class="Apple-converted-space"> </span><br>> When replying, please edit your Subject line so it is more specific<br>> than "Re: Contents of SSC digest..."<br>><span class="Apple-converted-space"> </span><br>><span class="Apple-converted-space"> </span><br>> Today's Topics:<br>><span class="Apple-converted-space"> </span><br>> 1. Re: SSC Digest, Vol 19, Issue 4 (<a href="mailto:sarah@socialsciencecentre.org.uk">sarah@socialsciencecentre.org.uk</a>)<br>><span class="Apple-converted-space"> </span><br>><span class="Apple-converted-space"> </span><br>> ----------------------------------------------------------------------<br>><span class="Apple-converted-space"> </span><br>> Message: 1<br>> Date: Mon, 2 Jul 2012 23:15:00 +0200<br>> From: <<a href="mailto:sarah@socialsciencecentre.org.uk">sarah@socialsciencecentre.org.uk</a>><br>> To: <<a href="mailto:ssc@lists.aktivix.org">ssc@lists.aktivix.org</a>><br>> Subject: Re: [SSC] SSC Digest, Vol 19, Issue 4<br>> Message-ID: <<a href="mailto:49923.1341263700@socialsciencecentre.org.uk">49923.1341263700@socialsciencecentre.org.uk</a>><br>> Content-Type: text/plain; charset="utf-8"<br>><span class="Apple-converted-space"> </span><br>> Hi everyone,<br>><span class="Apple-converted-space"> </span><br>> I agree with Sandie and Mike W. here, that it would be a good idea to reflect on where we are and how we're doing on Wednesday, and beyond.<span class="Apple-converted-space"> </span><br>> In the meantime I'm really enjoying the conversations that Alan's reflections have initiated.<span class="Apple-converted-space"> </span><br>><span class="Apple-converted-space"> </span><br>> Can we announce for the meeting with people wanting to study, on this Wednesday, that I'll be there to help out with childcare if anyone<span class="Apple-converted-space"> </span><br>> will need it? Not sure how to go about doing that...<br>><span class="Apple-converted-space"> </span><br>> Best,<br>> Sarah<span class="Apple-converted-space"> </span><br>><span class="Apple-converted-space"> </span><br>> On Mon 2/07/12 20:41, <a href="mailto:ssc-request@lists.aktivix.org">ssc-request@lists.aktivix.org</a> wrote:<br>> > Send SSC mailing list submissions to<br>> > ssc@lis<br>> > <a href="http://ts.aktivix.org">ts.aktivix.org</a><br>> > To subscribe or unsubscribe via the World Wide Web, visit<br>> > <a href="https://lists.aktivix.org/mailman/listinfo/ssc">https://lists.aktivix.org/mailman/listinfo/ssc</a><br>> or, via email, send a message with subject or body 'help' to<br>> > <a href="mailto:ssc-request@lists.aktivix.org">ssc-request@lists.aktivix.org</a><br>> > You can reach the person managing the list at<br>> > s<br>> > <a href="mailto:sc-owner@lists.aktivix.org">sc-owner@lists.aktivix.org</a><br>> > When replying, please edit your Subject line so it is more specific<br>> > than "Re: Contents of SSC digest..."<br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> > Today's Topics:<br>> ><span class="Apple-converted-space"> </span><br>> > 1. Re: [Norton AntiSpam] Communications, assessment and<br>> > disability (Alan Gurbutt)<br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> > ----------------------------------------------------------------------<br>> ><span class="Apple-converted-space"> </span><br>> > Message: 1<br>> > Date: Mon, 2 Jul 2012 21:40:52 +0100<br>> > From: "Alan Gurbutt" <agurbutt@g<br>> > <a href="http://mail.com">mail.com</a>><br>> To: "'Sandie Stratford'" <sa<br>> > <a href="mailto:ndiestrat@phonecoop.coop">ndiestrat@phonecoop.coop</a>><br>> Cc: ssc@lis<br>> > <a href="http://ts.aktivix.org">ts.aktivix.org</a><br>> Subject: Re: [SSC] [Norton AntiSpam] Communications, assessment and<br>> > disability<br>> > Message-ID: <000c01cd5892$f94fabb0$ebef0310$@com><br>> > Content-Type: text/plain; charset="us-ascii"<br>> ><span class="Apple-converted-space"> </span><br>> > Dear Sandi / everyone,<br>> ><span class="Apple-converted-space"> </span><br>> > Grace enjoyed her day. Her grandmother once said her wisdom exceeded<br>> > her<br>> age, which, at the time, seemed like a strange comment to make, she was<br>> > very<br>> young.<span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> > I look forward to a time when neuroscience and education become more<br>> > integrated towards learning, but think science will only prove what<br>> > Vygotsgy<br>> already knew. The Brainwaves 2 project at the Royal Society is making<br>> > headway.<br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> > People never cease to amaze me, we are remarkably resilient. I'm sure<br>> > SSC<br>> will provide support when needed. It just feels right.<br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> > Best wishes,<br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> > Alan<span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> > From: Sandie Stratford [sa<br>> > <a href="mailto:ndiestrat@phonecoop.coop">ndiestrat@phonecoop.coop</a>]<span class="Apple-converted-space"> </span><br>> Sent: 02 July 2012 20:19<br>> > To: Alan Gurbutt; ssc@lis<br>> > <a href="http://ts.aktivix.org">ts.aktivix.org</a><br>> Subject: Re: [Norton AntiSpam][SSC] Communications, assessment and<br>> > disability<br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> > Hi all<br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> > It was delightful to have Grace take part, with her quiet wisdom and<br>> > careful<br>> listening. I am so pleased that she felt able to be part of us.<br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> > Thanks Alan for a really useful insight into dyslexia. I love the ZPD<br>> > theory and get more from it every time I study it. It's one of those<br>> > truly<br>> intuitive models, for me.<br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> > You make the very valuable point that dealing with people as individuals<br>> > is<br>> what really matters. I hope that's what the SSC will excel at.<br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> > Sandie<br>> ><span class="Apple-converted-space"> </span><br>> > ----- Original Message -----<span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> > From: Alan Gurbutt <agurbutt@g<br>> > <a href="http://mail.com">mail.com</a>><span class="Apple-converted-space"> </span><br>> > To: ssc@lis<br>> > <a href="http://ts.aktivix.org">ts.aktivix.org</a><span class="Apple-converted-space"> </span><br>> > Sent: Sunday, July 01, 2012 9:16 PM<br>> ><span class="Apple-converted-space"> </span><br>> > Subject: [Norton AntiSpam][SSC] Communications, assessment and<br>> > disability<br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> > Dear All,<br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> > It was good to meet you all yesterday. Thank you for allowing my daughter<br>> > to<br>> stay. I wanted her to experience learning set aside from schooling.<br>> > She's<br>> been busy with GCSEs which is leaving little time for reading more<br>> > widely.<br>> It must have worked; she is full of enthusiasm and is now busy<br>> > transferring<br>> the creative projects tree to a computer representation.<br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> > We enjoyed the communications workshop, looking at speaking and<br>> > listening<br>> for personalised accessible learning.<br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> > Regarding disability and special education needs, I'm conscious that I<br>> > was<br>> asked to write a short paper about my experience with dyslexia. Please<br>> > accept my apologies for not having time to do this hence being ill<br>> > prepared<br>> for yesterday.<span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> > To the best of my knowledge I am the only member of my family to have<br>> > been<br>> affected by dyslexia and by a twist of fate it hasn't been passed down to<br>> > my<br>> children. However, it should be noted that the word 'dyslexia' is a<br>> > very<br>> broad term which can have implications beyond genetic transmission,<br>> > for<br>> intergenerational learning. This can be compounded by compulsory<br>> > education<br>> where standardisation can fail to capture creativity of the young<br>> > and/or<br>> disabled.<span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> > Some describe dyslexia as a specific learning disability (SpLD) whilst<br>> > others see it as a gift of neurological diversity. I guess, where<br>> > adjustments are made to learning it becomes less of a disability, where<br>> > they<br>> are not the opposite may apply. It is doubtful however to be clear-cut<br>> > because for some the effects can be severe. For example, dyslexia is<br>> > associated with conditions such as ADHD.<span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> > Then there's the issue of how society constructs disability. Some argue<br>> > for<br>> inclusion, for equality of opportunity, whilst others see inclusion as<br>> > a<br>> dumbing down of excellence or cheating. State education in England has<br>> > provided few favours. It has been in a state of flux since the 1944<br>> > Education Act on how to divide children. Recent amendments to state<br>> > education around admissions and academies will mean it will only get<br>> > worse<br>> for those who don't fit the mould. What this essentially means is that<br>> > Higher Education will become a distant dream for many.<span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> > There are legal protections in the Equality Act 2010. Basically, if a<br>> > condition is expected to last for more than 12 months reasonable<br>> > adjustments<br>> must be made. I'll revisit this at some point.<br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> > The Scottish Government have produced a working definition of dyslexia<br>> > which<br>> is quite useful<span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> > Dyslexia can be described as a continuum of difficulties in learning<br>> > to<br>> read, write and/or spell, which persist despite the provision of<br>> > appropriate<br>> learning opportunities. These difficulties often do not reflect an<br>> > individual's cognitive abilities and may not be typical of performance<br>> > in<br>> other areas. The impact of dyslexia as a barrier to learning varies in<br>> > degree according to the learning and teaching environment, as there<br>> > are<br>> often associated difficulties such as:<br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> > . auditory and /or visual processing of language-based<br>> > information<br>> > . phonological awareness<br>> ><span class="Apple-converted-space"> </span><br>> > . oral language skills and reading fluency<br>> ><span class="Apple-converted-space"> </span><br>> > . short-term and working memory<br>> ><span class="Apple-converted-space"> </span><br>> > . sequencing and directionality<br>> ><span class="Apple-converted-space"> </span><br>> > . number skills<br>> ><span class="Apple-converted-space"> </span><br>> > . organisational ability<br>> ><span class="Apple-converted-space"> </span><br>> > . Motor skills and co-ordination may also be affected.<br>> ><span class="Apple-converted-space"> </span><br>> > Dyslexia exists in all cultures and across the range of abilities and<br>> > socio-economic backgrounds. It is a hereditary, life-long,<br>> > neuro-developmental condition. Unidentified, dyslexia is likely to result<br>> > in<br>> low self esteem, high stress, atypical behaviour, and low achievement.<br>> ><span class="Apple-converted-space"> </span><br>> > Learners with dyslexia will benefit from early identification,<br>> > appropriate<br>> intervention and targeted effective teaching, enabling them to become<br>> > successful learners, confident individuals, effective contributors and<br>> > responsible citizens.<br>> ><span class="Apple-converted-space"> </span><br>> > My extreme view for what it is worth is based on retrospection combined<br>> > with<br>> what I have learnt at the University of Lincoln on a child studies<br>> > programme. Everything we become, our ability to process language, with<br>> > the<br>> exception of profound and unrelated illness, relates to our attachment<br>> > to<br>> our primary caregiver and our culture: social interactions with other<br>> > people<br>> and institutions.<span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> > The work of Russian educational psychologist and revolutionary Lev<br>> > Vygotsky<br>> has had a profound influence on me, but not in the usual sense. As is<br>> > common<br>> to many dyslexics I often miss chunks of text, transpose meaning and<br>> > arrive<br>> at a different place. I misread Vygotsky's Zone of Proximal<br>> > Development<br>> (ZPD) meant I would need to analyse gaps in my own skills in order to<br>> > find<br>> additional support for my children's homework. Anyway, all was not lost<br>> > by<br>> failing to realise that teachers are intended to provide support within<br>> > the<br>> zone of consolidated knowledge and potential ability. At this point I<br>> > had<br>> spent three years campaigning for the underlying deficits associated<br>> > with<br>> premature birth to be passed from health into education so knew Vygotsky<br>> > had<br>> been at work here too (long story). It also became apparent that<br>> > interventions such as REAL (Raising Early Achievement in Literacy) use<br>> > his<br>> theories of ZPD and language development. Moreover, the correct<br>> > interpretation of Vygotsky's work was he rejected the notion that<br>> > children<br>> have to first meet a particular stage of maturation in order to move on<br>> > to<br>> the next stage of learning. With the right support learning could take<br>> > place<br>> through effective use of language. Most importantly, he had noted<br>> > learning<br>> can precede child development. He was ahead of his time. Current fMRI<br>> > studies are noting that brain development occurs in spurts and the brain<br>> > is<br>> far more plastic than was previously thought, particularly in teenage<br>> > years.<br>> Professor Price (UCL) recently said: "We have to be careful not to write<br>> > off<br>> poorer performers at an early age when in fact their IQ may improve<br>> > significantly given a few more years".<span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> > Why am I waffling on about brain development and how does it relate to<br>> > dyslexia?<br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> > Allen Schore et al. have provided a multi disciplinary synthesis of<br>> > neuroscience from which they have determined sensitive periods of<br>> > brain<br>> development, particularly in the first 6 months, 24 months and<br>> > adolescence<br>> (up to 21/25 years of age). Most importantly, this type of research<br>> > reinforces the influence of the environment on the brain throughout life<br>> > -<br>> on human potential. Furthermore, it is now generally noted that when<br>> > damage<br>> occurs to one area of the brain, the problem can be mediated by making<br>> > another area of the brain accessible for that activity.<span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> > This is why we need to make reasonable adjustments for students with<br>> > disabilities in the assessment process. We need to move away from<br>> > standardisation and state control.<span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> > Best wishes,<br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> > Alan<span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> > _____<span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> > _______________________________________________<br>> > SSC mailing list<br>> > <a href="mailto:SSC@lists.aktivix.org">SSC@lists.aktivix.org</a><br>> > <a href="https://lists.aktivix.org/mailman/listinfo/ssc">https://lists.aktivix.org/mailman/listinfo/ssc</a><br>> > _____<span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> > No virus found in this message.<br>> > Checked by AVG - <a href="http://www.avg.com">www.avg.com</a><br>> Version: 2012.0.2180 / Virus Database: 2437/5106 - Release Date:<br>> > 07/02/12<br>> > -------------- next part --------------<br>> > An HTML attachment was scrubbed...<br>> > URL: <<a href="https://lists.aktivix.org/pipermail/ssc/attachments/20120702/4b">https://lists.aktivix.org/pipermail/ssc/attachments/20120702/4b</a><br>> > 4c679c/attachment.html><br>> > ------------------------------<br>> ><span class="Apple-converted-space"> </span><br>> > _______________________________________________<br>> > SSC mailing list<br>> > <a href="mailto:SSC@lists.aktivix.org">SSC@lists.aktivix.org</a><br>> > <a href="https://lists.aktivix.org/mailman/listinfo/ssc">https://lists.aktivix.org/mailman/listinfo/ssc</a><br>> ><span class="Apple-converted-space"> </span><br>> > End of SSC Digest, Vol 19, Issue 4<br>> > **********************************<br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>> ><span class="Apple-converted-space"> </span><br>><span class="Apple-converted-space"> </span><br>><span class="Apple-converted-space"> </span><br>><span class="Apple-converted-space"> </span><br>><span class="Apple-converted-space"> </span><br>><span class="Apple-converted-space"> </span><br>> ------------------------------<br>><span class="Apple-converted-space"> </span><br>> _______________________________________________<br>> SSC mailing list<br>> <a href="mailto:SSC@lists.aktivix.org">SSC@lists.aktivix.org</a><br>> <a href="https://lists.aktivix.org/mailman/listinfo/ssc">https://lists.aktivix.org/mailman/listinfo/ssc</a><br>><span class="Apple-converted-space"> </span><br>><span class="Apple-converted-space"> </span><br>> End of SSC Digest, Vol 19, Issue 5<br>> **********************************<br></div></div><div> </div><div><font size="2" face="Times New Roman"><br><b><i>The University of Lincoln</i><span class="Apple-converted-space"> </span>- a top performer in student satisfaction, enjoying an unrivalled ascent through the University league tables, set in a dynamic, research rich and vibrant campus in the heart of a great historic student-friendly city.</b></font></div><div><font size="1" face="Arial"><br><br>The information in this e-mail and any attachments may be confidential. If you have received this email in error please notify the sender immediately and remove it from your system. Do not disclose the contents to another person or take copies.<br><br>Email is not secure and may contain viruses. The University of Lincoln makes every effort to ensure email is sent without viruses, but cannot guarantee this and recommends recipients take appropriate precautions.<br><br>The University may monitor email traffic data and content in accordance with its policies and English law. Further information can be found at:<a href="http://www.lincoln.ac.uk/legal">http://www.lincoln.ac.uk/legal</a>.</font></div>_______________________________________________<br>SSC mailing list<br><a href="mailto:SSC@lists.aktivix.org">SSC@lists.aktivix.org</a><br><a href="https://lists.aktivix.org/mailman/listinfo/ssc">https://lists.aktivix.org/mailman/listinfo/ssc</a></div></span></blockquote></div><br></div></body></html>