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This thesis is based on an in-depth study of the activities of the constituency agents of the Liberal and Conservative parties in England and Wales between 1880 and 1906. Despite forming a vital component of the party organisation, the agents have not been the subject of any previous detailed research. In studying the agents as a body, this thesis aims to shed new light on some of the central debates about changing electoral system during this period, in particular, the interactions between the national and the local dimensions of politics, the professionalisation of political agency, and the differing cultures of the Liberal and Conservative parties.The period after 1880 saw a transition from the solicitor agent who handled registration and electioneering on a part-time basis to the full-time professional agent undertaking the work of party organisation in the constituencies on a year-round basis. Chapter one considers the reasons why it was becoming increasingly desirable for local associations to appoint full-time professional agents, re-evaluating the implications of key legislative reforms such as the 1883 Corrupt Practices Act.Chapter two examines the nature, timing and extent of the shift towards professional agency, revealing it to be a gradual and uneven process, influenced by the financial resources and heterogeneity of local party associations. Nevertheless, the transition to professional agency was well under way by 1906. The second half of this chapter makes a collective biographical study of 177 agents, analysing their backgrounds, career patterns and interests outside politics, and the implications of these for their work in the constituencies.

The Fourth Industrial Age (4IA) is likely to be accompanied simultaneously by an increase in technology-mediated learning and an urgent need for people to learn rapidly, effectively and collaboratively. This study investigates the potential of vicarious learning from videoed tutorials as a pedagogical tool suitable for the challenges of 4IA. Undergraduate Business students observed videos of student tutees responding to tutor prompts as they tackled open-ended and conceptually challenging problems. The results revealed that student observers self-reported: gains in their conceptual understanding from watching videoed tutorials; preferences for watching tutorial dialogues over alternative learning methods; and that watching videoed tutorials had positive impacts on their affect and access to additional learning-related information. The study concludes that vicarious learning from videoed tutorials is an accessible technology-mediated pedagogy that is achievable by mainstream educators and is effective in developing conceptual understanding, engaging students and providing access to additional learning-related information.

Bardet-Biedl syndrome (BBS) is a genetically heterogeneous ciliopathy. Although nine BBS genes have been cloned, they explain only 40–50% of the total mutational load. Here we report a major new BBS locus, BBS10 , that encodes a previously unknown, rapidly evolving vertebrate-specific chaperonin-like protein. We found BBS10 to be mutated in about 20% of an unselected cohort of families of various ethnic origins, including some families with mutations in other BBS genes, consistent with oligogenic inheritance. In zebrafish, mild suppression of bbs10 exacerbated the phenotypes of other bbs morphants.

What are the experiences of children and young people? How can we think about the challenges they face? What systems and practices can support them? How can we develop greater equality, participation and inclusion across diverse settings? This second edition of Equality, Participation and Inclusion 2: Diverse Contexts is the second of two Readers aimed at people with an interest in issues of equality, participation and inclusion for children and young people. This second Reader focuses in particular upon the diverse experiences and contexts in which children and young people encounter issues of equality, participation and inclusion. Comprising readings taken from the latest research in journal articles, newly commissioned chapters, as well as several chapters from the first edition that retain particular relevance, this fully updated second edition has broadened its focus to consider a wider range of diverse experiences and contexts, whilst maintaining an emphasis on educational settings. Drawing on the writing of academics, practitioners, children and young people, this collection is a rich source of information and ideas for students and practitioners who are interested in thinking about how inequality and exclusion are experienced, and how they can be challenged, and will be of particular interest to those working in education, health, youth and community work, youth justice and social services. Families and advocates are also likely to be drawn to the material as much of it reflects on lived experiences and life stories. Jonathan Rix is Senior Lecturer in inclusion, curriculum and learning at The Open University, UK. Melanie Nind is Professor of Education at Southampton University, UK. Kieron Sheehy is Senior Lecturer at the Centre for Childhood Development at The Open University, UK. Katy Simmons is a Lecturer in inclusive and special education in the Centre for Curriculum and Teaching Studies at The Open University, UK. John Parry is a Lecturer in early years and inclusion at The Open University, UK. Rajni Kumrai is a Lecturer in education in the Faculty of Education and Language Studies at The Open University, UK. Contents 1 Introduction Another place John Parry, Jonty Rix, Rajni Kumrai and Chris Walsh Part 1: More than one way 2 Reciprocal working by education, health and social services: lessons for a less-travelled road Roy McConkey 3 Child and parent relationships with teachers in schools responsible for the education of children with serious medical conditions Claire Norris and Alison Closs 4 Children’s homes and school exclusion: redefining the problem Isabelle Brodie 5 Inclusion for the difficult to include John Visser, Ted Cole and Harry Daniels Part 2: Transitions: coming together 6 \"We are the ones we have been waiting for\": the work of community mobilisers in Milton Keynes Katy Simmons, Alla Laerke, Danny Conway and Martin Woodhead 7 ‘Back to school’ - piloting an occupational therapy service in mainstream schools in the UK Eve Hutton 8 Inclusion at Bangabandhu Primary School Cathy Phillips and Helen Jenner 9 A personal perspective – developing a partnership approach at Deri View Primary School and Acorn Integrated Children’s Centre Maggie Teague 10 Voices from segregated schooling: towards an inclusive education system Tina Cook, John Swain and Sally French 11 Professional identity in multi-disciplinary teams: the staff speak Ann Workman and Jeremy Pickard Part 3: On the margins 12 Interviews with young people about behavioural support: equality, fairness and rights Paul Hamill and Brian Boyd 13 Disadvantage and discrimination compounded: the experience of Pakistani and Bangladeshi parents of disabled children in the UK Qulsom Fazil, Paul Bywaters, Zoebia Ali, Louise Wallace and Gurnam Singh 14 Teachers and Gypsy Travellers Gwynedd Lloyd, Joan Stead, Elizabeth Jordan and Claire Norris 15 Peer support for young people with same-sex attraction Colm Crowley, Susan Hallam, Rom Harre and Ingrid Lunt 16 Exclusion: a silent protest Janet Collins 17 Media portrayal of young people – impact and influence, Catherine Clark, Amrita Ghosh, Emrys Gree and Naushin Shariff 18 The impossibility of minority ethnic educational 'success'? An examination of the discourses of teachers and pupils in Britishs secondary schools Louise Archer Part 4: Thinking differently 19 Learning without limits Susan Hart 20 Gender, ‘special educational needs’ and inclusion Shereen Benjamin 21 ‘Part of who we are as a school should include responsibility for well-being’: links between the school environment, mental health and behaviour Jennifer Spratt, Janet Shucksmith, Kate Philip and Cate Watson 22 Children and young people in hospitals: doing youth work in medical settings' Scott Yates, Malcolm Payne, and Simon Dyson 23 Working in the community with young people who offend Alice Sampson and Spyros Themelis

Interpreting observations of distant galaxies in terms of constraints on physical parameters - such as stellar mass, star-formation rate (SFR) and dust optical depth - requires spectral synthesis modelling. We analyse the reliability of these physical parameters as determined under commonly adopted `classical' assumptions: star-formation histories assumed to be exponentially declining functions of time, a simple dust law and no emission-line contribution. Improved modelling techniques and data quality now allow us to use a more sophisticated approach, including realistic star-formation histories, combined with modern prescriptions for dust attenuation and nebular emission (Pacifici et al. 2012). We present a Bayesian analysis of the spectra and multi-wavelength photometry of 1048 galaxies from the 3D-HST survey in the redshift range 0.7

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