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English ivy is also one of the best climbers for wildlife. The green-yellow flowers on mature plants provide a late source of nectar and pollen for insects, and the black berries have a high calorie content, providing food for birds, including thrushes and blackbirds, in late winter. Ivy also provides shelter for birds, bats and small mammals.
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These access courses are designed to encourage a more diverse range of students into the medical profession. As well as mature students, they support students from disadvantaged backgrounds, students from ethnic and cultural minorities, and disabled students.
The decision to enter higher education as a mature student can be a difficult one in terms of commitment and financial circumstances. However, the university will provide the support that you need to make the most of your time here.
We recognise that mature students may offer different qualifications and experience, which will be taken into account when we assess your application, it is important that you have adequate experience and/or qualifications to allow you to cope with academic demands of your course. It is normally recommended that you should have undertaken some recognised systematic course of study (eg, Access, Open University credits, or GCE A levels) within the last three years.
Offers to Access students will be conditional on passing the qualification with grades of merit and/or distinction in named units in some cases and may also include 6 L3 credits at pass grade in relevant unit[s] if GCSE English Language/Mathematics grade C or better has not been previously achieved. Typical offers will be updated on the UCAS website under individual programme requirements. Further information and advice about applying to Exeter can be found on our how to apply pages or by contacting Admissions at ug-ad@exeter.ac.uk or email mature-students@exeter.ac.uk
As a mature student on my course, the leaders went out of their way to support my learning, allowing for timetable adjustments and extensions during the pandemic when my daughter was home-learning, all of which made the world of difference to my outcomes.
The University, in partnership with its alumni community, has created a fund to offer additional financial support if you experience unexpected financial hardship which affects your ability to study within your current academic year.
We recognise that as mature students, you may face a number of unique issues, such as having pre-existing financial commitments or caring responsibilities, and these will be considered in your application. If you have dependents, or commuting is necessary for your course, please let us know and this will be considered in your application. Please note we will ask for supporting documents to evidence these costs.
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Adults returning to study are some of our most well-equipped learners, bringing skills and attributes gained from work, family and other life experiences. They come from a whole array of backgrounds, study every kind of course, undertake full-time and part-time learning and are motivated by career intentions as well as personal interest. There is no such thing as a typical mature student at Manchester.
The purpose of this study is to investigate the effects of bilingual and monolingual videos on the reading comprehension of students with significant hearing impairments and/or deafness. Children with and without hearing losses need reading programs in which comprehension of meaning is the primary goal. This can occur only when print is represented in meaningful context, allowing children to create meaning from their own experience, background, and knowledge of language. Investigated in this study was whether students with significant hearing losses comprehended more information in a bilingual or monolingual instructional video format. There were three instructional videos produced: (a) the bilingual video which incorporated American Sign Language (ASL) with standard English captions, (b) a monolingual English video with standard English captions only, and (c) a monolingual ASL-only video. It was hypothesized that the effects of English captioning with ASL might serve as a bridge during instruction, increasing reading comprehension and written English for students. It was further hypothesized that this would allow students to integrate their own ASL knowledge to the printed text to construct meaning. Four separate analyses were conducted to see if the hypothesis was supported by the findings. However, all results indicated that there were no significant differences in students' written measures of reading comprehension recall across any of the three presentations of information (two monolingual and one bilingual condition). There were seven variables (word identification, word recall, sentence recall, story recall, written passage theme, written passage word count, and number of mature words) used to evaluate reading comprehension recall. No variable, either individually or grouped, demonstrated a significant difference between monolingual or bilingual instruction.
Meyers-Sinett, Kelly D'Ann, "The effects of bilingual and monolingual reading videos on story recall with students who are deaf and hard of hearing" (1997). ProQuest ETD Collection for FIU. AAI9727339.
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