The Late Ramesside Letters (LRL)

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The term "Discernment" was originally coined back in the 1980s, where it was first used as an approximate translation of the Japanese term wakimae but later used independently in other contexts and cultures. In this paper, we re-assess its value as an analytical tool for two remote cultures and languages with a severely fragmented and limited textual heritage; Late Egyptian and Old English. In spite of their obvious differences, they have in common that their societies were strictly hierarchically ordered. Power was a fixed factor and not negotiable, and thus social movement was generally not possible. Our argumentation is based on a careful study of the Late Ramesside Letters, a corpus of personal communication written in Late Egyptian (c. 1099-1069BCE), and on a range of differe nt constructions (directives, terms of address) in Old English. In these contexts, the concept of Discernment turns out to be a very useful analytical tool to describe the relations hip dynamics in strictly hierarchical societies. It describes (linguistic) behaviour which is socially and situationally adequate and quasi mandatory, and which closely indexes the social relationship between speaker and addressee, as well as the social and linguis tic context within which the exchange takes place.

This paper will examine the role academic colleagues can play in the Widening Participation process (predominately outreach), by providing examples of innovative practice from the University of East Anglia. At the University of East Anglia a unique academic post is held in each Faculty to ensure that Widening Participation students are supported throughout their time at university and that subject-specific outreach sessions can utilise world-leading research to raise aspirations. This paper will highlight examples from Modern Foreign Languages and Health Sciences to demonstrate how academics can help raise aspirations and support long-term intervention projects. Norfolk is both a rural and costal county and faces difficult challenges in raising aspirations as some areas of the county have a progression rate to HE as low as 8%. Thus, by creating a dynamic range of activities in collaboration with academic colleagues, a breadth of targeted activities can be delivered, activities that also benefit current UG students, academics, and support the reputation of the university itself.Key words Widening Participation, Academic-led Outreach, Health Sciences, Languages. Overview and motivationsIn 2012 the University of East Anglia (UEA) introduced into its Access Agreement 1 the provision of faculty specific outreach. This proviso supported the creation of four new academic posts (one for each of the main faculties), where the post holder would contribute not only to traditional academic activities within their faculty, but have a workload allocation to focus solely on the development, coordination and delivery of outreach activities and establishment of strategy within their faculty. UEA were among the first wave 1 Sets out a university or college's fee limits and the access measures it intends to put in place e.g. outreach work and financial support. Any English institution wishing to charge above the current tuition fee threshold of £6,000pa for full-time courses must have an approved agreement.

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