Ambiguities and paradoxes in a competence-based approach to vocational education and training in France

This article aims to show the effects of the prevalence of the competence regime within several sectors of vocational education and training in France. The first part of the article outlines the origin of the concept of competence and the evolution of its meaning. Later, the underlying theoretical and epistemological foundations are examined and two different paradigms are distinguished. The second part of the article focuses on ambiguities and paradoxes of effect of competence approaches, in specific educational programmes in the healthcare professions and social work in France. This study is based on the analysis of a corpus of documents concerning French vocational education and training that use a competence-based approach. (DIPF/Orig.

Surveying Persons with Disabilities: A Source Guide (Version 1)

As a collaborator with the Cornell Rehabilitation Research and Training Center on Disability Demographics and Statistics, Mathematica Policy Research, Inc. has been working on a project that identifies the strengths and limitations in existing disability data collection in both content and data collection methodology. The intended outcomes of this project include expanding and synthesizing knowledge of best practices and the extent existing data use those practices, informing the development of data enhancement options, and contributing to a more informed use of existing data. In an effort to provide the public with an up-to-date and easily accessible source of research on the methodological issues associated with surveying persons with disabilities, MPR has prepared a Source Guide of material related to this topic. The Source Guide contains 150 abstracts, summaries, and references, followed by a Subject Index, which cross references the sources from the Reference List under various subjects. The Source Guide is viewed as a “living document,” and will be periodically updated

Contours of Inclusion: Inclusive Arts Teaching and Learning

The purpose of this publication is to share models and case examples of the process of inclusive arts curriculum design and evaluation. The first section explains the conceptual and curriculum frameworks that were used in the analysis and generation of the featured case studies (i.e. Understanding by Design, Differentiated Instruction, and Universal Design for Learning). Data for the cases studies was collected from three urban sites (i.e. Los Angeles, San Francisco, and Boston) and included participant observations, student and teacher interviews, curriculum documentation, digital documentation of student learning, and transcripts from discussion forum and teleconference discussions from a professional learning community.The initial case studies by Glass and Barnum use the curricular frameworks to analyze and understand what inclusive practices look like in two case studies of arts-in-education programs that included students with disabilities. The second set of precedent case studies by Kronenberg and Blair, and Jenkins and Agois Hurel uses the frameworks to explain their process of including students by providing flexible arts learning options to support student learning of content standards. Both sets of case studies illuminate curricular design decisions and instructional strategies that supported the active engagement and learning of students with disabilities in educational settings shared with their peers. The second set of cases also illustrate the reflective process of using frameworks like Universal Design for Learning (UDL) to guide curricular design, responsive instructional differentiation, and the use of the arts as a rich, meaningful, and engaging option to support learning. Appended are curriculum design and evaluation tools. (Individual chapters contain references.

A general method for the statistical evaluation of typological distributions

The distribution of linguistic structures in the world is the joint product of universal principles, inheritance from ancestor languages, language contact, social structures, and random fluctuation. This paper proposes a method for evaluating the relative significance of each factor — and in particular, of universal principles — via regression modeling: statistical evidence for universal principles is found if the odds for families to have skewed responses (e.g. all or most members have postnominal relative clauses) as opposed to having an opposite response skewing or no skewing at all, is significantly higher for some condition (e.g. VO order) than for another condition, independently of other factors

Introduction

This chapter will motivate why it is useful to consider the topic of derivations and filtering in more detail. We will argue against the popular belief that the minimalist program and optimality theory are incompatible theories in that the former places the explanatory burden on the generative device (the computational system) whereas the latter places it on the fi ltering device (the OT evaluator). Although this belief may be correct in as far as it describes existing tendencies, we will argue that minimalist and optimality theoretic approaches normally adopt more or less the same global architecture of grammar: both assume that a generator defines a set S of potentially well-formed expressions that can be generated on the basis of a given input and that there is an evaluator that selects the expressions from S that are actually grammatical in a given language L. For this reason, we believe that it has a high priority to investigate the role of the two components in more detail in the hope that this will provide a better understanding of the differences and similarities between the two approaches. We will conclude this introduction with a brief review of the studies collected in this book.

Imaginative Value Sensitive Design: How Moral Imagination Exceeds Moral Law Theories in Informing Responsible Innovation

Safe-by-Design (SBD) frameworks for the development of emerging technologies have become an ever more popular means by which scholars argue that transformative emerging technologies can safely incorporate human values. One such popular SBD methodology is called Value Sensitive Design (VSD). A central tenet of this design methodology is to investigate stakeholder values and design those values into technologies during early stage research and development (R&D). To accomplish this, the VSD framework mandates that designers consult the philosophical and ethical literature to best determine how to weigh moral trade-offs. However, the VSD framework also concedes the universalism of moral values, particularly the values of freedom, autonomy, equality trust and privacy justice. This paper argues that the VSD methodology, particularly applied to nano-bio-info-cogno (NBIC) technologies, has an insufficient grounding for the determination of moral values. As such, an exploration of the value-investigations of VSD are deconstructed to illustrate both its strengths and weaknesses. This paper also provides possible modalities for the strengthening of the VSD methodology, particularly through the application of moral imagination and how moral imagination exceed the boundaries of moral intuitions in the development of novel technologies