Age-appropriate password "best practice'' ontologies for early educators and parents

Many mobile apps are developed specifically for use by children. As a consequence, children become actors in world where they use passwords to authenticate themselves from a very young age. As such, there is a need for guidance to inform educators and parents about how to prepare children for responsible password practice. Very little attention has been paid to determining which password-related principles young children should know, and the age at which this information should be imparted. To address this deficiency, we commenced by deriving an ontology of “best practice” password principles from official sources. These password principles encode essential knowledge for password users of all ages and provide a benchmark that can be used to ground a set of age-appropriate ontologies. We compared this benchmark “good practice” ontology to the advice provided by a wide-ranging snapshot of password-related children’s books and parents’ online resources. We then consulted the research literature to identify the skills required to understand and apply each principle, and removed those that were unsuitable for young children. We then consulted parents of young children to help us to confirm the classification of the ontology’s principles in terms of age appropriateness. Parents also helped us to rephrase each principle to maximise accessibility and understandability for each age group. We conclude with our final set of three age-appropriate password best practice ontologies as a helpful resource for early education professionals and parents

Sure Start Winsford parent satisfaction survey

This report is available through the Chester Digital Repository.This project report evaluates user satisfaction with Sure Start services for families with young children.Sure Start Winsfor

Taking the Next Step: High School Students, College, and Careers

This report aims to stimulate further dicussion and reform in the way we inform and prepare young people for the next step beyond high school. It contains findings of a high school student survey and offers areas of discussion and exploration to advance the common purpose of helping young people make wise choices for their future education and employment

Compliance advisory service feasibility study

This report identifies areas or methods of regulatory compliance information and advice to SMEs in the region that are inadequate or deficient. It recommends additional services that will benefit SMEs in the region taking into account the business support simplification agenda, state aid, legal liability, environmental and equality issues

Widnes Sure Start user satisfaction survey

This report discusses levels of satisfaction with Sure Start Widnes, levels of knowledge of the existence of Sure Start Widnes, and how people access the services offered by Sure Start Widnes.Sure Start Widne

A potential library for primary MFL pedagogy: the case of Young Pathfinders

As readers of this journal will know very well, 2010 will see all KS2 (ages 7-11) pupils in England entitled to learn a modern foreign language in normal curriculum time. This development of the commitment to primary language learning should provide an excellent opportunity and experience for pupils, whilst at the same time requiring some radical changes for many teachers, schools and much of the wider language learning community. Recent research has indicated general trends suggesting an increase in primary languages already, in anticipation of this development and even beforehand. One of the most recent studies indicates that 43% of primary children currently learn a foreign language at KS2, either in class or as an extra-curricular activity, although the extent of this learning varies considerably (Driscoll, Jones and Macrory, 2004). It has also been suggested (Muijs et al, 2005) that there are certain aspects of the process that will be particularly demanding if the challenge of providing this entitlement are to be met