Guidance on the principles of language accessibility in National Curriculum Assessments : research background

This review accompanies the document, which describes the principles which should guide the development of clear assessment questions. The purpose of the review is to present and discuss in detail the research underpinning these principles. It begins from the standpoint that National Curriculum assessments, indeed any assessments, should be: - appropriate to the age of the pupils - an effective measure of their abilities, skills and concept development - fair to all irrespective of gender, language, religion, ethnic or social origin or disability. (Ofqual, 2011) The Regulatory Framework for National Assessments: National Curriculum and Early Years Foundation Stage (Ofqual, 2011) sets out a number of common criteria which apply to all aspects of the development and implementation of National Assessments. One of these criteria refers to the need for assessment procedures to minimise bias: “The assessment should minimise bias, differentiating only on the basis of each learner’s ability to meet National Curriculum requirements” (Section 5.39, page 16). The Framework goes on to argue that: “Minimising bias is about ensuring that an assessment does not produce unreasonably adverse outcomes for particular groups of learners” (Annex 1, page 29). This criterion reinforces the guiding principle that any form of assessment should provide information about the knowledge and understanding of relevant content material. That is to say that the means through which this knowledge and understanding is examined, the design of the assessment and the language used should as far as possible be transparent, and should not influence adversely the performance of those being assessed. There is clearly a large number of ways in which any given assessment task can be presented and in which questions can be asked. Some of these ways will make the task more accessible – that is, easier to complete successfully – and some will get in the way of successful completion. Section 26 of the Fair Access by Design (Ofqual, 2010) document lists a number of guiding principles for improving the accessibility of assessment questions, although the research basis for these principles is not made completely clear in that document. The aim of the current review is to examine the research background more closely in order to provide a more substantial basis for a renewed set of principles to underpin the concept of language accessibility. In the review, each section will be prefaced by a statement of the principles outlined in Guidance on the Principles of Language Accessibility in National Curriculum Assessments and then the research evidence underpinning these principles will be reviewed

A psychology literature study on modality related issues for multimodal presentation in crisis management

The motivation of this psychology literature study is to obtain modality related guidelines for real-time information presentation in crisis management environment. The crisis management task is usually companied by time urgency, risk, uncertainty, and high information density. Decision makers (crisis managers) might undergo cognitive overload and tend to show biases in their performances. Therefore, the on-going crisis event needs to be presented in a manner that enhances perception, assists diagnosis, and prevents cognitive overload. To this end, this study looked into the modality effects on perception, cognitive load, working memory, learning, and attention. Selected topics include working memory, dual-coding theory, cognitive load theory, multimedia learning, and attention. The findings are several modality usage guidelines which may lead to more efficient use of the user’s cognitive capacity and enhance the information perception

Autonomous weapon systems and international humanitarian law: a reply to the critics

In November 2012, Human Rights Watch, in collaboration with the International Human Rights Clinic at Harvard Law School, released Losing Humanity: The Case against Killer Robots.[2] Human Rights Watch is among the most sophisticated of human rights organizations working in the field of international humanitarian law. Its reports are deservedly influential and have often helped shape application of the law during armed conflict. Although this author and the organization have occasionally crossed swords,[3] we generally find common ground on key issues. This time, we have not. “Robots” is a colloquial rendering for autonomous weapon systems. Human Rights Watch’s position on them is forceful and unambiguous: “[F]ully autonomous weapons would not only be unable to meet legal standards but would also undermine essential non-safeguards for civilians.”[4] Therefore, they “should be banned and . . . governments should urgently pursue that end.”[5] In fact, if the systems cannot meet the legal standards cited by Human Rights Watch, then they are already unlawful as such under customary international law irrespective of any policy or treaty law ban on them.[6] Unfortunately, Losing Humanity obfuscates the on-going legal debate over autonomous weapon systems. A principal flaw in the analysis is a blurring of the distinction between international humanitarian law’s prohibitions on weapons per se and those on the unlawful use of otherwise lawful weapons.[7] Only the former render a weapon illegal as such. To illustrate, a rifle is lawful, but may be used unlawfully, as in shooting a civilian. By contrast, under customary international law, biological weapons are unlawful per se; this is so even if they are used against lawful targets, such as the enemy’s armed forces. The practice of inappropriately conflating these two different strands of international humanitarian law has plagued debates over other weapon systems, most notably unmanned combat aerial systems such as the armed Predator. In addition, some of the report’s legal analysis fails to take account of likely developments in autonomous weapon systems technology or is based on unfounded assumptions as to the nature of the systems. Simply put, much of Losing Humanity is either counter-factual or counter-normative. This Article is designed to infuse granularity and precision into the legal debates surrounding such weapon systems and their use in the future “battlespace.” It suggests that whereas some conceivable autonomous weapon systems might be prohibited as a matter of law, the use of others will be unlawful only when employed in a manner that runs contrary to international humanitarian law’s prescriptive norms. This Article concludes that Losing Humanity’s recommendation to ban the systems is insupportable as a matter of law, policy, and operational good sense. Human Rights Watch’s analysis sells international humanitarian law short by failing to appreciate how the law tackles the very issues about which the organization expresses concern. Perhaps the most glaring weakness in the recommendation is the extent to which it is premature. No such weapons have even left the drawing board. To ban autonomous weapon systems altogether based on speculation as to their future form is to forfeit any potential uses of them that might minimize harm to civilians and civilian objects when compared to other systems in military arsenals

Accessibility and urban design - Knowledge matters

Copyright @ 2009 Birmingham City University Publicatio

Site investigation for the effects of vegetation on ground stability

The procedure for geotechnical site investigation is well established but little attention is currently given to investigating the potential of vegetation to assist with ground stability. This paper describes how routine investigation procedures may be adapted to consider the effects of the vegetation. It is recommended that the major part of the vegetation investigation is carried out, at relatively low cost, during the preliminary (desk) study phase of the investigation when there is maximum flexibility to take account of findings in the proposed design and construction. The techniques available for investigation of the effects of vegetation are reviewed and references provided for further consideration. As for general geotechnical investigation work, it is important that a balance of effort is maintained in the vegetation investigation between (a) site characterisation (defining and identifying the existing and proposed vegetation to suit the site and ground conditions), (b) testing (in-situ and laboratory testing of the vegetation and root systems to provide design parameters) and (c) modelling (to analyse the vegetation effects)

Argumentation in school science : Breaking the tradition of authoritative exposition through a pedagogy that promotes discussion and reasoning

The value of argumentation in science education has become internationally recognised and has been the subject of many research studies in recent years. Successful introduction of argumentation activities in learning contexts involves extending teaching goals beyond the understanding of facts and concepts, to include an emphasis on cognitive and metacognitive processes, epistemic criteria and reasoning. The authors focus on the difficulties inherent in shifting a tradition of teaching from one dominated by authoritative exposition to one that is more dialogic, involving small-group discussion based on tasks that stimulate argumentation. The paper builds on previous research on enhancing the quality of argument in school science, to focus on how argumentation activities have been designed, with appropriate strategies, resources and modelling, for pedagogical purposes. The paper analyses design frameworks, their contexts and lesson plans, to evaluate their potential for enhancing reasoning through foregrounding the processes of argumentation. Examples of classroom dialogue where teachers adopt the frameworks/plans are analysed to show how argumentation processes are scaffolded. The analysis shows that several layers of interpretation are needed and these layers need to be aligned for successful implementation. The analysis serves to highlight the potential and limitations of the design frameworks

Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies

A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 51 independent effects were identified that could be subjected to meta-analysis. The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction. The difference between student outcomes for online and face-to-face classes—measured as the difference between treatment and control means, divided by the pooled standard deviation—was larger in those studies contrasting conditions that blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. Analysts noted that these blended conditions often included additional learning time and instructional elements not received by students in control conditions. This finding suggests that the positive effects associated with blended learning should not be attributed to the media, per se. An unexpected finding was the small number of rigorous published studies contrasting online and face-to-face learning conditions for K–12 students. In light of this small corpus, caution is required in generalizing to the K–12 population because the results are derived for the most part from studies in other settings (e.g., medical training, higher education)

District plan implementation under the RMA: Confessions of a resource consent

This report focuses on results from Phase 2 of PUCM - the quality of plan implementation in six district councils selected for their range of plan quality and capacity to plan. Only those results considered to be important for assisting the six councils (and others) to improve implementation of their plans are included in this report. The findings and recommendations, both specific and general, ought to be instructive for other councils, thereby helping to improve their plans and implementation processes. Since hapu/iwi interests formed a key component of the research, the outcomes will help enhance their case for better consideration of their interests when dealing with local government. As well, many of the findings and recommendations relate to matters of governance and capacity building that require Government action, which until done will make it difficult for councils to achieve quality plans and implementation processes