System upgrade: realising the vision for UK education

A report summarising the findings of the TEL programme in the wider context of technology-enhanced learning and offering recommendations for future strategy in the area was launched on 13th June at the House of Lords to a group of policymakers, technologists and practitioners chaired by Lord Knight. The report – a major outcome of the programme – is written by TEL director Professor Richard Noss and a team of experts in various fields of technology-enhanced learning. The report features the programme’s 12 recommendations for using technology-enhanced learning to upgrade UK education

06472 Abstracts Collection - XQuery Implementation Paradigms

From 19.11.2006 to 22.11.2006, the Dagstuhl Seminar 06472 ``XQuery Implementation Paradigms'' was held in the International Conference and Research Center (IBFI), Schloss Dagstuhl. During the seminar, several participants presented their current research, and ongoing work and open problems were discussed. Abstracts of the presentations given during the seminar as well as abstracts of seminar results and ideas are put together in this paper. The first section describes the seminar topics and goals in general. Links to extended abstracts or full papers are provided, if available

Plan's CCCD approach - Country study PLAN-Kenya

The field study for Kenya, a part of the strategic formative evaluation on CCCD, was carried out August 16-23, 2009. This country study aimed at studying CCCD as an approach for development and how it was applied by Plan Kenya. The executive summary covers the main findings and recommendations of the field study in Kenya. Detailed findings and recommendations concerning Plan Kenya are described in this report. Findings and recommendations when relevant are incorporated in the synthesis report: Strategic Evaluation Study on CCCD for Plan NLNO. After the introduction the report starts with an overview on the country context and Plan Kenya. The third chapter presents how Plan staff and partners view CCCD, fourth chapter is on how CCCD works in practice, chapter 5 looks in more detail on partnerships. The report ends with a summary of the findings and recommendations. CCCD was introduced in Kenya in 2004. Programmes undertaken by Plan Kenya do take child centredness and community development as their main point of departure

Female Juvenile Justice Report, June 1997

Female Juvenile Justice Report from the Iowa Commission on the Status of Wome

Frame-Based Editing: Easing the Transition from Blocks to Text-Based Programming

Block-based programming systems, such as Scratch or Alice, are the most popular environments for introducing young children to programming. However, mastery of text-based programming continues to be the educational goal for stu- dents who continue to program into their teenage years and beyond. Transitioning across the significant gap between the two editing styles presents a difficult challenge in school- level teaching of programming. We propose a new style of program manipulation to bridge the gap: frame-based edit- ing. Frame-based editing has the resistance to errors and approachability of block-based programming while retaining the flexibility and more conventional programming seman- tics of text-based programming languages. In this paper, we analyse the issues involved in the transition from blocks to text and argue that they can be overcome by using frame- based editing as an intermediate step. A design and imple- mentation of a frame-based editor is provided