Adaptation of WASH Services Delivery to Climate Change and Other Sources of Risk and Uncertainty

This report urges WASH sector practitioners to take more seriously the threat of climate change and the consequences it could have on their work. By considering climate change within a risk and uncertainty framework, the field can use the multitude of approaches laid out here to adequately protect itself against a range of direct and indirect impacts. Eleven methods and tools for this specific type of risk management are described, including practical advice on how to implement them successfully

Clustering of syntactic and discursive information for the dynamic adaptation of Language Models

Presentamos una estrategia de agrupamiento de elementos de diálogo, de tipo semántico y discursivo. Empleando Latent Semantic Analysis (LSA) agru- pamos los diferentes elementos de acuerdo a un criterio de distancia basado en correlación. Tras seleccionar un conjunto de grupos que forman una partición del espacio semántico o discursivo considerado, entrenamos unos modelos de lenguaje estocásticos (LM) asociados a cada modelo. Dichos modelos se emplearán en la adaptación dinámica del modelo de lenguaje empleado por el reconocedor de habla incluido en un sistema de diálogo. Mediante el empleo de información de diálogo (las probabilidades a posteriori que el gestor de diálogo asigna a cada elemento de diálogo en cada turno), estimamos los pesos de interpolación correspondientes a cada LM. Los experimentos iniciales muestran una reducción de la tasa de error de palabra al emplear la información obtenida a partir de una frase para reestimar la misma frase

The influence of the e-tutor on the development of collaborative critical thinking in a students' e-forum: association levels with Cramer’s V

Most courses via Internet use the electronic forum, which allows for cognitive dialogue, namely through critical thinking. The tutor’s support to collaboration, reflection and learning can explore the characteristics of e-forums and contribute to a more positive academic experience. This study aims to identify which of the tutor’s tasks are more influential on higher levels of collaborative critical thinking, with a content analysis of 5200 messages in several on-line Master’s and Post-graduation courses forum. 11 indicators of the tutor’s intervention and four indicators of collaborative critical thing were adopted. Then, a Cramer’s V post-test was used to assess the effect of the tutor’s posts on the highest levels of collaborative critical thinking. The tutor’s tasks which relate more to the students’ highest levels of critical thing were: 1) asking open questions to the students, 2) establishing associations among the students’ messages and 3) modelling the debate. The study provided useful information on the ways of triggering the dialogue and taking it to higher cognitive levels

Embedding generic employability skills in an accounting degree: development and impediments

This paper explores and analyses the views of, and effects on, students of a project that integrated the development of employability skills within the small group classes of two compulsory courses in the first year of an accounting degree at a UK university. The project aimed to build, deliver and evaluate course materials designed to encourage the development of a broad range of employability skills: skills needed for life-long learning and a successful business career. By analysing students' opinions gathered from a series of focus groups spread throughout the year, three prominent skill areas of interest were identified: time management, modelling, and learning to learn. Further analysis highlighted the complex nature of skills development, and brought to light a range of impediments and barriers to both students' development of employability skills and their subject learning. The analysis suggests the need for accounting educators to see skills development as being an essential element of the path to providing a successful accounting education experience