Developing an inclusive curriculum for visually disabled students

[Aims] The purpose of this guide is to help staff identify and remove the barriers that visually disabled students may encounter when studying one of the GEES disciplines - i.e. geography, earth and environmental sciences - and to suggest ways in which students can be helped to enjoy a fulfilling learning experience. Some of the advice and guidance offered will be generic, reflecting the importance of a strategic approach within institutions and departments to the planning and delivery of inclusive curricula. However, much of the advice will apply to specific forms of visual disability, and to the demands made by the study of GEES disciplines. Moreover, because each student is unique, most of what is discussed here will need to be made relevant and personal to individual students. It is a key principle of this guide that a blanket approach to the management of the learning needs of visually disabled students on a GEES programme of study is likely to be ineffective

MAPPA. Methodologies applied to archaeological potential Predictivity

The fruitful cooperation over the years between the university teaching staff of Univerità di Pisa (Pisa University), the officials of the Soprintendenza per i Beni Archeologici della Toscana (Superintendency for Archaeological Heritage of Tuscany), the officials of the Soprintendenza per i Beni Architettonici, Paesaggistici, Artistici ed Etnoantropologici per le Province di Pisa e Livorno (Superintendency for Architectural, Landscape and Ethno-anthropological Heritage for the Provinces of Pisa and Livorno), and the Comune di Pisa (Municipality of Pisa) has favoured a great deal of research on issues regarding archaeological heritage and the reconstruction of the environmental and landscape context in which Pisa has evolved throughout the centuries of its history. The desire to merge this remarkable know-how into an organic framework and, above all, to make it easily accessible, not only to the scientific community and professional categories involved, but to everyone, together with the wish to provide Pisa with a Map of archaeological potential (the research, protection and urban planning tool capable of converging the heritage protection needs of the remains of the past with the development requirements of the future) led to the development of the MAPPA project – Methodologies applied to archaeological potential predictivity - funded by Regione Toscana in 2010. The two-year project started on 1 July 2011 and will end on 30 June 2013. The first year of research was dedicated to achieving the first objective, that is, to retrieving the results of archaeological investigations from the archives of Superintendencies and University and from the pages of scientific publications, and to making them easily accessible; these results have often never been published or have often been published incompletely and very slowly. For this reason, a webGIS (“MappaGIS” that may freely accessed at http://mappaproject.arch.unipi.it/?page_id=452) was created and will be followed by a MOD (Mappa Open Data archaeological archive), the first Italian archive of open archaeological data, in line with European directives regarding access to Public Administration data and recently implemented by the Italian government also (the beta version of the archive can be viewed at http://mappaproject.arch.unipi.it/?page_id=454). Details are given in this first volume about the operational decisions that led to the creation of the webGIS: the software used, the system architecture, the organisation of information and its structuring into various information layers. But not only. The creation of the webGIS also gave us the opportunity to focus on a series of considerations alongside the work carried out by the MAPPA Laboratory researchers. We took the decision to publish these considerations with a view to promoting debate within the scientific community and, more in general, within the professional categories involved (e.g. public administrators, university researchers, archaeology professionals). This allowed us to overcome the critical aspects that emerged, such as the need to update the archaeological excavation documentation and data archiving systems in order to adjust them to the new standards provided by IT development; most of all, the need for greater and more rapid spreading of information, without which research cannot truly progress. Indeed, it is by comparing and connecting new data in every possible and, at times, unexpected way that research can truly thrive