Phonics: assessment and tracking guidance

"Systematic daily phonics teaching is a key element of the CLLD [Communication, Language and Literacy Development] approach to the teaching of early literacy. These guidance materials will support teachers and practitioners in making judgements about children's progress through phonic phases. Guidance and suggested possible links between Early Years Foundation Stage Profile (EYFSP) scale points and Assessing Pupils' Progress (APP) guidelines are also given." - National Strategies website

Combining Static and Dynamic Analysis for Vulnerability Detection

In this paper, we present a hybrid approach for buffer overflow detection in C code. The approach makes use of static and dynamic analysis of the application under investigation. The static part consists in calculating taint dependency sequences (TDS) between user controlled inputs and vulnerable statements. This process is akin to program slice of interest to calculate tainted data- and control-flow path which exhibits the dependence between tainted program inputs and vulnerable statements in the code. The dynamic part consists of executing the program along TDSs to trigger the vulnerability by generating suitable inputs. We use genetic algorithm to generate inputs. We propose a fitness function that approximates the program behavior (control flow) based on the frequencies of the statements along TDSs. This runtime aspect makes the approach faster and accurate. We provide experimental results on the Verisec benchmark to validate our approach.Comment: There are 15 pages with 1 figur

A smart vision sensor for detecting risk factors of a toddler's fall in a home environment

This paper presents a smart vision sensor for detecting risk factors of a toddler's fall in an indoor home environment assisting parents' supervision to prevent fall injuries. We identified the risk factors by analyzing real fall injury stories and referring to a related organization's suggestions to prevent falls. In order to detect the risk factors using computer vision, two major image processing methods, clutter detection and toddler tracking, were studied with using only one commercial web-camera. For practical purposes, there is no need for a toddler to wear any sensors or markers. The algorithms for detection have been developed, implemented and tested

Online Child Sex Solicitation: Exploring the Feasibility of a Research 'Sting'

A small scale test of the integrity of Internet Web 2.0 social network sites was undertaken over several weeks in 2007. The fictional identities of four female underage children where posted on three network sites and later introduced to relay chat forums in order to explore the impact of apparent vulnerability on potential selection of Internet victims. Only one of the three social network sites in the study recognised that the postings violated child protection policies and subsequently closed down the underage postings. Two basic identities were created: one that engendered a needy and vulnerable characterisation of a child while the other identity was created to represent a happy and attached child character. The number of contacts and suspicious contacts were monitored to test assumptions about child ‘vulnerability’ and risks of unwanted sexual solicitations. The characters created also included either an avatar and/or contact details. These variants of the experiment showed that the inclusion of an image or access details increased the likelihood of contacts, including suspicious contact regardless of ‘vulnerability’. This small experiment noted that although vulnerable children with additional cues maybe at more risk all children who posted details about themselves on social network sites faced the risk of contact by predators. The need for further research and better means of regulating such sites was suggested

Biometric surveillance in schools : cause for concern or case for curriculum?

This article critically examines the draft consultation paper issued by the Scottish Government to local authorities on the use of biometric technologies in schools in September 2008 (see http://www.scotland.gov.uk/Publications/2008/09/08135019/0). Coming at a time when a number of schools are considering using biometric systems to register and confirm the identity of pupils in a number of settings (cashless catering systems, automated registration of pupils' arrival in school and school library automation), this guidance is undoubtedly welcome. The present focus seems to be on using fingerprints, but as the guidance acknowledges, the debate in future may encompass iris prints, voice prints and facial recognition systems, which are already in use in non-educational settings. The article notes broader developments in school surveillance in Scotland and in the rest of the UK and argues that serious attention must be given to the educational considerations which arise. Schools must prepare pupils for life in the newly emergent 'surveillance society', not by uncritically habituating them to the surveillance systems installed in their schools, but by critically engaging them in thought about the way surveillance technologies work in the wider world, the various rationales given to them, and the implications - in terms of privacy, safety and inclusion - of being a 'surveilled subject'