The construction of sub-section 6(5) of the Trusts of Land and Appointment of Trustees Act 1996: when is a "right" not a "right"?

Construes the Trusts of Land and Appointment of Trustees Act 1996 s.6(5) under which trustees of trusts of land are required to have regard to the rights of the beneficiaries when exercising the powers conferred on them under s.6, proposing a construction of the subsection which requires it to be read as a counterpart to the provisions of s.15. Considers the meaning to be attributed to the word "rights" in s.6(5). Explains the reasons for the proposed construction, applies it to an example scenario and identifies three advantages in adopting it

Don't feedback in anger : enhancing student experience of feedback

This research explores three iterations of the delivery of audio feedback in relation to formative assessments at the School of Law, University of Sheffield. The evidence base includes similar practice at Edge Hill University and collaboration on good practice between the two institutions. This paper will set out the context for the implementation of audio feedback, namely to help address the difficult issues experienced with feedback from non-engagement by the student in the whole feedback process, to a lack of utilization of formative feedback for 'feedforward' purposes. Qualitative comments from both students and staff experiencing this model of feedback will be drawn upon, which include references to the perceived benefits and challenges of this mode of feedback by both sets of stakeholders. This paper will then take participants through the methods addressed to engage student with feedback on formative assessments, in order to create and encourage proper 'feedforward' to summative assessments, and to provide effective, focused, consistent and constructive feedback. This paper in particular aims to show how the provision of audio feedback has the potential to greatly enhance the student learning experience, and can provide a more positive attitude generally to the giving, and receiving of feedback from both staff and students alike

There is no “I” in “a team of lawyers”: an evaluation of student perceptions of group assessment within legal higher education

This paper focuses on the use of group assessments within higher education (HE) as a form of summative assessment, and the experiences of students in relation to this assessment tool. Group assessment is becoming a very common feature of undergraduate HE courses, with an “explosion” of group assessment in more recent years. This paper chooses to focus on the use of group assessment within the discipline of law, specifically the use of summative group assessment within a law discipline at a Russell Group University. Although this paper follows numerous other studies and reviews of group work and group assessment, it has been noted that there remains a lack of qualitative studies on students’ perspectives on group assessment. This paper progresses the literature to date by collecting qualitative insights. In particular, the paper focuses on key aspects of student experience such as building group relationships, and the fear and uncertainty of being assessed as part of a group. Group assessment can be introduced readily by staff without always considering the complexity of group work and its related issues and this can potentially lead to negative student experiences. Therefore, this paper also aims to highlight the benefits to student experience of well-planned group assessment that is appropriately set

Modeling infant object perception as program induction

Infants expect physical objects to be rigid and persist through space and time and in spite of occlusion. Developmentists frequently attribute these expectations to a "core system" for object recognition. However, it is unclear if this move is necessary. If object representations emerge reliably from general inductive learning mechanisms exposed to small amounts of environment data, it could be that infants simply induce these assumptions very early. Here, we demonstrate that a domain general learning system, previously used to model concept learning and language learning, can also induce models of these distinctive "core" properties of objects after exposure to a small number of examples. Across eight micro-worlds inspired by experiments from the developmental literature, our model generates concepts that capture core object properties, including rigidity and object persistence. Our findings suggest infant object perception may rely on a general cognitive process that creates models to maximize the likelihood of observationsComment: 3 pages, 3 figures, accepted at CCN conference 202