Communicating with Citizens on the Ground: A Practical Study

Availability and access to information is critical for a highly effective response to an ongoing event however, information reported by citizens is based on their context, bias and subjective interpretation, and the channel of communication may be too narrow to provide clear, accurate reporting. This can often lead to inadequate response to an emergency, which can in turn result in loss of property or even lives. Excessive response to an emergency can also result in a waste of highly resources. Our solution to address this problem is to make the citizen act as a camera for the control room by exploiting the user’s mobile camera. The system is designed to provide a live view of the citizen’s immediate surroundings, while control room personnel can provide instructions. In this paper, we introduce our approach and share initial insights from a focus group validation session and then four evaluations with users within a separate but closely related domain. We discuss our observations, evaluation results and provide a set of recommendations for the Emergency Response domain

Citizens observatories for effective Earth observations: the WeSenseIt approach

The WeSenseIt project defines citizen observatories as “A method, an environment and an infrastructure supporting an information ecosystem for communities and citizens, as well as emergency operators and policymakers, for discussion, monitoring and intervention on situations, places and events” . A collaborative approach has been taken to develop solutions that involve an exchange of information and expertise from all participants and where the focus is on arriving at practical solutions with a clear vision and direction. This has created a shared ownership scheme, and shifts power to the process itself rather than remaining within authorities, developers or decision-makers. The project’s emphasis is on delivering highly innovative technologies to support citizens, communities and authorities in developing a real-time situation awareness while ensuring all stakeholders play their part. Implementation has been through a combination of crowdsourcing, custom applications and dedicated web portals designed to foster collaboration, and which has created a shared knowledge base that facilitates decision-making processes and engages with communities. Data is captured via innovative sensors that are used directly by citizens, crowdsourcing from social networks (or by collective intelligence)

The incidence and make up of ability grouped sets in the UK primary school

The adoption of setting in the primary school (pupils ability grouped across classes for particular subjects) emerged during the 1990s as a means to raise standards. Recent research based on 8875 children in the Millennium Cohort Study showed that 25.8% of children in Year 2 were set for literacy and mathematics and a further 11.2% of children were set for mathematics or literacy alone. Logistic regression analysis showed that the best predictors of being in the top set for literacy or mathematics were whether the child was born in the Autumn or Winter and cognitive ability scores. Boys were significantly more likely than girls to be in the bottom literacy set. Family circumstances held less importance for setting placement compared with the child’s own characteristics, although they were more important in relation to bottom set placement. Children in bottom sets were significantly more likely to be part of a long-term single parent household, have experienced poverty, and not to have a mother with qualifications at NVQ3 or higher levels. The findings are discussed in relation to earlier research and the implications for schools are set out

Secondary school pupils' preferences for different types of structured grouping practices

The aim of this paper is to explore pupils’ preferences for particular types of grouping practices an area neglected in earlier research focusing on the personal and social outcomes of ability grouping. The sample comprised over 5,000 year 9 pupils (aged 13-14 years) in 45 mixed secondary comprehensive schools in England. The schools represented three levels of ability grouping in the lower school (years 7 to 9). Pupils responded to a questionnaire which explored the types of grouping that they preferred and the reasons for their choices. The majority of pupils preferred setting, although this was mediated by their set placement, type of school, socio-economic status and gender. The key reason given for this preference was that it enabled work to be matched to learning needs. The paper considers whether there are other ways of achieving this avoiding the negative social and personal outcomes of setting for some pupils

Grouping practices in the primary school: what influences change?

During the 1990s, there was considerable emphasis on promoting particular kinds of pupil grouping as a means of raising educational standards. This survey of 2000 primary schools explored the extent to which schools had changed their grouping practices in responses to this, the nature of the changes made and the reasons for those changes. Forty eight percent of responding schools reported that they had made no change. Twenty two percent reported changes because of the literacy hour, 2% because of the numeracy hour, 7% because of a combination of these and 21% for other reasons. Important influences on decisions about the types of grouping adopted were related to pupil learning and differentiation, teaching, the implementation of the national literacy strategy, practical issues and school self-evaluation

Engaging with issues of emotionality in mathematics teacher education for social justice

This article focuses on the relationship between social justice, emotionality and mathematics teaching in the context of the education of prospective teachers of mathematics. A relational approach to social justice calls for giving attention to enacting socially-just relationships in mathematics classrooms. Emotionality and social justice in teaching mathematics variously intersect, interrelate or interweave. An intervention, usng creative action methods, with a cohort of prospective teachers addressing these issues is described to illustrate the connection between emotionality and social justice in the context of mathematics teacher education. Creative action methods involve a variety of dramatic, interactive and experiential tools that can promote personal and group engagement and embodied reflection. The intervention aimed to engage the prospective teachers with some key issues for social justice in mathematics education through dialogue about the emotionality of teaching and learning mathematics. Some of the possibilities and limits of using such methods are considered