Grading: Harmonising standards and stakeholder expectations

This paper suggests that when a course is planned within one culture for delivery to members of another culture, appropriate quality control of assessment becomes an issue of major proportions. Based on their experience of presenting an Aid Agency-funded Masters course in a developing country in the Pacific, the authors describe the processes to address the needs and wants of all the stakeholders, with different cultural expectations. Maintaining a balance between domestic and Pacific student cohorts regarding resources and opportunities for study was especially challenging. However, grounding grades in course curriculum and clearly stated objectives permitted the teaching team to meet external requirements while maintaining their professional and academic freedom

Short-Term Memory Skills in Children With Specific Language Impairment The Effect of Verbal and Nonverbal Task Content

Background and Design: In recent years, evidence has emerged that suggests specific language impairment (SLI) does not exclusively affect linguistic skill. Studies have revealed memory difficulties, including those measured using nonverbal tasks. However, there has been relatively little research into the nature of the verbal/nonverbal boundaries either at a conceptual level or at a task-related level. This study explores the short-term memory performance of children with and without SLI on a series of tasks that involve varying degrees of verbal content, implied or explicit. In total, 14 children with SLI and 20 comparison peers participated. Results: Findings show that children with SLI performed more poorly than peers on all tasks except the purely nonverbal block recall task. Interestingly, a task that required no verbal processing or output was as problematic for the SLI group as a traditional nonword memory span task, suggesting that verbal encoding was used by the typical peers but less so by those with SLI. Furthermore, a verbal input picture span task (involving hearing a list of words but requiring a nonverbal response) correlated strongly with the block recall task for children with SLI. This may provide preliminary evidence that visual encoding was being used as a central strategy by the SLI group to aid performance. Discussion: The findings have implications for our understanding of the nature of SLI and also for the use of verbal and visual content in the classroom and other real-life settings

Development of a robust method for creating arterial bloodstain patterns

A greater understanding of how blood behaves when ejected from a vessel under pressure will assist with interpretation of arterial bloodstain patterns and allow us to address questions such as; how far might blood be projected from an injury; how likely it is that an offender would be bloodstained; how much would clothing or covering of a wound reduce the extent of the blood projection? We are using a medical training device consisting of a cardiovascular pump and vessel pads containing synthetic arteries ranging from 2 mm to 8 mm diameter and imbedded within synthetic human skin and tissue. We will discuss our first steps in setting up this equipment to establish a reproducible and reliable mechanism to create arterial bloodstain patterns. We will also describe the results of our initial tests carried out using coloured water and progressing through to development of a synthetic blood substitute. We anticipate running trials using human blood in the near future and we hope to discuss the results of these trials at the conference. We will also discuss how we are using the pump and “injured” vessels to create arterial bloodstain patterns to investigate a range of pattern features; maximal distances travelled by blood spots; extent of bloodstain patterns produced; size of blood spots; and pulsatile wave patterns. The effect of varying factors such as size of injury, artery diameter, covering of the wound, and the position of the vessel pad (horizontal or vertical) on the resulting patterns will then be assessed

Line E: Electrical Fundamentals Competency E-3 - Explain Wiring Connections

Learning Task 1: Describe various wiring connectionsLearning Task 2: Describe appropriate soldering techniquesIt is important for you to be familiar with techniques for soldering electrical connections and how to use wireless connectors. For example, the ends of the finely stranded wires used for power supply cords on most portable power tools are soldered to permit a long-lasting, troublefree connection. Solder also produces secure, durable electrical connections for switches, plugs, and tools. Wireless connectors are commonly used in many electrical applications because they are quick and easy to use."Copyright Camosun College"--P. 2

Line A : Safe Work Practices Competency - A-4 Describe Personal Safety Practices

1. Describe safety gear and work clothing2. Describe fall protection systems3. Lift and move objects safelyThese Learning Tasks describe the clothing and protective equipment workers must wear on the job site and the safety precautions they must take to protect themselves and others from injury. Special personal protective equipment (PPE) is required on the job site. The equipment used will depend on the hazards anticipated. When working at elevations, significant hazards are present and fall protection is normally required. Knowing the hazards allows workers to select methods to reduce the hazard and prevent injury. Workers often lift and move heavy and awkward objects. Failure to follow proper lifting procedures can cause serious and permanent back damage. The following list of lines and competencies was generated with the goal of creating an entry-level trades training resource, while still offering the flexibility for lines to be used as stand-alone books. Line A Books include: A-1 Control Workplace Hazards, A-2 Describe WorkSafeBC Regulations, A-3 Handle Hazardous Materials Safely, A-4 Describe Personal Safety Practices, A-5 Describe Fire Safety."Copyright Camosun College"--P. 2.Description based on online resource; title from pdf title page (viewed on January 7, 2016)

Line D : Organizational Skills Competency D-6 - Plan Projects

Learning Task 1: Describe the organization of a projectLearning Task 2: Describe considerations when handling materialsLearning Task 3: Select procedures for handling materialsEvery job is different and may have special requirements. Anticipating these requirements and planning accordingly is vital to ensuring that you have the materials, tools, and time to complete the job. To do this effectively you will need to have a clear understanding of the overall job. You will need to know what materials are required and be able to record organized and accurate notes on the time and materials used when the job is complete. Planning ahead saves time and money and makes a job more profitable. Effectively managing time and resources, including materials, and keeping detailed notes is very important whether you are working for another company or on your own. It allows your company to be more competitive and also provides a good base for estimating the costs of similar jobs in the future."Copyright Camosun College"--P. 2

Line A : Safe Work Practices Competency A-1 - Control Workplace Hazards

1. Describe the causes and results of accidents2. Describe short-term hazards in the trades3. Describe long-term hazards in the trades4. Describe general safety precautions and procedures5. Describe emergency equipment and facilities6. Describe how a workplace safety policy is established7. Describe lockout and tagout (LOTO) proceduresSafety is a part of the job. When you take a job, you have a safety obligation to your employer, co-workers, family, and yourself. By recognizing and understanding the hazards in your work area, you can prevent the occurrence of many accidents. Most accidents are preventable. Both employees and employers must take responsibility for making the workplace safe. The following list of lines and competencies was generated with the goal of creating an entry-level trades training resource, while still offering the flexibility for lines to be used as stand-alone books. Line A Books include: A-1 Control Workplace Hazards, A-2 Describe WorkSafeBC Regulations, A-3 Handle Hazardous Materials Safely, A-4 Describe Personal Safety Practices, A-5 Describe Fire Safety."Copyright Camosun College"--P. 2

Line D : Organizational Skills Competency D-5 - Use Manufacturer and Supplier Documentation

1. Describe documentation encountered in the trades2. Describe information contained in manufacturer and supplier documentation3. Use trade-related documentation4. Use reference material5. Describe how to use computers to source and store manufacturer documentationDocument use is one of the nine essential skills identified by the Government of Canada to be successful in the workplace. It refers to the skills needed to find, enter, and use letters, numbers, symbols, and images in electronic and paper form. In the trades, people use document literacy skills to find and enter information in forms, lists, tables, graphs, maps, and drawings"Copyright Camosun College"--P. 2.Description based on online resource; title from pdf title page (viewed on January 7, 2016)

Line E : Electrical Fundamentals Competency E-1 - Describe the Basic Principles of Electricity

Learning Task 1: Explain fundamentals of electricityLearning Task 2: Describe basic circuit conceptsLearning Task 3: Describe electromagnetismYou will use electricity daily. Vehicles and machinery are started and often operated by electricity. Electric tools make the performance of your job easier and more efficient. However, to use electricity safely and effectively, it is important to understand electricity's terminology and principles.The following list of lines and competencies was generated with the goal of creating an entry-level trades training resource, while still offering the flexibility for lines to be used as stand-alone books. E-1 Describe the Basic Principles of Electricity, E-2 Identify Common Circuit Components and Their Symbols, E-3 Explain Wiring Connections, E-4 Use Multimeters."Copyright Camosun College"--P. 2