Submission to the Commons Select Committee on Education

Computing is a rigorous, intellectually rich discipline alongside Maths, Science, or History. Like those subjects, Computing explores foundational principles and ideas, rather than training students in skills that date quickly. In an increasingly digital, knowledge-based age, Computing is fundamental both to full citizenship, and to our economic health as a nation. Yet, incredibly, Computing is virtually absent from UK schools. Instead, secondary schools in England currently teach ICT. The original concept behind ICT was to teach students how to use software to solve real-world problems. That would have been a tremendous achievement had it succeeded. However, what has actually happened in far too many schools is that ICT focuses solely upon IT literacy, and supporting teaching and learning in other curriculum contexts. ICT is not the discipline of understanding and knowledge of computers and the way they work.The creation of the EBac provides the perfect opportunity to send a clear signal to schools and pupils of the importance of Computing. Our key recommendation is that Computing (unlike ICT) should “count” towards the English Baccalaureate.On behalf of Computing at School:Dr. John WoollardProf. Simon Peyton-JonesDr. Bill Mitchel

Internet Safety: Positioning VCU as a National Leader in Internet Safety

While a multitude of information from a host of sources exists on how to keep children safe on the Internet, there is not a unified effort to combine it all and get it to the right people. This is not a plan to teach college students about Internet safety. This is a proposal to begin much earlier, targeting middle-school aged children and their parents, many of whom have no idea of the dangers – and opportunities – that exist in cyberspace

Managing public school dollars

https://egrove.olemiss.edu/aicpa_guides/1620/thumbnail.jp

Guide to planning for performing and creative artists; PFP library;

https://egrove.olemiss.edu/aicpa_guides/1055/thumbnail.jp

Delays in lung cancer referral pathways between rural and urban patients in North Queensland: a mixed methods study

INTRODUCTION: Aims of this study were to examine time delays in lung cancer referral pathways in North Queensland (NQ), Australia, and explore patients' perspective of factors causing these delays. METHODS: Prospective study of patients attending three cancer centres in Townsville, Cairns and Mackay in NQ from 2009 to 2012. Times along referral pathway were divided as follows: Onset of symptoms to treatment (T1), symptoms to general practitioner(GP) (T2), GP to specialist (T3), and Specialist to treatment (T4). Quantitative and qualitative methods were used for analysis. RESULTS: 252 patients participated. T1 was influenced by remoteness (125 days in Townsville vs. 170 days for Remote, p=0.01), T2 by level of education (91 days for Primary education vs. 61 days for Secondary vs. 23 days for Tertiary/TAFE, p=0.006), and age group (14 days for 31-50 years, 61 days for 51-70 years, 45 days for >71 years, p=0.026), T3 by remoteness (15 days for Townville and 29.5 days for remote, p=0.02) and T4 by stage of disease (21 days for stage I, 11 days for Stage II, 34 days for Stage III 18 days for Stage IV, p=0.041). Competing priorities of family and work and cost & inconvenience of travel were perceived as rural barriers. CONCLUSION: Remoteness, age and level of education were related to delays in various time lines in lung cancer referral pathways in NQ. Provision of specialist services closer to home may decrease delays by alleviating burden of cost and inconvenience of travel

Potential for Physical Vulnerability to Sea Level Rise and Flooding

Social Vulnerability Panelists, moderated by Lynda Butler, will share their perspectives and analyses on the intersections among race, law, science and environmental justice in community vulnerability assessments