The Design of Student Training Resources to Enhance the Student Voice in Academic Quality Assurance and Quality Enhancement Processes

Without appropriate training and recognition, students – in particular Class Representatives – often struggle to engage fully with a University’s quality assurance and quality enhancement processes. Through the “Our Student Voice” project in Technological University Dublin (TU Dublin), a suite of digital training resources were designed to provide training for students to help develop the requisite knowledge and skills for effective participation there processes, thus strengthening student engagement and enhancing the student voice. The resources are organised into thirteen accessible episodes that each commence with an animated scenario that sets out key messages. The remainder of the episode provides detailed guidance for students and learning activities to help students develop their skillset. Upon completion of the learning activities, and having satisfactorily undertaken one of three specific student role in the quality processes, students can apply for recognition through a digital badge. The training resources and digital badges have been co-designed by a project team comprised of staff and students from across the University guided by best practice internationally. This paper describes the co-design process and presents a set of lessons learned that may assist other higher education institutions in enabling impactful student engagement in their academic quality assurance and quality enhancement processes

LEAF (Learning from and Engaging with Assessment and Feedback) Final project report

The LEAF (Learning from and Engaging with Assessment and Feedback) project was funded under the Teaching Fellowship in TU Dublin, city campus for 18 months beginning in January 2018. The project team comprised 18 academics from across the TU Dublin - City Campus and there are representatives from all colleges. Also included were two further members who represented the student voice: the Director of Student Affairs and the Students’ Union Education Officer. This project sought to address a key issue in third level Teaching and Learning, that of assessment and assessment feedback. Assessment strategies have been shown to have a large impact on shaping how students learn and how they develop key employability skills. Learning from best practice nationally and internationally, and research from staff, students and quality documents, this project has developed a set of recommendations which will enhance practices in, and experiences of, assessments and feedback in TU Dublin

Achieving sustainable quality in maternity services – using audit of incontinence and dyspareunia to identify shortfalls in meeting standards

BACKGROUND: Some complications of childbirth (for example, faecal incontinence) are a source of social embarrassment for women, and are often under reported. Therefore, it was felt important to determine levels of complications (against established standards) and to consider obstetric measures aimed at reducing them. METHODS: Clinical information was collected on 1036 primiparous women delivering at North and South Staffordshire Acute and Community Trusts over a 5-month period in 1997. A questionnaire was sent to 970 women which included self-assessment of levels of incontinence and dyspareunia prior to pregnancy, at 6 weeks post delivery and 9 to 14 months post delivery. RESULTS: The response rate was 48%(470/970). Relatively high levels of obstetric interventions were found. In addition, the rates of instrumental deliveries differed between the two hospitals. The highest rates of postnatal symptoms had occurred at 6 weeks, but for many women problems were still present at the time of the survey. At 9–14 months high rates of dyspareunia (29%(102/347)) and urinary incontinence (35%(133/382)) were reported. Seventeen women (4%) complained of faecal incontinence at this time. Similar rates of urinary incontinence and dyspareunia were seen regardless of mode of delivery. CONCLUSION: Further work should be undertaken to reduce the obstetric interventions, especially instrumental deliveries. Improvements in a number of areas of care should be undertaken, including improved patient information, improved professional communication and improved professional recognition and management of third degree tears. It is likely that these measures would lead to a reduction in incontinence and dyspareunia after childbirth

A Search for Technosignatures Around 11,680 Stars with the Green Bank Telescope at 1.15-1.73 GHz

We conducted a search for narrowband radio signals over four observing sessions in 2020-2023 with the L-band receiver (1.15-1.73 GHz) of the 100 m diameter Green Bank Telescope. We pointed the telescope in the directions of 62 TESS Objects of Interest, capturing radio emissions from a total of ~11,680 stars and planetary systems in the ~9 arcminute beam of the telescope. All detections were either automatically rejected or visually inspected and confirmed to be of anthropogenic nature. In this work, we also quantified the end-to-end efficiency of radio SETI pipelines with a signal injection and recovery analysis. The UCLA SETI pipeline recovers 94.0% of the injected signals over the usable frequency range of the receiver and 98.7% of the injections when regions of dense RFI are excluded. In another pipeline that uses incoherent sums of 51 consecutive spectra, the recovery rate is ~15 times smaller at ~6%. The pipeline efficiency affects calculations of transmitter prevalence and SETI search volume. Accordingly, we developed an improved Drake Figure of Merit and a formalism to place upper limits on transmitter prevalence that take the pipeline efficiency and transmitter duty cycle into account. Based on our observations, we can state at the 95% confidence level that fewer than 6.6% of stars within 100 pc host a transmitter that is detectable in our search (EIRP > 1e13 W). For stars within 20,000 ly, the fraction of stars with detectable transmitters (EIRP > 5e16 W) is at most 3e-4. Finally, we showed that the UCLA SETI pipeline natively detects the signals detected with AI techniques by Ma et al. (2023).Comment: 22 pages, 9 figures, submitted to AJ, revise

An investigation into the early identification and benefits of intervention strategies for young children with reading and spelling difficulties

To support this research into the value of additional small group support children who do not learn the techniques of reading and spelling during their first in school, I have reviewed relevant literature on how beginners learn to read and I have considered and evaluated intervention strategies to support these children. I have compared the relative importance of thinking and interaction with books compared with structured phonics teaching and come to the belief that children need learn to read through a balanced four pronged approach to letter sequences, spoken equivalencies of letters, word meanings and text understanding. Children's ability to read and spell well is to some extent based on their familiarity with speech and the written word. Environmental print is found in all areas of their lives. Parents have an important role to play in improving their child's chances of success at school The motivations of careful choice of books at suitable levels plenty of 'pause', 'prompt' 'praise' (McNaughton 1981, and Clay and Glynn 1985) important for developing confidence and encouraging success. It is important that are many "early opportunities to do connected and meaningful reading", (Chall, 1983,p.ll in Adams 1990 p.39). Frith (1985) suggests that onsets and rimes are important stage in teaching phonics which is often left out. Phonology can be broken down into four stages; separate whole words, syllables, onsets and rimes and individual phonemes. Encouragement to write "one's own name (which) is a 'trail-blazing' event" (Temple et.al. p. 47 in Gibson 1989) is the beginning of spelling. It continues learning, through all senses, careful letter formation and initial sounds. Children to write their own thoughts with support until they can confront the holes in knowledge by frequent independent writing experiences (Stanovich 1984 in Adams, 1990). Good spellers have a reliable memory for conventional spelling patterns strings; one of many aids to develop this knowledge suggested by Bryant and Bradley (1985) is the tactile use of plastic letters to make words. In a programme of additional intervention it is first necessary to identify children who require support. My research shows that we are successful in assessment techniques, because from the class who were chosen for support in 1993, no fiirther children have shown additional needs. We use regular formal tests to lend confidence to our teacher assessments. My quantitative findings show slightly favourable trends, although the size the group is too small for the results to be statistically significant. The results 1993 group that received support are a little better in subsequent tests than unsupported children. However, children with significant difficulties, social or medical problems retain difficulties which, so far we have not ameliorated. This research shows the importance of Individual Educational Plans which take into account each child's optimum learning style. Children who do not learn easily seem to fail because they are not able to make full use of one or more of their senses. Further research could be carried out into the value of precise targeting of the child's preferred sense, increased sounding out words as children write, use of plastic letters and use of onsets and rimes. The children are eager to receive additional small group support and teachers and parent helpers will continue the programme next year because they believe successful in helping some children to learn to rea

THE TOXIC TURN? CONCEPTUAL AND METHODOLOGICAL ADVANCES ON PROBLEMATIC CONTENTS ON SOCIAL MEDIA

The ‘toxic turn’ in social media platforms continues unabated. Hate speech, mis- and disinformation, misogynistic and racist speech, images, memes and videos are all far too common on social media platforms and more broadly on the internet. While the diminishing popularity of populist politicians led to hopes for less social toxicity, the Covid-19 pandemic introduced new and more complex dimensions. Tensions have emerged around what constitutes problematic content and who gets to define it. Co-regulation models, such as for example the EC Code of Conduct against Illegal Hate Speech, focus on the legality of certain types of contents, while leaving other categories of problematic contents to be defined by platforms. In parallel, the social media ecosystem became more diverse, as new platforms with hands off moderation policies attracted users who felt too constrained by the policies of mainstream platforms. The proposed panel examines this complex and dynamic landscape by problematizing what is understood as toxic, deplatformed, removable and in general problematic content on platforms with the aim to probe the boundaries of what is constituted as acceptable discourse on platforms and to map its implications. In particular, this panel discusses the broad definition of ‘problematic content’ employed by social media platforms, a catch-all term that cuts across hate speech and propaganda, including more politically topical content such as mal-, mis-, and disinformation, hyperpartisan and polarising content, but also abusive, misogynistic, racist, and homophobic discourse. The term is also employed to refer to spam and content that infringes upon the Terms of Service or the Community Standards of social media platforms. As such, it is a broad category that resists a narrower classification given the operational scope of its use. Defining what constitutes problematic content is a key operation of platform content moderation policies but is also the subject of intense debates (de Gregorio, 2020; Gillespie, 2018; Gillespie et al., 2020; Gorwa et al., 2020). The panel interrogates the many definitions and applications of problematic content on social media platforms and applications through an empirically informed lens and focusing on deleted contents, complex mixed narratives, and grey areas, including hidden misinformation on voice applications. Problematic Content according to Twitter Compliance API presents ongoing work on the Twitter Compliance API and the Compliance Firehose, which allow researchers to identify content that has been deleted, deactivated, protected, or suspended from Twitter, a proxy for problematic content. In Multi-Part Narratives on Telegram Siapera presents ongoing research that probes the intersection between Covid-19 scepticism, far right and other political narratives in vaccine hesitant groups on Telegram. The third contribution, What if Bill Gates really is evil, people? Investigating the infodemic’s grey areas discusses the conceptual and methodological definitions of problematic content in relation to work on anti-vax and other conspiratorial narratives on Instagram and on Twitter. The fourth contribution, Misinformation and other Harmful Content in Third-Party Voice Applications focuses on problematic content that is yet to be identified on voice applications such as personal assistants. The article addresses the methodological challenges of identifying and defining such contents on applications that have currently no content moderation policies. All contributions foreground the difficulties and costs of identifying and dealing with problematic contents on social media. The panel fits with theme of decolonization in two ways: firstly, because it is concerned with the tensions around how toxic/problematic contents are defined and who gets to define them; and secondly, because of its focus on neo-colonial discourses or justifications for colonialism in both narratives hosted by platforms and in platforms’ attempts to regulate content. As some narratives are flagged for removal by social platforms, they also raise the question of who is deciding and what does problematic content mean, with far right discourses exploiting this tension and ironically denouncing any attempt to regulate the public discourse as ideological enforcement and justification for (neo)colonial practices performed by social media platforms. From this perspective, platforms' own claims about what constitutes acceptable content is uncomfortably close to colonial narratives of civilised discourse and brings to the fore the potential for neo-colonial narratives and practices in digital spaces. References De Gregorio, G. (2020). Democratising online content moderation: A constitutional framework. Computer Law & Security Review, 36, 105374. Gillespie, T. (2018). Custodians of the Internet. Yale University Press. Gillespie, T., Aufderheide, P., Carmi, E., Gerrard, Y., Gorwa, R., Matamoros-Fernández, A., ... & West, S. M. (2020). Expanding the debate about content moderation: Scholarly research agendas for the coming policy debates. Internet Policy Review, 9(4), Article-number. Gorwa, R., Binns, R., & Katzenbach, C. (2020). Algorithmic content moderation: Technical and political challenges in the automation of platform governance. Big Data & Society, 7(1), 2053951719897945