Implementation of Response to Intervention (RtI) Model in Spain : An example of a collaboration between Canarian universities and the department of education of the Canary Islands

Resumen tomado de la publicaci??n

Investigating the use of Virtual Learning Environments by teachers in schools and colleges

Investigating the use of Virtual Learning Environments by teachers in schools and colleges

Big Data: Wrongs and Rights by Andrew Cormack (WAIS Seminar)

Abstract: Big Data has been characterised as a great economic opportunity and a massive threat to privacy. Both may be correct: the same technology can indeed be used in ways that are highly beneficial and those that are ethically intolerable, maybe even simultaneously. Using examples of how Big Data might be used in education - normally referred to as "learning analytics" - the seminar will discuss possible ethical and legal frameworks for Big Data, and how these might guide the development of technologies, processes and policies that can deliver the benefits of Big Data without the nightmares. Speaker Biography: Andrew Cormack is Chief Regulatory Adviser, Jisc Technologies. He joined the company in 1999 as head of the JANET-CERT and EuroCERT incident response teams. In his current role he concentrates on the security, policy and regulatory issues around the network and services that Janet provides to its customer universities and colleges. Previously he worked for Cardiff University running web and email services, and for NERC's Shipboard Computer Group. He has degrees in Mathematics, Humanities and Law.

Safe and exciting science : a pack of training activities on health and safety for science departments in secondary schools and colleges and for initial teacher training.

Es un recurso formativo elaborado en respuesta a diversas solicitudes de escuelas para ayudar a éstas en los servicios de salud y actividades de formación en seguridad. Este material puede ser utilizado por los profesores en las prácticas realizadas en los laboratorios escolares con un riesgo mínimo. Va dirigido a asesores científicos, profesores, consultores y formadores de docentes.

Guidelines for strategic national planning of training and education for museums, cultural heritage and related fields in Sweden and in international co-operation

The guidelines presented in this document are a preliminary strategy for establishing a comprehensive policy for the needs of training and education wiyhin the sector and adjoining areas, across fields of knowledge and professions concerned, on relevant levels and for the varies institutions and operators. The objective of these guidelines is to analysis the problems, objectives and goals for development of a far reaching system of educational and training programs and courses for museums, cultural heritage and related fields of activities. This objective comprises a close collaboration between museum, cultural heritage organizations and educating organizations, notably within universities and colleges, but also other kinds of educating bodies.

Comparing auditory steady state response and auditory brainstem response in normal hearing adults

This paper presents a study examining auditory steady state response (ASSR) assessments compared to auditory brainstem response (ABR) assessments. The study examines the relationship between behavioral thresholds, click- and toneburst-ABR thresholds, and ASSR thresholds for normal hearing subjects using the commercially available GSI Audera instrument.

Comparing auditory steady-state response and auditory brainstem response in normal hearing adults

This paper compares the auditory steady state response (ASSR) thresholds with the click-evoked and tone burst auditory brainstem response (ABR) thresholds in their ability to predict known behavioral thresholds in normal-hearing adults.

Ensemble forecasts of a flood-producing storm: comparison of the influence of model-state perturbations and parameter modifications

High-resolution ensemble simulations (Δx = 1 km) are performed with the Met Office Unified Model for the Boscastle (Cornwall, UK) flash-flooding event of 16 August 2004. Forecast uncertainties arising from imperfections in the forecast model are analysed by comparing the simulation results produced by two types of perturbation strategy. Motivated by the meteorology of the event, one type of perturbation alters relevant physics choices or parameter settings in the model's parametrization schemes. The other type of perturbation is designed to account for representativity error in the boundary-layer parametrization. It makes direct changes to the model state and provides a lower bound against which to judge the spread produced by other uncertainties. The Boscastle has genuine skill at scales of approximately 60 km and an ensemble spread which can be estimated to within ∼ 10% with only eight members. Differences between the model-state perturbation and physics modification strategies are discussed, the former being more important for triggering and the latter for subsequent cell development, including the average internal structure of convective cells. Despite such differences, the spread in rainfall evaluated at skilful scales is shown to be only weakly sensitive to the perturbation strategy. This suggests that relatively simple strategies for treating model uncertainty may be sufficient for practical, convective-scale ensemble forecasting.