Novel educational assessment for building structures: Automatic evaluation of on-line graphics

This article presents a new automatic evaluation for on-line graphics, its application and the numerous advantages achieved applying this developed correcting method. The software application developed by the Innovation in Education Group “E4”, from the Technical University of Madrid, is oriented for the online self-assessment of the graphic drawings that students carry out as continuous training. The adaptation to the European Higher Educational Area is an important opportunity to research about the possibilities of on-line education assessment. In this way, a new software tool has been developed for continuous self-testing by undergraduates. Using this software it is possible to evaluate the graphical answer of the students. Thus, the drawings made on-line by students are automatically corrected according to the geometry (straight lines, sloping lines or second order curves) and by sizes (depending on the specific values which define the graphics).

Empowering the disempowered through voice-inclusive practice: Children’s views on adult-centric educational provision

The United Nations Convention on the Rights of the Child provides a significant platform to include children’s views on issues that affect their lives, yet, in many contexts, particularly in educational practice, children’s perspectives continue to be irregularly sought and are rarely acted upon. By providing children’s perspectives on what they would like adults to know, this article explores a unique view of childhood and the interactions with family, community, educational experiences and well-being. The children’s insights about their worlds that they feel adults are missing potentiate the development and incorporation of voice-inclusive practice. While the sense that each child makes of their Lebenswelt – the ‘ingredients’ – is idiosyncratic and will be influenced by many factors, including peers, teachers, parents, other adults and the media, it is the nature of this personal understanding that is poorly understood, and consequently ignored by adults. By exploring the commentary of more than 1000 children across five countries – Australia, England, New Zealand, Italy and Sweden – this research reveals an overwhelming collection of what the authors describe as ‘comments that rhyme’ in terms of the identification of expressed sentiment and thematic representations of their perspectives.

Consulting pupils in Assessment for Learning classrooms: the twists and turns of working with students as co-researchers

This is an invited paper to a special issue on pupil voice focusing on methodological issues arising from the ESRC/TLRP project on consulting pupils about assessment practices in their classrooms. The issue of consulting pupils about assessment has rarely been researched before but what this article illustrates are some of the difficulties, tensions and positive outcomes of engaging with students as researchers within a nationally funded (and therefore externally driven), university-based project. This study adds considerably to the body of knowledge in this area by engaging students in the process as researchers in different capacities within the project. Issues discussed include the use of student advisory groups, ethical negotiation, students undertaking videotaped classroom observations and their subsequent role in co-interpreting video excerpts and visual images. The paper has attracted considerable interest already through the ESRC pupil seminar series forum and also from a prior paper presentation to the European Educational Research Association in September 2006 in Switzerland to the Childrens' Rights SIG becasue of researchers' current interests in embedding democratic principles and practices within research with children and young people.

University students with disabilities in Universities. A study of their inclusion

Access to higher education has increased among students with disabilities, and universities are adopting different alternatives which must be assessed. The purpose of this study was to identify the situation of a sample of students with disabilities (n=91) who attend a university in Spain, through the design and validation of the “CUNIDIS-d” scale, with satisfactory psychometric properties. The results show the importance of making reasoned curriculum adaptations, adapting teacher training, improving accessibility and involving all the university community. Different proposals were provided which support the social dimension of the EHEA.

Clubes de ciências e o percurso escolar dos alunos

Os factores que levam os alunos, no final da escolaridade obrigatória, a escolher o seu percurso escolar são vários. Neste estudo procurou-se saber em que medida a frequência de Clubes na área das Ciências influenciam essa decisão e, ainda, estudar como potenciar a sua organização no sentido de que estes possam contribuir positivamente para as escolhas dos alunos por percursos escolares na área das Ciências. A investigação decorreu em duas fases. Na primeira fase, foi avaliada a influência dos Clubes de Ciências na decisão do percurso escolar dos alunos, no final da escolaridade básica. Nesta fase foram realizados os seguintes procedimentos: -Entrevista semi-estruturada realizada a sete professoras responsáveis de Clubes na área das Ciências Físicas e Naturais, de 7 Escolas Secundárias da região de Aveiro. -Administração de um questionário, construído com questões maioritariamente fechadas, a uma amostra de 106 alunos, do 10ºAno, provenientes de 11 Escolas Secundárias da região de Aveiro, que frequentaram Clubes na área das Ciências Físicas e Naturais, no 3º Ciclo. -Tratamento estatístico das questões do questionário, com recurso ao programa SPSS (Statistical Package for the Social Science) e análise de conteúdo das questões abertas do questionário e das entrevistas, recorrendose para o efeito à construção de categorias de resposta. Na segunda fase concebeu-se e implementou-se um Clube de Ciências. Nesta fase surgiu a criação do Clube: ”Educação para o Desenvolvimento Sustentável”, no qual foi desenvolvido o projecto: “Construção e dinamização de uma Estação Meteorológica”, numa Escola Básica do 2º e 3º Ciclos do Concelho de Aveiro. Os resultados obtidos na primeira fase do estudo são reveladores da importância que é atribuída às experiências vivenciadas pelos alunos nos Clubes de Ciências que frequentaram. Os temas/assuntos abordados foram essencialmente conteúdos ligados a áreas do conhecimento das disciplinas de Ciências. Predominaram as estratégias com base em trabalho de projecto e em actividades experimentais. Indicadores nacionais e internacionais têm evidenciado um decréscimo no número de jovens que, na sua escolaridade, optam por estudos nas áreas das Ciências e da Tecnologia. Este decréscimo tem sido um factor de preocupação ao nível das políticas educativas, nomeadamente europeias, tornando-se urgente, por um lado, compreender o porquê desse facto e, por outro, encontrar formas de o minimizar. Os Clubes na perspectiva das responsáveis entrevistadas: (a) Surgem como uma oportunidade para melhorar as competências dos alunos ao nível do saber fazer; (b) Permitem confirmar e reforçar a motivação e o gosto pelas Ciências; (c) Podem, também, dar-lhes orientações para o futuro, embora esta não tenha sido uma preocupação explícita; (d) São do agrado dos alunos devido a apresentarem actividades não meramente académicas e formais. Os Clubes, na perspectiva dos alunos respondentes: (a) Aumentaram a motivação para estudar Ciências; (b) Permitiram relacionar as Ciências com o dia-a-dia; (c) Ajudaram na escolha do curso que frequentam no Ensino Secundário; (d) Contribuíram para querer exercer uma profissão na área das Ciências. Na segunda fase do estudo, foi desenvolvido um trabalho de projecto que envolveu alunos do 3º Ciclo. O tema do projecto, proposto e implementado, coincidiu com os dois temas menos abordados, nos Clubes frequentados pelos respondentes da primeira fase do estudo, Meteorologia e Temáticas com Impacto Social. Por outro lado o Clube pretendeu contribuir para a Década da Educação para o Desenvolvimento Sustentado, instituída pelas Nações Unidas, para fazer frente à actual situação de emergência planetária. Uma estratégia privilegiada para formar cidadãos capazes de assumir atitudes e valores com vista ao desenvolvimento sustentável, passa pela Educação em todas as suas vertentes, nomeadamente a do ensino não formal, na qual se incluem os Clubes de Ciências. ABSTRACT: National and international indicators have showed a decrease in the number of youngsters that, during their school course make their choices in the study areas of Science and Technology. This decreasing tendency has been a motive of concern as far as the European educational policies are concerned. Thus, it is urgent to understand the reason behind that situation and find ways to minimize it. There are various factors that make students choose their study areas in the end of their school course. This study aimed to find out how the Science Clubs can influence their decisions as well as to study new ways to improve their organization in such a way that they may contribute positively to the students’ choices of their school careers in the area of Science. The investigation was divided in two parts: in the first part, it was evaluated the level of the influence of the Science Clubs in the students’ school careers at the end of the elementary education. At this stage it was adopted the following procedure: -A semi-structured interview was applied to 7 female teachers that are responsible for the Natural and Physics Science Clubs, in secondary schools, in the region of Aveiro; -A mainly close-question questionnaire was applied to a sample of 106 students, in the 10th grade, in 11 secondary schools, in the region of Aveiro. These students have attended some Natural and Physics Science Clubs, during the 7th, 8th and 9th grades; -Statistical work of the questionnaire was done with the help of the SPSS programme (Statistical Package for the Social Science) as well as the analysis of the contents of the open-questions of the questionnaire and the interviews by means of the answer-category method. In the second part, a Science Club was planned and implemented. At this stage, a club was created - “Education for the Sustainable Development” - within which the following project was developed – “Building and Development of a Meteorological Observatory”, at a 2nd and 3rd Ciclos (Stages) Elementary School, in Aveiro. The results of the first part of this study case have showed clearly the importance given to the experiences of the students while attending the Science Clubs. The themes/subjects studied were mainly science knowledgerelated contents. The strategies adopted were based on project work and experimental activities. A view of the Clubs by the people who are responsible for them: (a)The Clubs mean an opportunity for students to learn the know-how process; (b)They have provided the reinforcement of the motivation and preference for Science; (c)Although it was not the main concern with the clubs, the truth is that they can also give the students a sense of awareness for the future; (d)Students like to make part of the clubs because of their experimental character. A view of the Clubs by the students who make part of them: (a)The clubs have increased the level of motivation to study Science; (b)They have allowed a close perspective of the daily life reality; (c)They have helped with the choice of the Secondary School courses; (d)They have made students want a future professional career in the area of Science. In the second part of this study case, a project work was carried out involving 7th, 8th and 9th grade students. The subject of the project, considered and implemented, coincided with the two less boarded subjects, in the Clubs attended a course for the respondents of the first phase of the study, Meteorology and Thematic with Social Impact. The Club also aimed to contribute to the decade of the “Education for the Sustained Future” as settled by the United Nations in order to face the present emergency situation of the planet. The last but not the least, it is believed that, the best strategy to teach future citizens who are able to take the responsibility of their values and attitudes towards a sustainable future, is to provide them a type of Education that can teach them both the formal curriculum aspects and the informal ones, as it is the case of the Science Clubs.

INFO2009 Educational Resources: Security

Contains visually-appealing and informative "infographics" containing descriptions of common security vulnerabilities and general information about security. Suitable for use in a blog post or printed out and on the wall in an educational area. Also contains video podcasts demonstrating common security exploits in realistic web systems, and offering practical advice on fixing them. Created by "Am and the Raging Otters".

On the natural variability of the pre-industrial European climate

We suggest that climate variability in Europe for the “pre-industrial” period 1500–1900 is fundamentally a consequence of internal fluctuations of the climate system. This is because a model simulation, using fixed pre-industrial forcing, in several important aspects is consistent with recent observational reconstructions at high temporal resolution. This includes extreme warm and cold seasonal events as well as different measures of the decadal to multi-decadal variance. Significant trends of 50-year duration can be seen in the model simulation. While the global temperature is highly correlated with ENSO (El Nino- Southern Oscillation), European seasonal temperature is only weakly correlated with the global temperature broadly consistent with data from ERA-40 reanalyses. Seasonal temperature anomalies of the European land area are largely controlled by the position of the North Atlantic storm tracks. We believe the result is highly relevant for the interpretation of past observational records suggesting that the effect of external forcing appears to be of secondary importance. That variations in the solar irradiation could have been a credible cause of climate variations during the last centuries, as suggested in some previous studies, is presumably due to the fact that the models used in these studies may have underestimated the internal variability of the climate. The general interpretation from this study is that the past climate is just one of many possible realizations and thus in many respects not reproducible in its time evolution with a general circulation model but only reproducible in a statistical sense.

PRISM and ENES: a European approach to Earth system modelling

Europe's widely distributed climate modelling expertise, now organized in the European Network for Earth System Modelling (ENES), is both a strength and a challenge. Recognizing this, the European Union's Program for Integrated Earth System Modelling (PRISM) infrastructure project aims at designing a flexible and friendly user environment to assemble, run and post-process Earth System models. PRISM was started in December 2001 with a duration of three years. This paper presents the major stages of PRISM, including: (1) the definition and promotion of scientific and technical standards to increase component modularity; (2) the development of an end-to-end software environment (graphical user interface, coupling and I/O system, diagnostics, visualization) to launch, monitor and analyse complex Earth system models built around state-of-art community component models (atmosphere, ocean, atmospheric chemistry, ocean bio-chemistry, sea-ice, land-surface); and (3) testing and quality standards to ensure high-performance computing performance on a variety of platforms. PRISM is emerging as a core strategic software infrastructure for building the European research area in Earth system sciences. Copyright (c) 2005 John Wiley & Sons, Ltd.

European storminess and associated circulation weather types: future changes deduced from a multi-model ensemble of GCM simulations

A range of possible changes in the frequency and characteristics of European wind storms under future climate conditions was investigated on the basis of a multi-model ensemble of 9 coupled global climate model (GCM) simulations for the 20th and 21st centuries following the IPCC SRES A1B scenario. A multi-model approach allowed an estimation of the (un)certainties of the climate change signals. General changes in large-scale atmospheric flow were analysed, the occurrence of wind storms was quantified, and atmospheric features associated with wind storm events were considered. Identified storm days were investigated according to atmospheric circulation, associated pressure patterns, cyclone tracks and wind speed patterns. Validation against reanalysis data revealed that the GCMs are in general capable of realistically reproducing characteristics of European circulation weather types (CWTs) and wind storms. Results are given with respect to frequency of occurrence, storm-associated flow conditions, cyclone tracks and specific wind speed patterns. Under anthropogenic climate change conditions (SRES A1B scenario), increased frequency of westerly flow during winter is detected over the central European investigation area. In the ensemble mean, the number of detected wind storm days increases between 19 and 33% for 2 different measures of storminess, only 1 GCM revealed less storm days. The increased number of storm days detected in most models is disproportionately high compared to the related CWT changes. The mean intensity of cyclones associated with storm days in the ensemble mean increases by about 10 (±10)% in the Eastern Atlantic, near the British Isles and in the North Sea. Accordingly, wind speeds associated with storm events increase significantly by about 5 (±5)% over large parts of central Europe, mainly on days with westerly flow. The basic conclusions of this work remain valid if different ensemble contructions are considered, leaving out an outlier model or including multiple runs of one particular model.

Evaluation of Silver European EEL (anguilla anguilla) for the implementation of an Effective EEL Management plan in Mediterranean Coastal Lagoons

This thesis presents SEELF (Sustainable EEL fishery) Index, a methodology for evaluation of European eel (Anguilla anguilla) for the implementation of an effective Eel Management Plan, as defined by EU Regulation No.1100/2007. SEELF uses internal and external indices, age and blood parameters, and selects suitable specimen for restocking; it is also a reliable tool for eel stock management. In fact, SEELF Index, was developed in two versions: SEELF A, to be used in field operations (catch&release, eel status monitoring) and SEELF B to be used for quality control (food production) and research (eel status monitoring). Health status was evaluated also by biomarker analysis (ChE), and data were compared with age of eel. Age determination was performed with otolith reading and fish scale reading and a calibration between the two methods was possible. The study area was the Comacchio lagoon, a brackish coastal lagoon in Italy, well known as an example of suitable environment for eel fishery, where the capability to use the local natural resources has long been a key factor for a successful fishery management. Comacchio lagoon is proposed as an area where an effective EMP can be performed, in agreement with the main features (management of basins, reduction of mortality due to predators,etc.) highlighted for designation of European Restocking Area (ERA). The ERA is a new concept, proposed as a pillar of a new strategy on eel management and conservation. Furthermore, the features of ERAs can be useful in the framework of European Scale Eel Management Plan (ESEMP), proposed as a European scale implementation of EMP, providing a more effectiveness of conservation measures for eel management.

Genital chlamydia prevalence in Europe and in non-European high income countries: systematic review and meta-analysis

Background: Accurate information about the prevalence of Chlamydia trachomatis is needed to assess national prevention and control measures. Methods: We systematically reviewed population-based cross-sectional studies that estimated chlamydia prevalence in European Union/European Economic Area (EU/EEA) Member States and non-European high income countries from January 1990 to August 2012. We examined results in forest plots, explored heterogeneity using the I2 statistic, and conducted random effects meta-analysis if appropriate. Metaregression was used to examine the relationship between study characteristics and chlamydia prevalence estimates. Results: We included 25 population-based studies from 11 EU/EEA countries and 14 studies from five other high income countries. Four EU/EEA Member States reported on nationally representative surveys of sexually experienced adults aged 18-26 years (response rates 52-71%). In women, chlamydia point prevalence estimates ranged from 3.0-5.3%; the pooled average of these estimates was 3.6% (95% CI 2.4, 4.8, I2 0%). In men, estimates ranged from 2.4-7.3% (pooled average 3.5%; 95% CI 1.9, 5.2, I2 27%). Estimates in EU/EEA Member States were statistically consistent with those in other high income countries (I2 0% for women, 6% for men). There was statistical evidence of an association between survey response rate and estimated chlamydia prevalence; estimates were higher in surveys with lower response rates, (p=0.003 in women, 0.018 in men). Conclusions: Population-based surveys that estimate chlamydia prevalence are at risk of participation bias owing to low response rates. Estimates obtained in nationally representative samples of the general population of EU/EEA Member States are similar to estimates from other high income countries.

Overview of international research in generic competence assessment

The competency assessment is a key issue for improving the quality of teaching and learning within the current European Higher Education Area (EHEA). The aim of this paper is to review the current research on assessment of generic competences, especially through online tools. It has conducted a search of the Web of Knowledge (Thomson Reuters) from keywords. It have been reviewed the abstracts and the results have been classified by time periods, countries and research area. It has selected a set of articles of the period 2010?2012, in which we have analyzed future trends. It is concluded that the research of assessment generic competences is been developing nowadays in educational area, although is still more important in the professional one. Additionally, it is surprising that appears most often used in preuniversity education levels. The academic context has increased research activities over the past five years, with different developments in the Anglo?Saxon countries over that those countries attached to the Bologna Process. The latest reports indicate that the learning competences must meet the individual reality of each person, so that the use of ICTs in their development and evaluation are essential given its immediacy and motivational ability. There is a clear trend towards an evaluation model that includes a 360º specific and generic competences analysis.

Self Learning and self evaluation exercises database in basic mechanics: a theoretical-practical approach

In the School of Mines of the Technical University of Madrid (UPM) the first course of different degrees has been implemented and adapted to the European Higher Educational Area (EHEA). In all of the degrees there is a first semester course which gathers all the contents of basic mechanics: from the first kinematics concepts to the rigid solid plane motion Before the Bologna process took place, the authors had established the final assessment of the theoretical contents through open questions of theoretical-practical character In the present work, the elaboration of a wide database containing theoretical-practical questions that students can access on line is presented. The questions are divided in thirteen different questionnaires composed of a number of questions randomly chosen from a certain group in the database. Each group corresponds to a certain learning objective that the student knows. After answering the questionnaire and checking the grade assigned according to the performance of the student, the pupils can see the correct response displayed on the screen and widely explained by the professors. This represents a 10% of the final grade. As the student can access the questionnaires as many times as they want, the main goal is the self-assessment of each learning objective and therefore, getting the students involved in their own learning process so they can decide how much time they need to acquire the required level.