The document discusses the lack of numerical literacy skills among law students and legal professionals. It notes that numerical literacy is an important real-world skill not adequately addressed in legal education. The author proposes developing a 6-week online course (MOOC) to help law students improve their numerical literacy. The MOOC would incorporate math tuition and cognitive behavioral therapy to help overcome math anxiety and avoidance, and would be made freely available as an ongoing online resource for law schools and potentially legal professionals.
The document discusses numerical literacy in legal education and practice. It notes a lack of numeracy skills among law students and lawyers due to math anxiety and avoidance. This can negatively impact legal reasoning and practice. The proposed solution is a 6-week online course (MOOC) aimed at law undergraduates. The MOOC would provide math tuition and cognitive behavioral therapy within a virtual legal setting to improve numerical literacy in law and address math anxiety. It would be available openly for other law schools and disciplines.
The document summarizes the results of a survey of academic staff at the University of Leeds about undergraduate and masters students' digital literacy skills. Staff felt that while students are motivated to learn digital skills and have opportunities to develop them, they graduate without strong skills in areas like evaluating online information credibility and using tools like Microsoft Office. They also noted variation in students' ability to curate their own online spaces. To help, staff recommended Skills@Library provide more face-to-face support and targeted activities on critical analysis, subject-specific research skills, and online learning modules.
The document summarizes research from a Digital Toolkit project examining digital literacy and well-being policies for students. Key findings include:
- Current approaches to digital well-being among staff and students are fragmented, with various online resources but a lack of joined-up institutional thinking.
- Staff feel hindered by outdated structures in addressing students' digital needs, and there is a disconnect between students' digital lives and how institutions approach well-being.
- The researchers propose a maturity model based on the JISC framework to help institutions benchmark and improve their approach to digital literacy and student well-being in a holistic way. This would involve greater student involvement, focus on lifelong learning and future needs, and consideration
ORIC Digital literacy and curriculum designoricproject
This document discusses digital literacy and how it can be supported in academic contexts. It defines digital literacy as having awareness, attitude, and ability to use digital tools to find, evaluate, analyze, and communicate information to enable social action. The document outlines key components of digital literacy including underlying skills, background knowledge, central competencies, and attitudes. It provides examples of how universities support digital literacy development through services, embedding it in curricula, and getting student perspectives on needed support. Case studies demonstrate research-informed approaches to fostering digital literacy.
This document provides an overview of a digital literacy and citizenship course taught by Mrs. Joyce Lourenço Pereira. The course uses a research-based curriculum developed by Common Sense Media to teach students skills and ethical decision making related to digital media use. Over the course of the year, students will explore topics like internet safety, digital footprint, cyberbullying, information literacy, and copyright through lessons, assessments, and multimedia projects using tools like Edmodo, Gmail, iPads, and various web apps. The goal is for students to safely and responsibly navigate the digital world.
The document discusses the lack of numerical literacy skills among law students and legal professionals. It notes that numerical literacy is an important real-world skill not adequately addressed in legal education. The author proposes developing a 6-week online course (MOOC) to help law students improve their numerical literacy. The MOOC would incorporate math tuition and cognitive behavioral therapy to help overcome math anxiety and avoidance, and would be made freely available as an ongoing online resource for law schools and potentially legal professionals.
The document discusses numerical literacy in legal education and practice. It notes a lack of numeracy skills among law students and lawyers due to math anxiety and avoidance. This can negatively impact legal reasoning and practice. The proposed solution is a 6-week online course (MOOC) aimed at law undergraduates. The MOOC would provide math tuition and cognitive behavioral therapy within a virtual legal setting to improve numerical literacy in law and address math anxiety. It would be available openly for other law schools and disciplines.
The document summarizes the results of a survey of academic staff at the University of Leeds about undergraduate and masters students' digital literacy skills. Staff felt that while students are motivated to learn digital skills and have opportunities to develop them, they graduate without strong skills in areas like evaluating online information credibility and using tools like Microsoft Office. They also noted variation in students' ability to curate their own online spaces. To help, staff recommended Skills@Library provide more face-to-face support and targeted activities on critical analysis, subject-specific research skills, and online learning modules.
The document summarizes research from a Digital Toolkit project examining digital literacy and well-being policies for students. Key findings include:
- Current approaches to digital well-being among staff and students are fragmented, with various online resources but a lack of joined-up institutional thinking.
- Staff feel hindered by outdated structures in addressing students' digital needs, and there is a disconnect between students' digital lives and how institutions approach well-being.
- The researchers propose a maturity model based on the JISC framework to help institutions benchmark and improve their approach to digital literacy and student well-being in a holistic way. This would involve greater student involvement, focus on lifelong learning and future needs, and consideration
ORIC Digital literacy and curriculum designoricproject
This document discusses digital literacy and how it can be supported in academic contexts. It defines digital literacy as having awareness, attitude, and ability to use digital tools to find, evaluate, analyze, and communicate information to enable social action. The document outlines key components of digital literacy including underlying skills, background knowledge, central competencies, and attitudes. It provides examples of how universities support digital literacy development through services, embedding it in curricula, and getting student perspectives on needed support. Case studies demonstrate research-informed approaches to fostering digital literacy.
This document provides an overview of a digital literacy and citizenship course taught by Mrs. Joyce Lourenço Pereira. The course uses a research-based curriculum developed by Common Sense Media to teach students skills and ethical decision making related to digital media use. Over the course of the year, students will explore topics like internet safety, digital footprint, cyberbullying, information literacy, and copyright through lessons, assessments, and multimedia projects using tools like Edmodo, Gmail, iPads, and various web apps. The goal is for students to safely and responsibly navigate the digital world.
Information literacy, from higher education to employmentInformAll
A presentation at the European Conference on Information Literacy (ECIL2014), by the InformAll initiative, on how information literacy - the know-how, skills and competencies needed to handle information, whatever form this takes - might be made more relevant to individuals and organisations at the interface between higher education and employment.
Swag 2 School proposes opening the Baldwin Hills Technology Center to address the digital divide and lack of STEM education opportunities in local communities. The Center will offer tutoring, tele-learning, and interactive STEM projects for K-12 students to improve math skills and expose them to STEM careers. It will be located in a 3,850 square foot facility near public transit. The organization seeks $500,000 in initial funding and partnerships with local schools, universities, companies and government agencies to support the Center and its goal of increasing the number of educated minorities entering STEM fields.
Information literacy policy issues and employability Christine Irving
This document discusses information literacy, policy issues, and employability. It provides definitions of information literacy from various organizations. Information literacy is described as knowing when and why information is needed, where to find it, how to evaluate, use, and communicate it ethically. The document discusses the long history of information literacy and debates around defining it. It also discusses skills strategies and compulsory education, as well as information literacy development in various contexts like the workplace, public libraries, and schools. Research findings show that information problems in the workplace often require using multiple formats, and graduates are less likely than employers would like to use sources beyond internet searching.
Strijker & Fisser (2019 06-27) A future-proof curriculum with digital literacySaxion
In November 2014, the State Secretary for Education, Culture and Science of the Netherlands officially launched an online country-wide consultation about the future of Dutch education. Based on the outcomes and the ongoing debate, the Netherlands started the development of a new curriculum framework for primary and secondary education in 2018. One of the new themes in this curriculum is Digital Literacy, which is defined as a combination of ICT skills, media literacy, information literacy and computational thinking. Together with the other subjects (Dutch, Arithmetic/mathematics, English/modern foreign languages, Citizenship, Exercise & Sport, Art & Culture, Human & Nature, Human & Society) Digital Literacy will be part of the design of the new curriculum. A teacher design team for Digital Literacy developed a vision and elaborated this in eight so-called big ideas. Based on the big ideas learning trajectories were designed. These learning trajectories describe what students should learn in primary and secondary education.
Overview of Digital Citizenship, adapted from the LISD Moodle site: http://moodleweb2.lisd.net/schoolweb/course/view.php?id=3912&edit=0&sesskey=j3EItp97YW
The document describes the development of a Massive Open Online Course (MOOC) on digital citizenship by the University of York. It was created through the university's partnership with FutureLearn as part of efforts to enhance the university's reputation, engage new audiences, and develop online learning opportunities. The MOOC consisted of three weeks covering digital access, identity and security, and participation and ethics. It engaged over 5,000 participants from a diverse range of countries and age groups. Participant feedback was overwhelmingly positive and felt they were better equipped to navigate the digital landscape after taking the course.
Paul McKean - Jisc - Building digital capability Arkin Buhara
This document discusses building digital capabilities in further education. It notes that digital literacies have become an important priority and providers want help identifying digital skills needs, gaps, and initiatives to improve skills. The document outlines elements of a proposed digital capability service, including diagnostic tools, leadership development, and online courses. It also discusses a workshop to raise awareness of preventing radicalization. Finally, it covers enhancing learners' digital experiences, including considering their expectations and needs regarding technology and gathering intelligence from learners.
Introducing a digital skills certificate to improve student engagement
Speaker: Ben Gill, IT trainer and adviser, University of Lancaster.
This session will introduce you to the “Lancaster Digital Skills Certificate”. Initially aimed at Lancaster University students, the certificate was designed in-house and aims to enhance digital skills for both study and for employability. We’ll explore how digital badges are used to engage students, how the certificate has been integrated with the existing Lancaster award, how the use of free apps such as Moodle and Xerte was maximised during design, and what the end product actually looks like. The session will finish with an overview of challenges faced and key takeaways which will be useful for anyone looking to develop programmes for online digital skills development.
The support of digital capabilities by different stakeholders in a health faculty: a qualitative case study
Speaker: Manfred Gschwandtner, learning and research librarian, Canterbury Christ Church University.
This talks presents findings of a study investigating how different stakeholders in the health faculty of a HE institution support students/staff in developing digital capabilities. Quality of support depends particularly on academics’ knowledge and enthusiasm and should be complemented by improved integration of professional services and by students as “digital champions”.
digITal Matters - a student-focused digital literacy module at the University of Birmingham
Speakers:
Mike Stanford, head of learning enhancement, University of Birmingham
Paul Foxall, digital literacy adviser, University of Birmingham
The digITal Matters will equip students with the necessary digital skills and behaviours to confidently use any suite of technologies they may encounter during their graduate careers.Students use digital tools as solutions to handle, organise and store information and to ensure that the information is both relevant and trustworthy.
Citizen Maths is a free online maths course, aimed at adults in or out of work, who want to brush up their maths. The presentation covers some of the thinking behind the course and how employers, further education colleges and other adult education organisations can get involved.
Digital Literacy of Mathematics Teachers in State Universities and Colleges ...Martin Nobis
Abstract: The use of digital technology is a manifestation of globally competitive mathematics
teachers in the 21st century. This study determined the status of digital literacy of mathematics
teachers in State Universities and Colleges (SUCs). Descriptive design, survey questionnaire,
and universal sampling were utilized. Findings revealed that SUCs had limited digital
resources. Mathematics teachers sometimes used digital tools like software, social media, and
mathematics apps in teaching. They, too, were much aware of their digital literacy skills.
SUCs profile in terms of the number of learning management and information systems had
influenced digital tools usage. The number of computer laboratories had something to do with
the level of digital literacy awareness. By providing more digital technologies, teachers may
increase their digital usage, literacy, and efficiency in teaching mathematics.
Tearing through the tartan maths ceilingdanielsellers
The document discusses strategies for increasing adult engagement in mathematics learning in Scotland. It outlines Scotland's adult literacy and numeracy strategy, which aims to deliver skills through community programs, colleges, and workplaces. It also explores the concept of an "invisible math ceiling" that prevents some adults from improving their numeracy skills, even when they need them, and suggests ways to help adults overcome this barrier such as normalizing asking for help and integrating math into other types of learning.
This document discusses the development of an information literacy policy for Scotland. It begins by reviewing definitions of information literacy and past initiatives. It then discusses questions around what an information literacy policy is, who should create it, and how it relates to other policy areas. The document advocates for developing partnerships across sectors, conducting research, and creating a community of practice to share resources and advocate for information literacy. The overall goal is to establish a national framework for information literacy that spans education and lifelong learning.
London data and digital masterclass for councillors slides 14-Feb-20LG Inform Plus
On 14th February 2020, the Local Government association ran a masterclass discussion day for councillors and elected members on data and digital transformation in local government. It took place in London. This is the slide set that was used to steer discussions
A presentation on How do we determine the impact of technology and mobile devices on student achievement and teacher practice. The presentation was delivered at the MISA East Mobile Learning symposium on Feb. 22, 2013 in Ottawa Ontario Canada.
Systemic Learning Analytics Symposium, October 10th 2013Adam Cooper
Slides for the talk "Barriers and Pitfalls to Systemic Learning Analytics" by Adam Cooper, Cetis, for the online Systemic Learning Analytics Symposium, organised by George Siements and held on October 10th 2013.
Related blog post at: http://blogs.cetis.ac.uk/adam/2013/10/31/policy-and-strategy-for-systemic-deployment-of-learning-analytics-barriers-and-potential-pitfalls/
See http://blogs.cetis.ac.uk/adam/2013/10/31/policy-and-strategy-for-systemic-deployment-of-learning-analytics-barriers-and-potential-pitfalls/ for an extended blog post on the subject.
Math anxiety is a real challenge that affects learners of all levels. It has intrinsic risk factors related to individuals' attitudes and emotions, as well as extrinsic factors related to teaching methods. Strategies to address math anxiety include developing positive attitudes, using collaborative work, emphasizing multiple problem-solving approaches, and making connections between informal and formal mathematical knowledge. While math anxiety is pervasive and deeply felt, it is learned and teachers have opportunities to help learners unlearn anxieties through empathy, awareness of different risk factors, and incorporating diverse teaching strategies.
NTLT 2013 - John Mumford - Math Anxiety: Risk Factors, Strategies, & Opportun...NTLT Conference
Math anxiety is a real challenge that affects learners of all levels. It has intrinsic risk factors related to individuals' attitudes and emotions as well as extrinsic factors related to teaching methods. Strategies to address math anxiety include developing positive attitudes, using collaborative work, emphasizing multiple problem-solving approaches, and making connections between informal and formal mathematical knowledge. While math anxiety is pervasive and deeply felt, it is learned and teachers play an important role in helping students overcome challenges through empathy, awareness of different learning styles, and embracing informal methods of teaching mathematics.
ATSIMA (Aboriginal & Torres Strait Islander Mathematics Alliance) presentation - In for the Count: 5 ways to Improving Maths Outcomes with Indigenous students - by Dr Chris Matthews and Caty Morris to the National Aboriginal and Torres Strait Islander Education Conference 2015, Melbourne
National spanish legal education conference 2013 dual degreesLouise Taylor
Nottingham Law School has a dual degree program with Radboud University in Nijmegen that allows students to study for one year at the partner institution and earn an additional degree. This creates an international teaching culture by exchanging staff and students between the schools and encouraging international perspectives. It also fosters international research collaborations through joint funding bids and possible dual LLMs. Challenges include ensuring support for exchange students and overcoming reluctance to change, but the program promotes best practices in legal education on a global level.
Information literacy, from higher education to employmentInformAll
A presentation at the European Conference on Information Literacy (ECIL2014), by the InformAll initiative, on how information literacy - the know-how, skills and competencies needed to handle information, whatever form this takes - might be made more relevant to individuals and organisations at the interface between higher education and employment.
Swag 2 School proposes opening the Baldwin Hills Technology Center to address the digital divide and lack of STEM education opportunities in local communities. The Center will offer tutoring, tele-learning, and interactive STEM projects for K-12 students to improve math skills and expose them to STEM careers. It will be located in a 3,850 square foot facility near public transit. The organization seeks $500,000 in initial funding and partnerships with local schools, universities, companies and government agencies to support the Center and its goal of increasing the number of educated minorities entering STEM fields.
Information literacy policy issues and employability Christine Irving
This document discusses information literacy, policy issues, and employability. It provides definitions of information literacy from various organizations. Information literacy is described as knowing when and why information is needed, where to find it, how to evaluate, use, and communicate it ethically. The document discusses the long history of information literacy and debates around defining it. It also discusses skills strategies and compulsory education, as well as information literacy development in various contexts like the workplace, public libraries, and schools. Research findings show that information problems in the workplace often require using multiple formats, and graduates are less likely than employers would like to use sources beyond internet searching.
Strijker & Fisser (2019 06-27) A future-proof curriculum with digital literacySaxion
In November 2014, the State Secretary for Education, Culture and Science of the Netherlands officially launched an online country-wide consultation about the future of Dutch education. Based on the outcomes and the ongoing debate, the Netherlands started the development of a new curriculum framework for primary and secondary education in 2018. One of the new themes in this curriculum is Digital Literacy, which is defined as a combination of ICT skills, media literacy, information literacy and computational thinking. Together with the other subjects (Dutch, Arithmetic/mathematics, English/modern foreign languages, Citizenship, Exercise & Sport, Art & Culture, Human & Nature, Human & Society) Digital Literacy will be part of the design of the new curriculum. A teacher design team for Digital Literacy developed a vision and elaborated this in eight so-called big ideas. Based on the big ideas learning trajectories were designed. These learning trajectories describe what students should learn in primary and secondary education.
Overview of Digital Citizenship, adapted from the LISD Moodle site: http://moodleweb2.lisd.net/schoolweb/course/view.php?id=3912&edit=0&sesskey=j3EItp97YW
The document describes the development of a Massive Open Online Course (MOOC) on digital citizenship by the University of York. It was created through the university's partnership with FutureLearn as part of efforts to enhance the university's reputation, engage new audiences, and develop online learning opportunities. The MOOC consisted of three weeks covering digital access, identity and security, and participation and ethics. It engaged over 5,000 participants from a diverse range of countries and age groups. Participant feedback was overwhelmingly positive and felt they were better equipped to navigate the digital landscape after taking the course.
Paul McKean - Jisc - Building digital capability Arkin Buhara
This document discusses building digital capabilities in further education. It notes that digital literacies have become an important priority and providers want help identifying digital skills needs, gaps, and initiatives to improve skills. The document outlines elements of a proposed digital capability service, including diagnostic tools, leadership development, and online courses. It also discusses a workshop to raise awareness of preventing radicalization. Finally, it covers enhancing learners' digital experiences, including considering their expectations and needs regarding technology and gathering intelligence from learners.
Introducing a digital skills certificate to improve student engagement
Speaker: Ben Gill, IT trainer and adviser, University of Lancaster.
This session will introduce you to the “Lancaster Digital Skills Certificate”. Initially aimed at Lancaster University students, the certificate was designed in-house and aims to enhance digital skills for both study and for employability. We’ll explore how digital badges are used to engage students, how the certificate has been integrated with the existing Lancaster award, how the use of free apps such as Moodle and Xerte was maximised during design, and what the end product actually looks like. The session will finish with an overview of challenges faced and key takeaways which will be useful for anyone looking to develop programmes for online digital skills development.
The support of digital capabilities by different stakeholders in a health faculty: a qualitative case study
Speaker: Manfred Gschwandtner, learning and research librarian, Canterbury Christ Church University.
This talks presents findings of a study investigating how different stakeholders in the health faculty of a HE institution support students/staff in developing digital capabilities. Quality of support depends particularly on academics’ knowledge and enthusiasm and should be complemented by improved integration of professional services and by students as “digital champions”.
digITal Matters - a student-focused digital literacy module at the University of Birmingham
Speakers:
Mike Stanford, head of learning enhancement, University of Birmingham
Paul Foxall, digital literacy adviser, University of Birmingham
The digITal Matters will equip students with the necessary digital skills and behaviours to confidently use any suite of technologies they may encounter during their graduate careers.Students use digital tools as solutions to handle, organise and store information and to ensure that the information is both relevant and trustworthy.
Citizen Maths is a free online maths course, aimed at adults in or out of work, who want to brush up their maths. The presentation covers some of the thinking behind the course and how employers, further education colleges and other adult education organisations can get involved.
Digital Literacy of Mathematics Teachers in State Universities and Colleges ...Martin Nobis
Abstract: The use of digital technology is a manifestation of globally competitive mathematics
teachers in the 21st century. This study determined the status of digital literacy of mathematics
teachers in State Universities and Colleges (SUCs). Descriptive design, survey questionnaire,
and universal sampling were utilized. Findings revealed that SUCs had limited digital
resources. Mathematics teachers sometimes used digital tools like software, social media, and
mathematics apps in teaching. They, too, were much aware of their digital literacy skills.
SUCs profile in terms of the number of learning management and information systems had
influenced digital tools usage. The number of computer laboratories had something to do with
the level of digital literacy awareness. By providing more digital technologies, teachers may
increase their digital usage, literacy, and efficiency in teaching mathematics.
Tearing through the tartan maths ceilingdanielsellers
The document discusses strategies for increasing adult engagement in mathematics learning in Scotland. It outlines Scotland's adult literacy and numeracy strategy, which aims to deliver skills through community programs, colleges, and workplaces. It also explores the concept of an "invisible math ceiling" that prevents some adults from improving their numeracy skills, even when they need them, and suggests ways to help adults overcome this barrier such as normalizing asking for help and integrating math into other types of learning.
This document discusses the development of an information literacy policy for Scotland. It begins by reviewing definitions of information literacy and past initiatives. It then discusses questions around what an information literacy policy is, who should create it, and how it relates to other policy areas. The document advocates for developing partnerships across sectors, conducting research, and creating a community of practice to share resources and advocate for information literacy. The overall goal is to establish a national framework for information literacy that spans education and lifelong learning.
London data and digital masterclass for councillors slides 14-Feb-20LG Inform Plus
On 14th February 2020, the Local Government association ran a masterclass discussion day for councillors and elected members on data and digital transformation in local government. It took place in London. This is the slide set that was used to steer discussions
A presentation on How do we determine the impact of technology and mobile devices on student achievement and teacher practice. The presentation was delivered at the MISA East Mobile Learning symposium on Feb. 22, 2013 in Ottawa Ontario Canada.
Systemic Learning Analytics Symposium, October 10th 2013Adam Cooper
Slides for the talk "Barriers and Pitfalls to Systemic Learning Analytics" by Adam Cooper, Cetis, for the online Systemic Learning Analytics Symposium, organised by George Siements and held on October 10th 2013.
Related blog post at: http://blogs.cetis.ac.uk/adam/2013/10/31/policy-and-strategy-for-systemic-deployment-of-learning-analytics-barriers-and-potential-pitfalls/
See http://blogs.cetis.ac.uk/adam/2013/10/31/policy-and-strategy-for-systemic-deployment-of-learning-analytics-barriers-and-potential-pitfalls/ for an extended blog post on the subject.
Math anxiety is a real challenge that affects learners of all levels. It has intrinsic risk factors related to individuals' attitudes and emotions, as well as extrinsic factors related to teaching methods. Strategies to address math anxiety include developing positive attitudes, using collaborative work, emphasizing multiple problem-solving approaches, and making connections between informal and formal mathematical knowledge. While math anxiety is pervasive and deeply felt, it is learned and teachers have opportunities to help learners unlearn anxieties through empathy, awareness of different risk factors, and incorporating diverse teaching strategies.
NTLT 2013 - John Mumford - Math Anxiety: Risk Factors, Strategies, & Opportun...NTLT Conference
Math anxiety is a real challenge that affects learners of all levels. It has intrinsic risk factors related to individuals' attitudes and emotions as well as extrinsic factors related to teaching methods. Strategies to address math anxiety include developing positive attitudes, using collaborative work, emphasizing multiple problem-solving approaches, and making connections between informal and formal mathematical knowledge. While math anxiety is pervasive and deeply felt, it is learned and teachers play an important role in helping students overcome challenges through empathy, awareness of different learning styles, and embracing informal methods of teaching mathematics.
ATSIMA (Aboriginal & Torres Strait Islander Mathematics Alliance) presentation - In for the Count: 5 ways to Improving Maths Outcomes with Indigenous students - by Dr Chris Matthews and Caty Morris to the National Aboriginal and Torres Strait Islander Education Conference 2015, Melbourne
National spanish legal education conference 2013 dual degreesLouise Taylor
Nottingham Law School has a dual degree program with Radboud University in Nijmegen that allows students to study for one year at the partner institution and earn an additional degree. This creates an international teaching culture by exchanging staff and students between the schools and encouraging international perspectives. It also fosters international research collaborations through joint funding bids and possible dual LLMs. Challenges include ensuring support for exchange students and overcoming reluctance to change, but the program promotes best practices in legal education on a global level.
SLSA 2013 - Using vps to identify vulnerable and intimidated victimsLouise Taylor
PowerPoint slides from my conference paper delivered with Jo Boylan-Kemp at the Criminal Law and Criminal Justice stream of the SLSA Annual Conference 2013.
SLS 2013 - Enhancing mathematical literacy to promote graduate employmentLouise Taylor
The document discusses enhancing mathematical literacy among law graduates to improve employability. It notes that the challenging legal job market has increased expectations for graduates to have skills like numeracy. However, an analysis found that law school curriculums provide limited opportunities to develop mathematical literacy. To address this, the author proposes a model incorporating a first-year online module, final-year optional credit-bearing module, and employability program focused on numeracy to optimize graduates' mathematical literacy and meet employer demands.
NLS staff development 2013 - Creating academic posters for teaching and resea...Louise Taylor
This document provides guidance on creating academic posters for teaching and research. It discusses what academic posters are, their benefits for teaching and research, basics of poster design such as size and typical sections, how to create posters in PowerPoint including useful tools, advice on printing and laminating, and some recommended websites for templates and images. The overall purpose is to explain how posters can be used to simply present and promote discussion of research for both teaching and research purposes.
ALT 2013 - Enhancing Numerical Literacy to Promote Graduate EmployabilityLouise Taylor
The document discusses enhancing numerical literacy among law graduates to promote employability. It notes that the legal job market has declined, making employers more discerning. Surveys show numeracy is an expected skill. While the law degree includes some numeracy teaching, there is room to do more. Currently, only one of the degree's modules focuses on numeracy. The document proposes a model with a mandatory online module in year one, an optional credit-bearing module, and a summer numeracy school, to optimize graduates' numerical literacy. This could be implemented with minimal disruption and would better prepare students for challenges in employment.
Durham university 2013 - Using VPS to inject restorative principles into crim...Louise Taylor
The document discusses victim personal statements (VPS), which allow victims in England and Wales to outline the impact of a crime for consideration in sentencing. It explores how VPS could incorporate restorative justice principles by communicating victim harm to offenders. However, low victim participation and undue influence on sentencing are potential pitfalls. While restorative justice need not replace criminal justice, the restorative potential of VPS warrants further guidance for practitioners.
Using victim personal statements to inject restorative principles into crimin...Louise Taylor
The document discusses using victim impact statements in criminal sentencing to incorporate restorative justice principles. Victim impact statements were introduced in 2001 to give victims a voice in the legal process. The EU Victims' Directive of 2012 also supports victim participation. While victim impact statements can help communicate victim harm and potentially encourage offender accountability and apology, there are concerns about unduly influencing sentences and raising unrealistic victim expectations. The document argues restorative practices can be integrated into the existing criminal system and more guidance is needed for practitioners on the restorative potential of victim impact statements.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
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help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
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Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
1. Why Maths Matters in Legal Education.
Louise Taylor, Nottingham Trent University
Louise.Taylor@ntu.ac.uk
April 2014
2. What is numerical literacy and why is it
missing in legal learning and practice?
• “...an individual’s capacity to identify and understand the role that
mathematics plays in the world, to make well-founded judgements
and to use and engage with mathematics in ways that meet the
needs of that individual’s life as a constructive, concerned and
reflective citizen.”
nationalnumeracy.org.uk
• Lack of numeracy skills.
• Maths anxiety.
• Maths avoidance.
3. Lack of numeracy skills learning and
teaching on the LLB.
• Numerical literacy at admission:
–2012/13 NLS cohort = 284 students; 69 with no data; 34
with a maths qualification beyond GCSE.
• QAA numeracy requirement for QLD – only nominally met.
• Pervasive culture of maths anxiety and avoidance within
undergraduate legal education prevents continuing numerical
skill development.
4. Maths anxiety.
•“Mathematics anxiety is characterized by feelings of tension,
apprehension, and fear about performing math and is
associated with delayed acquisition of core math and
number concepts and poor math competence.”
Richardson and Suinn, 1972.
5. Maths avoidance.
• “I know for me, I’m a lawyer because I was bad at science
and math. All lawyers in the room, you know it’s true. We
can’t add and subtract, so we argue.”
Michelle Obama, 2011.
6. Impact on legal practice.
• LETR identified commercial awareness (incorporating
numeracy) as an area of deficiency in legal professional
knowledge. LETR 2013: 2.74-5.
• Impact on legal reasoning:
– “Too often our discomfort with numbers means that we fail to
challenge, or even recognize, the subjective assessments made in
the compilation and presentation of numerical information.”
Milot 2013.
– “…substantive legal analysis can vary significantly with the
numeracy of legal decision makers.”
Rowell and Bregant 2013.
7. The challenge:
• To improve numerical literacy in law.
• To tackle maths anxiety.
• To challenge maths avoidance strategies.
• To spark a cultural revolution within the student cohort, the
academy and the profession.
• To avoid detracting from the substantive undergraduate law
subjects.
8. The solution? MOOCing the way
to numerical literacy in law:
• 6 week MOOC (Massive Open Online Course) aimed at NQF level 4
law students.
• Incorporating maths tuition and cognitive behavioural therapy
within an online virtual legal environment.
• Retained as an open-access online resource.
• Available for adoption and adaptation for use by other law schools
and within other disciplines.
• With potential for development as a resource aimed at legal
professionals.
Editor's Notes
My aim today is to give you a brief overview of the provisions of the EU Directive as they relate to victims with specific protection needs. But also to demonstrate that the EU Dir improves access to justice for such victims, not only by making the criminal proceeding more accessible and less traumatic, but also by providing an avenue in which to access civil justice when standards of service for such victims have not been adequately met by the state.
Buckley:
“Perhaps one of the reasons that maths anxiety is such a common feeling in the community is that it is acceptable to show anxiety in this area. Even though the link between maths ability and general intelligence is widely endorsed, admitting to personal difficulties with maths, a lack of interest in maths or worry over maths is socially acceptable and considered the norm. On the other hand, if a student admits that they like maths and are good at it that student will often be labelled a ‘nerd’. This contradiction reflects a culture that facilitates the development of maths anxiety in students.”
QAA subject benchmark statement for law includes requirement that students are given an opportunity within the QLD to demonstrate numeracy.
Lyons I. M., and Beilock S. L., (2012). Mathematics Anxiety:
Separating the Math from the Anxiety, 22 Cerebral Cortex 2102-2110.
Ashcraft, M. H., (2002). Math Anxiety: Personal, Educational and
Cognitive Consequences, 11(5) Current Directions in Psychological
Science 181-185.
Lyons and Beilock used functional magnetic resonance imaging (fMRI) of the brain during experiments with maths anxious individuals and non-maths anxious control group and found neurological evidence of anxiety negatively impacting on maths performance prior to completion of a maths task, when students were anticipating the maths task ahead of them. Researchers from this study concluded that it is not the skill level of the maths anxious individual that leads to performance drops but rather their ability to manage their anxiety at this anticipatory stage and devote their attention to a task.
Buckley:
“The other long-term impact of maths anxiety is the development of a negative attitude towards the subject. Anxious individuals will avoid subjects, courses and careers that involve maths. Such avoidance can limit students’ opportunities and career pathways. “
Tackle maths anxiety by CBT and offer maths tuition focused at NQF level 4 before entrenched maths avoidance strategies have been developed. May be too late, but at least GCSE maths will have been attained and so mathematics should not be such a remote memory two years on.
Lyons and Beilock:
“Individual differences in how math- anxious individuals recruit cognitive control resources prior to doing math and motivational resources during math performance predict the extent of their math deficits. This work suggests that educational interventions emphasizing control of negative emo- tional responses to math stimuli (rather than merely additional math training) will be most effective in revealing a population of mathematically competent individuals, who might otherwise go undiscovered.”
“To our knowledge, this work serves as the first evidence from cognitive neuroscience in support of the idea that education interven- tions which emphasize the control of negative emotional responses to math stimuli may reveal a population of potentially numerically competent individuals.”
Longitudinal study using Short Math Anxiety Rating Scale (Alexander and Martray 1989).
Why a MOOC?