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The original article has been corrected: Legends in Fig. 7 in the article and legends in Figs. 9 and 10 of Supplementary Material 1 as well as contents in columns H and J of Supplementary Material 2 have been amended to the valid results.

The management of coastal flood risk is adapting to meet the challenges and increased risks posed by population change as well as by climate change, especially sea level rise. Protection is being targeted to areas where the benefits are highest, while elsewhere there is a shift towards more localized “living with floods” and “resilience” approaches. Such decentralized approaches to flood risk management (FRM) require a diverse range of stakeholder groups to be engaged as “flood risk citizens”. Engagement of households in FRM is central to this process. Despite significant research on stakeholder engagement in coastal and flood risk management, there is less focus on the nature of responsibility in coastal adaptation. There is no framework by which to assess the different types of responsibility in hazard management and adaptation, and little research on the implications of expecting these responsibilities of stakeholder groups. In this paper, we identify five types of responsibility that are embedded throughout the disaster risk reduction cycle of managing coastal flooding. We build this “typology of responsibility” on existing work on the evolution of stakeholder engagement and stakeholder responsibility relationships in risk management processes, and a dataset of institutional stakeholder interviews and households surveys conducted across three case studies in England, the United Kingdom, in 2018 and 2019. We analyze the interviews using thematic analysis to explore institutional stakeholder perceptions of responsibility in coastal FRM, and analyze the household survey through descriptive and inferential statistics. By developing the first disaster risk reduction focused typology of responsibility for coastal flooding, we provide researchers and decision-makers with a tool to guide their planning and allocation of responsibilities in risk management for floods and other climate-driven hazards.

Funder: Department for Business, Energy and Industrial Strategy; doi: http://dx.doi.org/10.13039/100011693, The Paris Agreement aims to constrain global warming to ‘well below 2 °C’ and to ‘pursue efforts’ to limit it to 1.5 °C above pre-industrial levels. We quantify global and regional risk-related metrics associated with these levels of warming that capture climate change–related changes in exposure to water scarcity and heat stress, vector-borne disease, coastal and fluvial flooding and projected impacts on agriculture and the economy, allowing for uncertainties in regional climate projection. Risk-related metrics associated with 2 °C warming, depending on sector, are reduced by 10–44% globally if warming is further reduced to 1.5 °C. Comparing with a baseline in which warming of 3.66 °C occurs by 2100, constraining warming to 1.5 °C reduces these risk indicators globally by 32–85%, and constraining warming to 2 °C reduces them by 26–74%. In percentage terms, avoided risk is highest for fluvial flooding, drought, and heat stress, but in absolute terms risk reduction is greatest for drought. Although water stress decreases in some regions, it is often accompanied by additional exposure to flooding. The magnitude of the percentage of damage avoided is similar to that calculated for avoided global economic risk associated with these same climate change scenarios. We also identify West Africa, India and North America as hotspots of climate change risk in the future.

Additional file 2: Figure S1. Phylogenetic tree of N. parvum isolates based on ITS sequences.

Published: 14 June 2021

A Correction to this paper has been published: https://doi.org/10.1038/s41558-021-01064-z.

This paper reports outcomes from a pedagogic action research project conducted collaboratively with students. It focuses on co-constructed resources targeted on the development of feedback literacy in work-based settings. It outlines the process for developing the resources, then presents the outcomes, together with participating students’ views of becoming involved in the co-construction process.

Contribution for SOLSTICE and CLT Conference 2020 from Prof. Sally Brown and Prof. Kay Sambell.Edge Hill University CLT Visiting Professors and Visiting Fellows’ reflections and thoughts on Teaching, Learning and Assessment in the time of the Covid-19 pandemic and consideration of a sustained period of online provision or the complicated advent of campuses with social distancing.

Contribution for SOLSTICE and CLT Conference 2020 from Prof. Sally Brown and Prof. Kay Sambell.Edge Hill University CLT Visiting Professors and Visiting Fellows’ reflections and thoughts on Teaching, Learning and Assessment in the time of the Covid-19 pandemic and consideration of a sustained period of online provision or the complicated advent of campuses with social distancing.In order to hear the audio track for the presentation you will need to download the file and open it in Microsoft PowerPoint.Also included is a companion paper:'The changing landscape of assessment: some possible replacements for unseen, time-constrained, face-to-face invigilated exams'.Future SOLSTICE and CLT Conferences:To be informed of future SOLSTICE and CLT Conferences, please copy and paste this link into your browser and register your details:https://edgehill.onlinesurveys.ac.uk/sol-clt-conf-comms

The pending challenge of assessment in higher education, although also at other educational levels, continues to be its effective link with student learning. Students' strategic learning could and should be achieved by the assessment. This paper arises from the attempt to answer the question about what would be the future of assessment in higher education and it is presented under the form of a collaborative text that was elaborated by all the authors who sign it. This contribution offers a joint reflection by various authors from different contexts and regions on three essential aspects. First, the need for reflection and a change in assessment based on current trends that are demonstrating their timeliness and validity is highlighted. A second issue focuses on the value of technology for the changes that are taking place on assessment, but as long as it adapts to its principles and, therefore, does not imply a return to the last century under the dominance of models today widely overcome. Together with the use of technology-enhanced assessment, the interrelationship between assessment and learning implies to redesign assessment practices, to incorporate proposals from the fields of social justice and sustainable assessment, the design of authentic assessment tasks, to promote feedback and encourage students’ participation. In brief, to collaborate to develop the students' evaluative judgment in order to achieve free, socially responsible and fair citizens El reto pendiente de la evaluación en educación superior, aunque también en otros niveles, sigue siendo su vinculación efectiva con el aprendizaje de los estudiantes. A través de la evaluación se puede y debe conseguir un aprendizaje estratégico del estudiantado. Esta aportación surge a partir del intento de dar respuesta al interrogante sobre cuál sería el futuro de la evaluación en la educación superior, presentándose la misma bajo la forma de un texto elaborado de forma colaborativa entre todos los autores que la firman. Se ofrece así una reflexión conjunta de diversos autores de diferentes contextos y regiones sobre tres aspectos esenciales. En primer lugar, se resalta la necesidad de reflexión y un cambio en la evaluación basado en las tendencias actual es que están demostrando su oportunidad y validez. Un segundo aspecto se centra en el valor de la tecnología en los cambios que se están produciendo en la evaluación, pero siempre que se adapte a sus principios y, por lo tanto, no implique una vuelta al siglo pasado bajo el dominio de modelos hoy ampliamente superados. Interrelacionar evaluación y aprendizaje junto a la utilización de tecnologías que mejoran la evaluación implica, finalmente, rediseñar las prácticas evaluativas incorporando propuestas desde los ámbitos de la justicia social y la evaluación sostenible, el diseño de tareas de evaluación auténticas, propiciar retroalimentación de los procesos y fomentar la participación del estudiantado. En definitiva, colaborar en la formación del juicio evaluativo del estudiantado para conseguir ciudadanos libres, socialmente responsables y justos

The Changing Landscape FTLD This presentation examines the changing landscape of assessment and presents some possible replacements for unseen, time-constrained, face-to-face invigilated exams. This current guidance note builds on our earlier work on ‘Contingency planning: exploring rapid alternatives to face to face assessment’ and ‘Fifty tips for replacements for time-constrained, invigilated on-site exams’ (Brown and Sambell, 2020 a and b), both of which were produced in the earliest stages of the rapid switch. The aim is now to help those who are currently planning for a phased, socially-distanced and gradual return to campus at a point when the precise picture for the immediate future is still pretty uncertain and likely to change on a daily basis. This practitioner-orientated advice, with its comparative table of pros and cons of alternative forms of assessment below therefore, aims to act as a catalyst for teaching teams who wish to pause and think about possible adjustments to traditionally-held face-to-face assessment regimes for the academic sessions which are due to begin in a matter of weeks.

The widely accepted flood risk management (FRM) doctrine acknowledges that measures such as control, accommodation and adaptation should constitute part of flood preparedness. We do not know the process and extent to which FRM through insurance, planning and engineering collectively manages coastal flood risk at a sub-national level in England. Therefore, this paper analyses the challenges to integrating these policy approaches to coastal FRM locally in England.Interviews in two regions with key stakeholders (n = 45) covered the costs, timing, power, responsibility, acceptability, equity, and effectiveness of FRM. Results from a thematic analysis of responses indicate challenges around the local integration of coastal FRM are long-term management and public participation.Respondents across insurance, engineering and planning suggested that England’s national and local policies for coastal areas lack a long-term, shared, achievable and resourced vision. Funding policies prioritise individual soft and hard engineering schemes, making it difficult to obtain long-term government funding for managing the choice to accept or retreat from coastal flood risk. Stakeholders suggested the “public” should be more aware and involved in coastal FRM, but in both case study areas there were limited examples of ongoing long-term strategies to engage the public. The results suggest an absence of a holistic, adaptable, future vision for England’s coasts where planning and other FRM approaches are combined, and a continued absence of the public in the decision-making process. Without support to actualise long-term adaptation plans and engage the public in that process, it is likely that non-defence coastal FRM options may continue to struggle to be realised.

The flood risk management (FRM) doctrine that drives coastal flood preparedness in England acknowledges that not all floods can be prevented. Subsequently, beyond flood prevention other measures such as control, acceptance, adaptation, and redistribution constitute part of both national management policy and local policy implementation. The aim of this paper is to analyse the challenges of stakeholders implementing FRM policy locally, and their expectations of the public regarding coastal flood risk. We analyse the challenges from engineering, planning and insurance perspectives, through thematic analysis of semi-structured interviews in two case studies in contrasting English regions. In the North West case study, covering parts of the Lancashire and Cumbrian coastlines, there is a contrast between the ongoing significant investment on the Fylde Peninsula (in 2015-2021, ~£120 million will be invested on coastal protection schemes) and the Cumbrian coastline, where a strategy is still being produced. In the South, an area composed of parts of the Dorset, Hampshire and the Isle of Wight coastlines was studied. Similarly to the North West, this area encompasses contrasting coastlines of significant settlements as well as more sparsely populated coast. Both cases have a legacy of coastal defences as well as more rural stretches of coastline with a defence legacy but less contemporary spending. Thus, it was possible to compare responses across stakeholder groups and case areas experiencing locally different environmental, social and economic conditions.A set of 45 interviewees (stakeholders with involvement or interest in coastal flood risk in the North West or South coast) were questioned regarding the costs, timing, power, responsibility, acceptability, equity, and effectiveness of FRM. Responses were coded and analysed using thematic analysis.Results suggest in the case study areas there is a disjuncture between the stakeholders’ perceived need for increased public debate on a longer-term, more holistic vision for the coast, and a public who is considered to be largely unaware, uninvolved and not feeling responsible for coastal FRM. While the Environment Agency and Local Authorities have clear, local and regional FRM responsibilities through the Flood and Water Management Act 2010, the respondents in the North West and South case areas desire further devolution of these responsibilities to the household and the individual. Simultaneously, they perceive the public to be currently unaware of their flood risk and not very involved in its management. It may be necessary to resolve these existing public engagement issues before the public can become involved in any meaningful way in the desired long-term, integrated and holistic vision for the coast, including and beyond FRM.

This paper considers how assessment can productively act as a locus for engagement. It focuses on the important case being made by diverse global assessment experts who argue that we would do well to rethink assessment such that learning, rather than quality assurance and measurement, becomes the main priority of assessment design in higher education settings. New discourses of assessment have emerged internationally to capture this important conceptual shift. These are briefly indicated and linked to key design features and indicative practices whereby assessment and feedback environments can be enhanced to promote and foster learner engagement. The paper highlights the importance of incorporating assessment for learning (AfL) approaches which are authentic to the ways of thinking and practising of the subject community within a given field of study. It proposes that advancing the assessment and feedback literacy and capabilities of assessees through authentic assessment and dialogic approaches are vital, but these need to be embedded in the disciplinary content and inherently viewed as peda-gogic practices, rather than piecemeal approaches or bolt-on additions to the extant curriculum. It puts forward suggestions for effective implementation , but concludes that the development of staff assessment literacy, underpinned by academics' familiarity with new assessment discourses, is a fundamental prerequisite for effective AfL environments. This is highlighted as one of the key contextual challenges that must be acknowledged and addressed if AfL is to be scaled up meaningfully as a locus of learner engagement.

Extragen Questionnaire. (PDF 224 kb)

Interview topic guide. (DOCX 17 kb)

Secondary students who struggle with reading often have deficits in the area of reading comprehension. The purpose of this study was to examine the effects of explicit main idea and summarization instruction on reading comprehension of expository text for alternative high school students. The lead researcher explicitly taught participants how to summarize expository passages. Participants were taught to generate a big idea topic of a passage, identify key words and phrases, locate or generate main ideas, and generate an oral summary. The three participants increased their performance on the researcher-developed oral summary measure and the summarization guide after receiving the reading comprehension intervention. Furthermore, participants felt they were able to learn how to summarize expository passages, perceived the intervention as effective, and that it helped their reading comprehension. Overall, results indicated that the intervention, which was explicit main idea and summarization instruction aimed to improve reading comprehension, is an effective practice for students who attend alternative high schools.

We use multiple synthetic mitigation sea-level scenarios, together with a non-mitigation sea-level scenario from the Warming Acidification and Sea-level Projector model. We find sea-level rise continues to accelerate post 2100 for all but the most aggressive mitigation scenarios indicative of 1.5°C and 2.0°C. Using the Dynamic Interactive Vulnerability Assessment modelling framework, we project land and population exposed in the 1 in 100 year coastal flood plain under sea-level rise and population change. In 2000, the flood plain is estimated at 540 x103 km2. By 2100, under the mitigation scenarios, it ranges between 610 x103 km2 and 640 x103 km2 [580 x103 km2 and 700 x103 km2 for the 5th and 95th percentiles]. Thus differences between the mitigation scenarios are small in 2100. However, in 2300, flood plains are projected to increase to between 700 x103 km2 and 960 x103 km2 in 2300 [610 x103 km2 and 1,290 x103 km2] for the mitigation scenarios, but 1,630 x103 km2 [1,190 x103 km2 and 2,220 x103 km2] for the non-mitigation scenario. The proportion of global population exposed to sea-level rise in 2300 is projected to be between 1.5% and 5.4% [1.2% to 7.6%] (assuming no population growth after 2100) for the aggressive mitigation and the non-mitigation scenario, respectively. Hence over centennial timescales there are significant benefits to climate change mitigation and temperature stabilization. However, sea-levels will continue to rise albeit at lower rates. Thus potential impacts will keep increasing necessitating adaptation to existing coastal infrastructure and the careful planning of new coastal developments.Plain Language SummaryIf we reduce greenhouse gas emissions and stabilize global temperatures, sea‐level rise (SLR) will continue at a reduced rate for centuries. This is because changes to the ocean and cryosphere (ice) which contribute to SLR take very long timescales to respond to changes in global warming. Early and aggressive climate change mitigation will be most effective to reduce flood risk, particularly after the 21st century. Even with climate change mitigation, the land area exposed to coastal flooding will continue to increase for centuries. Adapting the coast to cope with rising sea levels is inevitably required. The long‐term implications for coastal habitation need to be considered.

This Report responds to the invitation for IPCC ?... to provide a Special Report in 2018 on the impacts of global warming of 1.5°C above pre-industrial levels and related global greenhouse gas emission pathways? contained in the Decision of the 21st Conference of Parties of the United Nations Framework Convention on Climate Change to adopt the Paris Agreement. The IPCC accepted the invitation in April 2016, deciding to prepare this Special Report on the impacts of global warming of1.5°C above pre-industrial levels and related global greenhouse gas emission pathways, in the context of strengthening the global response to the threat of climate change, sustainable development, and efforts to eradicate poverty. Fil: Hoegh Guldberg, Ove. University of Queensland; Australia Fil: Jacob, Daniela. Climate Service Center; Alemania Fil: Taylor, Michael. University of West Indies; Jamaica Fil: Bindi, Marco. Università degli Studi di Firenze; Italia Fil: Brown, Sally. University of Southampton; Reino Unido Fil: Camilloni, Ines Angela. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria. Centro de Investigaciones del Mar y la Atmósfera. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Centro de Investigaciones del Mar y la Atmósfera; Argentina Fil: Diedhiou, Arona. Institut de Recherche Pour Le Développement; Senegal Fil: Djalante, Riyanti. No especifíca; Fil: Ebi, Kristie L.. No especifíca; Fil: Engelbrecht, Francois. No especifíca; Fil: Guiot, Joel. No especifíca; Fil: Hijioka, Yasuaki. No especifíca; Fil: Mehrotra, Shagun. No especifíca; Fil: Payne, Antony. No especifíca; Fil: Seneviratne, Sonia I.. No especifíca; Fil: Thomas, Adelle. No especifíca; Fil: Warren, Rachel. No especifíca; Fil: Zhou, Guangsheng. No especifíca

Methods used in "Stabilisation of global temperature at 1.5°C and 2.0°C: Implications for coastal areas"

Estimating the current risk of coastal flooding requires adequate information on extreme sea levels. For over a decade, the only global data available was the DINAS-COAST Extreme Sea Levels (DCESL) dataset, which applies a static approximation to estimate extreme sea levels. Recently, a dynamically derived dataset was developed: the Global Tide and Surge Reanalysis (GTSR) dataset. Here, we compare the two datasets. The differences between DCESL and GTSR are generally larger than the confidence intervals of GTSR. Compared to observed extremes, DCESL generally overestimates extremes with a mean bias of 0.6 m. With a mean bias of −0.2 m GTSR generally underestimates extremes, particularly in the tropics. The Dynamic Interactive Vulnerability Assessment model is applied to calculate the present-day flood exposure in terms of the land area and the population below the 1 in 100-year sea levels. Global exposed population is 28% lower when based on GTSR instead of DCESL. Considering the limited data available at the time, DCESL provides a good estimate of the spatial variation in extremes around the world. However, GTSR allows for an improved assessment of the impacts of coastal floods, including confidence bounds. We further improve the assessment of coastal impacts by correcting for the conflicting vertical datum of sea-level extremes and land elevation, which has not been accounted for in previous global assessments. Converting the extreme sea levels to the same vertical reference used for the elevation data is shown to be a critical step resulting in 39–59% higher estimate of population exposure.

This book acts as a highly practical guide for new and experienced lecturers, learning supporters and leaders in Higher Education; and offers plentiful examples and vignettes showing how learning can be brought to life through activity and engagement. It offers numerous pragmatic illustrations of how to design and deliver an engaging curriculum, and assess students’ learning authentically. Sound scholarship and research-informed approaches to Higher Education teaching and learning underpins the myriad accessible and readily recognizable examples of how real educators solve the challenges of contemporary Higher Education. Additionally, guidance is offered on how to present evidence for those seeking accreditation of their teaching and leadership in Higher Education, as well as useful advice for experienced HE teachers seeking to advance their careers into more senior roles, on the basis of their strong teaching and pedagogic leadership. The book will be of great interest to students and researchers working in Education, and will be invaluable reading for both new and experienced lecturers working in HE institutions.

Building defences, such as groynes, on eroding soft cliff coastlines alters the sediment budget, changing the shoreline configuration adjacent to defences. On the down-drift side, the coastline is set-back. This is often believed to be caused by increased erosion via the ‘terminal groyne effect’, resulting in rapid land loss. This paper examines whether the terminal groyne effect always occurs down-drift post defence construction (i.e. whether or not the retreat rate increases down-drift) through case study analysis. Nine cases were analysed at Holderness and Christchurch Bay, England. Seven out of nine sites experienced an increase in down-drift retreat rates. For the two remaining sites, retreat rates remained constant after construction, probably as a sediment deficit already existed prior to construction or as sediment movement was restricted further down-drift. For these two sites, a set-back still evolved, leading to the erroneous perception that a terminal groyne effect had developed. Additionally, seven of the nine sites developed a set back up-drift of the initial groyne, leading to the defended sections of coast acting as hard headland, inhabiting long-shore drift. Set-backs can also develop if defences are selectively removed along a heavily defended coastline, as found in an additional study site at Happisburgh, Norfolk.Four possible post defence coastal configurations are presented, designed to support strategic shoreline management. Defences might not always be responsible for increased down-drift erosion, which has potential implications for shoreline management and litigation. Selective defence removal leading to changes in coastal configuration may become more common in the future.

For quite a long time it has been claimed that cultural production in Tasmania has an inimitable and idiosyncratic place within the scheme of things. Sally Brown, a young Tasmanian designer, maker, artist, is unlikely to make this kind of claim for her work. Nonetheless, there is a particular sensibility evident in her work that it is doubtful that one might find anywhere other than in Tasmania – or made by someone of an older generation. This paper attempts to unpick, through four reflections upon Sally’s work, some of the thinking to do with the placedness, the vernacular social paradigm, the subliminal politics, the ‘crafting’ and the cultural savvy that gives Sally Brown’s work its presence. The questions that hang in the air around a collection of Sally Brown’s work are those to do with the ways local cultural imperatives might shape and make places they are found in, and in what ways might places shape the cultural realities that inhabit them. The following reflections on Sally’s work are distilled from email and blog conversations.

The European Union is at risk of the adverse effects of rising sea-levels, potentially leading to an increase in number of people affected by flood events and increased damage costs unless adaptation is undertaken. This research answers a question, ‘What are the impacts and costs of sea-level rise around Europe in a 2°C world?’ A 2°C world could occur rapidly under high emissions, or over much longer periods of time under climate mitigation. Climate mitigation is widely seen a way to reduce adverse risk, but in the coastal zone this is less effective and could only offer potential over very long time periods due to a time lag between atmospheric warming and oceanic response, known as the commitment to sea-level rise. As such, global mean sea-level in a 2°C world is projected to be between 0.11m (under high emissions) and 0.52m (under climate mitigation) higher than 1985-2005 levels under the HadGEM2-ES model. This makes quantifying impacts challenging.Using the Dynamic Interactive Vulnerability Assessment (DIVA) modelling framework, the number of people at risk from rising sea levels and flood costs have been analysed for scenarios of 2°C and extending up to a 5°C rise compared with pre-industrial levels in European Union coastal regions. Results indicate that following widespread European practices of continued protection, that between 5,300 and 7,000 people per year may be flooded in a 2°C world of climate mitigation – which could double if climate goes unmitigated. In a 5°C world, annual sea flood costs could be up to €1.2 billion per year, but reduce by one third under climate mitigation. The greatest costs occur around many countries surrounding the North Sea, where relatively, the EU’s smaller economies and small island states benefit most from climate mitigation.Adaptation remains particularly important, with sea dikes costing up to €3.9 billion per year in a 5°C world, decreasing by more than one sixth under climate mitigation. To achieve optimum benefits of adaptation and mitigation, it is essential that shoreline management and climate change adaptation are considered over the long time periods in which sea-level rise operates, taking into account multiple factors of coastal change. This includes a range of engineering techniques, including soft adaptation, accommodation and managed retreat, simultaneously considering wider societal needs and social acceptability of coastal change.

Resumen basado en el de la publicación Título, resumen y palabras clave en español e inglés Disponible la versión en inglés Monográfico con el título: “Evaluación formativa y tecnología” La evaluación auténtica ofrece a los estudiantes oportunidades para aprender a través del propio proceso de evaluación , cuando las tareas se eligen por su relevancia tanto para el programa de aprendizaje como para las orientaciones vitales que ofrecen a los graduados, de cara a su empleabilidad, investigación y desarrollo personal. Cuando la evaluación está diseñada para articularse claramente con los resultados de aprendizaje previstos, puede producir beneficios en términos de fomentar y profundizar en la participación de los estudiantes al tiempo que ayuda a los estudiantes a avanzar en el desarrollo de sus habilidades y en el conocimiento de la materia. Si bien la creación y la gestión de las tareas de evaluación auténticas pueden requerir mucho tiempo y recursos, se argumenta aquí que los beneficios en términos de mejora de aprendizaje son muy superiores a esos factores. ESP

SPIRIT_checklist. (DOCX 48 kb)

La evaluación auténtica ofrece a los estudiantes oportunidades para aprender a través del propio proceso de evaluación , cuando las tareas se eligen por su relevancia tanto para el programa de aprendizaje como para las orientaciones vitales que ofrecen a los graduados, de cara a su empleabilidad, investigación y desarrollo personal. Cuando la evaluación está diseñada para articularse claramente con los resultados de aprendizaje previstos, puede producir beneficios en términos de fomentar y profundizar en la participación de los estudiantes al tiempo que ayuda a los estudiantes a avanzar en el desarrollo de sus habilidades y en el conocimiento de la materia. Si bien la creación y la gestión de las tareas de evaluación auténticas pueden requerir mucho tiempo y recursos, se argumenta aquí que los beneficios en términos de mejora de aprendizaje son muy superiores a esos factores. El artículo concluye con un manifiesto proponiendo algunas condiciones previas para la evaluación eficaz y auténtica. Authentic assessment offers students opportunities to learn through the process of assessment itself, if the tasks are chosen for high relevance both to the programme of learning and the ultimate life directions of graduates, in employment, research and personal development. When assessment is designed to articulate clearly with intended learning outcomes, it can have benefits in terms of fostering and deepening student engagement while helping students advance in their skills development and subject knowledge. While setting up and managing authentic assessment tasks can be time- and resource-intensive, it is argued here that the benefits in terms of learning enhancement far outweigh these factors. The article concludes with a manifesto proposing some preconditions for effective and authentic assessment.

Web appendix facet_joint_sample_size. (PDF 34 kb)

In this article we examine the identification of young people deemed to be at an elevated risk of developing psychosis (often referred to as an At-Risk Mental State for psychosis). Although this is not a new concept within psychiatry, there has been a growing interest in this topic because of the proposed inclusion of an official‘Psychosis Risk Syndrome’ in the 2013 Diagnostic and Statistical Manual. Although we discuss the risks and benefits associated with the categorisation of individualsbased on the concept of risk itself, we also draw upon observations from one of our own research studies. We interviewed six adolescents with an identified At-RiskMental State analysing the data using an Interpretative Phenomenological Analysis framework. We identified three key themes: ‘It is better to say it’, ‘How others wouldtake me’ and ‘Just to have somebody to talk to’. Within these themes, participants endorsed risk identification as a means of personally justifying and explaining their current symptoms, as well as providing a sense of optimism that their condition was not yet fully formed. Concerns regarding stigmatisation were identified although rarelyexperienced. These findings indicate that there are indeed personal benefits for screening for psychosis risk in young people, despite the ‘undesirability’ of identificationreported in other areas of health. The benefits observed may reflect genuine differences in adolescent mental health or the methodological constraints of this exploratory study. Nevertheless, the results contribute to the understanding and on going debate of screening for illness in potential ‘at-risk’ populations.

Background:Over recent decades, vulnerability to coastal flooding has decreased but remains disproportionately high in low-income countries. In the future, climate change is expected to increase di...

Objectives: to investigate the causes of unintended pregnancies and, in particular, reasons for non-use of contraception among young women attending a day unit for surgical abortion.Methods: women between the ages of 16 and 20 attending a day unit at a hospital in the north of England who were due to have, or had recently had, a surgical abortion were interviewed about their knowledge of and views on contraception, sex education, and sexual health services. Twenty-four young women were interviewed, 22 on the day unit, one in her home and one over the phone, after the abortion. Interviews were recorded with the consent of the interviewees and fully transcribed. Transcripts were analysed using a grounded theory approach.Results: the most common reasons for non-use of contraception related to forgetting or ‘not thinking’, being ‘in the moment’ (i.e., being ‘in the mood’, not wishing to ‘break a spell’), the influence of alcohol, and pressure from young men not to use condoms. Lack of knowledge was rarely cited as a reason.Conclusions: young people are aware of the need to use contraception, and knowledgeable about its availability; however, they often do not think about using it, especially where sex is unplanned. Alcohol and being ‘in the moment’ are key factors which diminish the likelihood of contraceptive use.

Coastal defences reduce sediment input and modify the sediment budget, usually resulting in a sediment deficit down-drift and an accumulation up-drift. This process results in set-back adjacent to defences. Three types of set-back were identified and these occur due to the:• terminal groyne effect, where defences stop or dramatically reduce erosion, induce a sediment deficit down-drift and cause an increase in retreat rate;• perceived terminal groyne effect, where defences stop or dramatically reduce erosion, and down-drift retreat rates remain the same or decrease;• initial groyne effect, where defences stop or dramatically reduce erosion, induce sediment accumulation up-drift and cause a decrease in retreat rate. Set-backs are found on defended coasts world-wide, and are complex evolving features dependent on numerous natural and anthropogenic factors.200 set-back sites were identified in England and Wales, half on cliffed coasts. The terminal groyne effect theory was investigated on 17 sites on the soft cliffs of Holderness, Christchurch Bay and north-east Norfolk, UK, all of which erode naturally at 0.5m/yr-2.0m/yr. Historical shoreline analysis and a history of human intervention was undertaken for each study region and site.For 13 out of the 17 case studies, a terminal groyne effect appeared to have occurred. As time passed and the magnitude of set-back increased, the terminal groyne effect became increasingly apparent. Where increased retreat resulted, the coast was affected for tens to thousands of metres down-drift. For the remaining case studies, a perceived terminal groyne effect occurred. An initial terminal groyne effect occurred at all sites.Longshore, the continued set-back caused outflanking of defences prompting emergency works, such as repeated defence extensions up and down-drift. Over several decades of set-back, the defences formed an artificial headlandand created a crenulate shaped embayment down-drift. The planform of an embayment expanded rapidly, then reduced to a steadier retreat rate.As shoreline management evolves from a highly defended to a less heavily managed coast, defence abandonment will result in rapid retreat. Set-backs may be created due to the juxtaposition of maintained and abandoned defences,as illustrated at Happisburgh, Norfolk. In the coming decades, set-backs, artificial headlands and the terminal groyne effect will remain important issues for shoreline management.

The Private Finance Initiative (PFI) and Local Improvement Finance Trust (LIFT) were both introduced by the UK government as part of a drive to improve public service provision. Both PFI and LIFT focus on leveraging the key strengths of the public and private sectors when developing new facilities. This paper does not seek to question the need for new infrastructure, but rather discusses the difficulties encountered when trying to analyse LIFT as a system and when evaluating whether it can address earlier concerns about the PFI procurement process. Our analysis suggests that it is difficult to predict whether LIFT will be capable of delivering on its promise of providing cost-effective, bespoke Primary Care facilities.

Forty-eight participants completed a working memory span task in a functional magnetic imaging (fMRI) simulator and laboratory. Differences in performance between the two conditions were investigated. The trends in the data indicated that performance in the simulator was impaired in comparison to the laboratory. Significant interactions revealed that performance was impaired for subjects who went into the simulator first to do the span task. Practice effects were degraded in the simulator environment, shown by lower accuracy and working memory capacity scores the second time the task was done. The results suggested impairment in the fMRI simulator was caused by the combined effects of performing a novel task and resisting interference (perhaps to executive attention) from the environmental stressors within the fMRI simulator. Importantly, significant interactions revealed that low span subject’s performance was impaired if they went in the simulator first to perform the span task. These subjects performance was markedly degraded compared to high span subjects by the combined effects of going in the distracting simulator to perform an unfamiliar span task. This could be due to their weaker executive attention component in working memory making them less able to block interference. The study highlights the importance of accustoming and acclimatising subjects, to the experimental task and fMRI environment respectively. Questions are raised about the validity of fMRI studies that do not control for the effects of the fMRI environmental stressors, especially on subjects that are unfamiliar with the experimental task and those that are less adept at performing the task, such as low span subjects.

Assessment is probably the most important thing we can do to help\ud our students learn. We may not like it, but students can and do ignore\ud our teaching; however, if they want to get a qualification, they have\ud to participate in the assessment processes we design and implement.\ud For that reason I believe it is worth thinking through, individually and\ud collectively, what we currently do and exploring how we can do our\ud best to ensure that our assessment practices help rather than hinder\ud learning. In this paper I will explore these issues, play with a negative\ud exercise about what we can do to hinder learning and conclude with\ud some pointers towards integrating learning and assessment.

This paper explores, contrasts, and considers some of the implications of the different ways in which the culture of practice in pre-school provision is construed by various actors (‘outsiders’ and ‘insiders’) in the enterprise. ‘Outsiders’ means those with responsibility for the formulation of the curriculum, the inspection of provision and the training of pre-school staff (typically managers and assessors). The perspectives of two types of insiders, that is, pre-school practitioners and children, are considered. Differences are mapped out in the perspectives of outsiders and of insider practitioners and insider children, drawing on findings from a series of research projects carried out (between 1996 and 2001) investigating aspects of pre-school provision in Scotland. The evidence suggests that outsiders adopt an espoused culture that envisages practitioners fulfilling prescribed roles to deliver a curriculum that will allow children to achieve planned outcomes and which is largely independent of context. In contrast, the implicit culture of practitioners arises from the context of the setting in which they work, is dynamic, flexible, and focuses on maintaining desirable activities in the playroom rather than specified progress goals. The children’s perspective is characterized by a focus on play, making choices to satisfy individual preferences and enjoying the company of other children. This study goes on to link these differences to differing pressures and responsibilities that rest on outsiders and insiders and their differing construction of childhood in the context of pre-school provision. The paper concludes with a consideration of some of the implications of these differences for innovations in practice, the initial and continuing education of practitioners, accounting for practice and planning for provision in a way that recognizes differences, and the need to test tentative educational knowledge in context, rather than assume a consensual body of knowledge.

The Bunker Hill Superfund site in Idaho is the second largest in the nation. From smelting operations, soils on the mountainsides became severely acidic and contaminated with high concentrations of metals. Erosion from these hillsides, as well as an estimated 70 million tonnes of mine tailings were purposely dumped into the river; potentially depositing up to 700 million tonnes of contaminated sediment to the river. USDA, U of Washington, U of Idaho, and the Northwest Biosolids Management Association members installed Phases I and II of this demonstration in spring and fall 1997, consisting of surface application of "supermulch" to tailings and steep, eroded hillsides. Biosolids from King County, Everett, Tacoma and Cowlitz County, WA, and Post Falls, Hayden, and Coeur d'Alêne, ID were mixed with wood ash from Washington Water Power, Louisiana Pacific or Kimberly- Clark. Plant establishment has been dramatic, as well as there being reestablishment of soil microbial communities and evidence of wildlife usage, suggesting that these treatments are highly successful in revegetation and erosion control.