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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.

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.

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.

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

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.

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)

Web appendix facet_joint_sample_size. (PDF 34 kb)

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...

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.

The response of coastal wetlands to sea-level rise during the twenty-first century remains uncertain. Global-scale projections suggest that between 20 and 90 per cent (for low and high sea-level rise scenarios, respectively) of the present-day coastal wetland area will be lost, which will in turn result in the loss of biodiversity and highly valued ecosystem services1-3. These projections do not necessarily take into account all essential geomorphological4-7 and socio-economic system feedbacks8. Here we present an integrated global modelling approach that considers both the ability of coastal wetlands to build up vertically by sediment accretion, and the accommodation space, namely, the vertical and lateral space available for fine sediments to accumulate and be colonized by wetland vegetation. We use this approach to assess global-scale changes in coastal wetland area in response to global sea-level rise and anthropogenic coastal occupation during the twenty-first century. On the basis of our simulations, we find that, globally, rather than losses, wetland gains of up to 60 per cent of the current area are possible, if more than 37 per cent (our upper estimate for current accommodation space) of coastal wetlands have sufficient accommodation space, and sediment supply remains at present levels. In contrast to previous studies1-3, we project that until 2100, the loss of global coastal wetland area will range between 0 and 30 per cent, assuming no further accommodation space in addition to current levels. Our simulations suggest that the resilience of global wetlands is primarily driven by the availability of accommodation space, which is strongly influenced by the building of anthropogenic infrastructure in the coastal zone and such infrastructure is expected to change over the twenty-first century. Rather than being an inevitable consequence of global sea-level rise, our findings indicate that large-scale loss of coastal wetlands might be avoidable, if sufficient additional accommodation space can be created through careful nature-based adaptation solutions to coastal management.