The long-term preservation of identifiable personal data: a comparative archival perspective on privacy regulatory models in the European Union,Australia, Canada and the United States     

Livia Iacovino  Malcolm Todd 《Archival Science》2007,7(1):107-127

This article analyses the extent to which archival exemptions for historical, scientific and statistical research in privacy legislation support preservation in selected European Union countries, and comparable aspects of Australian, American and Canadian law within a legal, ethical and digital archival perspective. The authors recommend that the further processing of personal data under data protection law be given a wider scope of interpretation for archival preservation purposes in both the public and private sector, coupled with the use of researcher and archival codes in relation to access to personal data. They also recommend early appraisal and integration of privacy with freedom of information and archival regimes.

Malcolm ToddEmail:

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Using digital technology to enhance formative assessment in mathematics classrooms     

Diane Dalby  Malcolm Swan 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(2):832-845

In this paper, which is based on research from the EU-funded project Improving Progress through Formative Assessment in Science and Mathematics Education, we explore how iPads are used within formative assessment processes by six mathematics teachers and their classes in two secondary comprehensive schools in the Midlands of England. A design research approach is first used to develop and trial six lessons in which iPads are used in different ways within formative assessment processes. Through lesson observations, video analysis and teacher interviews we then examine how iPad technology contributes to these processes, the functions it performs and the distribution of activity between the main actors (teacher, technology and student). An analytic approach is developed which captures the interactions in visual representations, showing how the technology is often used as a form of communication but also performs more active functions which affect the role taken by the teacher in formative processes. The study offers insight into ways in which iPad technology contributes to effective student learning through formative assessment and introduces an analytic approach that may be useful for further studies.  相似文献   

Stott,D. H. (1983). Issues in the intelligence debate: A juxtaposition of the arguments and an appraisal by Professor Denis H. Stott of “Intelligence: The battle for the mind” by H. J. Eysenck and L. J. Kamin. 55 pp., $5.75     

William E. Roweton  Christie Carr 《Psychology in the schools》1985,22(1):108-108

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Integrating processes and performance: Benchmarks and keys to quality     

J. T. Carr 《Performance Improvement》1993,32(8):14-19

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How performance happens (and how to help it happen better) part 13: An approach to empowerment     

Clay Carr 《Performance Improvement》1992,31(3):41-45

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Making sense and knowing what to do     

Clay Carr 《Performance Improvement》1991,30(5):31-36

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Having a motive for performing     

Clay Carr 《Performance Improvement》1991,30(9):28-33

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Performance technology in the bionic organization—5. Two more competencies     

Clay Carr 《Performance Improvement》1990,29(3):44-47

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Performance technology in the bionic organization: I. What is the bionic organization?     

Clay Carr 《Performance Improvement》1989,28(9):44-46

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DNA microarray wet lab simulation brings genomics into the high school curriculum     

Campbell AM  Zanta CA  Heyer LJ  Kittinger B  Gabric KM  Adler L  Schulz B 《CBE life sciences education》2006,5(4):332-339

We have developed a wet lab DNA microarray simulation as part of a complete DNA microarray module for high school students. The wet lab simulation has been field tested with high school students in Illinois and Maryland as well as in workshops with high school teachers from across the nation. Instead of using DNA, our simulation is based on pH indicators, which offer many ideal teaching characteristics. The simulation requires no specialized equipment, is very inexpensive, is very reliable, and takes very little preparation time. Student and teacher assessment data indicate the simulation is popular with both groups, and students show significant learning gains. We include many resources with this publication, including all prelab introductory materials (e.g., a paper microarray activity), the student handouts, teachers notes, and pre- and postassessment tools. We did not test the simulation on other student populations, but based on teacher feedback, the simulation also may fit well in community college and in introductory and nonmajors' college biology curricula.  相似文献