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The purpose of this paper is to report on one UK secondary school English teacher and use his practice as a vehicle for exploring the classroom realities of dialogic assessment. Dialogic assessment, a term first proposed by Alexander (2004), is a position which seeks to synthesise the potentially powerful positions of both dialogic teaching and assessment for learning remains largely unexploited as an approach to developing effective teaching and learning.

Using video classroom evidence and interview, the authors explore the parameters within which dialogic teaching and assessment can be developed, and investigate the opportunities and obstacles which developing dialogic assessment bring about.

The authors develop a framework, drawing on the evidence, which demonstrates the development of dialogic assessment in the classroom.

This paper is an original look at dialogic assessment within the upper secondary sector.

Aboriginal communities in Australia must have mapping information and technology to effectively and independently administer their land holdings and to define, evidence and thus protect their community and cultural identity. The purpose of this paper is to report on a pilot project that developed a customisable education programme to support Indigenous communities in the uptake of spatial mapping technologies to protect and manage cultural heritage in Victoria, Australia.

A training programme to support Wadawurrung capabilities in spatial mapping technologies was developed, delivered and evaluated. Concurrently, the system's database was indigenised by Wadawurrung cultural heritage workers. Types and numbers of culturally significant sites mapped using the technologies were collated. The impact of the training and technologies for students and the Wadawurrung community was gauged through participation levels and evaluations. The approach to indigenous spatial mapping projects is informed by postcolonial theories interrogating neo-colonialist cartographic practices.

Indigenous communities need to be resourced in the uptake of spatial mapping technologies and if universities are going to be involved in co-developing positive learning experiences that encourage the uptake of the technologies, they must have appropriate and respectful relationships with Aboriginal communities. Training programmes need to accommodate learners with diverse educational experiences and technological wherewithal.

Findings from the training evaluations are based on a small number of participants; however, they seem to be supported by literature.

The education model developed is customisable for any Indigenous community in Australia.

The social and political importance of spatial mapping technologies for Indigenous Australians is evident as is the need for educational providers to have appropriate and respectful relationships with Aboriginal communities to co-develop positive learning experiences that encourage the uptake of the technologies.

The Wadawurrung Dya Baap Ngobeeyt Cultural Heritage Mapping and Management Project developed practical strategies to build community capacity in Aboriginal Cultural Heritage Management and Protection. The educational programme developed supported learners to use technologies in cultural heritage management. Data were collected using community-developed fields for inclusion and culturally appropriate encryption of data.

A GREAT deal is being, and has been, said about the role of public libraries in the provision of information of all kinds to the community. Sometimes there are full blown experiments such as that in Sunderland, but more likely is the gradual, evolutionary approach that most libraries have taken in recent years. Examples of libraries taking initiatives abound, ranging from stocking leaflets, to actually getting into an advice giving role, or to seeing information as simply an adjunct to more radical experiments in community librarianship. The gradualism may however be replaced, in such places as Corby, Shotton and Consett, to name three steel towns, with a more sudden push into the consideration of the underlying purpose of information services to a community.

Microaggressions have gained heightened attention in academic milieus (Solórzano, Ceja, & Yosso, 2000). Originally Pierce (1995) defined microaggressions as “subtle, stunning, and unconscious put-downs of those in inferior status” by a collection of individuals in power (p. 313). Sue (2010) suggests that specific interactions involving race, gender, disability, sexual orientation, religion, class, etc. can be susceptible to a potential racial microaggression.

This chapter will begin with a summary of the rewards and challenges of my doctoral journey. I will share highlighted perspectives from a faculty socio-cultural phenomena perspective. Next, the chapter will explore the phenomenon of monochromatic microaggressions (MM) through the lens of my initial experiences as a new and unknown tenure track Assistant Professor and African American (AA) female.

An additional motif presented in this narrative is a discourse on silent forms of microaggressions and monochromatic microaggressions, both in and out of the classroom (Hendrix, 2007). Monochromatic microaggressions represents hostilities from two distinct, yet combined, groups of individuals at the same time. The term connotes concerted and combined microaggressions and MM associated with the dominant group and horizontal violence perpetuated with oppressed groups. Both groups, identifying from different plateaus, elicit a duality of enmities (e.g., one from underprivilege and the other from privilege).

The intention of this narrative is to write a new future, provide mentoring to those that may be vulnerable to similar experiences and to encourage resilience and broad networking. This chapter presents a personal, transparent, inspirational, but heartfelt narrative.

To explain actions the US Securities and Exchange Commission (SEC) brought on August 27, 2018, against a group of affiliated investment advisers and broker-dealers for what the SEC considered misleading and insufficient representations and disclosures, insufficient compliance policies and procedures, and insufficient research and oversight concerning the use of faulty quantitative models to manage certain client accounts.

Explains the SEC’s findings concerning the advisers’ and broker-dealers’ failure to confirm that certain models worked as intended, to disclose the risks associated with the use of those models, to disclose the role of a research analyst in developing the models, to disclose the use of volatility overlays along with the associated risks, to determine whether a fund’s holdings were sufficient to support a consistent dividend payout without a return of capital, and to take sufficient steps to confirm the advertised performance of another investment manager whose products they were marketing. Provides insight into the SEC’s position and offers key takeaways.

These cases are significant for advisers who use quantitative models to implement their investment strategies in the management of client accounts and signal the SEC’s continued focus on investment advisers’ compliance with disclosure obligations to discretionary account investors.

Each manager should consider its own facts and circumstances, and should consult with counsel, in assessing how and to what extent to incorporate the SEC’s conclusions in crafting disclosure and other communications with investors on matters such as adequate representations, testing and validation of models, disclosure of errors, and verifying performance claims.

Practical guidance from experienced securities lawyers.

The Equal Pay Act 1970 (which came into operation on 29 December 1975) provides for an “equality clause” to be written into all contracts of employment. S.1(2) (a) of the 1970 Act (which has been amended by the Sex Discrimination Act 1975) provides:

The purpose of this paper is to investigate the associations of personal archiving behaviors to factors and challenges that have been assumed to affect personal digital archiving strategies.

This study created an online survey to understand general patterns of personal digital archiving practices and related phenomena. The survey was employed to investigate to what extent people show a certain behavior or feel certain factors and challenge when archiving personal digital content.

Some of the findings of this study regarding specific personal digital archiving practices were in accordance with existing studies. However, the associations between digital archiving challenges and archiving practices were not observed statistically significantly as assumed in previous studies. General technology efficacy and the awareness of the importance of personal records appeared to influence personal archiving practices.

This study used Amazon’s Mechanical Turk. As this is not a commonly used internet service, the workers here could have higher than average levels of internet efficacy. This possibility may have affected the demographics, and the survey responses may be biased in this respect.

As the study results suggest that technology efficacy and personal heritage awareness are the influencing factors of personal digital archiving, these are the areas where information professionals can involve in assisting users for future cultural heritage.

This is the first study that develops measures for personal digital archiving related practices and perceptions that the previous qualitative studies have identified. With these measures, it examines the general status of individuals’ archiving strategies and the overall associations of digital archiving challenges as well as looking into other technological and personal factors.

This paper focuses on accessing the experiences of three boys who are on the autism spectrum to identify what using a voice output communication aid (VOCA), within a classroom setting, means to them. The methods used to identify the boys' perspectives are described and evaluated. Establishing these through direct methods of engagement proved problematic but working with parents and school staff as ‘expert guides’ provided a rich insight into what using a VOCA appeared to mean to the boys. The findings suggest that using a computer‐based VOCA can be viewed by children with autism as a pleasurable and motivating activity. This technology also seems to offer the potential for a much broader developmental impact for these children than that currently recognised within the research literature.

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.