A review and analysis of assessment objectives of academic and vocational qualifications in English further education, with particular reference to creativity
Thirty‐six per cent of 18–19‐year‐old sixth‐form and further education college leavers in the UK currently go on to university. A majority of the remaining 64% apparently go into work or work‐related training. Yet, for this latter group, as with the former, 16–19 education was supposed by the Department for Education and Employment to equip them with the skills applicable in the workplace, where a student’s ability to apply skills and knowledge in a variety of contexts—i.e. creativity—is as important as having a qualification. Creative skills, according to the Construction Industry Training Board, are key requisite skills in the workplace and also key to job and business success. This paper examines the extent to which assessment objectives in the 16–19 education curriculum in England require students to demonstrate creative skills in their work, be it class assessment or external examinations. It finds that all but two subject specifications and syllabuses (in one discipline) explicitly state creativity as an assessment objective, although a few other subject specifications (in other disciplines) required candidates to demonstrate some creative skills in their work.
Developing a diagnosis system of work-related capabilities for students: A computer-assisted assessment
A gap exists between students' employment needs and higher education offerings. Thus, developing the capability to meet the learning needs of students in supporting their future aspirations should be facilitated. To bridge this gap in practice, this study uses multiple methods (i.e., nominal group technique and instructional systems development) and robust tests (e.g., reliability and validity) to develop a diagnosis system of work-related capabilities. The research participants are twofold. At the early stage, this study invites three professors and three senior Human Resources managers to join the panel and help this study develop required capabilities. At the design and implementation stages, the research participants are freshman students at a famous university in Taiwan. This system enables college students to evaluate their capability scores by comparing themselves with the performances of prior students. The diagnosis results not only help students make learning plans during their university education, but also assist educators in adjusting the structure of the curriculum. Future studies are invited to use or adapt the assessment of work-related capabilities, as well as proposed system procedure and architecture this study developed.
Pig Vocalizations Under Selected Husbandry Practices
Acoustical characteristics of vocalizations of sows, piglets, and nursery pigs under selected husbandry practices were analyzed with a digital signal processing system. The duration (D) and major energy-resonance frequency (P) for each call were determined as follows: a) processing of piglets (D = 0.81 s and f* = 3 700 Hz); b) food anticipation of breeding-gest ation sows (2.50 s and 3 000 Hz); c) isolation of piglet (0.34 s and 500, 3 500 Hz); d) startling of nursery pigs (0.29 s and 900 Hz); e) sows in heat (3.07 s and 1 375 Hz); f) farrowing (0.10 s and 3 000 Hz); g) sow nursing (0.15 s and 1 000 Hz); and h) mate greeting of sow (0.13 s and 1 000 Hz). Calls a) to d) are responses to human generated stressors, and calls e) through h) responses to social and physiological states of the pigs. Thus, vocalizations can be segmented for different pig production situations.