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Presented in an easy-to-follow format, this workbook is designed to help readers with autism spectrum disorder (ASD) gain practice with interactions they will inevitably encounter in everyday life--in school, on the job, and in their communities.

The study focused on developing an Arduino-based Robotics workbook for Grade 12 STEM (Science, Technical, Engineering, and Medicine) students at the University of Baguio, Philippines, to bridge the skills gap in robotics education. With an emphasis on aligning with United Nations Sustainable Development Goal 9 the workbook aimed to foster innovation, economic growth, and technical expertise. The research employed a descriptive developmental approach, assessing students’ proficiency in the Department of Education (DePEd) Grade 10 Electronics and Robotics curriculum, covering basics in electronics, digital circuits, and robotics. Findings revealed significant gaps, with students primarily at the Beginning level across all areas. The scarcity of existing instructional materials highlighted the need for this resource. The workbook, guided by the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model, was validated through expert review and readability indices. It can be read by high-school students, but technical topics can be read by tertiary college students. The workbook is compliant with institutional standards, ethical guidelines, and language accuracy. Data from 150 students, faculty, and expert validators ensured reliability and effectiveness.

ObjectivesTo explore how the use of a structured clinical workbook can facilitate engagement and complement medical student teaching within the paediatric clinical environment.MethodsA mixed methods study was performed to assess the usefulness of the workbook. We conducted 15 semi-structured interviews with 4th year medical students during their rotation in a DGH paediatric department, until data saturation was reached. Interviews were audio recorded and transcribed verbatim, with full consent of participants. Qualitative data derived from interviews was thematically analysed using Braun and Clark’s framework [1]. Analysis was conducted by 2 researchers independently who then refined themes together through an iterative process of discussion. We also collected quantitative data, using Likert scales, for the same student group.ResultsThe study demonstrated that 83% of students felt the workbook supported their learning whilst on the ward.Key themes derived were use of the workbook as (i) a tool for consolidation of the curriculum (ii) providing a scaffold that facilitated the development of adult learning skills, and (iii) a method to provide alternate learning opportunities.The workbook was valued as a tool targeted to the needs, interest, and knowledge level, of the student group, and this encouraged adult learning across a range of clinical topics (figure 1). It was also used as a practical guide for clinical skills less frequently practised at undergraduate level such as prescribing medications, infusions, or completing growth charts. The workbook provided students with learning opportunities when bedside clinical teaching was unavailable due to service pressures. Students consolidated answers to the workbook from discussions with consultants, tutors, middle grades, and fostering peer-led learning. 33% of students felt uncertainty about approaching busy doctors (Graph 2) and that provision of answer sheets may facilitate independence.Students acknowledged some limitations to use of the workbook with the majority identifying lack of time as a barrier, and/or feeling pressure to prioritise other compulsory course requirements during clinical placement. Students demonstrated different views on their preferred access methods: virtual vs hard copy.Abstract 191 Figure 1A Graph showing cases chosen by the medical students to complete[Image Omitted. See PDF.]ConclusionThe workbook was a useful aid to encourage self-directed learning and consolidation of knowledge within the clinical environment. It provided a learning scaffold that improved engagement, active learning, and participation. The workbook provided students with clinical learning opportunities when direct bedside teaching was unavailable, and increased familiarity with practical prescribing and charting activities that were not otherwise readily accessible.ReferenceUsing thematic analysis in psychology, Qualitative Research in Psychology, 3:2, 77–101, Virginia Braun & Victoria Clarke, 2006.

Applied social science projects that involve many interviews produce a vast amount of data or text that is difficult t o structure and analyze systematically. Computer-assisted qualitative data analysis software is too advanced and sophisticated when all we want is to sort and structure the text. A new method, using Microsoft Word and Excel, has been developed. The method produces a flexible Word document of interview data separated into logical chapters and subchapters. All text is coded, and the codes correspond with headings in the final document. Systematic manual coding ensures that all the content is coded, not just words or terms that are extracted from the text. After several years of using and refining the method, both in projects with relatively few interviews and in those with more than 100, I believe that the method is efficient when there are four or more interviews. The method is also suitable for coding and structuring answers to open-ended questions in Web-based surveys. The coding may be performed by a supervised research assistant or a multidisciplinary analytical team, depending on the complexity of the problem. The purpose of the method is not to quantify qualitative data but only to sort and structure large amounts of unstructured data. The method consists of 10 steps, Screenshots of which are included in the paper.

Cities and towns have become increasingly interested in building resilience to cope with surprises, however, how to do this is often unclear. We evaluated the ability of the Resilience Assessment Workbook to help urban areas incorporate resilience thinking into their planning practice by exploring how a resilience assessment process complemented existing planning in the local government of Eskilstuna, Sweden. We conducted this evaluation using participant observation, semistructured interviews, and a survey of the participants. Our findings show that the resilience assessment contributed to ongoing planning practices by addressing sustainability challenges that were not being addressed within the normal municipal planning or operations, such as local food security. It bridged longer term sustainable development and shorter term crisis management, allowing these two sectors to develop common strategies. Our study also highlighted that the Resilience Assessment Workbook could be made more useful by providing more guidance on how to practically deal with thresholds and trade-offs across scales, as well as on how to manage transdisciplinary learning processes. This is the first in-depth study of a resilience assessment process, and it demonstrates that the Resilience Assessment Workbook is useful for planning and that it merits further research and development.

IntroductionAs recommended by the Cavendish Review (2013), all Healthcare Assistants must complete the care certificate in line with 15 standards set by Health Education England (2015). These standards equip the non-registered workforce with the knowledge and skills required to provide safe and compassionate care. The Shape of Caring Review (2015) highlighted the need for the healthcare assistant (HCA) role to be valued and developed.MethodAt GOSH we have adapted the care certificate, ensuring that we provide high quality paediatric focused training. The educational material is delivered during the first week of employment, through a range of interactive and peer reviewed teaching sessions. The 15 standards have been mapped into three workbooks; Knowledge standards, Clinical standards and Core skills. These are assessed during a 12 week period. The knowledge workbook is completed in class, through group activities which challenge the participants to break down the barriers that inhibit patient experience and care. The clinical standards workbook encourages HCAs to reflect upon the care they are giving. The clinical skills workbook equips the HCA with the skills they require to ensure competency, accuracy and evidence based care. We provide simulation sessions to cover skills which are not practiced in some ward areas. Each HCA is assigned to a mentor to provide consistent supervision and clinical training. We have developed a group of Care Certificate Champions; registered nurses who are involved in the delivery of the education material as well as being strong advocates for the HCAs.ConclusionIn Conclusion, the care certificate continues to be a successful training programme for the un-registered workforce at GOSH, proving them with the foundation of their future careers with us. All patient facing Bands 2–4 are required to complete the certificate.

Meeting students' basic needs - including ensuring they have access to nutritious meals and a sense of belonging and connection to school - can positively influence students' academic performance. Recognizing this connection, schools provide resources in the form of school meals programs, school nurses, and school guidance counselors. However, these resources are not always available to students and are not always prioritized in school reform policies, which tend to focus more narrowly on academic learning. This book is about the balancing act that schools and their teachers undertake to respond to the social, emotional, and material needs of their students in the context of standardized testing and accountability policies. Drawing on conversations with teachers and classroom observations in two elementary schools, How Schools Meet Students' Needs explores the factors that both enable and constrain teachers in their efforts to meet students' needs and the consequences of how schools organize this work on teachers' labor and students' learning.

Diversity audits are frequently used as an assessment method to measure the diversity of a library collection. Yet, there is not frequent research on the aftermath of diversity audits, especially in the context of comparing data from several audits to assess the difference in the makeup of a library collection. In this article, the author discusses the changes a small academic library made in response to a diversity audit conducted several years before, as well as the results of a new, smaller audit to confirm that the initial audit had an impact. This article shares the results of the new audit and reflects on the lessons learned during the process.

In this study I investigated how collaborative interactions influence problem-solving outcomes. Conversations of twelve 6th-grade triads were analyzed utilizing quantitative and qualitative methods. Neither prior achievement of group members nor the generation of correct ideas for solution could account for between-triad differences in problem-solving outcomes. Instead, both characteristics of proposals and partner responsiveness were important correlates of the uptake and documentation of correct ideas by the group. Less successful groups ignored or rejected correct proposals, whereas more successful groups discussed or accepted them. Conversations in less successful groups were relatively incoherent as measured by the extent that proposals for solutions in these groups were connected with preceding discussions. Performance differences observed in triads extended to subsequent problem-solving sessions during which all students solved the same kinds of problems independently. These findings suggest that the quality of interaction had implications for learning. Case study descriptions illustrate the interweaving of social and cognitive factors involved in establishing a joint problem-solving space. A dual-space model of what collaboration requires of participants is described to clarify how the content of the problem and the relational context are interdependent aspects of the collaborative situation. How participants manage these interacting spaces is critical to the outcome of their work and helps account for variability in collaborative outcomes. Directions for future research that may help teachers, students, and designers of educational environments learn to see and foster productive interactional practices are proposed.