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This chapter explores how to introduce young children to coding as a literacy using mobile devices. Learning how to code is changing what it means to be literate in the twenty-first century and, increasingly, early years educators are expected to teach young children how to code. The idea that coding is a literacy practice is relatively new, and this chapter first presents strategies for introducing coding without technology. It then explores how to scaffold young children’s coding literacy proficiencies through programming and coding robotic toys. When young children have become familiar with coding and solving challenges using concrete materials and robotic toys, it is possible to introduce mobile devices, apps and humanoid robots in playful ways. This chapter explores how this can be done.

Co-teaching is a prevalent and productive coaching activity that coaches can leverage when working with teachers to support teaching and learning. However, there is insufficient research detailing how coaches can and should implement this coaching activity with teachers. Hence, the purpose of this qualitative interview study is to better understand the challenges that make co-teaching coaching cycles difficult for coaches to enact with in-service teachers, as well as the supports that can enhance the co-teaching experience for all involved parties.

Fourteen semi-structured interviews were completed with one instructional coach and three elementary teachers in one school district in the USA. A combination of emergent as well as literature-driven codes was used to code the data.

Overall, the participants pointed to six barriers they encountered when engaging in episodes of co-teaching, which spanned the broad categories of management and logistics, pedagogical dilemmas, and teacher learning. Furthermore, participants identified seven supports, spanning the broad categories of coach preparation, contextual factors, and management and logistics, that enabled them to productively engage in co-teaching.

Although coaches may frequently engage teachers in coaching cycles involving co-teaching, there is a lack of research-based guidance for coaches about how to engage teachers most productively in co-teaching episodes. The findings from this study, which shed light on the challenges and support of co-teaching from one coach and three teachers, will enable coaches to more effectively co-teach with teachers as a form of high-quality professional development.

The purpose of this paper is to describe a national, comprehensive quality indicator set to support delivering high-quality clinical care in Irish general practice.

Potential general practice quality indicators were identified through a literature review. A modified two-stage Delphi process was used to rationalise international indicators into an indicator set, involving both experts from key stakeholder groups (general practitioners (GPs), practice nurses, practice managers, patient and health policy representatives) and predominantly randomly selected GPs. An illustrative evaluation approach was used to road test the indicator set and supporting materials.

In total, 80 panellists completed the two Delphi rounds and staff in 13 volunteer practices participated in the road test. The original 171 indicators was reduced to 147 during the Delphi process and further reduced to 68 indicators during the road test. The indicators were set out in 14 sub-domains across three areas (practice infrastructure, practice processes and procedures, and practice staff). Practice staff planned 77 quality improvement activities after their assessment against the indicators and 31 (40 per cent) were completed with 44 (57 per cent) ongoing and two (3 per cent) not advanced after a six-month road test. A General Practice Indicators of Quality indicator set and support materials were produced at the conclusion.

It is important and relatively easy to customise existing quality indicators to a particular setting. The development process can be used to raise awareness, build capacity and drive quality improvement activity in general practices.

The authors describe in detail a method to develop general practice quality indicators for a regional or national population from existing validated indicators using consensus, action research and an illuminative evaluation.

The assessment for and diagnosis of personality disorder (PD) continue to be contentious, with many prominent practitioner psychologists arguing against this specific label and providing a credible alternative framework to psychiatric diagnosis more generally. This paper aims to summarise the literature and support practitioners identifying PD in people with intellectual disabilities (ID).

Relevant National Institute for Health and Care Excellence (NICE) guidance and literature were reviewed to provide a service position on the assessment and diagnosis of PD in people with ID.

For people with intellectual disabilities, the PD label can be even less robustly applied and may be even more pejorative and obstructive. That said, there are people for whom a PD diagnosis has clear clinical utility and opens access to suitable specialist services.

Evidence suggests that a diagnosis of PD can be both facilitative and obstructive, and the assessment and diagnosis process should, therefore, be undertaken with caution.

This paper presents an account of NICE guidance and evidence on the assessment and diagnosis of PD in people with intellectual disabilities.

The conviction of innocent individuals has emerged as an international concern, resulting in substantial attention to the legal needs that stem from exoneration. However, many other challenges can also arise in the aftermath of an exoneration, including financial, psychosocial and mental health needs. Relatively little has been written about the particular reentry needs of individuals who are exonerated of their charges, and even fewer studies have considered the effectiveness of various treatment approaches. The purpose of this paper is to reviews the available literature, identifies gaps and provides clinical recommendations for the development of treatment interventions for exonerees.

The research addressing the needs and challenges that arise in the aftermath of exoneration is reviewed and analysed for implications that can guide treatment-planning in this area.

This paper reviews key finds from the literature and provides recommendations for developing a semi-structured approach to treating exonerees.

Practical applications for the development of effective therapeutic interventions for exonerated individuals are identified and discussed.

Currently, there is very limited literature addressing the specific reentry needs and effective therapeutic interventions for exonerated individuals.

Test marketing has a long history: the precursor of all of today's market research methodologies was undoubtedly trial and error. However, it remains an area of vital interest today. The promise and the performance of high‐tech test marketing can be shown from the perspective of the Campbell Soup Company.

In this chapter, we examine the reflexive interplay of cultural, institutional, organizational, and personal narratives to examine more completely the ways in which successful and normative participation in schooling signals the ability and opportunity to participate in life beyond the institution.

Using narrative analysis techniques, we analyzed the interviews of eight college students who described their experiences with test anxiety.

Each individual story and experience points to the ebb and flow of participation and exclusion in the activities of schooling as well as a full participant in life more broadly. Significantly, we find that what it means to be a successful student in higher education has bearing on what it means to be a productive and worthwhile citizen, daughter, son, and partner.

This research adds needed complexity to the study of test anxiety by highlighting the ways in which higher education settings rely on the medical model of disability to enact their own gatekeeping mechanisms in an effort to “legitimize” disability through acknowledgment and accommodation. Findings point to the ways in which culturally circulating stories of disability can shape organizational responses and how these can shape personal experience.

This study aims to investigate the sustainability of the food culture at Deakin University and to determine what the barriers to increasing the sustainability of food on the Burwood campus may be.

An online survey of staff and students from the Faculty of Health at the Burwood campus of Deakin University (n = 697) was undertaken. The survey included questions relating to eating habits on campus, views on the current food culture, food security, food disposal, visions for the future and demographic information. In addition, a short paper-based survey was developed for the ten food outlets on campus.

The results show that although sustainability considerations are important to staff and students, cost is the main issue and is a significant barrier to the development of a more sustainable food culture. It is also a significant barrier to staff and students making healthy choices when it comes to the purchase of food on campus. However, sustainable food initiatives such as community gardens could help alleviate this barrier and also contribute to improving student engagement.

The online survey was limited to the Faculty of Health, and, therefore, a potential bias exists towards individuals who may have an interest in health. This should be considered when interpreting the results.

This research demonstrates that although cost may be a barrier to universities improving the sustainability of their food culture, there are other ways in which universities can create an environment that embraces sustainable food production to benefit both the environment and the university community.