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The purpose of this study is to analyze the performance of the braille translation program on formulas, graphs, and tables of middle school mathematics. To do so, the forms of expression and the degrees and accuracy in the EBS braille math workbooks and in the braille conversion of EBS general math workbooks by using braille translation software were analyzed. As a result, there were omissions of 4 decorative visual data in the linear equations, 6 required and decorative visual data in the direct proportions, and 7 required and decorative visual data in the number of diagonals of the polygons in the EBS braille workbook files. There were 2 marked omissions of graphs in the direct proportions and graphs, and 3 unmarked omissions of pictures in the diagonals of the polygons, in the EBS braille math workbook files. There were 2 inadequate full translation of formulas in the solving linear equations, 2 unmarked omissions of graphs in the direct proportions and graphs, and in the diagonal of the polygons, there were 5 unmarked omissions of formulas and 3 unmarked omissions of formulas, translated from the EBS general math workbooks. The study showed braille errors in EBS braille math workbooks and braille translation errors by the braille translation program in math formulas, pictures, and graphs of EBS general math workbooks. The study presented specific braille translation errors occurred and the reasons as to math formulas, pictures, and graphs. The limitation of the study was that the proper types and ways of braille-translation of visual materials in math were not addressed. Braille translation programs used in Korea should be all comparatively analyzed and an improvement solution should be designed with the participation of blind users and braille translators in the future study.

Effective interventions for generalized anxiety exist, but barriers to treatment prevent their broad dissemination. Commercially available self-help materials may help bridge this gap, but few have...

Background Depression has serious personal, family and economic consequences. It is estimated that it will cost £12.15 billion to the economy each year in England by 2026. Improving access to psychological therapies (IAPT) is the National Health Service talking therapies service in England for adults experiencing anxiety or depression. Over 1 million people are referred to IAPT every year, over half experiencing depression. Where symptoms of depression are mild to moderate, people are typically offered cognitive behavioural therapy (CBT) self-help (CBT-SH) supported by a psychological well-being practitioner. The problem is that over half of people who complete treatment for depression in IAPT remain depressed despite receiving National Institute of Health and Care Excellent recommended treatment. Furthermore, less than half of IAPT service users complete treatment. This study seeks to investigate the effectiveness of an alternative to CBT-SH. Mindfulness-based cognitive therapy (MBCT) differs from CBT in focus, approach and practice, and may be more effective with a higher number of treatment completions. Methods/design This is a definitive randomised controlled trial comparing supported MBCT self-help (MBCT-SH) with CBT-SH for adults experiencing mild to moderate depression being treated in IAPT services. We will recruit 410 participants experiencing mild to moderate depression from IAPT services and randomise these to receive either an MBCT-based self-help workbook or a CBT-based self-help workbook. Participants will be asked to complete their workbook within 16 weeks, with six support sessions with a psychological well-being practitioner. The primary outcome is depression symptom severity on treatment completion. Secondary outcomes are treatment completion rates and measures of generalized anxiety, well-being, functioning and mindfulness. An exploratory non-inferiority analysis will be conducted in the event the primary hypothesis is not supported. A semi-structured interview with participants will guide understanding of change processes. Discussion If the findings from this randomised controlled trial demonstrate that MBCT-SH is more effective than CBT-SH for adults experiencing depression, this will provide evidence for policy makers and lead to changes to clinical practice in IAPT services, leading to greater choice of self-help treatment options and better outcomes for service users. If the exploratory non-inferiority analysis is conducted and this indicates non-inferiority of MBCT-SH in comparison to CBT-SH this will also be of interest to policy makers when seeking to increase service user choice of self-help treatment options for depression. Trial registration Current Controlled Trial registration number: ISRCTN 13495752. Registered on 31 August 2017 (www.isrctn.com/ISRCTN13495752).

The purpose of this study is to examine the compliance of Power Up 9 Course Book, Workbook and Teacher's Book, which is used as the ninth grade English course book at public secondary schools, with the 9th grade English curriculum according to teacher and specialist views. The study was carried out by qualitative research method using interview and document analysis techniques. The study group consists of 15 ninth grade English teachers and 5 field experts working at universities. Data were obtained through semi-structured interview form, analyzed through content analysis method and document analysis of Power Up 9 textbook set was carried out. Research results revealed that,the course book was partly sufficient in terms of its physical properties and the goals defined in the curriculum. However, it was found insufficient in many respects in terms of content, learning and teaching process and evaluation items of the curriculum. The study also revealed that the workbook in general supports the course book, is enjoyable to study and interesting; but the teacher’s book does not provide guidance to the teacher As a result, it has been suggested that the course book should be evaluated systematically for high efficiency in use.

Kanji script writing is a skill that is often introduced to novice Japanese foreign language students for achieving Japanese writing mastery, but often poses difficulties to students with primarily English fluency due to their its vast differences with written English. Instructors often introduce various pedagogical methods—such as visual structure and written techniques—to assist students in kanji study, but may lack availability providing direct feedback on students' writing outside of class. Current educational applications are also limited due to lacking richer instructor-emulated feedback. We introduce Kanji Workbook, a writing-based intelligent tutoring system for students to receive intelligent assessment that emulates human instructor feedback. Our interface not only leverages students' computing devices for allowing them to learn, practice, and review the writing of prompted characters from their course's kanji script lessons, but also provides a diverse set of writing assessment metrics—derived from instructor interviews and classroom observation insights—through intelligent scoring and visual animations. We deployed our interface onto novice- and intermediate-level university courses over an entire academic year, and observed that interface users on average achieved higher course grades than their peers and also reacted positively to our interface's various features.

A central goal of science education is to help students develop higher order thinking skills to enable them to face the challenges of life. Accordingly, science instructors are now urged to craft their classrooms such that they serve as not only spaces for disseminating information, but also an arena through which students are encouraged to think scientifically and develop critical-thinking skills. This project aimed to develop a workbook that helps postsecondary students learn endocrinology and engages them in critical thinking. Each of the five chapters focuses on a different topic rooted within core biological concepts relevant to endocrinology. Such topics were identified on cross-referencing seminal reports on science education. Tenants of Numrich’s Sequence of Critical-Thinking Tasks were used to guide the development of chapter sections with the intent of engaging students in critical thinking over time by way of practice and scaffolded guidance. Chapter sections of modeling, event sequencing, clinical application, research and communication, and simulation, target different skills presented in Numrich’s framework. Students’ learning, experiences, and behaviors were used to evaluate the workbook and inform the revision of the workbook into the publicly available second edition.

The article examines the problem of attribution of an essay from F. M. Dostoevsky's workbook of 1864—1867 (Russian State Archive of Literature and Art. Fund 212.1.5. p. 10), titled “The Usurer”. The novelty of the study is in that Nero (the artist), a character who emerged from the writer’s knowledge and concept of Emperor Nero, for the first time becomes the subject of detailed analysis. Based on the evidence from the classical and early Christian writers, as well as on scientific and literary works written during Dostoevsky’s lifetime, the author makes an argument for Nero’s figure to be considered a junction of at least three elements. He is not merely Nero-the-artist, but also Nero-the-persecutor of Christians and Nero-the Antichrist. This image reveals a ramified network of extensive ties with the preparatory materials for an early draft of “The Idiot”. Thus, it augments the aggregate of B. N. Tikhomirov’s arguments regarding other records, characters, motifs and prototypes in this essay. It also support his theory regarding “The Usurer”, which states that it is not the author’s independent and unexecuted idea, but, rather, should be examined in the framework of the creative history of “The Idiot”, specifically, its initial stage.

2013 Curriculum in Indonesia implemented since 2014-2015 , by the Ministry of Education and Culture of Republic of Indonesia. The reason is to build character education and improving student’s creative thinking are the main reason of the new curriculum development. research perception on the implementation of 2013 English curriculum and identified problem faced by teachers in implementing it. through qualitative design, the study was conducted at one senior high school in Serang. This study discloses EFL Indonesian Teacher perception 2013 curriculum, through interview teachers for in-depth analysis. The finding showed curriculum 2013 implemented, the teacher used specific syllabus and 3 workbook applied. Most of the teachers claim that English curriculum 2013 not easily to implemented, Difficulties in applying learning revolution, rubric of assessment, and using scientific approach to improve students English skill. The results confirm that process of 2013 curriculum from teacher perception and problem occurred by teacher. It also recommended that the teacher should put more effort on applying by joining any training, workshop and improve their creativity adapt to the advance of knowledge and technology.

A quasi-experimental treatment control group design was used to investigate the effect of a conceptual change curriculum, Multi-Step Inquiry approach, on students’ perception of their learning in a science classroom. This started with the development of a workbook that explicitly focused on conceptual understanding, followed by the development and validation of an inventory to explore students’ perceptions of learning. Interpretation of data involved the use of inferential and descriptive statistics. The inferential statistics included t-tests, ANOVA, Pearson correlations, and regressions. Cohen’s d effect sizes facilitated further interpretation of the data. The analysis shows potential for the Multi-Step Inquiry to improve students’ perceptions. These results provided room for recommendations for both research and teaching.

IIntroduction. The relevance of training modern educators is due to the new requirements and the use of innovative technologies, methods, and tools in the educational process of higher educational institutions. The paper aims to describe the experience in adopting the workbook “Diary of a Creative Person” in the preparation of students (future kindergarten teachers) and building their creative competence. Materials and Methods. The paper discusses the contents and structure of the Diary of a Creative Person, the experience in its adoption in the framework of mastering the disciplines of Fundamentals of Research Activity, and the Formation of Teacher’s Creative Competence in Scientific Co-creation in two organizational options. The effectiveness of the Diary has been proved experimentally, using the following methods: analysis of processes and products of the activity, observation, questionnaire, survey, design, and qualitative analysis of quantitative parameters. The results of the research were evaluated from the perspectives of the subject acquisition, research project creation, and creative competence formation. The obtained positive results indicate the feasibility of introducing the presented workbook in the educational process of the University with the view to building a creative competence and organizing research work of students. Conclusion. The practical significance of the research is determined by its focus on the improvement in the future training of kindergarten teachers in a modern context and the formation of their creative competence. The prospects for this direction in science are determined by the need to develop creative competence in practicing kindergarten teachers and improve the contents of the workbook. Keywords: : educational process at the University, a modern teacher of a preschool educational organization, training of students, experience in adoption, creative competence, “Diary of a Creative Person”, sections of “Diary of a Creative Person”.

Leadership for Social Innovation is a complete course workbook created for the Peter Lougheed Leadership College. The workbook takes an evidence-based approach to social innovation through the lens of leadership studies. The workbook contains a series of learning activities including problem diagnosis, rapid literature reviews, ideation techniques, logic models, and persuasive communication. The learning activities culminate in an evidence-based pitch presentation for a social innovation idea.

A Workbook of English Phraseology for Students of English as a Foreign Language (EFL) has emerged from separate tasks and exercises, which have been collected and selected over the years, based on the material of various titles from the assigned and additional readings, as well as monolingual, and bilingual phraseological and general-purpose dictionaries. It is primarily intended for graduate students as well as undergraduate students of English, teachers who teach different linguistic courses in English undergraduate and graduate programmes, for students and teachers of other philological study programmes at higher educational institutions, teachers and students in high schools (language and grammar schools), as well as teachers and pupils in higher grades of primary schools, and for all those enthusiasts who feel passionate about phraseological wealth. The manual consists of eleven separate chapters. In the first chapter, the basic terminology of general and special (English and Croatian) phraseology is introduced and compared, from the works of renowned foreign and Croatian phraseologists. The second chapter deals with terminological and classificatory issues in general and special phraseology, primarily those concerning the English and Croatian language. The third chapter presents tasks whose aim is to revise theoretical insights with the help of exercises for recognizing specific types (and subtypes) of phraseological units, according to different approaches to their classification. In the fourth chapter, the emphasis is placed on Croatian and Russian traditions in the classification of phraseological units (PUs), mostly from the corpora of English and Croatian PUs. The fifth chapter presents tasks aimed at learning and memorizing PUs with specific constitutive elements, such as PUs with colour elements, with common and/or proper nouns, PUs with somatic elements, PUs with toponymic and ethnic elements, etc. The sixth, seventh and eighth chapters contain tasks in which the recognition of PUs is practiced within the context of their specific use and the functions that PUs can have in different texts, i. e. in newspapers, poems (literary texts), (online) newspaper headlines and articles, in advertisements, presidential speeches, epitaphs, films, in specific communication situations, e.g. in expressing condolences, warnings, apologies, expressions of encouragement, etc. The ninth chapter deals with PUs in the area of their non- verbal representation, as well as in pictures/paintings, illustrations and symbols (emojis). The tenth chapter tackles the translation of phraseological units, primarily from English into Croatian and vice versa, and it also deals with various degrees of translation equivalence of proverbs in different European languages, according to their lexical, grammatical and syntactic similarities or differences (in Croatian, English, Italian, German, French and Russian proverbs). The eleventh and last chapter introduces users to the corpus-based search procedures for PUs that take place within certain computer corpora and on the basis of specific tasks for such searches. The book contains a reference list and online sources, a list of illustrations and abbreviations, a list of all the PUs used in compiling the phraseology tasks and a page for personal notes where users can add some more PUs according to certain specific principles. In this manual, a total of 1283 phraseological units were used, of which 995 are English, 252 Croatian, 10 German and Russian, and 8 are Italian and French phrasemes.

This study aims to know UIN Antasari students’ common mistakes in writing Arabic annexation system (idhafat). The sample is 90 students who join in the subject of tarkib tawabi. It takes qualitative approach with error analysis method. The data are collected from the documentation of students’ syntax workbook which is then analyzed by syntactic error analysis. The result of the study shows that the common mistakes in writing Arabic annexation vary from the mistake in mudhaf, mudhaf ilaih, multiple idhafat, and that in meaning of idhafat. These errors are caused by inadequate duration of learning Arabic in the secondary school level, the teacher that focuses more on explaining syntax theory, and the school’s orientation in raising students’ speaking skill.

Background: Coronary Heart Disease (CHD) has a high recurrence in Indonesia. This condition may occur as a result of the failure of compliance with post-acute management following a heart attack by CHD patients. One of the causes is the lack of effective health education. Objective : The aim of this study was to identify the feasibility of the workbook in improving patients’ self-efficacy (SE) and quality of life (QoL). Methods: This research used a quasi-experimental with pretest-posttest control design. A pretest was done to the patients who were treated in the cardiac intensive unit, and a posttest was carried out at the end of the first and second month after the pretest. The population was all post-acute CHD patients who were admitted to the cardiac intensive unit in one of the referral hospitals in West Java, Indonesia. A purposive sampling was used and obtained 39 respondents who were divided into control and intervention groups. The intervention group was given a health education using a workbook, and the control group was given a direct health education. Self-efficacy was measured using a questionnaire developed by the authors, with high validity and reliability. A SF-12 instrument was used for measuring the quality of life. Data were analyzed using a descriptive quantitative analysis such as mean, Mann Whitney test, and Independent t-test. To estimate the effects of the intervention to QoL and SE, Kruskal Wallis test and One-way ANOVA were used. Results: The results showed that there was an increase in SE and QoL in both groups, either in the posttest 1 or posttest 2. The comparison of QoL in the pretest, posttest I and II obtained p =.452, .741, and .826, while SE between and within groups obtained p = .732, .220, and .009, respectively. Conclusions : Health education using the workbook was significantly more effective to increase SE than QoL of the CHD patients.

In utilising cognitive restructuring techniques to treat mental distress, cognitive behavioural therapy (CBT) and acceptance and commitment therapy (ACT) highlight the causal relationship between perception and experience. CBT and ACT however presume there is a separation: that the occurrence of an emotion, event, or other reality exists apart from and independent of its observation. As such, CBT and ACT are ontologically dualistic. This paper reports on a possible non-dualistic alternative to these treatment programs. The potential alternative examined is A Course in Miracles (ACIM): a creed of non-dualism that contains a self-study program of 365 workbook lessons aimed at restoring mental health through reframing and discontinuing dualistic perception. Effectiveness of this alternative was evaluated through 33 one-on-one interviews with participants (sourced through ACIM Meetup groups) who had completed the ACIM Workbook component. Findings report significant positive change for all interviewees regarding their attitudinal, emotional, and social lived experience.

In the article uses additional opportunities to study the elements of the theory of differential equations (hard and soft models). The use of a workbook on a differential equation as a means of organizing the independent work of high school students is considered.

This investigation based on analysis, design, development, implementation, and evaluation (ADDIE) method intended to develop an innovative chemistry laboratory workbook of Chemistry Element integrated with project-based learning and characters. Two chemistry lecturers and teachers respectively selected to validate three local chemistry laboratory workbook and chemistry laboratory workbook developed. Questionnaires distributed to the lecturer and teacher samples and found that content, language, presentation, and feasibility of graphics scores were 3.31, 3.37, 3.22, 3.15 and 3.15 respectively and the average score was 3.26 which means that the chem. Lab workbook developed is very valid. In addition, student samples consisted of 2 classes of grade XII of science students which classified into experimental group and Controled group. The developed chemistry laboratory workbook and the conventional workbook were tried out to group Experiment and group Controlled respectively. The average scores of student outcomes in group Experiment was higher than group Controled or 87.5%>73.8%. Then the average psychomotor scores of group Experiment was larger than group controled or 84.64>78.42. In addition, the affective scores of group Experiment was larger than group Controled or 82.78>76.38. The hypothesis tested with one way ANOVA at the significant level of α = 0.05, and found that t Calc > t Table or 4.536 > 1.697 It is concluded that the Innovative chemistry laboratory workbook is highly very good. Keywords: Chemistry laboratory workbook; chemistry element; project-based learning

The digital workbook is a product of modern technology, whose appearance coincided with the advent of the computer. The latter includes many works that respond to an electronic support. These works are devoted to protection under the copyright and related rights law as a type of literary and artistic works enjoying legal protection, but it differs from it in terms of its definition, and it shares it in terms of characteristics. Copyright on his work published on the computer is most closely related to his personality and branches into literary and material rights, they are the same as those contained in literary and artistic works because they are among their types, and they also enjoy legal protection of any kind.

The textbook is intended both for theoretical study of the discipline and for practical and laboratory work. Any part of the tasks can be offered to students for independent performance. The workbook serves as a means of knowledge control, as well as a basic summary, a source of information and reference material in preparation for control papers, exams. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students studying in the specialty 29.02.04 "Design, modeling and technology of sewing products".

This is a practical workbook to guide local communities and heritage gatherers through the process of capturing and storing their heritage for future generations. Through initiatives with the British Academy and the Coalition for Religious Equality and Inclusive Development (CREID), the Institute of Development Studies (IDS) has been working with young people in Egypt, Iraq and Syria to capture their oral heritage, so that it may be preserved for future generations. Alongside life history interviews and topic interviews - which cover particular aspects of communities’ heritage - a key component of this heritage preservation is how these records will be stored. Thinking about the language and accessibility of digital archiving practices, this workbook is a practical guide to capturing and storing “heritage harvests”, including community interviews, photographs, and short films.

Background In their work to end the tuberculosis (TB) epidemic in lower- and middle-income countries, national TB programs need a tool to measure, monitor, and strengthen relevant capabilities to create a continuous transformation of data into action (D2A) to improve TB program results. However, there is a lack of scientific evidence to determine specific measurement dimensions of a D2A continuum that enables TB programs to identify the barriers and enablers of D2A and to guide the selection of interventions appropriate for the context and decision-making capabilities of various TB program actors. Methods A systematic review of peer-reviewed and grey literature was conducted per Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. A total of 48 peer-reviewed publications were selected for data extraction and analysis. Results The findings show that selected publications discussed the health system level, stakeholders involved in decision making, decision type, data system, data sources, data use enablers and barriers, decision-making framework and steps, decision outcome/impact, and how that outcome was measured. The findings highlight barriers and enablers to data use and explain the relationship among data sources, decision type, and stakeholders. Seventeen D2A measurement dimensions were identified. Conclusions Transforming data to action is a continuous process that recognizes that data use indicators vary by type of decisions, decision makers, and the health system level at which decisions are made. As a logical next step, the project team plans to develop and validate a D2A continuum toolkit that will include a measurement scale, implementation guide, and data collection and analysis Microsoft Excel workbook.

Florida-Friendly LandscapingTM (FFL) protects natural resources through water conservation, waste and nonpoint source pollution reduction, erosion prevention, and creation of wildlife-sustaining habitats by implementing science-based landscaping practices. 4-H Florida-Friendly LandscapingTM Curriculum fosters environmental stewardship among youth and allows them to engage in conserving water, soil, and vegetation resources from an early age. This curriculum addresses Florida’s unique environment and may be used alone or as a supplement to the 4-H Junior Master Gardener curriculum. Through 4-H Florida-Friendly LandscapingTM Curriculum, youth will learn nine basic principles of FFL, including water, soil, and vegetation conservation through landscape and gardening activities. This curriculum targets youth in grades 6 to 8 (ages 10 to 14) and contains both in-classroom and home activities that allow youth to understand and engage the world around them, thereby helping them gain life skills in the areas of Head, Heart, Hands, and Health. All volunteers and instructors utilizing this resource should work with their local 4-H Extension Agent to appropriately enroll youth in 4-H in order for them to experience the full benefits of the 4-H Youth Development program and to receive credit for completion of a 4-H project. Workbook; https://edis.ifas.ufl.edu/4h422

This Maple Workbook explores a new topic in linear algebra, which is called "Bohemian Matrices". The topic is accessible to people who have had even just one linear algebra course, or have arrived at the point in their course where they have touched "eigenvalues". We use only the concepts of characteristic polynomial and eigenvalue. Even so, we will see some open questions, things that no-one knows for sure; even better, this is quite an exciting new area and we haven't even finished asking the easy questions yet! So it is possible that the reader will have found something new by the time they have finished going through this workbook. Reading this workbook is not like reading a paper: you will want to execute the code, and change things, and try alternatives. You will want to read the code, as well. I have tried to make it self-explanatory. We will begin with some pictures, and then proceed to show how to make such pictures using Maple (or, indeed, many other computational tools). Then we start asking questions about the pictures, and about other things.

This study of business opportunities is showing an ability to understand or notice something easily or quickly is an ability of individual that can help to improve and develop the knowledge and skills of the student. The researcher reason in the development and utilization of instructional materials in business opportunities for entrepreneurship subject is to cultivate the availability, creativity and skills of the students to motivate them in pursuing the course and be part of their future career. This study of instructional module for the easy understanding of the training that the academe gave as guide and execution of the project or program that was aligning in the needs of the community. It has been identified that using instructional module to facilitate learning or instructions is not always the issue but how to use it and its availability. The instructional materials that the researchers propose will be urgency response in the new normal of learning. This workbook will guide the potential entrepreneurs’, students in business courses, and presently in operating a business. The increased quantity and quality of instructional module are producing a split from the traditional audiovisual aids approach to the more comprehensive and efficient learning resource concepts. The trainer problem today, is not the lack of materials but how to make the best instructional module use of those available. There are two characteristics of inherent instructional learning, first was the active learning, which involve in learning activities and the second was the continuous nature which cradle to the grave, before school, after school, outside of school and all through life.

BackgroundMedical student education has witnessed seismic shifts over recent years, with changes to medical curricula and increased use of information technology. The declaration of a global pandemic in early 2020 has fundamentally changed the way in which medical students access their education and the impact of this will be felt for years to come. ‘Paeds in a Day’ is a voluntary movement led by senior Paediatric doctors from the East Midlands. Over the past seven years, we have led an annual face-to-face lecture series, covering the core contents of the paediatric syllabus for students at the University of Nottingham. This year, in response to social distancing restrictions, we hosted our lecture series online, allowing medical students across the UK and internationally to benefit from the course.ObjectivesOur aim is to describe the trends in student feedback received over the last seven years and outline how we will adapt our course to meet future students’ needs.MethodsA mixed-methods approach was used to analyse electronic feedback forms from April 2015 to February 2021. Trends in Likert-scale questions were quantified and for the qualitative data, a thematic analysis was undertaken to highlight key positives and identify areas for future development.ResultsBetween 2015–2021, we have conducted six lecture series, teaching 1281 medical students (range 53–653) and delivering between 10–13 lectures on each occasion. To date, all students consistently ‘agreed’ or ‘strongly agreed’ that the course was helpful for their paediatric revision. A handout has been regarded as a valuable addition, with 88 to 100% of students finding it useful, and a high proportion of the positive feedback analysed was related to this (5.9–15.6%). The interactive ‘fill in the gaps’ approach to the workbook received fewer positive comments in 2021 compared to 2015 (8% vs. 21%), with more calls for continuous prose and a document that is easier to edit on a computer. Pace, timings and organisation of the course seem to have improved, with more positive comments over time, however increased numbers of students requested for the series to be split over two days (3.4% in 2015 vs. 24.5% in 2021). Five percent of the critical feedback in 2021 was related to requests for access to the recordings, for those studying from home.ConclusionsSince 2015, we have consistently delivered a valuable paediatric revision course for medical students. By adapting our course in 2021, we created an online, open-access platform for a UK and international audience. We have learnt when the course is delivered online, it is harder to cover similar amounts of material in one day, likely related to students struggling with increased screen-time. Handouts continue to be important adjuncts to learning, although more are accessing these electronically. To meet their future needs, we should consider sharing recordings of our presentations, producing a handout that is easier to edit on a computer and splitting the course over two days.

This study represents a collaboration between the Cancer Association of Anderson (CAA) and the Anderson University Center for Cancer Research (AU CCR), both located in Anderson, SC, with the assistance and support of Anderson University Professional and Lifelong Learning (AU PLL). The CAA began importing patient information in 2016 into a Microsoft Excel workbook to create a digital record that could store and provide more convenient searching and the production of reports. In a robust collaborative effort between CAA, the AU CCR, and Anderson University students, additional pertinent information from the previous paper files was gathered by contacting patients. The data was imported from the Excel system and put into a reporting system that allowed CAA staff and AU CCR students to refine the information needed to obtain an overview of cancer across Anderson County as a snapshot of those assisted by CAA. The Clemson University GIS data system and the database reports were used to plot the location of cancer incidents (the individual patient's locations) and to produce maps that aided the students in drawing initial conclusions. By working collaboratively from 2019 through 2020, the CAA and AU students have gathered local Anderson County cancer patient information and created maps to pinpoint different cancers by location. These maps indicate geographic trends of various cancers and support further investigation into the cause of those cancers. They also indicate increased or decreased rates of cancer over time.

The COVID-19 pandemic has forced academic institutions to switch from traditional teaching-learning to fully digital mode. The traditional programming lab sessions are replaced by video lectures, notes, and assignment submission through LMS. Manual grading and debugging of the program results in delayed feedback. The existing auto-graders are designed to check the programs’ correctness, and they cannot enhance learning. The interactive workbooks we propose are similar to the popular Jupyter notebooks but oriented more towards enhancing the teaching-learning process and providing immediate feedback. The survey results showed that 70% of the students believed that interactive workbooks enabled them to understand the problem and made them capable of solving it in incremental steps. 65% of the instructors added that interactive workbooks could supplement the physical lab sessions’ teaching-learning process. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.

The Jacob's Ladder Reading Comprehension Program targets reading comprehension skills in high-ability learners by moving students through an inquiry process from basic understanding to critical analyses of texts, using a field-tested method developed by the Center for Gifted Education at William & Mary. Students in grades 1-2 will learn to comprehend and analyze any reading passage after completing the activities in Jacob's Ladder, Grades 1-2 (2nd ed.).Geared for students in grades 1-2, this book, a revision of the Primary Level 2 book, includes stories and ladder tasks carefully selected for young children to develop oral communication and listening skills in addition to the other ladder goals. This book provides stories focused on picture analysis, read alouds, classics, and original works.Optional Student Workbook PacksIn addition to this teacher's guide, companion student workbooks are available for Poetry and Picture Books and Short Stories (Parts 1 and 2). The student workbooks feature ample room for student responses and notes, make reviewing and providing feedback on student work easier than ever, provide students with an easy-to-use reference to use during discussions, and save time, as there is no need to reproduce student handouts.Grades 1-2

The Jacob's Ladder Reading Comprehension Program: Nonfiction targets reading comprehension skills in high-ability learners by moving students through an inquiry process from basic understanding to critical analyses of texts using a field-tested method developed by the Center for Gifted Education at William & Mary. Students in grade 3 will be able to comprehend and analyze any nonfiction reading passage after completing the activities in this book. Using skill ladders connected to individual readings related to essays, articles, comparison documents, infographics, and other nonfiction texts, students move from lower order, concrete thinking skills to higher order, critical thinking skills. All of the books, geared to increasing grade levels, include high-interest readings, ladders to increase reading skill development, and easy-to-implement instructions. The ladders include multiple skills necessary for academic success, covering language arts standards such as sequencing, cause and effect, classification, making generalizations, inference, understanding emotion, using and thinking about words, and recognizing themes and concepts. Optional Student Workbook Packs In addition to this teacher's guide, companion student workbooks are available for Science and Math, Social Studies, and Fiction/Nonfiction Comparisons. The student workbooks feature ample room for student responses and notes, make reviewing and providing feedback on student work easier than ever, provide students with an easy-to-use reference to use during discussions, and save time, as there is no need to reproduce student handouts. Grade 3

These success-proven exercises provide daily practice in various areas of math. There are 10 problems per page that reinforce and facilitate conceptual understanding in number sense, math reasoning, computation, time, money, measurement, geometry, probability, graphing, fractions, and decimals. The exercises systematically provide students opportunities to get practice in the most important math objectives each week and provide the teacher with immediate, easy-to-administer feedback on students' mastery.This workbook can be used as a warm-up, homework, or as a diagnostic tool for the teacher, parent, or administrator. The individual pages can be used to diagnose weak areas and provide opportunities to facilitate the students' full understanding of concepts. Students are challenged and consistently exposed to a variety of concepts in all objective areas. Each book spirals in level of difficulty and continues to encourage students to think about math in real-life situations.For math proficiency activities at lower levels, see Math Warm-Ups Grade 2 and Math Warm-Ups Grade 3.This series meets NCTM standards and builds test-taking proficiency.Grade 4

The Affective Jacob's Ladder Reading Comprehension Program uses a models approach to scaffold student learning and promote inquiry-based discussions of texts. This series of Jacob's Ladder: Focuses specifically on supporting advanced students' social-emotional needs.Includes high-interest reading selections in the following genres: short stories and media, poetry, and biographies.Moves students from lower to higher level skills of self-awareness, metacognition, and goal setting.Integrates reading comprehension and analysis skills with affective and social-emotional needs.Asks students to apply themes, character or real-life experiences, and lessons from texts to their own lives. New ladders were specially designed for this series and derived from relevant theories about empathy, risk and resilience, achievement motivation, and mindsets and practices for cultivating talent. The Affective Jacob's Ladder guides provide teachers with an explanation of the nature and substance of the theoretical constructs for each ladder. Also included are an overview of the goals and objectives of each ladder and suggestions for how to implement the ladders in the classroom in a way that supports students' academic and social-emotional needs at the same time. Optional Student Workbook Packs In addition to this teacher's guide, companion student workbooks are available for Short Stories and Media, Poetry, and Biographies, Essays and Speeches. The student workbooks feature ample room for student responses and notes, make reviewing and providing feedback on student work easier than ever, provide students with an easy-to-use reference to use during discussions, and save time, as there is no need to reproduce student handouts.

The recent months have shifted contact teaching to the online environment and distance learning and students are dealing more and more with digital materials in various e-learning systems. The question is whether the online electronic materials are as effective as their printed versions for the students using them for self-study purposes. This paper presents research focusing on university students' work with an electronic and printed version of a mathematics workbook. The main research focuses on differences regarding error rate, the number of used hints, and the time they need to spend to solve 111 mathematical problems covering four topics of their introductory course of Mathematics such as limits, graphs, differentiation, and applications of derivatives. One hundred fifty-seven university students participated in the research working with sets of mathematical problems with multi-choice answers taken from the Khan Academy, including step-by-step hints. At the same time, the students were recording their errors, time, and the number of used hints using a questionnaire. The electronic sets were transformed into an electronic workbook and afterward into a printed version of this workbook. Obtained data were analysed using the Random Mixed Model as it enables to mix the used mathematical problems with different variance. The most exciting finding of this research was that the students working with the electronic version of the workbook work significantly faster but at the expense of errors. Students working with the interactive version of the workbook used significantly fewer hints.

Het werkboek Privaatrecht voor Vastgoed is een aanvulling op het theorieboek. Het werkboek bevat twee onderdelen: Meerkeuzevragen• Oefententamens. Voor elk hoofdstuk zijn er meerkeuzevragen. Deze zijn bedoeld om de kennis, toepassing en inzicht van de theorie te toetsen. Daarnaast zijn er oefententamens, die over de hele leerstof gaan. Het werkboek is hiermee ook een goede voorbereiding op tentamens en/of examens. De methode Privaatrecht voor Vastgoed is door zijn opzet en samenstelling bij uitstek praktijk- en tentamen/examengericht.

Het werkboek Privaatrecht voor Vastgoed is een aanvulling op het theorieboek. Het werkboek bevat twee onderdelen: Meerkeuzevragen• Oefententamens. Voor elk hoofdstuk zijn er meerkeuzevragen. Deze zijn bedoeld om de kennis, toepassing en inzicht van de theorie te toetsen. Daarnaast zijn er oefententamens, die over de hele leerstof gaan. Het werkboek is hiermee ook een goede voorbereiding op tentamens en/of examens. De methode Privaatrecht voor Vastgoed is door zijn opzet en samenstelling bij uitstek praktijk- en tentamen/examengericht.

The book entitled “Psycho-Educational and Social Intervention Program for Parents. Psycho-Educational Kit: Trainer’s Manual and Trainee’s Workbook”, coordinated by Adina Aurora Colomeischi and published by Lumen Publishing House from Iași, Romania, in 2018, attracted my attention because of the way it approaches the inclusion of families with children with special needs. In the volume we find different variants and possibilities of development, both social, personal and emotional assessments for raising a child with special needs, but also for family development, by discovering new possibilities for the parent's evolution, by learning the parent and helping them master certain new techniques and theories.

Layout analysis, which aims to detect and categorize areas of interest on document images, is an increasingly important part in document image processing. Existing researches have conducted layout analysis on various documents, but none has been proposed for documents yielded from teaching, i.e. exam papers and workbooks, which are worth studying. In this paper, we propose a novel layout analysis system to achieve two tasks for workbook pages and exam papers respectively. On one hand, we segment text and non-text areas of workbook pages. On the other hand, we extract regions of interest on exam papers. Our system is based on connected component (CC) analysis, specifically, it extracts geometric features and spatial information of CCs to recognize page elements. We carried out experiments on images collected from real-world scenarios, and promising results confirmed the applicability and effectiveness of our system.