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The picture exchange communication system (PECS) is an established communication intervention for non-verbal children with autism. The purpose of this paper is to present an evaluation of a computer-based PECS approach, in which young non-verbal children with autism respond to an on-screen “virtual tutor” through the manipulation of picture/symbol cards. The paper presents research to investigate how the virtual tutor’s voice influences the children’s participation and performance.

Eight non-verbal children between six and nine years old and with a diagnosis of autism were presented with a series of computer-based activities, using a virtual tutor with either a natural or synthetic voice, in two separate sessions. Data were gathered using a within-participants counterbalanced design to control against variations between individuals and effects of presentation order.

Analysis of the children’s responses suggest that they were able to use the system more effectively when the virtual tutor had a synthetic voice, rather than a human voice. The findings demonstrate that a computer-based virtual tutor can provide an engaging method of supporting symbol-based communication for non-verbal children with autism, and that a synthetic voice type was preferable for the sessions undertaken.

Investigations of voice type and its influence on non-verbal children’s participation and performance have so far provided inconclusive results (Ramdoss, 2013). This research suggests that the voice type is an important feature of the learning experience of non-verbal children with autism, and can have a significant influence on their participation and performance in virtual tutor-led learning.

The purpose of this paper is to investigate how women working in science, engineering and technology use online networking, for career and professional development purposes.

A combined qualitative and quantitative approach is taken, using interviews for the first phase of the research and online surveys for the second. The findings are discussed and presented with reference to theories on career development and in the context of recent work on women's networks and online social networking.

The paper defines a typology of online networks and identifies the motives women have for engaging with the different types. The data imply that women are successfully using online networks to find support, advice and collaboration from women working in similar environments. However, the data only identify a few examples where the use of online networks has led to a specific new job opportunity.

The findings are limited by the samples used, as they were self‐selected. In the first phase of the research, the sample was biased in favour of those using information and communication technologies. In the second phase, women using some form of online network were purposefully targeted in order to understand the motives and benefits associated with these activities.

The paper provides new insights into how professional women are networking online. It extends recent work into women's networks and networking strategies and presents a timely exploration into how these are being affected by the growth of online social networking.

We explore how K-8 student scholars experience culturally relevant texts provided during Freedom Schools summer camps, discuss ways Freedom Schools can be a vehicle for youth to become advocates for social change, and consider opportunities created by Freedom Schools for community engagement and partnerships. Mixed methods were used to investigate the experiences of 38 scholars at two different Freedom Schools sites (one rural and one mid-sized urban) in the southeastern U.S. The majority of scholars identified as African American and lived in low-income households. Primary data sources included scholar surveys and reading assessments, camp observations, and interviews with scholars, as well as our own personal reflections as the Research Director (Alysia Roehrig) and Co-Executive Directors (Kristal M. Clemons and Keely Norris) for the sites. We triangulated descriptive statistics from surveys with qualitative data, primarily from interviews, which we analyzed using open coding and axial coding to develop themes (Strauss & Corbin, 1998). The majority of scholars, who participated in the 2016 North Florida Freedom Schools, reported being able to identify with specific characters and situations in the books included in the culturally relevant reading summer program, and they expressed positive thoughts and feelings about the books. Most scholars (74%) maintained or gained in instructional reading levels and did not experience summer learning loss. Children’s confidence that they could act prosocially also increased significantly during the summer camps, which children characterized as different from regular school. Freedom Schools can offer a valuable forum for diverse community members to learn about one another, focus on their strengths, and become agents for social change. We provide suggestions for how other communities can implement the Freedom Schools model.