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The purpose of this paper is to determine the influence of students’ profiles and the usage of e-books, online educational materials, and other programming books on the adoption of printed programming textbooks for computing students. It was hypothesized that the predictor variable set could not explain any of the variance of the dependent variables.

This descriptive study utilized a content-validated questionnaire. The study involved 190 student participants. Canonical correlation analysis was employed to determine whether students’ profiles and use, perceived usefulness, and preference of e-books, online educational materials, and other programming books explained any variance in printed programming textbook adoption.

Printed programming textbook adoption could be explained by two functions. The first function revealed that the use and the perceived usefulness of textbooks were positively influenced by the use of e-books and other programming books and by the perceived usefulness of e-books, fora/blogs, other programming books, and YouTube. The second function revealed that the use of printed programming textbooks alone was positively influenced by the use of e-books and other programming books but was negatively influenced by the perceived usefulness of programming websites and YouTube and by the preference of programming websites over textbooks.

The study provided empirical evidence that e-books, other programming books, and online educational materials provide additional resources to students. Thus, e-books, online educational materials, and other programming books complement, rather than threaten, the existence of printed programming textbooks.

Much remains unknown about how young children orient to computational objects and how we as learning scientists can orient to young children as computational thinkers. While some research exists on how children learn programming, very little has been written about how they learn the technical skills needed to operate technologies or to fix breakdowns that occur in the code or the machine. The purpose of this study is to explore how children perform technical knowledge in tangible programming environments.

The current study examines the organization of young children’s technical knowledge in the context of a design-based study of Kindergarteners learning to code using robot coding toys, where groups of children collaboratively debugged programs. The authors conducted iterative rounds of qualitative coding of video recordings in kindergarten classrooms and interaction analysis of children using coding robots.

The authors found that as children repaired bugs at the level of the program and at the level of the physical apparatus, they were performing essential technical knowledge; the authors focus on how demonstrating technical knowledge was organized pedagogically and collectively achieved.

Drawing broadly from studies of the social organization of technical work in professional settings, we argue that technical knowledge is easy to overlook but essential for learning to repair programs. The authors suggest how tangible programming environments represent pedagogically important contexts for dis-embedding young children’s essential technical knowledge from the more abstract knowledge of programming.

The purpose of this paper is to revisit previous design principles and guidelines for online makerspaces in public libraries (Kim et al., 2020) and expand the design principles with more updated implications and examples from the literature published during and after the COVID-19 pandemic.

The authors reviewed recently published papers about online transitions of makerspaces, especially during and after the COVID-19 pandemic, summarized their implications and deduced applicable design principles and guidelines.

This paper proposes updated design principles and guidelines based on four key areas: Program and service design; Tools and materials; Facilitation; and Logistic support. These updated design principles considered a wider range of patrons that public library makerspaces may serve, the digital divide issues and logistic concerns that should be addressed beyond the scope of a single makerspace.

This paper compiles various lessons learned and strategies regarding online makerspaces and maker programming for public libraries and provides helpful design principles and guidelines for the continued use of online components for makerspace services and programs.

Job analysis is the common basis for designing a training course or programme, preparing performance tests, writing position (job) descriptions, identifying performance appraisal criteria, and job restructuring. Its other applications in human resource development include career counselling and wage and salary administration. Job analysis answers the questions of what tasks, performed in what manner, make up a job. Outputs of this analytical study include: (a) a list of the job tasks; (b) details of how each task is performed; (c) statements describing the responsibility, job knowledge, mental application, and dexterity, as well as accuracy required; and (d) a list of the equipment, materials, and supplies used to perform the job. Various techniques for conducting a job analysis have been used. Each has its advantages and disadvantages. As a result, different techniques or combinations of techniques are appropriate to different situations. The combined on‐site observation and individual interview techniques are recommended for industrial, trade, craft, clerical, and technical jobs because they generate the most thorough and probably the most valid information. A job analysis schedule is used to report the job information obtained through observations and individual interviews. The schedule provides a framework of 12 items in which to arrange and describe important job analysis information. These 12 items are organised into four sections. Section one consists of items one through four. These items identify the job within the establishment in which it occurs. The second section presents item five, the work performed. It provides a thorough and complete description of the tasks of the job. The Work Performed section describes what the job incumbent does, how it is done, and why it is done. Section three presents items six through nine. These are the requirements placed on the job incumbent for successful performance. It is a detailed interpretation of the basic minimum (a) responsibility, (b) job knowledge, (c) mental application, and (d) dexterity and accuracy required of the job incumbent. The fourth section includes three items which provide background information on the job. These items are: (a) equipment, materials and supplies; (b) definitions of terms; and (c) general comments. Appendix A is a glossary of terms associated with job analysis. It is provided to facilitate more exacting communication. A job analysis schedule for a complex and a relatively simple job are included in Appendices B and C. These examples illustrate how important job analysis information is arranged and described. Appendix D provides a list of action verbs which are helpful when describing the manipulative tasks of a job.

In Bangladesh, as elsewhere, menstruation is surrounded by stigma, silence, and shame. Despite being a critical part of women’s and girls’ sexual and reproductive health and rights (SRHR), it remains significantly under-researched and addressed. However, the focus on menstrual health (MH) programming is growing globally, with increased awareness of the importance of holistic and rights-based approaches. This case study aims to examine and reflect upon the MH landscape and programming in Bangladesh, assessing the progress, challenges, and potential ways forward.

This case study is based on a non-systematic review of recent global and national literature, eight semi-structured interviews, a review of national television adverts and the authors’ experiences of MH research and programming in Bangladesh.

Hygiene-based education delivered through schools is a common entry point for MH programming in Bangladesh, with limited activities conducted in communities (including with men and boys) and through media. The focus of MH programming has tended to be narrow, with insufficient recognition of the wider gender equality and health implications of menstruation. There are growing efforts to coordinate MH work by different agencies and to collectively advocate for increased government engagement. While significant progress has been made, this case study identifies several gaps and tensions that reflect the complexity of addressing MH.

This case study presents an overview of recent MH experiences and programming in Bangladesh. It recognises the different sectors, sites and stakeholders involved, and includes experiences and perspectives of practitioners, academics, and programme participants.

This descriptive case study offers an overview of the Free Library of Philadelphia’s (Pennsylvania, USA) response to the COVID-19 pandemic and its challenges. The study details how staff at the Free Library pivoted to create and deliver virtual programs during the pandemic. The timing of that pivot invoked successes and challenges to determine how the Free Library could remain flexible and relevant post-pandemic. The chapter briefly examines how library administrators attempted to address the needs of their racially diverse staff in an equitable and inclusive way in light of increased racial tensions that arose in Philadelphia during the pandemic. The chapter also notes a few of the Free Library’s best efforts to equip front-line librarians to be aspirational, creative, and, at times, grassroots in how they served the public during and beyond the pandemic. Finally, this descriptive case study will share some of the Free Library’s lessons learned and best practices developed during the pandemic.

Current attempts to produce a satisfactory definition of programmed learning are sometimes interpreted as a sign that programming has not lived up to its early promise. Why else, it is argued, should there be this uncertainty about its distinguishing characteristics? Ten years ago, there was none of this concern with what did or did not constitute a programme. It was a self‐in‐structional system, usually presented by some kind of teaching machine, and designed in accordance with one of two apparently opposing models of how human beings learned.

This paper proposes an integrated approach that seeks to jointly optimize project scheduling and material lot sizing decisions for time-constrained project scheduling problems.

A mixed integer linear programming model is devised, which utilizes the splitting of noncritical activities as a mean toward leveling the renewable resources. The developed model minimizes renewable resources leveling costs along with consumable resources related costs, and it is solved using IBM ILOG CPLEX optimization package. A hybrid metaheuristic procedure is also proposed to efficiently solve the model for larger projects with complex networks structure.

The results confirmed the significance of the integrated approach as both the project schedule and the material ordering policy turned out to be different once compared to the sequential approach under same parameter settings. Furthermore, the integrated approach resulted in substantial total costs reduction for low values of the acquiring and releasing costs of the renewable resources. Computational experiments conducted over 240 test instances of various sizes, and complexities illustrate the efficiency of the proposed metaheuristic approach as it yields solutions that are on average 1.14% away from the optimal ones.

This work highlights the necessity of having project managers address project scheduling and materials lot sizing decisions concurrently, rather than sequentially, to better level resources and minimize materials related costs. Significant cost savings were generated through the developed model despite the use of a small-scale example which illustrates the great potential that the integrated approach has in real life projects. For real life projects with complex network topology, practitioners are advised to make use of the developed metaheuristic procedure due to its superior time efficiency as compared to exact solution methods.

The sequential approach, wherein a project schedule is established first followed by allocating the needed resources, is proven to yield a nonoptimized project schedule and materials ordering policy, leading to an increase in the project's total cost. The integrated approach proposed hereafter optimizes both decisions at once ensuring the timely completion of the project at the least possible cost. The proposed metaheuristic approach provides a viable alternative to exact solution methods especially for larger projects.

The purpose of this study is to develop a novel approach to designing locally programmed multi-material distribution in a three-dimensional (3D) model, with the goal of producing a biomimetic robot that could mimic the locomotion of living organisms.

A voxelized representation is used to design the multi-material digital model and the material distribution in the model is optimized with the aims of mimicking the deflection dynamics of a real-life biological structure (i.e. inchworms) during its locomotion and achieving smooth deflection between adjacent regions. The design is validated post-fabrication by comparing the bending profiles of the printed robot with the deflection reference images of the real-life organism.

The proposed design framework in this study provides a foundation for multi-material multi-functional design for biomimicry and a wide range of applications in the manufacturing field and many other fields such as robotics and biomedical fields. The final optimized material design was 3D printed using a novel multi-material additive manufacturing method, magnetic field-assisted projection stereolithography. From the experimental tests, it was observed that the deflection curve and the deflection gradient of the printed robot within the adjacent regions of the body agreed well with the profiles taken from the real-life inchworm.

This paper presents a voxelized digital representation of the material distribution in printed parts, allowing spatially varied programming of material properties. The incorporation of reference images from living organisms into the design approach is a novel approach to transform image domain knowledge into the domain of engineering mechanical and material properties. Furthermore, the novel multi-material distribution design approach was validated through designing, 3D printing and prototyping an inchworm-inspired soft robot, which showed superior locomotion capability by mimicking the observed locomotion of the real inchworm.

The choices facing a management developer in using open and distance learning are described. The three identifiable types of programme are materials based for solo learners, learning‐group based for two or more learners, and materials and learning‐group based, depending on both materials and learner interaction. The options are explored, and guidance given on how to evaluate them for the organisation's particular needs.