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Many factors have been shown to be important for supporting effective learning and teaching-and thus progression and success-in higher education. While factors such as key introductory-level (CS1) knowledge and skills, as well as pre-university learning and qualifications, have been extensively explored, the impact of measures of positive psychology are less well understood for the discipline of computer science. University study can be a period of significant transition for many students; therefore an individual's positive psychology may have considerable impact upon their response to these challenges. This work investigates the relationships between effective learning and success (first-year performance and attendance) and two measures of positive psychology: Grit and the Nicolson McBride Resilience Quotient (NMRQ). Data was captured by integrating Grit (N=58) and Resilience (N=50) questionnaires and related coaching into the first-year of the undergraduate computer science programme at a single UK university. Analyses demonstrate that NMRQ is significantly linked to attendance and performance for individual subjects and year average marks; however, this was not the case for Grit. This suggests that development of targeted interventions to support students in further developing their resilience could support their learning, as well as progression and retention. Resilience could be used, in concert with other factors such as learning analytics, to augment a range of existing models to predict future student success, allowing targeted academic and pastoral support. CCS CONCEPTS • Social and professional topics → Computing education.

, the World Health Organization (WHO, 2020) published its first global announcement about a cluster of pneumonia cases of unknown etiology detected in Wuhan City, Hubei Province of China. Throughout that month, globally, health experts attempted to gather more data to better understand the nature of the mysterious illness. On February 11, 2020, the WHO assigned the name COVID-19 to the disease and by mid-March, declared it a pandemic, having documented 114 countries reporting cases (Ghebreyesus, 2020). Until mid-March, much of the daily lives of people around the world, including the lives of those experiencing intimate partner violence, remained status quo. COVID-19 was unknown prior to this pandemic and globally medical researchers are collecting data that can help frame government policy responses for mitigating its spread until both a vaccine and an effective treatment are found. While COVID-19 negatively impacts public health, economic, and social structures, individual stakeholder groups experience differential impacts. This article provides a preliminary assessment of how related public health policy interventions are affecting the incidence of intimate partner violence and presents several recommendations for mitigating their impact at the national and subnational levels of government.

Employers are increasingly selecting and developing employees based on skills rather than qualifications. Governments now have a growing focus on skilling, reskilling and upskilling the workforce through skills-based development rather than qualifications as a way of improving productivity. Both these changes are leading to a much stronger interest in digital badging and micro-credentialing that enables a more granular, skills-based development of learner-earners. This paper explores the use of an online skills profiling tool that can be used by designers, educators, researchers, employers and governments to understand how badges and micro-credentials can be incorporated within existing qualifications and how skills developed within learning can be compared and aligned to those sought in job roles. This work, and lessons learnt from the case study examples of computing-related degree programmes in the UK, also highlights exciting opportunities for educational providers to develop and accommodate personalised learning into existing formal education structures across a range of settings and contexts. 2 Ward et al.

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