Sexual violence is experienced by a number of North American women who, after being victimized, can develop a series of physical, psychological and financial consequences. As such, it is necessary to develop policies and programs that can better prevent this type of violence. This study aims to determine if the contents of the 2015 Ontario Health and Physical Education Curriculum at the 9th grade level includes central themes and components that are detailed in the literature to be needed to deter sexual violence perpetration. Through the development and application of a theoretical framework of knowledge, this research project conducted a deductive qualitative content analysis on the 2015 Ontario Health and Physical Education Curriculum. Information used to evaluate the Curriculum includes central themes identified in the literature as being pertinent to the prevention of sexual violence and the use of the social norms theory. Overall, it was determined that while the 2015 Ontario Curriculum addresses most literature themes associated with sexual violence perpetration and school-based programming, it contains certain limitations that will likely make it a less effective program.

Šis darbas yra apie Logo programavimą mokykloje. Darbe išanalizuota S. Paperto filosofija, kurią gerai apibūdina frazė „mokymasis kuriant“. Apžvelgtos Logo savybės bei skirtingi mokimo stiliai. Išanalizuotos Logo konstravimo–programavimo galimybės. Palygintos mokykloje naudojamos dvi programavimo kalbos Logo ir Pascal, apžvelgtas jų tinkamumas mokimui pagal moksleivio amžių. Darbe apžvelgtos devynios programavimo kalbos, nagrinėtas jų tinkamumas mokymui. Darbe apžvelgti respublikinės Logo olimpiados darbai, išanalizuotas užduočių vyriausiems moksleiviams programavimo užduočių sudėtingumas, moksleivių kūrybiškumas atliekant jas. Atliktas tyrimas su skirtingomis moksleivių grupėmis, kurio metu buvo nustatyta kad pradedant mokinius mokinti nuo procedūrinio programavimo, skatinamas jų savarankiškumas bei ugdomi konstruktyvaus programavimo įgūdžiai. Konstravimo mokymąsi gerai apibūdina frazė „mokymasis kuriant“ (angl. Learning by making). Tokį mokymąsi realizuoti padeda informacinės ir komunikacinės technologijos. Pradininkas – Seymouras Papertas – žymus matematikas, informatikas ir edukologas, vienas iš dirbtinio intelekto teorijos ir Logo programavimo pradininkų. Jau prieš išleidžiant „Minčių audras“ Papretas savo laboratorijoje Masačiusetso technologijos institute tyrinėjo, kokia programinė įranga būtų tinkamiausia vaikams dirbant kompiuteriu. Tada, 7-ajame dešimtmetyje (1967–1968) ir buvo sukurtos pirmosios programos, išreiškiančios S. Paperto Logo idėjas. Pagal įvairių... [toliau žr. visą tekstą] / This work is about Logo programming at school. The S. Papert‘s philosophy is analyzed, that could be described as „learning by making“. Logo features and different teaching styles were reviewed. Design-programming features of Logo were analyzed. The comparative analysis of two programming languages – Logo and Pascal – was done. Their suitability according the pupil’s age was relieved. Nine programming languages were reviewed and their suitability for teaching was investigated. Olympiad works of the republic of Lithuania were reviewed and the complexity of the tasks for older age pupils was analyzed. The pupils creativity was taken into account also. The research with different groups of pupils was done and it was determined that while starting to teach pupils from procedural programming the independence and constructive programming skills are encouraged. The phrase “Learning by making“ is the best description of the construction learning. The information and communication technologies help to realize such type of learning. Seymour Papert (born February 29, 1928) is well known mathematician, computer scientist, and educator. He is one of the pioneers of artificial intelligence, as well as an inventor of the Logo programming language. Papert in his laboratory at Massachusetts Institute of Technology was searching for the best software for children to work with computer at his researches. Then in 1970-th the first programs that expressed Papert’s ideas were developed... [to full text]

Dieser Konferenzband ist das Ergebnis von SPRING 2022, der Summerschool Python remote für Ienieur*innen, einer von der Technischen Unviersität Dresden organisierten Online-Summerschool, welche in der Woche vom 07.06. bis 10.06.2022 stattfand. Das erste Kapitel befasst sich mit den Rahmenbedingungen, Vorüberlegungen und der organisatorischen Umsetzung der Summerschool mit dem Ziel, die Erfahrungen der Organisator*innen mit interessierten Nachahmenden zu teilen. Das zweite Kapitel fasst die Inhalte und Übungsaufgaben der theoretischen Einheiten der Summerschool zusammen, aufgeteilt in die Inhalte für Anfänger*innen und die Inhalte für Fortgeschrittene. Im letzten Kapitel finden sich die Beiträge des Symposiums, einer Abendveranstaltung im Rahmen der Summerschool, bei der die fortgeschrittenen Teilnehmenden ihre Erfahrungen zum Einsatz von Python aus ihrem Ingenieur*innenalltag teilen konnten.:1 Organisatorisches 5 Abstract 5 1.1 Organisation einer Online-Summerschool Python für Ingenieur*innen 6 1.1.1 Motivation 6 1.1.2 Team und Teilnehmende 7 1.1.3 Ablauf 9 1.1.4 Evaluation und Ausblick 13 2 Workshops 19 2.1 Python für Ingenieur*innen - Programmiereinstieg 20 2.2 Python für Ingenieur*innen - Fortgeschrittene 27 2.2.1 Numpy-Übungen 27 2.2.2 Einschub: Effizienter Umgang mit Dokumentationen und anderen Online-Ressourcen 30 2.2.3 Matplotlib-Übungen 31 2.2.4 Pandas-Übungen 32 3 Beiträge zum Symposium 35 3.1 Automatisierte Messdatenauswertung am Motorprüfstand in Python 36 3.2 Opto-Mechatronic Screening Module for 3D Tumour Model Eng. 38 3.3 Python in der Regelungs- und Automatisierungstechnik 40 3.4 Leben mit Python 45 / This conference volume is the result of SPRING 2022, the summer school Python remote for engineers, an online summer school organized by the Technische Unviersität Dresden, which took place in the week from 07.06. to 10.06.2022. The first chapter deals with the framework conditions, preliminary considerations and the organizational implementation of the summer school with the aim of sharing the experiences of the organizers with interested imitators. The second chapter summarizes the content and exercises of the theoretical units of the summer school, divided into content for beginners and content for advanced participants. The last chapter contains the contributions from the symposium, an evening event held as part of the summer school, where the advanced participants were able to share their experiences of using Python in their everyday engineering work.:1 Organisatorisches 5 Abstract 5 1.1 Organisation einer Online-Summerschool Python für Ingenieur*innen 6 1.1.1 Motivation 6 1.1.2 Team und Teilnehmende 7 1.1.3 Ablauf 9 1.1.4 Evaluation und Ausblick 13 2 Workshops 19 2.1 Python für Ingenieur*innen - Programmiereinstieg 20 2.2 Python für Ingenieur*innen - Fortgeschrittene 27 2.2.1 Numpy-Übungen 27 2.2.2 Einschub: Effizienter Umgang mit Dokumentationen und anderen Online-Ressourcen 30 2.2.3 Matplotlib-Übungen 31 2.2.4 Pandas-Übungen 32 3 Beiträge zum Symposium 35 3.1 Automatisierte Messdatenauswertung am Motorprüfstand in Python 36 3.2 Opto-Mechatronic Screening Module for 3D Tumour Model Eng. 38 3.3 Python in der Regelungs- und Automatisierungstechnik 40 3.4 Leben mit Python 45

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The integration of an opto-mechatronic screening module into the biomanufacturing workstation enables the automated, reproducible and user-independent production and analysis of hydrogels-based 3D cell cultures.:I. Introduction II. Methods and Materials III. Results IV. Conclusion References

Dies ist ein kurzer Überblick über Python-Projekte abseits von Einsatzmöglichkeiten im Beruf.:1. Einleitung 2. Python unterrichten 3. Mit Python promovieren 4. Mit Python chatten lassen 4.1. Implementation 4.2. Literaturwissenschaftlicher Hintergrund 5. Mit Python leben 6. Mit Python basteln Literatur

This study constructs themes and propositions about the experiences of youth participants in the fall 2013 Food Landscapes program at the Neighborhood Resource Center in Richmond, Virginia. During the program, youth participated in cooking-based volunteerism with adults with disabilities and created short videos about their experiences. In this study, I analyzed pre- and post-program participant interviews, twice-weekly program observations, and facilitator reflections to understand how Food Landscapes affected youths’ conception of community engagement and communication strategies. This case study offers insight into how youth experience after-school programming of this design. Based on my findings, youth develop and rely upon a sense of togetherness in out-of-school programs. Togetherness as a bridge to commitment strengthens participation. Individually, youth need to form personal connections to and/or empathy with the content areas of the program in order to derive meaning, critically reflect, and problem solve. Furthermore, the youth articulated their perceptions of the community and the program by developing, organizing, and voicing their ideas of cooking/food, volunteering, and art making. By sharing research about the experiences of youth in after-school programming, organizations and educators can better construct, facilitate, and sustain youth participation and engagement.