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How Modern Learning Resources Fail Conversational Programmers April Y
Mismatch of Expectations: How Modern Learning Resources Fail Conversational Programmers April Y. Wang1, Ryan Mitts1, Philip J. Guo2, and Parmit K. Chilana1 1Computing Science 2Design Lab Simon Fraser University UC San Diego Burnaby, BC Canada La Jolla, CA USA {ayw7, rmitts, pchilana}@sfu.ca [email protected] ABSTRACT Conversational programmers represent a class of learners variety of learners, such as computer science (CS) students who are not required to write any code, yet try to learn pro- [17,28,53], end-user programmers [14,15,30,32] and profes- gramming to improve their participation in technical con- sional programmers [1,3,13]. A large focus of these projects versations. We carried out interviews with 23 conversation- has been on improving learners’ understanding of program- al programmers to better understand the challenges they ming syntax and logic and facilitating interaction with fea- face in technical conversations, what resources they choose ture-rich programming environments as these are known to to learn programming, how they perceive the learning pro- present key challenges for new learners. cess, and to what extent learning programming actually Unfortunately, most of what we know about the programming helps them. Among our key findings, we found that conver- learning process and the challenges that learners face is based sational programmers often did not know where to even on studies of students in the classroom [53] or professionals in begin the learning process and ended up using formal and industry [1]. Only recently have we started seeing studies into informal learning resources that focus largely on program- informal learning processes among non-traditional popula- ming syntax and logic. -
Dean, School of Science
Dean, School of Science School of Science faculty members seek to answer fundamental questions about nature ranging in scope from the microscopic—where a neuroscientist might isolate the electrical activity of a single neuron—to the telescopic—where an astrophysicist might scan hundreds of thousands of stars to find Earth-like planets in their orbits. Their research will bring us a better understanding of the nature of our universe, and will help us address major challenges to improving and sustaining our quality of life, such as developing viable resources of renewable energy or unravelling the complex mechanics of Alzheimer’s and other diseases of the aging brain. These profound and important questions often require collaborations across departments or schools. At the School of Science, such boundaries do not prevent people from working together; our faculty cross such boundaries as easily as they walk across the invisible boundary between one building and another in our campus’s interconnected buildings. Collaborations across School and department lines are facilitated by affiliations with MIT’s numerous laboratories, centers, and institutes, such as the Institute for Data, Systems, and Society, as well as through participation in interdisciplinary initiatives, such as the Aging Brain Initiative or the Transiting Exoplanet Survey Satellite. Our faculty’s commitment to teaching and mentorship, like their research, is not constrained by lines between schools or departments. School of Science faculty teach General Institute Requirement subjects in biology, chemistry, mathematics, and physics that provide the conceptual foundation of every undergraduate student’s education at MIT. The School faculty solidify cross-disciplinary connections through participation in graduate programs established in collaboration with School of Engineering, such as the programs in biophysics, microbiology, or molecular and cellular neuroscience. -
Texas Criminal Justice Integrity Unit 2009 Annual Report of Activities
Texas Criminal Justice Integrity Unit 2009 Annual Report of Activities TCJIU Members: Judge Barbara Hervey, Texas Court of Criminal Appeals Senator Rodney Ellis, Texas Senate Mary Anne Wiley, Deputy General Counsel to Governor Rick Perry Pat Johnson, Director, Texas Department of Public Safety Crime Lab James McLaughlin, Executive Director, Texas Police Chiefs Association Craig Watkins, District Attorney, Dallas Jaime Esparza, District Attorney, El Paso Representative Jim McReynolds, Texas House of Representatives Gary Udashen, Criminal Defense Attorney, Dallas Judge Sid Harle, District Judge, San Antonio Jim Bethke, Director, Texas Task Force on Indigent Defense Representative Jerry Madden, Texas House of Representatives Bill Allison, Clinical Professor of Law and Director, University of Texas Criminal Defense Clinic This report summarizes TCJIU activities for January 2009 – December 2009 Table of Contents I. INTRODUCTION ................................................................................. 3 II. SUMMARY OF TCJIU WORK .......................................................... 3 III. MEETINGS AND GUEST SPEAKERS ............................................. 4 IV. EDUCATION & TRAINING REFORMS ......................................... 5 a) Collection, Preservation and Storage of Biological Evidence ... 5 b) Eyewitness Identification ........................................................... 6 c) Forensic Science ......................................................................... 6 d) Fire Science ............................................................................... -
Bffice of the Bttornep @Enera &Ate of Ibexa DAN MORALES .ATTORSE)GENERAL’
Bffice of the Bttornep @enera &ate of iBexa DAN MORALES .ATTORSE)GENERAL’ August 22, 1995 Mr. Craig Watkins Assistant City Attorney Criminal Law and Police Division City of Dallas City Hall Dallas, Texas 7520 1 OR95-793 Dear Mr. Watkins: You ask whether certain information is subject to required public disclosure under the Texas Open Records Act, chapter 552 of the Government Code. Your request was assigned ID# 32767. The City of Dallas (the “city”) received an open records request for a full report of any complaints filed against a particular Dallas police officer. You contend that this information is excepted from required public disclosure by section 552.102 of the Government Code since this information is of a personal nature. You have submitted for our review a copy of the internal affairs report from the personnel file of the particular police officer. Section 552.102(a) protecta “information in a personnel file, the disclosure of which would constitute a clearly unwarran te4l invasion of personal privacy. .” The test for section 552.102(a) protection is the same as that for information protected by common-law privacy under section 552.101: to be protected from required disclosure the information must contain highly intimate or embarrassing facts about a person’s private affairs such that its release would be highly objectionable to a reasonable person and the information must be of no legitimate concern to the public. Hubert v. Harte-Hanks Texas Newspapers, Inc., 652 S.W.2d 546 (Tex. App.--Austin 1983, writ refd n.r.e.). This office has interpreted Hubert as a restmint on the government’s ability to delve into the personal affairs of its employees. -
The Computer Clubhouse: Helping Youth Develop Fluency with New Media
The Computer Clubhouse: Helping Youth Develop Fluency with New Media Mitchel Resnick The Media Laboratory Massachusetts Institute of Technology Cambridge, MA 02140 [email protected] http://www.media.rnit.edu/~mres/ Natalie Rusk Science Museum of Minnesota St. Paul, MN55101 [email protected] Abstract: The gap between the technological haves and have-nots is widening, leading to dangerous economic and cultural riftsin our society. But access to technology alone is not enough to bridge this gap. This paper describes a new model of a learning community, called the Computer Clubhouse, that breaks away from the traditional computer lab. At the Clubhouse, inner-city youth become designers and creators-not just consumers-of computer-based products. The paper describes four core principles of the Clubhouse educational approach-and discusses how the Clubhouse helps prepare today's youth for life and work in tomorrow's world. Introduction Ever since the personal computer was invented in the late 1970s, there have been concerns about inequities in access to this new technology [Piller, 1992]. Over the years, the gap between the technological haves and have nots has widened, leading to dangerous economic and cultural rifts in our society. In an effort to narrow these rifts, some groups have worked to acquire computers for inner-city schools. Other groups have opened community-access centers, recognizing that schools are not the only (or necessarily the best) place for learning to occur. At these community-access centers, members of inner-city communities (youth and adults alike) can use computers at little or no charge. -
Case 3:15-Cv-30024-MGM Document 1 Filed 02/12/15 Page 1 of 32
Case 3:15-cv-30024-MGM Document 1 Filed 02/12/15 Page 1 of 32 IN THE UNITED STATES DISTRICT COURT FOR THE DISTRICT OF MASSACHUSETTS WESTERN DIVISION NATIONAL ASSOCIATION OF THE DEAF, on behalf of its members, C. WAYNE DORE, CIVIL ACTION NO. CHRISTY SMITH, LEE NETTLES, and DIANE NETTLES, on behalf of themselves and CLASS ACTION COMPLAINT FOR a proposed class of similarly situated persons DECLARATORY AND INJUNCTIVE defined below, RELIEF Plaintiffs, v. MASSACHUSETTS INSTITUTE OF TECHNOLOGY, Defendant. Plaintiffs, the National Association of the Deaf, on behalf of its members, and C. Wayne Dore, Christy Smith, Lee Nettles, and Diane Nettles, on behalf of themselves and a proposed class defined below, by and through undersigned counsel, file their Class Action Complaint for Declaratory and Injunctive Relief and respectfully allege as follows: INTRODUCTION 1. Defendant Massachusetts Institute of Technology (“MIT” or “the Institute” or “Defendant”) makes available a variety of online content on websites that have received, to date, at least 125 million visitors.1 MIT makes thousands of videos and audio tracks publicly available for free to anyone with an Internet connection, on broad-ranging topics of educational or general interest. With only a few keystrokes, anyone can access videos ranging from campus talks by President Obama, Noam Chomsky and other “Laureates and Luminaries,” to introductory classes 1 MIT, About OpenCourseWare, http://ocw.mit.edu/about/ (accessed February 3, 2015). Case 3:15-cv-30024-MGM Document 1 Filed 02/12/15 Page 2 of 32 in topics such as computer programming, to higher-level classes in topics such as business and mathematics, to educational videos made by MIT students for use by K-12 students. -
DC-14-12545 Cause No
FILED DALLAS COUNTY 10/27/2014 2:55:10 PM GARY FITZSIMMONS DISTRICT CLERK /s/ Candace Tyler DC-14-12545 Cause No. § IN THE DISTRICT COURT § EX PARTE § § OF DALLAS COUNTY, TEXAS ANTOINETTE (“TONI”) PIPPINS-POOLE, § ELECTIONS ADMINISTRATOR § § JUDICIAL DISTRICT PLAINTIFF’S ORIGINAL PETITION COMES NOW, Antoinette (“Toni”) Pippins-Poole, Dallas County Elections Administrator (Petitioner), who based on the need to balance the state’s duty to protect the public health and Petitioner’s statutory responsibility to safeguard and ensure the right of the county’s eligible registered voters to cast a vote in the upcoming election, requests permission to be allowed to provide an alternative voting procedure for individuals who as a result of precautionary public health measures arising from the recent outbreak of the Ebola virus in Dallas County are under agreed movement restrictions until such time that they are no longer within the incubation period for contracting the Ebola virus. These individuals include healthcare workers who were in contact with Thomas Eric Duncan a/k/a “Patient Zero,” and others who were in contact with those healthcare workers. Request 1. Petitioner requests an exception to the voting procedures as defined in the Texas Elections Code §§ 81-114 for the class of Dallas County registered voters identified above, and for individuals that are under movement restrictions due to Ebola exposure at any time prior to November 3, 2014. The Petitioner seeks a court order allowing these voters to use the procedure described below which has been vetted by and is acceptable to the Texas Secretary of State for voting by email under the current circumstances. -
Supreme Court of the United States
No. 12-117 IN THE Supreme Court of the United States ROSA ESTELA OLVERA JIMÉNEZ, Petitioner v. THE STATE OF TEXAS, Respondent ON PETITION FOR WRIT OF CERTIORARI TO THE TEXAS COURT OF CRIMINAL APPEALS BRIEF OF DALLAS COUNTY DISTRICT ATTORNEY AS AMICUS CURIAE IN SUPPORT OF PETITIONER CRAIG WATKINS CHRISTINA T. DEAN District Attorney COUNSEL OF RECORD Dallas County, Texas Assistant District Attorney Dallas County, Texas 133 N. Riverfront Blvd. Dallas, Texas 75207 (214) 653-3625 [email protected] Counsel for Amicus Curiae i Table of Contents INDEX OF AUTHORITIES .................................... ii STATEMENT OF INTEREST ................................. 1 SUMMARY OF THE ARGUMENT ......................... 2 ARGUMENT ............................................................. 3 I. The Supreme Court Has Shaped the States‟ Substantive Actual In- nocence Jurisprudence and Should Seize the Opportunity to Unify their Standards. ........................................ 3 II. The Standards of Review Among the States are Disparate in Their Sources, Considerations, Stan- dards, and Remedies. .............................. 17 CONCLUSION ........................................................ 19 ii Table of Authorities Cases Beach v. State, 220 P.3d 667 (Mont. 2009)..................................... 18 Carriger v. Stewart, 132 F.3d 463 (9th Cir. 1997) ................................. 14 Dellinger v. State, 279 S.W.3d 282 (Tenn. 2009) ................................ 16 Dist. Attorney’s Office for the Third Jud. Dist. v. Osborne, 557 U.S. 52 (2009) .................................... 5 Ex parte Elizondo, 947 S.W.2d 202 (Tex. Crim. App. 1996) .................. 9 Gould v. Comm’r of Corr., 22 A.3d 1196 (Conn. 2011) .............................. 14, 16 Herrera v. Collins, 506 U.S. 390 (1993).......................... 2, 3, 5, 9, 19, 20 House v. Bell, 547 U.S. 518 (U.S. 2006) ......................................... 5 In re Lawley, 179 P.3d 891 (Cal. -
Accessible Tools and Curricula for K-12 Computer Science Education
Accessible Tools and Curricula for K-12 Computer Science Education White paper from the Accessible Computer Science Education Fall Workshop (Draft for Review) November 17-19, 2020 Earl Huff, Clemson University Varsha Koushik, University of Colorado Richard E. Ladner, University of Washington Stephanie Ludi, University of North Texas Lauren Milne, Macalester College Aboubakar Mountapmbeme, University of North Texas Margaret Perkoff, University of Colorado Andreas Stefik, University of Nevada, Las Vegas Introduction Ladner Computer science is rapidly becoming an integral part of the K-12 school curriculum in the United States (US) and other countries. This white paper will focus on the US because we understand K-12 education better than in other countries. Since 1984, computer science has been part of the curriculum in schools that offered AP Computer Science A (CSA). This introduction to programming was originally taught using Pascal, then moved to C++ in 1999, and then Java in 2003. Since 2007, there has been a concerted effort by the National Science Foundation to bring computer science education to a much broader audience and to all levels in K-12. This includes all students regardless of gender, ethnicity, race, or disability. The effort began with Exploring Computer Science (ECS) which was a gentler introduction to computer science at the high school level. Shortly thereafter, the idea of an AP Computer Science Principles (CSP) course arose that was to be a gentler introduction to computer science than AP CSA with a college level equivalent, introductory computer science for non-majors. In 2016, AP CSP became a reality with 43,780 students taking the exam in spring 2017 and two years later that number rose to 94,361. -
Contract ("Contract")
AMENDMENT NO.1 (" AMENDMENT") TO PERSONAL SERVICES CONTRACT ("CONTRACT") Between DALLAS COUNTY, TEXAS ("COUNTY") And n INSIGHT GLOBAL ("CONTRACTOR ) FOR THE PERSONAL SERVICES OF PREM KUMAR Pursuant to the authority of the Texas Local Government Code, Chapter 262, and the approval of Dallas County Commissioners Court, the County, Insight Global. and PREM KUMAR (herein collectively referred to as "Contractor" and both County and Contractor are referred to as the "Parties") hereby amend via this First Amendment (hereinafter the "First Amendment") to the Contract effective on December 17, 2013 and approved by County Commissioners Court Order No. 2013-2005 to: (i) extend the Term of the Contract; and (ii) increase the Not-to-Exceed-Amount of the Payment For Personal Services. The Contract and the First Amcndment are incorporated herein for all purposes and are collectively referred to as the "Contract." 1. Section 2, the Term of the Contract is extended by this Amendment and will be effective from June 9,2014, at 12:01 A.M., and will terminate on December 9, 2014 at 11:59 P.M., Central Standard Time. 2. Section 4E, the Payment for Services in the Contract is modified by this Amendment to add an additional Eighty Seven Thousand and Three Hundred Sixty, and NolIOO Dollars ($87,360.00) to the Not-to Exceed amount and thereby will increase the maximum amount to be paid under the Contract pur sua n t ( 0 this Amendment, which shall not exceed One Hundred and Seventy Four Thousand Seven Hundred Twenty, and No/IOO Dollars ($174,720.00). 3. -
Argreportopt.Pdf
A NECESSARY INTRODUCTIQN PREFACE There are few people wi h any degree of. political literacy anywhere in the world. who have nQt heard about the CIA. Its n oriety is well deserved even if its precise functions in the service of the American Empire often isappear under a cloud of fictional images or crude conspiratorial theories. The Africa Research Gr up is now able to make available the text of a document which helps fill many of the existing ga in understanding the expanded role intelligence agellci~s play in plannin and executing f reign policy objectives. "Intelligence and Foreign Policy," as the document is titled, illumi tes the role of covert action. It enumerates the mechanisms which allow the United States t interfere, with almost routine regularity, in the internal affairs of sovereign nations through ut the world.- We are p~blishing it for many of th~ ,same reason that .American newspapers de ·ed governmel)t censorship to disclose the secret,o igins ,0 the War against the people of Indo hina. Unlike those newspapers, however, we feel the pu~lic ~as more than a "right to know"; it has the duty to struggle against the system which needs and uses the CIA. In addition to the docum nt, the second section of the pamphlet examines CIA inv~lve~ent in a specific setting: its role in the pacification of the Leftist opposition in Kenya, and its promotion of "cultural nationalism" i lother reas of Africa. The larger strategies spoken of in the document here reappear as the dail interventions of U.S. -
Adolescent Mothers' Meaning Making and Mindset I
MEANING MAKING AND MINDSET IN YOUNG MOTHERHOOD i “I Think Different Now”: Adolescent Mothers’ Meaning Making and Mindset in the Transition to Parenthood Dissertation submitted by Anne Bentley Waddoups, M.A. In partial fulfillment of the requirements for the degree of Doctor of Philosophy in Child Study and Human Development Eliot-Pearson Department of Child Study and Human Development Tufts University August 2015 Dissertation Committee members: M. Ann Easterbrooks, Ph.D. (Chair) Jayanthi Mistry, Ph.D. Natalie Rusk, Ph.D. Gilda A. Morelli, Ph.D. MEANING MAKING AND MINDSET IN YOUNG MOTHERHOOD i Abstract Using a meaning making lens and a qualitative methodology, this dissertation study sought to explore transformative meaning making and implicit beliefs of parenting among a sample of 40 adolescent mothers participating in a home visiting program during their transition to parenthood. Given the high attrition rate for interventions serving adolescent moms, the study also explored the alignments between meaning making and home visiting program participation. Through iterative coding and theme analysis, this investigation revealed that participants’ beliefs about parenting evolve as they transition from pregnancy to parenting. They engage in meaning making throughout the process, which leads to scripts of change in three areas: improvements in relationships, changes in life outlook, and changes to self. Two groups emerged on either end of the spectrum of meaning making. High meaning-making transformers tended to remain actively enrolled in the intervention while the low meaning-making remainers all dropped out by the second year. An analysis of implicit beliefs about parenting, or meta-parenting mindset, identified three groups of participants: fixed theorists, incremental theorists, and mixed theorists.