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Tuesday, December 3, 2013

#endVAW / #ControLaViolenzaDiGenere / Percorso Educativo Contro la Violenza di Genere, Muscialini / #@concitadeg #@PaneQuot Martinelli Carrer

Di pari passo.
Percorso per le scuole secondarie di primo grado contro la violenza di genere
AUTORE: Nadia Muscialini,
a cura dell'
Azienda Ospedaliera San Carlo Borromeo/ Soccorso Rosa,
Milano, Settenove, 2013 (in uscita il 25 novembre)

Descrizione

Un percorso contro la violenza di genere per le scuole medie, attraverso l'educazione all'affettività, la gestione dei conflitti e l'abbattimento degli stereotipi. Ideato dal centro Soccorso Rosa di Milano e sostenuto dall'organizzazione internazionale Terre des Hommes, il libro coinvolge e stimola i ragazzi con schede teoriche, attività pratiche e giochi di ruolo, in un età in cui l'immaginario circa il rapporto tra uomini e donne è già influenzato dagli stereotipi di genere ma non ancora radicato. Il percorso che il libro propone è volto a decostruire questo immaginario e strutturare relazioni di rispetto e collaborazione tra il genere femminile e quello maschile. Principali contenuti: I diritti umani, cosa sono e come si rispettano. Risolvere i conflitti, quando dalla rabbia scaturisce la violenza. Gli stereotipi di genere, cosa sono e come abbatterli. Violenza sulle donne, come riconoscerla. Orientamento sessuale, libertà e omofobia.
See more at:
http://www.libreriauniversitaria.it/pari-passo-percorso-educativo-contro/libro/9788890860546


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Pane quotidiano : Monica Martinelli e Chiara Carrer 03/12/20


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Member States pledge to end sexual violence in conflict

A 14-year-old girl stands in the house. She was sexually abused by an older man

UNICEF/Olivier Asselin
WHO welcomes the Declaration of Commitment to End Sexual Violence in Conflict signed by 113 Member States attending the 68th UN General Assembly in New York. By signing the declaration, Member States pledged to end the use of rape and sexual violence as a weapon of war, which terrorizes communities during conflict and has very serious health consequences. The declaration sends an important message to the victims of these crimes that the international community has not forgotten them, and to the perpetrators of rape that they will be held to account.
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http://it.wikipedia.org/wiki/Violenza_contro_le_donne

Violenza contro le donne

Da Wikipedia, l'enciclopedia libera.

Donna deturpata mediante acido, Cambogia
La violenza contro le donne è la violenzaperpetrata contro ledonne basata sulgenere, ed è ritenuta una violazione deidiritti umani[1].
Termine usato molto spesso per definire la violenza contro le donne è il termineviolenza di genere che in una accezione più ampia abbraccia oltre che la violenza contro le donne anche quella contro un soggetto minorenne[2][3].
Questa terminologia è largamente usata sia a livello istituzionale[4] che da persone e associazioni di donne che operano nel settore.
Violence Against Women (VAW)
The phrase violence against women (or known in short as VAW) is atechnical term used to collectively refer to violent acts that are primarily or exclusively committed against women. Similar to a hate crime, which it is sometimes considered,[1][2][3] this type of violence targets a specific group with the victim's gender as a primary motive.
Many types of violence are considered to be violence against women. These include violence carried out by ‘individuals’ as well as ‘states.’ Some of the violence perpetrated by individuals are rape; domestic violence; harmful customary or traditional practices such as diagnosis planning, honor killings, dowry violence, female genital mutilation, forced marriages, sexual harassment; coercive use of contraceptives, female infanticide; prenatal sex selection; obstetric violence and mob violence. Some are perpetrated by state such as war rape; sexual violence and slavery during conflict; trafficking in women; forced prostitution; force sterilization; forced abortion; violence by the police and authoritative personnel; stoning and flogging.[4]
The World Health Organization (WHO), in its research on violence against women, suggested that there is a chance that women can encounter violence and its devastating effects throughout their life cycle. They categorized phases of life cycle into five stages: “1) pre-birth, 2) infancy, 3) girlhood, 4) adolescence and adulthood and 5) elderly”[5] and illustrated the types of violence that women in each phrase might face. The summary table of these categories are provided below
Issues
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Diana

http://www.olds.ac.uk/the-course/week-5-prototype



The course‎ > ‎

Week 5: Prototype

7 - 13 February 2013
Source: This week we go from design idea - the sketch - to the first stage of implementation - the prototype. Leonardo did a sketch for moving heavy water pumps, but seems to have never made one. Hundreds of years later, another engineer turns the sketch into a proof-of-concept prototype. Not the final product, but enough to clarify the functionality and basic technical issue for meeting the user requirements (http://www.creative-science.org.uk/leonardo1.html).
Twitter hashtag: #oldsmooc_w5
This week we go from design idea - the sketch - to the first stage of implementation - the prototype. Leonardo did a sketch for moving heavy water pumps, but seems to have never made one. Hundreds of years later, another engineer turns the sketch into a proof-of-concept prototype. Not the final product, but enough to clarify the functionality and basic technical issue for meeting the user requirements (http://www.creative-science.org.uk/leonardo1.html).

This week we look at doing the same for learning designs. By treating teaching as a form of 'design science' we acknowledge the iterative nature of the process - the need to build on what others have done and learned, to experiment and test, and then use this to improve the design (Laurillard, 2012).

The week's activities include prototyping activities for digital learning of the type that could be done by any teacher, no programming experience necessary. The pedagogical patterns developed in Week 4 are a kind of prototyping for a whole lesson, or sequence of online/offline learning activities that can be built around an existing digital resource of some kind, such as an Open Educational Resource, or interactive program, or wiki. This week we consider how to express the design of the digital resource itself. It is very important for teachers to be able to express their idea for how a digital learning technology should work for the learner. So we look at some simple ways of expressing and testing interactive programs, i.e. ways of prototyping a design.

The closer teachers are to the specification of digital learning designs, the more these programs are likely to achieve useful learning goals. The detail of the design must not be left to the programmers!

The week will be led by Professor Diana Laurillard who will be joined by Marion Manton as co-facilitator. 

The Cloudscape that supports this week can be found at : http://cloudworks.ac.uk/cloudscape/view/2856 
Learning outcome
  •  You should be able to design, construct and test a simple prototype for a learning design
Activity 1 (Thursday, 35 mins) Introduction to Prototyping
Activity 1.1 Watch the video introduction to the week’s activities (below or at http://youtu.be/2vBb5CxGDuM) (Download the video transcript).

The slides for this section are available for download. If you have access to a computer you may prefer to use the downloaded  'OLDSMOOC Week 5.1 2013-part1' slides found right at the bottom of this page in the file list by clicking on the arrow on the right.  When you are ready to work through the slides you need to 'view slideshow' to enable the links to work. Note the slides for this section do not have voice over.

Activity 1.2 Skim through the article by Anderson and Shattuck, noting in particular the section on iterative design.
OPTIONAL: Look at a US blog on prototyping for learning design at http://info.alleninteractions.com/bid/94339/Prototypes-Are-Essential-to-e-Learning-Design, which summarises the main reasons for doing it as:
  1. Even the slightest ambiguities in the beginning will result in serious problems in later iterations – especially the final product.
    Every designer knows the impact of late changes to a design. Prototypes allow for the involvement of stakeholders early in the design discussion by allowing everyone to see and react - long before the final deliverable.
  2. Words can’t adequately describe media-rich interaction.While many feel confident that storyboards are effective at conveying design, it’s just too difficult – and risky – to assume everyone is able to interpret media-rich interactions from written documents.
     
  3. e-Learning interactivity needs to be witnessed and experienced for effective evaluation.
    How the interaction will react and respond to learner decisions and choices is the critical part of the design. This must be witnessed in order to effectively evaluate the appropriateness of the interaction.
     
  4. Working with prototypes can point out deficiencies and reveal unseen opportunities that are not apparent in sketches and specification documents.
    “Ah-ha!” moments are either wonderful or challenging depending on when they occur in the process. The late ones cause project overruns while early ones can provide inspiration for improved design. Prototypes create early and inexpensive opportunities for “ah-ha!” moments.
These are all excellent reasons. 2 and 3 invite the BUTs: But not everyone can interpret a sketchy ppt interaction as the way it will look when properly designed; But you have to do quite extensive prototyping to do an effective evaluation - the ppt version will give you something, but not a fully effective evaluation of the idea.
Now work through the 'OLDSMOOC Week 5.1 2013-part1'.

Embed gadget

Finally look at this section on the use of PowerPoint to produce prototypes that work. (Note to view this section either look at the slides from 'OLDSMOOC Week 5.1 2013-storyboard-ex' using PowerPoint or view the embedded recording of the presentation.)

Activity 2 (Friday, 40 mins) Prototyping activities
Etc etc 
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Monday, December 2, 2013

Stampanti 3D per gnocchi e ravioli ... ( Mah ...? :-! )





Natural Machines 3D Printing Food

A New Prototype of a Food 3D Printer

3D Printing Industry BY  ON  · 3D PRINTING, FOOD, INDUSTRY NEWS, VIDEOS ADD COMMENT
Barcelona based start-up Natural Machines wants to bring 3D Printing to home kitchens. Meet Foodini, a prototype 3D Printing kitchen appliance that can be used for printing different types of ingredients, such as chocolate and pasta. The creators of Foodini would like to see 3d printing used in making every day savory foods from ravioli to gnocchi. The prototype is only able to print one ingredient at a time, so creating a hamburger for instance will take a few steps. BBC Click paid a visit to Natural Machines to see the Foodini in action. Take a look at the video below to learn more.

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(per exempla) Grazie Ministra #@MC_Carro

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