Informatische Grundbildung – ein Ländervergleich

In dieser Publikation wollen wir, basierend auf einer Literaturrecherche, einen Überblick über die implementierten bzw. in naher Zukunft geplanten Maßnahmen zur informatischen Grundbildung geben, indem ausgewählte europäische und außereuropäische Länder gegenübergestellt werden. Zuerst wird erläutert, dass das "Gebäude der informatischen Bildung" durch die 3 Säulen "Informatik", "Digital Literacy" und "Medienbildung" aufgebaut wird. Danach folgt eine Betrachtung der informatischen Bildung im deutschsprachigen Europa. Ein genauerer Blick wird zudem auf die Slowakei, auf Polen und insbesondere auf England geworfen, das mit der Einführung des Unterrichtsfaches "Computing" im Jahr 2014 mit gutem Beispiel vorangeht. Auch international gibt es sehr viel Bewegung, wenn es um die Integration einer fundierten informatischen Grundbildung im Schulsystem geht. Dazu werden Maßnahmen in den USA und in Australien beleuchtet und weltweite außerschulische Initiativen genannt

Genome-wide association studies of fertility and calving traits in Brown Swiss cattle using imputed whole-genome sequences

BACKGROUND: The detection of quantitative trait loci has accelerated with recent developments in genomics. The introduction of genomic selection in combination with sequencing efforts has made a large amount of genotypic data available. Functional traits such as fertility and calving traits have been included in routine genomic estimation of breeding values making large quantities of phenotypic data available for these traits. This data was used to investigate the genetics underlying fertility and calving traits and to identify potentially causative genomic regions and variants. We performed genome-wide association studies for 13 functional traits related to female fertility as well as for direct and maternal calving ease based on imputed whole-genome sequences. Deregressed breeding values from ~1000-5000 bulls per trait were used to test for associations with approximately 10 million imputed sequence SNPs. RESULTS: We identified a QTL on BTA17 associated with non-return rate at 56 days and with interval from first to last insemination. We found two significantly associated non-synonymous SNPs within this QTL region. Two more QTL for fertility traits were identified on BTA25 and 29. A single QTL was identified for maternal calving traits on BTA13 whereas three QTL on BTA19, 21 and 25 were identified for direct calving traits. The QTL on BTA19 co-localizes with the reported BH2 haplotype. The QTL on BTA25 is concordant for fertility and calving traits and co-localizes with a QTL previously reported to influence stature and related traits in Brown Swiss dairy cattle. CONCLUSION: The detection of QTL and their causative variants remains challenging. Combining comprehensive phenotypic data with imputed whole genome sequences seems promising. We present a QTL on BTA17 for female fertility in dairy cattle with two significantly associated non-synonymous SNPs, along with five additional QTL for fertility traits and calving traits. For all of these we fine mapped the regions and suggest candidate genes and candidate variants

Maker spaces as creative spaces and learning spaces. Digital tool workshops from the perspective of adult education

Makerspaces haben in den letzten Jahren auch in der Erwachsenenbildung verstärkt Aufmerksamkeit erlangt. Es handelt sich dabei um Werkstätten, die digitale Werkzeuge und auch traditionelle Werkzeuge anbieten (Fablabs, Hackerspace, Repaircafé, Offene Werkstätten etc.). Makerspaces sind vielerorts aber auch Räume, in denen sich Menschen unabhängig von der Arbeit oder dem Zuhause für das gute Gespräch und Miteinander treffen können – was auch als „Herz des Gemeinwesens“ und „Wurzel der Demokratie“ betrachtet werden kann. Der Maker-Bewegung inhärent ist das Primat des selbstorganisierten Lernens, d.h., die Aktiven im Makerspace fühlen sich selbst für ihre Projekte und Lernfortschritte verantwortlich und organisieren sich Informationen und Unterstützung. Gleichzeitig ist der Makerspace damit auch ein informeller Lernraum: Das „Learning by doing“, also das Lernen während der Arbeit und des Gestaltens, gehört zur Charakteristik der Arbeit in Makerspaces. In diesem Beitrag werden diese neuen Lernräume aus Perspektive der Erwachsenenbildung vorgestellt und diskutiert. (DIPF/Orig.)In recent years, maker spaces have garnered much attention including in adult education. These workshops (fablabs, hackerspace, repair cafés, open workshops, etc.) provide digital as well as traditional tools. In many places, maker spaces are also spaces in which people can meet for good conversation and company independent of their job or home – which can also be viewed as the “heart of the community” and “roots of democracy”. The primacy of self-organised learning is inherent to the maker movement, i.e. those who are active in the maker space feel responsible for their projects and learning progress and organise information and support. At the same time, the maker space is also an informal learning space: learning by doing, or learning while working and organising, is characteristic of work in maker spaces. This article presents and discusses these new learning spaces from the perspective of adult education. (DIPF/Orig.

It's in your pocket: A MOOC about programming for kids and the role of OER in teaching and learning contexts

Programming is considered as an essential skill in the 21st century. Visual programming languages and age-appropriate development environments allow an easy entry into this field. Nevertheless, it is very challenging to bring those skills in a very short time frame to schools, to their teachers, and to school children themselves. Therefore, Graz University of Technology started a Massive Open Online Course named “Learning to code: Programming with Pocket Code” which is intended to teach coding skills to school children as well as teachers in a very fast, flexible and effective way. The learning content within the course is published under an open license to allow the reuse, modification and dissemination of the materials in different teaching and learning contexts. In this research work, we will present structure and concept of the MOOC. A special emphasis will be given on how the MOOC can be used in school and on the fact, that the content can be disseminated in a variety of ways

L'Auto-vélo : automobilisme, cyclisme, athlétisme, yachting, aérostation, escrime, hippisme / dir. Henri Desgranges

25 juillet 19341934/07/25 (A35,N12274)

Additional file 4: Figure S4. of Genome-wide association studies of fertility and calving traits in Brown Swiss cattle using imputed whole-genome sequences

The first two principal coponents for the genomic relationship matrix comprising individuals used for genome-wide association of fertility traits (A) Non-return rate in cows (B) Non-return rate in heifers (C) Interval from first to last insemination in cows (D) Interval from first to last insemination in heifers (E) Days to first service. (PNG 677 kb

Additional file 2: Figure S2. of Genome-wide association studies of fertility and calving traits in Brown Swiss cattle using imputed whole-genome sequences

Distribution of reliabilities of estimated breeding values for calving traits. CEd: Calving ease direct; CEm: Calving ease maternal; SBd: Stillbirth direct; SBm: Stillbirth maternal; BWd: Birth weight direct BWm: Birth weight maternal; GLd: Gestation length direct; GLm: Gestation length maternal. (PNG 57 kb

Risks and opportunities of increasing yields in organic farming. A review

Current organic agriculture performs well in several sustainability domains, like animal welfare, farm profitability and low pesticide use, but yields are commonly lower than in conventional farming. There is now a re-vitalized interest in increasing yields in organic agriculture to provide more organic food for a growing, more affluent population and reduce negative impacts per unit produced. However, past yield increases have been accompanied by several negative side-effects. Here, we review risks and opportunities related to a broad range of sustainability domains associated with increasing yields in organic agriculture in the Northern European context. We identify increased N input, weed, disease and pest control, improved livestock feeding, breeding for higher yields and reduced losses as the main measures for yield increases. We review the implications of their implementation for biodiversity, greenhouse gas emissions, nutrient losses, soil fertility, animal health and welfare, human nutrition and health and farm profitability. Our findings from this first-of-its-kind integrated analysis reveal which strategies for increasing yields are unlikely to produce negative side-effects and therefore should be a high priority, and which strategies need to be implemented with great attention to trade-offs. For example, increased N inputs in cropping carry many risks and few opportunities, whereas there are many risk-free opportunities for improved pest control through the management of ecosystem services. For most yield increasing strategies, both risks and opportunities arise, and the actual effect depends on management including active mitigation of side-effects. Our review shows that, to be a driving force for increased food system sustainability, organic agriculture may need to reconsider certain fundamental principles. Novel plant nutrient sources, including increased nutrient recycling in society, and in some cases mineral nitrogen fertilisers from renewable sources, and truly alternative animal production systems may need to be developed and accepted