About this Couse

Every year new tools and programming languages ​​appear, but the fundamental principles end up being maintained. This is important because without the fundamental foundations of programming, you will have a tremendous effort to keep up to date.

More than knowing specific techniques, you will learn to think like a programmer. Knowing how to look at problems so that they can be solved by a program. Knowing how to do it but above all knowing the why it is done that way. And above all, acquire (or increase) a taste for programming. Because when you like it, it’s much easier to learn!

But don’t think it’s a theoretical course – all modules include small exercises and at the end of the first week you’ll already be writing your first program in a modern and increasingly popular language: Kotlin.

Prerequisites

None except a huge desire to learn! 😀
If you’ve never programmed, this is the right course because we start from scratch and move forward calmly, explaining each topic in detail so that you can progress with confidence.

If you have already done some “playing around” with programming, this course can also be useful for gaining a deeper understanding of why programs are made in one way and not another, and for having a more comprehensive view of this topic, which spans across various programming languages.

Program

• Part 1
  • Introduction to programming
  • Algorithms, flowcharts
  • Syntax and semantics of languages
  • Declarations and attributions
  • Arithmetic expressions
  • Data inputs and outputs
• Part 2
  • Program structure, code blocks
  • Logical expressions
  • Selection Mechanisms: simple, alternative and multiple selection
  • Mutability and nullability
• Part 3
  • Scope of variables
  • Functions in one line
  • Repetition Mechanisms
  • Random number generators
• Part 4
  • Incremental and non-incremental algorithms
  • Arrays
  • Functions with blocks
  • Reading and writing files
  • Imperative programming best practices
  • Good imperative programming practices

Instructor

Certificate

You must obtain a rating greater than or equal to 80%

Common questions

Why Kotlin?

Although it is not a mainstream language like Java or Python, it is a modern language with a high adoption rate – for example, 60% of the 1000 most popular Android apps are developed in Kotlin. But above all, it is an excellent language for learning to program as it has a pleasant and concise syntax but at the same time guarantees the essential robustness and security for those taking their first steps in programming.

Do I have to install any program to take the course?

The course itself does not need you to install anything, as it is fully viewable through the browser (Chrome, Safari, etc.). However, to do the practical exercises you will have to install a free tool called Intellij, which will allow you to write and run your first programs.

Since this course is developed by a university, won’t it be very theoretical?

Any experienced programmer knows that the main way to learn programming is by programming, not by reading books or watching videos! Therefore, this course includes several practical programming exercises – small programs that you will have to develop independently throughout the course and that will be automatically validated by our tools. Of course, to be able to develop these programs you will first have to learn the theory, but where knowledge is solidified is in practical exercises.

Testimonials

Participation in the course involves completing two steps:

• 1) Pay the fee of 30 Euros at the link.
• 2) Enroll by clicking on the “enroll” button.

Note: Use the same email for both steps of the registration (payment and enrolment).

Enrolment gives you the right to attend the live or recorded classes and receive a certificate from Lusófona University, subject to passing the assessments.

About the Course

The New Testament points to an emerging church with strong female participation. Priscilla, Phoebe, Lydia, Euodia, Syntyche, Tryphena, and Tryphosa are just some of the many names mentioned in the Acts of the Apostles and the Pauline letters. Why, then, were women silenced from the second century onwards? Who were the main advocates of this silencing? Who were the women known and respected in the second century as prophetesses and teachers? Why were their names and stories erased from church history books? In this course, we will recover the memory of women whose theology was seen as a threat to the male authority of the church. Called heretics, prostitutes, and demon-possessed, their writings were destroyed, and their teachings combated. Silenced by force, their history was recorded only by their opponents, but studying them is essential to understanding the historical process of silencing women in the Christian church up to the present day.

Who is it for?

Everyone is welcome to join the course: curious individuals, general scholars and those interested in the history of Christianity, students and professors of religious studies and theology, religious leaders in general, pastors and laypeople involved with the religious/ecclesial field, pastoral agents, educators, and community leaders.

Are there any prerequisites?

There are no prerequisites to take the course, just the desire to learn and openness to dialogue with other participants.

When does it start?

The course starts on 8 June 2024. It lasts for 4 Saturdays, ending on 29 June.

How are the classes conducted?

Classes will be held live on Saturdays at 14h (Brazil) / 18h (Portugal) via the Zoom platform.
Each class will last 1 hour for the lecture, followed by 30 minutes for questions and debates.
Classes will be recorded and made available on the course page for student access.

How is the assessment done?

The assessment is organised into two stages:

• Completion of exercises for each class (4)
• Completion of a brief learning report at the end of the module, 1 to 3 pages

The final course grade will be weighted as follows:

Exercises – 40%
Final Report – 60%

The course ends on 29 June 2024.

The final report must be submitted in pdf or doc format by 13 July 2024.

Programme

Lesson 1: Female Leadership in the Early Church.
Summary: The role of women as Prophetesses in the early Christian church, controversies over female participation in the church of the first century.

Lesson 2: The New Prophecy – Prisca, Maximilla, and Quintilla.
Summary: The New Prophecy movement in Phrygia, the theology of Prisca, Maximilla, and Quintilla, and their opponents.

Lesson 3: Gnostic Prophecy – Helena, Philomena, Marcellina, and others.
Summary: Prophetesses and Teachers in Rome and Carthage, their theology, and their opponents.

Lesson 4: The Decline of Prophecy and the Silencing of Women.
Summary: The impact of opposition to female prophecy in the second century on the later years of the Early Church.

Instructor

Lidice Meyer Pinto Ribeiro
Lidice Meyer Pinto Ribeiro holds a Post-Doctorate in Anthropology and History from the University of São Paulo, Brazil, and is a Post-Doctoral Researcher in Globalisation Studies at Universidade Aberta in Portugal. She earned her PhD in Anthropology from the University of São Paulo and holds a Master’s degree in Ethnobotany from the Federal University of Rio de Janeiro/National Museum, Brazil. She is a professor in the Master’s programme in Religious Studies at Lusófona University – Lisbon University Centre and Moriah College, a Researcher at the Centre for Lusophone and European Literatures and Cultures (CLEPUL) at the University of Lisbon, and a Researcher at the Chair of Global Studies at Universidade Aberta de Lisboa (CIPSH). She is also a member of the Institute of Contemporary Christianity (ICC), the Portuguese Society for the History of Protestantism (SPHP), an Evaluator for the Deutscher Akademischer Austauschdienst (DAAD), and various international academic journals.

She has worked for over 20 years with the Mackenzie Presbyterian University, São Paulo, Brazil, coordinating the Postgraduate Programmes in Theology, Philosophy, and Pedagogy, and as a professor in the Master’s Programme in Religious Studies, undergraduate Theology, and other courses. She is a commentator and consultant on religious and anthropological matters in social media, TV, radio, newspapers, and magazines. In Brazil, she has participated as an interviewee or consultant in various specials on the Bandeirantes, Record, Globo, SBT, Cultura, and Brasil Television Networks.

In recent years, she has focused on Biblical Anthropology, with a special emphasis on the study of women in the Bible and Christianity, teaching various courses on this topic. She has published books and articles in the fields of Religion, History, Anthropology, and Ethnobotany. She has conducted research in Rome (Vatican Secret Archives, Archivio Storico di Propaganda Fide, and Gregorian University), Germany, France, Spain, Portugal, the United States, and Brazil.

Website: www.lidicemeyer.pro

Bibliography

CLARK, Elizabeth A. Women in the Early Church (Volume 13) (Fathers of the Church). Liturgical Press, 1983.
COHICK, Lynn H.; Amy Brown Hughes. Christian Women in the Patristic World: Their Influence, Authority, and Legacy in the Second through Fifth Centuries. Baker Academic, 2017.
COHICK, Lynn H. Women in the World of the Earliest Christians: Illuminating Ancient Ways of Life. Baker Academic, 2009.
KING, Karen L. Images of the Feminine in Gnosticism (Studies in Antiquity and Christianity). Fortress Press, 1990.
JENSEN, Anne. God’s self-confident daughters – early Christianity and the liberation of Women. Louisville, Kentucky: Westminster John Knox Press, 1996.
KROEGER, Richard Clark; Catherine Clark Kroeger. I Suffer Not a Woman: Rethinking I Timothy 2:11-15 in Light of Ancient Evidence. Baker Book House, 1998.
LITWA, M David. Carpocrates, Marcellina, and Epiphanes: Three Early Christian Teachers of Alexandria and Rome. Routledge Studies in the Early Christian World, 2022.
MACY, Gary; William Ditewig; Phyllis Zagano. Mulheres Diáconos – passado, presente, futuro. Prior Velho: Paulinas, 2019.
OSIEK, Carolyn. A Woman’s Place: House Churches In Earliest Christianity. Fortress Press, 2005.
SILVA, Roberta Alexandrina da. A Participação Feminina no Cristianismo Antigo e a Influência de Paulo no Gnosticismo in SILVA, Roberta Alexandrina da. Mulheres no Cristianismo Primitivo: poderosas e inspiradoras. São Paulo: Fonte Editorial, 2022. p. 331-391.
TORJESEN, Karen J. When Women Were Priests: Women’s Leadership in the Early Church and the Scandal of Their Subordination in the Rise of Christianity. Harper San Francisco, 1995.
VOLO, James M. The Women Who Knew Jesus:: Female Role Models in Early Christianity. 2013
WITHERINGTON III, Ben. Women and the Genesis of Christianity. Cambridge University Press, 1990.
WITHERINGTON III, Ben. Women in the Earliest Churches. Society for New Testament Studies Monograph Series, Series Number 59, Cambridge University Press, 1991.

Course Edition

2024 – 3rd Edition.

Price

Free course.

Operation

The course is done at the pace and hours defined by the student.

About the Course

The AutoCAD Know-How Course was created with the purpose of offering drawing tools to all who want to develop quality technical work. AutoCAD, from Autodesk, is computer-aided design software and has proven to be essential in supporting various areas such as architecture, civil engineering, and many others. From the moment someone feels the need to create a rigorous drawing, AutoCAD becomes essential, and learning this software is not complex. It only requires that commands gradually become familiar and that, as the student learns new commands, they can streamline the drawing creation process. And that’s exactly how the course will be structured, in small video sessions that progressively see their difficulty intensified, aggregated into training stage modules.

Objectives

With the complete training, each student should be able to create technical drawings and prepare a final result, either for printing on a printer or for assembling parts. The training will show how to achieve these results.

Assessment

At the end of each module, there is a quiz. Each one is worth 10%, totaling 60%. The remaining 40% will be assigned to the final quiz in module 7.

Certificate

A completion certificate will be awarded to students who have obtained at least 70% in the final grade.

Structure

The course will be divided into 6 modules (plus module 7 which contains only the final quiz) which, in turn, contain short informational sessions. At the end of each module, a quiz will be presented as a summary of the essential commands that have been shown and exemplified. The main objective of these questions is the possibility of recalling the general content of the entire module so that the main stages are recorded.

• Module 1 – Modeling Commands
  • Session 01 – Getting to Know AutoCAD
  • Session 02 – Getting to Know the Interface
  • Session 03 – Introduction to Modeling
  • Session 04 – Modify Menu Commands
  • Session 05 – Circles and Arcs
  • Quiz 1

• Module 2 – Modeling Commands 2
  • Session 06 – Openings (windows and doors)
  • Session 07 – Blocks
  • Session 08 – Properties Palette
  • Session 09 – Measurements and Dimensions
  • Session 10 – Paste
  • Quiz 2

• Module 3 – Support Tools
  • Session 11 – Text
  • Session 12 – Hatch
  • Session 13 – Dashed Lines
  • Session 14 – UCS
  • Session 15 – Three-dimensionality
  • Quiz 4

• Module 4 – Layers
  • Session 16 – Layers (what they are, importance)
  • Session 17 – Layers Palette
  • Session 18 – Layer Properties Palette
  • Session 19 – Turning on, Turning off, Freezing, Locking Layers
  • Session 20 – Layer Definitions (MatchProperties command)
  • Quiz 3

• Module 5 – Plotter Preparation
  • Session 21 – Creating New Layouts, Layout Preparation (dimensions, ViewPort)
  • Session 22 – Assigning Scale and Plot
  • Session 23 – CTBs (location and how to create a new one)
  • Session 24 – CTB Properties / Plotting
  • Session 25 – Printing Considerations
  • Quiz 5

• Module 6 – LaserCut Preparation
  • Session 26 – Preparing file for laser
  • Session 27 – Cutting Layer and Engraving Layer
  • Session 28 – Printing Considerations
  • Quiz 6

• Module 7 – Quiz

Prerequisites

Software installed on a personal computer. (in session 01 it is explained how to obtain a student license). AutoCAD Software is available for free for students and employees of Higher Education Institutions. If you are not a student or employee of a higher education institution, you will not be able to access the free license.

About This Course

The Eduplay, Digital Training and Online Learning Community designed for youth workers/educators or practically to anyone who would like to reach impact in their local community/target group utilizing the power of games. The training can be approached flexibly as a common knowledge base adapted to the realities of youth work and focused around serious games and game development providing a wide range of activities corresponding to different learning styles. The materials presented aim to support the learners to boost engagement, learning efficiency and encourage contribution to active citizenship initiates. The overall objective of the training is to spark interest and to better position games and game development as a potential development tool. We hope that you are ready to embrace yourself to explore tips, tricks and good practices from the seven countries of the Youth for Youth Consortium supported by the Erasmus+ Programme!

Course Type

Eduplay is a self-paced course closing with certification. All course content is available now for completion! Throughout the training a practical hands-on approach is being applied, which means that each theory is supplemented with practical examples from the field. In addition, besides the core content presenting the different building blocks, participants are also encouraged to engage in exchanges with their peers in forums, to customize their learning journey via exploring additional activities providing an opportunity for interest based/interactive exploration and last, but not least to reflect on their learning process, which enables that the presented resources are also turned into actions!

Content

Module 1 – Getting Started: the World Behind Games

• People and games: why do we play?
• Game essentials: where to start?
• Ways and approaches to learning through games
• Games in youth work: application, challenges and practices
• Assessment + Reflection

Module 2 – Becoming a game architect

• What makes a game great?
• Becoming a game explorer – wander around the different types of games
• Becoming a game-architect- explore the MDA framework
• Becoming a game changer- develop learning goals and objectives
• Assessment + Reflection

Module 3 – Creating the collaborative paths

• Game Development and Game Design
• Understand the steps and principles
• Participative application, interactions
• Transforming problems and generating solutions
• Assessment + Reflection

Module 4 – Giving meaning to create engagement

• Instructional Design Insights – THE WHAT
• Games and basic psychological needs – THE WHY
• Introduction to the flow theory – THE HOW IN THEORY
• Learners engagement (in games) – THE HOW IN PRACTICE
• Assessment + Reflection

Module 5 – Storytelling

• Introduction to storytelling
• World building blocks
• The Journey of a hero
• Stories for growth

 

Structure

Within each module sections are constructed in the following structure:

• 30 mins – Core content: interactive audiovisual materials including key concepts, explanatory videos, interviews and quizzes gathered or prepared by active youth workers.
• 30 mins – Forum: theme specific questions/ game developer challenges to prompt discussion, exchanges and sharing ideas. To open the discussion thread you will need to click the question/ title.
• 30 mins – Additional Activities: eg. further readings, videos or games.
  Choose the ones that spark your interest and enhance your actual activities!
• 30 mins – Reflection Journal: key takeaways and call to action for formulating a personal action plan.
  Find a separate document at the end of each module – suitable for printing and offline completion.

Completion Criteria

At the end of each module you will also find Final Assessment. You can earn a certificate by following at least the core content of each section and completing the final assessments at the end of each module.

This way the course can be completed on a fast track, a total of 10 hours devoted (5×2 hours/module + assessment).

The full experience and immersion take 40 hours including forums, additional activities and reflection journaling.

Learning Outcomes

By completing Eduplay you will be able to:

• Articulate your own approach around the application of games in educational context.
• Understand the essential elements of game development and key concepts around the power of games, gamification, game-based learning and serious games.
• Identify practices how games could be exploited to spread or reinforce values in communities and society.
• Recognize different frameworks that constitute learning efficiency and opportunities that empower youth participation and encourage creativity.
• Connect your personal learning goals and widen your professional network via exchanges.

Thank you for joining us on this learning adventure….
We are happy to hear from you and see you actively engaging!

To learn more about the Youth4Youth project consult our site or contact us: yfyka2@gmail.com and x@ulusofona.pt!

Course Staff