LEADER 06010nam 22005295 450 001 9910480029903321 005 20200701065112.0 010 $a1-4612-1514-5 024 7 $a10.1007/978-1-4612-1514-1 035 $a(CKB)3400000000089579 035 $a(SSID)ssj0000808088 035 $a(PQKBManifestationID)11464575 035 $a(PQKBTitleCode)TC0000808088 035 $a(PQKBWorkID)10774969 035 $a(PQKB)10990649 035 $a(DE-He213)978-1-4612-1514-1 035 $a(MiAaPQ)EBC3076065 035 $a(EXLCZ)993400000000089579 100 $a20121227d1999 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt 182 $cc 183 $acr 200 10$aProgramming for Everyone in Java$b[electronic resource] /$fby Per B. Hansen 205 $a1st ed. 1999. 210 1$aNew York, NY :$cSpringer New York :$cImprint: Springer,$d1999. 215 $a1 online resource (XVIII, 240 p.) 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a0-387-98683-9 320 $aIncludes bibliographical references and index. 327 $a1 Simple Programs -- 1.1 How Computers Work -- 1.2 The First Program -- 1.3 Input/Output -- 1.4 Keywords and Names -- 1.5 Variables and Types -- 1.6 More Input/Output -- 1.7 Programming Exercises -- 2 Simple Choice -- 2.1 If Statements -- 2.2 String Comparison -- 2.3 The Type Boolean -- 2.4 Structured Statements -- 2.5 The Empty Statement -- 2.6 Boolean Input/Output -- 2.7 Program Assertions -- 2.8 Java Pitfalls -- 2.9 Programming Exercises -- 3 Multiple Choice -- 3.1 Switch Statements -- 3.2 3.3 3.4 3.5 3.6 Program Testing -- 3.3 Random Choice -- 3.4 Programming Style -- 3.5 Java Pitfalls -- 3.6 Programming Exercises -- 4 Simple Repetition -- 4.1 For Statements -- 4.2 Nested Repetition -- 4.3 Stepwise Programming -- 4.4 Programming Exercises -- 5 Unbounded Repetition -- 5.1 While Statements -- 5.2 More Stepwise Programming -- 5.3 Blocks and Scope -- 5.4 For Statements Revisited -- 5.5 Programming Exercises -- 6 Text Files -- 6.1 Sequential Files -- 6.2 Reading a File -- 6.3 Writing a File -- 6.4 Copying a File -- 6.5 Data Extraction -- 6.6 Data Conversion -- 6.7 Syntax-Directed Programming -- 6.8 Programming Exercises -- 7 Simple Arrays -- 7.1 The Purpose of Arrays -- 7.2 Text Analysis -- 7.3 Java Pitfalls -- 7.4 Programming Exercises -- 8 Matrices -- 8.1 Rectangular Matrices -- 8.2 Square Matrices -- 8.3 Programming Exercises -- 9 Methods -- 9.1 Program Composition -- 9.2 Simple Functions -- 9.3 Simple Procedures -- 9.4 Parsing Methods -- 9.5 Array Parameters -- 9.6 Scope Rules of Methods -- 9.7 Array Functions -- 9.8 Abstraction -- 9.9 Advantages of Methods -- 9.10 Java Pitfalls -- 9.11 Programming Exercises -- 10 Recursion -- 10.1 Recursive Methods -- 10.2 Mutual Recursion -- 10.3 Programming Exercises -- 11 Classes -- 11.1 The Class Concept -- 11.2 Data Structures -- 11.3 Class Hierarchies -- 11.4 The Traveling Salesperson -- 11.5 Final Remarks -- 11.6 Java Pitfalls -- 11.7 Programming Exercises -- Appendix A Java Text Program -- A.1 Installing the Text Program -- A.2 The Basic Class -- A.3 The Output Class -- A.4 The Input Class -- A.5 The Random Class -- Appendix B Sample Class Schedule -- References. 330 $aThis is a book about computer programming for everyone: artist, poet, student, doctor, accountant, or engineer. It assumes you know very little or nothing about how computers work. This book will show you how to write understandable computer programs in Java, a programming language widely used on the Internet. Why should we be interested in learning computer programming? Even though most readers will not wish to become professional programmers, programming is fun and useful. You will enjoy learning a new skill and becoming good at it. And, in today's world it is important for professionals in any field to appreciate what computers can (and cannot) do well. To reach this level of understanding, you must go beyond the routine skills of a computer user and learn the art of programming in some depth. While emphasizing general principles of programming this book: * Uses examples from the humanities only, requiring no math or engineering knowledge * Explains all programming concepts by means of complete programs * Concentrates on exercises solved by writing complete programs * Takes the reader from text input/output to object-oriented programming in the equivalent of a one semester class. * Gives the reader a solid background for follow-on courses on the graphics and networking facilities of Java. This book is a sound and complete introduction to programming and not just another Java reference book for those who already know how to program. Although the book uses Java, the same methods can be used for systematic programming in other languages, such as C, Fortran, and Pascal. The book makes a splendid text for a one semester course on beginning programming and for such a course there are teaching aids available at the author's website. Professor Per Brinch Hansen, is one of the leading pioneers in computer programming, and his insight and experience make learning proper computer programming in Java fun and easy for everyone. 606 $aComputer programming 606 $aProgramming languages (Electronic computers) 606 $aProgramming Techniques$3https://scigraph.springernature.com/ontologies/product-market-codes/I14010 606 $aProgramming Languages, Compilers, Interpreters$3https://scigraph.springernature.com/ontologies/product-market-codes/I14037 615 0$aComputer programming. 615 0$aProgramming languages (Electronic computers). 615 14$aProgramming Techniques. 615 24$aProgramming Languages, Compilers, Interpreters. 676 $a005.13/3 700 $aHansen$b Per B$4aut$4http://id.loc.gov/vocabulary/relators/aut$0906484 906 $aBOOK 912 $a9910480029903321 996 $aProgramming for Everyone in Java$92027147 997 $aUNINA LEADER 07853nam 22007575 450 001 9910481961703321 005 20250910200816.0 010 $a9783319119915 010 $a3319119915 024 7 $a10.1007/978-3-319-11991-5 035 $a(CKB)3710000000268357 035 $a(EBL)1967195 035 $a(OCoLC)894508844 035 $a(SSID)ssj0001372741 035 $a(PQKBManifestationID)11780208 035 $a(PQKBTitleCode)TC0001372741 035 $a(PQKBWorkID)11305403 035 $a(PQKB)11096044 035 $a(DE-He213)978-3-319-11991-5 035 $a(MiAaPQ)EBC1967195 035 $a(PPN)18209670X 035 $a(MiAaPQ)EBC6235570 035 $a(EXLCZ)993710000000268357 100 $a20141021d2015 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aPolicy and Gay, Lesbian, Bisexual, Transgender and Intersex Students /$fby Tiffany Jones 205 $a1st ed. 2015. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2015. 215 $a1 online resource (173 p.) 225 1 $aPolicy Implications of Research in Education,$x2543-0297 ;$v6 300 $aDescription based upon print version of record. 311 08$a9783319119908 311 08$a3319119907 320 $aIncludes bibliographical references. 327 $aAcknowledgements -- Glossary -- Symbols & Abbreviations -- Chapter One: Why is Policy Presumed Powerful?- 1.1 Introduction -- 1.2 Why a Policy Book?- 1.2.1 A policy push.-1.2.2 Presuppositions around policy?s power -- 1.3 What this Book Covers -- 1.3.1 How the ?GLBTIQ? acronym is used -- 1.3.2 How ?sexuality? and ?sexuality education? are used -- 1.3.3 Why secondary schooling?- 1.4 What is Policy, Anyway?- 1.4.1 Policy and power -- 1.4.2 Policy as discursive -- 1.4.3 Discourse and power -- 1.5 Conclusion -- Chapter Two: GLBTIQ Students; What?s the Problem?- 2.1 Introduction -- 2.11 Research on GLBTIQ students -- 2.12 Research gaps -- 2.2 ?GLBTIQ Student? Constructions are Discursive -- 2.3 Discourse Exemplars -- 2.4 Orientation-based Sexuality Education Discourse Exemplar -- 2.4.1 Conservative -- 2.4.2 Liberal -- 2.4.3 Critical -- 2.4.4 Post-modern -- 2.5 Conclusion -- Chapter Three: Studying Policy Impacts -- 3.1 Introduction -- 3.2 Methodology: Critical Discourse Analysis -- 3.1.1 Adaptation of CDA -- 3.1.2 Post-modern approach to description stage -- 3.1.3 Both core and innovative techniques -- 3.3 Research procedures -- 3.3.1 Data sources and collection methods -- 3.3.2 Source One: policies ? textual analysis -- 3.3.3 Source Two: key informant interviews -- 3.3.4 Source Three: survey data ? quantitative and qualitative analysis -- 3.4 Data analysis -- 3.4.1 Leximancer analysis of policy documents -- 3.4.2 Fairclough?s 10 CDA questions -- 3.4.3 Visual CDA techniques -- 3.4.4 Fairclough?s analysis of discursive practices -- 3.5 Ethical considerations -- 3.6 Conclusion -- Chapter Four:  How do Australian Policies Treat GLBTIQ Students?- 4.1 Introduction -- 4.2 Mapping the policy terrain ? overview of the corpus -- 4.2.1 National policies: inclusion in principle -- 4.2.2 The policy states of the nation -- 4.2.3 Conclusions about policydiscourses -- 4.3 Constructions of GLBTIQ students in key policies -- 4.3.1 National: part of the general diversity -- 4.3.2 NSW: Protected victims, potential complainants -- 4.3.3 QLD: Interpretively included, or not needy enough -- 4.3.4 Victoria: DEECD: Protected needy ?at risk? victims -- 4.3.5 Conclusions about how constructions function -- 4.4 Conclusion -- Chapter Five: Which Policies Are Useful?- 5.1 Introduction -- 5.2 Australian GLBTIQ students -- 5.3 Usefulness of policies in enhancing school level policy protection -- 5.3.1 National -- 5.3.2 State level -- 5.4 Usefulness of policies in increasing the purchase of affirming discourses -- 5.4.1 National -- 5.4.2 State level -- 5.4.3 School level -- 5.5 Usefulness of policies in encouraging support features -- 5.5.1 National -- 5.5.2 State level -- 5.5.3 School level -- 5.6 Usefulness of policies in encouraging supportive school climates -- 5.6.1 National -- 5.6.2 State level -- 5.6.3 School level -- 5.7 Conclusion -- Chapter Six: Conclusions & Outcomes -- 6.1 Discussion of findings -- 6.1.1 Policy positions: paucity AND polyvalence -- 6.1.2 Policy?s uses and usefulness -- 6.1.3 Policy?s presumed powers -- 6.2 Conclusions -- 6.2.1 Preferable policy positions -- 6.2.2 Useful policies -- 6.2.3 Policies with enhanced powers -- 6.2.4 Limitations -- 6.3 Implications -- 6.3.1 For education bodies and policy makers -- 6.3.2 For policy advocates and activists -- 6.3.3 For school staff -- 6.3.4 For teacher educators -- 6.3.5 For students -- 6.3.6 For academics -- 6.4 Outcomes -- 6.4.1 Brief overview of dissemination -- 6.4.2 International and national outcomes -- 6.4.3 State-specific outcomes -- 6.5 Conclusion. 330 $aThis book addresses policy research on homophobic and transphobic bullying in schools. It covers quantitative and qualitative research into policy impacts for gay, lesbian, bisexual, transgender and intersex students. It draws on a large-scale Australian study of the impacts of different kinds of policy at the national, state, sector and school level. The study covers over 80 policies, interviews with key policy informants and survey data from 3,134 GLBTIQ students. Since new guidelines were released by UNESCO, homophobic and transphobic bullying in schools has become a key area of interest around the world. There has been much pressure on educational leadership to engage with these issues since the UN released international human rights legislation on sexual orientation and gender identity that have implications for student rights.The book presents statistically significant correlations between specific types of state and school level education policies that explicitly named homophobia/ GLBTIQ student issues, and lowered incidence of homophobic bullying, lowered risk of suicide and self-harm for these students. It includes stories from policy makers on how the policies came to be (through lawsuits, ministerial inquiries and political activism), right through to the stories of students themselves and how they individually felt the impacts of policies or policy lacks. International contexts of homophobic and transphobic bullying are discussed, as well as recent transnational work in this field. The book considers the different types of collaborations that can lead to further policy development, the transferability of the research and some of the benefits and problems with transnational policy adoptions. 410 0$aPolicy Implications of Research in Education,$x2543-0297 ;$v6 606 $aEducation and state 606 $aSchool management and organization 606 $aSchool management and organization 606 $aEducational sociology 606 $aEducational Policy and Politics 606 $aOrganization and Leadership 606 $aSociology of Education 606 $aLGBTQ+ students$2homoit$3https://homosaurus.org/v4/homoit0003533 615 0$aEducation and state. 615 0$aSchool management and organization. 615 0$aSchool management and organization. 615 0$aEducational sociology. 615 14$aEducational Policy and Politics. 615 24$aOrganization and Leadership. 615 24$aSociology of Education. 615 7$aLGBTQ+ students. 676 $a306.43 676 $a370 676 $a371.2 676 $a379 700 $aJones$b Tiffany$4aut$4http://id.loc.gov/vocabulary/relators/aut$0990579 906 $aBOOK 912 $a9910481961703321 996 $aPolicy and Gay, Lesbian, Bisexual, Transgender and Intersex Students$92847540 997 $aUNINA