Summary of an Experiment in Global Engagement
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Sscott Megacities S Paulo Rio Edv2
Megacities: A Study of São Paulo and Rio de Janeiro Grade Level: 9-12 Subject: Geography, World History Key Words: megacities, urban design Time Frame: 1-2 days Designed by: Sharlyn Scott School District: Desert Vista High School Summary: Using São Paulo and Rio de Janeiro as case studies to research and compare/contrast, students will gain a greater understanding of basic urban geography and the history and geography of Brazil. Background Information: Megacities are urban conglomerations with populations exceeding 10 million; sources vary on exactly how many global cities (and their urban sprawl) can be categorized as such. According to the United Nations, there were an estimated 37 cities with more than 10 million people in 2015, compared to just 14 in 1995, and they estimate there will be 41 (maybe as many as 43) megacities by 2030. Two of the three megacities in Latin America are in Brazil: São Paulo and Rio de Janeiro. For more information about megacities, São Paulo, and Rio de Janeiro, see: • Blakemore (2016) “Five Things to Know About Megacities” (Smithsonian): https://www.smithsonianmag.com/smart-news/five-things-to-know-about- megacities-180958937/ • Catalytic Communities “Favela Facts”: http://catcomm.org/favela-facts/ • "São Paulo: South America’s Megacity”: https://www.youtube.com/watch? v=sNEeY_gXFBc Student Objectives Students will be able to • Consider the needs of human populations within a city (their own as an introduction) and what challenges/successes city planners and leaders, as well as the population of that city, experience. • Research characteristics of the physical geography and human geography of São Paulo and Rio de Janeiro in order to create together a clearer picture and understanding of these two megacities in Brazil, and the successes/challenges both have experienced. -
Reality Is Broken a Why Games Make Us Better and How They Can Change the World E JANE Mcgonigal
Reality Is Broken a Why Games Make Us Better and How They Can Change the World E JANE McGONIGAL THE PENGUIN PRESS New York 2011 ADVANCE PRAISE FOR Reality Is Broken “Forget everything you know, or think you know, about online gaming. Like a blast of fresh air, Reality Is Broken blows away the tired stereotypes and reminds us that the human instinct to play can be harnessed for the greater good. With a stirring blend of energy, wisdom, and idealism, Jane McGonigal shows us how to start saving the world one game at a time.” —Carl Honoré, author of In Praise of Slowness and Under Pressure “Reality Is Broken is the most eye-opening book I read this year. With awe-inspiring ex pertise, clarity of thought, and engrossing writing style, Jane McGonigal cleanly exploded every misconception I’ve ever had about games and gaming. If you thought that games are for kids, that games are squandered time, or that games are dangerously isolating, addictive, unproductive, and escapist, you are in for a giant surprise!” —Sonja Lyubomirsky, Ph.D., professor of psychology at the University of California, Riverside, and author of The How of Happiness: A Scientific Approach to Getting the Life You Want “Reality Is Broken will both stimulate your brain and stir your soul. Once you read this remarkable book, you’ll never look at games—or yourself—quite the same way.” —Daniel H. Pink, author of Drive and A Whole New Mind “The path to becoming happier, improving your business, and saving the world might be one and the same: understanding how the world’s best games work. -
Favelas in the Media Report
Favelas in the Media: How the Global Narrative on Favelas Changed During Rio’s Mega-Event Years 1094 articles - eight global outlets - 2008-2016 Research conducted by Catalytic Communities in Rio de Janeiro December 2016 Lead Researcher: Cerianne Robertson, Catalytic Communities Research Coordinator Contents Research Contributors: Lara Mancinelli Alex Besser Nashwa Al-sharki Sophia Zaia Gabi Weldon Chris Peel Megan Griffin Raven Hayes Amy Rodenberger Natalie Southwick Claudia Sandell Juliana Ritter Aldair Arriola-Gomez Mikayla Ribeiro INTRODUCTION 5 Nicole Pena Ian Waldron Sam Salvesen Emilia Sens EXECUTIVE SUMMARY 9 Benito Aranda-Comer Wendy Muse Sinek Marcela Benavides (CatComm Board of Directors) METHODOLOGY 13 Gabriela Brand Theresa Williamson Clare Huggins (CatComm Executive Director) FINDINGS 19 Jody van Mastrigt Roseli Franco Ciara Long (CatComm Program Director) 01. Centrality ................................................................................................ 20 Rhona Mackay 02. Favela Specificity .................................................................................... 22 Translation: 03. Perspective ............................................................................................. 29 04. Language ................................................................................................ 33 Geovanna Giannini Leonardo Braga Nobre 05. Topics ..................................................................................................... 39 Kris Bruscatto Arianne Reis 06. Portrayal ................................................................................................ -
Ludology with Dr. Jane Mcgonigal Ologies Podcast March 12, 2019
Ludology with Dr. Jane McGonigal Ologies Podcast March 12, 2019 Ohaaay, it’s the lady sitting in the middle seat, who has to get up to pee, but you’re in the window seat and you’re so relieved she does, because that means you don’t have to ask the guy in the aisle to get up, Alie Ward, back with another episode of Ologies. Oh, video games! [Mario coin-collecting noise] Video games, what’s their deal? How do they affect our brains? Have we got an ology for y’all! First, I do have some thanks. Thanks to everyone who’s pledging some of your latte money or tossing me a quarter a week on Patreon for making it possible for me to get my physical butt in the same space as the ologists, or in this case, pay a recording studio to do our first ever remote interview. Very exciting. Thanks to everyone sporting Ologies merch out in the wild – that’s at OlogiesMerch.com. T-shirts, hats, pins, all of that. Thank you to everyone who rates, and subscribes, and reviews. You leave such nice notes! For example, Namon says: I love this podcast so much. I found it when searching for podcasts to sleep! Sadly, I found a podcast to binge and stay up even later. Thank you, Alie Ward, for the podcast that has everything from biology to beauty. I never did solve my sleeping problem, but I don’t really mind anymore, so thank you for the podcast. Well, thanks for the review! Try the Fancy Nancy. -
A Sense of Presence: Mediating an American Apocalypse
religions Article A Sense of Presence: Mediating an American Apocalypse Rachel Wagner Department of Philosophy and Religion, Ithaca College, Ithaca, NY 14850, USA; [email protected] Abstract: Here I build upon Robert Orsi’s work by arguing that we can see presence—and the longing for it—at work beyond the obvious spaces of religious practice. Presence, I propose, is alive and well in mediated apocalypticism, in the intense imagination of the future that preoccupies those who consume its narratives in film, games, and role plays. Presence is a way of bringing worlds beyond into tangible form, of touching them and letting them touch you. It is, in this sense, that Michael Hoelzl and Graham Ward observe the “re-emergence” of religion with a “new visibility” that is much more than “simple re-emergence of something that has been in decline in the past but is now manifesting itself once more.” I propose that the “new awareness of religion” they posit includes the mediated worlds that enchant and empower us via deeply immersive fandoms. Whereas religious institutions today may be suspicious of presence, it lives on in the thick of media fandoms and their material manifestations, especially those forms that make ultimate promises about the world to come. Keywords: apocalypticism; Orsi; enchantment; fandom; video games; pervasive games; cowboy; larp; West 1. Introduction Michael Hoelzl and Graham Ward observe the “re-emergence” of religion today with a “new visibility” that is “far more complex and nuanced than simple re-emergence of something that has been in decline in the past but is now manifesting itself once more” (Hoelzl and Ward 2008, p. -
Getting Started with Gamification Aaron Sumner SIDLIT 2011
Getting Started with Gamification Aaron Sumner SIDLIT 2011 Share this list with others: bit.ly/gamification-sidlit Jane McGonigal at TED (2010, video) http://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world.html A 20-minute summary of McGonigal’s thesis that games teach the critical skills we need to solve the world’s largest problems. Reality is Broken: Why Games Make Us Better and How They Can Change the World (McGonigal, 2011) http://realityisbroken.org/ McGonigal’s book goes more in-depth on her thesis and showcases a number of examples of real games that have been developed to solve real problems. Gabe Zichermann: Gamification Master Class (2011, video) http://oreilly.com/catalog/0636920017622 A three-hour video workshop on putting game mechanics to use. Targeted toward marketers, but contains good information for education and other fields. Includes activities to help you develop the right experience for your “players.” Gamestorming (Gray, Brown, and Macanufo, 2010) http://oreilly.com/catalog/9780596804183 Not quite what I was looking for for my needs, but might be of interest to you if you’re looking for new ways to promote collaboration within a group. The games from this book are non- technological in nature. Gamification by Design (Zichermann and Cunningham, 2011) http://oreilly.com/catalog/0636920014614 A book version of the Gamification Master Class videos. I have not read this book yet. Flow: The Psychology of Optimal Experience (Csikszentmihalyi, 2008) http://www.amazon.com/gp/product/0061339202/ Referred to as many experts in game design and gamification as a must-read book (which, unfortunately, I haven’t gotten to yet). -
Slumssymposium Emergingthemes
SYMPOSIUM REFLECTIONS EMERGING THEMES, FUTURE RESEARCH AND NEXT STEPS Janice Perlman1 Mega-Cities Project [email protected] Outline I. Introduction II. Symposium Overview III. Areas of Convergence IV. Areas of Divergence V. Emerging Themes VI. Future Research VII. Next Conference VIII. List of Participants 1 Thanks to Guilherme Formicki for his assistance in the preparation of this report. The full symposium can be viewed at https://www.youtube.com/watch?v=2IJFUnVKxFQ&list=PLpMsNp6Vpvu3D0uXyFvDSrMsZm7Yul wRn. The agenda is available here: https://www.jchs.harvard.edu/sites/default/files/Harvard_Slums_Symposium_Schedule_rvsd_091 718_0.pdf 2 I. Introduction This reflection is based on a three-day symposium sponsored by the Lincoln Institute of Land Policy, the Joint Center for Housing Studies, and the Harvard Graduate School of Design from Sept. 20-22, 2018.2 This report is not intended to be a summary of the panels and discussions, but rather to highlight areas of convergence and divergence among participants, and to draw out themes that arose in our discussions. In addition, the report develops an agenda for future research and a follow-up conference. The gathering proceeded from the recognition that slums are an enduring feature of the urban landscape. As stated in the Concept Note, the persistence of slums can be traced to “failures to effectively address poverty and inequality, distorted land markets, and systemic social exclusion. These failures are, in turn, rooted in the very way policymakers, global media, and intellectuals conceptualize and represent how, why and by whom slums are produced, maintained and reproduced.” In recognition of this fact, the goals of the symposium were, “To advance new ideas, policies and tools that improve existing slums and generate alternatives to future ones.” To that end, symposium organizers posed the following questions: 1. -
RESPONDING to COMPLEXITY a Case Study on the Use of “Developmental Evaluation for Managing Adaptively”
RESPONDING TO COMPLEXITY A Case Study on the Use of “Developmental Evaluation for Managing Adaptively” A Master’s Capstone in partial fulfillment of the Master of Education in International Education at the University of Massachusetts Amherst Spring 2017 Kayla Boisvert Candidate to Master of Education in International Education University of Massachusetts Amherst Amherst, Massachusetts May 10, 2017 Abstract Over the past 15 years, the international development field has increasingly emphasized the need to improve aid effectiveness. While there have been many gains as a result of this emphasis, many critique the mechanisms that have emerged to enhance aid effectiveness, particularly claiming that they inappropriately force adherence to predefined plans and hold programs accountable for activities and outputs, not outcomes. However, with growing acceptance of the complexity of development challenges, different ways to design, manage, and evaluate projects are beginning to take hold that better reflect this reality. Many development practitioners explain that Developmental Evaluation (DE) and Adaptive Management (AM) offer alternatives to traditional management and monitoring and evaluation approaches that are better suited to address complex challenges. Both DE and AM are approaches for rapidly and systematically collecting data for the purpose of adapting projects in the face of complexity. There are many advocates for the use of DE and AM in complex development contexts, as well as some case studies on how these approaches are being applied. This study aims to build on existing literature that provides examples of how DE and AM are being customized to address complex development challenges by describing and analyzing how one non-governmental organization, Catalytic Communities (CatComm), working in the favelas of Rio de Janeiro, Brazil, uses DE for Managing Adaptively, a term we have used to name their approach to management and evaluation. -
The Favela Housing Rights Movement of Rio De Janeiro
‘Não são tijolos; são histórias’: The Favela Housing Rights Movement of Rio de Janeiro Jennifer Ashley Chisholm Department of Sociology University of Cambridge This dissertation is submitted for the degree of Doctor of Philosophy King’s College February 2019 To my family and to those who struggle for justice [ii] Declaration This thesis is the result of my own work and includes nothing which is the outcome of work done in collaboration except as declared in the Preface and specified in the text. It is not substantially the same as any that I have submitted, or, is being concurrently submitted for a degree or diploma or other qualification at the University of Cambridge or any other University or similar institution except as declared in the Preface and specified in the text. I further state that no substantial part of my thesis has already been submitted, or, is being concurrently submitted for any such degree, diploma or other qualification at the University of Cambridge or any other University or similar institution except as declared in the Preface and specified in the text. It does not exceed the prescribed word limit for the relevant Degree Committee. Jennifer Chisholm February 2019 [iii] Acknowledgements I would first like to thank my parents who have been a constant source of support and understanding. I also thank Jeff as well as all my advisors and teachers that have helped me along the way. I am grateful to the people who lent me their stories and appreciate the kindness of friends, acquaintances, and strangers who helped me through the challenges of fieldwork. -
Digital Game Studies
MMC 6936-1E88 Digital Game Studies Course Info When: Monday 9:35am-12:35pm Where: Weimer Hall 3020 Instructor: Dr. Yu-Hao Lee E-mail: [email protected] Phone: (352)392-3951 Office hours: Monday 1:00pm-3:00pm or by appointment Office: 3051 Weimer Hall Course Objectives Games and play are fundamental to humans and many animal species. Through play, we learn to think, to solve problems, and to socialize with others. Digital games harness the affordances of human play and the computational capabilities of modern technology, to create designed experiences that motivate and engage players. Today, digital gaming is one of the fastest growing communication industries, surpassing the movie and music industry in terms of annual sales. Over 59% of American households play digital games. However, as a young technology, it has only recently became a field of serious study. This class will focus on the theories and applications of digital games for behavior change, also known as serious games or persuasive games. The focus is in understanding questions such as: Why do people play digital games? How can we make games more engaging? What are the theories that can be applied to designing and using games for behavior change? In this class, students will: Play a number of digital games that are designed for behavior change in the fields of education, health, corporate training, etc. Understand the principles of digital game motivations and engagement. Understand the theories that has been applied to digital games for behavior change. Analyze digital games using scientific methods. Readings There are no required textbooks for this class, all the readings will be posted on the Canvas course site (https://lss.at.ufl.edu) select “e-Learning in Canvas,” and log in using your Gatorlink ID Requirements Moderate discussions: You will work in groups to present the key concepts of each reading, background/theory, research questions/hypotheses, methods, results, conclusions. -
Ecosystem Services for Poverty Alleviation in Amazonia
Ecosystem Services for Poverty Alleviation in Amazonia A report of a capacity-building project to design a research agenda on the links between the natural capital of Amazonian forests and water, food, health, livelihood, climate and energy securities. – Global Canopy Programme – Grupo de Trabalho Amazônico – Instituto Nacional de Pesquisas Espaciais – London School of Economics – Met Office Hadley Centre – Universidade Federal do Rio de Janeiro – Universidad Nacional Agraria La Molina – Universidad Nacional de Colombia – University of Edinburgh – University of Oxford – University of1 Vermont This Report presents the activities and results of an ESPA capacity-building project (grant NE/G008531/1) entitled: Valuing rainforests as global eco-utilities: a novel mechanism to pay communities for ecosystem services provided by the Amazon. The project was led by the University of Edinburgh and the Global Canopy Programme in the UK; Universidade Federal do Rio de Janeiro (UFRJ) and Instituto Nacional de Pesquisas Espaciais (INPE) in Brazil; Universidad Nacional de Colombia (UNAL) and Universidad Nacional Agraria La Molina (UNALM) in Peru in collaboration with a number of academic and NGO partners. The views expressed in this publication do not necessarily reflect the views of the organisations involved in this project, or those of its funders. Acknowledgements The project leaders would like to warmly thank all those who gave up their valuable time to engage in this capacity-building project. In particular, the members of the project team who committed their energies at workshops and meetings and through the writing of reports and project proposals. We especially thank the stakeholders in local communities and government who provided their insights into the process. -
Vila Autódromo in Rio De Janeiro: an Unending Struggle for Recognition
The Department of International Environment and Development Studies, Noragric, is the international gateway for the Norwegian University of Life Sciences (UMB). Eight departments, associated research institutions and the Norwegian College of Veterinary Medicine in Oslo. Established in 1986, Noragric’s contribution to international development lies in the interface between research, education (Bachelor, Master and PhD programmes) and assignments. The Noragric Master theses are the final theses submitted by students in order to fulfill the requirements under the Noragric Master programme “International Environmental Studies”, “Development Studies” and other Master programmes. The findings in this thesis do not necessarily reflect the views of Noragric. Extracts from this publication may only be reproduced after prior consultation with the author and on condition that the source is indicated. For rights of reproduction or translation contact Noragric. ©Aimê Lima Olaussen, September 2012 [email protected] Noragric Department of International Environment and Development Studies P.O. Box 5003 N-1432 Ås Norway Tel.: +47 64 96 52 00 Fax: +47 64 96 52 01 Internet: http://www.umb.no/noragric ii Declaration I, Aimê Lima Olaussen, declare that this thesis is a result of my research investigations and findings. Sources of information other than my own have been acknowledged and a reference list has been appended. This work has not been previously submitted to any other university for award of any type of academic degree. Ås, September 15th 2011 ……………………………….. iii iv Acknowledgement There are several people who have contributed to make this thesis possible, both in Norway and in Brazil. My deepest gratitude goes, first and foremost, to the people in Vila Autódromo, especially to Mr.