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How Lego Constructs a Cross-Promotional Franchise with Video Games David Robert Wooten University of Wisconsin-Milwaukee
University of Wisconsin Milwaukee UWM Digital Commons Theses and Dissertations August 2013 How Lego Constructs a Cross-promotional Franchise with Video Games David Robert Wooten University of Wisconsin-Milwaukee Follow this and additional works at: https://dc.uwm.edu/etd Part of the Mass Communication Commons Recommended Citation Wooten, David Robert, "How Lego Constructs a Cross-promotional Franchise with Video Games" (2013). Theses and Dissertations. 273. https://dc.uwm.edu/etd/273 This Thesis is brought to you for free and open access by UWM Digital Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of UWM Digital Commons. For more information, please contact [email protected]. HOW LEGO CONSTRUCTS A CROSS-PROMOTIONAL FRANCHISE WITH VIDEO GAMES by David Wooten A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Media Studies at The University of Wisconsin-Milwaukee August 2013 ABSTRACT HOW LEGO CONSTRUCTS A CROSS-PROMOTIONAL FRANCHISE WITH VIDEO GAMES by David Wooten The University of Wisconsin-Milwaukee, 2013 Under the Supervision of Professor Michael Newman The purpose of this project is to examine how the cross-promotional Lego video game series functions as the site of a complex relationship between a major toy manufacturer and several media conglomerates simultaneously to create this series of licensed texts. The Lego video game series is financially successful outselling traditionally produced licensed video games. The Lego series also receives critical acclaim from both gaming magazine reviews and user reviews. By conducting both an industrial and audience address study, this project displays how texts that begin as promotional products for Hollywood movies and a toy line can grow into their own franchise of releases that stills bolster the original work. -
Stem Education Using Lego Mindstorms®
STEM EDUCATION USING LEGO MINDSTORMS® A Guide for Volunteer Teachers TABLE OF CONTENTS Acknowledgments 3 Welcome 4 Intro to Mindstorms 5 Parts Overview 6-8 Sensors Overview 9-10 Programming Overview 11-18 Lesson Plans Overview 19-20 Lesson 0 - Intro to Robotics 21-24 Lesson 1 - Build the Bot 25-28 Lesson 2 - Perfect Square 29-34 Lesson 3 - Remote Control 35-41 Lesson 4 - Goal Scorer 42-45 Lesson 5 - Picker-Upper 46-49 Lesson 6 - Table Bot 50-53 Lesson 7 - Line Stopper 54-58 Lesson 8 - Sumo Bot 59-62 Lesson 9 - Maze Navigator 63-66 Resources 67-68 2 STEM Education Using LEGO Mindstorms®: A Guide For Volunteer Teachers. Published August 2017. ACKNOWLEDGMENTS Many thanks to the supporters and contributors, without whom this project would not have been possible. Advisors Juliana Andersen, Troop Leader Peter Antupit, Project Advisor Joanne Louie, Girl Scouts of Northern California Gold Award Committee Coordinator Renu Nanda, Executive Director, Ravenswood Education Foundation Tait Wade, Peninsula Bridge Site Director Community Volunteers Susan Cheng Riley Cohen Miles Olson Alexander Phillips Annabelle Tao Ann Wettersten The Space Cookies FRC Team 1868 The Students of Peninsula Bridge, CSUS Site In-Kind Donors Parker Family Periyannan Family Financial support Girl Scout Troop 30541 Girl Scout Troop 62868 Susan Lindquist Community Service Grant The Cohen Family STEM Education Using LEGO Mindstorms®: A Guide For Volunteer Teachers. Published August 2017. 3 WELCOME Dear Community Volunteer: This teaching guide is designed for volunteers to teach middle school students (~11-14 years old) the basics of building and programming robots using the LEGO Mindstorms® system. -
COURSE CURRICULUM Module Name Credit Units YEAR 1 Level
COURSE CURRICULUM Module Name Credit Units YEAR 1 Level 1.1 (22.5 hours per week) Career & Professional Preparation l 1.5 Computer Programming 4 Electrical Technology 4 Engineering Mathematics 1 5 Engineering Mechanics 4 Innovation Toolkit: Acquiring the Skills ^ 2 Sports & Wellness ^ 2 Level 1.2 (26 hours per week) Manufacturing Technology & Practice 4 Electronics Technology 4 Engineering Materials 4 Engineering Mathematics 2 5 Automation in a Mechatronic World 3 Communication & Contemporary Issues ^ 4 Innovation Toolkit: Applying the Skills ^ 2 Notes: ^ For more details on Interdisciplinary Studies (IS) electives, please log on to www.np.edu.sg/is/ IS Modules The School of Interdisciplinary Studies (IS) delivers a broad-based curriculum, which nurtures a new generation of professionals with multidisciplinary skills and an innovative and entrepreneurial spirit to meet the challenges of a knowledge economy. IS offers both prescribed modules and electives to challenge boundaries. Prescribed modules develop students’ competencies in core areas such as Communication, Innovation and Enterprise, Culture and Communication, and Personal Mastery and Development, while elective modules provide insights into Arts and Humanities, Business, Design, and Science and Technology. COURSE MODULES LEVEL 1.1 Career & Professional Preparation I This module helps to give students a foundational introduction to their three-year diploma course curriculum and how it prepares them for industry. It will help them to embark on their three-year course with the end in mind, through guided reflection of their personal characteristics, and producing an overall game plan for their future education and career goals. The module aims to deepen students’ commitment to the sector that the course prepares them for. -
The Double-Sided Message of the Lego Movie: the Effects
Cedarville University DigitalCommons@Cedarville Department of English, Literature, and Modern English Seminar Capstone Research Papers Languages 4-30-2015 The ouble-SD ided Message of The Lego oM vie: The ffecE ts of Popular Entertainment on Children in Consumer Culture Jordan Treece Cedarville University, [email protected] Follow this and additional works at: http://digitalcommons.cedarville.edu/ english_seminar_capstone Part of the Art Education Commons, Child Psychology Commons, Children's and Young Adult Literature Commons, and the Literature in English, North America Commons Recommended Citation Treece, Jordan, "The oubD le-Sided Message of The Lego Movie: The Effects of Popular Entertainment on Children in Consumer Culture" (2015). English Seminar Capstone Research Papers. 28. http://digitalcommons.cedarville.edu/english_seminar_capstone/28 This Capstone Project is brought to you for free and open access by DigitalCommons@Cedarville, a service of the Centennial Library. It has been accepted for inclusion in English Seminar Capstone Research Papers by an authorized administrator of DigitalCommons@Cedarville. For more information, please contact [email protected]. Treece 1 Jordan Treece 8 April 2015 The Double-Sided Message of The Lego Movie : The Effects of Popular Entertainment on Children in Consumer Culture One of the most popular and highest-rated films of 2014, The Lego Movie , directed by film powerhouse duo Phil Lord and Chris Miller, has entertained billions of viewers in the past year. With nonstop humor, impressive use of computer animation technology, a clever story-line, a cast of famous actors, anticipated sequels, and the nostalgia of a familiar toy brand, The Lego Movie is bound to be one of the most influential children’s films of the decade. -
Bilingual Education for All!
52 Free things to do in new York May 2019 established 1986 NewyorkFamily.com Hilaria Baldwinon marriage to Alec, w w w their four kids, . newyorkfamily and parenting authentically . c o m BilinguAl educAtion for All! THE PERFECT CAMP TO FIT YOUR SUMMER PLANS Preschool + Junior Camps • Sports Academy Gymnastics • Ninja Parkour • Golf • Basketball Elite Soccer • Ice Hockey • Ice Skating Urban Adventure for Teens JUNE 17 - AUGUST 30, 2019 Flexible Weeks Hot Lunch Provided Transportation & Aftercare Available Waterslide • Color Wars • Gymnastics Shows Kayaking • Golf Trips • Bowling • Skating Shows Hockey Games • Cruises & much more! EARLY BIRDS: Register by May 17 + Save! chelseapiers.com/camps May 2019 | newYorkfamily.com 3 contents MaY 2019 newyorkfamily.com pg. 12 pg. 32 pg. 64 pg. 52 pg. 38 62 | giving Back FEATURES columns Help Feed Kids in Need. Donate to this City Harvest fund-raiser that 38 | the Juggle is real For hilaria 6 | editor’s note helps feed New york’s children Baldwin May Flowers Hilaria Baldwin gets real with us 74 | Family day out about being a mom to four under five 8 | Mom hacks Harry Potter Café. Step into Steamy and her passion for healthy living Shopping experts The Buy Guide share Hallows in the East Village with this their mom must-haves for city living fun pop-up café full of wizardly 44| Bilingual education guide wonder New york City kids have many 12 | ask the expert - keeping girls options for a bilingual education, we in sports have the ultimate guide to finding the Dr. Karen Sutton talks about why hoMe & -
2006 FIRST Annual Report
annual report For Inspiration & Recognition of Science & Technology 2006 F I R Dean Kamen, FIRST Founder John Abele, FIRST Chairman President, DEKA Research & Founder Chairman, Retired, Development Corporation Boston Scientific Corporation S Recently, we’ve noticed a shift in the national conversation about our People are beginning to take the science problem personally. society’s lack of support for science and technology. Part of the shift is in the amount of discussion — there is certainly an increase in media This shift is a strong signal for renewed commitment to the FIRST T coverage. There has also been a shift in the intensity of the vision. In the 17 years since FIRST was founded, nothing has been more conversation — there is clearly a heightened sense of urgency in the essential to our success than personal connection. The clearest example calls for solutions. Both these are positive developments. More is the personal commitment of you, our teams, mentors, teachers, parents, awareness and urgency around the “science problem” are central to sponsors, and volunteers. For you, this has been personal all along. As the FIRST vision, after all. However, we believe there is another shift more people make a personal connection, we will gain more energy, happening and it has enormous potential for FIRST. create more impact, and deliver more success in changing the way our culture views science and technology. If you listen closely, you can hear a shift in the nature of the conversation. People are not just talking about a science problem and how it affects This year’s Annual Report echoes the idea of personal connections and P02: FIRST Robotics Competition someone else; they are talking about a science problem that affects personal commitment. -
Annual Report 2003 LEGO Company CONTENTS
Annual Report 2003 LEGO Company CONTENTS Report 2003 . page 3 Play materials – page 3 LEGOLAND® parks – page 4 LEGO Brand Stores – page 6 The future – page 6 Organisation and leadership – page 7 Expectations for 2004 – page 9 The LEGO® brand. page 11 The LEGO universe and consumers – page 12 People and Culture . page 17 The Company’s responsibility . page 21 Accounts 2003. page 24 Risk factors – page 24 Income statement – page 25 Notes – page 29 LEGO A/S Board of Directors: Leadership Team: * Mads Øvlisen, Chairman Dominic Galvin (Brand Retail) Kjeld Kirk Kristiansen, Vice Chairman Tommy G. Jespersen (Supply Chain) Gunnar Brock Jørgen Vig Knudstorp (Corporate Affairs) Mogens Johansen Søren Torp Laursen (Americas) Lars Kann-Rasmussen Mads Nipper (Innovation and Marketing) Anders Moberg Jesper Ovesen (Corporate Finance) Henrik Poulsen (European Markets & LEGO Trading) President and CEO: Arthur Yoshinami (Asia/Pacific) Kjeld Kirk Kristiansen Mads Ryder (LEGOLAND parks) * Leadership Team after changes in early 2004 LEGO, LEGO logo, the Brick Configuration, Minifigure, DUPLO, CLIKITS logo, BIONICLE, MINDSTORMS, LEGOLAND and PLAY ON are trademarks of the LEGO Group. © 2004 The LEGO Group 2 | ANNUAL REPORT 2003 Annual Report 2003 2003 was a very disappointing year for LEGO tional toy market stagnated in 2003, whereas Company. the trendier part of the market saw progress. Net sales fell by 26 percent from DKK 11.4 bil- The intensified competition in the traditional lion in 2002 to DKK 8.4 billion. Play material toy market resulted in a loss of market share sales declined by 29 percent to DKK 7.2 bil- in most markets – partly to competitors who lion. -
Richer Connections to Robotics Through Project Personalization
Advances in Engineering Education SUMMER 2012 Richer Connections to Robotics through Project Personalization MELANIE VELTMAN VALERIE DAVIDSON and BETHANY DEYELL University of Guelph Guelph, Ontario, Canada ABSTRACT In this work, we describe youth outreach activities carried out under the Chair for Women in Science and Engineering for Ontario (CWSE-ON) program. Specifi cally, we outline our design and implementation of robotics workshops to introduce and engage middle and secondary school students in engineering and computer science. Toward the goal of increasing the participation of women in science and engineering, our workshop design incorporates strategies presented in work by Rusk et al. (2008) on broadening participation in robotics: 1. focusing on themes, not just challenges; 2. combining art and engineering; 3. encouraging story-telling; and 4. organizing exhibitions, rather than competitions (Rusk et al., 2008, page 1) We discuss three workshop themes designed to highlight creativity and provide choices to par- ticipants. Our “Wild in the Rainforest” workshops make use of the PicoCrickets robotics kits and software used and described by Rusk et al. (2008). We also present Lego Mindstorms workshops themed “So You Think Your Robot Can Dance” and “A Day at the Park”. Our workshops are presented by female role models with academic backgrounds in science and engineering. Although workshop periods are fairly short (60-90 minutes), participants learn that robots have perception, cognition, and action – and are tasked with designing and programming to highlight these abilities. We present the results of our workshops through images and videos of the teams’ creations. Workshop evalu- ation data provided by participants demonstrate that our approach results in rich connections to engineering and technology for participants of both genders. -
NXT User Guide Introduction
NXT User Guide Introduction WELCOME TO LEGO® MINDSTORMS® EDUCATION LEGO® MINDSTORMS® Education is the next generation in educational robotics, enabling students to discover Science, Technology, Engineering and Mathematics in a fun, engaging, hands-on way. By combining the power of the LEGO building system with the LEGO MINDSTORMS Education technology, teams of students can design, build, program, and test robots. Working together on guided and open-ended engineering projects, the team members develop creativity and problem-solving skills along with other important mathematics and science knowledge. Students also become more skilled in communication, organization and research, which helps prepare them for future success in higher levels of schooling and in the workplace. The next technology - now. LEGO MINDSTORMS Education features an advanced 32-bit computer- controlled NXT brick, Interactive Servo Motors, Sound, Ultrasonic and other sensors, Bluetooth communication and multiple downloading capabilities. The icon-based LEGO MINDSTORMS Education NXT Software is built on the LabVIEW™ software from National Instruments, an industry standard with applications in many engineering and research fi elds. Curriculum. Inspiration. Support. The LEGO MINDSTORMS Education website www.MINDSTORMSeducation.com is your main resource for curriculum, training, product information and support. Our partners provide a strong network of information, technical advice, and teacher support as well. Carnegie Mellon Robotics Academy is our partner for developing curriculum materials and activities. Tufts University Center for Engineering Education Outreach (CEEO) is our partner for product development, workshops and conferences. In addition, local support is provided by our trade partners. If you are interested in a competitive challenge, check our website to fi nd out more about the FIRST LEGO LEAGUE. -
CEO Statement
10 September 2014 accesso® Technology Group plc (“accesso” or the “Group”) INTERIM RESULTS for the six month period ended 30 June 2014 accesso Technology Group plc (AIM: ACSO), the premier technology solutions provider to the global attractions and leisure industry, announces interim results for the six months ending 30 June 2014. The results demonstrate the good financial progress made in the first six months, as well as the investment undertaken to strengthen our product lines and leverage our increased scale and customer relationships across the Group. Financial Highlights Six months Six months ended 14 month period ended 30 June 2013 ended 30 June 2014 (unaudited pro- 31 December 2013 (unaudited) forma**) % change (audited in GBP) $m $m $m Revenue 25.88 20.99 +23.3% 61.43 Adjusted operating profit *# 1.28 1.17 +9.4% 6.07 Net debt 4.63 4.00 2.01 Earnings per share – basic (cents) 2.33 1.37 +70.0% 14.84 * Adjusted operating profit is defined as operating profit before the deduction of amortisation related to acquisitions, acquisition costs, and share based payments as detailed within the Consolidated statement of comprehensive income. ** Pro-forma for June 2013 due to change of year end from October to December # % change +23.9% on a constant currency basis Operational Highlights A period of continued growth o Strong revenue (+23.3%) and profit (+9.4%) growth; o The broad technology offering and geographic reach of the Group continues to benefit our performance and enable growth, with Europe enjoying strong guest attendance in contrast to more muted weather-related attendance in North America; o Further investments to strengthen all our product offerings, as well as work on diversifying our portfolio of services geographically and vertically. -
Children, Technology and Play
Research report Children, technology and play Marsh, J., Murris, K., Ng’ambi, D., Parry, R., Scott, F., Thomsen, B.S., Bishop, J., Bannister, C., Dixon, K., Giorza, T., Peers, J., Titus, S., Da Silva, H., Doyle, G., Driscoll, A., Hall, L., Hetherington, A., Krönke, M., Margary, T., Morris, A., Nutbrown, B., Rashid, S., Santos, J., Scholey, E., Souza, L., and Woodgate, A. (2020) Children, Technology and Play. Billund, Denmark: The LEGO Foundation. June 2020 ISBN: 978-87-999589-7-9 Table of contents Table of contents Section 1: Background to the study • 4 1.1 Introduction • 4 1.2 Aims, objectives and research questions • 4 1.3 Methodology • 5 Section 2: South African and UK survey findings • 8 2.1 Children, technology and play: South African survey data analysis • 8 2.2 Children, technology and play: UK survey data analysis • 35 2.3 Summary • 54 Section 3: Pen portraits of case study families and children • 56 3.1 South African case study family profiles • 57 3.2 UK case study family profiles • 72 3.3 Summary • 85 Section 4: Children’s digital play ecologies • 88 4.1 Digital play ecologies • 88 4.2 Relationality and children’s digital ecologies • 100 4.3 Children’s reflections on digital play • 104 4.4 Summary • 115 Section 5: Digital play and learning • 116 5.1 Subject knowledge and understanding • 116 5.2 Digital skills • 119 5.3 Holistic skills • 120 5.4 Digital play in the classroom • 139 5.5 Summary • 142 2 Table of contents Section 6: The five characteristics of learning through play • 144 6.1 Joy • 144 6.2 Actively engaging • 148 -
Environment Mapping Using the Lego Mindstorms NXT and Lejos NXJ
Environment Mapping using the Lego Mindstorms NXT and leJOS NXJ Gerardo Oliveira 1, Ricardo Silva 1, Tiago Lira 1, Luis Paulo Reis 1,2 1 FEUP – Faculdade de Engenharia da Universidade do Porto, Portugal 2 LIACC – Laboratório de Inteligência Artificial e Ciência de Computadores da Universidade do Porto, Portugal Rua Dr. Roberto Frias, s/n 4200-465 Porto, Portugal {ei04106, ei03087, ei04085, lpreis}@fe.up.pt Abstract. This paper presents a project of simultaneous localization and mapping (SLAM) of an indoor environment focusing on the use of autonomous mobile robotics. The developed work was implemented using the Lego Mindstorms NXT platform and leJOS NXJ as the programming language. The NXJ consists of an open source project which uses a tiny Java Virtual Machine (JVM) and provides a very powerful API as well the necessary tools to upload code to the NXT brick. In addition, the leJOS NXJ enables efficient programming and easiness of communication due to its support of Bluetooth technology. Thus, exploiting the mobile robotics platform flexibility plus the programming language potential, our goals were successfully achieved by implementing a simple subsumption architecture and using a trigonometry based approach, in order to obtain a mapped representation of the robot's environment. Keywords: Lego Mindstorms, NXT, leJOS, NXJ, Java, Robotics, Mapping, Subsumption Architecture, Behavior-Based, Client-Server. 1 Introduction One of the major problems in the field of robotics is known as SLAM (Simultaneous Localization and Mapping) [3], consisting of a technique used by robots and autonomous vehicles to build up a map within an unknown environment while at the same time keeping track of their current position.