Chapter One - Introduction
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
To What Extent Is Programming Impacting on Teacher's Behavioural
To what extent is programming impacting on teacher’s behavioural attitude in primary schools? A dissertation submitted in partial fulfilment of the requirements for the degree of Bachelor of Science (Honours) in Computing by Adrian Tomasz Grzymala Department of Computing & Information Systems Cardiff School of Management Cardiff Metropolitan University April 2016 i Declaration I hereby declare that this dissertation entitled “To what extent is programming impacting on teacher’s behavioural attitude in primary schools?” is entirely my own work, and it has never been submitted nor is it currently being submitted for any other degree. Candidate: Adrian Tomasz Grzymala Signature: Date: Supervisor: Dr. Ana Calderon Signature: Date: ii 1 ABSTRACT “Computers are now part of everyday life” (Berry, 2013). Computer Science is increasingly becoming a part of our lives that has a great impact on most businesses and also education. Computer programming outlines the importance of ‘Computational Thinking’ that is being used in every aspect of our day-to-day living. This dissertation project strive to define the evolutionary change that took place in September 2014. Computing has been introduced to the curriculum across primary schools in UK. The aim of this research paper is to signify the behavioural aspects of teachers teaching computing as well as the changes that occurred in relation to teaching the particular subject. In regards to the research methods, the research project involves primary and secondary data. Through the primary research, Semi-Structured interviews has been constructed to support the qualitative approach of obtaining data. Additionally, there are 3 teachers from Glan Usk School that will provide this research with valuable data regarding the issues they face when teaching programming. -
KODU for KIDS: the Official Guide to Creating Your Own Video Games
for Kids James Floyd Kelly The Official Guide to Creating Your Own Video Games Kodu for Kids Editor-in-Chief Greg Wiegand Copyright © 2013 by Pearson Education All rights reserved. No part of this book shall be reproduced, stored Acquisitions Editor in a retrieval system, or transmitted by any means, electronic, Laura Norman mechanical, photocopying, recording, or otherwise, without written permission from the publisher. No patent liability is assumed with Managing Editor respect to the use of the information contained herein. Although Kristy Hart every precaution has been taken in the preparation of this book, the publisher and author assume no responsibility for errors or Senior Project Editor omissions. Nor is any liability assumed for damages resulting from Jovana Shirley the use of the information contained herein. ISBN-13: 978-0-7897-5076-1 Copy Editor ISBN-10: 0-7897-5076-7 Seth Kerney Library of Congress Control Number: 2013936931 Indexer Printed in the United States of America Erika Millen First Printing: April 2013 Proofreader Trademarks Dan Knott All terms mentioned in this book that are known to be trademarks Technical Editors or service marks have been appropriately capitalized. Que Kodu Game Lab Team Publishing cannot attest to the accuracy of this information. Use of a term in this book should not be regarded as affecting the validity Editorial Assistant of any trademark or service mark. Cindy Teeters Warning and Disclaimer Cover Designer Every effort has been made to make this book as complete and Mark Shirar as accurate as possible, but no warranty or fitness is implied. Compositor The information provided is on an “as is” basis. -
Annual Report 2018 1002 Year 2018 Ceo’S Review Operating Environment Rovio As an Investment Strategy Business Model Responsibility Governance Financial Statements
2018ANNUAL REPORT YEAR 2018 CEO’S REVIEW OPERATING ENVIRONMENT ROVIO AS AN INVESTMENT STRATEGY BUSINESS MODEL RESPONSIBILITY GOVERNANCE FINANCIAL STATEMENTS CONTENT Rovio in brief .................................................. 1 Highlights of the year ..................................... 2 CEO’s review ................................................... 3 Operating enviroment ..................................... 6 Rovio as an investment ................................. 10 Rovio’s strategy ............................................ 12 Business model ............................................ 15 Games business unit ..................................... 19 Brand Licensing business unit ...................... 30 Rovians ......................................................... 34 Responsibility ............................................... 36 Board of Directors ........................................ 39 Leadership team ........................................... 42 Corporate Governance statement ................. 46 Remuneration report .................................... 55 Financial statements .................................... 60 Report of the Board of Directors ................... 61 For shareholders ........................................ 150 ANNUAL REPORT 2018 1002 YEAR 2018 CEO’S REVIEW OPERATING ENVIRONMENT ROVIO AS AN INVESTMENT STRATEGY BUSINESS MODEL RESPONSIBILITY GOVERNANCE FINANCIAL STATEMENTS RevenueRevenue, , RevenueRevenue, , Revenue per segment, AdjustedAdjusted EBITDA EBITDA, , AdjustedAdjusted EBIT EBIT,, -
Enhancing the Therapy Experience Using Principles of Video Game Design
AJSLP Viewpoint Enhancing the Therapy Experience Using Principles of Video Game Design John Wm. Folkins,a Tim Brackenbury,a Miriam Krause,a and Allison Havilanda Purpose: This article considers the potential benefits that emotion or cognitive connection. The discovery principle applying design principles from contemporary video games promotes indirect learning in focused environments. The risk- may have on enhancing therapy experiences. taking principle addresses the uncertainties clients face when Method: Six principles of video game design are presented, attempting newly learned skills in novel situations. The and their relevance for enriching clinical experiences is generalization principle encourages multiple opportunities for discussed. skill transfer. The reward system principle directly relates to Results: The motivational and learning benefits of each the scaffolding of frequent and varied feedback in treatment. design principle have been discussed in the education Last, the identity principle can assist clients in using their newly literature as having positive impacts on student motivation learned communication skills to redefine self-perceptions. and learning and are related here to aspects of clinical Conclusion: These principles highlight areas for research practice. The essential experience principle suggests and interventions that may be used to reinforce or advance connecting all aspects of the experience around a central current practice. ideo games are captivating. Around the world, for a number of years, both at school and at our clinic. people spend more than three billion hours a week Martin typically showed low levels of engagement in both V playing them (Knewton Inc., 2014), with the average environments despite multiple attempts to make sessions gamer playing 8 hr per week (Entertainment Software interesting and enjoyable. -
Sexism in the City “We're Simply Buying Too Much”
SEPTEMBER 2016 Japan’s number one English language magazine Five style-defining brands that are reinventing tradition SEXISM IN THE CITY Will men and women ever be equal in Japan’s workforce? “WE’RE SIMPLY BUYING TOO MUCH” Change the way you shop PLUS: The Plight of the Phantom Pig, Healthy Ice Cream, The Beauties of Akita, Q&A with Paralympics Athlete Saki Takakuwa 36 20 24 30 SEPTEMBER 2016 radar in-depth guide THIS MONTH’S HEAD TURNERS COFFEE-BREAK READS CULTURE ROUNDUP 8 AREA GUIDE: SENDAGAYA 19 SEXISM IN THE CITY 41 THE ART WORLD Where to eat, drink, shop, relax, and climb Will men and women ever be equal This month’s must-see exhibitions, including a miniature Mt. Fuji in Japan’s workforce? a “Dialogue with Trees,” and “a riotous party” at the Hara Museum. 10 STYLE 24 “WE’RE SIMPLY BUYING TOO MUCH” Bridge the gap between summer and fall Rika Sueyoshi explains why it’s essential 43 BOOKS with transitional pieces including one very that we start to change the way we shop See Tokyo through the eyes – and beautiful on-trend wrap skirt illustrations – of a teenager 26 THE PLIGHT OF THE PHANTOM PIG 12 BEAUTY Meet the couple fighting to save Okinawa’s 44 AGENDA We round up the season’s latest nail colors, rare and precious Agu breed Take in some theatrical Japanese dance, eat all featuring a little shimmer for a touch of the hottest food, and enter an “Edo-quarium” glittery glamor 28 GREAT LEAPS We chat with long jumper Saki Takakuwa 46 PEOPLE, PARTIES, PLACES 14 TRENDS as she prepares for the 2016 Paralympics Hanging out with Cyndi Lauper, Usain Bolt, If you can’t live without ice cream but you’re and other luminaries trying to eat healthier, then you’ll love these 30 COVER FEATURE: YUKATA & KIMONO vegan and fruity options. -
COMPARATIVE VIDEOGAME CRITICISM by Trung Nguyen
COMPARATIVE VIDEOGAME CRITICISM by Trung Nguyen Citation Bogost, Ian. Unit Operations: An Approach to Videogame Criticism. Cambridge, MA: MIT, 2006. Keywords: Mythical and scientific modes of thought (bricoleur vs. engineer), bricolage, cyber texts, ergodic literature, Unit operations. Games: Zork I. Argument & Perspective Ian Bogost’s “unit operations” that he mentions in the title is a method of analyzing and explaining not only video games, but work of any medium where works should be seen “as a configurative system, an arrangement of discrete, interlocking units of expressive meaning.” (Bogost x) Similarly, in this chapter, he more specifically argues that as opposed to seeing video games as hard pieces of technology to be poked and prodded within criticism, they should be seen in a more abstract manner. He states that “instead of focusing on how games work, I suggest that we turn to what they do— how they inform, change, or otherwise participate in human activity…” (Bogost 53) This comparative video game criticism is not about invalidating more concrete observances of video games, such as how they work, but weaving them into a more intuitive discussion that explores the true nature of video games. II. Ideas Unit Operations: Like I mentioned in the first section, this is a different way of approaching mediums such as poetry, literature, or videogames where works are a system of many parts rather than an overarching, singular, structured piece. Engineer vs. Bricoleur metaphor: Bogost uses this metaphor to compare the fundamentalist view of video game critique to his proposed view, saying that the “bricoleur is a skillful handy-man, a jack-of-all-trades who uses convenient implements and ad hoc strategies to achieve his ends.” Whereas the engineer is a “scientific thinker who strives to construct holistic, totalizing systems from the top down…” (Bogost 49) One being more abstract and the other set and defined. -
Summer Camps
SUMMER | 2014 RECREATION CAMPS ADULT CLASSES SENIOR SERVICES CITY RECREATION PROGRAMS & SERVICES Special Events Table of Contents Featured Events 2 Lafayette’s Annual Restaurant Walk Summer Camp Calendar 3 Tour Lafayette’s finest dining establishments and sample the Summer Camps 4-19 signature cuisine of each restaurant Preschool/Youth Classes 20-23 Tuesday, May 20, 2014 • 5:30–9:00pm Adult Classes 24-29 Wine Reception • Restaurant Tastings • Coffee and Dessert Musical entertainment at selected locations Adults 55+ Classes 30-33 Raffle Prizes • Auctions General Information 34 $45 per person Registration Form 35 www.lafayettechamber.org Summer Shows Back Cover Benefits Lafayette Community Foundation and the programs and services of the Lafayette Chamber of Commerce Lafayette Fall Ball 2014 Big League Fundamentals for Little League Players—All the Training, without the Travel! June 6, 13, 20 & 27 5/6 Yrs 7/8 Yrs 9/10 Yrs 3:30 to 4:30 4:30 to 5:30 5:30 to 6:30 Music Begins at 6:30pm Rock SESSION/DAYS DATES I: Mon/Wed 9/8 to 10/1 Visit www.LafayetteChamber.org II: Mon/Wed 10/6 to 10/29 The Plaza for full details 11/12 Yrs 3:30 to 5:30 SESSION/DAYS DATES Fridays in the Lafayette Plaza I: Thurs 9/11 to 10/2 II: Thurs 10/9 to 10/30 FEE MIN/MAX LOCATION $203 15/25 Buckeye Fields Lafayette Boys Basketball or Girls Volleyball Boy’s Basketball for Boys entering Grades 1–8 this fall & Girl’s Volleyball for Girls entering Grades 4–8 this fall New This Year: 1. -
Download World of Goo for Pc Free
Download world of goo for pc free click here to download World of Goo, free and safe download. World of Goo latest version: Build a safe way to rescue all the Goo balls. Download World of Goo for Windows now from Softonic: % safe and virus free. More than downloads Free & fast download; Always available; Tested virus-free. Alternative World of Super Meat Boy out on PC Nov 30th. Read more. World of Goo is a Puzzle, Casual and Strategy game for PC published by 2D BOY in Guide the oil drops through their way!. World of Goo Free Download Full Version PC Game setup in single direct link for Windows. It is an awesome Arcade and Logic game. download world of goo, world of goo, world of goo download free. Configure your PS DualShock controller to play on PC. Better DS3 icon Xplode. Gain World of Goo, a Puzzle game launched by 2D Boy. Screenshot 1 Free Download World of Goo Screenshot 2 Free Download World of Goo Screenshot 3. World of Goo DRM-Free - PC Game - Full Download - Gog Games Title: World of Goo Genre(s): Strategy - Building - Puzzle Works on: Windows. World of Goo Mediafire Download goomgames [Puzzle, Indie] Download Free PC Games World of Goo portable (64MB) [Extract & play]. World of Goo Free Download PC Game Cracked in Direct Link and Torrent. World of Goo is a multiple award winning physics based puzzle. Build incredible structures out of goo in the mind-bending puzzle game Engineer Ingenius Towers and Structures and Save the Goo in World of Goo! . -
PROGRAMMING LEARNING GAMES Identification of Game Design Patterns in Programming Learning Games
nrik v He d a apa l sk Ma PROGRAMMING LEARNING GAMES Identification of game design patterns in programming learning games Master Degree Project in Informatics One year Level 22’5 ECTS Spring term 2019 Ander Areizaga Supervisor: Henrik Engström Examiner: Mikael Johannesson Abstract There is a high demand for program developers, but the dropouts from computer science courses are also high and course enrolments keep decreasing. In order to overcome that situation, several studies have found serious games as good tools for education in programming learning. As an outcome from such research, several game solutions for programming learning have appeared, each of them using a different approach. Some of these games are only used in the research field where others are published in commercial stores. The problem with commercial games is that they do not offer a clear map of the different programming concepts. This dissertation addresses this problem and analyses which fundamental programming concepts that are represented in commercial games for programming learning. The study also identifies game design patterns used to represent these concepts. The result of this study shows topics that are represented more commonly in commercial games and what game design patterns are used for that. This thesis identifies a set of game design patterns in the 20 commercial games that were analysed. A description as well as some examples of the games where it is found is included for each of these patterns. As a conclusion, this research shows that from the list of the determined fundamental programming topics only a few of them are greatly represented in commercial games where the others have nearly no representation. -
Gootool Technical Overview Scope
GooTool Technical Overview Scope Total Physical Source Lines of Code (SLOC) = 18,012 Development Effort Estimate, Person-Years = 4.16 Schedule Estimate, Years = 0.92 Estimated Average Number of Developers (Effort/Schedule) = 4.52 Total Estimated Cost to Develop = $$, 562,318 (average salary = $56,286/year, overhead = 2.40). Generated using David A. Wheeler’s ‘SLOCCount’. Verified with: david@netman1:~/Projects/gootool$ find . -name *java | xargs cat | egrep -v '^[[:space:]]*(//|/\*|\*|$)' | wc -l 17934 GooTool Technical Overview SCM Procedures • Subversion: version control. • Release tags and branches. • Mantis: issue tracking. • ANT: build management. • Script to build, tag and version releases GooTool Technical Overview SVN Statistics 0.8 0.9 1.0 1.1 GooTool Technical Overview Release tags david@netman1:~$ svn ls -v file:///svn/gootool 400 david Jun 12 10:20 ./ 1 david Nov 05 2008 branches/ 378 david Nov 18 2009 tags/ 400 david Jun 12 10:20 trunk/ david@netman1:~$ svn ls -v file:///svn/gootool/tags 378 diddavid Nov 18 2009 ./ 194 david Jan 15 2009 Release_0_10_0/ 199 david Jan 15 2009 Release_0_10_1/ 224 david Feb 09 2009 Release_0_10_2/ 256 david Apr 18 2009 Release_0_10_3/ 292 david Jun 22 2009 Release_0_10_4/ 299 david Jun 28 2009 Release_0_10_5/ 17 david Nov 06 2008 Release_0_8_0/ 31 david Nov 09 2008 Release_0_8_1/ 35 david Nov 09 2008 Release_0_8_2/ 46 david Nov 09 2008 Release_0_9_0/ 66 david Nov 13 2008 ReleasReleasee091/_0_9_1/ 71 david Nov 13 2008 Release_0_9_2/ 82 david Nov 15 2008 Release_0_9_3/ 92 david Nov 17 2008 Release_0_9_4/ 130 david Nov 21 2008 Release_0_9_5/ 149 david Dec 19 2008 Release_0_9_6/ 154 david Dec 19 2008 Release_0_9_7/ 345 david Oct 22 2009 Release_1_0_0/ 368 david Nov 08 2009 Release_1_0_1/ 378 david Nov 18 2009 Release_1_0_2/ GooTool Technical Overview Issue tracking GooTool Technical Overview GooTool Technical Overview GooTool Technical Overview World of Goo • Windows, Linux, Mac OS X, Wii. -
Citywide Activity Guide
SOLONCitywide Activity Guide Spring into Fun! Arts Recreation Parkswww.solonohio.org Seniors Special Events Table of Contents Dear Solon Residents, Safety Town 1 This spring and summer promise to be busier than most for Special Events 3 ARTS Community Center Guidelines the Solon Recreation Department, Solon Community Center, and Memberships 4 Solon Center for the Arts and Grantwood Golf Course. That is, Community Center Hours 4 of course, if they ever arrive. Mother Nature forgot to change Preschool Recreation 5 & REC Recreation Afterschool 6 the seasons – or the Ground Hog erred in his prediction. Either 2014 Youth Recreation 7 way, we need a little relief. Community Gardens 7 CITY DIRECTORY Spring Youth Camps 8 What this means for you is that we have a little more time Arts Center (440) 337-1400 Boat Safety Class 8 City Hall (440) 248-1155 to plan for some of our major events we have coming for you this Youth Tennis 11 Fire Station #1 (440) 349-6333 year. As always, we have Solon Home Days, Fireworks on the Fire Station #2 (440) 248-6939 Aquatics 11 Fire Station #3 (440) 337-1500 Learn to Swim 13 4th, (except this year we’ve added the Solon Philharmonic Grantwood (440) 248-4646 Water Exercise Classes 14 Orchestra!), Summer Camps, Golf Outings, Arts Festivals, etc. Police (440) 248-2932 Adult Activities 15 Recreation (440) 248-5747 Adult Tennis 15 These events help cap off our beautiful summer in the park and Senior Center (440) 349-6363 Fitness/Wellness 16 Service (440) 248-5834 around town which can be so relaxing and enjoyable. -
Building in the Sand: Levelling Up
Leveling Up Teaching and Learning Through Video Game Construction by Kandise Michelle Salerno A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Elementary Education University of Alberta © Kandise Michelle Salerno, 2016 Abstract Video game construction plays an important role for students and teachers. The experience of constructing a video game aligns with students’ out-of-school experiences while connecting with the in-school experience of learning content. This qualitative study examined 4 upper elementary teachers, 11 upper elementary students, and 1 principal regarding how they experienced video game construction in the classroom. The following questions guided the study: (1) What pedagogical approaches may upper elementary content-area teachers use to integrate game construction into teaching and learning? (2) How may upper elementary content- area teachers experience student-based game construction with their students? (3) How may students experience video game construction in a content-area classroom? Using constructionism as the theoretical framework, this study sought to understand the kinds of experiences both teachers and students encountered when constructing video games in the classroom, and the externalized expectations that derived from collaborating with and through the technology and with others. The data collection tools I used were direct observations, interviews with the students, teachers, and principal, and artifacts. Audio recordings of the interviews were transcribed, the transcriptions and field notes of the students’ and teachers’ artifacts were connected with the interviews, and themes were identified. For the teachers the themes that were constructed include teacher pedagogy, collaboration, planning, writing and gaming, time, and assessment.