A Serious Video Game To Support Decision Making On Refugee Aid Deployment Policy

The success of refugee support operations depends on the ability of humanitarian organizations and governments to deploy aid effectively. These operations require that decisions on resource allocation are made as quickly as possible in order to respond to urgent crises and, by antici-pating future developments, remain adequate as the situation evolves. Agent-based modeling and simulation has been used to understand the progression of past refugee crises, as well as a way to predict how new ones will unfold. In this work, we tackle the problem of refugee aid deployment as a variant of the Robust Facility Location Problem (RFLP). We present a serious video game that functions as an interface for an agent-based simulation run with data from past refugee crises. Having obtained good approximate solutions to the RFLP by implementing a game that frames the problem as a puzzle, we adapted its mechanics and interface to correspond to refugee situations. The game is intended to be played by both subject matter experts and the general public, as a way to crowd-source effective courses of action in these situations

Missed Opportunities: The Role of the International Community in the Return of the Rwandan Refugees from Eastern Zaire, July 1994 - December 1996

July 1994, the horror of the genocide in Rwanda was overtaken by pictures of an unprecedented exodus of Rwandan Hutus, led into Zaire by the iron and bloody hands of their leaders. The refugee emergency phase that started on 13 July 1994 was contained by the end of September. The two ensuing years witnessed a flurry of initiatives to find a way out of a refugee situation that, after the genocide, had all the ingredients to further poison the political and ethnic crises that had been brewing in the Great Lakes Region of Africa for some time. The stalemate eventually came to an end in October 1996, when a military offensive led by a coalition of rebel groups from eastern and southern Zaire resulted in a massive return of some refugees and the scattering of others. This offensive ultimately brought the rebel leader, Laurent Desire Kabila, to Kinshasa where he appointed himself President of the renamed Democratic Republic of Congo (DRC)

Montana Kaimin, October 30, 1990

Student newspaper of the University of Montana, Missoula.https://scholarworks.umt.edu/studentnewspaper/9350/thumbnail.jp

Montana Kaimin, October 30, 1990

Student newspaper of the University of Montana, Missoula.https://scholarworks.umt.edu/studentnewspaper/9350/thumbnail.jp

Montana Kaimin, October 30, 1990

Student newspaper of the University of Montana, Missoula.https://scholarworks.umt.edu/studentnewspaper/9350/thumbnail.jp

The ISCIP Analyst, Volume VII, Issue 20

This repository item contains a single issue of The ISCIP Analyst, an analytical review journal published from 1996 to 2010 by the Boston University Institute for the Study of Conflict, Ideology, and Policy

The Politics of Coalition Burden-Sharing: The Case of the War in Afghanistan

Why do states join military coalitions? After joining wartime coalitions, why do states contribute differently to support the coalitions? What influences the decision process and the burden-sharing outcome of coalition countries? This dissertation investigates these questions by reviewing the contributions of Britain, Germany, and Pakistan to the U.S.-led War in Afghanistan from October 2001 to December 2010. Conventional wisdom focuses on neo-realist and strategic culture theories to analyze a country's coalition behavior. The neo-realist theory of international relations suggests a systemic level explanation, and argues that the distribution of power in the international system determines the coalition behavior of states. Strategic culture theorists reject systemic level explanations, and argue that neo-realism cannot explain why states, under the same international system, behave differently. They embrace a domestic level analysis, which emphasizes national strategic decision makers, their belief systems, and the organizational culture of the military—in short a 'national style' of coalition behavior. This study demonstrates that both neo-realism and strategic culture fail to offer sufficient explanations for analyzing and predicting the coalition behavior of states. Taking a middle ground, it proposes a neo-classical realist model of coalition burden-sharing. It argues that international systemic incentives and constraints are channeled through domestic political and culture-induced processes to produce unique burden-sharing behaviors for states. My theoretical model examines the effect of three systemic variables - alliance dependence, balance of threat, and collective action; and three domestic level variables - domestic political regime, public opinion, and military capability - in explaining the politics of coalition burden-sharing. I test the model in the cases of Britain, Germany, and Pakistan. My research provides empirical support for the integrated burden-sharing model. It shows that among the coalition countries in Afghanistan, Britain pursued a policy of 'punching above the weight.' The British forces in Afghanistan's Helmand province were overstretched, with few troops and few resources. By contrast, the German forces in Kunduz had mostly pursued a risk-averse strategy. This was due to the imposition of national caveats or restricted rules of engagement, which constrained the ability of the German forces to participate in offensive military operations against the Taliban insurgents. Pakistan joined and supported the war in Afghanistan by severing diplomatic relations with the Taliban; and deploying up to 150,000 troops along the Afghan-Pakistan border. Despite providing critical logistical support, and conducting numerous military offensives against Al Qaeda and Taliban militias in its tribal areas, Pakistan was widely labeled as an uncertain partner with conflicted goals. This was due to Pakistan's overt contribution to the war on terrorism, and its covert support for various Afghan-focused insurgent groups. This dissertation concludes with a brief discussion on the theoretical and policy implications of coalition burden-sharing

The Wooster Voice (Wooster, OH), 1983-12-02

This edition includes articles that discuss: a critical lecture by former Ambassador to El Salvador Robert E. White about the United States\u27 role in Central America; the formation of the Coalition for Public Sanctuary; Emery King as the first visitor in the Black Leaders-in-Residence Program; the fundraising campaign for the College; an editorial about nuclear weapons; a Punch and Judy Show performance at convocation; and a performance of Handel\u27s Messiah by the Concert Choir.https://openworks.wooster.edu/voice1981-1990/1323/thumbnail.jp

Cultural literacy acquisition through video game environments of a digitally born generation

[ES] Los videojuegos modernos son complejos, diversos, inmersivos y muy extendidos, y su influencia en la sociedad y en las personas es muy profunda. Al principio, los videojuegos y sus impactos fueron demonizados, pero con el tiempo los estudios empezaron a evaluar sus efectos positivos en las competencias y habilidades relacionadas con las destrezas del siglo XXI, entre las que se encuentra la alfabetización cultural. Esta tesis sigue esta tendencia y examina el modo en que los juegos de entretenimiento comerciales, los juegos serios, los juegos educativos y las simulaciones pueden ayudar a los jugadores en su aprendizaje y en la adquisición de destrezas que mejoran su alfabetización cultural. Un análisis de las tendencias comunes en las destrezas y competencias necesarias para tener éxito en el siglo XXI (estudiadas por la UNESCO, el British Council, IBM, Google, LinkedIn y el Foro Económico Mundial) reveló que para vivir en un mundo VUCA (volátil, incierto, complejo y ambiguo) hace falta un modelo nuevo y actualizado de la alfabetización cultural. Esta tesis propone tal modelo. Se hizo una revisión de la literatura reciente sobre el impacto y los resultados de los videojuegos. Dicha revisión mostró que los videojuegos pueden reforzar o debilitar los estereotipos, que ayudan a adquirir conocimientos culturales y a desarrollar la alfabetización intercultural, la alfabetización sociocultural, la conciencia cultural, la autoconciencia y el entendimiento cultural de diferentes espacios geopolíticos, y que hasta cierto punto facilitan el desarrollo de las habilidades interculturales. El corazón de la tesis es una investigación sobre la efectividad de los videojuegos en el abordaje de problemas sociales difíciles como son los movimientos migratorios y la crisis de refugiados. Se realizaron dos estudios, uno cuantitativo y otro cualitativo, que obtuvieron resultados alentadores para los creadores de videojuegos de empatía. Muchos participantes informaron que sintieron más empatía y menos rechazo hacia los migrantes y refugiados, así como una mayor motivación para ayudar de forma activa a gente necesitada. Se hizo, además, una encuesta amplia que dio a conocer los géneros de entretenimiento AAA, los personajes, los elementos de juego y las características que los nativos digitales encuentran atractivos, así como los que echan en falta y que les gustaría ver en el futuro. Los hallazgos también confirmaron que los juegos no son solamente una fuente de diversión, sino también de mucho aprendizaje. El inglés, las bases de la informática, el pensamiento estratégico, la geografía y la historia, el trabajo en equipo, conocimientos culturales, el cambio de perspectiva y la creatividad... todo esto se aprende y refuerza con los videojuegos. Las evidencias presentadas en esta tesis sugieren que hay una demanda para herramientas que faciliten la educación intercultural. El punto culminante de esta tesis es el diseño de Chuzme, un juego educativo digital que pretende elevar la autoconciencia (cultural) y el reconocimiento del sesgo cultural con el fin de generar actitudes positivas hacia los migrantes, refugiados y expatriados. En resumen, esta tesis apoya la idea de que los videojuegos facilitan la adquisición de la alfabetización cultural y aporta pruebas de que los videojuegos proporcionan beneficios culturales, sociales y comunicativos que espere animen a los profesores a integrar activamente los videojuegos en su práctica docente. Descriptores: investigación sobre videojuegos, impacto de los videojuegos, comunicación intercultural, aprendizaje basado en juegos, alfabetización cultural[CA] Els videojocs moderns són complexos, diversos, immersius i molt estesos, i la seva influència en la societat i en les persones és molt profunda. Al principi, els videojocs i els seus impactes van ser demonitzats però amb el temps els estudis van començar a avaluar els seus efectes positius en les competències i habilitats relacionades amb les destreses del segle XXI, entre les quals es troba l'alfabetització cultural. Aquesta tesi segueix aquesta tendència i examina la manera en què els jocs d'entreteniment comercials, els jocs seriosos, els jocs educatius i les simulacions poden ajudar els jugadors en el seu aprenentatge i en l'adquisició de destreses que milloren la seva alfabetització cultural. Una anàlisi de les tendències comunes en les destreses i competències necessàries per tenir èxit en el segle XXI (estudiades per la UNESCO, el British Council, IBM, Google, LinkedIn i el Fòrum Econòmic Mundial) va revelar que per viure en un món VUCA (volàtil , incert, complex i ambigu) cal un model nou i actualitzat de l'alfabetització cultural. Aquesta tesi proposa aquest model. Es va fer una revisió de la literatura recent sobre l'impacte i els resultats dels videojocs. La dita revisió va mostrar que els videojocs poden reforçar o debilitar els estereotips, que ajuden a adquirir coneixements culturals i a desenvolupar l'alfabetització intercultural, l'alfabetització sociocultural, la consciència cultural, l'autoconsciència i l'enteniment cultural de diferents espais geopolítics, i que fins a cert punt faciliten el desenvolupament de les habilitats interculturals. El cor de la tesi és una investigació sobre l'efectivitat dels videojocs en l'abordatge de problemes socials difícils com són els moviments migratoris i la crisi de refugiats. Es van realitzar dos estudis, un quantitatiu i un altre qualitatiu, que van obtenir resultats encoratjadors per als creadors de videojocs d'empatia. Molts participants van informar que van sentir més empatia i menys rebuig cap als immigrants i refugiats, així com una major motivació per ajudar de forma activa a gent necessitada. Es va fer, a més, una enquesta àmplia que va donar a conèixer els gèneres d'entreteniment AAA, els personatges, els elements de joc i les característiques que els nadius digitals troben atractius així com els que troben a faltar i que els agradaria veure en el futur. Les troballes també van confirmar que els jocs no són només una font de diversió, sinó també de molt aprenentatge. L'anglès, les bases de la informàtica, el pensament estratègic, la geografia i la història, el treball en equip, coneixements culturals, el canvi de perspectiva i la creativitat ... tot això s'aprèn i reforça amb els videojocs. Les evidències presentades en aquesta tesi suggereixen que hi ha una demanda per a eines que facilitin l'educació intercultural. El punt culminant d'aquesta tesi és el disseny de Chuzme, un joc educatiu digital que pretén elevar l'autoconsciència (cultural) i el reconeixement del biaix cultural amb la finalitat de generar actituds positives cap als migrants, refugiats i expatriats. En resum, aquesta tesi dóna suport a la idea que els videojocs faciliten l'adquisició de l'alfabetització cultural i aporta proves que els videojocs proporcionen beneficis culturals, socials i comunicatius que esperi animin els professors a integrar activament els videojocs en la seva pràctica docent. Descriptors: investigació sobre videojocs, impacte dels videojocs, comunicació intercultural, aprenentatge basat en jocs, l'alfabetització cultural[EN] Modern video games are complex, diverse, immersive and pervasive, and their influence on society and people is far-reaching. Video games and their impacts were initially demonised, but over time research started assessing the positive effects of games on competencies and abilities connected to twenty-first-century skills that include cultural literacy. In line with this trend, this thesis examines how entertaining commercial titles, serious games, educational games and simulations can support players in learning and in acquiring skills that enhance cultural literacy. An analysis of the common trends for the skills and competencies needed for success in the twenty-first century ¿studied by UNESCO, the British Council, IBM, Google, LinkedIn, and the World Economic Forum, among other,¿ revealed that living in a VUCA (volatility, uncertainty, complexity and ambiguity) world requires a new, updated model of cultural literacy. This thesis proposes such a model. A review was made of the recent literature on the impact and outcomes of video games, showing that video games can reinforce or weaken stereotypes; help to acquire cultural knowledge and develop intercultural literacy, socio-cultural literacy, cultural awareness, self-awareness, and the cultural understanding of different geopolitical spaces; and to some extent also facilitate the development of intercultural skills. The heart of the thesis is an investigation into the effectiveness of video games for tackling difficult social issues such as migratory movements and the refugee crisis. Two studies were conducted one quantitative and the other qualitative that obtained heartening results for producers of empathy video games. Many participants reported feeling more empathy and less rejection towards migrants and refugees, as well as being more motivated to actively help people in need. Additionally, a broad survey revealed the AAA entertainment game genres, characters, and in-game elements and features that digital natives find attractive and those they miss and would like in the future. The findings also confirmed that games produce not only fun but also a great deal of learning. The English language, the basics of informatics, strategic thinking, geography and history, teamwork, cultural knowledge, perspective change, and creativity are all learnt and reinforced during video game play. The evidence presented in this thesis suggests there is a demand for tools facilitating intercultural education. The high point of the thesis is the design of Chuzme, an educational digital game that focuses on raising cultural self-awareness and the acknowledgement of cultural bias in order to generate positive attitudes towards migrants, refugees and expatriates. In summary, this thesis supports the idea that video games facilitate the acquisition of cultural literacy and provides evidence on the cultural, social and communication bene¿ts of gaming that hopefully encourages scholars to actively integrate video games in their teaching practice. Keywords: games studies; intercultural communication, impact of video games, games-based learning, cultural literacyShliakhovchuk, O. (2019). Cultural literacy acquisition through video game environments of a digitally born generation [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/13084