An actionable guide to creating Educational Escape Rooms: handbook

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Engineering News, Spring 2018

https://scholarcommons.scu.edu/eng_news/1041/thumbnail.jp

The 'memoir problem', revisited.

The ‘memoir problem’ revisited “That you had parents and a childhood does not of itself qualify you to write a memoir”. Neil Gunzlinger, book reviewer for the New York Times, griped in a review of yet another confessional memoir. It’s true; suddenly everyone is writing memoir, even people who only ever wrote fiction, rock music or poetry, or never wrote before. I even find myself writing memoir, but mining some of my own fictional writing for triggers and nudges, delving into old poems for clues and lines of inquiry. After all, the memory does not always linger on. Now, since revisiting this autobiographical writing as a resource for chapters of my Creative Nonfiction PhD thesis, a food memoir, in this paper I’ll discuss attempts made to fictionalise the ‘true’ events of the stories, and the uses made of them, to revitalise memoir. I also reflect on the work of controversial memoirist Karl Ove Knausgaard, whose six-volume work, ‘My struggle’, has offended members of his extended family, critics and purists, or simply bored many readers with the impossibly detailed accounts of his life, to ask again of memoir, “Should it be artful or truthful?

We Got This: Toward a Facilitator-Youth Apprenticeship Approach Supporting Collaboration and Design Challenges in Youth-Designed Mobile Location-Based Games

It\u27s May at a New York City high school’s after-school program. We—the adult facilitators—have been guiding a group of youth to produce a location-based mobile game. The teens have worked dozens of hours and want to see a finished product. But with the final playtest coming soon, we are stuck. Reflecting on the most recent session with the participants, we realize that the game is far behind where it should be. Despite having already begun to code the game and write its interactive text, the game’s core mechanics are still only half-baked, and adjusting problematic real-world locations in the digital game will take time we just do not have. Something went wrong in the design process, and we have to figure out what to do next. We ask ourselves, should we make this a teachable moment?” Reiterate the challenges of mobile game design and let them experience what happens when your product does not work and you are facing a deadline? Or should we adults step in, potentially undercutting the teens\u27 agency as designers, to help them achieve a playable outcome? Time is ticking. We decide that this time, we’ll step in and mock up a new prototype to help them out. But there has to be another way to balance the challenges of designing a complex mobile game against the teens’ agency and ownership over the process. What might we do better next time

Social Epigenetics and Equality of Opportunity

Recent epidemiological reports of associations between socioeconomic status and epigenetic markers that predict vulnerability to diseases are bringing to light substantial biological effects of social inequalities. Here, we start the discussion of the moral consequences of these findings. We firstly highlight their explanatory importance in the context of the research program on the Developmental Origins of Health and Disease (DOHaD) and the social determinants of health. In the second section, we review some theories of the moral status of health inequalities. Rather than a complete outline of the debate, we single out those theories that rest on the principle of equality of opportunity and analyze the consequences of DOHaD and epigenetics for these particular conceptions of justice. We argue that DOHaD and epigenetics reshape the conceptual distinction between natural and acquired traits on which these theories rely and might provide important policy tools to tackle unjust distributions of health

Third Conference on Artificial Intelligence for Space Applications, part 2

Topics relative to the application of artificial intelligence to space operations are discussed. New technologies for space station automation, design data capture, computer vision, neural nets, automatic programming, and real time applications are discussed

Community-Based Production of Open Source Software: What Do We Know About the Developers Who Participate?

This paper seeks to close an empirical gap regarding the motivations, personal attributes and behavioral patterns among free/libre and open source (FLOSS) developers, especially those involved in community-based production, and its findings on the existing literature and the future directions for research. Respondents to an extensive web-survey’s (FLOSS-US 2003) questions about their reasons for work on FLOSS are classified according to their distinct “motivational profiles” by hierarchical cluster analysis. Over half of them also are matched to projects of known membership sizes, revealing that although some members from each of the clusters are present in the small, medium and large ranges of the distribution of project sizes, the mixing fractions for the large and the very small project ranges are statistically different. Among developers who changed projects, there is a discernable flow from the bottom toward the very small towards to large projects, some of which is motivated by individuals seeking to improve their programming skills. It is found that the profile of early motivation, along with other individual attributes, significantly affects individual developers’ selections of projects from different regions of the size range.Open source software, FLOSS project, community-based peer production, population heterogeneity, micro-motives, motivational profiles, web-cast surveys, hierarchical cluster analysis

Brophy’s Motivation to Learn: CLASSROOM APPLICABILITY

Jere Brophy’s motivation to learn theory, as supported by his theory of learning communities strongly implies that the average K-12 student can be motivated by a teacher to strive to learn academic material, is the focus of this study’s investigation. Through the process of philosophical inquiry, this study offers a constructive critique of Brophy’s public school motivation to learn theory and his ideal learning communities as it applies to the pedagogy of teachers. The study will show that while Brophy claims that his learning community supported by an “authoritative” teacher is a necessary condition for successfully socializing motivation to learn as a disposition, his motivational theory does not require this community. Dewey’s conception of “freedom” is used to explore how students might adopt motivation to learn as a disposition. The study concludes that Brophy’s theory is only partially useful to typical classroom teachers attempting to foster students’ motivation to learn

Definiteness agreement and the pragmatics of reference in the Maltese NP

Maltese noun phrases exhibit a form of ‘definiteness agreement’ between head noun and modifier. When the noun is definite, an adjectival modifier is often overtly marked as definite as well. However, the status of this phenomenon as a case of true morphosyntactic agreement has been disputed, given its apparent optionality. Not all definite nps have modifiers which are overtly marked as definite. Some authors have argued that definiteness marking on the adjective is in fact pragmatically licensed. The present paper presents a corpus-based study of the distribution of adjectives with and without definite marking, and then tests the pragmatic licensing claim through a production study. Speakers were found to be more likely to use definite adjectives in referential noun phrases when the adjectives had a specifically contrastive function. This result is discussed in the context of both theoretical and psycholinguistic work on the pragmatics of referentiality.peer-reviewe