Player Types, Motivations & The Western Australian Live Action Role-Play Community: An investigation of Possible LARP Player & Digital Game Theory Compatibility

This thesis aimed to investigate the extent to which Bartle’s (1996) Multi-User Dungeon (MUD) player taxonomy can be applied to the classification of the motivations of the Western Australian Live Action Role-Play (LARP) community. This work resulted in the production of the refined LARPer Motivation Typology theory which can provide a greater understanding of the motivational behaviours of WA LARP participants for the benefit of scholarly researchers, LARP Organisers and individual LARP players

PROJECT ADMIRAL AND SINKING SHIP: A DETAILED ANALYSIS FROM DEVELOPING TWO RAPID GAME PROTOTYPES

The purpose of this research is to study and document the process of creating educational procurement games, with the goal being to expand the lexicon of knowledge for Air Force (AF) contracting. We advise two game development teams through the process of integrating contracting learning objectives into virtual games. Working alongside North Carolina State University (NC State), we help develop a tower defense game (Project Admiral) and a digital escape room game (Sinking Ship). We meticulously document our experiences advising student game developers on which contracting elements to employ and how to properly design the game. We also document what we discover about the game development process to inform future research. Our documentation utilizes engaged scholarship methods, treating these games as case studies to provide insights into the process of developing educational procurement games. We evaluate our successes, failures, and lessons learned to inform future educational game development projects. Ultimately, we aim to provide useful guidance for educators and researchers interested in developing their own educational procurement games. Our findings are beneficial both to those newly introduced to the field as well as experienced professionals who desire an update on the current state of contracting game development.Outstanding ThesisCaptain, United States Air ForceCaptain, United States Air ForceApproved for public release. Distribution is unlimited

Oceanus.

v. 28, no. 1 (1985

The importance of games in learning English as a second language (L2) through CLIL: an intervention proposal in a 5-year-old class of Infant Education

La escuela debería emplear métodos efectivos como AICLE que promuevan el aprendizaje del inglés como segunda lengua. Evidentemente, un factor clave para el aprendizaje de segundas lenguas será la alta motivación del aprendiz, la cual se logrará mediante el juego, entre otros. Así, este trabajo expone la teoría relativa al juego (definición, funciones, clasificación, momentos de implementación…), relacionándola con el aprendizaje de la L2. Más tarde, centrándonos en la variante ‘juego serio’, se ha creado una propuesta de intervención para una clase de 5 años de Educación Infantil. Ésta se engloba en un proyecto sobre el Día de San Patricio.Schools should employ effective methods like CLIL to promote learning English as a second language, focusing on the communicative competence. Evidently, a key factor for second language learning will be the high motivation of the learner, which will be achieved by means of games, among other resources. Throughout this work, the theory relative to games is described (definition, functions, classification, moments of implementation….), relating it to L2 learning. After that, centring on the variation ‘serious game’, an intervention proposal for a 5-year-old class of Infant Education has been created. It is encompassed in a project about St Patrick’s Day

Challenges of rapid migration to fully virtual education in the age of the Corona virus pandemic: experiences from across the world

The social disruption caused by the sudden eruption of the Corona Virus pandemic has shaken the whole world, influencing all levels of education immensely. Notwithstanding there was a lack of preparedness for this global public health emergency which continues to affect all aspects of work and life. The problem is, naturally, multifaceted, fast evolving and complex, affecting everyone, threatening our well-being, the global economy, the environment and all societal and cultural norms and our everyday activities. In a recent UNESCO report it is noted that nearly a billion and a quarter (which is 67,7 % of the total number) of learners have been affected by the Corona Virus pandemic worldwide. The education sector at all levels has been one of the hardest hit sectors particularly as the academic/school year was in full swing. The impact of the pandemic is widespread, representing a health hazard worldwide. Being such, it profoundly affects society as a whole, and its members that are, in particular, i) individuals (the learners, their parents, educators, support staff), ii) schools, training organisations, pedagogical institutions and education systems, iii) quickly transformed policies, methods and pedagogies to serve the newly appeared needs of the latter. Lengthy developments of such scale usually take years of consultation, strategic planning and implementation. In addition to raising awareness across the population of the dangers of the virus transmission and instigating total lockdown, it has been necessary to develop mechanisms for continuing the delivery of education as well as demanding mechanisms for assuring the quality of the educational experience and educational results. There is often scepticism about securing quality standards in such a fast moving situation. Often in the recent past, the perception was that courses and degrees leading to an award are inferior if the course modules (and sometimes its assessment components) were wholly online. Over the last three decades most Higher Education institutions developed both considerable infrastructure and knowhow enabling distance mode delivery schools (Primary and Secondary) had hardly any necessary infrastructure nor adequate knowhow for enabling virtual education. In addition, community education and various training providers were mainly delivered face-to-face and that had to either stop altogether or rapidly convert materials, exercises and tests for online delivery and testing. A high degree of flexibility and commitment was demanded of all involved and particularly from the educators, who undertook to produce new educational materials in order to provide online support to pupils and students. Apart from the delivery mode of education, which is serving for certificated programmes, it is essential to ensure that learners’ needs are thoroughly and continuously addressed and are efficiently supported throughout the Coronavirus or any other future lockdown. The latter can be originated by various causes and reasons that vary in nature, such as natural or socioeconomical. Readiness, thus, in addition to preparedness, is the primary key question and solution when it comes to quality education for any lockdown. In most countries, the compulsory primary and secondary education sectors have been facing a more difficult challenge than that faced by Higher Education. The poor or in many cases non-existent technological infrastructure and low technological expertise of the teachers, instructors and parents, make the delivery of virtual education difficult or even impossible. The latter, coupled with phenomena such as social exclusion and digital divide where thousands of households do not have adequate access to broadband Internet, Wi-Fi infrastructure and personal computers hamper the promising and strenuous virtual solutions. The shockwaves of the sudden demands on all sectors of society and on individuals required rapid decisions and actions. We will not attempt to answer the question “Why was the world unprepared for the onslaught of the Coronavirus pandemic” but need to ascertain the level of preparedness and readiness particularly of the education sector, to effect the required rapid transition. We aimed to identify the challenges, and problems faced by the educators and their institutions. Through first-hand experiences we also identify best practices and solutions reached. Thus we constructed a questionnaire to gather our own responses but also experiences from colleagues and members of our environment, family, friends, and colleagues. This paper reports the first-hand experiences and knowledge of 33 co-authors from 27 institutions and from 13 different countries from Europe, Asia, and Africa. The communication technologies and development platforms used are identified; the challenges faced as well as solutions and best practices are reported. The findings are consolidated into the four areas explored i.e. Development Platforms, Communications Technologies, Challenges/Problems and Solutions/Best Practices. The conclusion summarises the findings into emerging themes and similarities. Reflections on the lasting impact of the effect of Coronavirus on education, limitations of study, and indications of future work complete the paper

Prehistoric Humans and Elk (cervus Canadensis) in the Western Great Lakes: A Zooarchaeological Perspective

This thesis examines the relationship between humans and elk (Cervus canadensis) in the western Great Lakes region from prehistoric through early historic times, with a focus on Wisconsin archaeological sites. It takes a social zooarchaeological perspective, drawing from archaeological, ecological, biological, historical, and ethnographic sources. I also use optimal foraging theory to examine subsistence-related decisions. Based on my review of 34 Wisconsin archaeological sites or site components, elk diminished in relative dietary importance in prehistoric times as subsistence strategies shifted. The use of their bones, especially scapulae and antlers, in tool production increased. Other roles, as markers of group and personal identity, holders of spiritual power, images to invoke magic or provide instruction, and figures in stories, are less straightforward to track over time but no less relevant. Modern human-elk relationships can be enriched by a greater understanding of the past, especially through museums and other forms of public education

Marine Archaeological Survey for the Webster to Seadrift Pipeline Project in Calhoun and Jackson Counties, Texas

Under contract to BIO-WEST, Inc., Gray & Pape, Inc., of Houston, Texas, conducted a Phase I marine archaeological survey for the proposed Webster to Seadrift Pipeline Project in Calhoun and Jackson counties, Texas. Enterprise Products Operating LLC sponsored the archaeological survey. All marine fieldwork and reporting activities were completed with reference to state law (Antiquities Code of Texas [Title 9, Chapter 191 of the Texas Natural Resources Code] and Texas State rules found in the Texas Administrative Code [Title 13, part 2, Chapters 26 and 28]) for cultural resources investigations. Work was completed under Texas Antiquities Permit Number 9004. The United States Army Corps of Engineers, Galveston District has been identified as the lead federal agency. All project records are curated at the Center for Archaeological Studies at Texas State University in San Marcos, Texas. The Phase I underwater archaeological investigation assessed the number, locations, cultural affiliations, components, spatial distribution, data potential, and other salient characteristics of potential submerged cultural resources within the proposed project area. The linear project area includes approximately 391 hectares (967 acres) of submerged land in Calhoun and Jackson counties, Texas. The investigation included a comprehensive magnetic and acoustic remote sensing survey and target analysis designed to determine the presence or absence of potentially significant remote sensing targets that might be affected by proposed project activity. Background research revealed that there are no previously recorded sites within the Area of Potential Effects and that there have been two previous cultural resource surveys (Pearson et al. 1993; Gearhart 2016), conducted between 1993 and 2016, partially within the project Area of Potential Effects. Research also revealed that the 50-meter (164-foot) avoidance areas, as mandated by Texas Administrative Code, Title 13, Part 2, Chapter 26, for three previously recorded magnetic anomalies (Mag 7–Mag 9) identified by Gearhart (2016) are partially located within the survey area. These three magnetic anomalies were recommended for avoidance as they represent potential cultural resources. The grid for the remote sensing survey within the open waters of Lavaca Bay consisted of a total of 19 track lines (Lines 1–16, 18,19, 37, and 38) at 20-meter (65.6-foot) line spacing oriented parallel to an existing pipeline right-of-way. The remaining portions of the project area within Lavaca River and Catfish Bayou were surveyed at 20-meter (65.6-foot) line spacing (Lines 0, 17, 22–35, and 39–43) oriented perpendicular to the survey corridor. The marine field investigations consisted of a magnetometer and side-scanning sonar investigation of the proposed project area in safely navigable waters between July 29 and 30, 2019, and required approximately 60-person hours to complete. A total of 284.6 kilometers (176.9 linear survey miles) were transected utilizing the magnetometer and side-scan sonar. Comprehensive analysis of the magnetic and acoustic data recorded for this project resulted in the identification of 127 discrete magnetic anomalies, with 80 meeting or exceeding the Pearson and Linden (2014) 50-gamma/65-foot criteria. A total of 43 of the 80 anomalies that meet or exceed the 50-gamma/65-foot criteria are associated with existing pipelines. While the remaining 37 anomalies, consisting of 22 magnetic targets, meet and/or exceed the 50-gamma/65-foot criteria, they do not meet Gearhart’s 2011 magnetic orientation and spatial criteria to be considered potentially significant. They are interpreted as relic oils wells, ferrous debris scatters associated with the oil and natural gas industries and recreational and commercial fishing activities, and miscellaneous debris from previous tropical storms and hurricanes. Review of the sonar record revealed two distinct acoustic targets (SST-1 and SST-2) consisting of the remnants of a subsequent exploratory oil well and a subsided pipeline trench. Based on the applied criteria, these magnetic and acoustic targets do not exhibit any characteristics associated with historic shipwrecks and/or other significant submerged cultural resources. As such, the recommended management action for magnetic targets, Numbers 1–22, as well as acoustic targets, SST-1 and SST-2, is no further archaeological investigations. One magnetic target, Number 23, situated outside of the Area of Potential Effects, is associated with previously recorded anomaly Mag 8, which was deemed as potential historic shipwreck remains. While it is located outside of the Area of Potential Effects, it was recorded within the 50-meter (164 foot) avoidance buffer of previously recorded anomaly Mag 8. No magnetic signatures were recorded within the portion of the avoidance buffer that is within the Area of Potential Effects. The lack of any residual magnetic signatures of the anomaly within the Area of Potential Effects indicate that no portions of the ferrous source objects for Mag 8 extend into the current survey area or the construction footprint; and therefore, the submerged target or its avoidance buffer will not be impacted by the proposed activities. Additionally, no magnetic signatures associated with previously recorded anomalies Mag 7 and Mag 9 were identified in the 50-meter (164-foot) avoidance buffers within the Area of Potential Effects. The lack of any residual magnetic signatures of anomalies (Mag 7 and Mag 9) within the Area of Potential Effects indicate that no portions of the ferrous source objects for these two magnetic anomalies extend into the current survey area or the construction footprint; and therefore, the submerged targets or their avoidance buffers will not impacted by the proposed activities. The recommended management action for the portions of the 50-meter (164-foot) avoidance buffers for Mag 7, Mag 8, and Mag 9 that extend partially into the current survey area is avoidance from any bottom disturbing activities. If bottom disturbing activities within the buffer buffers cannot be avoided, additional marine archaeological investigations in the form of diver-ground-truthing will be required to determine the nature and historical significance of the source magnetic objects

Bibliography of Sources on Dena’ina and Cook Inlet Anthropology Through 2016

This version 4.3 will be the final version for this bibliography, a project that was begun in 1993 by Greg Dixon. We have intentionally excluded all potential references for the year 2017. This version is about 29 pages longer and has about 211 entries added since the previous version 3.1 of 2012. Aaron Leggett has added over fifty sources many being rare items from newpapers and magazines. Also many corrections and additions were made to entries in earlier versions.I wish to thank Kenaitze Indian Tribe and the “Dena’ina Language Revitalization Project” for their support for several projects during 2017-2018, including this Vers. 4.3. Previous versions have had partial support from "Dena'ina Archiving, Training and Access" project (NSF-OPP 0326805, 2004) and from Lake Clark National Park. I thank Katherine Arndt of Alaska & Polar Regions at UAF for her careful proofreading

Annual report and vital statistics for the fiscal year ending December 31, 2015.

This is an annual report containing vital statistics for a town/city in the state of New Hampshire