Videogame art: remixing, reworking and other interventions

This chapter explores some of the areas of intersection between videogames and both digital and non-digital art practice. By looking at examples of art practice drawn from videogames, it outlines some of the categories and so provides an overview of this area, placing it within the wider context of contemporary and historical art practice. The chapter explores the tendency for mucyh of this work to have elements of subversion or "détournement" whilst also identifying areas of tension in the appropriation of videogames as material for art practice

Videogame Music: chiptunes byte back?

This chapter explores the sonic subcultures of videogame art and videogame-related fan art. It looks at the work of videogame musicians - not those producing the music for commercial games - but artists and hobbyists who produce musci by hacking and reprogramming videogame hardware, or by sampling in-game sound effects and music for use in their own compositions. It discusses the motivations and methodologies behind some of this work. It explore

Physiological and Behavioral Effects of Climate Change on Wildlife: An Introduction and Overview

Planetary environmental system changes have been recorded and documented for several decades. Fluctuations that were first noticed in atmospheric carbon-dioxide levels have now extended into global pattern changes. Climatic variations that were initially non-threatening variabilities have since been observed creating significant biological influences. The results and evidence of the effects of worldwide environmental climate change on wildlife and biotic environments are worth examining because of the impacts it has on the planet. These climatic effects extend from changes in distribution and diversity patterns of terrestrial mammals to sea-life impacts and recovery trends. Possible wildlife benefits may include increased humidity and precipitation. Biological trends and predictions convey a view into the potential outcome of the planet

Pilot study: design, delivery and evaluation of a co-produced multi-agency mental health simulation-based education programme

Background Research shows inequity of access and provision of Simulation-Based Education (SBE) globally, perhaps especially for Simulation for Mental Health (S4MH). Integrated approaches to education improve outcomes, despite this, there is a lack of multi-agency education and service user/carer involvement. This innovative work involves service users and carers in the design, delivery and evaluation of an experiential, mental health, SBE programme for health and social care professionals, and multi-agencies. Highlighting important areas of inclusivity, equality and diversity provides valuable insight into the unique patient perspective and experience of their interactions with services and professionals, and knowledge, perspective, and role of the practitioner, considering the transition of the service user between services. Methods In a mixed approach, data was collected between November 2021 and March 2022 by pre- and post-participation survey of participants’ thoughts, beliefs, attitudes, behaviours and experiences of the programme. A thematic method was used for qualitative data analysis. Results Completed survey response rate = 64%. Analyses constructed themes around safety, responsiveness, empathy, stigma and experience. Findings show increased confidence and understanding of roles following participation in the programme. Positive changes in empathy and respondents’ perspectives and behaviours were also reported. Conclusions Findings inform better integrated, co-ordinated systems and practices, demonstrating mutual benefits of service user and carer involvement, and value of multi-agency learning; increased knowledge, safety, empathy, mutual appreciation of roles and recognition in the value of lived experience integrated into learning. Implications for practice and mental health care are relevant to multi-agency professionals, service providers, service users, carers and families

A formal evaluation of data flow path selection criteria

A number of path selection criteria have been proposed throughout the years. Unfortunately, little work has been done on comparing these criteria. To determine what would be an effective path selection criterion for revealing errors in programs, we have undertaken an evaluation of these criteria. This paper reports on the results of our evaluation of path selection criteria based on data flow relationships. We show how these criteria relate to each other, thereby demonstrating some of their strengths and weaknesses. In addition, we suggest minor changes to some criteria that improve their performance. We conclude with a discussion of the major limitations of these criteria and directions for future research

Introduction

This introduction sets out the context for the special feature on gender and deindustrialization. It briefly outlines the development of research in this field and the contribution made by the articles included in this issue, before pointing to some directions for future research

The use of self-reflection for enhanced enterprise education: a case study

Purpose – A case study was undertaken to evaluate the use of self-reflection in enterprise education in a UK university, where the taught content was tailored to ensure relevance to the students who were from a variety of subject disciplines. Design/methodology/approach – Enterprise taught content was established in masters level 7 programmes across a range of subject disciplines. Taught content was designed using problem based learning, and evaluated using self-reflective methodologies. The paper reflects on the current position of enterprise education and asks the research question of whether the use of self-reflective teaching methodologies are valid for enterprise education. Findings – Results suggest that the students appreciated the introduction of enterprise into their course and in the main did not view it as disjointed or irrelevant to their wider aims. More so, the students commented favourably towards the integration of enterprise into their primary discipline, and noted an enhanced learning experience because of this integration. Research limitations/implications – For the University: A novel approach to enterprise teaching has been developed at a UK university, focusing on teaching non-business students how to be more valuable to a business within their degree subject context. This has empowered the students with an enhanced understanding of commercial issues and increased employability (Rae 2007; Huq and Gilbert 2017). This has also led to enhanced relationships with industry and given students a wider understanding of their degree area. Practical implications – For the educator: The use of self-reflective teaching methodologies (Hayward 2000) are noted to be vital in order to deliver enterprise education in a way that is relevant to the student cohort body. By reflecting on one’s teaching style and delivery method, the authors were able to engage non-business students in enterprise education, and receive a high level of student satisfaction. It is noted that self-reflection was a valuable process for delivery to each degree discipline. By employing problem based learning and self- reflective teaching methodologies, an increased synergy between the business taught elements and the science subjects was created. Originality/value – This approach is shown to empower the students with an enhanced understanding of commercial issues and an increased employability. This has led to enhanced relationships between academia and industry, and given students a wider understanding of their degree area; the enhanced relationships with industry offer students a wider commercial understanding of their degree area. A gap in the current knowledge base in enterprise education has been identified: enterprise education with the aim of educating the student to be more valuable to a business as opposed to starting a business. The use of self-reflective methodologies has offered a novel approach to enterprise teaching in a UK university

A physical activity program to mobilize older people: A practical and sustainable approach

Purpose: Despite the documented benefits of physical activity, it remains difficult to motivate older adults to start and maintain regular physical activity. This study tested an innovative intervention for mobilizing older adults into a neighborhood-based walking program. Design and Methods: Researchers recruited a total of 260 healthy but insufficiently active adults aged 65 to 74 years and randomly selected from the Australian electoral roll from 30 Perth metropolitan neighborhoods. Social cognitive theory guided the design of the program. Researchers collected both qualitative and quantitative data to inform the development, together with ongoing process evaluation. Results: A total of 65% of participants completed the program. Their mean weekly walking time for recreation increased by about 100 min, and 80% of participants reported that they would continue to walk twice per week upon program completion. Implications: This practical program is potentially effective and sustainable with respect to mobilizing physically inactive older people

Reducing Attrition in Physical Activity Programs for Older Adults

This study investigated attrition in a 6-month physical activity intervention for older adults. The program was based on the social-cognitive theory incorporating self-efficacy factors. Two hundred forty-eight insufficiently active 65- to 74-year olds were recruited from the Australian federal electoral roll. The intervention comprised walking and strength and flexibility exercises and was conducted in 30 local neighborhoods where the participants resided. Characteristics of individuals lost to attrition (n = 86, 35%) were compared with those of programcompleters (n = 162, 65%). Logistic-regression analysis showed that those lost to attrition came from areas of lower socioeconomic status, were overweight and less physically active, and had lower walking self-efficacy scores and higher loneliness scores. The results suggest that early assessment of these characteristics should be undertaken to identify individuals at risk of attrition, to improve retention, and to avoid potential bias