How sponsors should bring relevant-added value to esports

This paper aimed to determine what types of relevant-added value esports fans most want sponsors to bring to them and to the competitive gaming industry. A review of the literature permitted the development of a conceptual model which was subsequently improved by analysing empirical data. A quantitative exploratory research was conducted on 1,359 esports fans who were sampled through a non-probability purposive heterogeneous method. Data was collected through a closed-ended online structured survey. The data showed that two of the three most wanted means for bringing relevant added value are by directly helping the esports industry rather than focusing on the fans. Specifically, supporting the tournaments and pro-players and promoting good practice and integrity were highly valued. Most brands are still unaware of how to conduct effective esports sponsorships. By being one of the first studies in this area, this research provides brands with useful guidelines for developing sustainable esports sponsorships.info:eu-repo/semantics/publishedVersio

A Model of the Threats that Disreputable Behavior Present to Esports Sponsors

Both esports sponsors and academia are not aware of how disreputable behavior in the esports scene can negatively affect their brands. Hence, this research aimed at identifying which types of disreputable behavior in competitive gaming present the biggest threats to esports sponsors. In this quantitative and exploratory research, a non probability, purposive, and heterogeneous sampling method was employed to gather a sample of 1,592 esports fans who filled a closed-ended online survey. Results showed that illegal and unregulated gambling was a high-risk threat to esports sponsors; toxic behavior, match-fixing, and cheating were labeled as medium-risk threats; and sexism, cyberattacks, and doping were found to be low-risk threats. Besides being one of the first studies on esports sponsorships, which serves as a basis for future research in this market, the findings contribute to the sustainability of the esports industry and its sponsors. Managerial implications are also discussed.info:eu-repo/semantics/publishedVersio

Sponsoring Esports to Improve Brand Image

This research aimed to identify how esports sponsorships affect the sponsors’ brand image. An exploratory focus was adopted along with a convergent-parallel mixed method with equal status. Twenty-two experts in esports sponsorships were interviewed and 5,638 esports fans were surveyed. Quantitative data was processed on SPSS 25 and qualitative data on NVivo 10. The two data sets were analysed separately from one another, but the results were interpreted together and given the same level of importance. The results showed that all experts believe that sponsoring esports can positively affect the sponsors’ brand image and roughly one-third of fans perceive more positively a small number of brands as a result of them sponsoring esports. This image improvement is, however, dependent on multiple variables, including activation strategy, brand type, and target audience. The findings are relevant for academics and companies looking to better understand the brand image effects of sponsoring esports.JEL Codes - M31; M3

How Sponsors Should Bring Relevant-Added Value to Esports

This paper aimed to determine what types of relevant-added value esports fans most want sponsors to bring to them and to the competitive gaming industry. A review of the literature permitted the development of a conceptual model which was subsequently improved by analysing empirical data. A quantitative exploratory research was conducted on 1,359 esports fans who were sampled through a non-probability purposive heterogeneous method. Data was collected through a closed-ended online structured survey. The data showed that two of the three most wanted means for bringing relevant-added value are by directly helping the esports industry rather than focusing on the fans. Specifically, supporting the tournaments and pro-players and promoting good practice and integrity were highly valued. Most brands are still unaware of how to conduct effective esports sponsorships. By being one of the first studies in this area, this research provides brands with useful guidelines for developing sustainable esports sponsorships.JEL Codes - M31; M3

Educação, Ensino Remoto Emergencial e Tecnologias

A emergência das Tecnologias da Informação e Comunicação e sua inserção em praticamente todas as dimensões da vida humana, notadamente em sua expressão mais atual no formato de tecnologias digitais conectadas e em rede, colocaram um desafio à Educação que está no centro do campo de estudos Educação e Tecnologias há cerca de trinta  anos: como melhor articular as tecnologias e os processos educativos de modo a otimizá -los – tecnologias a serviço da Educação – e a preparar os educandos para um mundo crescentemente digital e conectado – Educação a serviço do melhor uso das tecnologias – nesta quadra histórica? Uma grande comunidade científica formouse em torno do binômio Educação e Tecnologias e produziu um aparato teórico robusto. Todavia, no Brasil, não obstante a qualidade dos pesquisadores e das pesquisas produzidas, não houve uma plena apropriação dessa produção científica pelos profissionais da Educação – sejam eles docentes stricto sensu ou gestores – das redes escolares públicas e privadas, da Educação Básica e da Educação Superior – o chão da escola – que preparasse as instituições educacionais para o que estava por vir. Assim, as abruptas restrições às práticas educativas presenciais em março de 2020 em virtude da crise sanitária global provocada pela pandemia da COVID-19 surpreenderam as instituições educacionais no sentido de encontrá-las, em sua grande maioria, despreparadas para a utilização massiva de práticas pedagógicas não presenciais, seja do ponto de vista da infraestrutura tecnológica necessária – hardware, software e conectividade –, seja do ponto de vista da formação e da experiência necessárias. Este dossiê temático "Educação, Ensino Remoto Emergencial e Tecnologias" da Revista da FAEEBA - Educação e Contemporaneidade apresenta artigos que abordam esse grande desafio sob diversos ângulos na investigação científica em Educação e Tecnologias.The emergence of Information and Communication Technologies and their insertion in practically all dimensions of human life, notably in its most current expression in the format of online network digital technologies, posed a challenge to Education which is at the center of the studies of Education and Technologies for about thirty years: how to better articulate technologies and educational processes in order to optimize them - technologies at the service of Education - and prepare students for an increasingly digital and connected world - Education at the service of the best use of technologies – in this historic moment? A large scientific community was formed around the binomial Education and Technologies and produced a robust theoretical apparatus. However, in Brazil, despite the quality of researchers and research produced, there was not a full appropriation of this scientific production by Education professionals, whether they are teachers or school principals of public or private schools, both at Elementary and High Schools as well at university level. Education was not prepared for what was to come. Thus, the abrupt restrictions on face-to-face educational practices in March 2020 due to the global health crisis caused by the COVID-19 pandemic surprised educational institutions. Ift found them, for the most part, unprepared for the massive use of online pedagogical practices, either from the point of view of the necessary technological infrastructure – hardware, software and connectivity – or from the point of view of the necessary training and experience. This themed issue "Education, Emergency Remote Teaching and Technologies" from Revista da FAEEBA - Educação e Contemporaneidade presents articles that approach this great challenge from different perspectives in scientific research in Education and Technologies.El surgimiento de las Tecnologías de la Información y la Comunicación y su inserción en prácticamente todas las dimensiones de la vida humana, notablemente en su expresión más actual en el formato de tecnologías digitales conectadas y en red, planteó un desafío a la Educación, que se encuentra en el centro del campo de estudios Educación y Tecnologías desde hace unos treinta años: cómo articular mejor las tecnologías y los procesos educativos para optimizarlos - tecnologías al servicio de la Educación - y preparar a los estudiantes para un mundo cada vez más digital y conectado - Educación al servicio del mejor aprovechamiento de las tecnologías – en este momento la historia? En torno al binomio Educación y Tecnologías se formó una gran comunidad científica y se produjo un robusto aparato teórico. Sin embargo, en Brasil, a pesar de la calidad de los investigadores y de las investigaciones producidas, no hubo una apropiación plena de esta producción científica por parte de los profesionales de la Educación - ya sean docentes o gestores stricto sensu- de redes escolares públicas y privadas de Educación Básica y Educación Superior - el piso de la escuela - que prepararía a las instituciones educativas para lo que estaba por venir. Así, las abruptas restricciones a las prácticas educativas presenciales en marzo de 2020 debido a la crisis sanitaria mundial provocada por la pandemia del COVID-19 sorprendieron a las instituciones educativas en el sentido de encontrarlas, en su mayoría, desprevenidas para el uso masivo de prácticas pedagógicas no presenciales, ya sea desde el punto de vista de la infraestructura tecnológica necesaria (hardware, software y conectividad) o desde el punto de vista de la formación y experiencia necesarias. Este monográfico "Educación, Enseñanza Remota de Emergencia y Tencologías" de Revista da FAEEBA - Educação e Contemporaneidade presenta artículos que abordan este gran desafío desde diferentes perspectivas en la investigación científica en Educación y Tecnologías

Educação, Ensino Remoto Emergencial e Tecnologias

The emergence of Information and Communication Technologies and their insertion in practically all dimensions of human life, notably in its most current expression in the format of online network digital technologies, posed a challenge to Education which is at the center of the studies of Education and Technologies for about thirty years: how to better articulate technologies and educational processes in order to optimize them - technologies at the service of Education - and prepare students for an increasingly digital and connected world - Education at the service of the best use of technologies – in this historic moment? A large scientific community was formed around the binomial Education and Technologies and produced a robust theoretical apparatus. However, in Brazil, despite the quality of researchers and research produced, there was not a full appropriation of this scientific production by Education professionals, whether they are teachers or school principals of public or private schools, both at Elementary and High Schools as well at university level. Education was not prepared for what was to come. Thus, the abrupt restrictions on face-to-face educational practices in March 2020 due to the global health crisis caused by the COVID-19 pandemic surprised educational institutions. Ift found them, for the most part, unprepared for the massive use of online pedagogical practices, either from the point of view of the necessary technological infrastructure – hardware, software and connectivity – or from the point of view of the necessary training and experience. This themed issue "Education, Emergency Remote Teaching and Technologies" from Revista da FAEEBA - Educação e Contemporaneidade presents articles that approach this great challenge from different perspectives in scientific research in Education and Technologies.El surgimiento de las Tecnologías de la Información y la Comunicación y su inserción en prácticamente todas las dimensiones de la vida humana, notablemente en su expresión más actual en el formato de tecnologías digitales conectadas y en red, planteó un desafío a la Educación, que se encuentra en el centro del campo de estudios Educación y Tecnologías desde hace unos treinta años: cómo articular mejor las tecnologías y los procesos educativos para optimizarlos - tecnologías al servicio de la Educación - y preparar a los estudiantes para un mundo cada vez más digital y conectado - Educación al servicio del mejor aprovechamiento de las tecnologías – en este momento la historia? En torno al binomio Educación y Tecnologías se formó una gran comunidad científica y se produjo un robusto aparato teórico. Sin embargo, en Brasil, a pesar de la calidad de los investigadores y de las investigaciones producidas, no hubo una apropiación plena de esta producción científica por parte de los profesionales de la Educación - ya sean docentes o gestores stricto sensu- de redes escolares públicas y privadas de Educación Básica y Educación Superior - el piso de la escuela - que prepararía a las instituciones educativas para lo que estaba por venir. Así, las abruptas restricciones a las prácticas educativas presenciales en marzo de 2020 debido a la crisis sanitaria mundial provocada por la pandemia del COVID-19 sorprendieron a las instituciones educativas en el sentido de encontrarlas, en su mayoría, desprevenidas para el uso masivo de prácticas pedagógicas no presenciales, ya sea desde el punto de vista de la infraestructura tecnológica necesaria (hardware, software y conectividad) o desde el punto de vista de la formación y experiencia necesarias. Este monográfico "Educación, Enseñanza Remota de Emergencia y Tencologías" de Revista da FAEEBA - Educação e Contemporaneidade presenta artículos que abordan este gran desafío desde diferentes perspectivas en la investigación científica en Educación y Tecnologías.A emergência das Tecnologias da Informação e Comunicação e sua inserção em praticamente todas as dimensões da vida humana, notadamente em sua expressão mais atual no formato de tecnologias digitais conectadas e em rede, colocaram um desafio à Educação que está no centro do campo de estudos Educação e Tecnologias há cerca de trinta  anos: como melhor articular as tecnologias e os processos educativos de modo a otimizá -los – tecnologias a serviço da Educação – e a preparar os educandos para um mundo crescentemente digital e conectado – Educação a serviço do melhor uso das tecnologias – nesta quadra histórica? Uma grande comunidade científica formouse em torno do binômio Educação e Tecnologias e produziu um aparato teórico robusto. Todavia, no Brasil, não obstante a qualidade dos pesquisadores e das pesquisas produzidas, não houve uma plena apropriação dessa produção científica pelos profissionais da Educação – sejam eles docentes stricto sensu ou gestores – das redes escolares públicas e privadas, da Educação Básica e da Educação Superior – o chão da escola – que preparasse as instituições educacionais para o que estava por vir. Assim, as abruptas restrições às práticas educativas presenciais em março de 2020 em virtude da crise sanitária global provocada pela pandemia da COVID-19 surpreenderam as instituições educacionais no sentido de encontrá-las, em sua grande maioria, despreparadas para a utilização massiva de práticas pedagógicas não presenciais, seja do ponto de vista da infraestrutura tecnológica necessária – hardware, software e conectividade –, seja do ponto de vista da formação e da experiência necessárias. Este dossiê temático "Educação, Ensino Remoto Emergencial e Tecnologias" da Revista da FAEEBA - Educação e Contemporaneidade apresenta artigos que abordam esse grande desafio sob diversos ângulos na investigação científica em Educação e Tecnologias

Mortality from gastrointestinal congenital anomalies at 264 hospitals in 74 low-income, middle-income, and high-income countries: a multicentre, international, prospective cohort study

Summary Background Congenital anomalies are the fifth leading cause of mortality in children younger than 5 years globally. Many gastrointestinal congenital anomalies are fatal without timely access to neonatal surgical care, but few studies have been done on these conditions in low-income and middle-income countries (LMICs). We compared outcomes of the seven most common gastrointestinal congenital anomalies in low-income, middle-income, and high-income countries globally, and identified factors associated with mortality. Methods We did a multicentre, international prospective cohort study of patients younger than 16 years, presenting to hospital for the first time with oesophageal atresia, congenital diaphragmatic hernia, intestinal atresia, gastroschisis, exomphalos, anorectal malformation, and Hirschsprung’s disease. Recruitment was of consecutive patients for a minimum of 1 month between October, 2018, and April, 2019. We collected data on patient demographics, clinical status, interventions, and outcomes using the REDCap platform. Patients were followed up for 30 days after primary intervention, or 30 days after admission if they did not receive an intervention. The primary outcome was all-cause, in-hospital mortality for all conditions combined and each condition individually, stratified by country income status. We did a complete case analysis. Findings We included 3849 patients with 3975 study conditions (560 with oesophageal atresia, 448 with congenital diaphragmatic hernia, 681 with intestinal atresia, 453 with gastroschisis, 325 with exomphalos, 991 with anorectal malformation, and 517 with Hirschsprung’s disease) from 264 hospitals (89 in high-income countries, 166 in middleincome countries, and nine in low-income countries) in 74 countries. Of the 3849 patients, 2231 (58·0%) were male. Median gestational age at birth was 38 weeks (IQR 36–39) and median bodyweight at presentation was 2·8 kg (2·3–3·3). Mortality among all patients was 37 (39·8%) of 93 in low-income countries, 583 (20·4%) of 2860 in middle-income countries, and 50 (5·6%) of 896 in high-income countries (p<0·0001 between all country income groups). Gastroschisis had the greatest difference in mortality between country income strata (nine [90·0%] of ten in lowincome countries, 97 [31·9%] of 304 in middle-income countries, and two [1·4%] of 139 in high-income countries; p≤0·0001 between all country income groups). Factors significantly associated with higher mortality for all patients combined included country income status (low-income vs high-income countries, risk ratio 2·78 [95% CI 1·88–4·11], p<0·0001; middle-income vs high-income countries, 2·11 [1·59–2·79], p<0·0001), sepsis at presentation (1·20 [1·04–1·40], p=0·016), higher American Society of Anesthesiologists (ASA) score at primary intervention (ASA 4–5 vs ASA 1–2, 1·82 [1·40–2·35], p<0·0001; ASA 3 vs ASA 1–2, 1·58, [1·30–1·92], p<0·0001]), surgical safety checklist not used (1·39 [1·02–1·90], p=0·035), and ventilation or parenteral nutrition unavailable when needed (ventilation 1·96, [1·41–2·71], p=0·0001; parenteral nutrition 1·35, [1·05–1·74], p=0·018). Administration of parenteral nutrition (0·61, [0·47–0·79], p=0·0002) and use of a peripherally inserted central catheter (0·65 [0·50–0·86], p=0·0024) or percutaneous central line (0·69 [0·48–1·00], p=0·049) were associated with lower mortality. Interpretation Unacceptable differences in mortality exist for gastrointestinal congenital anomalies between lowincome, middle-income, and high-income countries. Improving access to quality neonatal surgical care in LMICs will be vital to achieve Sustainable Development Goal 3.2 of ending preventable deaths in neonates and children younger than 5 years by 2030

Game testing and evaluation on real devices: Exploring in the case of the Open Device Lab community

Game testing and evaluation (T&amp;E) still have no standards to ensure quality. T&amp;E on real devices instead of only using a software solution (e.g., emulators) has become a basic procedure for mobile software design and development, including games. This study presents the Open Device Lab community (ODL), a grassroots movement helping the Web and app community to have free access to device labs. The findings reveal how the open community can benefit the game industry

Discord como plataforma virtual de ensino online durante a pandemia COVID-19

The COVID-19 pandemic forced the Spanish authorities to declare the state of alarm and suspend face-to-face education, which lead to the search for new alternatives to meet the educational demand. This study describes the experience of 20 professors from the School of New Interactive Technologies of the University of Barcelona during the first months of digital teaching with the Discord platform. Discord enables creating multiple sequences of classes, reduces system load, and can be used on various low-resource platforms and devices. Through the direct observation of classes, interviews, and a literature review, we studied (1) the online teaching skills of professors prior to the pandemic; (2) the use of Discord and teaching techniques; (3) the problems detected, and (4) their recommendations. These results may help other professors organize online teaching in critical contexts with Discord as a virtual teaching platform[1]. &nbsp; [1] Marta Acosta PlataLa pandemia de COVID-19 obligó a las autoridades españolas a declarar el estado de alarma y suspender la enseñanza presencial, por lo que fueron necesarias nuevas iniciativas para atender la demanda educativa. Este estudio describe la experiencia de 20 profesores de la Escuela de Nuevas Tecnologías Interactivas de la Universidad de Barcelona durante los primeros meses de docencia digital con la plataforma Discord. Discord permite crear múltiples secuencias de clases, reducir la carga del sistema y puede usarse en diversas plataformas y dispositivos con pocos recursos. Mediante la observación de clases, entrevistas y una revisión bibliográfica, estudiamos (1) las competencias de enseñanza en línea del profesorado antes de la pandemia; (2) el uso de Discord y técnicas pedagógicas; (3) los problemas detectados y (4) sus recomendaciones. Los resultados pueden ayudar a otros docentes a organizar la enseñanza en línea en contextos críticos con Discord como plataforma de enseñanza virtual. Palabras clave: enseñanza en línea, aprendizaje, pandemia, COVID-19.A pandemia COVID-19 obrigou as autoridades espanholas a declarar estado de alarme e suspender o ensino presencial, razão pela qual foram necessárias novas iniciativas para responder à procura educacional. Este estudo descreve a experiência de 20 professores da Escola de Novas Tecnologias Interativas da Universidade de Barcelona durante os primeiros meses de ensino digital com a plataforma Discord. O Discord permite que você crie várias sequências de classes, reduza a carga do sistema e pode ser usado em várias plataformas e dispositivos com poucos recursos. Por meio de observação de aulas, entrevistas e uma revisão da literatura, estudamos (1) as competências de ensino online dos professores antes da pandemia; (2) o uso de Discord e técnicas de ensino; (3) os problemas detectados e (4) suas recomendações. Os resultados podem ajudar outros professores a organizar o ensino online em contextos críticos com o Discord como uma plataforma de ensino virtual

Discord como plataforma virtual de ensino online durante a pandemia COVID-19

The COVID-19 pandemic forced the Spanish authorities to declare the state of alarm and suspend face-to-face education, which lead to the search for new alternatives to meet the educational demand. This study describes the experience of 20 professors from the School of New Interactive Technologies of the University of Barcelona during the first months of digital teaching with the Discord platform. Discord enables creating multiple sequences of classes, reduces system load, and can be used on various low-resource platforms and devices. Through the direct observation of classes, interviews, and a literature review, we studied (1) the online teaching skills of professors prior to the pandemic; (2) the use of Discord and teaching techniques; (3) the problems detected, and (4) their recommendations. These results may help other professors organize online teaching in critical contexts with Discord as a virtual teaching platform[1]. &nbsp; [1] Marta Acosta PlataLa pandemia de COVID-19 obligó a las autoridades españolas a declarar el estado de alarma y suspender la enseñanza presencial, por lo que fueron necesarias nuevas iniciativas para atender la demanda educativa. Este estudio describe la experiencia de 20 profesores de la Escuela de Nuevas Tecnologías Interactivas de la Universidad de Barcelona durante los primeros meses de docencia digital con la plataforma Discord. Discord permite crear múltiples secuencias de clases, reducir la carga del sistema y puede usarse en diversas plataformas y dispositivos con pocos recursos. Mediante la observación de clases, entrevistas y una revisión bibliográfica, estudiamos (1) las competencias de enseñanza en línea del profesorado antes de la pandemia; (2) el uso de Discord y técnicas pedagógicas; (3) los problemas detectados y (4) sus recomendaciones. Los resultados pueden ayudar a otros docentes a organizar la enseñanza en línea en contextos críticos con Discord como plataforma de enseñanza virtual. Palabras clave: enseñanza en línea, aprendizaje, pandemia, COVID-19.A pandemia COVID-19 obrigou as autoridades espanholas a declarar estado de alarme e suspender o ensino presencial, razão pela qual foram necessárias novas iniciativas para responder à procura educacional. Este estudo descreve a experiência de 20 professores da Escola de Novas Tecnologias Interativas da Universidade de Barcelona durante os primeiros meses de ensino digital com a plataforma Discord. O Discord permite que você crie várias sequências de classes, reduza a carga do sistema e pode ser usado em várias plataformas e dispositivos com poucos recursos. Por meio de observação de aulas, entrevistas e uma revisão da literatura, estudamos (1) as competências de ensino online dos professores antes da pandemia; (2) o uso de Discord e técnicas de ensino; (3) os problemas detectados e (4) suas recomendações. Os resultados podem ajudar outros professores a organizar o ensino online em contextos críticos com o Discord como uma plataforma de ensino virtual