Metadata Games: Improving Access to Humanities Artifacts

Our team received Level II Start Up funding to create a pilot of Metadata Games (MG), a software system that uses computer games to collect information about artifacts in libraries and archives as they strive to go digital. Games are useful in that they can entice those who might not visit archives to explore humanities content while contributing to vital records, and they create much more metadata than typical staff can do alone in the same timeframe. The system is open-source and is easily customized to meet each institution’s needs. The full project employs new techniques to make the system smarter and more trustworthy. We will also create new game components. MG can be used to enhance knowledge about artifacts in particular disciplines and fields, or with interdisciplinary collections. MG has the potential to unearth new knowledge that could radically enhance scholarship in the humanities, expanding what records we can encounter in our quest to understand the human experience

A study of the techniques for building morale used by business and industry which can be applied to personnel administration in education

Thesis (Ed.M.)--Boston Universit

A classificatory investigation of self-concept development of Junior High and High School Students as measured by autodescriptive responses

The purpose of this study was to describe the normative patterns of self-concept development in adolescents. Responses from the "Who Am I?" questionnaire were categorized by frequency into consensual and nonconsensual statements. There was a total of 2,886 responses from 192 subjects in grades 7 through 12. The overall categories by frequency of response were: caring, Christian, nice, smart, friendly, and helpful. "Caring" and "Christian" occurred more frequently in the upper grades while "nice" and "smart" were more frequent in the lower grades. The major categories were separated into subcategories describing social interaction. Junior high school subjects responded more frequently with "friend" or "family" subcategories while senior high school subjects responded more frequently with a more general social field or "religion" category. "Student" appeared more frequently in the 9th grade in junior high and the 12th grade in senior high. In the "family" category the 11th and 12th graders referred at times not to the family of origin, but to the family they hoped to have one day. The responses to the 21st question, which asked the subject to rank the best description of self, second best, and third best, were difficult to analyze due to the idiosyncratic nature of the responses as only eight to 12 responses were in the same categories. More nonconsensual statements were made overall, but occurred with a higher frequency in the upper grades. Consensual statements remained fairly consistent across grade levels. The coding of the data was done by the investigator and coinvestigator and indicated a 90% reliability on the initial coding. After the computer printout was obtained, the data were checked and corrected for 100% accuracy

Jesuit Education in the Archdiocese of Cincinnati in the Past One Hundred Years

Thesis (M.A.) University of Notre Dame, August 1940https://www.exhibit.xavier.edu/ebooks/1010/thumbnail.jp

Perceived influences on the career choices of children and youth: an exploratory study

Children’s understanding of factors influencing their career choices was examined. Seventy-two children, in grades kindergarten, 4, and 8, responded to questions about their perceptions of career influences. Responses were coded to capture the nature of the influences identified, including the global versus specific and linear versus interacting nature of these influences. Further, influences were coded as existing proximal versus distal to the child. Results indicate that older children identified more career influences that were either specific or categorical and interacted in dynamic ways. No evidence was found for older children offering influences that existed at a systems level of organization.Accepted manuscrip

Instructional Methods and Curricula for “Values Conscious Design”

Values at Play (VAP) is a project that aims to investigate the role of social, moral, and political values in digital games. A primary goal of the project has been to develop a systematic approach to considering values in the design process. Another goal, complementary to this one, has been to create and disseminate curricula and instructional materials for introducing students to our approach, and, more broadly, to “values conscious” design. This paper provides an overview of curricula and instructional materials created to date, as used in a number of graduate and undergraduate game design courses

New Design Methods for Activist Gaming

Significant work in the IT, philosophy, and communications communities has focused on designing systems that support human values, but this work has not yet been widely applied to game design. Designers and engineers have become increasingly aware of ways in which the artifacts they create can embody political, social, and ethical values, but there are few practical methodologies for a game designer to draw from when producing games which systematically incorporate values in the design process. Not unexpectedly, many game designers struggle to find a balance between their own values, those of users and other stakeholders, and those of the surrounding culture. In this paper, we present the RAPUNSEL project as a prime example and case study of design in a values-rich context and describe our efforts toward navigating the complexities this entails. In RAPUNSEL, a three-year, NSF-funded project, a team of computer scientists, interaction designers, and social psychologists were tasked with the collaborative creation of a networked game environment to teach programming to middle-school girls. Although it is a large project with multiple interlinked components (e.g. engineering, pedagogy, interface, graphics, networking, etc.), challenging questions about values emerged in several key phases. It was therefore, essential to the quality of the project as a whole to iteratively address questions concerning values and to systematically implement our answers in the design. Drawing on a number of existing approaches and analytic frameworks we demonstrate the range of values that we considered over the project’s lifecycle. We present initial steps toward the development of a systematic methodology for discovery, analysis, and integration of values in technology design in the hope that others may both benefit from and build upon this work. Additionally we present a means for dynamically categorizing values and present specific examples of values tradeoffs we encountered in the game design process and their subsequent resolutions

Long-term Follow Up of Van Nes Rotationplasty for Proximal Focal Femoral Deficiency

Proximal focal femoral deficiency (PFFD) is a congenital anomaly that presents challenges for orthopaedic and prosthetic management. The Van Nes rotationplasty is one treatment in which the extremity is surgically rotated to utilize the ankle and foot as a functional knee joint in a prosthesis. The purpose of this study is to determine the long-term functional and quality of life (QOL) outcomes for individuals who have undergone rotationplasty surgery for congenital PFFD compared to age and gender matched controls