Adventures in Learning: Creating Role Playing Video Games to Teach and Learn Economics

This article examines pedagogical lessons derived from the learning theory embodied in commercially successfully video games and their link to reported increases in 'fluid intelligence' of student populations. The scholarly literature in this area is reviewed in order to elicit practical principles by which to guide the development of instructional video game modules for the teaching of economics. The authors' experiences in developing and pilot testing such a module, and in subsequently guiding student research efforts to develop an additional module, are then reviewed. The paper concludes that harnessing the benefits of video game technologies in the service of teaching and learning economics is both pedagogically sound and feasible for individual instructors.

Do attributes in the physical environment influence children's physical activity? A review of the literature

BACKGROUND: Many youth today are physically inactive. Recent attention linking the physical or built environment to physical activity in adults suggests an investigation into the relationship between the built environment and physical activity in children could guide appropriate intervention strategies. METHOD: Thirty three quantitative studies that assessed associations between the physical environment (perceived or objectively measured) and physical activity among children (ages 3 to 18-years) and fulfilled selection criteria were reviewed. Findings were categorized and discussed according to three dimensions of the physical environment including recreational infrastructure, transport infrastructure, and local conditions. RESULTS: Results across the various studies showed that children's participation in physical activity is positively associated with publicly provided recreational infrastructure (access to recreational facilities and schools) and transport infrastructure (presence of sidewalks and controlled intersections, access to destinations and public transportation). At the same time, transport infrastructure (number of roads to cross and traffic density/speed) and local conditions (crime, area deprivation) are negatively associated with children's participation in physical activity. CONCLUSION: Results highlight links between the physical environment and children's physical activity. Additional research using a transdisciplinary approach and assessing moderating and mediating variables is necessary to appropriately inform policy efforts

A comparison of theoretical line intensity ratios for Ni XII with extreme ultraviolet observations from the JET tokamak

Recent R-matrix calculations of electron impact excitation rates in Ni XII are used to derive the emission line ratios R1 = I (154.17 Å)/I (152.15 Å), R2 = I (152.95 Å)/I (152.15 Å) and R3 = I (160.55 Å)/I (152.15 Å). This is the first time (to our knowledge) that theoretical emission line ratios have been calculated for this ion. The ratios are found to be insensitive to changes in the adopted electron density (Ne) when Ne >= 5 × 10^11 cm−3, typical of laboratory plasmas. However, they do vary with electron temperature (Te), with for example R1 and R3 changing by factors of 1.3 and 1.8, respectively, between Te = 10^5 and 10^6 K. A comparison of the theoretical line ratios with measurements from the Joint European Torus (JET) tokamak reveals very good agreement between theory and observation for R1, with an average discrepancy of only 7%. Agreement between the calculated and experimental ratios for R2 and R3 is less satisfactory, with average differences of 30 and 33%, respectively. These probably arise from errors in the JET instrument calibration curve. However, the discrepancies are smaller than the uncertainties in the R2 and R3 measurements. Our results, in particular for R1, provide experimental support for the accuracy of the Ni XII line ratio calculations, and hence for the atomic data adopted in their derivation

Community Needs-Based Planning for Rural Library Success

I am a librarian from rural southern Oregon, and my community is a stereotype. NPR correspondent Jeff Brady visited our town during the summer of 2017 for a story highlighting rural communities in decline (Brady, 2017). We were a convenient case study. Our natural resource industry has been dying a slow and loud death for decades, our voters have notoriously voted down numerous tax levies, and Jeff Brady just happened to grow up here. Brady being a national business correspondent from Philadelphia, we were the perfect stereotype for a piece that closed with his grim statement: “Overall, the economic prospects for my hometown of Gold Beach, Oregon, look dim. Fortunately there’s always the beautiful beach, the river, and the forests to console those who still live here.” Despite the inevitable feeling of this conclusion, Brady could have asked much different questions and listened to different voices that would have resulted in a story about much more than malaise. In fact, when presented with innovative changes taking place, Brady commented to our library staff that a storyline of innovative change in its early stages would not help NPR make the point their audience wanted to hear. I start with this story because librarians are extremely susceptible to the very mistake made by this NPR correspondent. We see what we want to see, and the decisions that follow (particularly in small rural communities) are more often than not rejected by the community because they do not truly address immediate needs. As for that Southern Oregon stereotype, our voters certainly fit the stereotype of being skeptical of paying taxes, but few taxpayers I have encountered are unwilling to pay taxes when the government entity in question has proven to be successful in addressing what they perceive as community needs. Working with this model, I believe Gold Beach is in the early phases of a renaissance rooted in the library’s community needs-based planning. Here is our story

Intercept Surveys: Productivity in Collecting Truck Trip Data, A Case Study of Portland, Oregon

This study examines and contrasts the use of intercept surveys at different locations (a highway roadside, a port and a warehouse) to generate details useful to states’ modeling and freight planning needs for truck movements, particularly at the sub-county level. Data collected at roadside locations provides complete trip detail for all inter-regional movements (highway locations) and also trip detail for almost all intra-regional freight movements (warehouse/distribution center locations). Interviews at the warehouse/distribution center and interstate highway weigh station provide the highest commodity type response rates, while the preponderance of container traffic at the port facility yields limited responses on payload information. Different locations yielded differing question response rates

A study of the contribution that phyical science makes in preparing students for higher education and the workplace.

Thesis (M.Ed.)-University of Natal, 2003.This work is a case study of the opinions of four young people who studied physical science while at a technical high school and then went on either to study in a scientific field at a tertiary institution or went to work in a technical field. The purpose was to try and find out what contribution studying physical science at high school makes to learners who choose a career path in a technical workplace or in a scientific/technical field in tertiary education. The questions asked were firstly ''What is the value of having studied physical science at high school to students entering the workplace and entering higher education?" and then "What skills and knowledge are required for employment in a technical workplace and for tertiary education?" and "What are the views of students, employers and lecturers on the preparation given to physical science students for the world of work and for tertiary studies?" Questions were asked of the young people, their lecturers, and their employers. The idea was to find out whether subject-specific knowledge was important or whether there were certain skills which were considered more valuable. Skills were broadly defined as competencies that would enable a person to cope with the requirements of a new and different learning and work environment after leaving school. Four young people with similar high school backgrounds were interviewed and their opinions noted. Structured interviews were conducted and compared for similarities and differences. The employers and lecturers were given a questionnaire to complete. They were asked what they expected of new employees and new students, and how their ideals matched the actual applicants whom they accepted. These answers were compared to those given by the young people. It was found that although the subject content knowledge that learners received at high school was important, there was a general and definite lack of preparation in terms of critical thinking skills and preparation for coping with unfamiliar problems. It seemed that the current examination-driven school system is not the best preparation for either tertiary education or technical employment, although much did depend on the particular teaching methods experienced by each student. This study opens up a possibility of more detailed research into why so few learners who pass senior certificate physical science are adequately prepared for the fields which are under consideration in this enquiry

The Role of District Leaders in Improving Achievement and Equity: How Leaders Generate Will

Thesis advisor: Vincent ChoDistrict leaders are under tremendous pressure to narrow persisting achievement disparities with a dearth of guidance from existing literature. Rorrer, Skrla, and Scheurich (2008) proposed a theory that district leaders enact four essential roles when engaging in systemic reform that improves achievement and equity: (1) providing instructional leadership which consists of building capacity and generating will, (2) reorienting the organization, (3) establishing policy coherence, and (4) maintaining an equity focus. However, these roles are not well understood. Therefore, this qualitative case study contributed to research and practice by exploring how leaders in a Massachusetts public school district that made gains in improving achievement and equity attempted to generate will, defined as intrinsic motivation, when enacting the role of instructional leadership. Drawing upon semi-structured interviews and a review of documents, this study concluded that leaders enacted the role to varying degrees in ways that were consistent with Rorrer, et al. (2008). Data revealed that leaders attempted to act as transformational leaders and distribute leadership in a manner that connected with individual’s values, beliefs, and desires. Furthermore, when enacting these leadership constructs, leaders attempted to use extrinsic motivators, including recognition, data, and resources such as time for collaboration and professional learning, to promote autonomy and self- determination. Recommendations include how district leaders can enact this role in a more informed, proactive and deliberate manner.Thesis (EdD) — Boston College, 2016.Submitted to: Boston College. Lynch School of Education.Discipline: Educational Leadership and Higher Education