The Abertay Code Bar – unlocking access to university-generated computer games intellectual poperty

Progress report on a digital platform and dual licensing model developed to unlock access to a University repository of new and legacy computer games based Intellectual Property (IP) assets for educational and commercial use. The digital creative industries have been identified by a number of governments as a priority area in delivering sustainable economic growth. Code Bar is an innovation that allows digital products to be commercially successful beyond the end of the Dare competition or coursework submission. To be selected for Code Bar, game products must be well designed for both player and market; technically robust (i.e. operating consistently and reliably on a single/multiple platforms), and be free from ambiguity around 3rd party IP. We describe various technical, pedagogic and legal challenges in developing the digital platform, licensing model and packaging of computer games products for release through the platform. The model is extendable beyond computer games to other software products

Land Grant Application- White, Joshua (Fairfield)

Land grant application submitted to the Maine Land Office on behalf of Joshua White for service in the Revolutionary War, by their widow Margaret.https://digitalmaine.com/revolutionary_war_me_land_office/1965/thumbnail.jp

(The) influential English purpose novelists of the nineteenth and twentieth centuries.

Thesis (M.A.)--Boston Universit

The enrichment of English vocabulary through cognate word study in the foreign language classes

Thesis (Ed.M.)--Boston Universit

Reaching Health and Education Targets in Argentina: A Provincial Level Analysis

This chapter analyzes the relevance of the Millennium Development Goals (MDGs) in Argentina–a middle income country in crisis–as well as prospects for the attainment of the goals. Argentina exhibits many indicators of an advanced developing economy including a high degree of urbanization, low birth rate, high life expectancy and until 2001, one of the highest per capita income levels in the developing world. The selection of Argentina—a relatively affluent developing country—was made in order to better understand how the MDGs, which sometimes are seen as appealing only to the poorest nations, are viewed by middle-income countries. Another reason for the selection of Argentina was to understand the role for long-term goals, like the MDGs, when a country is undergoing a profound crisis. In Argentina, the provinces have primary responsibility for delivering basic services in health and education. Since the decentralization of public services in the mid-1990s, the majority of expenditures on health and education are made at the provincial level and service delivery in these sectors is the responsibility of provincial governments. For these reasons, an analysis of the relevance of the MDGs in Argentina, and prospects for their attainment, must involve both the national and sub-national levels of government.Argentina; Millennium Development Goals

Guidance through counseling in the inner-city high school : the development of a structured counseling program.

EducationDoctor of Education (Ed.D.

Implementation of Sexually Transmitted Disease Screening and Education in the College Aged Female

Sexually transmitted diseases (STDs) and sexually transmitted infections (STIs) are a prevalent problem for all age groups. According to the Center for Disease Control (CDC) (2021), young people ages 15-24 years old account for almost half of all newly diagnosed STIs in the United States. Mississippi is steadily seeing increases in STIs, especially syphilis. The number of syphilis cases almost tripled from 2013 to 2016 according to the Mississippi State Department of Health (n.d). Early detection of STIs makes treating and curing STIs easier which is crucial for sexual and reproductive health but is a problem with the most vulnerable group of adolescents aged 15-24 years old. Approximately 12.7% of sexually active adolescents and young adults who were on their parent’s health insurance would not seek health care related to sexual health for fear of their parents finding out (Litchliter et al., 2017). For this project, a comprehensive literature review reiterated the need for increased screening and education surrounding STIs. Participants were limited to females ages 18-25 and were asked to scan a QR code on their smartphone which took them to the project information. After scanning the QR code, the pretest was presented but was preceded by informed consent and began with a demographic section followed by a knowledge section, and then concluded with a personal practice section. After finishing the pretest section, participants were taken to an 5 educational PowerPoint developed by the researcher. A posttest was given following the completion of the educational material to measure if a knowledge increase occurred. Analysis of the survey results showed that there was a statistically significant increase in knowledge between the pre- and posttest after completing the educational PowerPoint (p = 0.008). An STI provider tool protocol was developed from the CDC’s “Prepare Before You’re There” online quiz and developed to implement into clinic visits and streamline the STI visit. The STI screening tool was implemented in one urgent care clinic and two student health centers. Upon completion of the clinical practice project, participating providers were asked if they felt like they diagnosed more STIs while utilizing the STI provider tool and almost 75% stated yes. This increase in screening would lead to more STIs being found and treated and therefore increase opportunities to increase knowledge of STIs. This analysis further validates the need for increased education in females ages 18-25 related to STIs to improve their overall health