Creative communities:shaping process through performance and play

This paper studies the use of play as a method to unlock creativity and innovation within a community of practice (a group of individuals who share a common interest and who see value in interaction to enhance their understanding). An analysis of communities of practice and the value of play informs evaluation of two case studies exploring the development of communities of practice, one within the discipline of videogames and one which bridges performing arts and videogames. The case studies provide qualitative data from which the potential of play, as a method to inspire creativity and support the development of a potential community of practice, is recognised. Establishing trust, disruption of process through play and reflection are key steps proposed in a ‘context provider’s framework’ for individuals or organisations to utilise in the design of activities to support creative process and innovation within a potential community of practice

Northern Lights Ceilidh:playful digital interventions in a Scottish tradition

Northern Lights Ceilidh (NLC) was a one-off event which added a modern twist to traditional Scottish dancing, music and performance and added a digital infusion of technology mediated interactions to proceedings. The event marked the end of an international games competition hosted in Dundee each year, Dare to be Digital (DtbD) inviting the participants in the games competition and the general public to attend. In total 208 people attended NLC, 75 of whom were participants in DtbD.It is not possible to determine how many of the participants were external to Abertay University. However, 50% of respondents to a survey relating to NLC1 (the survey was completed by 12% of the total attendees) cited they found out about the event through sources external to Dare to be Digital which could suggest that there were attendees who had no link to Dare to be Digital and Abertay University.The Ceilidh was part funded by the year of Homecoming Scotland, and thus sought to weave historical Scottish traditions with new traditions in Scotland (i.e. weaving ceilidh, poetry and dance with new forms of design including 3D printed jewellery and interactive technology). NLC was held in a high-tech marquee in Dundee City Square on the 8th of August 2014. The marquee had been used for four days as the site of the DtbD games showcase and was transformed into a dance hall for the event.NLC aimed to, through digital mediation, provide participants with agency commonly associated with digital media. Participants were able to contribute to the creation of a digital aesthetic which was layered upon the physical ceilidh experience through projection and real-time manipulation of live video feeds. The participants could alter and manipulate their movement to change what happened on screen, co-creating not only the dance elements of the ceilidh but also the digital spectacle.The ceilidh was designed Lynn Parker, and Clare Brennan. Ryan Locke provided imagery which was used as the setting for digital animation production by Lynn Parker. A jeweller, Elizabeth Armour, was commissioned to create custom jewellery for the event, a 3D printed brooch and two digital artists, Stuart MacBean and Yana Hristova were commissioned to create an animated ‘peep’ board with which attendees were encouraged to take photographs. During the event itself, the band Whiskey Kiss called the dances and provided the music whilst a performer recited poetry to open the event. Quartic Llama, an interactive media company were commissioned to create a digital app to promote the event, titled Lightstream (Quartic Llama, 2014).Lynn Parker led the design of interactive media interventions into the event, the creation of animation sequences and live visuals during the event, developed branding for the event, carried out client facing work with Quartic Llama and collaborated with her colleagues in the facilitation and organisation of the event.Northern Lights Ceilidh as practice-led-research work offers insight into design approaches to support and facilitate social interaction. The social nature of the ceilidh event provides a template for community creation and the layering of digital intervention provides a basis from which the mediation of interaction through both human and technology mediated play can be evaluated.The addition of a digital layer to the ceilidh setting provides an extra level of participation in the event, where the participants can not only make the event come to life through participating in the dances but also in their manipulation of their movement to shape the digital visualisations on screen. The experience of the participants of both the ceilidh setting and of digital mediation provides valuable underpinning for the evaluation of these factors through practice-led-research

Animating dance and dancing with animation:a retrospective of forever falling nowhere

Experimental animation and contemporary dance share a number of concepts, including the abstraction of ideas and themes, seeking to communicate with an audience through movement, syncopation, shape, and rhythm. Within this paper the authors investigate communication through movement within these two forms, firstly through discussion of professional experimental animation and dance performances and secondly through specific analysis of the digital dance performance Forever Falling Nowhere. The paper documents discussion with the choreographer, dancer, animator and the audience, seeking to examine the connection between the concept of the piece, the use of movement to imply meaning from the point of view of each of the creators and the audiences' perception. The paper will conclude by reflecting upon the importance of interpretation within experimental works asking if Norman McLaren's definition of animation can be used to draw deeper meaning from digital performances

Ola de la Vida:a social play game

Ola de la Vida (ODLV) is a three-player cooperative game which was produced over the course of 48 hours within Global Game Jam in January 2017, at the Abertay University Jam Site.The Game is a playful intervention (an objects or events which seek to bring people together through play) that aims to invite players to form temporary relationships with their co-players through physical contact, collaboration and coaching during play in a co-located context (i.e. where all players are present in the same play space). The game also seeks to expand the play experience beyond the three players to the wider audience by inviting spectatorship through play as performance.The game was designed by Mona Bozdog, Lynn Parker, Danny Parker, and Alex Pass. Since its inception, it has undergone significant development to enhance its usability (through tutorials) and its features to enhance the development of a community of play, including the introduction of clear player scores and high scores for the game. Lynn Parker contributed to the design of physical interactions within the game, the enhancement of usability through tutorials and scores and the creation of digital art for the game in partnership with Alex Pass.Ola De La Vida as a practice as research work offers design insight into use of spectatorship to create a temporary community around a game and to enhance the facilitation of discussion between active players, previous players, spectators, and semi-spectators. The work builds on the varying levels of participation in play, proposing semi-spectatorship: where players are active in a game but have a critical distance afforded to them by the design of the game which offers them and their co-players (where appropriate) potential benefits in play

Local Government Actions to Prevent Childhood Obesity

Offers guidance on policy and programmatic actions local governments can take, with community input, to promote healthy eating and physical activity and to ensure equal opportunities for healthy living in low-income neighborhoods. Profiles best practices

Unravelling Power Issues in Social Work Practice with Couples

The University Archives has determined that this item is of continuing value to OSU's history.Parker, Lynn, Ph.D., Ph.D., University of Denver, 1996, Assistant Professor, Graduate School of Social Work, University of Denver - "Unraveling Power Issues in Social Work Practice with Couples"The Ohio State University College of Social Wor

The Contribution of Self-Regulation to Reading Comprehension in Adolescent Learners

The purpose of this study was to examine the dually implicated processes of language and self-regulation in reading comprehension and to determine if self-regulation contributes unique variance to reading comprehension beyond word recognition/decoding and oral language comprehension. The study also sought to determine if the unique contribution of self-regulation to reading comprehension differs for students with language/learning difficulties and students with typical language/learning histories. Thirty-two 6th, 7th, and 8th graders participated in this study. Of these participants, 17 students had language/learning difficulties and 15 students had typical language/learning histories. All participants attended a low performing public middle school located in a rural school district. Each participant was administered a battery of assessments that elicited measures of reading comprehension, oral language comprehension, word recognition/decoding, and self-regulation. The dependent variable in the analyses was the performance score on the reading comprehension measure. Independent variables included the measures of oral language ability, word recognition/decoding, and self-regulation. Hierarchical multiple regression and correlation analyses were used to explore the relationship among these variables and to determine their contribution to reading comprehension. The results of this investigation indicated that self-regulation contributed significant variance to reading comprehension in addition to the variance accounted for by oral language comprehension and word recognition/decoding in adolescent learners. Further, the investigation found that self-regulation was moderately correlated with word recognition/decoding and highly correlated with oral language comprehension. Findings also revealed that self-regulation contributed a greater proportion of variance to reading comprehension for students with typical language/learning histories than for students with language/learning difficulties, supporting earlier research showing poor readers fail to use active comprehension strategies when reading

Minimum Streamflows: The Legislative Alternatives

The purpose of this article is to describe the legal problems behind minimum streamflows and to determine whether a legislative solution exists. In so doing, this article examines how two states—Idaho and Colorado—have approached the problem. I. Introduction II. The Legal Means of Establishing Minimum Streamflows … A. Problems with Existing State Law … 1. Beneficial Use … 2. Actual Diversion … B. Legislative Alternatives within the Constitutional Framework … 1. The Idaho Approach … 2. The Colorado Approach … 3. Possible Approaches for Nebraska III. The Administration of Minimum Streamflow Laws IV. Conclusio

Patterns of adolescent alcohol use: a study of the Reconnecting Youth In Iowa prevention program

Using an experimental and control group, this research measured the impact of the Reconnecting Youth in Iowa (RYII) prevention program on patterns of alcohol use among adolescents. Adolescents completed the Reconnecting Youth High School Questionnaire (HSQ) and the Government Performance and Results Act (GPRA) survey three times to assess students\u27 patterns of alcohol use. Adolescents\u27 gender, race/ethnicity, age, family SES comparison, positive parenting, peer deviancy, and friend influence were studied to help understand how they influenced alcohol use patterns. Treatment positively impacted peer influence to not use alcohol/drugs while peer deviancy and negative parental influence were correlated with more use. This study will help RYIII prevention personnel better understand factors influencing adolescent alcohol use and make appropriate curriculum changes in RYIII prevention programming

Academic Success for the 21st Century Learner: Intrapersonal Intelligence and Resilience

Internal and personal strengths are associated with positive academic outcomes in the higher educational setting and are particularly relevant to the 21st century learner in the modern complex and global society. There is limited research addressing the connection between intrapersonal intelligence, resilience, and academic success. This information is important to better assist students in developing qualities that foster academic success and sustainability. The purpose of this study was to investigate the correlations between intrapersonal intelligence, as measured by the Multiple Intelligences Development Assessment Scales (MIDAS); resilience, as measured by the Connor-Davidson Resilience Scale (CD-RISC); and academic success, as measured by the Scale of Implicit Theory of Intelligence (SITI), grade point average (GPA), and grade level. Ninety-one undergraduate students recruited through an online research pool and flyers distributed on campus participated in the study. Participants were asked to complete 3 surveys and a demographic questionnaire. Constructivist and transformative learning theories were used to frame the study and address self-development in the learning process. Results of a multiple regression analysis revealed a significant correlation between intrapersonal intelligence and GPA (a component of academic success). This research study promotes positive social change by emphasizing the intrinsic strengthening and transformation of the learner for a sustainable education. To enhance academic outcomes, academic leaders could focus on developing curricula with objectives that support the increase of intrapersonal intelligence. Building awareness of the significance of intrapersonal intelligence and resilience is important for the development of a sustainable education and to equip students for the problem solving challenges of the 21st century