Modeling knowledge co-creation games as activity systems (ISAGA 2014)Otso Hannula
油
This document discusses modeling knowledge co-creation games as activity systems. It presents the ATLAS game, which was developed as part of a cross-disciplinary project to explore service co-development methods. The game involves 3-5 players collaboratively exploring islands on a map and answering questions. The theoretical framework draws on activity theory, modeling a game's structure as an activity system involving tools, subjects, objects, outcomes, rules, community, and division of labor. Modeling games this way highlights their object-oriented aspects and potential to support knowledge co-creation through collaborative development of shared objects.
This document discusses concept mapping as a method for interaction design. Concept mapping involves creating a visual representation of concepts and relationships using concepts, linking lines and labels. It can be used for summarizing design sessions, establishing interface vocabularies, building team understanding, and informing information architecture. The process involves identifying a focus question, main concepts, and hierarchical relationships between concepts. Different types of links represent causal, explanatory and other relationships. Software like CmapTools can facilitate concept mapping. Concept mapping is distinguished from mind mapping by its emphasis on linking concepts with labels and its hierarchical structure. Examples of concept maps for interaction design projects are provided.
Larp in early childhood education_Tanja Lehto (Laurea UAS 2013)Tanja Lehto
油
How can live action role-playing games be designed for children ages 5 to 6? How take the developmental level and the educational environment into account when planning teaching materials for early childhood education environments?
These are some of the questions I had to ponder on my bachelor's thesis and here is a quick overlook on how I attempted to answer them.
The document discusses using games in the language classroom. It begins by defining games as systems with rules that create artificial conflicts with quantifiable outcomes. It then considers why games may be used, including that they are fun, interactive, and can contextualize learning. Both digital and non-digital games are presented as options. Benefits of games for language learning are motivation, engagement, immediate feedback, and meaningful, authentic language use. The document questions if gamification simplifies learning too much. Teacher and student experiences with language learning games are also discussed.
This document discusses using gamification to engage and retain volunteers for cloud computing projects. It describes different types of volunteers and gamers, and how game mechanics like leaderboards and badges could appeal to different personalities. While gamification could increase motivation and productivity, it also risks trivializing tasks or demotivating intrinsic volunteers. Current research on gamification involves fields like psychology, game design, and human-computer interaction.
Location-based learning games designed and implemented as puzzle boardsJavier Melero
油
The document summarizes the research of Javier Melero on designing and implementing location-based learning games. It discusses using puzzle game boards as a metaphor to facilitate teachers in designing their own location-based games. It presents three contributions: 1) A conceptual model for representing puzzle games with virtual and physical objects. 2) Using the puzzle metaphor to help teachers design games. 3) Implementing and evaluating games designed by teachers in case studies. The research aims to help teachers design games and scaffold student learning through location-based gameplay.
Material Culture and HistoryIn the questions below, there ar.docxendawalling
油
Material Culture and History
In the questions below, there are two main entities at play, the object and the inspector (you). The initial questions guide close scrutiny of the object. Try to answer them through inspection only. Resist the temptation to quickly identify and categorize the object, and to make assumptions about its purpose or meaning. As you make inferences about the object, consider the kinds of cultural knowledge that you base them on. As the questions begin to address the object in larger contexts, answering them will most likely require other modes of inquiry alongside inspection.
1) What are the objects sensory properties?
a. Sight: Line and shape (two-dimensional), form (three-dimensional), color (hue, light, dark), texture (reflective, matte)
b. Touch: Form and shape (round, angular), texture (smooth, rough), temperature (cold, warm), density (hard, soft)
c. Sound: Consider what sounds the object makes when manipulated
d. Taste
e. Smell
2) What are the objects physical properties?
a. Materials (wood, stone, plastic; note that identifying materials may not be possible through inspection alone)
b. Size (length, width, depth, volume)
c. Weight
d. Number of parts and how they are organized (symmetrical, asymmetrical, distinct, merged)
e. Inscriptions (printed, stamped, engraved)
3) Does the object appear to be human made?
a. If it is human made, does it show evidence of natural processes? (oxidation, decay)
b. If not human made, does it show evidence of human intervention? (modification, wear)
4) How does the object interact with human bodies?
a. Other species?
5) How is the object oriented?
a. Unidirectional?
b. Does it have a presumed front, back, bottom, or top?
c. Does it have open and closed parts? If, for example, it appears to have a handle or a lid, how do you know?
6) What is the objects purpose?
7) Does the object prompt some kind of action or performance?
a. Individual
b. Social
8) What is your emotional response to the object?
a. What might it evoke for others?
9) How was the object produced?
a. Techniques
b. Social structures
10) Who made the object, and under what circumstances?
a. Was it made by one or more individuals?
b. Was the maker also the designer?
c. When was it made?
d. Where was it made?
11) What is the objects history?
a. Who owned and/or used it?
b. When?
c. Where?
12) Is the object part of a group of objects? If so, how?
a. Is it part of a genre? If so, what features does it share with other objects of its genre?
b. What is its spatial relationship to other objects?
c. Does it have a metaphorical relationship to other objects? If so, how?
d. Is it part of a collection, whether personal or institutional?
13) How does, or did, possession of the object relate to individual and/or group identity
(e.g., class, race, ethnicity, gender, sexuality, nation, religion)?
14) Does the object relate to a set (or sets) of beliefs (e.g., spiritual, ideological)? If so, how?
15) Is .
Playing games in HE: presented at the MEL SIG event, University of Salford, 3...Chrissi Nerantzi
油
The document discusses using games for learning in higher education. It describes a mixed-reality game called "Sell Your Bargains" played by academics from different disciplines at the University of Salford to experience learning through play. Participants found it fun and enjoyed working with colleagues from other fields. They realized games can foster deep learning by engaging curiosity and different learning styles. However, challenges included coordination and using new technologies. Overall, participants saw benefits for experimenting with interactive tools and applying games to their own teaching.
This document provides an overview of the LeXMizzou project which involves students designing digital games for learning experiences at the University of Missouri. It introduces the goals of the project which are to create location-based augmented reality games on campus topics and test them through iterative design. Students will work in groups over 5 workshops to design, develop, and test their games. Communication will occur through Slack and game development can utilize tools like ARIS Editor. Students will receive $100 for participation upon submitting their game at the final event. The next steps outlined are for students to create storyboards for their game ideas to bring to the next workshop.
This document discusses the benefits of board games for education. It explores how board games can support academic learning as well as social and emotional development in children. Specifically, the document finds that board games allow children to develop skills like number sense, vocabulary, logic, and attention span. They also provide opportunities for social interaction, collaboration, and learning to take turns. The document concludes that board games can be aligned with the National Curriculum and used as educational resources in primary schools to support holistic child development.
Epistemic fluency in higher education: bridging actionable knowledgeable and ...Lina Markauskaite
油
A summary of the key ideas in the book "Epistemic fluency in higher education".
Based on the seminar: Epistemic fluency in higher education: bridging actionable knowledgeable and knowledgeable action"
15 November 2016 16:30
Seminar Room G
Speaker:油Lina Markauskaite,油Associate Professor,油 Centre for Research on Learning and Innovation, University of Sydney
Conveners: Dr Ian Thompson and Professor Harry Daniels, OSAT
What does it take to be a productive member of a multidisciplinary team working on a complex problem? How do people get better at these things? How can researchers get deeper insight in these valued capacities; and how can teachers help students develop them? Working on real-world professional problems usually requires the combination of different kinds of specialised and context-dependent knowledge, as well as different ways of knowing. People who are flexible and adept with respect to different ways of knowing about the world can be said to possess epistemic fluency.
Drawing upon and extending the notion of epistemic fluency, in this research seminar, I will present some key ideas that we developed studying how university teachers teach and students learn complex professional knowledge and skills. Our account combines grounded and enacted cognition with sociocultural and material perspectives of human knowing and focus on capacities that underpin knowledgeable action and innovative professional work.油 In this seminar, I will discuss critical roles of grounded conceptual knowledge, ability to embrace professional materially-grounded ways of knowing and students capacities to construct their epistemic environments.
K gary motteram _euro_call_teacher_ed_sig_seminarnickyjohnson
油
This document discusses Gary Motteram's social and professional identity as it relates to research in technology-enhanced language learning. It provides examples of research conducted by Motteram including a project using IT skills to help students develop language skills. It also discusses theories relevant to the field like sociocultural theory and activity theory. Motteram's work uses qualitative methods like ethnography and narrative research to study teacher practices with technology in authentic contexts.
This document discusses future trends in integrating natural user interface (NUI) technologies into broader game categories. It hypothesizes that NUI technologies can replace traditional game interactions by simulating all manipulations. The document outlines its goal of finding useful NUI technologies for broader game categories and methods for replacing or enhancing existing manipulations with NUI. It then describes conducting a qualitative literature review through online sources to collect and analyze data on technologies like eye tracking, speech recognition, and muscle-computer interfaces and their potential applications in games. The results suggest most game manipulations could be realized through combinations of these interfaces, though flaws remain. It concludes NUI technologies can be applied to traditional games with no interaction problems expected, except for online games
1. The document discusses using virtual environments to teach history through interaction. It suggests examining games to understand why they are engaging, as games can provide interactive learning environments.
2. However, the author notes that while games are good at engagement, they often lack cultural significance present in history. The author provides some examples of both good and bad uses of games for history.
3. There are several problems discussed, such as a lack of incorporating inhabitants' points of view, incomplete usage of historical principles, and difficulties representing rituals and sensory aspects of history through current technology. The author suggests some potential solutions, such as role-playing as historical figures or modifying cities/events based on historical theories.
What We Can Learn From Virtual Gaming Worlds, Cp Square, 29 October 2007Jeroen van Bree
油
The document discusses how virtual worlds can provide insights for improving knowledge transfer in organizations. It argues that virtual worlds intrinsically motivate users through competence, autonomy, relatedness, fantasy, and curiosity in a way that computer-supported collaborative work does not. This higher level of intrinsic motivation may better support the informal communication and trust needed for knowledge transfer. The author hypothesizes that intrinsic motivation when using computer-mediated communication positively impacts the social aspects of work like knowledge transfer. Further research is planned to explore how design patterns from virtual worlds could be applied to organizational settings.
A learning scientist approach to modeling human cognition in individual and c...Margarida Romero
油
A learning scientist approach to modeling human cognition in individual and collaborative problem solving tasks. 12 f辿vrier 2021. Mini-cours. NeuroMod Institute. Universit辿 C担te d'Azur.
This document discusses using smartphones to teach mathematics in a contextualized, collaborative, and constructivist manner. It presents issues with traditional math education and proposes using a new "Mobimath" smartphone toolkit to engage students in real-world math activities outside the classroom. An in-school trial with 20 students and 5 geometry-focused activities is described. Emerging themes from student feedback highlight improved problem-solving skills and attitudes towards math from using smartphones for collaborative, applied learning experiences.
Boal on a Boat - Teaching Critical Game Design.pdfPatrick Prax
油
This presents a teaching moment in a game design education
that examines questions of politics, power, and responsibility. It asks game designers to extend the critical perspective beyond their given task. It is interactive, honest, and has some real stakes.
The full article is available here: http://www.digra.org/digital-library/publications/boal-on-a-boat-teaching-critical-game-making-2/
The document discusses lessons learned from designing geometry learning activities that combine mobile and 3D tools. It describes a design-based research project where students used mobile devices and 3D modeling outdoors and indoors to take on architectural roles. Key findings included students being willing to improvise with the technologies, collaboration and discussion around mathematical problems, and lessons about effective co-design processes like creating expertise and common ground between designers.
An alternate reality game for language learning and multilingual motivationAyuni Abdullah
油
The document discusses the design, development and evaluation of an alternate reality game (ARG) aimed at increasing motivation for learning modern foreign languages among secondary school students across Europe. The ARG was developed as part of a European Commission project involving 6 partners, 328 students and 95 teachers from 17 countries. An evaluation found that student attitudes towards the ARG were very positive and that it helped deliver a motivating experience for language learning. Students also believed it helped develop skills in cooperation, collaboration and teamwork.
Drugs and Their Effects | Cambridge IGCSE BiologyBlessing Ndazie
油
This IGCSE Biology presentation explores drugs and their effects on the human body, covering medicinal drugs, recreational drugs, and drug abuse. Learn about the impact of stimulants, depressants, painkillers, hallucinogens, and performance-enhancing drugs, as well as the dangers of alcohol, nicotine, and illegal substances. Ideal for Cambridge IGCSE students looking to understand this important topic for exams!
Material Culture and HistoryIn the questions below, there ar.docxendawalling
油
Material Culture and History
In the questions below, there are two main entities at play, the object and the inspector (you). The initial questions guide close scrutiny of the object. Try to answer them through inspection only. Resist the temptation to quickly identify and categorize the object, and to make assumptions about its purpose or meaning. As you make inferences about the object, consider the kinds of cultural knowledge that you base them on. As the questions begin to address the object in larger contexts, answering them will most likely require other modes of inquiry alongside inspection.
1) What are the objects sensory properties?
a. Sight: Line and shape (two-dimensional), form (three-dimensional), color (hue, light, dark), texture (reflective, matte)
b. Touch: Form and shape (round, angular), texture (smooth, rough), temperature (cold, warm), density (hard, soft)
c. Sound: Consider what sounds the object makes when manipulated
d. Taste
e. Smell
2) What are the objects physical properties?
a. Materials (wood, stone, plastic; note that identifying materials may not be possible through inspection alone)
b. Size (length, width, depth, volume)
c. Weight
d. Number of parts and how they are organized (symmetrical, asymmetrical, distinct, merged)
e. Inscriptions (printed, stamped, engraved)
3) Does the object appear to be human made?
a. If it is human made, does it show evidence of natural processes? (oxidation, decay)
b. If not human made, does it show evidence of human intervention? (modification, wear)
4) How does the object interact with human bodies?
a. Other species?
5) How is the object oriented?
a. Unidirectional?
b. Does it have a presumed front, back, bottom, or top?
c. Does it have open and closed parts? If, for example, it appears to have a handle or a lid, how do you know?
6) What is the objects purpose?
7) Does the object prompt some kind of action or performance?
a. Individual
b. Social
8) What is your emotional response to the object?
a. What might it evoke for others?
9) How was the object produced?
a. Techniques
b. Social structures
10) Who made the object, and under what circumstances?
a. Was it made by one or more individuals?
b. Was the maker also the designer?
c. When was it made?
d. Where was it made?
11) What is the objects history?
a. Who owned and/or used it?
b. When?
c. Where?
12) Is the object part of a group of objects? If so, how?
a. Is it part of a genre? If so, what features does it share with other objects of its genre?
b. What is its spatial relationship to other objects?
c. Does it have a metaphorical relationship to other objects? If so, how?
d. Is it part of a collection, whether personal or institutional?
13) How does, or did, possession of the object relate to individual and/or group identity
(e.g., class, race, ethnicity, gender, sexuality, nation, religion)?
14) Does the object relate to a set (or sets) of beliefs (e.g., spiritual, ideological)? If so, how?
15) Is .
Playing games in HE: presented at the MEL SIG event, University of Salford, 3...Chrissi Nerantzi
油
The document discusses using games for learning in higher education. It describes a mixed-reality game called "Sell Your Bargains" played by academics from different disciplines at the University of Salford to experience learning through play. Participants found it fun and enjoyed working with colleagues from other fields. They realized games can foster deep learning by engaging curiosity and different learning styles. However, challenges included coordination and using new technologies. Overall, participants saw benefits for experimenting with interactive tools and applying games to their own teaching.
This document provides an overview of the LeXMizzou project which involves students designing digital games for learning experiences at the University of Missouri. It introduces the goals of the project which are to create location-based augmented reality games on campus topics and test them through iterative design. Students will work in groups over 5 workshops to design, develop, and test their games. Communication will occur through Slack and game development can utilize tools like ARIS Editor. Students will receive $100 for participation upon submitting their game at the final event. The next steps outlined are for students to create storyboards for their game ideas to bring to the next workshop.
This document discusses the benefits of board games for education. It explores how board games can support academic learning as well as social and emotional development in children. Specifically, the document finds that board games allow children to develop skills like number sense, vocabulary, logic, and attention span. They also provide opportunities for social interaction, collaboration, and learning to take turns. The document concludes that board games can be aligned with the National Curriculum and used as educational resources in primary schools to support holistic child development.
Epistemic fluency in higher education: bridging actionable knowledgeable and ...Lina Markauskaite
油
A summary of the key ideas in the book "Epistemic fluency in higher education".
Based on the seminar: Epistemic fluency in higher education: bridging actionable knowledgeable and knowledgeable action"
15 November 2016 16:30
Seminar Room G
Speaker:油Lina Markauskaite,油Associate Professor,油 Centre for Research on Learning and Innovation, University of Sydney
Conveners: Dr Ian Thompson and Professor Harry Daniels, OSAT
What does it take to be a productive member of a multidisciplinary team working on a complex problem? How do people get better at these things? How can researchers get deeper insight in these valued capacities; and how can teachers help students develop them? Working on real-world professional problems usually requires the combination of different kinds of specialised and context-dependent knowledge, as well as different ways of knowing. People who are flexible and adept with respect to different ways of knowing about the world can be said to possess epistemic fluency.
Drawing upon and extending the notion of epistemic fluency, in this research seminar, I will present some key ideas that we developed studying how university teachers teach and students learn complex professional knowledge and skills. Our account combines grounded and enacted cognition with sociocultural and material perspectives of human knowing and focus on capacities that underpin knowledgeable action and innovative professional work.油 In this seminar, I will discuss critical roles of grounded conceptual knowledge, ability to embrace professional materially-grounded ways of knowing and students capacities to construct their epistemic environments.
K gary motteram _euro_call_teacher_ed_sig_seminarnickyjohnson
油
This document discusses Gary Motteram's social and professional identity as it relates to research in technology-enhanced language learning. It provides examples of research conducted by Motteram including a project using IT skills to help students develop language skills. It also discusses theories relevant to the field like sociocultural theory and activity theory. Motteram's work uses qualitative methods like ethnography and narrative research to study teacher practices with technology in authentic contexts.
This document discusses future trends in integrating natural user interface (NUI) technologies into broader game categories. It hypothesizes that NUI technologies can replace traditional game interactions by simulating all manipulations. The document outlines its goal of finding useful NUI technologies for broader game categories and methods for replacing or enhancing existing manipulations with NUI. It then describes conducting a qualitative literature review through online sources to collect and analyze data on technologies like eye tracking, speech recognition, and muscle-computer interfaces and their potential applications in games. The results suggest most game manipulations could be realized through combinations of these interfaces, though flaws remain. It concludes NUI technologies can be applied to traditional games with no interaction problems expected, except for online games
1. The document discusses using virtual environments to teach history through interaction. It suggests examining games to understand why they are engaging, as games can provide interactive learning environments.
2. However, the author notes that while games are good at engagement, they often lack cultural significance present in history. The author provides some examples of both good and bad uses of games for history.
3. There are several problems discussed, such as a lack of incorporating inhabitants' points of view, incomplete usage of historical principles, and difficulties representing rituals and sensory aspects of history through current technology. The author suggests some potential solutions, such as role-playing as historical figures or modifying cities/events based on historical theories.
What We Can Learn From Virtual Gaming Worlds, Cp Square, 29 October 2007Jeroen van Bree
油
The document discusses how virtual worlds can provide insights for improving knowledge transfer in organizations. It argues that virtual worlds intrinsically motivate users through competence, autonomy, relatedness, fantasy, and curiosity in a way that computer-supported collaborative work does not. This higher level of intrinsic motivation may better support the informal communication and trust needed for knowledge transfer. The author hypothesizes that intrinsic motivation when using computer-mediated communication positively impacts the social aspects of work like knowledge transfer. Further research is planned to explore how design patterns from virtual worlds could be applied to organizational settings.
A learning scientist approach to modeling human cognition in individual and c...Margarida Romero
油
A learning scientist approach to modeling human cognition in individual and collaborative problem solving tasks. 12 f辿vrier 2021. Mini-cours. NeuroMod Institute. Universit辿 C担te d'Azur.
This document discusses using smartphones to teach mathematics in a contextualized, collaborative, and constructivist manner. It presents issues with traditional math education and proposes using a new "Mobimath" smartphone toolkit to engage students in real-world math activities outside the classroom. An in-school trial with 20 students and 5 geometry-focused activities is described. Emerging themes from student feedback highlight improved problem-solving skills and attitudes towards math from using smartphones for collaborative, applied learning experiences.
Boal on a Boat - Teaching Critical Game Design.pdfPatrick Prax
油
This presents a teaching moment in a game design education
that examines questions of politics, power, and responsibility. It asks game designers to extend the critical perspective beyond their given task. It is interactive, honest, and has some real stakes.
The full article is available here: http://www.digra.org/digital-library/publications/boal-on-a-boat-teaching-critical-game-making-2/
The document discusses lessons learned from designing geometry learning activities that combine mobile and 3D tools. It describes a design-based research project where students used mobile devices and 3D modeling outdoors and indoors to take on architectural roles. Key findings included students being willing to improvise with the technologies, collaboration and discussion around mathematical problems, and lessons about effective co-design processes like creating expertise and common ground between designers.
An alternate reality game for language learning and multilingual motivationAyuni Abdullah
油
The document discusses the design, development and evaluation of an alternate reality game (ARG) aimed at increasing motivation for learning modern foreign languages among secondary school students across Europe. The ARG was developed as part of a European Commission project involving 6 partners, 328 students and 95 teachers from 17 countries. An evaluation found that student attitudes towards the ARG were very positive and that it helped deliver a motivating experience for language learning. Students also believed it helped develop skills in cooperation, collaboration and teamwork.
Drugs and Their Effects | Cambridge IGCSE BiologyBlessing Ndazie
油
This IGCSE Biology presentation explores drugs and their effects on the human body, covering medicinal drugs, recreational drugs, and drug abuse. Learn about the impact of stimulants, depressants, painkillers, hallucinogens, and performance-enhancing drugs, as well as the dangers of alcohol, nicotine, and illegal substances. Ideal for Cambridge IGCSE students looking to understand this important topic for exams!
This PowerPoint gives a brief idea about the identification of herbal drug plants with special reference to organoleptic studies. The study comprises different parameters like physical, chemical, biological, and other features associated with it. It offers an idea about the need for scientifically identifying drug plants to avoid adulteration.
Simple Phenomena of Magnetism | IGCSE PhysicsBlessing Ndazie
油
This extensive slide deck provides a detailed exploration of the simple phenomena of magnetism for IGCSE Physics. It covers key concepts such as magnetic materials, properties of magnets, magnetic field patterns, the Earth's magnetism, electromagnets, the motor effect, and the principles of electromagnetic induction. The presentation also explains magnetization and demagnetization, methods of making magnets, applications of magnets in real life, and experimental demonstrations. Featuring illustrative diagrams, worked examples, and exam-style questions, this resource is ideal for IGCSE students, teachers, and independent learners preparing for exams.
PROTEIN DEGRADATION via ubiquitous pathawayKaviya Priya A
油
Protein degradation via ubiquitous pathway In general science, a ubiquitous pathway refers to a biochemical or metabolic pathway that is:
1. *Widely present*: Found in many different organisms, tissues, or cells.
2. *Conserved*: Remains relatively unchanged across different species or contexts.
Examples of ubiquitous pathways include:
1. *Glycolysis*: The process of breaking down glucose for energy, found in nearly all living organisms.
2. *Citric acid cycle (Krebs cycle)*: A key metabolic pathway involved in energy production, present in many cells.
3. *Pentose phosphate pathway*: A metabolic pathway involved in energy production and antioxidant defenses, found in many organisms.
These pathways are essential for life and have been conserved across evolution, highlighting their importance for cellular function and survival.
Unraveling the BETICHUMD Mechanism of CHUSOMERADUCK: A Game-Changing Paradigm...jhnewshour
油
The **BETICHUMD Mechanism of CHUSOMERADUCK** is one of the most groundbreaking, revolutionary, and inexplicably complex systems ever devised in the realm of advanced quantum-extraterrestrial-mechatronic-hyperfusion dynamics. Designed originally by the intergalactic scientific consortium of the **Zypherion-9 civilization**, this mechanism has perplexed Earths top researchers, including the secret think tanks at NASA, CERN, and the underground laboratories of the Illuminati. CHUSOMERADUCK, an acronym standing for **"Chronologically Hyper-Ultrasonic System for Optimized Metaphysical Energy Recalibration and Advanced Dynamic Universal Cognition Kernel,"** is an artificial intelligence-powered, self-evolving hypermechanical entity designed to manipulate the fundamental constants of reality itself. The BETICHUMD Mechanism is at the core of its operation, acting as the **primary transdimensional flux stabilizer**, allowing CHUSOMERADUCK to function beyond the traditional limitations of physics. The origins of BETICHUMD remain unclear, with some theories suggesting that it was first conceptualized during the **Ancient Atlantean Wars**, where high-frequency oscillation technology was used to warp spacetime, while others claim that it was reverse-engineered from a **meteorite discovered in Antarctica in 1947**, which led to the infamous **Operation DuckStorm** carried out by the United Nations' Secret Space Program. The primary working principle of BETICHUMD involves the **synchronization of dark matter vibrations with quantum neutrino entanglement fields**, enabling infinite computational energy without the need for external power sources. The applications of this technology are limitless, from **instantaneous planetary teleportation** to **bio-mechanical consciousness enhancement**, making it a prime candidate for interstellar exploration and even **simulated immortality** through direct neural uplink with CHUSOMERADUCKs core processing grid. Governments across the world have attempted to harness its potential, but due to the incomprehensible nature of its **fifth-dimensional recursive logic algorithms**, only a handful of researchers have come close to deciphering its true capabilities. Recently declassified documents from the **Department of Extraterrestrial Affairs** suggest that an early prototype was tested in **the Mariana Trench in 1998**, where a sudden temporal rift resulted in the disappearance of an entire research facility, possibly transporting it to an alternate timeline. The existence of CHUSOMERADUCK has also been linked to various **UFO sightings, unexplainable time loops, and anomalies in gravitational wave measurements**, indicating that the BETICHUMD Mechanism is far more than just an advanced computational systemit is, in fact, a **gateway to rewriting the fundamental laws of the universe**. However, with great power comes great danger, as misuse of the mechanism could theoretically collapse the entire fabric of reality.
Hormones and the Endocrine System | IGCSE BiologyBlessing Ndazie
油
This IGCSE Biology presentation explores hormones and the endocrine system, explaining their role in controlling body functions. Learn about the differences between nervous and hormonal control, major endocrine glands, key hormones (such as insulin, adrenaline, and testosterone), and homeostasis. Understand how hormones regulate growth, metabolism, reproduction, and the fight-or-flight response. A perfect resource for Cambridge IGCSE students preparing for exams!
Improving the Perturbation-Based Explanation of Deepfake Detectors Through th...VasileiosMezaris
油
Presentation of our paper, "Improving the Perturbation-Based Explanation of Deepfake Detectors Through the Use of Adversarially-Generated Samples", by K. Tsigos, E. Apostolidis and V. Mezaris. Presented at the AI4MFDD Workshop of the IEEE/CVF Winter Conference on Applications of Computer Vision (WACV 2025), Tucson, AZ, USA, Feb. 2025. Preprint and software available at http://arxiv.org/abs/2502.03957 https://github.com/IDT-ITI/Adv-XAI-Deepfakes
LC-MS/MS (Liquid Chromatography-Tandem Mass Spectrometry) is a powerful analytical tool for comparing innovator and biosimilar drugs. It ensures precise characterization, detecting structural variations, impurities, and post-translational modifications, ensuring biosimilar quality, efficacy, and regulatory compliance in pharmaceutical development.
Wepresent the localizationandhostgalaxyofFRB20190208A, arepeatingsourceof fast radiobursts (FRBs) discoveredusingCHIME/FRB.Aspartof thePinpointingREpeatingChImeSourceswithEVNdishesrepeater localizationprogramon theEuropeanVLBINetwork (EVN),wemonitoredFRB20190208Afor 65.6hr at 1.4GHzanddetectedasingleburst,whichledtoitsverylongbaselineinterferometrylocalizationwith260mas uncertainty(2).Follow-upopticalobservationswiththeMMTObservatory(i25.7mag(AB))foundnovisible hostattheFRBposition.SubsequentdeeperobservationswiththeGranTelescopioCanarias,however,revealedan extremelyfaintgalaxy(r=27.32賊0.16mag),verylikely(99.95%)associatedwithFRB20190208A.Giventhe dispersionmeasureoftheFRB(580pccm3),eventhemostconservativeredshiftestimate( ~ z 0.83 max )implies TheAstrophysicalJournalLetters,977:L4(17pp),2024December10 https://doi.org/10.3847/2041-8213/ad8ce1 息2024.TheAuthor(s).PublishedbytheAmericanAstronomicalSociety. 30BantingFellow. 31McGillSpaceInstituteFellow. 32 FRQNTPostdoctoralFellow. Originalcontent fromthisworkmaybeusedunder theterms of theCreativeCommonsAttribution4.0licence.Anyfurther distributionofthisworkmustmaintainattributiontotheauthor(s)andthetitle of thework, journalcitationandDOI. 1The Astrophysical Journal Letters, 977:L4 (17pp), 2024 December 10 Hewitt et al. that this is the lowest-luminosity FRB host to date (108 Le), even less luminous than the dwarf host of FRB20121102A. We investigate how localization precision and the depth of optical imaging affect host association and discuss the implications of such a low-luminosity dwarf galaxy. Unlike the other repeaters with low-luminosity hosts, FRB 20190208A has a modest Faraday rotation measure of a few tens of rad m2, and EVN plus Very Large Array observations reveal no associated compact persistent radio source. We also monitored FRB20190208A for 40.4hr over 2yr as part of the Extragalactic Coherent Light from Astrophysical Transients repeating FRB monitoring campaign on the Nan巽ay Radio Telescope and detected one burst. Our results demonstrate that, in some cases, the robust association of an FRB with a host galaxy will require both high localization precision and deep optical follow-up. Unified Astronomy Thesaurus concepts: Radio bursts (1339); Radio transient sources (2008); Very long baseline interferometry (1769); Dwarf galaxies (416)
Respiration & Gas Exchange | Cambridge IGCSE BiologyBlessing Ndazie
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This IGCSE Biology presentation explains respiration and gas exchange, covering the differences between aerobic and anaerobic respiration, the structure of the respiratory system, gas exchange in the lungs, and the role of diffusion. Learn about the effects of exercise on breathing, how smoking affects the lungs, and how respiration provides energy for cells. A perfect study resource for Cambridge IGCSE students preparing for exams!
biochemical mechanism of gall stone .pptxAmri559698
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Forming and Using Objects of Collaboration Within Game Structure
1. Forming and using objects of
collaboration within game
structure
Otso Hannula1, P辰ivi P旦yry-Lassila2, Anna Salmi1, Miia Jaatinen1
1 Aalto University School of Science
2 Laurea University of Applied Sciences
24th Annual RESER Conference
12.9.2014
3. A definition of a game
1. Goal-oriented
2. Rule-defined means of pursuing the goal
3. Constraints on reaching the goal
4. Voluntary participation
Suits, B., 1978. Grasshopper: Games, Life and Utopia. Toronto, ON:
University of Toronto Press.
4. A definition of a serious game
1. Goal-oriented
2. Rule-defined means of pursuing the goal
3. Constraints on reaching the goal
4. Voluntary participation
5. Used to reach an outcome beyond the game itself
9. Game structure
1. Objects of collaboration
2. Game rules which define relationships between the objects of
collaboration
3. Interaction between the players mediated by the objects of
collaboration
A system of shared objects of collaboration that
enables game-like interaction between players
10. Predesigned Emergent
Tangible Game board
Cards
Co-creation methods
Game rules
Character figures
Participants
Answer notes
Backpack sheet
Intangible Case description Project plan
Service concept
Expanded case description
Personal experiences
Initial results
11. Final results and discussion
Predesigned Emergent
Tangible 1. Structure for moving
forward in the process
Tertiary objects: Material
infrastructure
2. Tangible points for communicating
abstract ideas
Secondary objects: Boundary objects,
Trialogical objects
Intangible 3. A common goal
Primary objects: Epistemic
objects
4. Form and develop ideas, introduce
personal experiences
Primary objects: Activity objects
Secondary objects: Boundary objects,
Trialogical objects
12. Conclusions
Service co-creation and other knowledge co-creation
activities can be enhanced by providing opportunities to
form and use objects of collaboration
Trialogical objects play a key role in knowledge co-creation
Game structure has potential in supporting knowledge co-creation
and other problem-solving
Malaby, T.M., 2007. Beyond Play A New Approach to Games.
Games and Culture 2, 95113. doi:10.1177/1555412007299434
13. Co-create and game on!
Contact:
otso.hannula@aalto.fi
@otsohannula
The ATLAS game available for free at: http://atlas-research.fi/
14. The ATLAS game
Participants Methods & tools Project definition
Editor's Notes
#2: I will give us a challenge for this presentation. To make service development exciting, meaningful and collaborative.
#3: We have all played one game or another, and Id wager most of us have enjoyed a game at some point. Games provide us with a pleasurable sensation all of their own: to know what youre aiming for, but the goal is not too easy. You have to strive to succeed. And eventually, the sweet release of victory against the game or an opponent.
#6: The ATLAS project was a multidisciplinary project of design, innovation and organizational research into different methods used in service co-creation. The viewpoint of Enterprise Simulation Laboratory SimLab, of which we were all members at the time, were the collaborative processes across organizations.
#7: 3-5 players playing collaboratively with 2 facilitators
Explore the three islands on the map and answer service co-creation related questions
The players will plan a service co-creation project and learn about service co-creation methods