53 research outputs found
Lady Buccaneer Basketball, 1994-1995
No full textThe Lady Bucs of Christian Brothers University were coached by Janet Smith in 1994-1995. Phillip Garris was her assistant. John Robilio was the head trainer, with Maria Canale as student trainer. The team was made up of: Bemetra Liggins, Jessica Davis, Sam Poole, Holly Cross, Nicole Bernhardt, Alicia Smith, Jana McLemore, Jada Jordan, Alisa Zustra, Jennifer Banks, Rachel Ewing, Amy Boonstra, Alison Martin, and Kristen Hudson
Examining the Efficacy of Group Art Therapy for Children who have Experienced Trauma Histories: A Systematic Review
No full textThe focus of this research project is Art Therapy (AT). AT has long been regarded as a form of alternative therapy, cast in a shadow behind more mainstream forms such as Cognitive Behavioral Therapy (CBT). The purpose of this study is to determine whether group art therapy is effective at reducing trauma symptoms in children. In this systematic literature review, both qualitative and quantitative studies from the last two decades (2000-2019) are collected and examined with a focus on group art therapy as a means to reduce trauma symptoms in children. For the purpose of this study, trauma refers to assaultive trauma such as sexual, physical, and emotional abuse, neglect and community violence and children being persons that are aged 5-18 years. Results indicate that group art therapy interventions were able to reduce symptoms of Post-Traumatic Stress (PTS) and increase self-expression skills as well as increase communication skills.California State University, Northridge. Department of Social Work
An investigation into the efficacy of a game-based learning tool to assist school children with an autistic spectrum condition to overcome sensory difficulties
No full textThis thesis discussesan investigation that has explored the efficacy of a game-based learning intervention designed to assist children with an autistic spectrum disorder overcome sensory dysfunctions. The aim of the study is to verify, through examining past research and solutions, that there is an existing need for coping strategies to address sensory dysfunction.
The investigation aims to corroborate the background research by creating an intervention generated by participants on the autistic spectrum, their family and education support network that fulfils a need to minimise sensory distress. The overall purpose of the study is to show that a game based intervention catering to sensory dysfunction can be a successful application as a learning tool.
The design-based research methodology used reflected the game based and participatory process which drive the intervention‟s development. The data provided by the participants was instrumental in enabling a design to be made that ostensibly met the needs of its users based on the information disclosed.
Discussion takes place of the challenges that affected the investigation and how the direction of the study was steered as a result of the data acquired and adjustments that were made. The findings allowed a number of conclusions to be reached and the last chapter reflects on how the background research contributed towards the results and how the design of the development was affected as a result.
The final chapter deliberates on the autistic diagnostic process, the place that sensory dysfunction takes within this procedure and how the investigation highlights the need for more consideration to be given to sensory behaviours within this process. The thesis concludes with possible answers to the research question, accompanied by an explanation of the reasons for the outcomes. Finally, contemplation is given to the findingsand how the study could benefit from further research
Um modelo probabilístico para abordar o risco com ilustrações em jogos de empresas
No full textTese (doutorado) - Universidade Federal de Santa Catarina, Centro Tecnológico. Programa de Pós-Graduação em Engenharia de Produção.Ao longo das últimas três décadas pode-se verificar um crescente número de trabalhos científicos que enfatizam as abordagens probabilísticas como uma maneira de aproximar a engenharia econômica dos problemas reais de decisão de investimentos, haja vista que muitos autores têm criticado a abordagem determinística por esta não refletir a realidade do processo de decisão econômica, cuja característica inerente é a incerteza. Baseada em um sistema especialista, esta tese tem por objetivo a sistematização de um modelo probabilístico para a tomada de decisão em jogos de empresas como forma de abordagem da análise de investimentos sob condições de risco. Inicialmente foi apresentada uma revisão bibliográfica que abordou desde as técnicas determinísticas até as técnicas que enfatizam o risco. Em seguida, a abordagem dos sistemas especialistas probabilísticos foi destacada com enfoque para a Shell SPIRIT, utilizada no desenvolvimento do modelo proposto. Os jogos de empresas são mostrados na seqüência, e o GI-EPS é utilizado como o universo de aplicação deste trabalho. Após a apresentação do arcabouço teórico foi desenvolvida a caracterização do modelo, a sua integração ao sistema do jogo utilizado, a formulação matemática do módulo GI-EPS-AR e a sua dinâmica de aplicação. A metodologia de decisão foi estruturada a partir da Shell SPIRIT e aplicada a quatro situações propostas. Com base nos resultados obtidos, finalmente foram elaboradas conclusões e sugeridas recomendações para trabalhos futuros
Proposta metodológica para inovação do ensino aprendizagem da disciplina de administração da produção
No full textDissertação (mestrado) - Universidade Federal de Santa Catarina, Centro Sócio-Econômico, Programa de Pós-Graduação em Administração, Florianópolis, 2013.O ensino em Administração tem sofrido críticas em relação ao que é ensinado, quando comparado ao que as organizações esperam dos profissionais formados. Os Jogos de Empresas vêm se destacando como uma ferramenta pertinente para a formação de Administradores, por conseguir aproximar a formação dada pelos cursos às expectativas do mercado de trabalho. Nesta dissertação realizou-se uma pesquisa com o objetivo de apresentar uma proposta metodológica para inovação do ensino aprendizagem da disciplina de Administração da Produção. Para tanto, um Jogo Empresarial, voltado para as relações complexas da Administração da Produção foi aprimorado, fundamentando-se em teorias da aprendizagem. A sua efetividade foi avaliada visando tornar possível realizar atividades de ensino através do modelo de aula diferenciado. Partiu-se do pressuposto de que os princípios da aprendizagem na educação tornam efetivos os resultados em sala de aula e que estes são aplicáveis a esta técnica (o jogo). Em se tratando da aprendizagem foram utilizados pensadores da Escola Nova, embasando-se em conceitos de Claparède, Piaget, Dewey e Montessori. Com isso, foi possível construir uma sequência aprimorada de aula onde o jogo passou a ser considerado uma ferramenta de aula que pode contribuir para aproximar teoria e prática. Os procedimentos metodológicos utilizados são caracterizados como uma pesquisa bibliográfica e apresenta um estudo de caráter propositivo de aperfeiçoamento de um instrumento, ou melhor, um jogo empresarial para estudantes de Administração, buscando a melhoria da aplicação do mesmo. Sendo assim, o estudo apresenta-se como uma pesquisa aplicada, predominantemente qualitativa e exploratória realizada em duas Universidades Federais Brasileiras, a UFGD ? Universidade Federal da Grande Dourados e a UFSC ? Universidade Federal de Santa Catarina, sendo que na primeira IES a atividades tiveram caráter de teste e na segunda de validação, ou seja, teste final de aplicabilidade do modelo. Dessa forma, o modelo de aula desenvolvido foi aplicado em duas turmas da disciplina de Administração da Produção. Ao fim percebeu-se que esse formato de aula valoriza a experiência do aluno, contribuiu para o aprendizado, bem como para o aprimoramento da forma de aplicação do Jogo, fazendo com que os alunos compreendessem melhor o conteúdo abordado no mesmo. O jogo, por sua vez, assumiu um papel inovador, contribuindo para a melhoria da prática em sala de aula, proporcionando, aos alunos, a vivência simulada das atividades empresariais e a aplicação dos conhecimentos adquiridos em sala. Em síntese, a aula tornou-se mais atrativa, sendo atingidos os resultados almejados na construção do conhecimento dos alunos, pois o jogo assumiu o papel de ferramenta didática, bem como de aplicador dos conteúdos e de facilitador da aproximação entre teoria e prática.Abstract : The teaching in Administration has suffered criticism over what is taught when compared to what organizations expect from graduates. The Business Games have stood out as a relevant tool for the formation of Administrators, by getting approaching to formation given by the Management courses of expectations of the labor market. This dissertation conducted a research with the objective presenting a methodological proposal for innovation of teaching and learning the discipline of Production Management. For both, a Business Game, turned for the complex relationships of Production Administration, has been enhanced basing on the theory of learning. Its effectiveness was evaluated in order to make possible perform teaching activities through the class model presented. We started from the assumption that the principles of learning in education become results more effective in the classroom and they are applicable to this technique (the game). In terms of learning were used thinkers of the New School, basing on concepts of Claparede, Piaget, Dewey and Montessori. Thus, it was possible to construct a sequence of enhanced classroom where the game started to be regarded as a classroom tool that can help to approach theory and practice. The methodological procedures used were initially characterized as a literature search and also will present a study of propositional character of perfecting an instrument, or rather a game for students of Production Management, seeking to improve the application of the same. Thus being, the study is presented as an applied research, predominantly qualitative and exploratory conducted in two Brazilian Federal Universities, the UFGD - Federal University of Grande Dourados and UFSC - Federal University of Santa Catarina, being that IES in the first the activities were aimed at testing and the model validation in the second. In this way, the class model developed was applied in two classes of the discipline of Production Management. To the end, it was realized that this lesson format, which valorizes the student experience, contributed to learning as well as to improve the application form of the game, making students better understand the content covered in it. The Game, in turn, took an innovative role, contributing to the improvement in classroom practice. Providing also to the students, the simulated experience of business activities and the application of knowledge gained in the classroom. In synthesis, the class has become more attractive being achieve the desired results in the construction of students' knowledge, because the game took on the role of didactic tool and applicator to content and facilitator bringing together theory and practice
Designing an engaging game for assessing motion disorders
No full textThe Technology in Motion project (TIM) has the goal to create an objective and non-invasive assessment method for motion disorders using novel technologies. Currently the TIM project has been looking at Augmented Reality (AR) as a potential technology for this purpose. A part of the project is to design a game that incites the patient to make the necessary movements, pushing him to the limit of his capabilities and so enabling the doctor to make the right decision. But a game is more than a set of steps to follow. A game that interests the player, engages him to participate, is a much stronger tool (Garris, Ahlers, and Driskell 2002; Dickey 2005) and will transform tedious repetition in a pleasant activity. But the target audience of this game will be patients with motion disorders who usually are older than 50, a group not often associated with gaming. This leads to the question “How can an AR game that facilitates engaging motion disorder assessment be designed?”. To answer this question, a motion disorder assessment game prototype is developed and tested to find the factors that are vital to the design. To create a game that facilitates engagement, it was decided to combine game design approaches from both serious game theories and entertainment game theories. This resulted in the game theories Rollings and Adams (2003) being integrated into the design cycle of Sebastiaan Meijer (2009). Meijer’s approach was chosen because it brings a clear, iterative structure to the process and also has space to add different design theories. For these theories, Rollings and Adams provide a clear overview of important design decisions that needs to be tuned to the target audience to create the best engagement possible. The approach of Meijer is based on determining requirements to be combined with the game design theory to create a game. These requirements are the vital factors to the game design. The game is then tested and using the results of this experiment, the requirements are improved. This cycle can continue until the game is ready to be used. To compile the initial list of requirements, two sides of the procedure were studied. First, two sessions for patients’ assessment were observed and an expert on movement sciences was consulted to determine the requirements of clinicians. Second, several patients were interviewed to determine the requirements of the target audience. These two steps resulted in the requirements that led to the concept game “Post office trouble”. In this game, the player has to sort packages in a sorting cabinet but instead of an address, the package only has an image on it that corresponds to a country. Using a Head Mounted Display (HMD) equipped with motion sensors will allow the game to track the hand movements of the player and use this as input. The player can thus use physical movements to play the game. The data from the sensors can be used as quantitative data for the motion disorder assessment. The game was tested by letting eight healthy people play a prototype of the game. Two validated questionnaires measuring usability and engagement were used in the experiment. Using the data from these questionnaires it was determined if the factors found truly lead to an engaging game. The results show that the game’s usability still needs improvement and that the engagement value is below average. These results can be explained in three different ways. The first option is that the engagement value could be true and the game is a little bit engaging. Secondly, the game is not engaging and the test participants were only interested because of the novelty of the AR technology. Third, the game was engaging but the low usability made it difficult for the participants to get into the game, resulting in the lower scores. All three options are possible so it is recommended that future research focusses on improving the usability so that an experiment with a larger sample-group can verify the results of this study.Systems EngineeringMulti Actor SystemsTechnology, Policy and Managemen
Videogame-based learning: a comparison of direct and indirect effects across outcomes
No full text2017 Summer.Includes bibliographical references.Recent years have shown a rise in the application of serious games used by organizations to help trainees learn and practice job related skills (Muntean, 2011). Some sources have projected a continued growth in the development and application of video games for novel purposes (Sanders, 2015). Despite the increasing use of video games for workplace training, there is limited research evidence to justify the use of video games for learning. Additionally, this research has generated mixed results on the utility of serious games (Guillen-Nieto & Aleson-Carbonell, 2012). One contribution of this study is a review of the research literature to understand why videogame-based learning research is producing inconsistent results. From this review, I present several current challenges in the research literature that may be contributing to these inconsistencies; distinguishing videogames from similar training media, identifying game characteristics, exploring the possible mechanisms in the training experience, differentiating training outcomes, and making accurate implications for research. The purpose of this study is to design and test a new approach to game-based learning research that would explore the context in which games are effective learning tools. This study tested and expanded the model from Garris et al.'s (2002) game-based learning I-P-O model to determine the extent to which one game characteristic (i.e., human interaction) influences two training outcomes (i.e., declarative knowledge and affective states), as well as the possible mechanisms through which this occurs. The present study found that active learning is a mechanism through which human interaction influences both declarative knowledge and affective states. Although the effect size was large for affective states, it was small for declarative knowledge. The mediating effect of active learning was greater for the relationship between human interaction and affective states than for the relationship between human interaction and declarative knowledge. I also found that perceived value mediates the relationship between human interaction and affective states
Comparative genetic analysis of inflammatory bowel disease and type 1 diabetes implicates multiple loci with opposite effects
No full textInflammatory bowel disease, including Crohn's disease (CD) and ulcerative colitis (UC), and type 1 diabetes (T1D) are autoimmune diseases that may share common susceptibility pathways. We examined known susceptibility loci for these diseases in a cohort of 1689 CD cases, 777 UC cases, 989 T1D cases and 6197 shared control subjects of European ancestry, who were genotyped by the Illumina HumanHap550 SNP arrays. We identified multiple previously unreported or unconfirmed disease associations, including known CD loci (ICOSLG and TNFSF15) and T1D loci (TNFAIP3) that confer UC risk, known UC loci (HERC2 and IL26) that confer T1D risk and known UC loci (IL10 and CCNY) that confer CD risk. Additionally, we show that T1D risk alleles residing at the PTPN22, IL27, IL18RAP and IL10 loci protect against CD. Furthermore, the strongest risk alleles for T1D within the major histocompatibility complex (MHC) confer strong protection against CD and UC; however, given the multi-allelic nature of the MHC haplotypes, sequencing of the MHC locus will be required to interpret this observation. These results extend our current knowledge on genetic variants that predispose to autoimmunity, and suggest that many loci involved in autoimmunity may be under a balancing selection due to antagonistic pleiotropic effect. Our analysis implies that variants with opposite effects on different diseases may facilitate the maintenance of common susceptibility alleles in human populations, making autoimmune diseases especially amenable to genetic dissection by genome-wide association studies. © The Author 2010. Published by Oxford University Press. All rights reserved. For Permissions, please email: [email protected]
- …
