At its August 29, 2007 meeting, the Commission approved a standard office furniture, equipment and services

a copy of the solicitation, please call

Abstract Digital games are rich learning environments that require players to engage with challenging situations in order to progress. Recent research indicates that gameplay involves overcoming breakdowns and achieving breakthroughs in relation to player action, understanding and involvement. In particular, breakthroughs involve moments of insight where learning occurs which, in turn, can help increase involvement. However, little is known about how players actually achieve breakthroughs. We applied the breakdown/breakthrough "lens" to explore how players attempt to achieve breakthroughs in relation to two single player games. We identified a finite number of strategies that illustrate how players learn in games. These strategies are considered in relation to producing playable and engaging games.

Conventional Wind Energy Conversion Systems (WECS) extract kinetic energy from the wind by simultaneously accelerating the turbine blades and decelerating the wind. According to Belz’s Law, conventional WECS are limited to the maximum theoretical Coefficient of Power (Cp) of 0.593. Kinetic energy

• color in thought and language Case study:  variation patterns in the usage of BCT in advertising • operationalizations • univariate analyses • multivariate analysis Theoretical framework • linguistic analyses of color term semantics • experimental studies of color categorization PLM 2012

Abstract not found

This article analyzes discourse about sexuality at a detention home for young women aged 13–21 years. Staff members, both male and female, talk about the young women as if they were still children, i.e. as asexual beings, thereby denying them sexual agency. The image of young women as innocent children is, however, contested by the young women them-selves, who explicitly claim sexual agency. The article concludes that by not using the situatedness of a young woman as their therapeutical point of departure, the staff members cannot provide her with the guidance and support that she needs. The article further suggests that feminist theory should focus on young women’s own perceived sense of agency and that sexual agency can be understood and established in the context of Moi’s (1999) model of women as ‘de Beauvoirian ’ situated beings.

N-Reasons is an experimental Internet survey platform designed to enhance public participation in applied ethics and policy. N-Reasons encourages survey respondents to generate reasons to support their judgments, and groups to converge on a common set of reasons for and against various issues. In the Robot Ethics Survey, some of the reasons included surprising judgments about autonomous machines. Participants gave unexpected answers when presented with a version of the trolley problem with an autonomous train as the agent, revealing high expectations for the autonomous machine and shifting blame from the automated device to the humans in the scenario. Further experiments with a standard pair of human-only trolley problems refine these results. Responses reflect high expectations even when no autonomous machine is involved, but human bystanders are only blamed in the machine case. A third experiment explicitly aimed at responsibility for driverless cars confirms our findings about shifting blame in the case of autonomous machine agents. We conclude methodologically that both sets of results point to the power of an experimental survey-based approach to public participation in exploring surprising assumptions and judgments in applied ethics. However, these results also support using caution when interpreting survey results in ethics and demonstrate the importance of qualitative data to provide greater context for evaluating judgments revealed by surveys. On the ethics side, the result about shifting blame to humans interacting with autonomous machines suggests caution about the unintended consequences of intuitive principles requiring human responsibility.

Minor P r o f # s a o r ean of tbe School of Education f nwml'HII|IHliB!S!ll»l!illlllliH1 Ittwill II l I f I I ll*Mli»j»M 'HIWM»1I I>Wl|»liWI»lll|M »Mgl l jnj i.w>11.WtWMIilllllllllllWIW,.HI l » H ' »li..»)IH»,.llll II.HllllilWI Lllllli IU»Sfcllll ean of tieGraduate School

Cognitive tasks are those undertakings that require a person to mentally process new information (i.e., acquire and organize knowledge / learn) and allow them to recall, retrieve that information from memory and to use that information at a later time in the same or similar situations (i.e., transfer).