Students will evaluate their own game and provide critical feedback on two other student games by working in groups of three to assess all games using an evaluation sheet.
This document appears to be a list of skills with corresponding scores. The skills include accepting personal responsibility, discovering self-motivation, mastering self-management, employing interdependence, gaining self-awareness, adopting lifelong learning, developing emotional intelligence, and believing in myself. The scores range from 27 to 58.
Students will create sprites in Java-based Game Maker to represent objects and allow for animation. Most students will create all required sprites, while some may only create sprites to enable animation. Sprites are images linked to objects to make them visible, like a character sprite, without which players wouldn't know where they are on the map or what they represent. Students will critique sample sprites and then use Macromedia Fireworks to create 32x32 pixel sprites for their character, treasure, walls, barricades, enemies, and keys.
The document discusses animating characters in games and provides guidance. It states that animating a character with 4 images is required to shoot in different directions. Students will have added animation to their main character and some will have finished their game. Animating a character is done by assigning sprite changes to buttons using a Moodle guide to make the character change facing direction with up, down, left and right presses.
This document discusses programming concepts like objects, commands, and backgrounds. It asks questions about the order commands need to be in, how objects move, and what properties a background must have. The questions have multiple choice answers regarding things like command order, object movement based on code, and keeping a professional looking background.
This document discusses creating start and finish screens for a game. It recommends that students create a start screen for their game and most should also include a finish screen, with some adding an instructions screen. The document asks the reader to evaluate sample start screens and provides instructions to use Fireworks to create an 800x608 start and finish screen for their own game.
This guide teaches the user to create character movement commands in Scratch. It shows how to:
1. Create scripts that use arrow keys to move the character up, down, left, and right by changing the character's direction and number of steps.
2. Add a "stop script" block to end each movement script.
3. Create an additional script using a flag click to make the character bounce back if it reaches the edge of the screen.
This document provides step-by-step instructions for getting started with the Alice programming environment by adding a spaceship object, writing code to move the spaceship up, left, and backward using methods, and playing and saving the program. The instructions guide the user to select a template, add objects, drag methods into the code section to move the spaceship, and save the work.
This document appears to be a list of skills with corresponding scores. The skills include accepting personal responsibility, discovering self-motivation, mastering self-management, employing interdependence, gaining self-awareness, adopting lifelong learning, developing emotional intelligence, and believing in myself. The scores range from 27 to 58.
Students will create sprites in Java-based Game Maker to represent objects and allow for animation. Most students will create all required sprites, while some may only create sprites to enable animation. Sprites are images linked to objects to make them visible, like a character sprite, without which players wouldn't know where they are on the map or what they represent. Students will critique sample sprites and then use Macromedia Fireworks to create 32x32 pixel sprites for their character, treasure, walls, barricades, enemies, and keys.
The document discusses animating characters in games and provides guidance. It states that animating a character with 4 images is required to shoot in different directions. Students will have added animation to their main character and some will have finished their game. Animating a character is done by assigning sprite changes to buttons using a Moodle guide to make the character change facing direction with up, down, left and right presses.
This document discusses programming concepts like objects, commands, and backgrounds. It asks questions about the order commands need to be in, how objects move, and what properties a background must have. The questions have multiple choice answers regarding things like command order, object movement based on code, and keeping a professional looking background.
This document discusses creating start and finish screens for a game. It recommends that students create a start screen for their game and most should also include a finish screen, with some adding an instructions screen. The document asks the reader to evaluate sample start screens and provides instructions to use Fireworks to create an 800x608 start and finish screen for their own game.
This guide teaches the user to create character movement commands in Scratch. It shows how to:
1. Create scripts that use arrow keys to move the character up, down, left, and right by changing the character's direction and number of steps.
2. Add a "stop script" block to end each movement script.
3. Create an additional script using a flag click to make the character bounce back if it reaches the edge of the screen.
This document provides step-by-step instructions for getting started with the Alice programming environment by adding a spaceship object, writing code to move the spaceship up, left, and backward using methods, and playing and saving the program. The instructions guide the user to select a template, add objects, drag methods into the code section to move the spaceship, and save the work.
Sprites are visual objects in games like characters, health packs, and walls. This guide teaches how to edit sprites in Scratch by opening the costume editor, drawing a character, and saving it. Users will learn to create their own sprite by opening Scratch, accessing the costume editor, drawing a character, and clicking OK to save the new sprite.
The document provides instructions for debugging and improving code samples of increasing difficulty. Learners are to download code, find and fix errors, adding comments to document changes. They will then answer questions about the importance of comments and common errors found in code. The goal is to build programming skills like debugging, commenting code and refining programs for efficiency.
Sprites are visual objects in games like characters, health packs, and walls. This guide teaches how to edit sprites using Scratch by opening it, going to the costumes tab, opening the editor, drawing a character, and saving it. Creating a sprite in Scratch involves using the costume editor to draw and save a visual representation of an object.
This document discusses considerations for designing the story, characters, and levels for a video game. It suggests choosing a genre, developing a plot and overall game objective, determining character functionality and design, and mapping out level design. Character functionality may include how they move and whether they can shoot. Level design involves sketching out what each level will look like. The document also prompts drawing character and sprite designs to bring the game to life.
This guide teaches the user to create character movement commands in Scratch. It shows how to:
1. Create scripts that use arrow keys to move the character up, down, left, and right by changing the character's direction and number of steps.
2. Add a "stop script" block to end each movement script.
3. Create an additional script using a flag click to make the character bounce back if it reaches the edge of the screen.
Sprites are images used to represent objects in a game, while backgrounds are images used for scenery. The document discusses how to create sprites and backgrounds in Game Maker, attach sprites to objects to make them visible, and use backgrounds for levels and screens in a game. Most readers will have inserted sprites and backgrounds into their games, and some will demonstrate understanding the relationship between objects and sprites.
All students will create a game manual describing their game created in Game Maker, with most students also creating a DVD case cover and some creating an advertising poster. The game manual template provides the structure for describing the game's content and play, while the case cover and poster templates guide including relevant identifying information to advertise and sell the game.
This document provides instructions for creating the first level of a Scratch game. It recommends considering the size of the character and space in the maze to allow for movement. It also suggests adding walls around the level to keep the character on screen. It then lists 9 steps to open the game, select the stage and backgrounds, draw the background, resize the character, and place the character in the level.
Sprites are visual representations of objects in a game like characters or walls. This guide teaches how to edit sprites using Scratch by opening the costume editor, drawing a character, and saving it. Creating a sprite involves opening Scratch, accessing the costume editor, drawing the character, and saving it.
This document provides steps for opening Photoshop, creating a new canvas, setting canvas options to 1280 x 1024 for a web preset, adding an image by dragging it onto the canvas, and resizing the image using corner boxes before clicking place.
Students are asked to evaluate 3 games by playing them and filling out an evaluation sheet. The evaluation should identify good and bad points of each game and provide suggestions for improvements. It should include details of the game title, target audience, object of the game, controls, and good and bad aspects of the game's controls, gameplay, story, and features. The goal is for students to critically analyze games and identify ways they could be improved.
The document provides instructions for duplicating an image layer, desaturating the top layer to create a black and white version, and then using the eraser tool to selectively remove parts of the top black and white layer to reveal the color image below. This technique works because the two duplicated image layers are placed directly over each other, so erasing parts of the upper black and white layer allows the underlying color image to show through.
This document provides instructions for creating a layered image collage in 6 steps: import images ensuring each is on its own layer, create a new layer below each image, write a large letter on each new layer, right click the first image and select create clipping mask, repeat for each image. The instructions guide the user to set up individual image layers and apply clipping masks to reveal letters underneath.
The document discusses the spot healing tool in Photoshop and how to use it to remove blemishes and selectively change colors in an image. It recommends selecting the Spot Healing Brush Tool and then slowly applying small, carefully blended patches to heal areas, as larger patches may be noticeable. When used with care, the spot healing tool can seamlessly blend pictures and improve small areas by also adjusting surrounding shading, making it useful for tasks like removing skin blemishes.
The document provides instructions for using the Clone Stamp tool in Photoshop, which allows the user to clone and copy parts of an image. To use it, select the Clone Stamp tool, press and hold the Alt key to sample an area, then click and drag to clone that sampled area onto another part of the image. The document cautions the user to take their time cloning for the desired effect, as going too fast could result in noticeable differences between the cloned and original areas.
The document provides instructions for debugging and improving code samples of increasing difficulty. Learners are to download code, find and fix errors, adding comments. They will then answer questions about the importance of comments and common errors found in code. The goal is to build programming skills like debugging, commenting code, and refining programs for efficiency.
This document discusses how to navigate the web safely and identifies things that make a website safe. It includes tasks to identify, describe and explain factors that contribute to website safety. It also discusses security risks online and includes a recap test to assess understanding of e-safety practices.
This document discusses computer security and passwords. It provides information on creating strong passwords using uppercase and lowercase letters, numbers, and ensuring passwords are not related to you. It also discusses the importance of firewalls, anti-virus software, and keeping passwords private to maintain computer security. A quiz at the end tests the understanding of these concepts.
Photoshop tutorial 2 rubber and quick select toolsAndrew Willetts
The document provides instructions for using the Rubber tool and Quick Select tool in Photoshop to delete unwanted areas of an image. It explains how to select the tools, set the rubber size, click on areas to delete them using the Quick Select tool, and how to deselect areas if too much was selected initially using the Alt key.
This document provides instructions for creating a 3 question quiz or conversation program using outputs, inputs, and variables. The Red Task asks for a name and age. The Amber Task asks for a name, age, and hobby. The Green Task asks for a name, age, hobby, and up to 5 additional questions.
A variable is a value in a program that can be changed while the program is running. Variables are given names like "name", "age", and "gender" and are written in code using the assignment operator like "age = 14". To change a variable's value while a program runs, the variable is assigned a new value using input, such as "age = input("How old are you?")". The document then provides an example program that prompts the user for their name with input, assigns the response to the name variable, and prints a greeting using that variable.
The document provides instructions for creating a basic Python program with multiple lines and user input. It explains how to open a new window, write print statements to output text, use an input function to pause the program and wait for user input before closing, and run the program by pressing F5 which will display the print outputs and wait for enter to be pressed before finishing.
Sprites are visual objects in games like characters, health packs, and walls. This guide teaches how to edit sprites in Scratch by opening the costume editor, drawing a character, and saving it. Users will learn to create their own sprite by opening Scratch, accessing the costume editor, drawing a character, and clicking OK to save the new sprite.
The document provides instructions for debugging and improving code samples of increasing difficulty. Learners are to download code, find and fix errors, adding comments to document changes. They will then answer questions about the importance of comments and common errors found in code. The goal is to build programming skills like debugging, commenting code and refining programs for efficiency.
Sprites are visual objects in games like characters, health packs, and walls. This guide teaches how to edit sprites using Scratch by opening it, going to the costumes tab, opening the editor, drawing a character, and saving it. Creating a sprite in Scratch involves using the costume editor to draw and save a visual representation of an object.
This document discusses considerations for designing the story, characters, and levels for a video game. It suggests choosing a genre, developing a plot and overall game objective, determining character functionality and design, and mapping out level design. Character functionality may include how they move and whether they can shoot. Level design involves sketching out what each level will look like. The document also prompts drawing character and sprite designs to bring the game to life.
This guide teaches the user to create character movement commands in Scratch. It shows how to:
1. Create scripts that use arrow keys to move the character up, down, left, and right by changing the character's direction and number of steps.
2. Add a "stop script" block to end each movement script.
3. Create an additional script using a flag click to make the character bounce back if it reaches the edge of the screen.
Sprites are images used to represent objects in a game, while backgrounds are images used for scenery. The document discusses how to create sprites and backgrounds in Game Maker, attach sprites to objects to make them visible, and use backgrounds for levels and screens in a game. Most readers will have inserted sprites and backgrounds into their games, and some will demonstrate understanding the relationship between objects and sprites.
All students will create a game manual describing their game created in Game Maker, with most students also creating a DVD case cover and some creating an advertising poster. The game manual template provides the structure for describing the game's content and play, while the case cover and poster templates guide including relevant identifying information to advertise and sell the game.
This document provides instructions for creating the first level of a Scratch game. It recommends considering the size of the character and space in the maze to allow for movement. It also suggests adding walls around the level to keep the character on screen. It then lists 9 steps to open the game, select the stage and backgrounds, draw the background, resize the character, and place the character in the level.
Sprites are visual representations of objects in a game like characters or walls. This guide teaches how to edit sprites using Scratch by opening the costume editor, drawing a character, and saving it. Creating a sprite involves opening Scratch, accessing the costume editor, drawing the character, and saving it.
This document provides steps for opening Photoshop, creating a new canvas, setting canvas options to 1280 x 1024 for a web preset, adding an image by dragging it onto the canvas, and resizing the image using corner boxes before clicking place.
Students are asked to evaluate 3 games by playing them and filling out an evaluation sheet. The evaluation should identify good and bad points of each game and provide suggestions for improvements. It should include details of the game title, target audience, object of the game, controls, and good and bad aspects of the game's controls, gameplay, story, and features. The goal is for students to critically analyze games and identify ways they could be improved.
The document provides instructions for duplicating an image layer, desaturating the top layer to create a black and white version, and then using the eraser tool to selectively remove parts of the top black and white layer to reveal the color image below. This technique works because the two duplicated image layers are placed directly over each other, so erasing parts of the upper black and white layer allows the underlying color image to show through.
This document provides instructions for creating a layered image collage in 6 steps: import images ensuring each is on its own layer, create a new layer below each image, write a large letter on each new layer, right click the first image and select create clipping mask, repeat for each image. The instructions guide the user to set up individual image layers and apply clipping masks to reveal letters underneath.
The document discusses the spot healing tool in Photoshop and how to use it to remove blemishes and selectively change colors in an image. It recommends selecting the Spot Healing Brush Tool and then slowly applying small, carefully blended patches to heal areas, as larger patches may be noticeable. When used with care, the spot healing tool can seamlessly blend pictures and improve small areas by also adjusting surrounding shading, making it useful for tasks like removing skin blemishes.
The document provides instructions for using the Clone Stamp tool in Photoshop, which allows the user to clone and copy parts of an image. To use it, select the Clone Stamp tool, press and hold the Alt key to sample an area, then click and drag to clone that sampled area onto another part of the image. The document cautions the user to take their time cloning for the desired effect, as going too fast could result in noticeable differences between the cloned and original areas.
The document provides instructions for debugging and improving code samples of increasing difficulty. Learners are to download code, find and fix errors, adding comments. They will then answer questions about the importance of comments and common errors found in code. The goal is to build programming skills like debugging, commenting code, and refining programs for efficiency.
This document discusses how to navigate the web safely and identifies things that make a website safe. It includes tasks to identify, describe and explain factors that contribute to website safety. It also discusses security risks online and includes a recap test to assess understanding of e-safety practices.
This document discusses computer security and passwords. It provides information on creating strong passwords using uppercase and lowercase letters, numbers, and ensuring passwords are not related to you. It also discusses the importance of firewalls, anti-virus software, and keeping passwords private to maintain computer security. A quiz at the end tests the understanding of these concepts.
Photoshop tutorial 2 rubber and quick select toolsAndrew Willetts
The document provides instructions for using the Rubber tool and Quick Select tool in Photoshop to delete unwanted areas of an image. It explains how to select the tools, set the rubber size, click on areas to delete them using the Quick Select tool, and how to deselect areas if too much was selected initially using the Alt key.
This document provides instructions for creating a 3 question quiz or conversation program using outputs, inputs, and variables. The Red Task asks for a name and age. The Amber Task asks for a name, age, and hobby. The Green Task asks for a name, age, hobby, and up to 5 additional questions.
A variable is a value in a program that can be changed while the program is running. Variables are given names like "name", "age", and "gender" and are written in code using the assignment operator like "age = 14". To change a variable's value while a program runs, the variable is assigned a new value using input, such as "age = input("How old are you?")". The document then provides an example program that prompts the user for their name with input, assigns the response to the name variable, and prints a greeting using that variable.
The document provides instructions for creating a basic Python program with multiple lines and user input. It explains how to open a new window, write print statements to output text, use an input function to pause the program and wait for user input before closing, and run the program by pressing F5 which will display the print outputs and wait for enter to be pressed before finishing.
You are instructed to open the Python GUI by going to the Start menu, selecting All Programs, Python 3.3, and then IDLE (Python GUI). The document then tells you to type Print ("Hello World") in the shell to make your first Python program and congratulates you on writing your first program.
An output is something produced by a system processing an input, such as the results of calculations or playback of audio and video files. Basic computer outputs include monitors that display processed visual information, printers that produce hard copies, and speakers/headphones that output sound. Other outputs are projectors for enlarging displays, touchscreens that function as monitors with touch input capability, and plotters for printing large documents.
An input is anything that is entered into a computer system to produce an output. Common computer inputs include keyboards, mice, microphones, scanners, touchscreens, cameras, bar code scanners, chip and pin readers, magnetic stripe readers, MIDI devices, sensors, and remote controls. Specialist inputs used to aid accessibility include puff-suck switches, braille keyboards, and foot mice.
This document defines and compares different types of computer devices: desktop computers, laptop computers, netbook computers, tablet computers, and smartphones. Desktop computers are not portable and have separate input/output devices, while laptops, netbooks, and tablets are portable but have fewer components and capabilities than desktops. Smartphones combine phone functions with internet access, apps, cameras and more, making them highly portable. Each device type has different features and purposes, from basic tasks to office work to personal organization, depending on its mobility and specifications.
The document discusses data analysis and data flow diagrams. It provides information on the key components of data flow diagrams including:
- Data stores which hold data like files or physical records
- Processes which perform actions on data like calculations or producing reports
- Data flow which shows how data moves between processes and external sources/recipients
- Context diagrams show overall data flow at a high level from sources to the system to recipients
- Lower level diagrams break processes down into more detail
The document provides examples and notation for drawing data flow diagrams at different levels of a system.
A data flow diagram (DFD) shows the flow of data through an information system. It does not show the physical components of the system. A DFD is used as the first stage of system design. It shows data sources, processes, data stores, and the flow of data between these elements using arrows and symbols. A Level 0 DFD provides an overview of the whole system as a single process. Level 1 DFDs break this process down into sub-processes to show more detail.
This document provides instructions for adding background objects in Alice to create a street scene. The instructions guide the user to insert a building cluster, road, and then use movement controls to position the objects and build out a basic street. It suggests further extending the scene by adding an animated object that interacts with the street.
This document provides instructions for adding 3D text objects to an Alice scene. The instructions state to load Alice, select "Add objects", choose 3D text from the options, type the text and select fonts, then click "OK" to add the text object. Once added, the 3D text works like any other object and can be moved and manipulated using the same skills from previous guides. The document suggests thinking about how to effectively use 3D text to make an advertisement scene.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.