The document discusses various phrasal verbs and provides examples of their use in sentences. It then discusses the history of video games, including the creation of the first video game in 1961, the advent of home video game consoles starting in the late 1960s, and the rise of early developers and game systems. It provides information on iconic games from the 1970s-2000s and influential developers like Nintendo, Sega, and Sony.
AQA Project
PAPATHANASSIS D., PANTAZIS P., TRAKAS I., PANTAZIS L. (Junior High Doukas School)
Supervisor: Yannis Kotsanis
The Glogster EDU version...
http://game4.edu.glogster.com/game-history
This session will demonstrate the use of games for K-12 students in an online environment across a variety of subject areas. Participants will be presented with the theory behind educational games as well as demonstrations of how to use games in class to improve student performance. Teachers will become familiar with the use of single and multi-player games to reinforce basic skills as well as to support higher-order thinking and problem solving. Internet-based games will be presented along with ways to encourage collaboration, create emotional connections and enhance motivation. Common concerns about the use of games in the classroom will be addressed and discussed. Ever think you'd see your students spending hours voluntarily doing math drills or discussing economic theories? It can happen!
Wind, Not Sand: Mapping Dynamic Emotion Across a Product LandscapeErin Hoffman-John
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Delivered at UX Week 2015 in San Francisco, CA: Existing design work treats emotion as a snapshot -- distinct, moment-based -- when real emotion is a moving target that progresses over time. What is your productâs core emotion? When beginning, sinking into, and finally leaving your experience, what states are you evoking in your user, and in what order? Why do we call them âusersâ, and what starkness of experience fills our foundational assumption space as a result? When we begin to detect what a user is feeling across time in a product experience (hint: even the latest science on this admits itâs really hard), itâs like seeing color for the first time: dynamic ranges that flow across your product landscape, palettes that differ between users, discords and harmonies as user action intersects with intent. Emergence! Here weâll put a magnifying glass on that elusive emotional progression, explore how the atomic mechanical actions of interaction evoke specific corresponding emotions (which linger on the mind-palate), and suggest a new way of looking at the designerâs toolset when it comes to interactive design.
AQA Project
PAPATHANASSIS D., PANTAZIS P., TRAKAS I., PANTAZIS L. (Junior High Doukas School)
Supervisor: Yannis Kotsanis
The Glogster EDU version...
http://game4.edu.glogster.com/game-history
This session will demonstrate the use of games for K-12 students in an online environment across a variety of subject areas. Participants will be presented with the theory behind educational games as well as demonstrations of how to use games in class to improve student performance. Teachers will become familiar with the use of single and multi-player games to reinforce basic skills as well as to support higher-order thinking and problem solving. Internet-based games will be presented along with ways to encourage collaboration, create emotional connections and enhance motivation. Common concerns about the use of games in the classroom will be addressed and discussed. Ever think you'd see your students spending hours voluntarily doing math drills or discussing economic theories? It can happen!
Wind, Not Sand: Mapping Dynamic Emotion Across a Product LandscapeErin Hoffman-John
Â
Delivered at UX Week 2015 in San Francisco, CA: Existing design work treats emotion as a snapshot -- distinct, moment-based -- when real emotion is a moving target that progresses over time. What is your productâs core emotion? When beginning, sinking into, and finally leaving your experience, what states are you evoking in your user, and in what order? Why do we call them âusersâ, and what starkness of experience fills our foundational assumption space as a result? When we begin to detect what a user is feeling across time in a product experience (hint: even the latest science on this admits itâs really hard), itâs like seeing color for the first time: dynamic ranges that flow across your product landscape, palettes that differ between users, discords and harmonies as user action intersects with intent. Emergence! Here weâll put a magnifying glass on that elusive emotional progression, explore how the atomic mechanical actions of interaction evoke specific corresponding emotions (which linger on the mind-palate), and suggest a new way of looking at the designerâs toolset when it comes to interactive design.
Pixel-Lab / Games:EDU / Matt Southern / Graduating Gamespixellab
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"The film industry was just a century of preparation for what we do", said Matt Southern of game developers while talking about development practices at Evolution Studios and the future of video games.
For more information visit:
http://www.pixel-lab.co.uk
http://www.gamesedu.co.uk
The first computer games go back to the 50s when a nought and crosses game was created using an EDSAC computer. An effort at MIT ten years later led to a the multiplayer Spacewar game developed in a PDP-1. Even though these games were primitive, a game industry was born with the first games available in special locations â arcades. Todayâs games are produced with modest Hollywood budgets and some are selling more than box-office hits.
In this lecture we look at computer games and the gaming market. Also we cover the impact of gaming and the trends.
Pixel-Lab / Games:EDU / Matt Southern / Graduating Gamespixellab
Â
"The film industry was just a century of preparation for what we do", said Matt Southern of game developers while talking about development practices at Evolution Studios and the future of video games.
For more information visit:
http://www.pixel-lab.co.uk
http://www.gamesedu.co.uk
The first computer games go back to the 50s when a nought and crosses game was created using an EDSAC computer. An effort at MIT ten years later led to a the multiplayer Spacewar game developed in a PDP-1. Even though these games were primitive, a game industry was born with the first games available in special locations â arcades. Todayâs games are produced with modest Hollywood budgets and some are selling more than box-office hits.
In this lecture we look at computer games and the gaming market. Also we cover the impact of gaming and the trends.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
⢠The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
⢠The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate âany matterâ at âany timeâ under House Rule X.
⢠The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation âBlue Starâ is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
Â
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesarâs dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empireâs birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empireâs society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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Francesca Gottschalk from the OECDâs Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter Windle
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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.
3. I think Iâm going to turn it down
Fasten your seat belt
The mushrooms werenât great but I tried to
pick out the best ones.
It was cancelled. No one else turned up!
Iâve pretty given up hope that sheâll be here
on time!
4. What is the difference between
work and fun?
Identify contrasting ideas
Using evidence to support argument
Teacher Cintia Santos
6. A) What do you do for fun?
B) Are your leisure activities the same as your parents
or grandparents were at your age?
A) Can you think of a job that you would find fun? What
would make work fun?
7. Look at the photo.
Do you think the people in the picture are working?
8. Look at the pictures. Would you describe the
activities as fun or work?
9.
10.
11.
12. ⢠1. Think of your favorite sports. What are
the benefits of being a professional athlete
in these sports? What are the drawbacks?
13. ⢠What kind of activities are fun for you?
⢠What activities do think are work?
15. Think about the activities
you do in your daily life.
Which would you pay
someone else to do for
you if you could? Why?
The authors of this article both live in the
U.S, where it is possible for many people
to buy food and clothes cheaply. Do you
think their opinions would be different if
they lived in another country? Why or
why not?
What do you think? Pair work
18. What do you know about video games
Do you know when the first video game
console was created
What is the name of the first game console
What was the first console that you played
What Makes someone
addicted?
19. Is playing video games good or bad for you?
It can be both. Video games are frowned upon by parents as
time-wasters, and worse, some education experts think that
these games corrupt the brain. Violent video games are
easily blamed by the media and some experts as the reason
why some young people become violent or commit extreme
anti-social behavior. But many scientists and psychologists
find that video games can actually have many benefits â the
main one is making kids smart. Video games may actually
teach kids high-level thinking skills that they will need in
the future. "Video games change your brain," according to
University of Wisconsin psychologist C. Shawn Green.
Introduce a favorable opinion or show a different
opinion about the statement.
http://www.raisesmartkid.com/3-to-6-years-old/4-articles/34-the-good-and-bad-effects-of-video-games
20. 20
The First Video Game
⢠Steve Russell and Spacewar!
â Created in 1961
â Required prohibitively expensive
equipment
21. 21
Games for the Masses
⢠The Advent of Home Video Games: Ralph Baer
and the Magnavox Odyssey
â 1966, initial idea for a game machine that would work
on home TVs
â Created a shooting game and ice hockey game
22. 22
Games for the Masses
⢠Breaking Into the Amusement Business:
Nolan Bushnell and Atari
â Tried to bring Spacewar to arcades as
Computer War
23. 23
Games for the Masses
⢠Bringing Games to the Masses
â Atari founded by Nolan Bushnell in
1972
â Sued by Baer and Magnavox
â Paid a one-time license fee of
$700,000
24. 24
The Console Kings
⢠Video Game Crash of 1983
â Factors leading to the crash
⢠Poor economy
⢠Natural market cycle
⢠Video games perceived as fad
⢠Introduction of home computers
25. 25
The Console Kings
⢠Nintendo and Shigeru Miyamoto
â Released Donkey Kong arcade machine in 1981
â Released Nintendo Entertainment System in 1985
â During late 80âs Nintendo owned 90% of the market
â Latest console is the Nintendo DS
â Nintendo Wii as an attempt to recreate gaming
26. 26
The Console Kings
⢠Sega
â Created in 1952 in Japan to sell amusement games on US army
bases
â Released the popular Sega Genesis in 1990
â Final console was 1999âs Sega Dreamcast
â Now dedicated to software
â At one time Sonic was more recognizable than Mario
27. 27
The Console Kings
⢠Sonyâs PlayStation
â Created out of an aborted attempt to launch a CD-ROM based
system with Nintendo
â Released PlayStation in 1994
â PlayStation 2 released in 2000, maintaining backwards
compatibility with hugely popular PS1
28. 28
The Console Kings
⢠Microsoft and the Xbox
â Xbox released in 2001
â Based on a PC-like architecture
â Initially significant money lost on each console sold
â Halo and Halo 2 are its most popular games
29. 29
The Phenomenons
⢠Space Invaders
â Introduced to the US in 1978
â First big Japanese success
â Introduced the âHigh Scoreâ list to video
games
30. 30
The Phenomenons
⢠Pac-Man
â American debut in 1981
â Attempt to create a completely non-
violent game
â Generated $100 million in sales
during its lifetime
31. ⢠Super Mario Bros is a 1985 video game
internally developed by Nintendo EAD and
published by Nintendo.
The Phenomenons
32. 32
The Phenomenons
⢠The Tangled History of Tetris
â Created by Russian programmer Alexy Pajitnov in 1985
â Became a pop culture sensation
â Helped drive the success of Nintendoâs Game Boy
33. 33
The Phenomenons
⢠Capcom and Resident Evil
â Capcom founded in 1979
â Created Street Fighter, Mega Man and Resident Evil
â Resident Evil has spawned 15 variations and sequels as well as
two Hollywood movies
34. 34
The Phenomenons
⢠PokÊmon
â Created by Japanese video game enthusiast Satoshi Tajiri
â PokĂŠmon Red and Green released for Nintendo Game Boy in
1996
â Movies, TV series and multiple sequels have followed
36. What do you think? Group work
A) Do you like playing video games? Why or
why not?
B) After reading the article, do you think that
video gaming can be considered a real
sport?
C) If a hobby becomes a professional sport or
job, do you think it is still fun?
37. Using evidence to support an argument
Statics =
Comparisons
Personal examples
Analysis or mathematical calculations
38. The results of a research show that when kids play
games such as The Incredible Machine, Angry Birds
or Cut The Rope, they train their brain to come up
with creative ways to solve puzzles and other
problems.
Some studies suggest that 80% of children who play
video games have concentration problems.
Video games may also have bad effects on some
childrenâs health, including obesity. 60% of obese are
gamers.
39. Using evidence to support an argument
Page 75
Noun clauses
Page 77 â 78
Page 79
40. Revise and edit
1. Is the essay persuasive ? Why or why not ?
2. Should anything be added ? If yes, what ?
3. Should anything be deleted ? If yes, what ?
4. Should anything else be changed ? If yes,
what ?
5. Should any part of the essay be
reorganized ? If so, which part and how ?