Given the considerable heterogeneity in students skills within Physica Education (PE) classes, there is a constant need for differential instruction and modification of games. In this chapter we present the game-based approach and curriculum model Game Insight (GI) and propose the 'game slope' concept. By embedding this concept in the didactical components of the GI curriculum model the PE teacher can design and teach meaningful game activities, in wich players' differing abilities and needs are met.
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Crowdfunding is gaining popularity as a viable means to raise financial capital for good causes, cultural goods, new products, and ventures. Little empirical research has been done to understand crowdfunding and basic academic knowledge of its dynamics is still lacking. By data mining the crowdfunding platform Kickstarter.com and Facebook we collected a large dataset of crowdfunding projects and the ego networks of the entrepreneurs. We study the relation of the success of the Kickstarter project to his social network and to media activities and find a scaling law that predicts the number of clicks on the project website required for a successful project. Examining the results of the social network analysis we concluded that successful initiators on Kickstarter have more friends but a sparser network. Unsuccessful entrepreneurs on the other hand have a higher average degree suggesting a denser network. Our analyses suggest that sparse, and thus diverse networks are beneficial for the success of a project.
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Audience studies is not the vibrant field it was in its 1980s and early 1990s heyday. Cultural studies today has a more balanced interest in production, audiences and texts. A renewed focus in audience studies on everyday meaning production, identity and relations of power could benefit from recent developments. Theorization of power especially has benefited from recent work on governmentality. In accord with recent work on ‘affect’, there is an opportunity for renewed vitality and urgency. Was audience studies damaged beyond repair by the charge that it is a populist field that celebrates rather than interrogates everyday media culture? Could a concept such as cultural literacy provide a bridge to help re-establish the critical credibility of audience studies or would it burden this field with its implied notions of standards, distinction and cultural exclusion? The article discusses recent work with youth audiences to inquire into the possibilities of ‘critical literacy’. It proposes taking up questions and insights raised by affect theory, to merge appreciation, criticism and understanding of the forces that drive (the possibility of) change, and to embed critical literacy in cultural studies’ ongoing interest in the construction of (cultural) citizenship.
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