title: The Social Relations and Interactions of a First Person Shooter (FPS) Gamer

authors: McQuarters, Glen Matthew

subjects: First person shooters

abstract: Video games have been part of society for over 40 years. During this period, a stereotypical image of a person who plays videogames has formed. Influenced by the stereotypical image (young, loner males, pale, socially inept, overweight, and possibly aggressive or violent), psychological research has focused on the possible negative effects of playing first person shooter video games. Contrary to the stereotype, first person shooter video games can be a medium in which social relationships are formed and maintained. This study aims to explored the social relationships and interactions of players of first person shooter video games in all locations of play, and how these relationships and interactions influenced the game experience, and how players managed these relationships and interactions. This research was done using qualitative interviews with 12 current first person shooter gamers. The study found that between non-persistent game worlds, technological advancements, and the potentially persistent social relationships, a large diversity of social relationships and interactions occur in and emerge from first person shooter video games. These social relationships and interactions play a central role in the enjoyment of playing first person shooter video games. The study found the interactions that are possible, happen in many different forms. The relationships found in the study developed from several different settings with playing together and friends’ friend being the most common start of a relationship. As well, the participants’ reported a level structure for the relationships that are part of their first person shooter gaming. The study also describes the interactions of players while gaming as being seen as mostly good, with a few antisocial acts committed. These findings are discussed in comparison with literature from other game genres on the social interactions and relationships of players. The seemingly “unsocial” and virtually violent first person shooter game world has been shown to encompass surprisingly rich and diverse social relationships.

text: The Social Relations and Interactions of a First Person Shooter (FPS) Gamer Video games have been part of society for over 40 years. During this period, a stereotypical image of a person who plays videogames has formed. Influenced by the stereotypical image (young, loner males, pale, socially inept, overweight, and possibly aggressive or violent), psychological research has focused on the possible negative effects of playing first person shooter video games. Contrary to the stereotype, first person shooter video games can be a medium in which social relationships are formed and maintained. This study aims to explored the social relationships and interactions of players of first person shooter video games in all locations of play, and how these relationships and interactions influenced the game experience, and how players managed these relationships and interactions. This research was done using qualitative interviews with 12 current first person shooter gamers. The study found that between non-persistent game worlds, technological advancements, and the potentially persistent social relationships, a large diversity of social relationships and interactions occur in and emerge from first person shooter video games. These social relationships and interactions play a central role in the enjoyment of playing first person shooter video games. The study found the interactions that are possible, happen in many different forms. The relationships found in the study developed from several different settings with playing together and friends’ friend being the most common start of a relationship. As well, the participants’ reported a level structure for the relationships that are part of their first person shooter gaming. The study also describes the interactions of players while gaming as being seen as mostly good, with a few antisocial acts committed. These findings are discussed in comparison with literature from other game genres on the social interactions and relationships of players. The seemingly “unsocial” and virtually violent first person shooter game world has been shown to encompass surprisingly rich and diverse social relationships.

year: 2013

title: Eco-centric success: Stakeholder approaches to sustainable performance via green improvisation behavior and environmental orientation in the hotel industry

authors: Murtaza, Syed Hussain

subjects: environmental performance

abstract: This study delves into the relationship between green improvisational behavior (GIB), environmental orientation (EO), a green creative climate (GCC), and how they influence the environmental (EP) and social performance (SP) in the hotel industry. Through the perspective of stakeholder theory, the study examines how these factors work together to cultivate an atmosphere. The data was carefully collected through surveys at Pearl Continental Hotels & Resorts branches, a known chain of luxury hotels in Pakistan. Using Structural Equation Modeling for analysis, the study reveals insights for the hospitality industry in promoting a culture that encourages innovative and sustainable practices through environmentally friendly actions. By understanding what drives the development of an environment, hotels can create an organizational culture that supports eco-friendly initiatives. Additionally, this research contributes to existing knowledge by investigating the role of focus in effectively implementing and utilizing practices that promote a green creative climate for improved environmental and social performance within the hotel industry. The results provide implications for practices within hotels and offer theoretical perspectives on the factors driving sustainability efforts in this sector.

text: Eco-centric success: Stakeholder approaches to sustainable performance via green improvisation behavior and environmental orientation in the hotel industry This study delves into the relationship between green improvisational behavior (GIB), environmental orientation (EO), a green creative climate (GCC), and how they influence the environmental (EP) and social performance (SP) in the hotel industry. Through the perspective of stakeholder theory, the study examines how these factors work together to cultivate an atmosphere. The data was carefully collected through surveys at Pearl Continental Hotels & Resorts branches, a known chain of luxury hotels in Pakistan. Using Structural Equation Modeling for analysis, the study reveals insights for the hospitality industry in promoting a culture that encourages innovative and sustainable practices through environmentally friendly actions. By understanding what drives the development of an environment, hotels can create an organizational culture that supports eco-friendly initiatives. Additionally, this research contributes to existing knowledge by investigating the role of focus in effectively implementing and utilizing practices that promote a green creative climate for improved environmental and social performance within the hotel industry. The results provide implications for practices within hotels and offer theoretical perspectives on the factors driving sustainability efforts in this sector.

year: 2024

title: How prepared are Pākehā tertiary teachers to teach Māori students? Teachers’ own perceptions of their preparedness

authors: Honey, Sandra Elizabeth

subjects: tertiary teachers

abstract: In the past three decades New Zealand has seen an increasing government commitment to realising the promises of both equality and tino rangatiratanga embedded in the principles of the Treaty of Waitangi. There is acknowledgement that the impacts of colonisation and past acts of government have negatively affected Māori economically, socially, politically and educationally. 
To strengthen New Zealand’s ability to compete economically and academically on an international level, the Ministry of Education 2014 – 2019 Tertiary Education Strategy set an aim for 55% of all 25-34 year olds, regardless of ethnicity, to have a qualification at Level 4 or above on the NZQA Framework, by 2017. Additionally Ka Hikitia: the Māori Education Strategy (2009, 2013) particularly aims for Māori to be achieving these educational successes as Māori, where being Māori is a strength in their learning and where learning environments acknowledge and support Te Ao Māori.
Although enrolments of students at Wānanga (tertiary institutes based on Māori principles and values) are steadily increasing, the majority of Māori tertiary students currently study at mainstream (English medium) institutes and are taught in the majority by Pākehā teachers. Regardless of which institute Māori study at, the Tertiary Education Strategy (Ministry of Education, 2014) acknowledges that culturally responsive education better engages Māori. This acknowledgement carries with it an expectation that Pākehā tertiary teachers are prepared to teach in culturally responsive ways and are confident in using culturally responsive pedagogies. 
This thesis examines how prepared Pākehā tertiary teachers perceive themselves to meet the tertiary education strategy’s expectation. It includes examining the existing literature about how tertiary teachers are prepared in New Zealand and the expectations of culturally responsive tertiary education. Pākehā tertiary teachers were then interviewed for their perspectives of their preparedness for teaching Māori students. Teachers identified themselves variably in their perceived levels of preparedness.   What emerges from the study is that tertiary teacher preparation in a cultural context should take priority in developing new teachers’ cultural capacity to meet the expectation of the tertiary education strategies for Māori to be succeeding in tertiary education, as Māori.
This research is significant because it looks at the complexity of what is required for preparing culturally responsive Pākehā tertiary teachers and aligns this with teachers’ own perceptions of how prepared they are. Studying the perception of preparedness from the teachers’ point of view is a new direction to take as the evaluation of tertiary teacher performance is usually done by means external to the teachers’ own personal evaluations; that is, teacher capability and performance is usually measured by student evaluations and student achievement outcomes.
Whilst this study is New Zealand focussed and refers to many New Zealand originating resources, literature from international studies also serve to reinforce the notion that being a culturally responsive teacher is a multifaceted journey of both personal and professional growth for teachers.

text: How prepared are Pākehā tertiary teachers to teach Māori students? Teachers’ own perceptions of their preparedness In the past three decades New Zealand has seen an increasing government commitment to realising the promises of both equality and tino rangatiratanga embedded in the principles of the Treaty of Waitangi. There is acknowledgement that the impacts of colonisation and past acts of government have negatively affected Māori economically, socially, politically and educationally. 
To strengthen New Zealand’s ability to compete economically and academically on an international level, the Ministry of Education 2014 – 2019 Tertiary Education Strategy set an aim for 55% of all 25-34 year olds, regardless of ethnicity, to have a qualification at Level 4 or above on the NZQA Framework, by 2017. Additionally Ka Hikitia: the Māori Education Strategy (2009, 2013) particularly aims for Māori to be achieving these educational successes as Māori, where being Māori is a strength in their learning and where learning environments acknowledge and support Te Ao Māori.
Although enrolments of students at Wānanga (tertiary institutes based on Māori principles and values) are steadily increasing, the majority of Māori tertiary students currently study at mainstream (English medium) institutes and are taught in the majority by Pākehā teachers. Regardless of which institute Māori study at, the Tertiary Education Strategy (Ministry of Education, 2014) acknowledges that culturally responsive education better engages Māori. This acknowledgement carries with it an expectation that Pākehā tertiary teachers are prepared to teach in culturally responsive ways and are confident in using culturally responsive pedagogies. 
This thesis examines how prepared Pākehā tertiary teachers perceive themselves to meet the tertiary education strategy’s expectation. It includes examining the existing literature about how tertiary teachers are prepared in New Zealand and the expectations of culturally responsive tertiary education. Pākehā tertiary teachers were then interviewed for their perspectives of their preparedness for teaching Māori students. Teachers identified themselves variably in their perceived levels of preparedness.   What emerges from the study is that tertiary teacher preparation in a cultural context should take priority in developing new teachers’ cultural capacity to meet the expectation of the tertiary education strategies for Māori to be succeeding in tertiary education, as Māori.
This research is significant because it looks at the complexity of what is required for preparing culturally responsive Pākehā tertiary teachers and aligns this with teachers’ own perceptions of how prepared they are. Studying the perception of preparedness from the teachers’ point of view is a new direction to take as the evaluation of tertiary teacher performance is usually done by means external to the teachers’ own personal evaluations; that is, teacher capability and performance is usually measured by student evaluations and student achievement outcomes.
Whilst this study is New Zealand focussed and refers to many New Zealand originating resources, literature from international studies also serve to reinforce the notion that being a culturally responsive teacher is a multifaceted journey of both personal and professional growth for teachers.

year: 2014