title: Exploration of Pervasive Games in Relation to Mobile Technologies

authors: Morris, Paul

abstract: The project is an exploration of Pervasive Games in relation to mobile technologies, with the intention of developing a pervasive game engine. Pervasive Games are interactive games where the participants drive the game play by playing the game in both the real world and a virtual environment. This is an area of gaming that has rapidly evolved over the last few years. 

The initial research involved establishing several key elements common to existing pervasive applications, defining real world / virtual world considerations for game play (both positive and negative) and identifying the technical requirements needed to implement play elements on a mobile device. After comparing several platforms the Windows 7 platform was selected for development purposes. The requirements for establishing a working development platform (with delivery mechanism) was investigated and a working environment set-up. 

A pervasive games engine was then developed in the format of 67 code stubs (coding solutions) that allow the implementation of solutions to gaming elements required in the development of pervasive applications. 

Two new helper classes were in addition developed containing solutions to topics related to run-time data storage (StorageUtils.cs) and generic gaming tasks (GameCode.cs). A pervasive game was implemented to test a cross section of functionality in the engine. The basic principle behind the game was to overlay various layers video, backgrounds, sprite and text, to build up an immersive pervasive environment with a player in the centre of the game imagery, game domain and real world. The intention of the game was to see how the pervasive game experience could be reflected in the game mechanics and pervasive interaction, while utilising the engine functionality.

text: Exploration of Pervasive Games in Relation to Mobile Technologies The project is an exploration of Pervasive Games in relation to mobile technologies, with the intention of developing a pervasive game engine. Pervasive Games are interactive games where the participants drive the game play by playing the game in both the real world and a virtual environment. This is an area of gaming that has rapidly evolved over the last few years. 

The initial research involved establishing several key elements common to existing pervasive applications, defining real world / virtual world considerations for game play (both positive and negative) and identifying the technical requirements needed to implement play elements on a mobile device. After comparing several platforms the Windows 7 platform was selected for development purposes. The requirements for establishing a working development platform (with delivery mechanism) was investigated and a working environment set-up. 

A pervasive games engine was then developed in the format of 67 code stubs (coding solutions) that allow the implementation of solutions to gaming elements required in the development of pervasive applications. 

Two new helper classes were in addition developed containing solutions to topics related to run-time data storage (StorageUtils.cs) and generic gaming tasks (GameCode.cs). A pervasive game was implemented to test a cross section of functionality in the engine. The basic principle behind the game was to overlay various layers video, backgrounds, sprite and text, to build up an immersive pervasive environment with a player in the centre of the game imagery, game domain and real world. The intention of the game was to see how the pervasive game experience could be reflected in the game mechanics and pervasive interaction, while utilising the engine functionality.

year: 2013

title: Parents as teachers: Using parent helpers to guide young children’s technological practice

authors: Milne, Louise

abstract: Technology Education is one of eight learning areas of the New Zealand national curriculum. It aims to develop a broad technological literacy through students participating in learning programmes in which they engage in technological practice and through this practice develop capability, knowledge and an understanding of technology as a domain in its own right. Experiencing and exploring contemporary examples of technological practice is recognised as an effective way of developing technological literacy and, in this study, students visited a chocolate factory in order to find out how to make a chocolate gift for Mothers’ Day. While the value of learning experiences outside the classroom (LEOTC) is well documented in learning areas such as science, there are few studies which explore LEOTC in Technology and specifically those of junior primary students.
A key element of this process, and the focus of this paper, is the role that parent helpers play in guiding and supporting students during both visits outside the classroom, and construction tasks within the classroom. It also raises the issue of the preparation and scaffolding parents require to enable them to help students effectively carry out these tasks. The role of a parent helper is a crucial one and the data from this study suggests that the status and time given to this preparation is, at times, varied and can have significant impact on children’s learning outcomes.

text: Parents as teachers: Using parent helpers to guide young children’s technological practice Technology Education is one of eight learning areas of the New Zealand national curriculum. It aims to develop a broad technological literacy through students participating in learning programmes in which they engage in technological practice and through this practice develop capability, knowledge and an understanding of technology as a domain in its own right. Experiencing and exploring contemporary examples of technological practice is recognised as an effective way of developing technological literacy and, in this study, students visited a chocolate factory in order to find out how to make a chocolate gift for Mothers’ Day. While the value of learning experiences outside the classroom (LEOTC) is well documented in learning areas such as science, there are few studies which explore LEOTC in Technology and specifically those of junior primary students.
A key element of this process, and the focus of this paper, is the role that parent helpers play in guiding and supporting students during both visits outside the classroom, and construction tasks within the classroom. It also raises the issue of the preparation and scaffolding parents require to enable them to help students effectively carry out these tasks. The role of a parent helper is a crucial one and the data from this study suggests that the status and time given to this preparation is, at times, varied and can have significant impact on children’s learning outcomes.

year: 2012

title: Mormonism and the white possessive: Moving critical indigenous studies theory into the religious realm

authors: Simon, Hemopereki

abstract: This essay responds to the pressing need to pursue topics related to Mormonism from a research perspective that is at once critical, culturally affirming, and grounded in Indigenous views. The goal here is to provide a theoretical framework for Critical Indigenous Studies perspectives to emerge in Mormon and Lamanite Studies. I therefore submit the following questions as a contribution to and critique of Lamanite Studies within the broader fields of Mormon, Cultural, and Religious Studies:
1. Which theoretical frame(s) from Critical Indigenous 
Studies is/are best suited to address Lamanite and Mormon issues? 
2. How might we reframe current Critical Indigenous 
Studies Theory to undertake research on Mormon and 
Western religious topics? 

To address these questions, the article first outlines its 
positionality as a basis for understanding Simon’s approach to the research. The bulk of the research here focuses on describing Lamanitism in terms of its relationship to racism and whiteness. The article therefore continues with a description of the figure of 
Hagoth in The Book of Mormon, with a particular emphasis on their relationship to Te Moana-Nui-ā-Kiwa. From there the article outlines Unger’s theorem of contextuality and considers how Lamanitism might be considered an “artificial context” from a Critical Indigenous Studies perspective. A discussion of the Doctrine of Discovery, Manifest Destiny, and Moana Jackson’s idea of the culture of colonization is followed by a description of the “Racial Contract” and its speculative extension to Indigenous adherents of the Mormon Church. The article then explicates important and interrelated tikanga values from Te Ao Māori such as tapu and mana. Lastly, the article identifies the “white possessive” as a key doctrine for Critical Indigenous Studies and undertakes a reworking of the doctrine for its application to the Mormon Church. More specifically, I transmute the notion “white patriarchal sovereignty” into “white patriarchal salvation” in order to tailor it to critical Indigenous discussions of the Church. 
In my conclusion I attempt to answer the question – What is to be done? I assert that the Church is in conflict with the cultural revival of Te Ao Māori and the idea of “original instructions.” The Church’s claim to salvific truth and thinking is contradicted by my very identity and culturally informed ontology. The ensuing discussion confirms that as a colonizing entity the Church operates parallel to the government as a co-invading force in Indigenous lands. The idea of a Lamanite people as Polynesians, which includes Māori is called into question. I provide a continuum model to explain Indigenous realities in relation to religiosity and decolonization and suggest some topics as case studies for further investigation. The true purpose of this article is to facilitate the integration of critical Indigenous with Mormon and/or Lamanite Studies to bring about much-needed dialogue, discussion, and debate on the place of indigeneity in The Church of Jesus Christ of Latter-Day Saints.

text: Mormonism and the white possessive: Moving critical indigenous studies theory into the religious realm This essay responds to the pressing need to pursue topics related to Mormonism from a research perspective that is at once critical, culturally affirming, and grounded in Indigenous views. The goal here is to provide a theoretical framework for Critical Indigenous Studies perspectives to emerge in Mormon and Lamanite Studies. I therefore submit the following questions as a contribution to and critique of Lamanite Studies within the broader fields of Mormon, Cultural, and Religious Studies:
1. Which theoretical frame(s) from Critical Indigenous 
Studies is/are best suited to address Lamanite and Mormon issues? 
2. How might we reframe current Critical Indigenous 
Studies Theory to undertake research on Mormon and 
Western religious topics? 

To address these questions, the article first outlines its 
positionality as a basis for understanding Simon’s approach to the research. The bulk of the research here focuses on describing Lamanitism in terms of its relationship to racism and whiteness. The article therefore continues with a description of the figure of 
Hagoth in The Book of Mormon, with a particular emphasis on their relationship to Te Moana-Nui-ā-Kiwa. From there the article outlines Unger’s theorem of contextuality and considers how Lamanitism might be considered an “artificial context” from a Critical Indigenous Studies perspective. A discussion of the Doctrine of Discovery, Manifest Destiny, and Moana Jackson’s idea of the culture of colonization is followed by a description of the “Racial Contract” and its speculative extension to Indigenous adherents of the Mormon Church. The article then explicates important and interrelated tikanga values from Te Ao Māori such as tapu and mana. Lastly, the article identifies the “white possessive” as a key doctrine for Critical Indigenous Studies and undertakes a reworking of the doctrine for its application to the Mormon Church. More specifically, I transmute the notion “white patriarchal sovereignty” into “white patriarchal salvation” in order to tailor it to critical Indigenous discussions of the Church. 
In my conclusion I attempt to answer the question – What is to be done? I assert that the Church is in conflict with the cultural revival of Te Ao Māori and the idea of “original instructions.” The Church’s claim to salvific truth and thinking is contradicted by my very identity and culturally informed ontology. The ensuing discussion confirms that as a colonizing entity the Church operates parallel to the government as a co-invading force in Indigenous lands. The idea of a Lamanite people as Polynesians, which includes Māori is called into question. I provide a continuum model to explain Indigenous realities in relation to religiosity and decolonization and suggest some topics as case studies for further investigation. The true purpose of this article is to facilitate the integration of critical Indigenous with Mormon and/or Lamanite Studies to bring about much-needed dialogue, discussion, and debate on the place of indigeneity in The Church of Jesus Christ of Latter-Day Saints.

year: 2022