ï»¿ENGR 101/HUM 200: Technology and Society December 1, 2005Slide 2
Agenda The Diamond Age wrap-up Lecture: Copyleft, Open Source Software, Computer GamesSlide 3
Free Culture Innovation and theft Record industry as a sort of robbery (p. 55) Necessity of paying for the score or for open execution What about utilizing a recording gadget to record from memory in your home? "Envision the bad form of the thing. An arranger composes a tune or a musical drama. A distributer purchases at awesome cost the rights to the same and copyrights it. Along come the phonographic organizations and organizations who cut music rolls and intentionally take the work of the mind of the author and distributer with no respect for [their] rights." Senator Alfred KittredgeSlide 4
Compulsory/statutory licenses Key terms set by law "covers" Music versus composed works (Beatles v. Grisham) Radio pays author not recording craftsman Cable television Didn\'t pay supporters for substance they conveyed, notwithstanding when they chargedSlide 5
Pathways to Commercialization Technology developments are partitioned from a monetary benefit demonstrate First one hundred years of the US, America did not respect outside copyrightsSlide 6
Complexities of Piracy Download rather than buy Industry claims CD deals declined, yet 20% less CDs discharged subsequent to 1999; 803 million sold, 2.1 billion downloaded Download to test Download for sharing Stuff that is no more accessible: distributer or merchant chooses no financial increase to making it accessible. Copyright holder doesn\'t benefit: simple to utilized books stores Access content not copyrighted or that proprietor needs to make unreservedly accessibleSlide 7
Overkill? Banning or proclaiming unlawful the advances that empower one sort of internet sharing (downloading as opposed to purchasing) additionally make it unimaginable for different sorts of sharing to happen Napster could piece 99.4% of "illicit" movement. Insufficient. Area court said they required 100%. Shouldn\'t something be said about VCRs, scanners, weapons?Slide 8
Copyleft/Open Source Open to all and open to alteration Ensuring the subsidiaries of a work remain unreservedly availableSlide 9
Games (diversions?)Slide 11
Defining the Field What Are Games? Kinds and Platforms Who Plays Games? Sort, Frequency and Duration Why Study Games? Limitation, Community, Media Consumption, Serious GamesSlide 13
Casual diversions Card amusements Puzzle recreations Word amusements First-individual shooters Real-time technique Sim diversions Story recreations Multi-player pretending amusements Sports amusements Fighting amusements Educational amusements Advergames Alternative reality diversions (ARGs) Serious diversions Game GenresSlide 14
Card GamesSlide 15
Puzzle GamesSlide 16
Word GamesSlide 17
Casual Games Redefine "Gamer" and "Gaming" Greater quantities of ladies players Tied to entry improvement Instrumental to development of advergames Easily versatile to cell phones and other little screen situations Gaming as multitasking: new examples for development of gaming? "Interruptible space"Slide 18
Educational GamesSlide 19
Math Blaster Oregon Trail EducationSlide 20
Simulation GamesSlide 21
Real-time Strategy GamesSlide 22
Using Games to Teach "Instructive" diversions versus Business diversions (COTS) Bloom\'s scientific classification and recreations Fun instructive amusements The belief system of recreations and effect on classroom mix of COTS RTS and national character issuesSlide 23
Fighting GamesSlide 24
First-individual ShootersSlide 25
Interface and FPS, Fighting Task-arranged screens Time-delicate Immersive All data must be on screen FPS: ongoing talk coordinated Novel documentation and data show strategiesSlide 26
Avatars and Representation Race and Ethnicity Gender Age Customizable First-versus third-individual perspective Issues like RPGsSlide 27
Localization First-level restriction (User interface issues) Second-level limitation (Legal and social issues) Return to Castle Wolfenstein sample Color of blood Level of brutality Acceptable iconography or chronicled representations Blending?Slide 28
Racing GamesSlide 29
The Question of Realism Immersion and nearness Representational methodologiesSlide 30
Narrative GamesSlide 31
Role-playing GamesSlide 32
Immersive Worlds Games as stories (writing?) Social communication and RPGs Avatars (governmental issues of representation; T.L. Taylor) Online groups (logged off forms, as well!) Blurring of genuine and virtual limits Economics of virtual universes (Playmoney/Ultima Online; EQ and Ebay; Second Life)Slide 33
Arcade GamesSlide 34
Dance GamesSlide 35
Games as Part of Social Space Game arcades as standalone social spaces Dance recreations as school physical instruction movement Health issuesSlide 36
Alternative Reality GamesSlide 37
ARGs and the NBT Majestic, The Beast, I Love Bees (samples) Blurring of genuine and virtual space (RPGs) Subjectivity and personality issues Power and control of/over innovation Convergence Mobile gamingSlide 38
Sports GamesSlide 39
Fantasy Sports Leagues Online diversions reverberation social association and social engagement of imagination games classes Not a disconnecting actionSlide 40
More Genres… Advergames Serious Games: www.seriousgames.org www.gamesforhealth.org www.seriousgames.org/gamesforchangeSlide 41
Game PlatformsSlide 42
Place Matters Geography decides have Audience development pivots in impact on where amusements can be played Community or individual action Domestic circle or open circleSlide 43
Who Plays Games? 34% under 18 years (2004) 46% 18-50 years (2004) 17% 50+ (2004) 59% male (2004) 39% female (2004) 54% amusements evaluated E (2003) 31% recreations appraised T (2003) 12% diversions appraised M (2003)Slide 44
Why Study Games? Confinement (Blending) Community arrangement and player association Serious recreations (Games4D) Games and media biologySlide 45
Resources www.watercoolergames.org www.gamestudies.org terranova.blogs.com www.game-research.com www.digra.org
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