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In this thesis I analyse the reward systems of cooperative and competitive Multiplayer games – the games I have chosen were built for a Single-player campaign with Multiplayer as additional content. My main focus is on the Multiplayer and the reward systems of that game mode. The reward systems are important to consider when designing a game for fans of Multiplayer games, as a faulty reward system might hinder the aspect which makes Multiplayer games special – to be playing together and go for the same goals with other people whether it is of a competitive or cooperative nature.The games I research are as recent as they were first released in 2012. These games are Kid Icarus: Uprising and Resident Evil: Revelations – the latter receiving a port to the HD consoles in 2013. The games were primary made for a single-player experience and therefore may not be fully implemented to support social needs of a Multiplayer game.To do my research I have played and tested the reward systems of the games myself and analysed how they may influence player behaviour and what effects that may have on the Multiplayer experience.

Aplinkos problemos glaudžiai susijusios su sveikatos problemomis, todėl apie aplinkos problemų sprendimą galima kalbėti kaip apie sveikatos sutrikimų prevenciją. Kadangi aplinkos problemos yra sukeltos žmonių elgesio ir jų sprendimui reikia žmonių elgesio pasikeitimo, psichologija, kaip mokslas apie elgesį, vaidina svarbų vaidmenį sprendžiant aplinkos problemas. Šiame darbe analizuojamas aplinką saugantis elgesys ir jį įtakojantys požiūrio veiksniai, remiantis socialiniu altruistiniu Vertybių-Įsitikinimų-Normų modeliu (Stern et al., 1999) bei Fishbein ir Ajzen (1975) Pagrįstų veiksmų teorija. Išskiriami kognityvinis, emocinis ir intencinis požiūrio komponentai. Į Vertybių-Įsitikinimų-Normų modelį įtraukti kintamieji (ekologinė pasaulėžiūra, aplinkos problemų pasekmių suvokimas, atsakomybės už aplinkos problemas prisiskyrimas ir asmeninės normos) atspindi tik kognityvinį požiūrio į aplinkos problemas komponentą, todėl pasirinktas modelis papildytas kitų tyrėjų išskirtais kintamaisiais, tokiais kaip emocinis įsitraukimas į aplinkos problemas (Maloney et al., 1975) ir susirūpinimas aplinka (Schultz, 2000), atspindinčiais emocinį požiūrio komponentą, bei požiūris į aplinką saugantį elgesį (Maloney et al., 1975), apimančiu intencinį požiūrio komponentą. Pirmiausia, atliktame tyrime aprašomas ir analizuojamas 157 Vilniaus Universiteto studentų aplinką saugantis elgesys ir jį įtakojantys požiūrio veiksniai. Tyrimas rodo, kad studentai yra įsitraukę į aplinką saugantį elgesį, palaiko... [toliau žr. visą tekstą] / Environmental problems are closely linked to health problems, so the promotion of environmental protection could be understood as the prevention of health problems. Environmental problems are caused by human behaviour and the sollution of these problems requires human behaviour change. Psychology, as a science of human behaviour, plays important role in environmental problems solving. This work is analysis of conservation behaviour and attitudinal factors influencing conservation behaviour in the conceptual framework of socio-altruistic Value-Belief-Norm model (Stern et al., 1999) and applying the Theory of Reasoned Action (Fishbein, Ajzen, 1975). According to the classical tripartite conceptualization, attitudes consist of cognitive, affective and conative dimensions. The Value-Belief-Norm model represents only cognitive component of attitude, so the model was extended including affective and conative components of attitude. First of all, this study describes and analizes conservation behaviour and attitudinal factors influencing conservation behaviour of 157 students of Vilnius University. The study shows that students are engaged in conservation behaviour and are fairly emotional about environmental issues. The CFA analysis supports the three-factor structure of environmental concern. Biospheric, egoistic and altruistic concerns can be distiguished. The study shows that egoistic concern for environment is predominant in Lithuania, so environmental concern in Lithuania... [to full text]

Purpose: The primary aim of this thesis was to examine two aspects of early child development, namely emergent literacy skills and social-behavioural development. An examination of these two aspects of development occurs at the within child-level factor and the within-family level factor. Specifically, we seek to examine the effects of the family literacy environment in predicting 4-year-old children’s emergent literacy skills at entry to Junior Kindergarten. Additionally we seek to examine the interrelationships between children’s social behaviours and phonological awareness skills across the academic year. The final aim was to examine the relationship between teacher report and direct observations of children’s social behaviours. Method: One hundred and two children (52 boys, 50 girls) were recruited from 11 schools serving low-income neighbourhoods in a large metropolitan city and were assessed at the beginning and end of the Junior Kindergarten year. Family literacy questionnaires were collected at the beginning of the year. All children completed standardized assessments of their expressive vocabulary, non-verbal IQ, and phonological awareness skills. In addition, teachers completed behavioral ratings for all children. Results: The results of hierarchical multiple regression analyses revealed that direct teaching of letters/sounds in the home contributed 8% of the variance in children’s alphabet knowledge. The results also revealed that being excluded by peers at entry to Junior Kindergarten contributed up to 3% of the variance in negatively predicting phonological awareness outcomes at the end of the year. Further, the results revealed that poorer phonological awareness skills at the beginning of the year contributed up to 5% of the variance in predicting children’s preference for solitary behaviours at the end of the year. Finally, significant relationships were found between teacher report and direct observations for certain classroom behaviours. Conclusions: The results of this study suggest that the family literacy environment can play a positive role in children’s acquisition of emergent literacy skills prior to entry into formal schooling. The results also suggest that exclusion by peers may play a negative role in children’s ease of academic skill attainment. Conversely, the results suggest that the academic skill level that children enter into formal schooling with may play a role in their social behavioural competency in a classroom setting.

Purpose: The primary aim of this thesis was to examine two aspects of early child development, namely emergent literacy skills and social-behavioural development. An examination of these two aspects of development occurs at the within child-level factor and the within-family level factor. Specifically, we seek to examine the effects of the family literacy environment in predicting 4-year-old children’s emergent literacy skills at entry to Junior Kindergarten. Additionally we seek to examine the interrelationships between children’s social behaviours and phonological awareness skills across the academic year. The final aim was to examine the relationship between teacher report and direct observations of children’s social behaviours. Method: One hundred and two children (52 boys, 50 girls) were recruited from 11 schools serving low-income neighbourhoods in a large metropolitan city and were assessed at the beginning and end of the Junior Kindergarten year. Family literacy questionnaires were collected at the beginning of the year. All children completed standardized assessments of their expressive vocabulary, non-verbal IQ, and phonological awareness skills. In addition, teachers completed behavioral ratings for all children. Results: The results of hierarchical multiple regression analyses revealed that direct teaching of letters/sounds in the home contributed 8% of the variance in children’s alphabet knowledge. The results also revealed that being excluded by peers at entry to Junior Kindergarten contributed up to 3% of the variance in negatively predicting phonological awareness outcomes at the end of the year. Further, the results revealed that poorer phonological awareness skills at the beginning of the year contributed up to 5% of the variance in predicting children’s preference for solitary behaviours at the end of the year. Finally, significant relationships were found between teacher report and direct observations for certain classroom behaviours. Conclusions: The results of this study suggest that the family literacy environment can play a positive role in children’s acquisition of emergent literacy skills prior to entry into formal schooling. The results also suggest that exclusion by peers may play a negative role in children’s ease of academic skill attainment. Conversely, the results suggest that the academic skill level that children enter into formal schooling with may play a role in their social behavioural competency in a classroom setting.

The present study examined community/tribe, peer/family, and individual correlates of suicidal behaviour in a representative on-reserve sample of First Nations adolescents. Data came from the 2002-2003 Manitoba First Nations Regional Longitudinal Health Survey of Youth. Household interviews were conducted with adolescents ages 12-17 (n=1,125) from 23 First Nations communities in Manitoba. Bivariate logistic regression analyses were used to examine the relationships between a range of factors and lifetime suicidal ideation, suicide attempts, and any suicidality. A multivariate logistic regression analysis identified those correlates most strongly related to any suicidality. Findings showed that several correlates were found to be associated with an increased likelihood of suicidal behaviour, including being female, depressed mood, abuse/fear of abuse, a hospital stay, and substance use. Results of this study will likely be of importance in informing First Nations and government policy related to the implementation of suicide prevention strategies in Manitoban First Nations communities.

Propranolol (PROP) is a β-blocker prescribed mainly to treat human cardiac diseases but with its wide usage it often makes its way into the aquatic environment. This study examined whether PROP alters developmental patterns and catecholamine (CA)-regulated processes in the zebrafish (Danio rerio) and if exposure during early life alters the stress response and behaviors of adults. The 48 h LC50 was 21.6 mg/L, well above environmental levels (0.00059 mg/L). Embryos/larvae continuously PROP-exposed had decreased and increased transcript levels of the β1-adrenoceptor at 1 dpf and 5 dpf, respectively. Stressed, PROP-exposed zebrafish had reduced testosterone and estradiol levels and exhibited less anxiety behaviours than control fish. Furthermore, adults previously PROP-exposed as embryos/larvae had decreased growth in terms of body length (0.0006 mg/L PROP) and mass (20 mg/L PROP). Changes in cholesterol and testosterone levels occurred in PROP-exposed fish. Thus PROP-exposure alters developmental patterns and CA-regulated process that are essential for normal behaviours and responses to stress, and at least some of these changes persist in the adult zebrafish.

Four experiments were conducted to determine a management strategy for providing effective electrolyte concentrations in the drinking water of newly weaned piglets to encourage early fluid and feed intake [weaning age=19±1 d, n=360]. In Exp. 1, electrolytes (Vetoquinol, QC, Canada) were provided at the label dose of 60 ml/L of water for 0, 6, 12, 18 or 24 h on d1-d3. In Exp. 2, electrolytes were given ad lib at 100, 75, 50, 25 or 12.5 % of the label dose on d1-d3 (72 h). In Exp. 3, electrolytes, at the label dose, or water (control) were given ad lib on d1, d1 and d2, d1-d3, or d1 and d3. In Exp. 4, based on the results of the previous experiments, the most effective combinations of "hours/concentration/days"(12 h of 25 % or 50 % on d1 or alternate days) were tested. All piglets had water ad lib from d4-d14. In Exp. 1, higher feed disappearance was observed in the 0, 6 and 12 h/d than 18 h/d and 24 h/d electrolyte groups (P<0.05). In Exp. 2, by d14 piglets in the 12.5, 50, 75, and 100 % groups experienced lower weight gain and daily FI than those in the 25 % group (P<0.05). In Exp. 3, piglets that received electrolytes on d1 only had comparable FI to those in the water group (respectively; 64.55 g/pig/day vs. 75.59 g/pig/day; SEM=8.61). Overall, evidence indicated that weanlings tended to benefit from electrolyte administration at 25 % of the label dose and durational period of ≤ 12 h/d. However, in Exp. 4 testing neither 25 % or 50 % concentration for 12 h/d result in improved daily FI despite the increased FLI in groups given electrolytes on alternate days. The results suggest that high electrolyte intake occurred at the expense of feed intake.