Modification(MOD) is a term generally applied to personal computer games, especially first-person shooters, role-playing games and real-time strategy games. Mods are made by the general public or a developer, and can be entirely new games in themselves, but mods are not standalone software and require the user to have the original release in order to run. We use Creativity Theory as the study framework, and divide it into four parts- Domain-Relevant Skills, Creativity-Relevant Processes, Task Motivation, and Social Environment to analyze. We collect the MOD creators¡¦ thoughts and reflections as text. From this thesis we can learn: 1. What computer games are popular that game players would like to create the modifications with it in Taiwan and China ? 2. What kinds of themes that MOD creators would like to use? 3. What are the MOD creators¡¦ internal and external motivations? 4. How the social environment influences the MOD creators? Finally, We will discuss the effect of social environment on domain-relevant skills, creativity-relevant processes and task motivation. Modifications can help original computer games to continue life and even improve the richness of the game content. It would become the trend that game company supports the game editor in the future. The cost of game development could be reduced by creating with MOD creators and test with MOD players.

Based on her novel notions on the fundamental nature of creativity and the psychosocial need for an adequate assessment, Amabile (1983) proposes consensual assessment technique (CAT) to provide a "product-based" quantitative approach to evaluate creativity. The essence of CAT is that it delineates factors that influence and determine the "product" to be truly "creative", and emphasizes that a product or an observable reaction is the testimony of creativity. Amabile (1983) also implies creativity is not an individual phenomenon, but consists of three major components: task motivation, expertise and creativity skills. The purpose of this study is to examine the validity of Amabile's component model of creativity and to apply his model into the essay writings in primary school students, hence to test the attribution of CAT in providing a valid appraisal in creativity assessment. A "product-based" CAT was performed on 110 essays with 5 different topics written by 22 6th grade school students. A group of Chinese experts, made up of 3 children literature professors and 6 experienced primary school teachers, are in charge of evaluating all these essays. The evaluated results are used to determine if to determine if Amabile's model can be comparable to current psychosocial norms and if it can accurately delineates individual's creativity talent. According to our hypothetical working framework, the following results were expected; (1)motivation has a positive effect on creativity, (2)professional techniques have a positive effect on creativity (3)creative technique has a positive effect on creativity (4)the results of CAT showed a mutual consensus on defining creativity amongst the professional judges.

Amabile defines creativity from ¡§product¡¨. In her opinion, the behavior of creativity is by the products of the relevant fields of expert's assessment, and develops ¡§consensual assessment technique (CAT)¡¨ as the way to measure creativity. And Amabile proposes ¡§component model of creativity¡¨. If individual wants to have the creative behavior, he must possess three components: ¡§expertise¡¨, ¡§creative-thinking skill¡¨, and ¡§ task motivation¡¨. The main purpose of this study was to confirm the Amabile¡¦s component model of creativity and consensual assessment technique. This study had collected 29 students of a fifth grade in primary school class, and amounted to 162 drawing products. There were 9 judges come from 3 art domain expert's groups, including that 3 judges come from university professor's group, 3 judges come from junior and elementary teacher's groups, and 3 judges come from painter's groups. Each judge used the inventory of consensual assessment to evaluate each product independently. And this study designed inventory to exam students in the same class in order to collect the data. According to the results of the research: ( a) It was high common consensus that all judges evaluate creativity ,( b) It was middle-to-low common consensus that each group evaluate creativity , (c) Creativity measures taken in different groups showed significant correlations, (d) It was high common consensus to evaluate the creativity of the specific theme works, (e) The correlation between expertise and creativity was significant, (f) The correlation between creative-thinking skill and creativity was significant, (g) The correlation between motivation and creativity was significant. According to the results of the study, it could provide some suggestions for education and relevant studies, and it offered the foundation of further following studies in academia.

The primary purpose of study is to identify predictors of willingness to communicate (WTC) and of actual frequency of English communication at work inside and outside the foreign language classroom among 439 university students (male = 226, female = 213) learning English in Japan. Based on Wen and Clément’s (2003) theory of L2 WTC, I replicated Peng and Woodrow’s (2010) structural path model using the variables of state L2 communicative confidence, L2 learning motivation, positive classroom climate, L2 WTC, with the newly added variable of actual speaking frequency. A hypothesized structural model was examined in two contexts, WTC inside the classroom and WTC outside the classroom. Inside the classroom, communicative confidence was the predictor of L2 WTC. L2 WTC and L2 learning motivation were predictors of actual frequency of L2 communication. Positive classroom climate was a mediating variable that indirectly predicted L2 WTC through state L2 communicative confidence and task motivation. In contrast, outside the classroom, state L2 communicative confidence, L2 learning motivation, and positive classroom climate were the predictors of L2 WTC. State L2 communicative confidence, task motivation, and positive classroom climate were the predictors of actual frequency of L2 communication. The results supported Wen and Clément’s (2003) model and Peng and Woodrow’s (2010) study. Second, Dӧrnyei and Kormos’ (2000) study was replicated to investigate a significant difference for the four types of the students’ speaking behavior between pretest and posttest. A repeated-measures ANOVA was performed for English turns, Japanese turns, English words, and interjections with 13 students (male = 8 and female = 5) aged 18-19. The 13 participants were part of those who completed the first questionnaire. There were no significant differences for the four dependent variables. Finally, a qualitative content analysis was performed using transcribed interview data with nine university students (6 male and 3 female students), who completed the first questionnaire. Ten variables emerged from the interviews. Four variables—teacher support, group cohesiveness, L2 learning motivation, and perceived communicative competence—supported both quantitative (Peng & Woodrow, 2010) and qualitative studies (Cao, 2011; Peng, 2007, 2012). Four additional variables—security of speaking, interlocutors, small group, and topic familiarity—supported qualitative studies by Cao (2011) and Kang (2005). The other two variables—point system and tests—were new variables identified in this study. Positive classroom climate and task motivation (Dӧrnyei & Kormos, 2000) were key variables influencing state L2 communicative confidence, L2 WTC, and L2 Use. As a result, I propose that task motivation and positive classroom climate should be added into MacIntyre et al.’s (1998) L2 WTC model. / Teaching & Learning

Denna studie diskuterar de ledarskapsstilar som används ombord på handelsfartyg. Den syftar till att avgöra huruvida en specifik mål-baserad ledarstil kan anpassas till att användas på ett modernt handelsfartyg. Den teori som används i studien bygger på Edwin A. Locke & Gary P. Lathams arbete inom målsättand psykologi och ledarskap. Den huvudsakliga artikeln vi har använt är “Building a Practically Useful Theory of Goal Setting and Task Motivation, A 35-Year Odyssey (2002)”.   Vi har genomfört en kvalitativ intervjuundersökning. De huvudsakliga variablerna vi undersökte, var de intervjuade sjöbefälsstudenternas inställning till att arbeta med specifikt målsättande ledarskap samt möjligheten att applicera det som ledarskapsmetod ombord på handelsfartyg.   Studenterna fick berätta om sina erfarenheter av ledarskapet ombord på de olika fartyg där de gjort sin praktik under utbildningen till sjöbefäl. Studenterna fick även svara på om ett mål-baserat ledarskap använts ombord.   Resultaten av studien visade att studenterna i allmänhet ställde sig positiva till att pröva de specifika mål-baserade ledarskapsmetoder, som presenterades under intervjuerna. Studien tyder på att en auktoritär ledarstil oftast användes ombord de olika fartygen. Vissa fartyg hade prövat olika varianter av mål-baserat ledarskap, även om ingen använt sig av ledarskap med specifika mål som denna studie syftar till.   Sammanfattningsvis tyder intervjustudien på en god inställning till utveckling i ledarskap ombord på handelsfartyg. Huruvida de specifika målteorier som används inom sjukvården, sport och industrin (Locke & Latham 2002) är den mest effektiva vägen att gå, kanske en framtida experimentell studie kan att visa. / This study discusses leadership styles used on ships and aims to determine whether a Specific Goal based Leadership style could be adapted on a modern merchant ship. The theory used in this study, is based on the work in goal setting psychology, by Edwin A. Locke & Gary P. Latham. The primary article we have used, is “Building a Practically Useful Theory of Goal Setting and Task Motivation, A 35-Year Odyssey (2002).   We have carried out a qualitative interview study. The depended variable was the Interviewed students, attending Kalmar Maritime Academy, and their attitude towards an adaption of Specific Goal setting Theory used as management method onboard merchant vessels.   The students were asked to review their experiences of the leadership and management style, from the various ships they have been mustered on, during their education towards officer. The students also answered whether a goal-based leadership had been used onboard.   The results showed that the students in general had a positive attitude towards the Specific goal based management style that the authors presented. Further the study indicated that the authoritarian method of management were the main one used on the various vessels the students had been in contact with. Some vessels had tried variations of goal-based leadership, although none had adapted the specific goal setting that this study aims to implement in maritime management.   In conclusion the authors find the interview study to show a good attitude towards a change in management style onboard merchant ships. Whether the specific goal setting theories that has been widely spread in health care, sports, and industry (Locke & Latham 2002) is the most efficient way, perhaps a future experimental study will show.