Immersive Technologies

Few digital technologies have captured the world's imagination as much as the cluster of immersive experiences usually labelled virtual reality, augmented reality, and extended reality. A certain mythology has grown up around these technologies, their purpose, application, benefits, and risks. This chapter addresses these elements, offering insights into real-world applications and some thoughts about how the technologies could evolve. A limiting factor when writing about immersive technologies is the lack of comprehensive research into real-life applications and their long-term effects. In addition, there is a tendency for potential users and commentators to become overly optimistic about the latest developments in this niche. This research adopts an interpretivist qualitative approach, based on a review of existing literature and web sources, and the author's personal experiences as an industry professional. What is clear is that these technologies are not a passing fad and are likely to shape the human experience in social, economic, and technological terms in future years.

Undergraduate Certificate in Equine Science and Management

Iowa State University offers undergraduate certificates to demonstrate completion of a focused study in a specialized area. The certificate has the significant benefit of allowing students to customize their curriculum and document an approved course of study. An Equine Science and  Management Certificate is offered within the Animal Science Department at Iowa State University. The certificate requirements are organized to correspond with faculty and employer-defined needs for a successful transition from student to equine industry professional.  The Equine Science and  Management certificate will integrate technical topics in animal science with practical considerations in enterprise management. Two critical components to the certificate are the capstone Equine Systems Management course and a required internship in equine science and management. Students that complete the certificate will have the background to identify and address challenges in modern equine enterprises. Further, the certificate assists employers in identifying students that have shown the interest, discipline, and ability to complete this specialized study program. 

Impact of Covid-19 on Tourism Industry in Bangladesh: A Narrative Review of the Period March 2020 to March 2021

The objective of this study is to examine the impact of COVID-19 pandemic on the tourism industry of Bangladesh and to suggest some probable recovery strategies for minimizing the effect of COVID-19 in the tourism industry of Bangladesh. Secondary data is the heart of this study and the study has been conducted by following the three steps approaches of secondary research procedures which include developing research questions, identifying the database to answer the research questions and evaluating the collected secondary dataset. The study has found that the COVID-19 has several negative impacts on the tourism industry including the noticeable losses of revenue, a huge number of cuts off of jobs and closing the operation of the business both permanently and temporarily. Though it is near to impossible to get overcome this pandemic quickly but taking proper strategies can minimize the impact and recover the industry. This study provides an understanding of the present scenario of the impact of the COVID-19 pandemic with a guideline for future research to the academician and probable recovery strategies for the industry professional.

Pengabdian Kepada Masyarakat Uji Kompetensi Siswa-siswi Bidang Keahlian Teknik Kendaraan Ringan di SMK Rigomasi Bontang

The Expertise Competency Test (UKK) aims to measure the achievement of student competence at a certain level according to the competence of skills taken during the learning period in SMK. UKK is implemented by education units in the form of practical exams that test aspects of knowledge, skills, and attitudes. UKK is implemented using standards set by industry, Professional Certification Institutions, and/or test kits issued by the Ministry of Education and Culture. The education unit that organizes UKK must be declared eligible as a place for professional competence testing. As in the previous year, UKK scores will be calculated as school exam scores for vocational competency subjects. The UKK toolkit issued by the Ministry of Education and Culture is open and test takers can practice using the exam tool before the exam. In general, the Expertise Competency Test consists of: (1) Vocational Practice Questions (SPK) in the form of assignments for test participants to create or process and work on a product/service; (2) Practice Question Assessment Guidelines (PPSP) are instruments used to score each assessment component, competency achievement, and assessment criteria/rubric, assessment sub-component, competency achievement, and assessment criteria/rubric; and (3) the Verification Instrument for the Operator of the Vocational Practice Exam (InV) is an instrument used to assess the feasibility of an educational unit or other institution as a place to administer the Vocational Practice exam. Verification Instrument contains standard requirements for main equipment, standard supporting requirements, standard requirements for place or room and contains standard requirements for testers consisting of External examiners

Future of maritime education and training

The 21st century endeavour bring new challenges for the maritime industry. The challenges facing the professionals within the industry are multifaceted and complex due to globalization, cross-cultural interrelationships, and technological change that are permeating the maritime industry. The aim of this article is to contribute to better understanding the problem of developing the future maritime industry professional, filling the existing gap between education and training programmes, while integrating the 21st century professional skills. The contents of a comprehensive education and training programme shall be proposed within a knowledge triangle encompassing academia, the industry and relevant authority or regulatory institutions, so all interested parties’ “voices” will be considered. Besides raising awareness for the educational and training challenges ahead, more effective teaching methods are suggested in order to meet the needs, particularly supporting double loop learning, together with a pragmatic proposal for a realistic programme at master’s level. The proposed programme is based on the EU MarLEM project, which aims towards the development of the 21st century maritime industry professional, focusing on logistics, engineering and management contents.

A young precarity or an old self-management

The title Precarity or Self-Management provokes me. On the one hand, I can agree that self-management is a way out of precarity, while on the other, this raises the questions of which precarity, whose precarity, which self-management and for whom. Since the temporalities of these two notions are divergent, I feel like time-traveling while staying in one spot – the spot where precarity and self-management are bound together by the curatorial gesture of Maska. My metaphor here is predicated on a thesis that in order to analyse the art and the phenomena in art today, one needs to situate them in a twofold social process: one of its streams consists of the economization of politics and the other of the politicization of production. Within the present article I invite the reader to situate both the precarity and the self-management today within that process, as a default condition of making and doing art in neo-liberal capitalist and democratic society. The same goes for many other social practices, such as mass media, the film industry, professional sports, clubbing, education, tourism, etc.

The hidden intricacy of loot box design: A granular description of random monetized reward features

Loot boxes are the focus of growing research and regulatory attention. While they are frequently treated as a monolithic feature of games by researchers and policymakers, loot box implementations are not uniform: the features of loot boxes vary from game to game in ways that may have important consequences for player spending and behaviour. Despite this, previous attempts to classify loot boxes have either not focused on the impact of loot box features on player behaviour and spending, or have not attempted to fully map the different forms that loot boxes currently take. In this work, we attempt to illustrate the nuance present in loot box implementation in a featural model. Using our lived experience, a qualitative coding exercise, and consultation with an industry professional, we identify thirty-two features of loot box-like mechanics that might be expected to influence player behavior or spending, which we group into five domains: point of purchase, pulling procedure, contents, audiovisual presentation, and salience. Each feature is broken down into two or more categorization tags for a given loot box, and illustrative examples of each feature are provided. This work may serve to guide researchers in studying how different types of loot boxes may affect players, aid regulators in ensuring that any proposed legislation is sufficiently nuanced to handle the wide variation in loot box design, and help parents and players to better understand the inner workings of loot boxes during play.