April 7, 2009

Globalisation & Diversity – week 7

Read the 3 handouts – “International Trade Theories”; “international Product Life Cycle”; and “Market Access for Developing Economies” – then explain in less than 300 words, what you see as an appropriate model for your country, and give a commodity example (such as the Australia-Japan example with computers and wine).

In the area of Minerals and fuels, Australia can be seen to have an Absolute Advantage in trade to countries such as Japan ($32 billion) and a Comparative Advantage with China ($24 billion) commodities of coal ($21 billion) and iron ore ($16 billion), the two largest export markets and export commodities in 2006-2007 (DFAT, 2008a). In contrast, in 2006-2007, Australia’s total goods and services imports from China and Japan were valued at $28 billion and $19 billion respectively (DFAT, 2008b). With a trade surplus of $17 billion ($36 billion total goods and services exports minus $19 billion imports), it would appear that Japan is Australia’s most profitable trading partner (DFAT, 2008b), which appears to follow the Absolute Advantage model. Comparatively, Australia has a trade deficit with America of $18 billion ($15 billion in total exports minus $33 billion in total imports), and a trade deficit with China of $2 billion ($26 billion in total exports minus $28 billion in total imports) (DFAT, 2008b) making America Australia’s least profitable trading partner, suggesting the Comparative advantage model of trade.

So, between Australia and Japan, we appear to have an ideal situation where Japan buys Australia’s iron ore and coal; in return Australia buys Japan’s manufactured goods including motor cars and motorcycles. While Australia does have its ‘own’ motor car manufacturing industry it does not have a motorcycle manufacturing industry, hence all motorcycles are imported into Australia (POV, 1993); with over 70% coming from Japan (POV, 1993; AGSM, 1997). In terms of the overall trade surplus between the two countries being in its favour, Australia appears to be the major beneficiary, however, both countries supply the other with commodities that the other does not have, although they could access these commodities from other countries.


AGSM. (1997). The Australian Motorcycle Company: Born Global or Stillborn? Retrieved April 7, 2009, from Australian Graduate School of Management, http://www2.agsm.edu.au/agsm/web.nsf/AttachmentsByTitle/HUNWICK.PDF/$FILE/HUNWICK.PDF

DFAT. (2008a). About Australia: A successful global trader. Retrieved April 7, 2009, from Department of Foreign Affairs and Trade, http://www.dfat.gov.au/facts/global_trader.html

DFAT. (2008a). About Australia: Exporting to Australia. Retrieved April 7, 2009, from Department of Foreign Affairs and Trade, http://www.dfat.gov.au/facts/exporting_to_aust.html

POV. (1993). MOTORCYCLE USE IN VICTORIA. Retrieved April 7, 2009, from Parliament of Victoria, http://www.parliament.vic.gov.au/rsc/1993cycle/ch2.htm

March 30, 2009

Globalisation & Diversity – week 6

What is a pandemic? List all of the major (global) pandemics that you can identify. What is the likelihood of a pandemic originating in your country?

A pandemic is a widespread disease, or a disease like symptom, (i.e., an epidemic) that occurs throughout a region or globally (Wordweb, 2008a), whereas an epidemic simultaneously affects or attacks a single community or population (Wordweb, 2008b).

“Epidemics and pandemics can place sudden and intense demands on health systems. They expose existing weaknesses in these systems and, in addition to their morbidity and mortality, can disrupt economic activity and development” (WHO, 2009a, ¶ 1).

Recent pandemics: 1st Cholera pandemic in 1871, 7th Cholera pandemic in 1961 (WHO, 2009b); Spanish flu in 1918 (UniNews, 2008); Acquired Immune Deficiency Syndrome (AIDS) 1981/83 (WHO, 2006).

Near pandemics: H5NI influenza A bird flu virus in 2003 (WHO, 2009c); Severe Acute Respiratory Syndrome (SARS) in 2003 (WHO, 2009d).

The likelihood of a pandemic originating in Australia without vigilant “preparedness, rapid response and containment” (WHO, 2006e, ¶ 1), is possible. With increased international travel the risk of an influenza pandemic increases (UniNews, 2008); indicating that no country is entirely safe from being the origin of pandemic. However, since the SARS and Bird flu virus scares in 2003, Australia is now more prepared to combat an influenza epidemic (UniNews) which would therefore reduce the risk of at least an influenza pandemic originating from Australia.


UniNews. (2008). Taking the panic out of pandemic. Retrieved March 30, 2008, from University of Melbourne Voice Vol. 3, No. 9


WHO. (2006). The WHO Response to the HIV/AIDS Pandemic. Retrieved March 30, 2008, from World Health Organisation http://www.who.int/global_health_histories/seminars/presentation08.pdf

WHO. (2009a). Epidemic and Pandemic Alert and Response (EPR). Retrieved March 30, 2008, from World Health Organisation http://www.who.int/csr/en/

WHO. (2009b). Global epidemics and impact of cholera. Retrieved March 30, 2008, from World Health Organisation http://www.who.int/topics/cholera/impact/en/

WHO. (2009c). Avian influenza frequently asked questions. Retrieved March 30, 2008, from World Health Organisation http://www.who.int/csr/disease/avian_influenza/avian_faqs/en/

WHO. (2009d). Severe Acute Respiratory Syndrome (SARS) – multi-country outbreak – Update. Retrieved March 30, 2008, from World Health Organisation http://www.who.int/csr/don/2003_03_16/en/index.html

WordWeb. (2008a). pandemic. In WordWeb Online  database. Retrieved March 30, 2008, from http://www.wordwebonline.com/search.pl?w=pandemic

WordWeb. (2008b). epidemic. In WordWeb Online  database. Retrieved March 30, 2008, from http://www.wordwebonline.com/search.pl?w=epidemic

March 23, 2009

Globalisation & Diversity – week 5

Are there any points you disagree with on the affect of multinational corporations on local cultures?

It was difficult to disagree with what Deresky (n.d.) and Candir, Csabai, Egger, Fochler and Hedl (n.d.) describe as the affects multinational corporations (MNCs) have on local cultures as neither presentation specifically stated what those affects are. Rather, both presentations outlined differences between regions or countries: Regional Trading Blocs (Deresky, p. 5), specifically the European Union (pp.  6-7); and, cultural differences in power, uncertainty avoidance, individualism, masculinity and “long term vs short term orientation” (Candir et al. pp 5-12). From those differences, one can infer that MNCs should be mindful of a region’s cultural values related to their work ethic and structure to the point that “Structure should follow culture” (Candir et al. p. 24); while Deresky noted that there may be risks involved when MNCs deal with ‘less developed countries’ as well as more general political risks (p. 12; pp. 15-18).

Therefore, it could be viewed that any negative affects a MNC may have on the cultural values of the host country would be detrimental to the MNC in the long term. However, that may not stop a MNC acting as a parasite with no benefit to the host country which is ultimately harmed by the association (WordWeb, 2008).


Deresky, H. (n.d.) Assessing the Environment – Political, Economic, Legal, Technological. Retrieved March 23, 2008, from https://lms.sca.ecu.edu.au/units/CMM5110/kenno2009/helen.ppt

Candir, A., Csabai, C., Egger, A., Fochler, S., & Hedl, S. (n.d.) Culture and organization of the multinational firm. Retrieved March 23, 2008, from https://lms.sca.ecu.edu.au/units/CMM5110/kenno2009/fons.ppt

WordWeb. (2008). host. In WordNet database. Princeton University.

March 16, 2009

Globalisation & Diversity – week 4

A summary of how the combination of e-learning and the necessary related technology, will impact the education of the next generations. Is this a step forward or backwards?

The combination of learning and technology to form e-learning has more recently been visioned in the form of “educational games” by the likes of Marc Prensky and Mathew Resnick. Prensky, particularly, argues that the current generation of ‘Digital Natives’ learn differently from previous generations: “Our students are no longer ‘little versions of us,’ … they are so different from us that we can no longer use either our 20th century knowledge or our training as a guide to what is best for them educationally” (Prensky, 2006, ¶ 3). The issue with designing e-learning related products lies in defining just how students best learn (Prensky, 2003) and just what it is that makes engaging learning materials ‘fun’ (Resnick, 2006).

While investigation into the application of current knowledge and research concerning learning styles with technology can be viewed as a step forward if the blend is right, poor implementations of learning objects into technology for technology’s sake as a replacement for structured classroom education at this stage would be seen as a backward step.

Prensky, M. (2003). e-Nough!. Retrieved March 1, 2008, from http://www.marcprensky.com/writing/Prensky%20-%20e-Nough%20-%20OTH%2011-1%20March%202003.pdf

Prensky, M. (2006). Listen to the Natives. Retrieved March 16, 2009, from http://www.ascd.org/authors/ed_lead/el200512_prensky.html

Resnick, M. (2006) Computer as Paintbrush: Technology, Play, and the Creative Society. Retrieved July 27, 2008, from http://llk.media.mit.edu/papers/playlearn-handout.pdf

March 12, 2009

Globalisation & Diversity – week 3

Joseph Stiglitz – three examples of ‘Anti-Globalisation’

If the tenants of ‘Globalisation’ were based upon the democratic ideals of the “The Atlantic Charter” (1941) concerning economic trade for all states and for all people on equal terms, then ‘Anti-Globalisation’ might be initially interpreted as the antithesis of those ideals. However, the Anti-Globalisation movement that Joseph Stiglitz has often been associated with is not against globalisation as such but rather against what he, and others, see as the lack of democracy in current global economics:


March 3, 2009

Globalisation & Diversity – week 2

Response to:  Historical Components of Globalisation -
Carry out some research, and identify 3 significant issues that affected the growth of globalisation, and explain why. Pick issues that occurred before 1946…


February 24, 2009

Globalisation & Diversity – week 1

“The Global Financial Crisis” by K. Rudd can be viewed as a political opportunistic endeavour to espouse the ideals of social democratic reform over what is referred to as neo-liberalism. It is obvious from the outset that Rudd’s intent is to align himself along with his Labor Party as the saviours of the global economic crisis on the coat tails of United States President Obama (Social Liberal) while laying the blame for Australia’s woes on the former, Liberal, Howard Government along with the demise of Australia’s health and education – the ongoing mantra of The Australian Labor Party.


January 8, 2009

Reflection on first semester of ECU studies

Filed under: ECU MInT,Rant — steve @ 11:06 am

Now that I have had about 6 weeks break from study after my first semester studying a Master of Innovative Technology at Edith Cowan University, Western Australia perhaps I should jot down my reflections on that first semester:

Coming to grips with uni study was the first obstacle I had to overcome: the APA referencing style employed by ECU was entirely new to me as was the writing style – a reflective third person past tense that does not come naturally. I also was uncertain as to the standard the uni expected – at a Masters level one would expect very high standards so I aimed high, as is usual with my work, which also meant my workload was rather intense to keep on top of the weekly readings and tasks.

Such was the workload it honestly was a case of spending 16 hours a day, 7 days each week to keep on top of things. Apart from a Sunday lunch every second or third week at my mum’s I only went out twice to socialise – and that was in the first two weeks when I hadn’t quite got a grasp on the demands of the study! After that whenever I thought I might have time to visit a friend I would realise that another assignment was due and there was no time to relax. Even the one week term break was spent completing assignments – fortunately the university semester is only 12 contact weeks over 14 weeks so one could get through it all and “see the light at the end of the long, dark, black tunnel”…

However, the hard work was worth it – I received High Distinctions (HD) on 11 out of 12 assignments/exams and one Distinction for a group project. My overall results for the four units I studies were as follows:

CMM4106 Psychology, Psychoanalysis and Cinema – HD 85%

GDT3102 Writing for Games – HD 88%

EDU5373 Foundation Studies and Current Issues in Special Education – HD 88%

CSG5140 Research Methods – HD 90%

Despite the heavy workload my biggest problem was the two week study break between my final assignment for Special Education and the written exam for Research Methods – was very difficult to keep focussed with so much free time suddenly available! Added to that I started to get ready for the summer break by purchasing software to get back into composing and recording digital music again – a big distraction. Though I must have done alright on that final exam to get the 90% overall for the unit…

Semester 2 of my studies [in semester 1, 2009] hopefully will be less demanding – three out of the four units are off-campus [compared to one in the first semester] so that means less time travelling to uni and hopefully more time to ‘relax’. We’ll see…

October 30, 2008

Writing for Games: Week 13 – Coda

Filed under: ECU MInT,GDT3102 Writing for Games — steve @ 6:42 pm

Reflection on a “game-dialogue-violently-script-edited”

Prior to the submission of the cut-scene dialogue for Psycho-Ego I asked a good friend with 20+ years in film script writing to take a glance at the cut scene that I had written: it was violently script edited! Well, that was the first impression but further analysis determined the method to what, personally, appeared to be ‘madness’ made sense. Why reduce such ‘great’ explanatory dialogue from the script? Perhaps for two reasons: one, to make the dialogue a little more mysterious by making it less descriptive; and, two, by allowing actions to speak the words. This is what ObjectMan, the editor had to say:


October 22, 2008

Week 12 tutorial activity: Designing the puzzle

Filed under: ECU MInT,GDT3102 Writing for Games — steve @ 8:15 am

The puzzles for Psycho-Ego will typically be the ‘physical challenge’ type puzzle – the kind that the Player will need to jump, crouch, climb, use a prop etc to either traverse a death trap, save a fellow NPC, avoid objects etc through the use of timing and logic.

In the level 10 treatment of the Psycho-Ego game the first puzzle will concern the Player getting past huge worms that will attempt to kill the Player if he/she either attacks or retreats from the worms. The Player will be provided with clues via a cut scene prior to coming across the worms, so he/she should be aware of the basic logic that will determine the worm’s decision to attack the Player. The question though is whether such a simplistic action type puzzle is a puzzle at all, or whether it is just there to break up the seemingly linear aspects of the gameplay narrative…


October 21, 2008

Week 12 reading: Designing the puzzle

Filed under: ECU MInT,GDT3102 Writing for Games — steve @ 10:00 am

Week 12 readings: Bates, B. (2001). Designing the Puzzle. Game Design: The Art and Business of Creating Games (pp. 104-122). Roseville, California, USA: Prima Tech.


Week 11 tutorial activity – non-linear dialogue

Filed under: ECU MInT,GDT3102 Writing for Games — steve @ 7:42 am

Dialogue development for a non-linear sequence in the game concept Psycho-Ego:

Developing a multi branching dialogue tree is somewhat problematic due to 2 main reasons:

1. How to develop something for a printed documentation format that will enable the reader to follow a complex dialogue tree easily [examples seen tend to use hyperlinked questions and responses thus making it easier to link the logic flow of the dialogue responses together]

2. How far should the dialogue tree branch? Should the dialogue be a puzzle in itself, or should it constantly return to the same path?


October 14, 2008

Week 11 reading: Dialogue techniques

Filed under: ECU MInT,GDT3102 Writing for Games — steve @ 11:36 am

Week 11 Reading: Freeman, D. (2003). NPC and Dialogue Techniques Dialogue Interesting Techniques Dialogue Deepening Techniques. Creating Emotion in Games: The Craft and Art of Emotioneering (pp. 62-70; 71-88). Indianapolis, Indiana: New Riders.

So, giving our NPCs depth through dialogue, or perhaps indicating that the NPC has depth by the dialogue it responds with will be “Giving your NPCs heart and soul” (Freeman, 2003, p. 61). Exploring concepts such as emotional pain, regret, appreciation, wisdom, false emotions etc. in what Freeman calls “Technique Stacking” (p. 64), one could perhaps describe this ideal as not representing everything your NPC says or does through the use of face-on, literal values.


October 9, 2008

Week 10 – Map for Psycho-Ego – The Knowing of the Self: Island of Okeanos

Filed under: ECU MInT,GDT3102 Writing for Games — steve @ 11:59 pm

The map below, right, is a prototype of the map that will serve as the basis of the formulation of the Psycho-Ego game narrative. As a work in progress, the aim was to identify a mappable region that would serve as inspiration for the overall development of the Psycho-Ego ‘game narrative’.


October 7, 2008

Writing for Games: Week 10 readings…

Filed under: ECU MInT,GDT3102 Writing for Games — steve @ 2:57 pm

Rouse, R. (2000). Level Design. Game Design: Theory and Practice (pp. 406-425). Plano, Texas: Wordware Publishing.

Rouse (2000) gave an overview of the technical constraints that the level designer must take into consideration for the effective design of the game level: the need to keep all textures, models and gameplay within balance; brought together as a cohesive whole. In this regard Rouse states that the level designer is often the least liked team member as his job is to make certain that the development team are fixing the problems that the level designer finds in the development of the level (p. 407).


September 29, 2008

Dario Argento – theoretical analysis

Filed under: CMM4106 Psycho & Cinema,ECU MInT — steve @ 8:11 pm

Follows is a “theoretical essay” on three films by Dario Argento for CMM4106 Psychology, Psychoanalysis & Cinema, Assessment 2.

The form of the essay contains long paragraphs – not the style I would normally use in written content, however my initial draft essay containe brief paragraphs and my tutor asked for lengthy, more detailed discussion of the topic in my paragraphs – hence the following aimed to address that need: 


Psycho-Ego Machinima

Filed under: ECU MInT,GDT3102 Writing for Games — steve @ 7:54 pm

Group project for GDT3102 Writing for Games: Machinima created from Second life.

Machinima concept based upon the Psycho-Ego game concept as detailed here.

The project team: Ash B., Roy G., Mirai R., and myself (Steve E.).

Download the PAL 4:3 machinima here: http://tigerleo.com/composition/Psycho-ego_machinima.mpg (right-click and save as).


September 16, 2008

Week 8 readings: Game Genres

Filed under: ECU MInT,GDT3102 Writing for Games — steve @ 1:22 pm

Bates, B. (2001). Genre-Specific Game Design Issues. Game Design: The Art and Business of Creating Games.

Rollings, A. Adams, E. (2003). Genre Worksheets. On Game Design.

Bates (2001) described the following game genres: Action Games, RPGs [Role Playing Games], Adventure Games, Strategy Games, Simulations, Sports Games, Fighting Games, Casual Games, God Games, Educational Games, Puzzle Games, and Online Games of which the latter can be of any genre. Rollings (2003) defined the following genres: Action Games, Strategy Games, RPGs, Sports Games, Simulations, Adventure Games, and Hybrid Games; with the latter defined as a combination of “construction and management simulation” and a war game (p. 439).


September 13, 2008

Machinima script:

Filed under: ECU MInT,GDT3102 Writing for Games — steve @ 12:09 am

Machinima Script: “Psycho-Ego: The Knowing of the Self” level three intro cut-scene “The Anima”.

Based upon an intitial basic script by Roy Gamsgro, for the second Writing for Games assigment, the following details of a basic script are offered for discussion:

PC = Player Character

Athena = the Anima


September 10, 2008

Week Seven Discussion: Storyboarding & Cut-scenes

Filed under: ECU MInT,GDT3102 Writing for Games — steve @ 3:46 pm

Week 7 Discussion:

a. If storyboarding each part of a game takes work, how does it save the development company money?

The storyboard saves development time, and therefore money, as it provides a visually clearer identification of the development objective than text. It can serve as a style-guide of sorts in that it can indicate composition, movement and follow-through action that would be far more difficult to describe in text. In a development team of many animators (and in-betweeners) the lack of a storyboard would be the same as not having a script to work on in a film. Though both are important (the script and the storyboard) from an animation perspective the world has to be created by “hand’ rather than through a camera lens, so it is critical  that there is some sense of what the animation director is intending for the animators to do via the use of the storyboard.


Week 7 Readings: The Storyboard & Pre-Rendered and In-Game Cinematics

Filed under: ECU MInT,GDT3102 Writing for Games — steve @ 2:05 pm

Week 7 readings from:

Pardew, L. (2005). The Storyboard. Beginning Illustration and Storyboarding.

Freeman, D. (2003). Writing Pre-Rendered and In-Game Cinematics Opening Cinematic Techniques. Creating Emotion in Games: The Craft and Art of Emotioneering


September 9, 2008

Week 6: Game Interface

Filed under: ECU MInT,GDT3102 Writing for Games — steve @ 3:13 pm

Game interface plus navigation keys and buttons help file for “Psycho-Ego“:


September 2, 2008

Week 6 Readings: Bateman (2007) & Freeman (2003)

Filed under: ECU MInT,GDT3102 Writing for Games — steve @ 2:26 pm

Bateman, C. (Ed.). (2007). Keeping the Player on Track.

Freeman, D. (2003). Agency Motivation Cohesiveness Techniques Tying Story to Gameplay.

What Bateman and Freeman offer in their respective readings would have been ideally beneficial prior to the development of the week 5 game story and any subsequent flow-charts. Concepts such as “Game Spine” and “Golden Path” obviously have an overall influence on the design of the game narrative. Concepts discussed by Bateman concerning dialogue would have been very useful for the week 3 Character Development & Dialogue. It is easy to see now how one will need to go back and review that material developed as part of those exercises and re-develop the content to take into account this new found knowledge.


September 1, 2008

Week 5 Development of the Game Story “Psycho-Ego – the knowing of the self”

Filed under: ECU MInT,GDT3102 Writing for Games — steve @ 9:56 pm

[1.] Develop a story for a game [see high concept here] and answer some of the questions that Rollins (2003, p. 118) asks:

Q a. Does the story begin with the beginning of the game, or are you intending to use a back-story?

A. There will be some back-story in the prologue cut sequence to give an indication of who the Player character is, their role in the world, and what their main objective will be. (more…)

August 29, 2008

Assignment 1, Research Methods – “Learning Styles” Annotated Bibliography

Filed under: CSG5140 Research Methods,ECU MInT — steve @ 7:09 pm


This paper has been presented in the form of an annotated bibliography for the outcomes of investigation and research concerning the area of “learning styles in online education” for Assignment 1, CSG5140 Research Methods, Edith Cowan University. This paper has been compiled in three parts: [A] An evaluative annotated bibliography of five refereed journal articles pertaining to the use of learning styles in online education; [B] Further evaluation of the methods employed in one of those refereed articles; and, [C] Five additional articles relevant to the investigation undertaken in part B which have been added to the annotated bibliography described in part A. The five articles explored concern four differing learning style inventories plus one research methods knowledge base.


August 27, 2008

Jung’s Archetypes and David Lynch “Wild at Heart”

Filed under: CMM4106 Psycho & Cinema,ECU MInT — steve @ 7:18 pm

Handout notes for week 6 discussion on scene 15 of David Lynch’s 1990 film “Wild at Heart” with reference to Carl Jung’s archetypes:

IntroductionJung on Jung and the difficulty of a single account of his ideas:

… As I cannot claim to have reached any definite theory explaining all or even the main part of the psychical complexities, my work consists of a series of different approaches, or one might call it, a circumambulation of unknown factors. This makes it rather difficult to give a clear-cut and simple account of my ideas. (Jung, 1952 ¶ 1) [italics added]

David Lynch on “Wild at Heart”:

“Wild at Heart is a love story that goes through a strange highway in the modern and twisted world” (cited in Universal Studios, 2005)


August 26, 2008

Week 5 reading: Interactive & Modular Storytelling

Filed under: ECU MInT,GDT3102 Writing for Games — steve @ 1:16 pm

Sheldon, L. (2004). Modular Storytelling. Character Development and Storytelling for Games (pp. 85-102). Boston, Massachusetts: Thomson Course Technology.

Glassner, A. (2004). Where We Are Plot Narrative Devices. Interactive Storytelling. Techniques for 21st Century Fiction. (pp. 10-17; 53-67; 74-75; 99-108). Natick, Massachusetts: A. K. Peters.


August 24, 2008

Week 4 Discussion: The Game Environment & Second Life (SL) worlds

Filed under: ECU MInT,GDT3102 Writing for Games — steve @ 2:57 pm

Discussion topic: What functions or uses does environment design have in the overall game design process?

The game environment is the canvas upon which all the elements of the game are brought together in a unified manner. It translates the game’s back-story through its visual metaphors; it provides the reason for the Player to exist; and it determines the means by which the action evolves.


August 19, 2008

Week 4 reading: Evicting the Elves

Filed under: ECU MInT,GDT3102 Writing for Games — steve @ 3:19 pm

Week 4 reading: Hallford, N., and Hallford, J. (2001). A Designers Guide to Computer Role-Playing Games (pp. 219-246)

… role playing games are not about rules. RPGs are about characters living in interesting lands with challenges to overcome. Unless you do a very astonishingly bad job with your design, players are primarily going to talk about the things that happen in the game world…. Role playing games are about worlds that people want to visit and explore, places where they will put the lives and skills of their electronic alter egos on the line to destroy or defend. Your job will be to build a world about which the player will care. (Halford & Halford, 2001, p. 219) [emphasis added]


August 15, 2008

Week 3 Character Development & Dialogue

Filed under: ECU MInT,GDT3102 Writing for Games — steve @ 5:17 pm

“Athena” – Major NPC representing the Anima and Girlfriend of the Player for the high concept of a semi-educational RPG game “Psycho-Ego – the knowing of the self”

[NOTE: The graphic to the right has been a somewhat sad bastardisation of Kylie Minogue - the copyright for the original file states "Permission is granted to copy, distribute and/or modify this document under the terms of the GNU Free Documentation License".
See original image and copyright statement here. ]

Week 2 (Take 2) – High concept for semi-educational RPG game “Psycho-Ego – the knowing of the self”

Filed under: ECU MInT,GDT3102 Writing for Games — steve @ 1:52 pm

Take 2 at a High Concept treatment for a narrative based game as the previous game concept did not enable significant development of the game’s characters, nor did it provide for the development of dialogue.

i. Game concept (including genre)?

Role Playing Adventure/Fighting game incorporating RTS (Real Time Strategy) of the Player’s virtual Personal Development through Archetypical and other Psychological experiences in a surrealistic 3D exploratory environment. The Player’s avatar (Persona) will be moulded and visually characterised by decisions made during the game via the  paths and directions the Player is presented with during a journey through discovery of; The Avatar (Mirror Stage), Understanding (the Self), The Partner (Anima/Animus), and God-like omniscience (Collective Unconsciousness). These choices will be governed by aspects of Freudian, Jungian and Lacanian psychology to which the Player will be presented with an overview and understanding of the basic principles of these psychological theories.


August 12, 2008

Week 3 reading: NPC Interesting Techniques

Filed under: ECU MInT,GDT3102 Writing for Games — steve @ 2:43 pm

A reading of Freeman (2003) on NPC Interesting Techniques

Freeman (2003), in this reading, provides some interesting approaches and proposes a model for the development of interesting NPCs (Non Playing Character[s]). In order to come up with a character that is not cliché drawn from “the over-fished waters of Tolkien or Lucas” (Freeman, 2003, p. 46), a “diamond” model is proposed for the game designer to employ to identify four different traits that the NPC can demonstrate within the game narrative. However, it is pointed out that these traits should not indicate a boring character and again warns against developing traits which “we’ve frequently seen before in film, TV, or game characters” (Freeman, p. 47).


Week 3 reading: Protagonist (The hero)

Filed under: ECU MInT,GDT3102 Writing for Games — steve @ 12:11 pm

Week 3 reading: Protagonist (or hero character) by Glassner in “Interactive Storytelling. Techniques for 21st Century Fiction” (2004, pp. 76-83).

In this reading, Glassner (2004, p. 76) gives an outline of the development of the hero character and refers to Abraham Maslow’s characterization of human motivation (1943) which is then broken down into eight levels constructed within three groups – each of the levels in each of the groups needing to be accomplished before the hero character can progress to the next stage of development:


Week 3 reading: Character Development

Filed under: ECU MInT,GDT3102 Writing for Games — steve @ 11:09 am

A reading of Rollings and Adams (2003) on games Character Development:

To begin it is stated there are two sources for character design: these being either Art sourced or Story sourced design (Rollings & Adams, 2003, p. 122)


August 11, 2008

Week 2 – High concept for educational game “Nutrition – the winning choice”

Filed under: ECU MInT,GDT3102 Writing for Games — steve @ 7:05 pm

Image source: food4life.org

i. Game concept (including genre)?

Educational game to teach children (and adults) the values and rewards of selecting and following a nutritious diet. Target age group is primary school ages of 6 to 12.


Lacan, Lacan, Lacan

Filed under: CMM4106 Psycho & Cinema,ECU MInT — steve @ 5:07 pm

There are better ways to spend your Sunday, seriously…

A reading of chapters 6, 7, 8 & 9 from Jacques Lacan’s “The Four Fundamental Concepts of Psycho-analysis” (1977).

Really, so many words, so little content – Lacan appears to dribble on aimlessly to get a very simple concept across. In this reading, concerning chapters 6 & 7, what Lacan has to say about the “gaze” could well have been covered in a single page, however what we, the reader, are presented with is 21 pages of this “poet’s” pontifications that are not only vague but extremely dull.


August 8, 2008

Research Methods: Terminology investigation

Filed under: CSG5140 Research Methods,ECU MInT — steve @ 4:45 pm

 Research Methods Terminology


August 7, 2008

Social Vs Medical model

Filed under: ECU MInT,EDU5373 Special Education,Rant — steve @ 6:06 pm

This post is in response to the week 2 discussion topic: Social Model Vs Medical model – “thoughts on more progressive approaches to working with individuals with disabilities”.

This post is the first opportunity, at the end of the second week of study, to write in a style (1) of a subjective/first person view, and (2) without concern to A.P.A. referencing. Therefore; my thoughts and my feelings without restriction – what an enjoyable experience that can be!  [No doubt Freud would be able to relate that pleasure back to the id's desires for lack of restraint and inhibition while the ego-ideal allows my ego to be able to achieve those objects of desire with free rein ...]


August 5, 2008

Discussion topics: Week 2

Filed under: ECU MInT,GDT3102 Writing for Games — steve @ 3:28 pm

Discussion topics for Writing for Games: week 2

a. What might be the difference between coming up with ideas for games compared with ideas for novels and films? Can you think of any particularly successful or unsuccessful adaptations?


Reading week 2: Conceptualization

Filed under: ECU MInT,GDT3102 Writing for Games — steve @ 1:32 pm

Game Concept Worksheet  - a reading and summary of chapter 6 “Conceptualization” (pp. 140-156) from the book “Game Design Workshop” by Fullerton, T., Swain, C., and Hoffman, S. (2004).

This chapter discusses the notions of taking an initial idea, then developing and refining that idea through brainstorming techniques and other activities in order to turn that initial idea into a game concept.


Reading week 2: Game Concept worksheet

Filed under: ECU MInT,GDT3102 Writing for Games — steve @ 10:38 am

Game Concept Worksheet  - a reading and summary of “Game Concept Worksheet” (p. 53) and “Sample High Concept Document” (pp. 574-576) from the book “On Game Design” by Rollings, A., and Adams, E. (2003).

Game Concept Worksheet:

To turn a game idea into a game concept, list and answer the following (Rollings & Adams, 2003, p. 53):


Freud: The ego and the Id

Filed under: CMM4106 Psycho & Cinema,ECU MInT — steve @ 12:54 am

Follows are sections of ‘highlighted’ text from the reading of the week 1 text: Freud’s “The Ego and the Id” (1923) – comments in italics (unless attributed to Freud) are the comments of the writer of this blog…

Consciousness and unconsciousness

The division of the psychical into what is conscious and what is unconscious is the fundamental premiss of psycho-analysis … in a different way: psycho-analysis cannot situate the essence of the psychical in consciousness, but is obliged to regard consciousness as a quality of the psychical, which may be present in addition to other qualities or may be absent. (Freud, 1923, p. 440)


August 2, 2008

Reading week 1: The Design Document

Filed under: ECU MInT,GDT3102 Writing for Games — steve @ 5:32 pm

The Design Document  - a reading and summary of chapter 14 “The Design Document” from the book “Game Design Workshop” by Fullerton, T., Swain, C., Hoffman, S. (2004).

This chapter discusses the needs of developing a sound Design Document for communication purposes as well as suggest an example of how the Design Document might be arranged. [This blog has been written after reading Chapter 15 of Rouse's "Game Design: Theory and Practice", (2000).]


Reading week 1: Game Development Documentation

Filed under: ECU MInT,GDT3102 Writing for Games — steve @ 3:37 pm

Game development Documentation – a reading and summary of chapter 15 “Game Development Documentation” from the book “Game Design: Theory and Practice” by Rouse, R. (2000).

Rouse (2000), in this chapter, discusses 8 development documents that the game designer may find useful and beneficial to the successful development, and possibly ongoing funding, of a game project. These documents are as follows :


August 1, 2008

Week 1 – Freud, Psychology and Vertigo

Filed under: CMM4106 Psycho & Cinema,ECU MInT — steve @ 2:08 pm

Week 1′s reading: Breuer & Freud – “On the Physical Mechanism of Hysterical Phenomena: Preliminary Communication”

Week 1′s movie: Alfred Hitchock – “Vertigo”


Hysteria, as a pathological phenomenon, is often caused by a precipitating traumatic event that the patient often dislikes discussing or more probably is unable to recollect (Breuer & Freud, 1893/1986, p. 53). Symptoms may include “neuralgias, anaesthesias, contractures, hysterical attacks and epileptoid convulsions” (Breuer & Freud, 1893/1986, p. 54) [italics added].


July 30, 2008

Should Game Designers “theorise” about games or should all “theory” be left to Academics?

Filed under: ECU MInT,GDT3102 Writing for Games — steve @ 2:09 pm

The short answer: both yes and no…
The long answer is, perhaps, more “academic”!

If, according to the Research Methods Knowledge Base (Trochim, 2006), there are “two broad methods of reasoning” comprising of “deductive and inductive approaches” to explore a theory and one assumes that:


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