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Proceedings of theProceedings of the7th European Conference
onGames-Based LearningInstituto Superior de Engenharia do
Porto, PortugalPorto, Portugal3-4 October 2013
Volume One
Edited byDr Carlos Vaz de Carvalho and
Dr Paula EscudeiroInstituto Superior de Engenharia do PortoInstituto Superior de Engenharia do Porto
Portugal
A conference managed by ACPI, UKwww.academic-conferences.org
The Proceedings of The 7th European Conference
on Games Based Learning
Hosted by Instituto Superior de Engenharia do Porto (ISEP)
Portugal
Volume One
3-4 October 2013
Edited by Dr Paula Escudeiro Programme Chair
and Carlos Vaz de Carvalho
Conference Chair
Copyright The Authors, 2013. All Rights Reserved.
No reproduction, copy or transmission may be made without written permission from the individual authors.
Papers have been double-blind peer reviewed before final submission to the conference. Initially, paper abstracts were read and selected by the conference panel for submission as possible papers for the conference.
Many thanks to the reviewers who helped ensure the quality of the full papers.
These Conference Proceedings have been submitted to Thomson ISI for indexing. Please note that the process of indexing can take up to a year to complete.
Further copies of this book and previous years proceedings can be purchased from http://academic-bookshop.com
E-Book ISBN: 978-1-909507-65-4 E-Book ISSN: 2049-100X Book version ISBN: 978-1-909507-63-0 Book Version ISSN: 2049-0992 CD Version ISBN: 978-1-909507-66-1 CD Version ISSN: 2049-1018 The Electronic version of the Proceedings is available to download at ISSUU.com. You will need to sign up to become an IS-SUU user (no cost involved) and follow the link to http://issuu.com
Published by Academic Conferences and Publishing International Limited Reading UK 44-118-972-4148 www.academic-publishing.org
http://academic-bookshop.com/http://www.academic-publishing.org/
Contents
Paper Title Author(s) Page No.
Preface vii
Committee viii
Biographys x
Teachers Beliefs About Game Based Learning: A Comparative Study of Pedagogy, Curriculum and Practice in Italy, Turkey and the UK
Yasemin Allsop, Ebru Yeniman Yildirim and Marina Screpanti
1
Using Gamification to Animate a Virtual Community
Antnio Andrade and Carlos Vaz de Carvalho 11
SIMaging the CITY: The Educational use of Simula-tion Video Games for Disadvantaged Youth
Massimiliano Andreoletti and Gianna Cappello 19
The Chest That Longs to be Moved: A Serious Game for the Greek Muslim Minority Children
Alexandra Androussou, Evangelia Kourti and Nelly Askouni
27
Transformational Play; Using 3D Game-Based Narratives to Immerse Students in Literacy Learning
Anna Arici and Sasha Barab
35
Approaches to Collaborative Game-Making for Fostering 21st Century Skills
Susan Bermingham, Nathalie Charlier, Francesca Dagnino, James Duggan, Jeffrey Earp, Kristian Kiili, Evelien Luts, Lien van der Stock and Nicola Whitton
45
Best Practices for Deploying Digital Games for Personal Empowerment and Social Inclusion
Lizzy Bleumers, Ilse Marin, Jan Van Looy, James Stewart, Dana Schurmans and Anissa All
53
Investigating the Relationship Between School Performance and the Abilities to Play Mind Games
Rosa Maria Bottino, Michela Ott and Mauro Tavella 62
Experience With Digital Game-Based Embodied Learning: The Road to Create a Framework for Physically Interactive Digital Games
Carsten Busch, Florian Conrad, Robert Meyer and Martin Steinicke
72
Toward Improvement of Serious Game Reliability Thibault Carron, Fabrice Kordon, Jean-Marc Labat, Isabelle Mounier and Amel Yessad
80
The Effects of Gamification on Student Attend-ance and Team Performance in a Third-Year Un-dergraduate Game Production Module
Hope Caton and Darrel Greenhill 88
Game-Based Learning in Health Sciences Educa-tion
Nathalie Charlier, Evelien Luts and Lien Van Der Stock
97
Specification and Design of a Generalized Assessment Engine for GBL Applications
Yalle Chaudy, Thomas Connolly and Thomas Hainey
105
Safer Internet: Enhancing Good Practices on the Internet Through Games Based Learning for Greek Elementary School Students
Vasiliki Choleva, Loukas Koutsikos Simeon Zourelidis, Vlassios Filis, Dimitris Metafas and Charalampos Patrikakis
115
Using Game Mechanics to Measure What Students Learn
Jill Denner, Linda Werner, Shannon Campe and Eloy Ortiz
123
Combining Game Based Learning With Content and Language Integrated Learning Approaches: A Case Study Utilizing QR Codes and Google Earth in a Geography-Based Game
Kyriaki Dourda, Tharrenos Bratitsis, Eleni Griva and Penelope Papadopoulou
130
i
Paper Title Author(s) Page No.
The Design and Evaluation of a Multiplayer Serious Game for Pharmacy Students
Maciej Dudzinski , Darrel Greenhill , Reem Kayyali , Shereen Nabhani , Nada Philip , Hope Caton , Sonya Ishtiaq and Francis Gatsinzi
140
Cheating and Creativity in Pervasive Games in Learning Contexts
Stine Ejsing-Duun, Thorkild Hanghj and Helle Skovbjerg Karoff
149
Supporting Teachers in the Process of Adoption of Game Based Learning Pedagogy
Valrie Emin-Martinez and Muriel Ney 156
Cognitive Walkthrough for Learning Through Game Mechanics
David Farrell and David Moffat 163
Global Math: Development of Online Platform for Mathematical Thinking Games
Toru Fujimoto, Keiichi Nishimura, Kaoru Takahashi, Masahiro Yachi, Kiyoshi Takahashi and Yuhei Ya-mauchi
172
What Can Play Theory Tell us About Computer Games for Young Children?
Georgy Gerkushenko and Svetlana Sokolova 179
Role Game Playing as a Platform for Creative and Collaborative Learning
Lisa Gjedde 190
Development and Evaluation of a Generic E-CLIL Web2.0 Games Engine
Thomas Hainey and Thomas Connolly 198
Designing Games to Disseminate Research Findings
Claire Hamshire, Rachel Forsyth and Nicola Whitton 208
Facilitating Teacher Students Innovation Competence through Problem-Based Game Design Processes
Thorkild Hanghj and Sia Hovmand Srensen 216
Deploying Serious Games for Management in Higher Education: Lessons Learned and Good Practices
Jannicke Baalsrud Hauge, Francesco Bellotti, Rob Nadolski, Michael Kickmeier-Rust, Riccardo Berta and Maira Carvalho
225
Neuroeducational Research in the Design and use of Games-Based Teaching
Wayne Holmes, Paul Howard-Jones, Erico Tani-moto, Carol Jones, Skevi Demetriou, Owen Morgan, Philip Perkins and Neil Davies
235
Playing and Learning: An iPad Game Development Case Study
Jennifer Jenson and Rachel Muehrer 244
An Overview of Game Console Motion Sensor Technologies Exploited for Education
Marina Kandroudi and Tharrenos Bratitsis 252
Picking the Right Interface for Engaging Physical Activity Into Game Based Learning
Helle Skovbjerg Karoff, Gunver Majgaard, Lars El-bk and Mona Have Srensen
261
Playing and Gaming Studied in an Informal Learning Setting
Helle Skovbjerg Karoff, Stine Ejsing-Duun and Thorkild Hanghj
268
Game Based Learning in Mathematics: Teachers' Support by a Flexible Tool
Aikaterini Katmada, Apostolos Mavridis, Thrasyvou-los Tsiatsos
275
Learning Analytics with Games Based Learning Harri Ketamo 284
Gamification and Intelligent Feedback Mechanisms for a Division Learning Tool
Michael Kickmeier-Rust and Dietrich Albert 290
Developing Games for Health Impact: Case Brains vs Zombies
Kristian Kiili, Manuel Ninaus, Mikko Koskela, M Tuomi and Antero Lindstedt
297
Meleon - a Casual Mobile Game Supporting Immersion and Reflection in Learning
Luise Klein 305
ii
Paper Title Author(s) Page No.
The Literature Race - NFC Based Mixed Reality Game
Antti Koivisto, Harri Ketamo, Eero Hammais and Juho Salli
314
Bringing Game Achievements and Community Achievements Together
Johannes Konert, Nico Gerwien, Stefan Gbel and Ralf Steinmetz
319
Modeling the Player, Learner and Personality: Independency of the Models of Bartle, Kolb and NEO-FFI (Big5) and the Implications for Game Based Learning
Johannes Konert, Stefan Gbel and Ralf Steinmetz 329
Raising Awareness on Archaeology: A Multiplayer Game-Based Approach With Mixed Reality
Mathieu Loiseau, lise Lavou, Jean-Charles Marty and Sbastien George
336
Scientific Discovery Games for Authentic Science Education
Rikke Magnussen, Sidse Damgaard Hansen, Tilo Planke, Jacob Friis Sherson
344
Creating Games in the Classroom From Native Gamers to Reflective Designers
Gunver Majgaard 352
A Holistic Framework for the Development of an Educational Game Aiming to Teach Computer Programming
Christos Malliarakis, Maya Satratzemi and Stelios Xinogalos
359
Examining Early Childhood Education Students Attitudes Toward Educational Computer Games in Kindergarten
Dionissios Manessis
369
Integrating Non-Virtual Electronic Activities in Game-Based Learning Environments
Jean-Charles Marty, Thibault Carron, Stphane Tal-bot, Gregory Houzet and Philippe Pernelle
378
From Haute-Couture to Ready-to-Wear : Typology of Serious Games Implementation Strat-egies in Higher Education
Hlne Michel 386
Motivation and Manipulation: A Gamification Approach to Influencing Undergraduate Attitudes in Computing
Nicholas Mitchell, Nicky Danino and Lesley May 394
Sit Down to Table and Confess who you are! Design of an Epistemic Game for Nutritional Education at Secondary School
Rjane Monod-Ansaldi, Eric Sanchez, Daniel Deval-lois, Thomas Abad, Pierre Bnech, Anne Brondex, Isabelle Mazzella, Sandrine Miranda, Claudie Richet and Cline Recurt
401
Learning in Context Through Games: Towards a new Typology
Alex Moseley 409
Let the Students Construct Their own fun And Knowledge - Learning to Program by Building Computer Games
Peter Mozelius, Olga Shabalina, Christos Malliarakis, Florica Tomos,, Chris Miller and David Turner
418
Towards Understanding the Instructional Value of Real-Time Continuous Feedback From the use of Simulation Games
Mathews Nkhoma, Jaime Calbeto, Narumon Sriratanaviriyakul, Thu Yein Win, Quyen Ha Tran and Thanh Kim Cao
427
Learning Math as you Play: Comparing Arithmetic Performance Enhancement Induced by Game Play and Paper Exercises
Elena Patricia Nuez Castellar, Anissa All and Jan Van Looy
434
Serious Game Adaptive Learning Systems Chinedu Obikwelu and Janet Read 442
Combatting Social Isolation and Cognitive Decline: Play a Physical or Digital Game?
Daire Broin and Ross Palmer 450
iii
Paper Title Author(s) Page No.
Sports Games Role for Learning Health Knowledge
Kelly OHara, Dulce Esteves, Rui Brs, Ricardo Rodrigues, Paulo Pinheiro and Marco Rodrigues
458
A Multi-Agent Architecture for Collaborative Seri-ous Game Applied to Crisis Management Training: Improving Adaptability of non Played Characters
Mhammed Ali Oulhaci, Erwan Tranvouez, Sbastien Fournier and Bernard Espinasse
465
Nuclear Mayhem a Pervasive Game Designed to Support Learning
Trygve Plhn 475
StartUp_EU: Using Game-Based Learning and Web 2.0 Technologies to Teach Entrepreneurship to Secondary Education Students
Aristidis Protopsaltis, Thomas Hainey, Spiros Boro-sis, Thomas Connolly, Jesus Copado and Sonia Hezner
484
Measuring Effects of Reflection on Learning: A Physiological Study
Wen Qi, Dominique Verpoorten and Wim Westera 495
Evaluation of Adaptive Serious Games using Playtraces and Aggregated Play Data
Christian Reuter, Florian Mehm, Stefan Gbel and Ralf Steinmetz
504
Learning Effectiveness of Management Simulation Game Manahra
Petr Smutn, Jakub Prochzka and Martin Vaculk 512
Using the Master Copy - Adding Educational Con-tent to Commercial Video Games
Heinrich Sbke, Thomas Brker and Oliver Kornadt 521
An Application of Adaptive Games-Based Learning Based on Learning Style to Teach SQL
Mario Soflano, Thomas Connolly and Thomas Hainey
531
Can Moral Sensitivity be Enhanced by Game Play? Gunilla Svingby 539
Digital Educational Games: Adopting Pedagogical Agent to Infer Leaners Motivation and Emotional State
Ogar Ofut Tumenayu and Olga Shabalina 546
Adapting the Complexity Level of a Serious Game to the Proficiency of Players
Herre van Oostendorp, Erik van der Spek and Jeroen Linssen
553
Designing Casual Serious Games in Science Ayelet Weizman 561
Designing a Collaborative Serious Game for Team Building Using Minecraft
Viktor Wendel, Michael Gutjahr, Philipp Battenberg, Roman Ness, Sebastian Fahnenschreiber, Stefan Gbel and Ralf Steinmetz
569
Application of the Principles of Gamification to Facilitate Acquisition of Self-Management Skills in Young People With Long-Term Medical Conditions
Andrew Wilson and Janet McDonagh 579
Development of an Implementation Framework for Games-Based Construction Learning Using Scratch in Primary Education
Amanda Wilson, Thomas Hainey and Thomas Con-nolly
587
PHD papers
Game Literacy Revisited: Developing Critical Play in Schools
Rafael Marques de Albuquerque and Shaaron Ains-worth
599
A Systematic Literature Review of Methodology Used to Measure Effectiveness in Digital Game-Based Learning
Anissa All, Elena Patricia Nuez Castellar and Jan Van Looy
607
Investigating Collaborative Games to Teach Mathematics-Based Problem Solving in the Classroom
Reem Al-Washmi, Gail Hopkins and Peter Blanch-field
617
iv
Paper Title Author(s) Page No.
Training Flexible and Adaptive Arithmetic Problem Solving Skills Through Exploration With Numbers: The Development of NumberNavigation Game
Boglrka Brezovszky, Erno Lehtinen, Jake McMullen, Gabriela Rodriguez and Koen Veermans
626
Trials to Assess Team-Based Mixed-reality (TBMR) Games in HE
John Denholm and Sara de Freitas 635
Understanding Game-Ness Within the SCRABBLE Family of English Word Games
Paridhi Gupta 645
Interactive Story as a Motivator Element in an Educational Video Game
Jos Rafael Lpez-Arcos, Francisco Luis Gutirrez Vela, Natalia Padilla-Zea and Patricia Paderewski
656
A Domain Ontology of Game Theory Applied to Game Based Learning
Yemna Mejbri, Maha Khemaja and Rafik Braham 666
Puzzle-Based Games as a Metaphor for Designing in Situ Learning Activities
Javier Melero, Patricia Santos, Davinia Hernndez-Leo and Josep Blat
674
Supporting and Facilitating Collaborative Learning in Serious Games
Kimmo Oksanen and Raija Hmlinen 683
Playing for the Future - Examining Gameplay, Narrative and fun in Games-Based Training
Mark ORourke 691
Towards Game Based Learning Design Process Based on Semantic Service Oriented Architecture (SSOA)
Kaouther Raies, Maha Khemaja and Rafik Brahamm 698
Using Games for Learning, From the Students Perspectives
Aishah Abdul Razak and Thomas Connolly 706
Incidental Learning in a World of Warcraft Guild, a Case Study
Gabriela Rodrguez 714
In Search for the Right Measure: Assessing Types of Developed Knowledge While Using a Gamified Web Toolkit
Martin Ruskov, Paul Ekblom and Angela Sasse 722
The Influence of Digital Games on Learning Reading: A Closer Look
Mas Idayu Md Sabri, Peter Blanchfield and Gail Hopkins
730
The Mediatization of Digital Games for Learning a Dual Rub-Off Effect
Helga Sigurdardottir and Robin Munkvold 740
Efficacy of Reward Allotment on Childrens Motivation and Learning
Zhenhua Xu, Earl Woodruff and Bodong Chen 748
Applying Ideas From Intelligent Tutoring Systems for Teaching Programming in Game Based Learning
Matej Zapuek and Joe Rugelj 756
Masters
Cultivating Preschoolers Creativity Using Guided Interaction With Problem Solving Computer Games
Georgios Fessakis and Dimitrios Lappas 763
Haptic Physics Simulation Luciano Santos and Carlos Vaz de Carvalho 771
Evaluating the Embedding of Games Based Learning in a Computing Subject at University
Emilia Todorova and David Moffat 776
WIP Papers
v
Paper Title Author(s) Page No.
A Design Approach for Implementing 3D Educational Collaborative Virtual Environments on Virtual World Platforms
Rosa Reis, Benjamin Fonsecaand Paula Escudeiro 785
EMOTE: Embodied-Perceptive Tutors for Empathy-Based Learning in a Game Environment
Sofia Serholt, Wolmet Barendregt, Tiago Ribeiro, Ginevra Castellano, Ana Paiva, Arvid Kappas, Ruth Aylett and Fernando Nabais
790
Exploring Learning Effects During Virtual Sports Through Biomechanical Analysis (a Work in Progress)
Pooya Soltani and Joo Paulo Vilas-Boas 793
siLang: Culturally Oriented Language Skill Development in Line With Workplace Needs
Hariklia Tsalapatas, Olivier Heidmann, Rene Alimisi
and Elias Houstis 797
Developing Ethical Decision Making Skill of Novice Volunteers in Natural Disaster Response
Didin Wahyudin, Shinobu Hasegawa and Tina Dah-lan
800
vi
ApproachestoCollaborativeGameMakingforFostering21stCenturySkills
SusanBermingham1,NathalieCharlier2,FrancescaDagnino3,JamesDuggan1,JeffreyEarp3,KristianKiili4,EvelienLuts2,LienvanderStock2andNicolaWhitton11ManchesterMetropolitanUniversity,Manchester,UK2KULeuven,Belgium3IstitutoperleTecnologie,CNR,Italy4TampereUniversityofTechnology,Pori,[email protected]@[email protected]@[email protected]@[email protected]@[email protected]:Manyexamplesexistoftheeffectiveuseofdigitalgamesforlearning,bothintheclassroomandinformally,fordevelopingsubjectknowledge,skills (cognitive, (psycho)motorandpsychodynamic),attitudesandbehaviours.However,educationalgamesareoftenlimitedinscopetothetopicofthegameitselfandpositionlearnersasplayersinthegamespace, rather thangiving themcontrolover thegamingenvironment. In fact, the increasingbodyof research literaturesuggests that making games could better address the needs of learners than just playing existing learning games.Collaborativegamemakingprovidesamodelinwhichlearnerscanworktogethertocreatesomethingthatismeaningfulforthem,givingtheminputintoboththeprocessandproduct,andfacilitatingthedevelopmentofarangeof21CS(21CS),suchasdigital literacy. Intuitivedigitalgamemaking toolshavebecome increasinglyavailable in recentyears,allowingstudents to directly access gamemaking environments and support the growth in use of collaborative gamemakinglearningactivitiesinschools.MakingGamesinCollaborationforLearning(MAGICAL)isanEUfundedprojectthataimstoexploretheuseofcollaborativegamemakingasapedagogicmodel.Itseekstoestablishwhether,andinwhatways,theapproachcansupportcollaboration,problemsolving,creativityanddigital literacyskills.Thispaperstartsbyconsideringtheliteratureondigitalgamemaking,particularlyhighlightingthebenefits,drawbacksandresearchgaps.Itthengoesonto describe theMAGICAL project inmore detail, particularly focusing on theway inwhich the 21CS can be defined,communicated to learners,andassessed.Next, thedifferentapproaches tocollaborativegamemaking in theclassroomare discussed. The paper concludes by highlighting lessons learned from the project so far, and presentingrecommendationsforcollaborativegamemakingintheclassroom.Keywords:collaborativelearning,21CS,collaborativegamemaking,digitalgames
1. IntroductionThereismuchevidencethatdigitalgamescanbeaneffectivetoolforlearningandengagement(e.g.Connollyet al,2012;Petrottaet al,2013),both in the classroom and informally, fordeveloping subject knowledge,skills,attitudesandbehaviours.However,educationalgamesareoften limited in scope to the topicof thegame itself andposition learners as players in the game space, rather than giving them controlover thegaming environment. In fact, the increasing body of research literature suggests thatmaking games couldbetteraddresstheneedsoflearnersthanplayinggames.Collaborativegamemakingprovidesamodelinwhichlearnerscanworktogethertocreatesomethingthatismeaningfulforthem,facilitatingthedevelopmentofarangeof21stCenturySkills (21CS).MakingGames inCollaboration forLearning (MAGICAL) isanEUfundedproject thataims toexplore theuseofcollaborativegamemakingasapedagogicmodel.Itseekstoestablishwhether,andinwhatways,theapproachcansupportcollaboration,problemsolving,creativityanddigitalliteracyskills.
45
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]
SusanBerminghametal.
Thisfirstconsiderstheliteratureondigitalgamemaking,andthengoesontodescribetheMAGICALprojectinmoredetail,particularlyfocusingonthewayinwhichthe21CScanbedefined,communicatedtolearners,andassessed.Next,differentapproachestocollaborativegamemakingarediscussed,andthepaperconcludesbyhighlightinglessonslearnedfromtheprojectsofar,andpresentingrecommendationsforcollaborativegamemakingintheclassroom.
2. CollaborativegamemakingResearchershaveproposed that thedesign anddevelopmentof games couldbetter address theneedsoflearnersthansimplyplayingexistinggames(Brennan&Resnick,2012;Robertson,2012).Forexample,Vosandcolleagues (2011)describedhowmakinggames,ratherthanplayinggames,bettersupported fifthandsixthgradersuseofdeep learningstrategies.Thepedagogic ideaof learningbymakinggamesassumes that theconstructionof gameshelps learners to reformulate theirunderstandingsof the subject and express theirpersonal ideas and feelings aboutboth the subject of the game and the games constructed (Kafai, 2006).Gamemakingcanalsosupportthedevelopmentof21stcenturycompetencies likecreativeproblemsolving,collaboration, ICT literacy, systems thinking, and positively affect engagement in STEM subjects (e.g.Zimmerman,2007;Clark&Sheridan,2010).However, researchhas focusedmainlyon themotivationalandadoption issuesof theapproach (e.g.Robertson&Howell,2008,Owston,etal.,2009,Triantafyllakosetal.,2010).Thedesignanddevelopmentofgames iscreativeteamwork,which isassumedtosupportreflectivethinkingandcoconstructionofknowledge (Roschelleetal.,2000).However,a reviewofexisting literaturerevealedthat the social aspect of gamemaking activities has been neglected. Collaborative gamemaking ismainlyconsidered in relation to helping other gamemakers, communicating ideaswith others, anddesigning forothers.Muchcollaborativegamemakingresearchhasbeenverynarrowandsuperficialinnature.Designingforothershasbeenoftenutilizedasapedagogicstrategyingamemakingstudies(e.g.Kafai,Ching&Marshall, 1997; Baytak & Land, 2010; Owston et al. 2008). This demands that the students take theperspectivesof the target group into account,which in turnmay support thedevelopmentof flexibility instudents thinking (Kafai,1997),enhancecommunication skills,anddesign thinking.Forexample,Kafaiandcolleagues(1997)conductedastudyinwhichfifthandsixthgradersmadegamesforyoungerstudents.Inthestudystudentshadtousealanguagethatyoungerstudentswouldunderstandthatencouragedolderstudentstousetheirownwordsinsteadofjustcutandpasting.Kangas (2010)showedthatgameplayingandcomputergamemakingprovidedchildren (aged7to12)withopportunitiestopracticetheirworkgroupskills.Designinggamescanleadtoanenhancedsenseofclassroomcommunity,which encourages students to ask andquestions and provide help forothers (Baytak& Land,2010) as well as to share tips and alternative ways of doing things in the gamemaking environment(Robertson&Nicholson,2007). Thus, gamemaking activitiesprovideopportunities to learn tobe abettercommunicatorandsupportthedevelopmentofreadingandwritingskillsaswellastheuseofspokenlanguageandvisualcommunicationaids.Owstonandcolleagues(2008)comparedfourthgradestudentsreadingandwritingskillswhentheyeitherdevelopedorplayedtriviagames.Thedevelopmentgroupoutperformedplayergroup in logicalsentenceconstructionbutnodifferenceswerefound indevelopmentofbasicreadingskills;butthisisunsurprisingbecausethemeasurementusedfavouredthedevelopmentgroup.Nevertheless,thereissomeevidencethatgirlsmightbenefittheuseofgameauthoringactivitiesthatemphasizeskills inwritingnarratives (Carbonaro et al. 2008;Robertson, 2012). For example,Robertson (2012) found that girls spentmoretimeonwritingconversationsandutilizedpeerfeedbackmoreeagerlythanboys.Creativityalsocanbesuccessfullypromotedbymakinggames(Eowetal.,2010;Kangas,2010).Forexample,RobertsonandHowells (2008)arguedthatusergeneratedgamecontentcanempower learnersbyenablingthemtoexpresstheircreativity.Providingresourcessuchasdifferentkindsofthinkingtoolsandcocreationapproacheswerefoundtobeessentialinpromotingcreativity(Kangas,2010).Developingagame,whether individuallyor incollaborationwithpeers, isaverycomplextaskandgenerallyrequiresstrongICTskills.Toolstomanageandsupportgamemakingactivitiesrangefromprofessionaltoolstothose designed for children. In previous research, several different kinds of gamemaking toolshave beenused,suchasAdventureAuthor (Robertson,2012),Gamemaker (Baytak&Land,2010),GamestarMechanic
46
SusanBerminghametal.
(Torres, 2009), Scratch (Brennan & Resnick, 2012) and Neverwinter Nights (Robertson & Howells, 2008).Gamemakingactivitiescanvaryalotandtoolsneedtobeselectedbasedonlearningobjectivesandtheskilllevelsofstudents.Scratch is a good example of a visual programming language designed for childrenwho have no previousprogramming experience (Resnick, et al., 2009). The use of a visual programming language like Scratchdevelops students computational thinking skills (Brennan & Resnick, 2012; Denner et al., 2012). Otherreportedbenefitsrelatedto ICTskillsaresystemsthinking (Torres,2009),programmingknowledge (Kafaietal.,1997), interactive storyauthoring (Carbonaroetal.,2008)and storytelling (Robertson,2012).However,only few studies reportedgains invisualdesign (Robertson,2012)oraudienceawareness skills (Robertson,2012).
3. TheMAGICALproject:Gamemakingand21stcenturyskillsThepotentialthatcollaborativegamemakingpresentsasaninnovative,studentcentredapproachtolearningisespecially interesting for21st century skills (21CS).This is the focusofaEuropeanproject calledMakingGamesinCollaborationforLearning(MAGICAL)1.Theprojectsmissionistwofold:toidentify,implementandsharesoundmethodsandtoolsforcollaborativegamemakingactivities;andtoinvestigatetheimpact,ifany,onschoolstudents21CS.MAGICALforeseescollaborativegamemakingactivitiesinprimaryandlowersecondaryschool.Theseinvolveuseofadigitalenvironmentformakingandplayinggames,withsupportfromspeciallytrainedteachers.Thehighly complex anddynamicnatureofgroupbasedgamemaking (and indeedof21CS)poses considerableresearchchallenges,callingforapragmaticapproach.Accordingly,MAGICALisseekingtoidentifyandmonitormanifestationsof21CSandtoinvestigatetheseaspartofacasestudyapproach.Aliteraturereviewof21CScarriedoutintheframeworkoftheproject(Dagninoetal.,2012)revealedthelackofconsensusonwhatskillsitcoversorhowbesttoclassifythem.Mostauthorsadopt21CSasanoverarchingconceptcoveringarangeofmetaabilitiesandsoftskills,socialskills,attitudes,andaspectsofselfawarenessandselfreflection.Thesearecomplexinthemselves,makingashareddefinitionof21CSthatmuchhardertoreach(KickmeierRust&Dietrich,2012).The literaturereviewalsogatheredanumberof21CSclassificationsandframeworks.Voogt&ParejaRoblin(2010) carried out ametaanalysis thatmapped six prominent 21CS frameworks and distilled these into acommon21CSmetaframeworkcomprising:
collaboration
communication
ICTliteracy
social/culturalskills&citizenship
creativity
criticalthinking
problemsolving
productivity/developmentofqualityproducts.
This is a highlevel reference framework comprising semantically loaded conceptswhich, at a lower level,present a number of overlaps, intersections and interdependencies. Nevertheless, it is a useful basis forbuildingsharedunderstanding.The limited literatureon learningviadigitalgamemakingdoesnotdevotemuch specificattention to21CS(Earpetal,inpress).Mostempiricalstudiesareshorttermandinvolvesmallsamplesizes(e.g.Vos,Meijden&Denessen,2010;Games,2008).Whilesomepositivefindingsarereported,thereisatendencytorelyheavilyonconceptualresearch.Aneedforrobustempiricalresearchclearlyexists,especiallyregardingtheinherently
1 Cofunded under the European Commission's Lifelong Learning Programme, transversal programme: KA3 (ICT)Multilateral Projects519006LLP120111ITKA3KA3MP.http://www.magicalproject.net/
47
http://www.magical-project.net/
SusanBerminghametal.
socialnatureofgamemakingactivities,with theirmultipleskillsand roles.Furthermore,onlya fewpapersfocusonassessmentoflearningprocessesandoutcomesingamemakingcontexts(Brennan&Resnick,2012;Resnicket al.,2009) and assessmentmethods in gamemaking remainunclear.MAGICALsefforts in theserespectsfocusonsomeoftheskillsinVoogt&ParejaRoblins21CSmetaframework.Collaboration.MAGICALproposesgamemakingasacollaborativeactivity that involvesmultipledesignandauthoring roles. This is the projects main innovation, as the few gamemaking studies that considercollaborationdosointermsofpeerreviewofindividuallyproducedgames(Robertson,2012).To support teambased gamemaking, MAGICAL is developing a special fantasythemed authoringenvironmentcalledMAGOSinwhichthevariousfunctionsandmechanicsformakingagamearerepresentedasmagicalpowers.Thesearedistributedamonguptofourplayer/authorswhoinitiallyhavedifferentareasofresponsibility, e.g. game level design, implementation of physics, creation of visuals, integration of soundeffects andmusic. The possibility to exchange powers as requiredduring realtime editing (supported byonlinechat) is intended toencourageand facilitatecooperation,negotiationand,potentially,collaboration.Attentionwillfocusonhowcollaborativeprocessesunfoldbothinsynchronousfacetofacemodeandonline,whether synchronouslyorasynchronously.Other importantaspectshereare the roleof teachermediationandthe impactofMAGOSaffordances,especiallythosedesignedand integratedspecificallyforthepurposeofsupportingcollaboration.Creativityandproblemsolving.Gamemakingbringsawealthofopportunity foraddressingcreativity in itsvariousformsandmanifestations(Eowetal.,2010;Frossardetal.,2011).MAGICALadoptsaholisticapproachtocreativity,consideringitintermsofhumanqualities(Hague&Williamson,2009),processes(Frossardetal.,2011), and the artefactsproduced (Cropley,2001;Amabile1996;Plucker&Beghetto2004;Villalba2008).Drawingbroadlyon theseperspectives, creativity canbe considered tobemanifest in the generation andimplementation of meaningful, engaging and novel solutions in appropriate formats and for particularaudiences.Accordingly,MAGICALs focuson creativity stretchesbeyond the aestheticsof learnerproducedgames to embrace aspects like novel ideas, approaches and solutions, the capacity to draw original orunforeseenconnections,andunorthodoxorimaginativewaysofdealingwithlimitations.A closely related 21CS that couldwell emerge from learning by doingwith collaborative gamemaking isproblemsolving,especiallyinwhatBransford&Stein(1993)defineastheproblemsolvingcycle:recognisingand defining a problem, reflecting on and developing a solution strategy, gathering and analysing ideas,considering/tryingalternatives,evaluating the implemented solution.These canbe related to the cognitiveprocesses that Mayer and Wittrock (2006) identify in problem solving, namely representing, planning,executing,andselfregulating(evaluationofselfefficacyandconsequentadjustment).Asalearningbydoingapproach,collaborativegamemakingcouldofferlearnersopportunitiestoactivatetheseprocesseswithintheproblemsolvingcycle,especiallywhendesignanddevelopment iscarriedout in iterativephases.MAGICALalsoconsidersproblemposing,i.e.thecapacitytodesigngamesandgamesituationsthatarechallengingbutsolvable.Problemposingreflectsattitudes likedesigningforothers(Kafai,Ching&Marshall,1997;Baytak&Land,2010;Owstonetal.2008)andsystems(ordesign)thinking, i.e.appreciationofsystemcomplexityandawarenessofhowindividualelementsinterrelatewithinthewhole(Hayes&Games,2008).ICT literacy. Inthefieldofeducationanddigitaltechnologies,21CSoften fallunderheadingssuchasdigitalcompetences, digital literacy, and ICT literacy (Council of the European Union, 2006; Ferrari, 2012; NETSProject&BrooksYoung,2007).The21CSmetaframeworkmentionedabovedistinguishesbetweentheverybroad concept of information literacy and the more specific area of ICT literacy. For project purposes,MAGICAL focuseson fluencyand fruitfulness in technologyuse;applicationofexisting ICT knowledge;andcritical,iterativeproductionofdigitalartefactsandapplicationofdesignthinking.Communication, critical thinkingandproductivityarenot investigated inMAGICALasdistinct21CS in theirown right but are considered within treatment of the other 21CS. Together with social/cultural skills &citizenship,thesemaybethesubjectoffutureinvestigation.
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4. CollaborativegamemakingintheclassroomMakinggames requiresa rangeofcreativeskills includingproblem finding,problemsolving,evaluationandcommunication (Robertson&Nicholson,2007).Becauseof itscomplexity, teacherswhowish to implementgamemaking in theirclassroomsmightbenefit from theoreticalmodelssupporting their teachingmethods.Resnicks (2007) spiralmodel for creative thinking, for instance, describes an iterative process of imagine,create,play,shareandreflect.Learners imagineanew idea,usethetechnologytocreate it,playwiththeircreation,andshareitaftercompletionwiththeirfriends/peers.Byreflectingontheirexperiencesofworkingon thisproject, theyareable togeneratenew ideas,and so thecyclecontinues.AsimilarmodelhasbeensuggestedbyRobertson&Nicholson(2007)whodescribesixcreativestagesofgamedesign:exploration,ideageneration,gamedesign,game implementation,game testingandevaluation.These steps canbe taken inorder,butitiscommonfordesignerstoreturntopreviousstagesastheirideasevolve.In addition to creative skills, an important aspectof games literacy is the ability to critically review games(Buckingham&Burn,2007).Besidesassessingexistinggames, inthecontextofclassroomgamemaking,thisinvolves theability toselfandpeerevaluategames.Roberston (2012)noted thatthe learnermustdecidewhether the story is compelling,whether the visualdesignof the game is attractive,whether theplayersabilitiesareagoodmatchforthelevelofchallenge,whethertheplayerisgivensufficientautonomyaswellascleargoals,andalsocheck that thebehaviourof thegame isas intendedunderallpossibleconditions (p.386).Collaborationisanimportantaspectofconstructingormakinggames.Inareviewofliteratureoncollaborativegamemakingactivitiesintheclassroom,onlyonestudy(Denneretal.,2005)wasfoundinwhichgamesbuildby teams of at least two learners. In most studies, learners constructed their games individually andcollaborationbetween learnerswasrestrictedtotheevaluationprocess; inan intermediateorfinalphaseofthegamemakingprocesspeersareaskedtorevieworprovidefeedbackforimprovementtothedesigner.Inotherstudies,exploringcollaboration inagamebased learningenvironment,collaborationwasrestrictedtogameplaying,notgamemaking.Dennerandcolleagues(2005)describetheGirlsCreatingGames(GCG)program,whichisanafterschoolandsummer program for sixth through eighthgrade girls designed to address the barriers to girls' activeparticipationininformationtechnology.Studentsweregiventheroleofdesignerbyteachingthemtoprograman interactive computer game. The program thatDenner and colleagues designed uses four simultaneousstrategies that build on key recommendations for overcoming barriers to and providing supports for girls'participationintechnology.Threeofthese(identityformingactivitiesexcluded)mightbedirectlyapplicabletocollaborativegamemaking:Gamedesignandproduction.Theparticipantswereguidedthrough fivegamebuildingsteps:requirementsspecification,userinterfacedesign,prototyping,prototypetesting,andimplementation.Atfirst,theydesignedtheir games on paper from one scene to the next,which they then used as guides for theirwork on thecomputer.Pairprogramming.Theparticipantsworkedinpairs,sharingtimeasdriverandnavigator.Thedriverhandlesmouse and keyboard, while the navigator assists the driver by for instance reading from supportingdocumentation or providing social support for difficult tasks. Pair programming allows for guidance andconstantreviewofkeyeddatabythenavigatortoidentifyerrors,anditprovidesastructureforpeersupportthroughcollaborative learning(WilliamsandKessler,2000).Topreparetheparticipants intheGCGprogram,prioractivitieswereorganizedawayfromthecomputertohelpthemdeveloptheircommunicationskills.Challenging stereotypes. Given the specific goal of the program to stimulate girls interest in IT, femaletechnologystudentsandprofessionalswerebrought intochallengegeekstereotypesbyatoncebeingtechsavvyandhavingwellroundedlives.Theyprovidedbothinstrumentalandpsychosocialsupport.
5. LessonslearnedfromtheMAGICALprojectDuring the MAGICAL project, the project team has developed and evaluated a training programme forteachersandstudentteachersontheuseofgamemakingfordevelopingtransferrableskills.AstheMAGOSenvironmentdescribed insection3hasbeen indevelopmentduringthe initialphaseof training,arangeofdifferentapproachestogamebuildingwereusedtotestthetrainingmaterials.
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Thecreationnondigitalgames;
Paperprototypingofdigitalgamesandapps;
GamedevelopmentinpairsusingtheSplodersingleuserdevelopmentenvironment.
Engagementwashigh intheworkshopondesigningandmakingagameandthetrainingpackagesprovidedthe stimulus to learnmore. There is an apparent chasm between the training,which is designed to offerhandsonexperiencesasalearner,andthejumptorealclassroomenvironments,withfeedbacksuchas:howdoIdothiswithmypupils?,howtotranslatethisintoaschoolenvironment?,andsomeideaslikebuildingagameinagroupseemedtoocomplexforchildrentodoinanhour.ThedigitalgamebasedworkshopusingSploderwaswellreceived,andtraineesparticularlyenjoyedtheshowandtellaspectofthesessionastheywereinvitedtoplayothersgames.However,thelinkbetweenthegameauthoringtoolandcurriculumcontentwas formanytoovagueandthe lackofconfidenceofsometraineeswasalsoevident.Traineesareonapacked trainingprogrammeandaredesperate forclassroom strategiesthattheycantakeofftheshelfandusetomorrow.Timingofthetrainingsessionswasintheweekbeforethecommencementof the traineesmain teachingplacement, thismayhaveadded to trainee teachersuneasewithmaking links to the classroom as they lacked information about their school, the curriculum, and thepupils.From the literature discussed in this paper, and the experiences during the project, the followingrecommendationsareprovided.Forcollaborativegamemakingactivitiesinalearningenvironment:
It is necessary to give the design team plenty of time to play with the gamemaking software andencountersomeofthedifficultieswithitbeforemovingontodesignactivities.
Beforeusinggamemakingsoftware,designteamscanbeofferedthepossibilitytodesigntheirgameonpaperfirst.Bydoingso,distractionduetosoftwareproblemsorlackofskillsislimited.
Whenworkingonthesamecomputer,eachmemberoftheteamshouldbeassignedaspecificrole,forinstance driver or navigator. This might even be important when team members work together ondifferentcomputers.
Tosupportteacherstousecollaborativegamemaking:
Ensure that teachersareprovidedwith lotsofexamplesofhow touseagamemakingenvironment intheirownspecificcontexts.
Provideexamples(e.g.viapodcastorvideo)ofgamemakinginaction.
Itisimportanttoprovidedetailedinformationonhowtoplanalessonaroundgamemaking,soabankofconcreteexampleswouldbeuseful.
Somestudentswillbeconfidentwiththegamemakingsoftwarestraightaway,butothersmayneedmoresupportwhiletheygetusedtothesoftware.
Thetimingofthetraining iscrucialtoensurethattraineeshavetheopportunitytoputwhattheyhavelearnedintopracticequickly.
Acknowledgements(ITD)
MAGICALhasbeen fundedwith support from theEuropeanCommission.Thispublication [communication]reflectstheviewsonlyoftheauthors,andtheCommissioncannotbeheldresponsibleforanyusewhichmaybemadeoftheinformationcontainedtherein.
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/ColorImageDict > /JPEG2000ColorACSImageDict > /JPEG2000ColorImageDict > /AntiAliasGrayImages false /CropGrayImages true /GrayImageMinResolution 300 /GrayImageMinResolutionPolicy /OK /DownsampleGrayImages true /GrayImageDownsampleType /Bicubic /GrayImageResolution 300 /GrayImageDepth -1 /GrayImageMinDownsampleDepth 2 /GrayImageDownsampleThreshold 1.50000 /EncodeGrayImages true /GrayImageFilter /DCTEncode /AutoFilterGrayImages true /GrayImageAutoFilterStrategy /JPEG /GrayACSImageDict > /GrayImageDict > /JPEG2000GrayACSImageDict > /JPEG2000GrayImageDict > /AntiAliasMonoImages false /CropMonoImages true /MonoImageMinResolution 1200 /MonoImageMinResolutionPolicy /OK /DownsampleMonoImages true /MonoImageDownsampleType /Bicubic /MonoImageResolution 1200 /MonoImageDepth -1 /MonoImageDownsampleThreshold 1.50000 /EncodeMonoImages true /MonoImageFilter /CCITTFaxEncode /MonoImageDict > /AllowPSXObjects false /CheckCompliance [ /None ] /PDFX1aCheck false /PDFX3Check false /PDFXCompliantPDFOnly false /PDFXNoTrimBoxError true /PDFXTrimBoxToMediaBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXSetBleedBoxToMediaBox true /PDFXBleedBoxToTrimBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXOutputIntentProfile () /PDFXOutputConditionIdentifier () /PDFXOutputCondition () /PDFXRegistryName () /PDFXTrapped /False
/CreateJDFFile false /Description > /Namespace [ (Adobe) (Common) (1.0) ] /OtherNamespaces [ > /FormElements false /GenerateStructure false /IncludeBookmarks false /IncludeHyperlinks false /IncludeInteractive false /IncludeLayers false /IncludeProfiles false /MultimediaHandling /UseObjectSettings /Namespace [ (Adobe) (CreativeSuite) (2.0) ] /PDFXOutputIntentProfileSelector /DocumentCMYK /PreserveEditing true /UntaggedCMYKHandling /LeaveUntagged /UntaggedRGBHandling /UseDocumentProfile /UseDocumentBleed false >> ]>> setdistillerparams> setpagedevice
/ColorImageDict > /JPEG2000ColorACSImageDict > /JPEG2000ColorImageDict > /AntiAliasGrayImages false /CropGrayImages true /GrayImageMinResolution 300 /GrayImageMinResolutionPolicy /OK /DownsampleGrayImages true /GrayImageDownsampleType /Bicubic /GrayImageResolution 300 /GrayImageDepth -1 /GrayImageMinDownsampleDepth 2 /GrayImageDownsampleThreshold 1.50000 /EncodeGrayImages true /GrayImageFilter /DCTEncode /AutoFilterGrayImages true /GrayImageAutoFilterStrategy /JPEG /GrayACSImageDict > /GrayImageDict > /JPEG2000GrayACSImageDict > /JPEG2000GrayImageDict > /AntiAliasMonoImages false /CropMonoImages true /MonoImageMinResolution 1200 /MonoImageMinResolutionPolicy /OK /DownsampleMonoImages true /MonoImageDownsampleType /Bicubic /MonoImageResolution 1200 /MonoImageDepth -1 /MonoImageDownsampleThreshold 1.50000 /EncodeMonoImages true /MonoImageFilter /CCITTFaxEncode /MonoImageDict > /AllowPSXObjects false /CheckCompliance [ /None ] /PDFX1aCheck false /PDFX3Check false /PDFXCompliantPDFOnly false /PDFXNoTrimBoxError true /PDFXTrimBoxToMediaBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXSetBleedBoxToMediaBox true /PDFXBleedBoxToTrimBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXOutputIntentProfile () /PDFXOutputConditionIdentifier () /PDFXOutputCondition () /PDFXRegistryName () /PDFXTrapped /False
/CreateJDFFile false /Description > /Namespace [ (Adobe) (Common) (1.0) ] /OtherNamespaces [ > /FormElements false /GenerateStructure false /IncludeBookmarks false /IncludeHyperlinks false /IncludeInteractive false /IncludeLayers false /IncludeProfiles false /MultimediaHandling /UseObjectSettings /Namespace [ (Adobe) (CreativeSuite) (2.0) ] /PDFXOutputIntentProfileSelector /DocumentCMYK /PreserveEditing true /UntaggedCMYKHandling /LeaveUntagged /UntaggedRGBHandling /UseDocumentProfile /UseDocumentBleed false >> ]>> setdistillerparams> setpagedevice
/ColorImageDict > /JPEG2000ColorACSImageDict > /JPEG2000ColorImageDict > /AntiAliasGrayImages false /CropGrayImages true /GrayImageMinResolution 300 /GrayImageMinResolutionPolicy /OK /DownsampleGrayImages true /GrayImageDownsampleType /Bicubic /GrayImageResolution 300 /GrayImageDepth -1 /GrayImageMinDownsampleDepth 2 /GrayImageDownsampleThreshold 1.50000 /EncodeGrayImages true /GrayImageFilter /DCTEncode /AutoFilterGrayImages true /GrayImageAutoFilterStrategy /JPEG /GrayACSImageDict > /GrayImageDict > /JPEG2000GrayACSImageDict > /JPEG2000GrayImageDict > /AntiAliasMonoImages false /CropMonoImages true /MonoImageMinResolution 1200 /MonoImageMinResolutionPolicy /OK /DownsampleMonoImages true /MonoImageDownsampleType /Bicubic /MonoImageResolution 1200 /MonoImageDepth -1 /MonoImageDownsampleThreshold 1.50000 /EncodeMonoImages true /MonoImageFilter /CCITTFaxEncode /MonoImageDict > /AllowPSXObjects false /CheckCompliance [ /None ] /PDFX1aCheck false /PDFX3Check false /PDFXCompliantPDFOnly false /PDFXNoTrimBoxError true /PDFXTrimBoxToMediaBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXSetBleedBoxToMediaBox true /PDFXBleedBoxToTrimBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXOutputIntentProfile () /PDFXOutputConditionIdentifier () /PDFXOutputCondition () /PDFXRegistryName () /PDFXTrapped /False
/CreateJDFFile false /Description > /Namespace [ (Adobe) (Common) (1.0) ] /OtherNamespaces [ > /FormElements false /GenerateStructure false /IncludeBookmarks false /IncludeHyperlinks false /IncludeInteractive false /IncludeLayers false /IncludeProfiles false /MultimediaHandling /UseObjectSettings /Namespace [ (Adobe) (CreativeSuite) (2.0) ] /PDFXOutputIntentProfileSelector /DocumentCMYK /PreserveEditing true /UntaggedCMYKHandling /LeaveUntagged /UntaggedRGBHandling /UseDocumentProfile /UseDocumentBleed false >> ]>> setdistillerparams> setpagedevice
/ColorImageDict > /JPEG2000ColorACSImageDict > /JPEG2000ColorImageDict > /AntiAliasGrayImages false /CropGrayImages true /GrayImageMinResolution 300 /GrayImageMinResolutionPolicy /OK /DownsampleGrayImages true /GrayImageDownsampleType /Bicubic /GrayImageResolution 300 /GrayImageDepth -1 /GrayImageMinDownsampleDepth 2 /GrayImageDownsampleThreshold 1.50000 /EncodeGrayImages true /GrayImageFilter /DCTEncode /AutoFilterGrayImages true /GrayImageAutoFilterStrategy /JPEG /GrayACSImageDict > /GrayImageDict > /JPEG2000GrayACSImageDict > /JPEG2000GrayImageDict > /AntiAliasMonoImages false /CropMonoImages true /MonoImageMinResolution 1200 /MonoImageMinResolutionPolicy /OK /DownsampleMonoImages true /MonoImageDownsampleType /Bicubic /MonoImageResolution 1200 /MonoImageDepth -1 /MonoImageDownsampleThreshold 1.50000 /EncodeMonoImages true /MonoImageFilter /CCITTFaxEncode /MonoImageDict > /AllowPSXObjects false /CheckCompliance [ /None ] /PDFX1aCheck false /PDFX3Check false /PDFXCompliantPDFOnly false /PDFXNoTrimBoxError true /PDFXTrimBoxToMediaBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXSetBleedBoxToMediaBox true /PDFXBleedBoxToTrimBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXOutputIntentProfile () /PDFXOutputConditionIdentifier () /PDFXOutputCondition () /PDFXRegistryName () /PDFXTrapped /False
/CreateJDFFile false /Description > /Namespace [ (Adobe) (Common) (1.0) ] /OtherNamespaces [ > /FormElements false /GenerateStructure false /IncludeBookmarks false /IncludeHyperlinks false /IncludeInteractive false /IncludeLayers false /IncludeProfiles false /MultimediaHandling /UseObjectSettings /Namespace [ (Adobe) (CreativeSuite) (2.0) ] /PDFXOutputIntentProfileSelector /DocumentCMYK /PreserveEditing true /UntaggedCMYKHandling /LeaveUntagged /UntaggedRGBHandling /UseDocumentProfile /UseDocumentBleed false >> ]>> setdistillerparams> setpagedevice
/ColorImageDict > /JPEG2000ColorACSImageDict > /JPEG2000ColorImageDict > /AntiAliasGrayImages false /CropGrayImages true /GrayImageMinResolution 300 /GrayImageMinResolutionPolicy /OK /DownsampleGrayImages true /GrayImageDownsampleType /Bicubic /GrayImageResolution 300 /GrayImageDepth -1 /GrayImageMinDownsampleDepth 2 /GrayImageDownsampleThreshold 1.50000 /EncodeGrayImages true /GrayImageFilter /DCTEncode /AutoFilterGrayImages true /GrayImageAutoFilterStrategy /JPEG /GrayACSImageDict > /GrayImageDict > /JPEG2000GrayACSImageDict > /JPEG2000GrayImageDict > /AntiAliasMonoImages false /CropMonoImages true /MonoImageMinResolution 1200 /MonoImageMinResolutionPolicy /OK /DownsampleMonoImages true /MonoImageDownsampleType /Bicubic /MonoImageResolution 1200 /MonoImageDepth -1 /MonoImageDownsampleThreshold 1.50000 /EncodeMonoImages true /MonoImageFilter /CCITTFaxEncode /MonoImageDict > /AllowPSXObjects false /CheckCompliance [ /None ] /PDFX1aCheck false /PDFX3Check false /PDFXCompliantPDFOnly false /PDFXNoTrimBoxError true /PDFXTrimBoxToMediaBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXSetBleedBoxToMediaBox true /PDFXBleedBoxToTrimBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXOutputIntentProfile () /PDFXOutputConditionIdentifier () /PDFXOutputCondition () /PDFXRegistryName () /PDFXTrapped /False
/CreateJDFFile false /Description > /Namespace [ (Adobe) (Common) (1.0) ] /OtherNamespaces [ > /FormElements false /GenerateStructure false /IncludeBookmarks false /IncludeHyperlinks false /IncludeInteractive false /IncludeLayers false /IncludeProfiles false /MultimediaHandling /UseObjectSettings /Namespace [ (Adobe) (CreativeSuite) (2.0) ] /PDFXOutputIntentProfileSelector /DocumentCMYK /PreserveEditing true /UntaggedCMYKHandling /LeaveUntagged /UntaggedRGBHandling /UseDocumentProfile /UseDocumentBleed false >> ]>> setdistillerparams> setpagedevice
/ColorImageDict > /JPEG2000ColorACSImageDict > /JPEG2000ColorImageDict > /AntiAliasGrayImages false /CropGrayImages true /GrayImageMinResolution 300 /GrayImageMinResolutionPolicy /OK /DownsampleGrayImages true /GrayImageDownsampleType /Bicubic /GrayImageResolution 300 /GrayImageDepth -1 /GrayImageMinDownsampleDepth 2 /GrayImageDownsampleThreshold 1.50000 /EncodeGrayImages true /GrayImageFilter /DCTEncode /AutoFilterGrayImages true /GrayImageAutoFilterStrategy /JPEG /GrayACSImageDict > /GrayImageDict > /JPEG2000GrayACSImageDict > /JPEG2000GrayImageDict > /AntiAliasMonoImages false /CropMonoImages true /MonoImageMinResolution 1200 /MonoImageMinResolutionPolicy /OK /DownsampleMonoImages true /MonoImageDownsampleType /Bicubic /MonoImageResolution 1200 /MonoImageDepth -1 /MonoImageDownsampleThreshold 1.50000 /EncodeMonoImages true /MonoImageFilter /CCITTFaxEncode /MonoImageDict > /AllowPSXObjects false /CheckCompliance [ /None ] /PDFX1aCheck false /PDFX3Check false /PDFXCompliantPDFOnly false /PDFXNoTrimBoxError true /PDFXTrimBoxToMediaBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXSetBleedBoxToMediaBox true /PDFXBleedBoxToTrimBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXOutputIntentProfile () /PDFXOutputConditionIdentifier () /PDFXOutputCondition () /PDFXRegistryName () /PDFXTrapped /False
/CreateJDFFile false /Description > /Namespace [ (Adobe) (Common) (1.0) ] /OtherNamespaces [ > /FormElements false /GenerateStructure false /IncludeBookmarks false /IncludeHyperlinks false /IncludeInteractive false /IncludeLayers false /IncludeProfiles false /MultimediaHandling /UseObjectSettings /Namespace [ (Adobe) (CreativeSuite) (2.0) ] /PDFXOutputIntentProfileSelector /DocumentCMYK /PreserveEditing true /UntaggedCMYKHandling /LeaveUntagged /UntaggedRGBHandling /UseDocumentProfile /UseDocumentBleed false >> ]>> setdistillerparams> setpagedevice
/ColorImageDict > /JPEG2000ColorACSImageDict > /JPEG2000ColorImageDict > /AntiAliasGrayImages false /CropGrayImages true /GrayImageMinResolution 300 /GrayImageMinResolutionPolicy /OK /DownsampleGrayImages true /GrayImageDownsampleType /Bicubic /GrayImageResolution 300 /GrayImageDepth -1 /GrayImageMinDownsampleDepth 2 /GrayImageDownsampleThreshold 1.50000 /EncodeGrayImages true /GrayImageFilter /DCTEncode /AutoFilterGrayImages true /GrayImageAutoFilterStrategy /JPEG /GrayACSImageDict > /GrayImageDict > /JPEG2000GrayACSImageDict > /JPEG2000GrayImageDict > /AntiAliasMonoImages false /CropMonoImages true /MonoImageMinResolution 1200 /MonoImageMinResolutionPolicy /OK /DownsampleMonoImages true /MonoImageDownsampleType /Bicubic /MonoImageResolution 1200 /MonoImageDepth -1 /MonoImageDownsampleThreshold 1.50000 /EncodeMonoImages true /MonoImageFilter /CCITTFaxEncode /MonoImageDict > /AllowPSXObjects false /CheckCompliance [ /None ] /PDFX1aCheck false /PDFX3Check false /PDFXCompliantPDFOnly false /PDFXNoTrimBoxError true /PDFXTrimBoxToMediaBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXSetBleedBoxToMediaBox true /PDFXBleedBoxToTrimBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXOutputIntentProfile () /PDFXOutputConditionIdentifier () /PDFXOutputCondition () /PDFXRegistryName () /PDFXTrapped /False
/CreateJDFFile false /Description > /Namespace [ (Adobe) (Common) (1.0) ] /OtherNamespaces [ > /FormElements false /GenerateStructure false /IncludeBookmarks false /IncludeHyperlinks false /IncludeInteractive false /IncludeLayers false /IncludeProfiles false /MultimediaHandling /UseObjectSettings /Namespace [ (Adobe) (CreativeSuite) (2.0) ] /PDFXOutputIntentProfileSelector /DocumentCMYK /PreserveEditing true /UntaggedCMYKHandling /LeaveUntagged /UntaggedRGBHandling /UseDocumentProfile /UseDocumentBleed false >> ]>> setdistillerparams> setpagedevice
/ColorImageDict > /JPEG2000ColorACSImageDict > /JPEG2000ColorImageDict > /AntiAliasGrayImages false /CropGrayImages true /GrayImageMinResolution 300 /GrayImageMinResolutionPolicy /OK /DownsampleGrayImages true /GrayImageDownsampleType /Bicubic /GrayImageResolution 300 /GrayImageDepth -1 /GrayImageMinDownsampleDepth 2 /GrayImageDownsampleThreshold 1.50000 /EncodeGrayImages true /GrayImageFilter /DCTEncode /AutoFilterGrayImages true /GrayImageAutoFilterStrategy /JPEG /GrayACSImageDict > /GrayImageDict > /JPEG2000GrayACSImageDict > /JPEG2000GrayImageDict > /AntiAliasMonoImages false /CropMonoImages true /MonoImageMinResolution 1200 /MonoImageMinResolutionPolicy /OK /DownsampleMonoImages true /MonoImageDownsampleType /Bicubic /MonoImageResolution 1200 /MonoImageDepth -1 /MonoImageDownsampleThreshold 1.50000 /EncodeMonoImages true /MonoImageFilter /CCITTFaxEncode /MonoImageDict > /AllowPSXObjects false /CheckCompliance [ /None ] /PDFX1aCheck false /PDFX3Check false /PDFXCompliantPDFOnly false /PDFXNoTrimBoxError true /PDFXTrimBoxToMediaBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXSetBleedBoxToMediaBox true /PDFXBleedBoxToTrimBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXOutputIntentProfile () /PDFXOutputConditionIdentifier () /PDFXOutputCondition () /PDFXRegistryName () /PDFXTrapped /False
/CreateJDFFile false /Description > /Namespace [ (Adobe) (Common) (1.0) ] /OtherNamespaces [ > /FormElements false /GenerateStructure false /IncludeBookmarks false /IncludeHyperlinks false /IncludeInteractive false /IncludeLayers false /IncludeProfiles false /MultimediaHandling /UseObjectSettings /Namespace [ (Adobe) (CreativeSuite) (2.0) ] /PDFXOutputIntentProfileSelector /DocumentCMYK /PreserveEditing true /UntaggedCMYKHandling /LeaveUntagged /UntaggedRGBHandling /UseDocumentProfile /UseDocumentBleed false >> ]>> setdistillerparams> setpagedevice
/ColorImageDict > /JPEG2000ColorACSImageDict > /JPEG2000ColorImageDict > /AntiAliasGrayImages false /CropGrayImages true /GrayImageMinResolution 300 /GrayImageMinResolutionPolicy /OK /DownsampleGrayImages true /GrayImageDownsampleType /Bicubic /GrayImageResolution 300 /GrayImageDepth -1 /GrayImageMinDownsampleDepth 2 /GrayImageDownsampleThreshold 1.50000 /EncodeGrayImages true /GrayImageFilter /DCTEncode /AutoFilterGrayImages true /GrayImageAutoFilterStrategy /JPEG /GrayACSImageDict > /GrayImageDict > /JPEG2000GrayACSImageDict > /JPEG2000GrayImageDict > /AntiAliasMonoImages false /CropMonoImages true /MonoImageMinResolution 1200 /MonoImageMinResolutionPolicy /OK /DownsampleMonoImages true /MonoImageDownsampleType /Bicubic /MonoImageResolution 1200 /MonoImageDepth -1 /MonoImageDownsampleThreshold 1.50000 /EncodeMonoImages true /MonoImageFilter /CCITTFaxEncode /MonoImageDict > /AllowPSXObjects false /CheckCompliance [ /None ] /PDFX1aCheck false /PDFX3Check false /PDFXCompliantPDFOnly false /PDFXNoTrimBoxError true /PDFXTrimBoxToMediaBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXSetBleedBoxToMediaBox true /PDFXBleedBoxToTrimBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXOutputIntentProfile () /PDFXOutputConditionIdentifier () /PDFXOutputCondition () /PDFXRegistryName () /PDFXTrapped /False
/CreateJDFFile false /Description > /Namespace [ (Adobe) (Common) (1.0) ] /OtherNamespaces [ > /FormElements false /GenerateStructure false /IncludeBookmarks false /IncludeHyperlinks false /IncludeInteractive false /IncludeLayers false /IncludeProfiles false /MultimediaHandling /UseObjectSettings /Namespace [ (Adobe) (CreativeSuite) (2.0) ] /PDFXOutputIntentProfileSelector /DocumentCMYK /PreserveEditing true /UntaggedCMYKHandling /LeaveUntagged /UntaggedRGBHandling /UseDocumentProfile /UseDocumentBleed false >> ]>> setdistillerparams> setpagedevice
/ColorImageDict > /JPEG2000ColorACSImageDict > /JPEG2000ColorImageDict > /AntiAliasGrayImages false /CropGrayImages true /GrayImageMinResolution 300 /GrayImageMinResolutionPolicy /OK /DownsampleGrayImages true /GrayImageDownsampleType /Bicubic /GrayImageResolution 300 /GrayImageDepth -1 /GrayImageMinDownsampleDepth 2 /GrayImageDownsampleThreshold 1.50000 /EncodeGrayImages true /GrayImageFilter /DCTEncode /AutoFilterGrayImages true /GrayImageAutoFilterStrategy /JPEG /GrayACSImageDict > /GrayImageDict > /JPEG2000GrayACSImageDict > /JPEG2000GrayImageDict > /AntiAliasMonoImages false /CropMonoImages true /MonoImageMinResolution 1200 /MonoImageMinResolutionPolicy /OK /DownsampleMonoImages true /MonoImageDownsampleType /Bicubic /MonoImageResolution 1200 /MonoImageDepth -1 /MonoImageDownsampleThreshold 1.50000 /EncodeMonoImages true /MonoImageFilter /CCITTFaxEncode /MonoImageDict > /AllowPSXObjects false /CheckCompliance [ /None ] /PDFX1aCheck false /PDFX3Check false /PDFXCompliantPDFOnly false /PDFXNoTrimBoxError true /PDFXTrimBoxToMediaBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXSetBleedBoxToMediaBox true /PDFXBleedBoxToTrimBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXOutputIntentProfile () /PDFXOutputConditionIdentifier () /PDFXOutputCondition () /PDFXRegistryName () /PDFXTrapped /False
/CreateJDFFile false /Description > /Namespace [ (Adobe) (Common) (1.0) ] /OtherNamespaces [ > /FormElements false /GenerateStructure false /IncludeBookmarks false /IncludeHyperlinks false /IncludeInteractive false /IncludeLayers false /IncludeProfiles false /MultimediaHandling /UseObjectSettings /Namespace [ (Adobe) (CreativeSuite) (2.0) ] /PDFXOutputIntentProfileSelector /DocumentCMYK /PreserveEditing true /UntaggedCMYKHandling /LeaveUntagged /UntaggedRGBHandling /UseDocumentProfile /UseDocumentBleed false >> ]>> setdistillerparams> setpagedevice
/ColorImageDict > /JPEG2000ColorACSImageDict > /JPEG2000ColorImageDict > /AntiAliasGrayImages false /CropGrayImages true /GrayImageMinResolution 300 /GrayImageMinResolutionPolicy /OK /DownsampleGrayImages true /GrayImageDownsampleType /Bicubic /GrayImageResolution 300 /GrayImageDepth -1 /GrayImageMinDownsampleDepth 2 /GrayImageDownsampleThreshold 1.50000 /EncodeGrayImages true /GrayImageFilter /DCTEncode /AutoFilterGrayImages true /GrayImageAutoFilterStrategy /JPEG /GrayACSImageDict > /GrayImageDict > /JPEG2000GrayACSImageDict > /JPEG2000GrayImageDict > /AntiAliasMonoImages false /CropMonoImages true /MonoImageMinResolution 1200 /MonoImageMinResolutionPolicy /OK /DownsampleMonoImages true /MonoImageDownsampleType /Bicubic /MonoImageResolution 1200 /MonoImageDepth -1 /MonoImageDownsampleThreshold 1.50000 /EncodeMonoImages true /MonoImageFilter /CCITTFaxEncode /MonoImageDict > /AllowPSXObjects false /CheckCompliance [ /None ] /PDFX1aCheck false /PDFX3Check false /PDFXCompliantPDFOnly false /PDFXNoTrimBoxError true /PDFXTrimBoxToMediaBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXSetBleedBoxToMediaBox true /PDFXBleedBoxToTrimBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXOutputIntentProfile () /PDFXOutputConditionIdentifier () /PDFXOutputCondition () /PDFXRegistryName () /PDFXTrapped /False
/CreateJDFFile false /Description > /Namespace [ (Adobe) (Common) (1.0) ] /OtherNamespaces [ > /FormElements false /GenerateStructure false /IncludeBookmarks false /IncludeHyperlinks false /IncludeInteractive false /IncludeLayers false /IncludeProfiles false /MultimediaHandling /UseObjectSettings /Namespace [ (Adobe) (CreativeSuite) (2.0) ] /PDFXOutputIntentProfileSelector /DocumentCMYK /PreserveEditing true /UntaggedCMYKHandling /LeaveUntagged /UntaggedRGBHandling /UseDocumentProfile /UseDocumentBleed false >> ]>> setdistillerparams> setpagedevice
/ColorImageDict > /JPEG2000ColorACSImageDict > /JPEG2000ColorImageDict > /AntiAliasGrayImages false /CropGrayImages true /GrayImageMinResolution 300 /GrayImageMinResolutionPolicy /OK /DownsampleGrayImages true /GrayImageDownsampleType /Bicubic /GrayImageResolution 300 /GrayImageDepth -1 /GrayImageMinDownsampleDepth 2 /GrayImageDownsampleThreshold 1.50000 /EncodeGrayImages true /GrayImageFilter /DCTEncode /AutoFilterGrayImages true /GrayImageAutoFilterStrategy /JPEG /GrayACSImageDict > /GrayImageDict > /JPEG2000GrayACSImageDict > /JPEG2000GrayImageDict > /AntiAliasMonoImages false /CropMonoImages true /MonoImageMinResolution 1200 /MonoImageMinResolutionPolicy /OK /DownsampleMonoImages true /MonoImageDownsampleType /Bicubic /MonoImageResolution 1200 /MonoImageDepth -1 /MonoImageDownsampleThreshold 1.50000 /EncodeMonoImages true /MonoImageFilter /CCITTFaxEncode /MonoImageDict > /AllowPSXObjects false /CheckCompliance [ /None ] /PDFX1aCheck false /PDFX3Check false /PDFXCompliantPDFOnly false /PDFXNoTrimBoxError true /PDFXTrimBoxToMediaBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXSetBleedBoxToMediaBox true /PDFXBleedBoxToTrimBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXOutputIntentProfile () /PDFXOutputConditionIdentifier () /PDFXOutputCondition () /PDFXRegistryName () /PDFXTrapped /False
/CreateJDFFile false /Description > /Namespace [ (Adobe) (Common) (1.0) ] /OtherNamespaces [ > /FormElements false /GenerateStructure false /IncludeBookmarks false /IncludeHyperlinks false /IncludeInteractive false /IncludeLayers false /IncludeProfiles false /MultimediaHandling /UseObjectSettings /Namespace [ (Adobe) (CreativeSuite) (2.0) ] /PDFXOutputIntentProfileSelector /DocumentCMYK /PreserveEditing true /UntaggedCMYKHandling /LeaveUntagged /UntaggedRGBHandling /UseDocumentProfile /UseDocumentBleed false >> ]>> setdistillerparams> setpagedevice
/ColorImageDict > /JPEG2000ColorACSImageDict > /JPEG2000ColorImageDict > /AntiAliasGrayImages false /CropGrayImages true /GrayImageMinResolution 300 /GrayImageMinResolutionPolicy /OK /DownsampleGrayImages true /GrayImageDownsampleType /Bicubic /GrayImageResolution 300 /GrayImageDepth -1 /GrayImageMinDownsampleDepth 2 /GrayImageDownsampleThreshold 1.50000 /EncodeGrayImages true /GrayImageFilter /DCTEncode /AutoFilterGrayImages true /GrayImageAutoFilterStrategy /JPEG /GrayACSImageDict > /GrayImageDict > /JPEG2000GrayACSImageDict > /JPEG2000GrayImageDict > /AntiAliasMonoImages false /CropMonoImages true /MonoImageMinResolution 1200 /MonoImageMinResolutionPolicy /OK /DownsampleMonoImages true /MonoImageDownsampleType /Bicubic /MonoImageResolution 1200 /MonoImageDepth -1 /MonoImageDownsampleThreshold 1.50000 /EncodeMonoImages true /MonoImageFilter /CCITTFaxEncode /MonoImageDict > /AllowPSXObjects false /CheckCompliance [ /None ] /PDFX1aCheck false /PDFX3Check false /PDFXCompliantPDFOnly false /PDFXNoTrimBoxError true /PDFXTrimBoxToMediaBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXSetBleedBoxToMediaBox true /PDFXBleedBoxToTrimBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXOutputIntentProfile () /PDFXOutputConditionIdentifier () /PDFXOutputCondition () /PDFXRegistryName () /PDFXTrapped /False
/CreateJDFFile false /Description > /Namespace [ (Adobe) (Common) (1.0) ] /OtherNamespaces [ > /FormElements false /GenerateStructure false /IncludeBookmarks false /IncludeHyperlinks false /IncludeInteractive false /IncludeLayers false /IncludeProfiles false /MultimediaHandling /UseObjectSettings /Namespace [ (Adobe) (CreativeSuite) (2.0) ] /PDFXOutputIntentProfileSelector /DocumentCMYK /PreserveEditing true /UntaggedCMYKHandling /LeaveUntagged /UntaggedRGBHandling /UseDocumentProfile /UseDocumentBleed false >> ]>> setdistillerparams> setpagedevice
/ColorImageDict > /JPEG2000ColorACSImageDict > /JPEG2000ColorImageDict > /AntiAliasGrayImages false /CropGrayImages true /GrayImageMinResolution 300 /GrayImageMinResolutionPolicy /OK /DownsampleGrayImages true /GrayImageDownsampleType /Bicubic /GrayImageResolution 300 /GrayImageDepth -1 /GrayImageMinDownsampleDepth 2 /GrayImageDownsampleThreshold 1.50000 /EncodeGrayImages true /GrayImageFilter /DCTEncode /AutoFilterGrayImages true /GrayImageAutoFilterStrategy /JPEG /GrayACSImageDict > /GrayImageDict > /JPEG2000GrayACSImageDict > /JPEG2000GrayImageDict > /AntiAliasMonoImages false /CropMonoImages true /MonoImageMinResolution 1200 /MonoImageMinResolutionPolicy /OK /DownsampleMonoImages true /MonoImageDownsampleType /Bicubic /MonoImageResolution 1200 /MonoImageDepth -1 /MonoImageDownsampleThreshold 1.50000 /EncodeMonoImages true /MonoImageFilter /CCITTFaxEncode /MonoImageDict > /AllowPSXObjects false /CheckCompliance [ /None ] /PDFX1aCheck false /PDFX3Check false /PDFXCompliantPDFOnly false /PDFXNoTrimBoxError true /PDFXTrimBoxToMediaBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXSetBleedBoxToMediaBox true /PDFXBleedBoxToTrimBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXOutputIntentProfile () /PDFXOutputConditionIdentifier () /PDFXOutputCondition () /PDFXRegistryName () /PDFXTrapped /False
/CreateJDFFile false /Description > /Namespace [ (Adobe) (Common) (1.0) ] /OtherNamespaces [ > /FormElements false /GenerateStructure false /IncludeBookmarks false /IncludeHyperlinks false /IncludeInteractive false /IncludeLayers false /IncludeProfiles false /MultimediaHandling /UseObjectSettings /Namespace [ (Adobe) (CreativeSuite) (2.0) ] /PDFXOutputIntentProfileSelector /DocumentCMYK /PreserveEditing true /UntaggedCMYKHandling /LeaveUntagged /UntaggedRGBHandling /UseDocumentProfile /UseDocumentBleed false >> ]>> setdistillerparams> setpagedevice
/ColorImageDict > /JPEG2000ColorACSImageDict > /JPEG2000ColorImageDict > /AntiAliasGrayImages false /CropGrayImages true /GrayImageMinResolution 300 /GrayImageMinResolutionPolicy /OK /DownsampleGrayImages true /GrayImageDownsampleType /Bicubic /GrayImageResolution 300 /GrayImageDepth -1 /GrayImageMinDownsampleDepth 2 /GrayImageDownsampleThreshold 1.50000 /EncodeGrayImages true /GrayImageFilter /DCTEncode /AutoFilterGrayImages true /GrayImageAutoFilterStrategy /JPEG /GrayACSImageDict > /GrayImageDict > /JPEG2000GrayACSImageDict > /JPEG2000GrayImageDict > /AntiAliasMonoImages false /CropMonoImages true /MonoImageMinResolution 1200 /MonoImageMinResolutionPolicy /OK /DownsampleMonoImages true /MonoImageDownsampleType /Bicubic /MonoImageResolution 1200 /MonoImageDepth -1 /MonoImageDownsampleThreshold 1.50000 /EncodeMonoImages true /MonoImageFilter /CCITTFaxEncode /MonoImageDict > /AllowPSXObjects false /CheckCompliance [ /None ] /PDFX1aCheck false /PDFX3Check false /PDFXCompliantPDFOnly false /PDFXNoTrimBoxError true /PDFXTrimBoxToMediaBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXSetBleedBoxToMediaBox true /PDFXBleedBoxToTrimBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXOutputIntentProfile () /PDFXOutputConditionIdentifier () /PDFXOutputCondition () /PDFXRegistryName () /PDFXTrapped /False
/CreateJDFFile false /Description > /Namespace [ (Adobe) (Common) (1.0) ] /OtherNamespaces [ > /FormElements false /GenerateStructure false /IncludeBookmarks false /IncludeHyperlinks false /IncludeInteractive false /IncludeLayers false /IncludeProfiles false /MultimediaHandling /UseObjectSettings /Namespace [ (Adobe) (CreativeSuite) (2.0) ] /PDFXOutputIntentProfileSelector /DocumentCMYK /PreserveEditing true /UntaggedCMYKHandling /LeaveUntagged /UntaggedRGBHandling /UseDocumentProfile /UseDocumentBleed false >> ]>> setdistillerparams> setpagedevice
/ColorImageDict > /JPEG2000ColorACSImageDict > /JPEG2000ColorImageDict > /AntiAliasGrayImages false /CropGrayImages true /GrayImageMinResolution 300 /GrayImageMinResolutionPolicy /OK /DownsampleGrayImages true /GrayImageDownsampleType /Bicubic /GrayImageResolution 300 /GrayImageDepth -1 /GrayImageMinDownsampleDepth 2 /GrayImageDownsampleThreshold 1.50000 /EncodeGrayImages true /GrayImageFilter /DCTEncode /AutoFilterGrayImages true /GrayImageAutoFilterStrategy /JPEG /GrayACSImageDict > /GrayImageDict > /JPEG2000GrayACSImageDict > /JPEG2000GrayImageDict > /AntiAliasMonoImages false /CropMonoImages true /MonoImageMinResolution 1200 /MonoImageMinResolutionPolicy /OK /DownsampleMonoImages true /MonoImageDownsampleType /Bicubic /MonoImageResolution 1200 /MonoImageDepth -1 /MonoImageDownsampleThreshold 1.50000 /EncodeMonoImages true /MonoImageFilter /CCITTFaxEncode /MonoImageDict > /AllowPSXObjects false /CheckCompliance [ /None ] /PDFX1aCheck false /PDFX3Check false /PDFXCompliantPDFOnly false /PDFXNoTrimBoxError true /PDFXTrimBoxToMediaBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXSetBleedBoxToMediaBox true /PDFXBleedBoxToTrimBoxOffset [ 0.00000 0.00000 0.00000 0.0000