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Books on the topic 'Heap games'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

Head games. New York: Thomas Dunne Books/St. Martin's Minotaur, 2007.

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Copyright Paperback Collection (Library of Congress), ed. Head Games. New York: Dell, 1991.

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Copyright Paperback Collection (Library of Congress), ed. Head games. New York: Pocket Pulse, 2000.

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4

Dreyer, Eileen. Head games. New York: St. Martin's Paperbacks, 2005.

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5

Fredericks, Mariah. Head games. New York: Atheneum Books for Young Readers, 2004.

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6

Dreyer, Eileen. Head games. New York: St. Martin's Paperbacks, 2005.

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7

Cavanagh, Thomas B. Head games. New York: Thomas Dunne Books/St. Martin's Minotaur, 2007.

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8

Head games. New York: St. Martin's Press, 2004.

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9

Hill, Joe. Locke & Key: Head Games. San Diego, CA: IDW Publishing, 2013.

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10

Head game. Nashville, Tenn: WestBow Press, 2006.

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11

Davies, Steven Paul. Manhunter: Michael Mann's head games. Eye,Suffolk: ScreenPress Books, 2001.

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12

Minecraft: Amazing tips, tricks, glitches, and secrets that will help you master Minecraft. San Bernardino, CA: Minecraft Books, 2014.

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13

Masters, Robert E. L. Mind games. New York, NY: Barnes & Noble, 1993.

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14

How computer games help children learn. New York: Palgrave Macmillan, 2006.

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15

Shaffer, David Williamson. How Computer Games Help Children Learn. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780230601994.

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16

Kubler, Annie. Head, shoulders, knees and toes. London: Mantra, 2003.

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17

Salick, Roger. Crossroads: Grimjack and Judah Maccabee in Head games. Chicago: First Comics, 1988.

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18

Brouwer, Sigmund. Tiger heat. Nashville, Tenn: Tommy Nelson, 1998.

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19

Brush, Don. Big game head taxidermy for hunters. Athol, Idaho: Donmary Pub. Co., 1994.

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20

Storytime activities to help children cope. Westminster, CA: Teacher Created Materials, 1998.

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21

Masters, Robert E. L. Mind games: The guide to inner space. Wheaton, Ill: Theosophical Pub. House, 1998.

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22

Heat of the moment: 25 extraordinary stories of Olympic and Paralympic history. Hoboken, N.J: Wiley, 2011.

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23

Tom, Badgett, ed. Ultimate unauthorized Nintendo game strategies: Winning Strategies for 100 Top Games. New York: Bantam Books, 1989.

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24

Haselbauer, Nathan. The little book of bedside brainteasers: Head-scratching puzzlers for every day. New York, NY: Metro Books, 2004.

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25

Head games. 2018.

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26

Head Games. Penguin Random House, 2019.

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27

Mcdonald, Craig. Head Games. Bleak House Books, 2007.

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28

Doty, Ralph E. HEAD GAMES. Aventine Press, 2006.

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29

Head Games. Kensington Publishing Corporation, 2019.

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30

Rummel, Erika. Head Games. Guernica Editions, Incorporated, 2013.

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31

McDonald, Craig. Head Games. Bleak House Books, 2007.

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32

Brown, Susan Hardy. Head games. Hardy & Brown, 1993.

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33

Head games. Thorndike Press Large Print, 2018.

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34

Head Games. Simon & Schuster, 2011.

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35

Nacke, Lennart E. Introduction to biometric measures for Games User Research. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198794844.003.0016.

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This chapter presents the physiological metrics used in Games User Research (GUR). Aimed at GUR professionals in the games industry, it explains what methods are available to researchers to measure biometric data while subjects are engaged in play. It sets out when it is appropriate to use biometric measures in GUR projects, the kind of data generated, and the differing ways it can be analysed. The chapter also discusses the trade-offs required when interpreting physiological data, and will help games researchers to make informed decisions about which research questions can benefit from biometric methodologies. As the equipment needed to collect biometric data becomes more sophisticated as well as cheaper, physiological testing of players during a game’s development will become more common. At the same time, Games User Researchers will become more discriminating in its use. Where in the past professionals in the games industry have used biometric testing to generate quick, actionable feedback about player responses to elements of a game, and have been less concerned with the scientific robustness of their methodology, as GUR develops a new breed of games industry professionals are attempting to deploy good academic practice in their researches.
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36

UC HEAD GAMES. Dutton Juvenile, 2005.

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37

Powell, Beth. Fun Games and Physical Activities to Help Heal Children Who Hurt. Jessica Kingsley Publishers, 2018.

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38

Weems, Eugene L., and Timothy R. Richardson. Head Gamez. Universal Publishing LLC, 2011.

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39

Cavanagh, Thomas B. Head Games: A Novel. St. Martin's Minotaur, 2007.

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40

Vanderschraaf, Peter. Dilemmas of Interaction. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199832194.003.0001.

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Problems of interaction, which give rise to justice, are structurally problems of game theory, the mathematical theory of interactive decisions. Five problems of interaction are introduced that are all intrinsically important and that help motivate important parts of the discussions in subsequent chapters: the Farmer’s Dilemma, impure coordination, the Stag Hunt, the free-rider problem, and the choice for a powerless party to acquiesce or resist. Elements of noncooperative game theory essential to analyzing problems of justice are reviewed, including especially games in the strategic and extensive forms, the Nash equilibrium, the Prisoner’s Dilemma, and games of incomplete information. Each of the five motivating problems is reformulated game-theoretically. These game-theoretic reformulations reveal precisely why the agents involved would have difficulty arriving at mutually satisfactory resolutions, and why “solutions” for these problems call for principles of justice to guide the agents’ conduct.
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41

Downs, Tim. Head Game. Thomas Nelson, 2007.

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42

Downs, Tim. Head Game. Thomas Nelson, 2007.

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43

Nguyen, C. Thi. Games. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190052089.001.0001.

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Games are a unique art form. Game designers don’t just create a world; they create who you will be in that world. They tell you what abilities to use and what goals to take on. In other words, games work in the medium of agency. This book explores what games have to teach us about our own rationality and agency. We have the capacity for a peculiar sort of motivational inversion. For some of us, winning is not the point. We take on an interest in winning temporarily, so that we can play the game. Thus, we are capable of taking on temporary and disposable ends. At the center of this book is a view about games as communicative artifacts. Games are a way of recording forms of agency; they are a library of agencies. And exploring that library can help us develop our own agency and autonomy. But this technology can also be used for art. Games can sculpt our practical activity, for the sake of the beauty of our own actions. Our struggles, in games, can be designed to fit our capacities. Games can present a harmonious world, where our abilities fit the task. Games are a kind of existential balm against the difficult and exhausting value clarity of the world. But this presents a special danger. Games can be a fantasy of value clarity, which can encourage us to oversimplify our enduring values.
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44

Boyd, Jim. NFL Head Coach. Prima Games, 2006.

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45

Schrier, Karen. We the Gamers. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190926106.001.0001.

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The world is in crisis. The people of the world are all connected, and rely on one another to make ethical decisions and to solve civic problems together. Ethics and civics have always mattered, but it is becoming more evident how much they matter. Teaching ethics and civics is essential to the future. This book argues that games can encourage the practice of ethics and civics. They can help people to connect, deliberate, reflect, and flourish. They can help people to reimagine systems and solve problems. Games are communities and public spheres. Like all communities, they may encourage care, connection, and respect. They may also be used for hate, disinformation, and exclusion. Games reveal humanity’s compassion as well as its cruelty. We the Gamers provides research-based perspectives related to why and how people should play, make, and use games in ethics, civics, character, and social studies education. The book also shows how people are already engaging in ethics and civics through games. It systematically evaluates how to use games in classrooms, remote learning environments, and other educational settings, with consideration to different audiences and standards. This book also provides tips and guidelines, as well as resources, activities, and case studies. It includes examples of all different types of games—virtual reality, mobile, computer, and card games, and big-budget commercial games, indie games, and more. How can people play and design a new world, together?
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46

Siyahhan, Sinem, and Elisabeth Gee. Families at Play. The MIT Press, 2018. http://dx.doi.org/10.7551/mitpress/9780262037464.001.0001.

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Video games have a bad reputation in the mainstream media. They are blamed for encouraging social isolation, promoting violence, and creating tensions between parents and children. In this book, Sinem Siyahhan and Elisabeth Gee offer another view. They show that video games can be a tool for connection, not isolation, creating opportunities for families to communicate and learn together. Siyahhan and Gee offer examples of how video games, like smartphones, Skype, and social media, help families stay connected. Further, they describe how families express their feelings and share their experiences and understanding of the world through playing video games like Sims, Civilization, and Minecraft. When designed intentionally to support families, video games can also create conversations around such real-world issues and sensitive topics as bullying and peer pressure. Siyahhan and Gee draw on a decade of research to look at how learning and teaching take place when families play video games together. With video games, they argue, the parents are not necessarily the teachers and experts; all family members can be both teachers and learners. They suggest video games can help families form, develop, and sustain their learning culture as well as develop skills that are valued in the twenty-first century workplace. Finally, Siyahhan and Gee share recommendations for educators and game designers who are interested in supporting intergenerational play around video games.
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47

Krueger, Joachim I., Anthony M. Evans, and Patrick R. Heck. Let Me Help You Help Me. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190630782.003.0007.

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This chapter develops the view that interpersonal trust cannot be fully understood by the lights of rational decision theory or social norms and preferences. Trust is a dilemma because the person deciding whether to trust must reconcile the conflicting demands of own well-being with the demands of prosociality. This chapter considers three types of social situation of (inter)dependence: the dictator game, which is played unilaterally, the assurance game, which is played bilaterally and simultaneously, and the trust game proper, which is played bilaterally and sequentially. Findings show that the dictator game, which models the situation of the person being trusted, is ill-suited to isolate social preferences. Empirical results may over- or underestimate the willingness to share. A simulation shows that individuals’ social preferences rarely predict the distribution of wealth. Analysis of the assurance game (or “stag hunt”) and the trust game proper yield similar results.
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48

Austin, Charles. Head Games: Life's Greatest Challenge. TurnKey Press, 2007.

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49

Holder, Nancy. Head Games (Body of Evidence). Rebound by Sagebrush, 2000.

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50

Head Games (Body of Evidence). Recorded Books, 2002.

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