Relevant bibliographies by topics / Self-play

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Self-play'

Author: Grafiati
Published: 1 September 2021
Last updated: 18 February 2022

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Journal articles on the topic "Self-play"

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Haworth, G. Mc C. "SELF-PLAY: STATISTICAL SIGNIFICANCE." ICGA Journal 26, no. 2 (June 1, 2003): 115–18. http://dx.doi.org/10.3233/icg-2003-26207.

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Beidler, Paul. "Gender, Self, and Play." Angelaki 11, no. 2 (August 2006): 31–48. http://dx.doi.org/10.1080/09697250601029184.

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Guss, Faith. "Reconceptualizing Play: Aesthetic Self-Definitions." Contemporary Issues in Early Childhood 6, no. 3 (September 2005): 233–43. http://dx.doi.org/10.2304/ciec.2005.6.3.4.

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This article aims to trouble the identity of children's dramatic play(ing). It contains two interweaving threads of discourse. In one thread lies a discussion of how children can trouble and extend their own identities through the aesthetic form-languages and conventions they employ and deploy in their dramatic playing/pretend playing. Whereas adults exchange thoughts verbally, children enter the play-arena and converse and reflect with, and in, dramatic form-languages. In dramatic form, through taking the perspective of, and momentarily becoming, The Other, the children problematize and construct temporary identities. In each dramatic enactment they are in a reflective process of becoming. In the second thread of discourse, the article troubles the theoretical identity of dramatic playing — as it is perceived in the dominant play theory of sociology, which defines playing as reproduction. This issue is addressed through the aesthetic concept of mimesis, by which playing is defined as critical transformation. In the interpretative work the author shows how, in the privacy of the children's play-culture, they have the cultural occasion, space, and liberty to take control: to question, to speak for themselves, to represent, transform and define themselves. The players can experiment with standpoints, redefine their identities and, thereby, take back their power of self-definition. Cultural hegemony can be turned on its head.
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Gehlbach, Roger D. "Children's Play and Self-Education." Curriculum Inquiry 16, no. 2 (1986): 203. http://dx.doi.org/10.2307/1179770.

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Gehlbach, Roger D. "Children's Play and Self-Education." Curriculum Inquiry 16, no. 2 (June 1986): 203–13. http://dx.doi.org/10.1080/03626784.1986.11076000.

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Przybylski, Andrew K., Netta Weinstein, Kou Murayama, Martin F. Lynch, and Richard M. Ryan. "The Ideal Self at Play." Psychological Science 23, no. 1 (December 14, 2011): 69–76. http://dx.doi.org/10.1177/0956797611418676.

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Taylor, T. L. "Self-Games and Body-Play." Contemporary Sociology: A Journal of Reviews 33, no. 6 (November 2004): 680–81. http://dx.doi.org/10.1177/009430610403300626.

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Gil, Eliana, and Lawrence Rubin. "Countertransference play: Informing and enhancing therapist self-awareness through play." International Journal of Play Therapy 14, no. 2 (2005): 87–102. http://dx.doi.org/10.1037/h0088904.

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Egliston, Ben. "Quantified Play: Self-Tracking in Videogames." Games and Culture 15, no. 6 (May 27, 2019): 707–29. http://dx.doi.org/10.1177/1555412019845983.

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This essay develops the concept of “quantified play” to describe and analyze the recent practice of self-tracking in the play of videogames. I argue that statistical, self-tracking utilities in videogames shape how gameplay “appears” and how it is experienced and valued by users. I proceed by situating contemporary self-tracking in games as part of a broader history of play as “quantified.” From there, drawing on interdisciplinary studies of self-tracking, as well as Bernard Stiegler’s postphenomenological analyses of technology, I characterize quantified play in three main ways. First, it is voluntary and occupied with self-knowledge. Second, it is used in mundane or everyday contexts. Third, it relates to the habitual faculty of users. The remainder of the essay illustrates the concept of quantified play through two examples of tracking hardware and software—showing how numerical or statistical apprehensions of player activity (and visualizations thereof) shape how we negotiate videogames.
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Schwarzmueller, Gretchen, and Vincent Rinaldo. "The Importance of Self-Directed Play." Kappa Delta Pi Record 49, no. 1 (January 17, 2013): 37–41. http://dx.doi.org/10.1080/00228958.2013.759848.

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Dissertations / Theses on the topic "Self-play"

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Yeager, Cynthia Celaine. "Theater and self putting self-concept into play /." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1731.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2004.
Thesis research directed by: Human Development. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Hawley, Caitlin Rose. "Self-Handicapping Play in Mountain Gorillas (Gorilla beringei beringei): How Play Stimulates Emotional Regulation." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/579261.

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Play is sometimes considered frivolous and non-functional. Yet social play provides important ontogenetic opportunities for animals to socialize and regulate their behavior in a relaxed setting. Mountain gorillas are shown to self-handicap play behavior in specific contexts. Self-handicapping through movement restriction and to a lesser extent positional vulnerability are mediated by individual size and play pair type (i.e. dyads matched or mismatched in size). Within pairs of mismatched sizes, play behavior significantly differed between small and large subjects. Dyads of matched small players show greater degrees of movement restriction and positional vulnerability compared to mismatched dyads. Large partners highly restrict movement with small partners but do not do so with similarly sized partners. The interactive effect between individual size and pair type greatly impact the degree of self-handicapping in mountain gorillas. Benefits related to emotional regulation through play are discussed.
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Chester, Andrea. "Presenting the self in cyberspace : identity play in moos /." Connect to thesis, 2004. http://eprints.unimelb.edu.au/archive/00000534.

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Zachariou, Antonia. "Musical play and self-regulation : an exploration of 6- and 8-year old children's self-regulatory behaviours during musical play sessions at Cypriot primary schools." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708961.

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Carpenter, Felicity. "Satire and Self-help: The Satirical Potential of the Self-help Industry." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16159/.

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This thesis combines a play, Getting Betterer all the Time, a satire about self-help, and an exegesis examining the possibilities that self-help offers for satire and why. The self-help industry has evolved into a massive social and economical phenomenon. The scope of self-help is constantly expanding, indicating a society of individuals desperate for help in all facets of life. As this movement has become more prevalent, self-help has attracted criticism for the way it thrives on the exploitation of people's insecurities. By playing to people's aspirations, many self-help practitioners have become wealthy, but there is a danger that some self-help products can have a harmful effect on people, and at best give rise to an insufferable hubris. Consequently, we have witnessed a rise in popular texts that spoof the self-help industry. The excesses of the self-help industry make it an easy target for satire. Self-help is well matched to satire's function to provide social commentary by ridicule of targets causing harm to the well-being of society. Self-help is an appropriate subject for satire because of its focus on social behavior such as modern parenting, consumerism and status anxiety. Self-help, in addition to providing these opportunities for social commentary, also offers much comedic potential.
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Cole, Amy Rose. "Sports Participation and Academic Achievement: Does Self-Efficacy Play a Role?" Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/318829.

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This study sought to examine the relations between sports participation, academic achievement, and self-efficacy in high school students. Self-efficacy has been linked to both sports participation and academic achievement, but no study has examined these three variables together. One hundred eleven students from two schools filled out surveys examining their levels of sports participation, academic and athletic self-efficacy, and demographic information. Participating schools provided student GPA information. Results supported the study's first, second, and third hypotheses. Athletes had higher GPAs and academic self-efficacy scores than non-athletes. Additionally, there was evidence for an indirect effect of sports participation on GPA through the mediating variable of academic self-efficacy. Results did not support the study's fourth hypothesis, as there was no significant relation between academic self-efficacy and athletic self-efficacy among athletes in the present study. Results are discussed in relation to the student population and school environment.
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Giordano, Maria A. "Effectiveness of a Child-Centered Self-Reflective Play Therapy Supervision Model." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2531/.

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This study investigated the effectiveness of a child-centered self-reflective play therapy supervision model with master's level counselor education graduate students. Specifically, this research determined if the self-reflective play therapy supervision model facilitated significant change in the master's level play therapists': (a) child-centered attitude; (b) knowledge of child-centered play therapy; and (c) confidence in applying play therapy skills. This study also measured change in the skills of: (d) tracking behavior, (e) reflecting content, (f) reflecting feelings, (g) facilitating decision-making and self-responsibility, (h) facilitating esteem-building and encouragement, (i) encouraging the child to lead, (j) setting limits, (k) ability to be congruent, (l) quality of non-verbal responses and (m) quality of verbal responses. The experimental group students (N=15) utilized a 15 week self-reflective play therapy supervision model. This model consisted of a manual that reviewed the rationale and utilization of six therapeutic responses of child-centered play therapy, self-assessment forms that were completed after reviewing weekly play therapy session videos and weekly group supervision. The control group (N=15) received supervision during the 15 weeks but did not use the manual or the self-assessment forms. Prior to working with their first client and again at the end of the semester practicum, the play therapy supervisees completed the Play Therapy Attitude-Knowledge-Skills Survey. Each supervisee submitted a pre-tape and a post-tape of a play therapy session during their semester practicum. Four doctoral students rated play therapy session video tapes using the Play Therapy Skills Assessment form. The play therapy session video tapes were assessed by objective raters. An independent t-test utilizing the gain score as the dependent variable revealed that play therapy supervisees in the experimental group showed a statistically significant increase in their ability to implement the skill of tracking behavior, facilitating decision-making and self-responsibility and facilitating esteem-building and encouragement. In addition, the experimental group supervisees showed a significant increase in the quality of their verbal responses and a marginally significant increase in their ability to reflect content and reflect feelings. Limited statistical significance in the play therapy supervisee's improvement of skills possibly could be attributed to the small sample size and lack of random assignment of participants to the experimental and control group. The positive trends in the play therapy supervisees increased ability to implement play therapy skills warrants additional research of the self-reflective supervision model.
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Yousef, Dina K. "Group Activity Play Therapy for Preadolescents: Effects on Low Self-Esteem." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862864/.

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Research shows that preadolescent females are more prone to negative self-perceptions than their male counterparts which places them at greater risk of developing mental health problems stemming from low self-image. The purpose of this randomized, controlled outcome study was to examine the effectiveness of group activity play therapy (GAPT) compared to an evidenced based social skills/self-esteem group. Participants were 29 fourth and fifth grade girls in two Title I schools in the southwest U.S. referred by teachers and school counselors as presenting with low self-esteem. Participants identified as 45% Latina, 38% Caucasian, 14% African American, and 3% Asian. Children were randomly assigned to either 16 sessions of GAPT (experimental group; n = 15) or 13 sessions of an evidenced based social skills/self-esteem group intervention (control group; n = 14). Results from a 2 (Group) by 3 (Times) repeated measures ANOVA indicated that, compared to the control group over time, the GAPT group reported statistically significant improvement in self-esteem with a moderate to large treatment effect. Teachers did not report a statistically significant difference between the two groups over time. However, teachers reported noteworthy improvement for children in both treatment groups, with generally stronger improvement for the GAPT group. Overall, results indicate that GAPT may be a promising school-based intervention for preadolescent females suffering with low self-esteem.
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Melia, Francine. "The self at play? : a case study of reification and dereification in the play environment of American college theatre." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1397643.

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This case study aims to better understand the process through which a college theatre actor creates and presents a dereified reified "self' (the character(s) they are portraying) in a play environment, and to consider to what extent this process is conscious. In essence, the actor attempts to take nothing for granted, taking apart and examining assumptions and their cultural context. This study posits that the actor is consciously aware of and is able to recognize and manipulate culture to construct a "self' (the character) within a "play universe." This study is unique as it focuses on the actors themselves as the agents of reification as well as dereification as their processes intersect with the director, the script, and eventually the audience. This study also considers the influence of play theory on developing and breaking the "rules" of the created cultural world of the stage play by utilizing the anthropological research methods supplemented with an analysis of the personal journals of cast members. The subject population is a cast of college-age students (18-28 years old), both males (9) and females (8), from Ball State University's Theatre and Dance Department who participated in the fall 2007 production of The Human Faustus Project, directed by Jennifer Blackmer.
Department of Anthropology
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Elias, Cynthia L. Berk Laura E. "Self-regulation in young children is there a role for sociodramatic play? /." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9927768.

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Thesis (Ph. D.)--Illinois State University, 1999.
Title from title page screen, viewed July 18, 2006. Dissertation Committee: Laura E. Berk (chair), Paul T. Shallaert, Jayne E. Bucy, Matthew S. Hesson-McInnis, Mark E. Swerdlik. Includes bibliographical references (leaves 97-126) and abstract. Also available in print.
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Books on the topic "Self-play"

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Compete, play, win: Finding your best competitive self. New York, NY: Skyhorse Pub., 2009.

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Kuwahara, Kuldip Kaur. Jane Austen at play: Self-consciousness, beginnings, endings. New York: P. Lang, 1993.

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The self-respecting child: Development through spontaneous play. Reading, Mass: Addison-Wesley, 1989.

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Blum, Ralph. The book of runecards: Sacred play for self-discovery. New York: Oracle Books, 1989.

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Shor, Joel. Work, love, play: Self repair in the psychoanalytic dialogue. New York: Brunner/Mazel, 1992.

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Annabelle and the big slide. San Diego: Harcourt Brace Jovanovich, 1989.

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Sutphin, Susan. Child's play: A self-teaching guide to the Commodore 64. Englewood Cliffs, N.J: Prentice-Hall, 1985.

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Finney, Robert D. How to play HMO hardball: The patient's self-protection manual. Encinitas, CA: CounterPoint Communications, 1998.

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Dibs: In search of self : personality development in play therapy. Harmondsworth: Penguin, 1990.

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The playful self: Why women need play in their lives. London: Fourth Estate, 1997.

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Book chapters on the topic "Self-play"

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Plaat, Aske. "Self-Play." In Learning to Play, 195–232. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59238-7_7.

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Heinz, Ernst A. "Self-Play Experiments Revisited." In Scalable Search in Computer Chess, 157–79. Wiesbaden: Vieweg+Teubner Verlag, 2000. http://dx.doi.org/10.1007/978-3-322-90178-1_11.

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Sanneck, Henning, Cinzia Sartori, Pèter Szilágyi, Tobias Bandh, Christoph Schmelz, Yves Bouwen, Eddy Troch, Jürgen Goerge, Simone Redana, and Raimund Kausl. "Self-Configuration (‘Plug-and-Play’)." In LTE Self-Organising Networks (SON), 81–134. Chichester, UK: John Wiley & Sons, Ltd, 2011. http://dx.doi.org/10.1002/9781119961789.ch4.

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Thomas, Denis’ A., and Melanie H. Morris. "Creative Play Therapy and Self-Care." In Creative Play Therapy with Adolescents and Adults, 187–98. New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429449307-15.

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Heinz, Ernst A. "New Self-Play Results in Computer Chess." In Computers and Games, 262–76. Berlin, Heidelberg: Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/3-540-45579-5_18.

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Wang, Hui, Mike Preuss, and Aske Plaat. "Warm-Start AlphaZero Self-play Search Enhancements." In Parallel Problem Solving from Nature – PPSN XVI, 528–42. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58115-2_37.

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Yasenik, Lorri, and Ken Gardner. "Therapeutic use of self and the Play Therapy Dimensions Model." In Routledge International Handbook of Play, Therapeutic Play and Play Therapy, 341–59. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge international handbooks: Routledge, 2020. http://dx.doi.org/10.4324/9780429327230-35.

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Fall, Marijane. "Increased Self-Efficacy: One Reason for Play Therapy Success." In Child-Centered Play Therapy Research, 35–50. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118269626.ch2.

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Bertha, Csilla. "Theatricality and Self-Reflexivity: The Play-within-the-Play in Select Contemporary Irish Plays." In Irish Theatre in Transition, 99–121. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137450692_7.

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Burkov, Andriy, and Brahim Chaib-draa. "Anytime Self-play Learning to Satisfy Functional Optimality Criteria." In Algorithmic Decision Theory, 446–57. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-04428-1_39.

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Conference papers on the topic "Self-play"

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Macleod, Alasdair. "Game design through self-play experiments." In the 2005 ACM SIGCHI International Conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1178477.1178572.

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Gupta, Abhinav, Ryan Lowe, Jakob Foerster, Douwe Kiela, and Joelle Pineau. "Seeded self-play for language learning." In Proceedings of the Beyond Vision and LANguage: inTEgrating Real-world kNowledge (LANTERN). Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/d19-6409.

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Hernandez, Daniel, Kevin Denamganai, Yuan Gao, Peter York, Sam Devlin, Spyridon Samothrakis, and James Alfred Walker. "A Generalized Framework for Self-Play Training." In 2019 IEEE Conference on Games (CoG). IEEE, 2019. http://dx.doi.org/10.1109/cig.2019.8848006.

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Huang, Tianchi, Rui-Xiao Zhang, and Lifeng Sun. "Self-play reinforcement learning for video transmission." In MMSys '20: 11th ACM Multimedia Systems Conference. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3386290.3396930.

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Birk, Max V., Regan L. Mandryk, Matthew K. Miller, and Kathrin M. Gerling. "How Self-Esteem Shapes our Interactions with Play Technologies." In CHI PLAY '15: The annual symposium on Computer-Human Interaction in Play. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2793107.2793111.

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Tang, Yichuan. "Towards Learning Multi-Agent Negotiations via Self-Play." In 2019 IEEE/CVF International Conference on Computer Vision Workshop (ICCVW). IEEE, 2019. http://dx.doi.org/10.1109/iccvw.2019.00297.

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Takano, Yoshina, Hideyasu Inoue, Ruck Thawonmas, and Tomohiro Harada. "Self-Play for Training General Fighting Game AI." In 2019 Nicograph International (NicoInt). IEEE, 2019. http://dx.doi.org/10.1109/nicoint.2019.00034.

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Wang, Hui, Michael Emmerich, Mike Preuss, and Aske Plaat. "Alternative Loss Functions in AlphaZero-like Self-play." In 2019 IEEE Symposium Series on Computational Intelligence (SSCI). IEEE, 2019. http://dx.doi.org/10.1109/ssci44817.2019.9002814.

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Kajiura, Nobukatsu, Satoshi Kosugi, Xueting Wang, and Toshihiko Yamasaki. "Self-Play Reinforcement Learning for Fast Image Retargeting." In MM '20: The 28th ACM International Conference on Multimedia. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3394171.3413857.

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Jiang, Qiqi, Kuangzheng Li, Boyao Du, Hao Chen, and Hai Fang. "DeltaDou: Expert-level Doudizhu AI through Self-play." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/176.

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Artificial Intelligence has seen several breakthroughs in two-player perfect information game. Nevertheless, Doudizhu, a three-player imperfect information game, is still quite challenging. In this paper, we present a Doudizhu AI by applying deep reinforcement learning from games of self-play. The algorithm combines an asymmetric MCTS on nodes of information set of each player, a policy-value network that approximates the policy and value on each decision node, and inference on unobserved hands of other players by given policy. Our results show that self-play can significantly improve the performance of our agent in this multi-agent imperfect information game. Even starting with a weak AI, our agent can achieve human expert level after days of self-play and training.
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Reports on the topic "Self-play"

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Stark, Sasha, Heather Wardle, and Isabel Burdett. Examining lottery play and risk among young people in Great Britain. GREO, April 2021. http://dx.doi.org/10.33684/2021.002.

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Purpose & Significance: Despite the popularity of lottery and scratchcards and some evidence of gambling problems among players, limited research focuses on the risks of lottery and scratchcard play and predictors of problems, especially among young people. The purpose of this project is to examine whether lottery and scratchcard participation is related to gambling problems among 16-24 year olds in Great Britain and whether general and mental health and gambling behaviours explain this relationship. Methodology: Samples of 16-24 year olds were pooled from the 2012, 2015, and 2016 Gambling in England and Scotland: Combined Data from the Health Survey for England and the Scottish Health Survey (n=3,454). Bivariate analyses and Firth method logistic regression were used to examine the relationship between past-year lottery and scratchcard participation and gambling problems, assessing the attenuating role of mental wellbeing, mental health disorders, self-assessed general health, and playing other games in past year. Results: There is a significant association between scratchcard play and gambling problems. The association somewhat attenuated but remained significant after taking into account wellbeing, mental health disorders, general health, and engagement in other gambling activities. Findings also show that gambling problems are further predicted by age (20-24 years), gender (male), lower wellbeing, and playing any other gambling games. Implications: Results are valuable for informing youth-focused education, decisions around the legal age for National Lottery products, and the development of safer gambling initiatives for high risk groups and behaviours, such as scratchcard play.
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Strachan, Anna Louise. Potential Private Sector Involvement in Supporting Refugee Livelihoods and Self-reliance in Uganda: Annotated Bibliography. Institute of Development Studies (IDS), March 2021. http://dx.doi.org/10.19088/k4d.2021.072.

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There is some evidence of the private sector playing a role in supporting refugee livelihoods and self-reliance in Uganda during the period 2016-2020. However, a number of evaluations and research reports highlight the potential for greater private sector involvement, if existing constraints are addressed. Key lessons identified in the literature include the need for more research, especially on market potential, to address the existing knowledge gaps on the role the private sector can play in supporting refugee livelihoods and self-reliance in Uganda. The literature notes that limited access to capital, as well as appropriate financing schemes, are key constraints to the growth of the agribusiness sector. Furthermore, access to natural resources required for agri-business, such as land and water needs to receive more attention from NGOs and donors. The evidence also shows that there is a need for guidelines on the monitoring and evaluation of humanitarian adaptations of market systems development programming. The literature also notes that local actors should be involved in the design and assessment of investment opportunities and risk of interventions to increase project impact.
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Zibani, Nadia. Ishraq: Safe spaces to learn, play and grow: Expansion of recreational sports program for adolescent rural girls in Egypt. Population Council, 2004. http://dx.doi.org/10.31899/pgy22.1003.

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Over the past three years, the Ishraq program in the villages of northern El-Minya, Egypt, grew from a novel idea into a vibrant reality. In the process, approximately 300 rural girls have participated in a life-transforming chance to learn, play, and grow into productive members of their local communities. Currently other villages—and soon other governorates—are joining the Ishraq network. Ishraq is a mixture of literacy, life-skills training, and—for girls who have been sheltered in domestic situations of poverty and isolation—a chance to play sports and games with other girls their age and develop a sense of self-worth and mastery; the program reinforces the lessons they receive in life-skills classes about hygiene, nutrition, and healthy living. This guide to the sports and games component of the program is geared to the needs of disadvantaged adolescent girls. It is intended for those in the development community interested in the potential of sports to enhance the overall impact of adolescent programs. Sports can be combined with other program components to give girls a more active experience, whether the primary focus is reproductive health, literacy, or livelihood skills.
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