Can virtual world property be considered a digital good?

What types of goods should be considered digital goods? This paper discusses the question of whether virtual property, such as items available in virtual world environments like Linden Lab’s Second Life and Blizzard’s World of Warcraft, should be considered a valid digital good. The makeup of a virtual property items are explored in this paper and their key features compared and contrasted with that of digital goods. Common examples of digital goods include: electronic books, software, digital music and digital movies. These goods are considered a tangible commodity, that is they have an unlimited supply and secondly they are in a digital/binary form (a sequence of 1’s and 0s’). When looking at why a virtual property items should be included in the category of ‘digital goods’, it is important to consider how items in a virtual world come to exist and how the availability of these items are often controlled by publishers and developers. The aim of this paper is show that digital goods should not be limited to the traditional views such as electronic books, software, music and movies; but in fact the term ‘digital good’ should also include the active market of virtual property
items.

The role of assessment in the development of judgement

This paper introduces an integrated assessment model developed within a project management discipline stream in a Construction Management course. Following Boud and Falchikov (2007) this model starts with practice, that is, the actual ‘doing’ of project management as the basis for shaping assessment that equips students to learn for the rest of their lives. Practice is understood as a holistic conception of what professionals do in particular contexts, and a theoretical construct that provides a method of framing ways in which we can investigate the world (Schatzki, 2001). This approach opens the way for considerations of assessment that engage with, and cultivate, certain kinds of professional learning and identity formation including the development of judgement. Integral to the model is the non-sequential nature of assessment activities, evolving team formation and ongoing self and communal reflection. The paper concludes that the use of an authentic and integrated assessment model creates a compelling learning environment that contributes meaningfully to the development of skills, knowledge and identities for future professional learning.

Doing the ultimate public good through teacher education

It is argued here that the many public goods associated with education are derivatives of an ultimate good. This ultimate good is the overall purpose of life in general and is similar to a telos as understood in ancient Greek culture. This paper reviews the notions of ‘good' and telos, and examines implications of Bauman’s analysis of our present individualizing era, the role of personal meaning making and the nature of education. It is then argued that preservice teachers can do the ultimate public good in a postmodern society, by articulating a developed personal, professional perspective that expresses a purpose (telos) of life.

Good lives model applied to a forensic population

According to the good lives model (GLM) all human beings seek primary goods (i.e., activities or experiences that benefit them) and offending reflects attempts to pursue these goods in ways that are unacceptable to society and damaging to the individual and others. The aim of this article was to explore how the GLM can be developed for use with a forensic population, a heterogeneous group of individuals whose common feature is the interface of the criminal justice and mental health systems. The conceptual, clinical and philosophical implications of using the good lives model of forensic mental health (GLM-FM) are explored. Three case studies are used to illustrate the ways in which the enriched model can provide a holistic approach to conceptualizing offending that occurs in the context of mental illness and in guiding treatment planning. It is suggested that the augmented model provides a clinically flexible and ethically sound framework for formulating treatment issues for forensic patients.