A virtual world is a computer-simulated three-dimensional environment. They are increasingly being used for social and commercial interaction, in addition to their original use for game playing. This paper studies negative behaviour, or 'griefing', inside one virtual world through a series of observations and focus groups with users. Data were collected to identify griefing behaviours and their impact, examine why griefing happens and who the likely targets and perpetrators are, and suggest strategies for coping with it. Findings show that griefing behaviour is common. It is defined as unacceptable, persistent behaviour and is typically targeted at inexperienced residents by those with more knowledge of the virtual world. Community and individual coping strategies are identified and discussed.Keywords: antisocial behaviour, virtual worlds, interpretative phenomenological analysisi sj_330 525..548

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We present an agent-based model of the key activities of a troop of chacma baboons (Papio hamadryas ursinus) based on the data collected at De Hoop Nature Reserve in South Africa. We analyse the predictions of the model in terms of how well it is able to duplicate the observed activity patterns of the animals and the relationship between the parameters that control the agent's decision procedure and the model's predictions. At the current stage of model development, we are able to show that across a wide range of decision parameter values, the baboons are able to achieve their energetic and social time requirements. The simulation results also show that decisions concerning movement (group action selection) have the greatest influence on the outcomes. Those cases where the model's predictions fail to agree with the observed activity patterns have highlighted key elements that were missing from the field data, and that would need to be collected in subsequent fieldwork. Based on our experience, we believe group decision making is a fertile field for future research, and agent-based modelling offers considerable scope for understanding group action selection.

Recent work on Alternating-Time Temporal Logic and Coalition Logic has allowed the expression of many interesting properties of coalitions and strategies. However there is no natural way of expressing resource requirements in these logics. This paper presents a Resource-Bounded Coalition Logic (RBCL) which has explicit representation of resource bounds in the language, and gives a complete and sound axiomatisation of RBCL.

Several logics for expressing coalitional ability under resource bounds have been proposed and studied in the literature. Previous work has shown that if only consumption of resources is considered or the total amount of resources produced or consumed on any path in the system is bounded, then the model-checking problem for several standard logics, such as Resource-Bounded Coalition Logic (RB-CL) and Resource-Bounded Alternating-Time Temporal Logic (RB-ATL) is decidable. However, for coalition logics with unbounded resource production and consumption, only some undecidability results are known. In this paper, we show that the model-checking problem for RB-ATL with unbounded production and consumption of resources is decidable but EXPSPACE-hard. We also investigate some tractable cases and provide a detailed comparison to a variant of the resource logic RAL, together with new complexity results.

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Purpose This study aims to explore the opportunities offered by interactive and situated learning (e-learning and m-learning) in support of education for sustainability in disciplines of the built environment. Design/methodology/approach The paper illustrates the development of an online portal and a mobile app aimed at promoting students’ motivation and engagement with sustainability in design, and discusses the outcomes of their testing, investigating users’ acceptance, comparing academic results and analysing feedback. Findings The findings add empirical evidence to the view that information and communication technology-enhanced pedagogies can substantially contribute to the agenda of sustainability in higher education, primarily due to their affordance of interactive communication and contextualisation of knowledge, while guaranteeing flexible time and pace of learning. Research limitations/implications The study solely focused on the development and testing of e-learning and m-learning tools to foster students’ competence of sustainability in design studio work. The tools trialled were mostly at their prototypical stage and their testing included a relatively short-term evaluation and a narrow, self-selected, user base. However, the approach and findings are felt to be applicable to a much wider range of educational contexts. Originality/value Interactive and situated pedagogical methods and tools have the potential to prompt a departure from transmissive educational models, encompassing at once theoretical, experiential and analytic learning processes. This is of value to education for sustainability in disciplines of the built environment due to the requirement to holistically consolidate multi-/inter-/trans-disciplinary knowledge into a coherent design whole.