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2D Game Development with Unity

Franz Lanzinger (Franz Lanzinger)
Part I The Basics of Game Development Chapter 1 First Steps 3 Chapter 2 Programming C# in Unity 17 Chapter 3 2D Graphics with GIMP and Unity 41 Chapter 4 2D Graphics with Blender and Unity 55 Chapter 5 The Unity Interface 75 Chapter 6 Bouncing Donuts Prototype 2 95 Chapter 7 Sound Effects with Audacity 131 Chapter 8 Music with MuseScore 143 Chapter 9 Bouncing Donuts 1.0 153 Part II 2D Game Development from Concept to Release Chapter 10 2D Tools in Unity 161 Chapter 11 Designing a 2D Maze Game 179 Chapter 12 Building the Level 1 Maze 189 Chapter 13 Source Control 197 Chapter 14 Menus 205 Chapter 15 Animating the Player Character 225 Chapter 16 Enemies: Using Blender to Make Robot Sprites 241 Chapter 17 Making Textured Enemies with Blender 285 Chapter 18 Enemy Movement and Collisions 307 Chapter 19 Weapons and Projectiles 321 Chapter 20 Lives, Level Design, and Old School Scoring 365 Chapter 21 Sound and Music for DotGame 385 Chapter 22 Cutscenes 395 Chapter 23 Testing 399 Chapter 24 Release 403 APPENDIX I: GAME DEVELOPMENT GLOSSARY, 407 APPENDIX II: RULES FOR GAME DEVELOPERS, 415 APPENDIX III: GAME DEVELOPMENT CHECKLIST, 417 APPENDIX IV: LEGAL, 419 APPENDIX V: THE C# CODING STANDARD FOR THIS BOOK, 421

A Guide to Mental Health for Early Years Educators: Putting Wellbeing at the Heart of Your Philosophy and Practice

Kate Moxley
Acknowledgements Foreword Part 1 Laying the foundations of our philosophy Introduction 1 Wellbeing at the heart 2 Mental health 3 The early years educator I am today Part 2 A philosophy for wellbeing Introduction 4 A vision of team togetherness 5 Connection and belonging 6 Health and harmony 7 A culture of kindness and accountability 8 A vision for the future: a mentally healthy early years workforce Index

A Spanish Learning Grammar

Mike Thacker
Acknowledgements Introduction Glossary of Grammatical Terms 1 Pronunciation, Accents, Spelling and Punctuation 2 Articles 3 Nouns 4 Adjectives 5 Comparison 6 Numerals 7 Personal Pronouns 8 Demonstrative Adjectives and Pronouns 9 Possessive Adjectives and Pronouns 10 Relative Clauses 11 Interrogatives and Exclamations 12 Indefinites 13 Verbs 14 Present Tense 15 Future Tense 16 Conditional Tense 17 Perfect Tense 18 Preterite Tense 19 Imperfect Tense 20 The Preterite and Imperfect Tenses Contrasted 21 Compound Tenses 22 The Subjunctive 23 Continuous Forms of the Verb 24 If-clauses 25 The Imperative 26 Spelling Changes in Verbs 27 Modal Verbs 28 Gustar-type and Impersonal Verbs 29 Ser and Estar 30 Active and Passive 31 Pronominal Verbs 32 The Infinitive 33 The Past Participle 34 The Gerund 35 Negation 36 Adverbs 37 Prepositions 38 Conjunctions 39 Diminutives and Augmentatives 40 Word Order Verb Tables Key to Part I Exercises Key to Part II Exercises Index

Adolescence: Its Social Psychology

C.M. Fleming

Anti-Racist Practice in the Early Years: A Holistic Framework for the Wellbeing of All Children

Valerie Daniel
Preface Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Conclusion Index

Building Communities of Engaged Readers: Reading for pleasure

Teresa Cremin (The Open University, UK)
1. Introduction : Setting the context 2. Reading for pleasure and reader engagement: Reviewing the research 3. The UKLA Projects: Teachers as Readers and Building Communities of Readers 4. Teachers' knowledge and use of children's literature 5. Enhancing teachers' knowledge of children's literature and other texts 6. Reading Teachers: Teachers who read and readers who teach 7. A Reading for Pleasure Pedagogy 8. Reader relationships within and beyond school 9. Influencing children's attitudes, motivation and achievements as readers 10. Conclusion: Building communities of engaged readers

Building Positive Relationships in the Early Years: Conversations to Empower Children, Professionals, Families and Communities

Jamel Carly Campbell
Foreword Introduction Chapter 1: Building positive relationships with children in your care Chapter 2: Building positive relationships with other professionals Chapter 3: Building positive relationships with families and the wider community Conclusion

Closing the Reading Gap

Alex Quigley
Chapter 1: Introduction. Chapter 2: A History of Reading. Chapter 3: A Scientific Eye of Reading. Chapter 4: Reading Comprehension. Chapter 5: Reading Barriers. Chapter 6: Reading in the Subject Disciplines. Chapter 7: Practical Strategies for Closing the Reading Gap. Chapter 8: Next Steps. Appendix. Bibliography.

Colloquial Ukrainian: The Complete Course for Beginners

Ian Press

Crime Control As Industry: Towards Gulags, Western Style

Nils Christie
Foreword to the Routledge Classics Edition - David Garland Preface. Chapter 1. Efficiency and decency, Chapter 2. The eye of God, Chapter 3. Penal Geography, Chapter 4. Why are there so few prisoners?, Chapter 5. Why are there so many prisoners?, Chapter 6. The Russian case, Chapter 7. USA. the Trend-setter, Chapter 8. Crime control as a product, Chapter 9. Conflicting values, Chapter 10. Modernity in decisions, Chapter 11. Justice done, or managed?, Chapter 12. Modernity and behavior control, Chapter 13. Crime control as culture

Cultural Diversity and Inclusion in Early Years Education

Penny Borkett
Acknowledgements Glossary Introduction PART I Chapter one: What is inclusion? Chapter two: The political context of cultural diversity Chapter three: How does theory relate to cultural diversity? Chapter four: Who are we? The impact of cultural diversity on a child's identity PART II Chapter five: Working with families Chapter six: Working with young children Conclusion and resources/strategies for cultural diversity

Developing Child-Centred Practice for Safeguarding and Child Protection: Strategies for Every Early Years Setting

Rachel Buckler
Contents Acknowledgements Forward A letter for every early years practitioner Chapter one: Safeguarding and child protection in the early years Chapter two: Recognising and responding to abuse in early childhood Chapter three: The role of the designated safeguarding lead Chapter four: Identifying risk factors in the lives of young children Chapter five: Taking action to safeguard and protect children Chapter six: Working with others to achieve the right outcomes for children. Working with parents - Multi agency practice Chapter seven: Creating a safe child centred culture in the early years Final thoughts