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Inner Self Development Program [v0.5] By Carnile

This is one of the games where proper reviews might start with the words "This looked so promising, but ..." For a free game and if it had been in development for only a month or two it would be really great. Now for the but(t): The developer is one of those people who seem to develop a few hours per month but request five bucks per month if you want to see the next update when it's released. And these updates are just tiny bits. E.g. 0.4a has been released about half a year ago and 0.5 has one major change (beside a major bug) and an additional scene of about one minute length: The mini game now makes more sense as there are four types of spheres that you have to click and each one has influence on a different trait of your character. Also there is hardly any work on bugs or missing assets. e.g. in v0.5 after about ten minutes into the game most people stumble upon a bug that makes it impossible to continue the game. So you better stick with 0.4a (the public release). The most annoying part is that there is not even an image when the character puts on the VR set or watches porn. So you are to watch a blue screen for about a minute or two before you can got on. At the current pace this game might be done in ten to twenty years. So don't bother with patreonage unless the developer starts picking up the pace. He has started out absolutely great so I actually hope that we will see much more.

Inner Self Development Program [v0.5] By Carnile

If Illya intervenes, closes the gate, and performs Heaven's Feel on Shirou to keep him alive and close the Grail once and for all, it results in Sakura's True Ending. After her dark self is destroyed, Sakura's body is left containing vast amounts of mana due to her connection with Akasha. She ends up living with Shirou and Rider, with the servant's existence sustained by Sakura's mana pool. Sakura is the de facto Winner of the 5th Grail War in this route, though Kirei Kotomine proclaims Shirou to be the Winner.

Converted to magical energy, he provides enough to accelerate the development of the Grail even without enough Servants. Though he is difficult to digest, the large amount causes her to buckle like a broken dam due to previously being able to only barely maintain herself.[23] Differing when he escaped from the Grail mud in the Fourth Holy Grail War cut off from the main body, that of Sakura, the shadow, is connected to the body of Avenger itself.[24] Servants are unable to resist her, having become the Grail itself, and even being incarnated is not enough as long as one is materialized under the Grail System.[23]As with the Einzbern Holy Grail, the container cannot retain full human function while taking in souls of Heroic Spirits and receiving the powers of the Holy Grail. Her body loses function as the amount of energy she contains from the souls increases, and the overflow from the great swirl of magic of the Holy Grail is too much for her mind to withstand. It causes her to break down until becoming Dark Sakura, first showing an overall loss of feeling in her extremities and the state of recent memories becoming vague.

With the development of Sakura as the Holy Grail, the Black Shadow (黒い影, Kuroi Kage?) begins to manifest around Fuyuki. It is the contents of the Grail, Angra Mainyu, leaking out from the other side when Sakura is unable to properly shut the gate even as a complete Holy Grail. It is a Cursed Boundary Layer, Sakura's shadow or even Sakura herself, normally controlled below her threshold of awareness. While it seems that it works with Zouken, he cannot communicate with it, and he can only arrange its path to keep it from running wild. Though he is able to calm it nightly to keep the damage to a minimum, he eventually becomes unable to handle it as Sakura develops. It devours magical energy at first, only leaving people unconscious. More ruthless in its feeding than Caster, it eats their magical energy along with their minds. It eventually realizes that eating them fully is more efficient, taking hundreds of people from fifty households in one feeding. Rather than smashing them, it only needs to swallow them, body and soul.

One contextual factor likely to contribute to low PA levels, particularly among youth facing barriers, is a lack of access to high-quality programs designed to introduce FMS and develop PL. Community sport programs tend to focus on sport-specific skills and gameplay. Curricula and implementation may not adequately address high-priority outcomes, including the development of PL. Many community sport programs also present financial and other obstacles to participation (Bassett-Gunter et al. 2017; Canadian Heritage 2013; CIBC and KidSport 2014; Government of Ontario 2015; Wright et al. 2017). Sport for Development (SFD) has been defined as the intentional use of sport and PA as tools to bring about positive change in the lives of people and communities (Sported 2020). SFD programs focus on social inclusion and are likely to be more accessible to youth facing barriers, but PL has also not traditionally been viewed as an intended outcome of SFD. SFD interventions typically target positive youth outcomes relating to education and/or social-emotional outcomes (Schulenkorf et al. 2016; Svensson and Woods 2017; Whitley et al. 2017, 2019c). However, based on the definitions outlined above, PL may be considered as both a positive youth development outcome and a life skill that is likely to create long-term impacts for individual youth, families, and communities.

Another important factor impacting levels of PA and PL among Canadian children and youth, particularly those who face added barriers to positive development, is the ongoing erosion of physical education programming in public school settings (Hobin et al. 2017; Trudeau and Shephard 2008). Decreased or otherwise compromised delivery of such programs disproportionately impacts youth facing challenges such as low socioeconomic status (Leblanc et al. 2015), increasing the need for high-quality physical activity programs delivered in a community setting (Green et al. 2018).

Among community sport and SFD programs that intentionally design and deliver programs to address PL, promising and best practices for program development and implementation have not been thoroughly documented or well communicated within the sector (Lyras and Welty Peachy 2011). Useful evidence to guide high-quality program design, delivery, and evaluation is more readily available in the sports medicine and physical education literature (Barnas and Ball 2019; Belanger et al. 2016; Durden-Myers et al. 2018; Edwards et al. 2017; Hennessy et al. 2018). A communication gap between researchers and practitioners creates an obstacle to the delivery of evidence-based programming. The staff teams of program delivery organizations do not typically include researchers or evaluators, and there is a lack of rigorous measurement in the program delivery setting to determine and define the impact of programs on PL and related outcomes (Whitley et al. 2019a). In some cases, evidence-based curricula that could be utilized as a sectoral best practice is seen as private or proprietary material and is not shared freely and publicly within the sector (Whitley et al. 2019a, 2019b).

Evidence suggests that before- or after-school programs, provided in community settings with a caring and empowering climate, may also serve as logical and impactful points of intervention to provide increased opportunities for PA participation and the development of PL (Castelli et al. 2014; Edwards et al. 2018; Johnstone et al. 2019). Pedagogical strategies and program practices recommended for these contexts include maximizing MVPA, making connections to the community, using program activities to refine motor competencies, and encouraging interest-based engagement in PA (Castelli et al. 2014).

Scientific evidence demonstrating the efficacy of PL interventions is limited (Giblin et al. 2014; Johnstone et al. 2019; Shearer et al. 2018), although significant improvements in FMS have resulted from motor skill program interventions with young children (Logan et al. 2012). A proposed model for PL policy stresses that the promotion and development of FMS should not occur at the expense of broader lifelong PA pursuits and opportunities, and that particularly for youth, the development of movement skills should be broad and diverse (Dudley et al. 2017). Practically, this suggests implementing programs that include content relating to a variety of sports, games, and physical activities. The flexible application of physical skills to a variety of functional contexts outside of the gymnasium should also be a program feature. These approaches will help to foster the enjoyment of PA, an underlying component of PL (Ennis 2015). Inconsistencies in the definition and operationalization of PL have also negatively impacted clarity in intervention design. It is recommended that programming organizations adopt a clear operational definition of PL, appropriate to their context, to provide a basis for the design of program curriculum and evaluation (Edwards et al. 2018; Shearer et al. 2018).

SFD programs focusing on health-related outcomes, including PL, generally fall into one of two categories: sport plus or plus sport (LeCrom et al. 2019). Sport plus programs prioritize sport as a tool and context for learning and development. In contract, plus sport programs primarily focus on a social or health issue and utilize sport as one means to achieve youth development outcomes. As the strategic use of sport may address a range of issues, health-related and otherwise, both approaches may be applicable for health-focused SFD programming, including programs designed to increase PL (LeCrom et al. 2019). However, the evidence supporting the ability of sport to promote health outcomes primarily addresses sport participation generally, not the strategic application of sport in the SFD setting.

Statistical analyses were completed using R 3.6.0 (R Core Team 2018). Participants who completed all 13 FMS and the PLAYself survey at both baseline and post-program were included in the analysis. The five components of each FMS were summed to create a score out of 20 for each of the 13 skills. Skills were summed to create the five domain scores, and these domain scores were summed to create a total FMS score for each participant. PLAYself responses were summed into an environmental subscale and a physical literacy self-perception subscale, using published guidelines (Sport for Life 2014b). An identical process was followed for both baseline and post-program data to create skill and domain scores and overall totals for both FMS and PLAYself. 041b061a72


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