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Norse Myth Guide
Norse Myth If it has a * next to it don’t worry about it for the quiz. Everything else is fair game within reason as I know this is a lot. Just make sure you know the basics. Heimdall -Characteristics -Can hear grass grow -Needs only as much sleep as a bird -Guards Bifrost -Will kill and be killed by Loki at Ragnarok -He is one of the Aesir -Has foresight like the Vanir -Other Names -Vindhler -Means "wind shelter" -The White God As -Hallinskidi -Means "bent stick" but actually refers to rams -Gullintani -Received this nickname from his golden teeth -Relationships -Grandfather to Kon the Young -Born of the nine mothers -Items -Gjallarhorn -Will blow this to announce Ragnarok -Sword Hofund -Horse Golltop -Places -Lives on "heavenly mountain" Himinbjorg -Stories -Father of mankind -He went around the world as Rig -He slept with many women -Three of these women, Edda, Amma, and Modir, became pregnant -They gave birth to the three races of mankind -Jarl, Karl, and Thrall -Recovering Brisingamen -Loki steals Brisingamen from Freya -He turns himself into a seal and hides -Freya enlists Heimdall to recover the necklace -They find out its Loki, so Heimdall goes to fight him -Heimdall also turns into a seal, and they fight at Singasteinn -Heimdall wins, and returns the necklace to Freya -Meaning of sword -A severed head was thrown at Heimdall -After this incident, a sword is referred to as "Heimdall's head" -Possession of knowledge -Left his ear in the Well of Mimir to gain knowledge Aegir* -Characteristics -God of the ocean/sea -Is sometimes said -
Clues About Bluffing in Clue: Is Conventional Wisdom Wise?
Digital Commons @ George Fox University Faculty Publications - Department of Electrical Department of Electrical Engineering and Engineering and Computer Science Computer Science 2019 Clues About Bluffing in Clue: Is Conventional Wisdom Wise? David Hansen Kyle D. Hansen Follow this and additional works at: https://digitalcommons.georgefox.edu/eecs_fac Part of the Engineering Commons Clues About Bluffing in Clue : Is Conventional Wisdom Wise? David M. Hansen Affiliate Member, IEEE1, Kyle D. Hansen2 1College of Engineering, George Fox University, Newberg, OR, USA 2Westmont College, Santa Barabara, CA, USA We have used the board game Clue as a pedagogical tool in our course on Artificial Intelligence to teach formal logic through the development of logic-based computational game-playing agents. The development of game-playing agents allows us to experimentally test many game-play strategies and we have encountered some surprising results that refine “conventional wisdom” for playing Clue. In this paper we consider the effect of the oft-used strategy wherein a player uses their own cards when making suggestions (i.e., “bluffing”) early in the game to mislead other players or to focus on acquiring a particular kind of knowledge. We begin with an intuitive argument against this strategy together with a quantitative probabilistic analysis of this strategy’s cost to a player that both suggest “bluffing” should be detrimental to winning the game. We then present our counter-intuitive simulation results from playing computational agents that “bluff” against those that do not that show “bluffing” to be beneficial. We conclude with a nuanced assessment of the cost and benefit of “bluffing” in Clue that shows the strategy, when used correctly, to be beneficial and, when used incorrectly, to be detrimental. -
History of the World Rulebook
TM RULES OF PLAY Introduction Components “With bronze as a mirror, one can correct one’s appearance; with history as a mirror, one can understand the rise and fall of a state; with good men as a mirror, one can distinguish right from wrong.” – Emperor Taizong of the Tang Dynasty History of the World takes 3–6 players on an epic ride through humankind’s history. From the dawn of civilization to the twentieth century, you will witness humanity in all its majesty. Great minds work toward technological advances, ambitious leaders inspire their 1 Game Board 150 Armies citizens, and unpredictable calamities occur—all amid the rise and fall (6 colors, 25 of each) of empires. A game consists of five epochs of time, in which players command various empires at the height of their power. During your turn, you expand your empire across the globe, gaining points for your conquests. Forge many a prosperous empire and defeat your adversaries, for at the end of the game, only the player with the most 24 Capitols/Cities 20 Monuments (double-sided) points will have his or her immortal name etched into the annals of history! Catapult and Fort Assembly Note: The lighter-colored sides of the catapult should always face upward and outward. 14 Forts 1 Catapult Egyptians Ramesses II (1279–1213 BCE) WEAPONRY I EPOCH 4 1500–450 BCE NILE Sumerians 3 Tigris – Empty Quarter Egyptians 4 Nile Minoans 3 Crete – Mediterranean Sea Hittites 4 Anatolia During this turn, when you fight a battle, Assyrians 6 Pyramids: Build 1 monument for every Mesopotamia – Empty Quarter 1 resource icon (instead of every 2). -
Norse Game of Tablut
Norse game of Tablut History “Tafl” are a family of ancient Nordic and Celtic strategy board games played on a checkered or latticed gameboard with two armies of uneven numbers. A king is at the centre of the board, with his small band of loyal defenders, facing a horde of attackers twice their number, who are lined up at the edges ready to attack from all sides. The king must escape from the board, while the attackers must capture him. There are a few versions of Tafl and many variations on the rules. Tablut (this game) is a simpler version with a 9x9 board and fewer pieces. Hnefltafl (also on sale at cheshire.ca) is played on an 11x11 board. Tablut is a unique blend of two kinds of strategy games; “hunt” games, and “war” games. A hunt game is one where the purpose is for one (prey) player to get their piece from one spot on the board to another, while their opponent’s goal is to stop them. On the other hand, war games, like chess, are usually played between two players with equal armies, which create balance & more strategic, compelling play. Tablut gives the prey an army, which can defend & attack, adding a greater level of complexity. Between 400 and 1000 AD, as Viking raiders, adventurers and settlers spread further afield, the game spread to other cultures: the English, Scots, Welsh and Irish all played. Norse traders also took the game east with them to Russia and Ukraine. By the 12th century, the popularity of Tafl games was challenged and overcome by the game of chess in all the lands it had invaded. -
Frigg, Astghik and the Goddess of the Crete Island
FRIGG, ASTGHIK AND THE GODDESS OF THE CRETE ISLAND Dedicated to the goddesses-mothers of Armenia and Sweden PhD in Art History Vahanyan V. G., Prof. Vahanyan G. A. Contents Intrоduction Relations between Frigg and the Goddess of the Crete Island Motifs in Norse Mythology Motifs in Armenian Mythology Artifacts Circle of the World Afterword References Introduction According to conventional opinion, the well-known memorial stone (Fig. 1a) from the Swedish island Gotland (400-600 AC) depicts goddess Frigg holding snakes. The unique statuettes of a goddess holding snakes are discovered on Crete (Fig. 1b), which date to c. 1600 BC1. The depiction of Frigg embodies a godmother with her legs wide open to give birth. In Norse mythology Frigg, Frige (Old Norse Frigg), Frea or Frija (Frija – “beloved”) is the wife of Odin. She is the mother of the three gods Baldr, Hodr and Hermodr. a b Fig. 1. (a) Memorial stone from the Swedish island Gotland (400-600 AC) depicting Frigg holding snakes. (b) Goddess holding snakes, Crete (c. 1600 BCE) The Swedish stone from Gotland island depicts the godmother, who is sitting atop the mountain before childbirth (Fig. 1а). Her hands are raised and she is holding two big snakes-dragons. The composition symbolizes the home/mountain of dragons (volcanic mountain). The composite motif of the depiction on the memorial stone, according to the 1 The findings belong to Crete-Minoan civilization and are found in the upper layers of the New Palace in Knossos. Two items are discovered (Archaeological Museum, Heraklion) authors, stems to the archetypes in the Old Armenian song “The birth of Vahagn” 2. -
French Revolution Board Game
Name ____________________________ Block ___________ French Revolution Board Game With so much happening and so many twists and turns, it is hard not to compare the French Revolution to an awesome history-based board game. Luckily, you get the opportunity to make one! Your task is to create a board game that is fun to play, and teaches players about the French Revolution (even if they don’t know they are learning). Your game should cover the events from the meeting of the Three Estates in 1789 to the Congress of Vienna in 1815. You may make up an entirely new game or start with an existing game and modify the set up. Some possibilities: • Change a Monopoly board so that the properties and pieces fit the French Revolution and not beachfront gambling towns. • Revisit the game of Life with revolutionary tracks rather than career choices. • Trivia-based game where number of moves is based on answering questions. • Revise Chutes and Ladders to reflect the changes in France during the Revolution. Rubric DOES NOT MEET CRITERIA EXCELLENT ADEQUATE SCORE EXPECTATIONS Relates clearly to each Misses some phases or Game does not relate to Information phase of the French key people and events, the French Revolution ___/25 Revolution with but uses some French except in name only. accurate information. Revolution ideas. Includes all parts* and Instructions are unclear Not a playable game. Playability is ready to be played. or not included. Missing necessary pieces or not ___/25 enough cards for full game. Creatively modifies all Basic structure of the Simply makes name Attention to elements of gameplay original game is the changes to an existing Detail and set up for a same, with some game or makes few ___/25 complete French relevant modifications efforts to creatively Revolution experience. -
The Story of Cluedo & Clue a “Contemporary” Game for Over 60 Years
The story of Cluedo & Clue A “Contemporary” Game for over 60 Years by Bruce Whitehill The Metro, a free London newspaper, regularly carried a puzzle column called “Enigma.” In 2005, they ran this “What-game-am-I?” riddle: Here’s a game that’s lots of fun, Involving rope, a pipe, a gun, A spanner, knife and candlestick. Accuse a friend and make it stick. The answer was the name of a game that, considering the puzzle’s inclusion in a well- known newspaper, was still very much a part of British popular culture after more than 50 years: “Cluedo,” first published in 1949 in the UK. The game was also published under license to Parker Brothers in the United States the same year, 1949. There it is was known as: Clue What’s in a name? • Cluedo = Clue + Ludo" Ludo is a classic British game -- " a simplified Game of India • Ludo is not played in the U.S. " Instead, Americans play Parcheesi." But “Cluecheesi” doesn’t quite work." So we just stuck with “Clue” I grew up (in New York) playing Clue, and like most other Americans, considered it to be one of America’s classic games. Only decades later did I learn its origin was across the ocean, in Great Britain. Let me take you back to England, 1944. With the Blitz -- the bombing -- and the country emersed in a world war, the people were subject to many hardships, including blackouts and rationing. A forty-one-year-old factory worker in Birmingham was disheartened because the blackouts and the crimp on social activities in England meant he was unable to play his favorite parlor game, called “Murder.” “Murder” was a live-action party game where guests tried to uncover the person in the room who had been secretly assigned the role of murderer. -
Hƒ›R's Blindness and the Pledging of Ó›Inn's
Hƒ›r’s Blindness and the Pledging of Ó›inn’s Eye: A Study of the Symbolic Value of the Eyes of Hƒ›r, Ó›inn and fiórr Annette Lassen The Arnamagnæan Institute, University of Copenhagen The idea of studying the symbolic value of eyes and blindness derives from my desire to reach an understanding of Hƒ›r’s mythological role. It goes without saying that in Old Norse literature a person’s physiognomy reveals his characteristics. It is, therefore, a priori not improbable that Hƒ›r’s blindness may reveal something about his mythological role. His blindness is, of course, not the only instance in the Eddas where eyes or blindness seem significant. The supreme god of the Old Norse pantheon, Ó›inn, is one-eyed, and fiórr is described as having particularly sharp eyes. Accordingly, I shall also devote attention in my paper to Ó›inn’s one-eyedness and fiórr’s sharp gaze. As far as I know, there exist a couple of studies of eyes in Old Norse literature by Riti Kroesen and Edith Marold. In their articles we find a great deal of useful examples of how eyes are used as a token of royalty and strength. Considering this symbolic value, it is clear that blindness cannot be, simply, a physical handicap. In the same way as emphasizing eyes connotes superiority 220 11th International Saga Conference 221 and strength, blindness may connote inferiority and weakness. When the eye symbolizes a person’s strength, blinding connotes the symbolic and literal removal of that strength. A medieval king suffering from a physical handicap could be a rex inutilis. -
Odin Loki Thor Frigg
Odin Thor Odin is the chief god in Norse Thor is the god of thunder, storms, mythology and part of the Æsir strength and fertility. He is part of pantheon. He is the king of Asgard. the Æsir pantheon. He is the son of Odin and married to the goddess Sif. Odin is the god of wisdom, poetry, death and magic. Thor wields a magical hammer called Mjolnir which is so powerful Also known as the All-Father, it is it can destroy mountains. He is able believed that he gave up one of his to summon thunder and lightning eyes in order to gain understanding using his hammer in battle against of the universe. He is also often his enemies. Vikings believed that a accompanied by two ravens who help thunderstorm was a sign that Thor him see everything. was angry. He rides into battle upon an eight- Thor also has incredible strength legged horse called Sleipnir and and is a mighty warrior. There are wields the mighty spear Gungnir, many tales of his battles, including with which he never misses his target. with the giant serpent Jörmungandr He is married to the goddess Frigg during Ragnarök – the final battle and is the father of many gods, of the gods. including Thor and Baldr. twinkl.com twinkl.com Loki Frigg Loki is the god of mischief and chaos. Frigg, or Frigga, is the goddess of He is known for playing tricks on motherhood and the sky, the wife of the other gods. He is part of the Æsir Odin and mother of Baldr and Hodr. -
HAMLET's MILL.Pdf
Hamlet's Mill An essay on myth and the frame of time GIORGIO de SANTILLANA Professor of the History and Philosophy of Science M.l.T. and HERTHA von DECHEND apl. Professor fur Geschichte der Naturivissenschaften ]. W. Goethe-Universitat Frankfurt Preface ASthe senior, if least deserving, of the authors, I shall open the narrative. Over many years I have searched for the point where myth and science join. It was clear to me for a long time that the origins of science had their deep roots in a particular myth, that of invariance. The Greeks, as early as the 7th century B.C., spoke of the quest of their first sages as the Problem of the One and the Many, sometimes describing the wild fecundity of nature as the way in which the Many could be deduced from the One, sometimes seeing the Many as unsubstantial variations being played on the One. The oracular sayings of Heraclitus the Obscure do nothing but illustrate with shimmering paradoxes the illusory quality of "things" in flux as they were wrung from the central intuition of unity. Before him Anaximander had announced, also oracularly, that the cause of things being born and perishing is their mutual injustice to each other in the order of time, "as is meet," he said, for they are bound to atone forever for their mutual injustice. This was enough to make of Anaximander the acknowledged father of physical science, for the accent is on the real "Many." But it was true science after a fashion. Soon after, Pythagoras taught, no less oracularly, that "things are numbers." Thus mathematics was born. -
God of Warriors and Battle. Odin Rides an 8-Legged Horse Called Sleipnir
Odin God of warriors and battle. Odin rides an 8-legged horse called Sleipnir. In Old English, Odin is known as ‘Woden’ and Wednesday is named after him (Woden’s Day). visit twinkl.com Freya (or Freyja) Goddess of love, war and death. Freya rides in a chariot pulled by cats. Her twin brother is the god Frey. visit twinkl.com Thor God of thunder. Thor has a magical hammer called Mjolnir which he uses to summon thunderbolts. Thursday is named after Thor (Thor’s Day). visit twinkl.com Loki God of mischief. Loki likes to play tricks on the other gods and make trouble. Loki was born in Jotunheim, the land of the giants, not on Asgard. visit twinkl.com Frey (or Freyr) God of fertility. Frey is the twin brother of the goddess Freya. He brings peace and good fortune to men as well as making crops grow. visit twinkl.com Frigg Goddess of motherhood. Frigg is the wife of the god Odin. Friday is named after her (Frigg’s Day). visit twinkl.com Heimdall The guardian god. Heimdall watches over the rainbow bridge to Asgard, the Bifrost. He has strong hearing and sight and keeps watch for approaching enemies. He uses a horn to summon the other gods to fight. visit twinkl.com Baldr (or Baldur) God of light and purity. Baldr is so bright that light shines from him and he is so beautiful that flowers bow to him. visit twinkl.com Týr God of single-handed combat. Týr has one hand after the other was bitten off by the giant wolf Fenrir. -
Children's Play Behavior During Board Game Play In
Children’s Play Behavior During Board Game Play in Korea and America Kindergarten Classrooms Kee-Young Choi Professor, Department of Early Childhood Education Korea National University of Education Cheongwon-gun, Chungbuk-Do South Korea, 367-791 E-mail: [email protected] Paper Presented at the Association for Childhood Education International 2005 Annual International Conference & Exhibition Washington, DC, USA March 23-26, 2005 1 ABSTRACT This study explored Korean and American children’s play behaviors during board games in a kindergarten classroom using an ethnographic approach. The Korean participants were 20 children and one teacher of one classroom at attached kindergarten of public elementary school. The American participants were 11 kindergarten children and one teacher from a kindergarten class at a public elementary school. Observations were recorded as children played board games in the natural classroom setting over the duration of 8 months (5 months in Korea, 3 month in America). Field notes and videotapes obtained throughout the observation period were analyzed via three steps. The extracted characteristics of children’s play behaviors of two countries were compared. The results of this study were as follows; First, board games functioned as play–oriented activities in Korea. But in America board games functioned as learning-oriented activities rather than as play-oriented ones in that classroom. Second, there were some differences in children’s board game commencement behavior, observation behavior of board game rules, winning strategies, and behavior at game termination, and board game behavior by demographic characteristics but there were common features also found between two countries. 2 I. Introduction Board game play is different from free play in that players must follow game rules with opponent players.