Geo Sampler November 2019 Game On
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Keep Kids Busy and Teach Real- World Skills with Board Games
Keep Kids Busy and Teach Real- World Skills with Board Games By Diane Nancarrow, MA, CCC-SLP KCC Director of Adolescent Programs If you’re hearing “I’m bored!” from your kids on a reg- ular basis, here’s an answer that sounds the same but is so much more fun: board games! Time at home with kids is a great opportunity to dust off those old games and remember the benefits of playing them as a family. Some extra benefits: Between smartphones, tablets, gaming systems and • Scrabble’s wooden tiles give wonderful tactile other devices, kids end up playing many games by pleasure. themselves. And let’s face it: pressing buttons on a • Trouble’s plastic dome forces a child to look and device is a lot easier than laying out a board, passing listen to the dice as they change. out money, moving your token, etc. • Chutes and Ladders teaches one-to-one corre- While many electronic games engage children in new spondence as kids move their markers and count and exciting ways, and some even involve physical the boxes. movement, board games also provide important learning opportunities. Since they are rarely complet- • Candy Land teaches colors. ed in a few short minutes, they encourage sustained • Monopoly encourages cooperation when choosing attention. Players must wait for others to complete who gets which iconic token. their turns while planning their own moves. • Parcheesi, Checkers, Sorry, and Aggravation teach When you play with your children, you help prepare turn-taking, strategy building, and patience. them to play with others. They will have the chance to respond to real people, watch facial expressions, body Board games appeal to our senses and are great to language, tone of voice, and the timing of their oppo- touch, see, and hear. -
Learning Board Game Rules from an Instruction Manual Chad Mills A
Learning Board Game Rules from an Instruction Manual Chad Mills A thesis submitted in partial fulfillment of the requirements for the degree of Master of Science University of Washington 2013 Committee: Gina-Anne Levow Fei Xia Program Authorized to Offer Degree: Linguistics – Computational Linguistics ©Copyright 2013 Chad Mills University of Washington Abstract Learning Board Game Rules from an Instruction Manual Chad Mills Chair of the Supervisory Committee: Professor Gina-Anne Levow Department of Linguistics Board game rulebooks offer a convenient scenario for extracting a systematic logical structure from a passage of text since the mechanisms by which board game pieces interact must be fully specified in the rulebook and outside world knowledge is irrelevant to gameplay. A representation was proposed for representing a game’s rules with a tree structure of logically-connected rules, and this problem was shown to be one of a generalized class of problems in mapping text to a hierarchical, logical structure. Then a keyword-based entity- and relation-extraction system was proposed for mapping rulebook text into the corresponding logical representation, which achieved an f-measure of 11% with a high recall but very low precision, due in part to many statements in the rulebook offering strategic advice or elaboration and causing spurious rules to be proposed based on keyword matches. The keyword-based approach was compared to a machine learning approach, and the former dominated with nearly twenty times better precision at the same level of recall. This was due to the large number of rule classes to extract and the relatively small data set given this is a new problem area and all data had to be manually annotated. -
Brian Munroe Clerk of Courts Bucks County
Brian Munroe Clerk of Courts Bucks County The Docket March/April 2021 Unclaimed Bail A bail bond allows a defendant to be released from incarceration with conditions and a promise to return for court appearances. Bail is determined by a Magisterial District Judge or a Common Pleas Judge. Bail can be posted by the defendant on their own behalf, by a surety or bail bondsman. If a surety or bail bondsman post the bail, it is their responsibility to ensure the accused appears for their court appointments. During this process bail can be revoked or adjusted. Failure to appear can result in the full amount of the bail to be forfeited to the county. If the offender appears in court and the case has been concluded, the bail will be returned, minus a fee. After a case has been completed, our office is required to wait 30 days before the TYPES OF BAIL refund process can begin. We send a letter to the appropriate person, asking how they would like their refund directed. Collected bail money can be applied directly to court ROR– Released on costs or returned. The office will attempt to reach out three times to the current recognizance. No payment but address on file. If a defendant does not change their address with the Clerk of Courts signs a bond assuring future office, or does not authorize distribution of the refund, the money will remain in appearances. escrow. Over the last four decades a significant amount of bail has been unclaimed even though this money still belongs to the defendant or surety. -
The Effect of Applying the Snakes and Ladders Board Game on the Students’ Speaking Achievement
THE EFFECT OF APPLYING THE SNAKES AND LADDERS BOARD GAME ON THE STUDENTS’ SPEAKING ACHIEVEMENT THESIS Submitted In Partial fulfillment of the Requirements For the Degree of Sarjana Pendidikan (S.Pd.) English Education Program By SRI ATIKA NPM. 1402050327 FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH SUMATERA UTARA MEDAN 2018 ABSTRACT Sri Atika. “The Effect of Applying the Snakes and Ladders Board Game on The Students’ Speaking Achievement”. Skripsi : English Departement of Faculty of Teacher Training and Education University of Muhammadiyah Sumatera Utara, Medan 2018. This study deals with the effect of applying the snakes and ladders board game on the students’ speaking achievement. The objective of the study was to investigate the significant effect of applying the Snakes and Ladders Board Game on the Students’ Speaking Achievement. The population and sample of this study was tenth years students of 2017/2018 Senior High School (X-RPL1 and X-RPL 2) at SMK Negeri 1 Percut Sei Tuan which consist 46 students. The sample were devided into two groups, the first group was the experimental that consisted of 23 students treated by using the snakes and ladders board games and the second group was the control consisted 23 students treated by using conventional method. The instrument in collecting the data was oral test, pre-test and post-test were given to the both group, experimental and control group. The data were analyzed by using t-test formula. The findings showed that the students tought by Task Based Learning method by using Snakes and Ladders Board Games Strategy got the higher score than those taught by Discussion method. -
Markov Chain Monte Carlo Simulation of a System with Jumps
Markov Chain Monte Carlo Simulation of a System with Jumps John Burkardt Department of Scientific Computing Florida State University .......... 11:00-11:50, 16 September 2014 Max Gunzburger's Group Meeting .......... http://people.sc.fsu.edu/∼jburkardt/presentations/... snakes 2014 fsu.pdf 1 / 1 MCMC Simulation of Systems with σ and λ jumps 2 / 1 A σ Jump: We Need a 1000 Level Course! Level 1000 courses are offered by university departments as a way of introducing themselves to freshmen who: have been vegetating in high school for four years; are eager to fill up their schedule with \cake" courses; may actually have some interest in the topic; don't have any real idea of what the department offers; are still looking for a major. 3 / 1 A σ Jump: Endless Constraints Our department doesn't offer such a course; many undergraduates don't take courses in our department until junior year! We are trying to develop a 1000 level course which is attractive to the \clueless" and \aimless"; offers some real insight into scientific computing; makes scientific computing attractive; introduces computing without requiring programming; isn't so babified it demeans the students; isn't so trivial the instructor is ashamed of it; could be taught by graduate students; won't be vetoed by the Mathematics or CS departments. 4 / 1 A σ Jump: Brilliant Ideas A few brainstorming ideas: Teach Matlab from Cleve Moler's \Experiments with Matlab" (JB) (vetoed); weekly discussion of computers in the news: privacy; breakins; BitCoin; MineCraft (NC); an overview of many computer languages, why they exist and what they do (GE); a demonstration of how computer programs solve problems, with GUI-based labs (JB) (no programming!); \Computers and Art", text analysis, color representation, surface modeling, motion capture (Mike Schneier). -
History Bible Literature G 4-Day Sample.Pdf
HISTORY / BIBLE / LITERATURE INSTRUCTOR’S GUIDE WORLD HISTORY Year 1 of 2 The Colosseum G Rome, Italy FUN FACT Hatshepsut was the f rst female pharaoh. 4-DAY G Ages 12–14 Grades 7–9 History Bible Literature (4-Day) World History, Year 1 of 2 By the Sonlight Team Train up a child in the way he should go, And when he is old he will not depart from it Proverbs 22:6 (NKJV) INSTRUCTOR’S GUIDE Thank you for downloading this sample of Sonlight’s History / Bible / Literature G Instructor’s Guide (what we affectionately refer to as an IG). In order to give you a full perspective on our Instructor’s Guides, this sample will include parts from every section that is included in the full IG. Here’s a quick overview of what you’ll find in this sample. Ҍ A Quick Start Guide Ҍ A 3-week Schedule Ҍ Discussion questions, notes and additional features to enhance your school year Ҍ A Scope and Sequence of topics and and skills your children will be developing throughout the school year Ҍ A schedule for Timeline Figures Ҍ Samples of the full-color laminated maps included in History / Bible / Literature IGs to help your children locate key places mentioned in your history, Reader and Read-Aloud books SONLIGHT’S “SECRET” COMES DOWN TO THIS: We believe most children respond more positively to great literature than they do to textbooks. To properly use this sample to teach your student, you will need the books that are scheduled in it. -
Snake and Ladder Games in Cognition Development on Students with Learning Difficulties
ORIGINAL RESEARCH ARTICLE Snake and Ladder Games in Cognition Development on Students with Learning Difficulties K. Srinivasan Department of Pedodontics and Preventive Dentistry, CKS Teja Institute of Dental Science and Research, Tirupati, Andhra Pradesh, India Email for correspondence: [email protected] ABSTRACT Introduction: School students play an important role in oral health care and promotion. Learning in these institutions becomes ineffective unless it leads to a profound change in student’s behavior and attitude toward the improvement of their own personal health. The usage of various suitable learning mediums in teaching and learning oral health enhances cognitive development of the students with learning difficulties. Aims and Objective: The aim of the present study was to assess the effectiveness of snake and ladder game on the level of knowledge regarding oral health knowledge, attitude, and behavior among school students with learning difficulties. Materials and Methods: The present cross-sectional study was conducted among 300 children, aged 7–9 years who were recruited in this study from the schools. A quasi-experimental pre- and post-test with control group design was adopted. Results: The total score was calculated based on the response to each statement. All variables of the questionnaires are analyzed by age. Differences were assessed by the “t” test. SPSS, version 21, were used to process and analyze the data. The significance level (P-value) is set at 0.001. Conclusion: The present study implies that the play way method of teaching children with snake and ladder board is an effective intervention to increase the knowledge of oral health among children. -
Introduction
Introduction When we study history from its beginning, one of the first civilizations we find is Ancient Egypt. While there are many other ancient peoples, Egypt is always listed as one of the most important. It endured longer than any of its neighbors, and in so doing, it estab- lished itself as a foundation that the story of ancient history could be built on. For century after century, the Egyptians built stone monuments and pyramids, carved countless pictures and hieroglyphs, recorded stories and important information on papyrus scrolls, and in the process preserved for future generations pieces of a story that would otherwise barely be remembered. The stability of their geographic location — surrounded by deserts but living along the fertile Nile River — allowed them to maintain their culture comparatively undisturbed for long periods of time. Here they farmed, built, and raised their families. They also, importantly, figured prominently in several stories from the Bible, making them an integral part of God’s divine plan as it was laid out in the Old Testament. For these reasons and many others, they are one of the most important civilizations we can take time to study. Each lesson in this Project Passport includes fact-filled, engaging text, created to be all you need for a compact assignment. Should you or your child wish to expound on a subject, a variety of books, videos, and further avenues of research are available in the “Additional Resources” section. This study can also act as an excellent accompaniment to any world history program. You will want to print out the “Travel Tips” teacher helps beforehand and brief yourself on the lessons and supplies needed. -
(X4) – Includes: Lawn Games
Community Spirt Inventory List Block Party Kit (x4) – Includes: • 1 Large Parachute • 1 Small Soccer Ball • 1 Small Parachute • 2 Soccer Nets • 1 Large Football • 1 Small Basketball • 1 Small Football • 1 Whistle • 6 Bean Bags • 3 Skipping Ropes • 4 Frisbees • Scoop Ball Pair • 3 Timers – 1 Min., 3 Min., & 10 • Wooden Egg & Spoon Set Min. • County Me in Activity Book • 4 Cones • 2 Potato Sacks Lawn Games Spikeball. Commonly referred to as a combination of volleyball and four-square. It is played 2 v 2, with a Spikeball net placed between the teams. A player starts by serving the ball down on the net so it bounces up at the opponents. They have up to three hits between them (like volleyball) to control the ball and bounce it back off the net. When they miss, you score. Once a point starts, players can move or hit the ball anywhere. Giant Snakes and Ladders. Like the classic board game, except your bodies are the tokens! Each player takes a turn rolling the dice. They then move forward the number of spaces shown on the dice. If you end up at the bottom of the ladder, you climb up and if you end up on a snake, you move down. The first player to the “HOME” space wins! Dual Walkers. This is your opportunity to team up to win. Using the dual walkers, each team must walk from point A to point B by using hand ropes to lift boards and move forward. Similar to a three- legged race, the first team to make it to the finish line wins! To make the game more fun, have the teams navigate through obstacles. -
30 Minutes Aggravation 2-6 Players Ages 6+ Playing Time
7 Wonders 2-7 players Ages 10+ Playing Time: 30 minutes Aggravation 2-6 players Ages 6+ Playing Time: 45 minutes Agricola 1-5 players Ages 12+ Playing Time: 30 minutes–1.5hours Apples to Apples 4-10 players Ages 10+ Playing Time: 30 minutes Apples to Apples Junior 4-8 players Ages 9+ Playing Time: 30 minutes Arkham Horror 1-8 players Ages 12+ Playing Time: 2-4 hours Axis & Allies Europe 2-4 players Ages 12+ Playing Time: 3.5 hours Axis & Allies 2-5 players Ages 12+ Playing Time: 3 hours Backgammon 2 players Ages 8+ Playing Time: 30 minutes BANG! 4-7 players Ages 8+ Playing Time: 20-40 minutes Battle Cry 2 players Ages 10+ Playing Time: 45 minutes Battleship 2 players Ages 8+ Playing Time: 30 minutes Battlestar Galactica 3-6 players Ages 8+ Playing Time: 2-3 hours Betrayal at House on the Hill 3-6 players Ages 12+ Playing Time: 1 hour Blokus 2-4 players Ages 5+ Playing Time: 20 minutes Bohnanza 2-7 players Ages 13+ Playing Time: 45 minutes Boss Monster 2-4 players Ages 13+ Playing Time: 20 minutes Candy Land 2-4 players Ages 3+ Playing Time: 30 minutes Carcassonne 2-5 players Ages 8+ Playing Time: 30-40 minutes Caverna: The Cave Farmers 1-7 players Ages 12+ Playing Time: 30 minutes-3.5 hours Checkers 2 players Ages 6+ Playing Time: 30 minutes Chess 2 players Ages 6+ Playing Time: 1 hour Chutes & Ladders 2-6 players Ages 3+ Playing Time: 30 minutes Clue 3-6 players Ages 8+ Playing Time: 45 minutes Clumsy Thief 2-6 players Ages 8+ Playing Time: 15 minutes Concept 4-12 players Ages 10+ Playing Time: 40 minutes Connect 4 2 players Ages 6+ -
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 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. -
Five Millennia of Player Practices
CORE Metadata, citation and similar papers at core.ac.uk Provided by University of Bolton Institutional Repository (UBIR) Five Millennia of Player Practices Dr. Chris Bateman University of Bolton Deane Road Bolton BL3 5AB Abstract What can we learn about play by examining it from a historical perspective? Using Foucault’s archaeological methods to examine the history of player practices in terms of their artefacts, a series of cross-sections through five millennia of play are developed around the key props (in Walton’s representational sense of this term) that have been deployed in games. The specific patterns considered are the contract, the die, the board, the pawn, the set, and the coin. In each case except the first, a material object serves a prescribed role in play, requiring players to imagine specific things that make certain kinds of games possible. The changes in the representational aspects of these props demonstrate both the continuity of player practices over time, and the significant changes that have emerged over the last few centuries. Keywords Foucault, Walton, Caillois, player practices, lineages, boardgames, prop theory, magic circle A History of Props for Play For some time now, I have been inadvertently pursuing a philosophical history of player practices across the last five millennia, that is, from the foundation of the first cities (the advent of ‘civilisation’, understood specifically as civic living) to today. What follows is a history, since it deals with a span of time, but it is also genealogical in so much as it resembles Foucault’s (1972) archaeological methods of analysing discourse.