and its management in state-buildin

worshiped Pan Hu, a legendary figure, as part of their New Year's celebrations.

he treatment is anecdotal

"Miao albums" that were compiled by officials responsible for governing frontier areas during the late Yongzheng or early Qianlong periods. These albums contained illustrations and texts describing the customs and practices of different ethnic minority groups in southwest China.

Qing Imperial Illustrations of Tributary Peoples was based on direct observation,

China saw a rise in ethnographic representation of different peoples, including the development of a systematic ethnography of ethnic minority groups.

The chapter also explores the development of anthropology and ethnography as academic disciplines, which began to take shape in the 19th century.

Moira had power now, she'dbeen set loose, she'd set herself loose. She was now a loose woman

As a parent, you understand the importance of the early years in your child's life. It's during this formative period that their foundation for learning, creativity, and social skills is established. Choosing a reputable play school in Patel Nagar is the first step in ensuring your child gets the right start. Let's explore the significance of play schools and why gd goenka patel nagar is the ideal choice for your child's early education journey.

you can see how powerful it was when my kid my oldest son was about 14 00:17:05 or 12 months I can't remember um he woke up he woke up at 4 in the morning every morning and I played with him till 10:00 a.m. when I left uh and I remember thinking one day you know I know him better than I've ever known 00:17:18 anybody and he's known me better than anybody's known me because I was so emotionally open and play and no words had crossed between us cuz he couldn't yet talk and yet there was a a deep bond 00:17:30 between us

The story that they are telling is of a grand transition that occurred about fifty thousand years ago, when the driving force of evolution changed from biology to culture, and the direction changed from diversification to unification of species. The understanding of this story can perhaps help us to deal more wisely with our responsibilities as stewards of our planet.

The consequences of our current choices bear not juston us. They bear on the continued evolutionary unfoldingof life in the universe. This marks the scale of our currentresponsibility

walking bass, ching-a-ding, oom-pah

a saxophonist may decide to double orhalve the tempo

A pianist may use stride

It does not feel patriotic to have my students pay money for public-domain literature on their American heritage.”

Good protocols learn, grow, and mature in ways that catalyze thoughtful stewardship and sustained generativity.

built around default expectations of obviously worse outcomes dominating obviously better ones, and worst-case behaviors driving systemic outcomes.

Remember that life in a Zettelkasten is supposed to be fun. It is a joyful experience to work with it when it works back with you. Life in Zettelkasten is more like dance than a factory.

To exercise one’s capacities to their fullest extent is to take pleasure in one’s own existence, and with sociable creatures, such pleasures are proportionally magnified when performed in company. From the Russian perspective, this does not need to be explained. It is simply what life is. We don’t have to explain why creatures desire to be alive. Life is an end in itself. And if what being alive actually consists of is having powers—to run, jump, fight, fly through the air—then surely the exercise of such powers as an end in itself does not have to be explained either. It’s just an extension of the same principle.

Friedrich Schiller had already argued in 1795 that it was precisely in play that we find the origins of self-consciousness, and hence freedom, and hence morality. “Man plays only when he is in the full sense of the word a man,” Schiller wrote in his On the Aesthetic Education of Man, “and he is only wholly a Man when he is playing.”

Kropotkin’s actual argument is far more interesting. Much of it, for instance, is concerned with how animal cooperation often has nothing to do with survival or reproduction, but is a form of pleasure in itself. “To take flight in flocks merely for pleasure is quite common among all sorts of birds,” he writes. Kropotkin multiplies examples of social play: pairs of vultures wheeling about for their own entertainment, hares so keen to box with other species that they occasionally (and unwisely) approach foxes, flocks of birds performing military-style maneuvers, bands of squirrels coming together for wrestling and similar games

Why does the existence of action carried out for the sheer pleasure of acting, the exertion of powers for the sheer pleasure of exerting them, strike us as mysterious? What does it tell us about ourselves that we instinctively assume that it is?

The next two questions are where to play and how to win. These twochoices, which are tightly bound up with one another, form the very heart ofstrategy and are the two most critical questions in strategy formulation.

not really about the content of the sessions. Or anything you take from it. The most important thing are the relationships, the connections you gain from sharing the things you're passionate about with the people who are interested in it, the momentum you build from working on your project in preparation for a session

William Petty, a doctor in Cromwell’s army in 1647, noted that ‘...we seechildren do delight in drums, pipes, fiddles, guns made of elder sticks, andbellowes noses, piped keys, etc., painting flags and ensigns with elder-berriesand corn poppy, making ships with paper, and setting even nut-shells aswimming, handling the tools of workmen as soon as they turn their backs, andtrying to work themselves’ (reported in the Harleian Miscellany, 1810).

Elizabeth I’s tutor, Roger Ascham (1515–68), promotedlearning-by-doing in The Scholemaster: ‘Bring not up your children in learningby compulsion and feare,’ he said, ‘but by playing and pleasure.’

‘Now, all this study of reckoning and geometry...must be presented to them while still young, not inthe form of compulsory instruction.’ ‘Why so?’ ‘Because,’ said I, ‘a free soul ought not to pursueany study slavishly; for while bodily labours performed under constraint do not harm the body,nothing that is learned under compulsion stays with the mind.’ ‘True,’ he said. ‘Do not, then, myfriend, keep children to their studies by compulsion but by play.’The Republic, 536d–e; 537a

The freedom to play with ideas, and to explore new ways of thinking, critiquing, deploying, and analyzing ed tech provided by metaphors, is much needed if we are to develop a better appreciation of its possibilities, implications, and limitations.

I do not want toacquire any technique of work that would limit the play offancy.

There is, of course, a certain connection between those elements and relevant logical concepts. It is also clear that the desire to arrive finally at logically connected concepts is the emotional basis of this rather vague play with the above-mentioned elements. But taken from a psychological viewpoint, this combinatory play seems to be the essential feature in productive thought — before there is any connection with logical construction in words or other kinds of signs which can be communicated to others.

AGAMEMNON

his suggests that successful problem solvingmay be a function of flexible strategy application in relation to taskdemands.” (Vartanian 2009, 57)

Specifically, Froebel wanted children to play with educational toys, which was a fairly unusual notion in the early 1800s.

Play may trump problem solving. When working on a problem without a specific goal, the student can try lots of things to figure out what works. In contrast, only one answer is needed to solve a problem with a single goal. A playful, exploratory mindset may map out the patterns of interactions better than a narrowly, solution-oriented perspective. As an example of this, Sweller asked students to solve some math problems. One group was asked to solve the problems for a particular variable, and the other group was asked to solve for as many variables as they could. The latter group did better later, which Sweller explained in terms of cognitive load.4

Try before you buy Here's a link to the game on Tabletopia: Judean Hammer on Tabletopia

If you want to try playing to see how these pieces work in the game, you can playtest it on the Iishogi.org site (https://lishogi.org/).  Last year the Iishogi designer asked me to register the Design SHOGI pieces on their site.  This Iishogi.org is a free to play Shogi website.  I was willing to give them permission to use them.  You are free to play and switch pieces design from the piece variation section.  If you register your ID, then you can play vs the A.I. easily.  You can learn how the Design SHOGI pieces work there.

The author will offer presentation/game sessions on Tabletopia, in French and English. In addition, the game will be freely available for players on Tabletopia as soon as the written rules are available.

Anyway! Your only responsibility is to do stuff that’s actually in Japanese; the remainder of the responsibility rests entirely with the Japanese stuff — media — itself. The media has a responsibility to entertain you. You don’t have to find the value in it; it has to demonstrate its value to you by being so much fun that you don’t notice time going by — by sucking you in. It has to make you wish that eating and sleep and bodily hygiene could take care of themselves because they cut into your media time. And if it doesn’t do that or it stops doing that, then you “fire” it by changing to something else. You are the boss and there are no labor laws. Fire the mother. You do the work of setting up and showing up to the environment, but after that the environment must work for you.

DO NOT, DO NOT, DO NOT turn Japanese into work. Don’t turn it into “study”; don’t turn it into 勉強 (a word that refers to scholastic study in Japanese, but actually carries the rather negative meaning of “coercion” in Chinese). Just play at it. PLAY. That’s why I keep telling people: don’t make all these rules about what is and is not OK for you to do in Japanese, or how Gokusen is over-coloured by the argot of juvenile delinquents or watching Love Hina will make you talk like a girl — it doesn’t matter, you need to learn all that vocabulary in order to truly be proficient in Japanese anyway, so whatever you watch is fine — as long as you’re enjoying it right now. Write this on your liver: just because anything is OK to watch in Japanese, that doesn’t mean that everything is worth watching…to you that is. One person’s Star Trek is another person’s…well, I can’t imagine how any human being could fail to love Star Trek, but you get the idea.

Despite the well-documented effects of anger, fear, and anxiety on the ability to reason, many programs continue to ignore the need to engage the safety system of the brain before trying to promote new ways of thinking. The last things that should be cut from school schedules are chorus, physical education, recess, and anything else involving movement, play, and joyful engagement. When children are oppositional, defensive, numbed out, or enraged, it’s also important to recognize that such “bad behavior” may repeat action patterns that were established to survive serious threats, even if they are intensely upsetting or off-putting.

path

play

For Fasting and Football, a Dedicated Game Plan

I would argue that this mixture of play, game, and purpose was the characteristic product (if not always the avowed purpose) of the rhetorical, as against the philosophical, paideia.

play poker

The test runs also suggested two other useful ways in which to explore the tool's design possibilities: first, to deploy IVANHOE as both a pedagogical and a scholarly research tool; second, to launch its functions in a born-digital database of materials. IVANHOE's interpretational capacities were conceived to have wide range and flexibility across every sort of informational material in the humanities and the social sciences

How to PlayWe don’t need to play every second of the day to enjoy play’s benefits. In his book, Brown calls play a catalyst. A little bit of play, he writes, can go a long way toward boosting our productivity and happiness. So how can you add play into your life? Here are a few tips from the experts:Change how you think about play. Remember that play is important for all aspects of our lives, including creativity and relationships. Give yourself permission to play every day. For instance, play can mean talking to your dog. “I[‘d] ask my dog Charlie, regularly, his opinion of the presidential candidates. He respond[ed] with a lifted ear and an upturning vocalization that goes ‘haruum?’” Eberle said.Play can be reading aloud to your partner, he said. “Some playful writers are made to be read aloud: Dylan Thomas, Art Buchwald, Carl Hiaasen, S.J. Perelman, Richard Feynman, Frank McCourt.”Take a play history. In his book Brown includes a primer to help readers reconnect with play. He suggests readers mine their past for play memories. What did you do as a child that excited you? Did you engage in those activities alone or with others? Or both? How can you recreate that today?Surround yourself with playful people. Both Brown and White stressed the importance of selecting friends who are playful – and of playing with your loved ones.Play with little ones. Playing with kids helps us experience the magic of play through their perspective. White and Brown both talked about playing around with their grandkids.Any time you think play is a waste, remember that it offers some serious benefits for both you and others. As Brown says in his book, “Play is the purest expression of love.”

Brown called play a “state of being,” “purposeless, fun and pleasurable.” For the most part, the focus is on the actual experience, not on accomplishing a goal, he said.

I have indeed succeeded in my ambition, I even referred to Mr Benn in a conference I did in Plymouth in 2011 entitled "In Search of Nomad's Land".

young people teach themselves through play and exploration and then, when ready to do so, begin naturally to put what they have learned to purposes that benefit the group as a whole.

I Annotate 2016 Presentation

What you get is a mess.

You feel like you're engaged in enjoyable play when your thinking has the right level of ambiguity and uncertainty FOR YOU

Minecraft can discourage imagination in children.

parents

When we adults unite play, love, and work in our lives, we set an example that our children can follow. That just might be the best way to bring play back into the lives of our children—and build a more playful culture.

Finally children do as we do, not as we say. That gives us incentive to bring play back into our adult lives. We can shut off the TVs and take our children with us on outdoor adventures. We should get less exercise in the gym and more on hiking trails and basketball courts. We can also make work more playful: Businesses that do this are among the most successful. Seattle’s Pike Fish Market is a case in point. Workers throw fish to one another, engage the customers in repartee, and appear to have a grand time. Some companies, such as Google, have made play an important part of their corporate culture. Study after study has shown that when workers enjoy what they do and are well-rewarded and recognized for their contributions, they like and respect their employers and produce higher quality work. For example, when the Rohm and Hass Chemical company in Kentucky reorganized its workplace into self- regulating and self-rewarding teams, one study found that worker grievances and turnover declined, while plant safety and productivity improved.

As adults have increasingly thwarted self-initiated play and games, we have lost important markers of the stages in a child’s development. In the absence of such markers, it is difficult to determine what is appropriate and not appropriate for children. We run the risk of pushing them into certain activities before they are ready, or stunting the development of important intellectual, social, or emotional skills.  For example, it is only after the age of six or seven that children will spontaneously participate in games with rules, because it is only at that age that they are fully able to understand and follow rules.

The results showed no advantage in reading and math achievement for children attending the academic preschools. But there was evidence that those children had higher levels of test anxiety, were less creative, and had more negative attitudes toward school than did the children attending the play preschools.

elementary school children become increasingly inattentive in class when recess is delayed. Similarly, studies conducted in French and Canadian elementary schools over a period of four years found that regular physical activity had positive effects on academic performance. Spending one third of the school day in physical education, art, and music improved not only physical fitness, but attitudes toward learning and test scores. These findings echo those from one analysis of 200 studies on the effects of exercise on cognitive functioning, which also suggests that physical activity promotes learning.

sociodramatic play, where two or more children participate in shared make believe, demonstrate the value of this play for academic, social, and emotional learning. “Sociodramatic play activates resources that stimulate social and intellectual growth in the child, which in turn affects the child’s success in school,” concludes Smilansky in a 1990 study that compared American and Israeli children. “For example, problem solving in most school subjects requires a great deal of make believe, visualizing how the Eskimos live, reading stories, imagining a story and writing it down, solving arithmetic problems, and determining what will come next.”

found that children who received an enriched, play-oriented parenting and early childhood program had significantly higher IQ’s at age five than did a comparable group of children who were not in the program (105 vs. 85 points).

In infancy and early childhood, play is the activity through which children learn to recognize colors and shapes, tastes and sounds—the very building blocks of reality. Play also provides pathways to love and social connection. Elementary school children use play to learn mutual respect, friendship, cooperation, and competition. For adolescents, play is a means of exploring possible identities, as well as a way to blow off steam and stay fit. Even adults have the potential to unite play, love, and work, attaining the dynamic, joyful state that psychologist Mihaly Csikszentmihalyi calls “flow.”