Catch Up on Game of Thrones Before the Season 7 Premiere in About 1. Minutes. Everyone is freaking out about the season seven premiere of Game of Thrones—and you’re totally behind. Don’t worry, you can catch up and be ready to watch with all your friends in no time. Season 7 of HBO’s Game of Thrones premieres this Sunday, giving you just enough time to figure out…Read more Read.

If You’ve Never Watched Game of Thrones (or Want a Refresher for the Whole Series) Maybe you’ve never seen Game of Thrones but for some reason decided the final season of the show is the best time to get in on it. Or maybe you’ve been invited to a premiere party and you’d just like to kind- of know what’s going on so it’s not super boring for you.

Don’t worry, you don’t have to feel left out this Sunday. First, watch some good recap videos that give you a quick explanation of the plot thus far. This rundown from the folks at Games. Radar covers the major plot points, is entertaining, and only takes about 1. Or this rundown from youtuber Alt Shift X, which only takes about five minutes: Or this one from HBO, narrated by Samuel L. Jackson. This one is the most entertaining, for sure, but not quite as thorough as the others.

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• Nick Douglas. Staff Writer, Lifehacker Nick has been writing online for 11 years at sites like Urlesque, Gawker, the Daily Dot, and Slacktory.
• I believe that a true understanding of the meaning of play will help me to purposefully integrate play into my classroom. Many of the characteristics stated above, I.
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Everyone is freaking out about the season seven premiere of Game of Thrones—and you’re totally behind. Don’t worry, you can catch up and be ready to watch with. بزرگترین آرشیو فیلم وسریال در ایران. با لینک مستقیم برای دانلود. بروزترین سایت سریال در.

Also, it doesn’t have info on season six: Extra credit: it might also help to watch a recap video like this one from youtuber Finaly Dishonored, which basically just strings every single episode’s “previously on..” segments together in one roughly 4. If you’re more of a reader, you can check out this thorough breakdown from Ed Power at The Telegraph, or read through each season’s summary at the Game of Thrones wiki. Game of Thrones fans, you might not know what to do with yourself now that Season 6 is over. Watch Laid To Rest 4Shared. This…Read more Read.

If You Didn’t Watch Last Season (or Just Need a Season Six Refresher)If you’re familiar with the world of Game of Thrones and have watched most of the show, you can probably get away with a quick recap of season six. This rundown from Game. Spot Universe is solid: And so is this one from Games. Radar: If you’d rather read, go right for the season six summary on the Game of Thrones wiki. You’ll be ready to enjoy the bloodshed in no time. The season seven premiere of Game of Thrones is almost upon us. Before all the glorious killing…Read more Read.

The Value of Play I: The Definition of Play Gives Insights[Note: social media counts on this post all reset to 0 and have started over.]  Play in our species serves many valuable purposes. It is a means by which children develop their physical, intellectual, emotional, social, and moral capacities. It is a means of creating and preserving friendships. It also provides a state of mind that, in adults as well as children, is uniquely suited for high- level reasoning, insightful problem solving, and all sorts of creative endeavors.

This essay is the first in a series I plan to post on The Value of Play. The subject of this first installment is the definition of play.

Clues to play’s value lie in the definition. Most of this essay is about the defining characteristics of play, but before listing them there are three general points that I think are worth keeping in mind. The first point is that the characteristics of play all have to do with motivation and mental attitude, not with the overt form of the behavior. Two people might be throwing a ball, or pounding nails, or typing words on a computer, and one might be playing while the other is not.

To tell which one is playing and which one is not, you have to infer from their expressions and the details of their actions something about why they are doing what they are doing and their attitude toward it. The second point, toward definition, is that play is not necessarily all- or- none. Play can blend with other motives and attitudes, in proportions ranging anywhere from 0% up to 1. Pure play occurs more often in children than in adults. In adults, play is commonly blended with other motives, having to do with adult responsibilities. That is why, in everyday conversation, we tend to talk about children “playing” and about adults bringing a “playful attitude” or “playful spirit” to their activities.

We intuitively think of playfulness as a matter of degree. Of course we don’t have meters for measuring these things, but I would estimate that my behavior in writing this blog is about 8. The third point is that play is not neatly defined in terms of some single identifying characteristic. Rather, it is defined in terms of a confluence of several characteristics. People before me who have studied and written about play have, among them, described quite a few such characteristics; but they can all be boiled down, I think, to the following five: (1) Play is self- chosen and self- directed; (2) Play is activity in which means are more valued than ends; (3) Play has structure, or rules, which are not dictated by physical necessity but emanate from the minds of the players; (4) Play is imaginative, non- literal, mentally removed in some way from “real” or “serious” life; and (5) Play involves an active, alert, but non- stressed frame of mind.

The more fully an activity entails all of these characteristics, the more inclined most people are to refer to that activity as play. By “most people” I don’t just mean most scholars who study play. Even young children are most likely to use the word play for activities that most fully contain these five characteristics. These characteristics seem to capture our intuitive sense of what play is. Notice that all of the characteristics have to do with the motivation or attitude that the person brings to the activity. Let me elaborate on these characteristics, one by one, and expand a bit on each by pointing out some of its implications for thinking about the purposes of play. Play is self- chosen and self- directed; players are always free to quit.

Play is, first and foremost, an expression of freedom. It is what one wants to do as opposed to what one is obliged to do. Shameless Season 1 Episode 5 Vodlocker there. The joy of play is the ecstatic feeling of liberty. Play is not always accompanied by smiles and laughter, nor are smiles and laughter always signs of play; but play is always accompanied by a feeling of “Yes, this is what I want to do right now.” Players are free agents, not pawns in someone else’s game. Players not only choose to play or not play, but they also direct their own actions during play. As I will argue below, play always involves rules of some sort, but all players must freely accept the rules, and if rules are changed then all players must agree to the changes.

That is why play is the most democratic of all activities. In social play (play involving more than one player), one player may emerge for a period as the leader, but only at the will of all the others. Every rule a leader proposes must be approved, at least tacitly, by all of the other players. The ultimate freedom in play is the freedom to quit. A person who feels coerced or pressured to engage in an activity, and unable to quit, is not a player but a victim. The freedom to quit provides the foundation for all of the democratic processes that occur in social play. If one player attempts to bully or dominate the others, the others will quit and the game will be over; so players who want to continue playing must learn not to bully or dominate.

People who don’t agree to a proposed change in rules may likewise quit, and that is why leaders in play must gain the consent of the other players in order to change a rule. People who begin to feel that their needs or desires are not being met in play will quit, and that is why children learn, in play, to be sensitive to others’ needs and to strive to meet those needs.

It is through social play that children learn, on their own, with no lectures, how to meet their own needs while, at the same time, satisfying the needs of others. This is perhaps the most important lesson that people in any society can learn. This point about play being self- chosen and self- directed is ignored by, or perhaps unknown to, many adults who try to take control of children’s play. Adults can play with children, and in some cases can even be leaders in children’s play, but to do so requires at least the same sensitivity that children themselves show to the needs and wishes of all the players. Because adults are commonly viewed as authority figures, children often feel less able to quit, or to disagree with the proposed rules, when an adult is leading than when a child is leading.

And so, when adults try to lead children’s play the result often is something that, for many of the children, is not play at all. When a child feels coerced, the play spirit vanishes and all of the advantages of that spirit go with it. Math games in school and adult- led sports are not play for those who feel that they have to participate and are not ready to accept, as their own, the rules that the adults have established. Adult- led games can be great for kids who freely choose them, but can seem like punishment to kids who haven’t made that choice. What is true for children’s play is also true for adults’ sense of play. Research studies have shown that adults who have a great deal of freedom as to how and when to do their work often experience that work as play, even (in fact, especially) when the work is difficult.

In contrast, people who must do just what others tell them to do at work rarely experience their work as play. Play is activity in which means are more valued than ends.

Many of our actions are “free” in the sense that we don’t feel that other people are making us do them, but are not free, or at least are not experienced as free, in another sense. These are actions that we feel we must do in order to achieve some necessary or much- desired goal, or end. We scratch an itch to get rid of the itch, flee from a tiger to avoid getting eaten, study an uninteresting book to get a good grade on a test, work at a boring job to get money. If there were no itch, tiger, test, or need for money, we would not scratch, flee, study, or do the boring work. In those cases we are not playing. To the degree that we engage in an activity purely to achieve some end, or goal, which is separate from the activity itself, that activity is not play.