<?xml version="1.0" encoding="utf-8"?>
<feed version="0.3" xmlns="http://purl.org/atom/ns#" xmlns:dc="http://purl.org/dc/elements/1.1/" xml:lang="en">
<title>Big Games</title>
<link rel="alternate" type="text/html" href="http://dimitri.negroponte.com/blog/bg/" />
<modified>2005-03-24T17:46:15Z</modified>
<tagline></tagline>
<id>tag:dimitri.negroponte.com,2005:/blog/bg//9</id>
<generator url="http://www.movabletype.org/" version="3.14">Movable Type</generator>
<copyright>Copyright (c) 2005, dimitri</copyright>
<entry>
<title>class 08</title>
<link rel="alternate" type="text/html" href="http://dimitri.negroponte.com/blog/bg/archives/2005/03/class_08.html" />
<modified>2005-03-24T17:46:15Z</modified>
<issued>2005-03-24T17:36:47Z</issued>
<id>tag:dimitri.negroponte.com,2005:/blog/bg//9.202</id>
<created>2005-03-24T17:36:47Z</created>
<summary type="text/plain">the story of tit for tat. Links: www.abc.net.au -story babelogue.citypages.com theory of natural selection. Traits in genetics Some trait help a creature to live longer and reproduce. nature has balance behaivor is a natural trait... so says the theory of...</summary>
<author>
<name>dimitri</name>
<url>http://dimitri.negroponte.com/nucleus/</url>
<email>dimitri@media.mit.edu</email>
</author>
<dc:subject>class notes</dc:subject>
<content type="text/html" mode="escaped" xml:lang="en" xml:base="http://dimitri.negroponte.com/blog/bg/">
<![CDATA[<p>the story of tit for tat.<br />
Links:<br />
<a href="http://www.abc.net.au/science/slab/tittat/story.htm">www.abc.net.au   -story</a><br />
<a href="http://babelogue.citypages.com:8080/bsmith/2003/06/18">babelogue.citypages.com</a></p>

<p></p>

<p>theory of natural selection.</p>

<p>Traits in genetics</p>

<p>Some trait help a creature to live longer and reproduce.</p>

<p>nature has balance</p>

<p>behaivor is a natural trait... so says the theory of natural selection. </p>]]>

</content>
</entry>
<entry>
<title>class 07</title>
<link rel="alternate" type="text/html" href="http://dimitri.negroponte.com/blog/bg/archives/2005/03/class_07.html" />
<modified>2005-03-03T18:20:05Z</modified>
<issued>2005-03-03T17:34:24Z</issued>
<id>tag:dimitri.negroponte.com,2005:/blog/bg//9.188</id>
<created>2005-03-03T17:34:24Z</created>
<summary type="text/plain">haejoo kart rider nexon company simple easy to play networked. licenses like in GT how do you get licenses? cute characters -characters can be bought various cars - cars can be bought for upwards of $30 items are findable in...</summary>
<author>
<name>dimitri</name>
<url>http://dimitri.negroponte.com/nucleus/</url>
<email>dimitri@media.mit.edu</email>
</author>
<dc:subject>class notes</dc:subject>
<content type="text/html" mode="escaped" xml:lang="en" xml:base="http://dimitri.negroponte.com/blog/bg/">
<![CDATA[<p>haejoo<br />
<a href="http://kart.nexon.com/"><br />
kart rider</a></p>

<p>nexon company</p>

<p>simple easy to play networked.</p>

<p>licenses like in GT</p>

<p>how do you get licenses?</p>

<p>cute characters<br />
-characters can be bought<br />
various cars<br />
- cars can be bought for upwards of $30</p>

<p>items are findable in a level. then items collected can only be used in that level.</p>

<p>team play vs single play</p>

<p></p>

<p><em>I like the way the graphic move in angles</em></p>

<p>office workers can play this game before lunch break to see who will pay.</p>

<p>emotional attraction-<br />
creates competitive sprite<br />
it is also hard to win<br />
-"just one more game I know I can win!"</p>

<p><em>korean men play up to 2 hours a day</em></p>

<p>kart rider is more enjoyable for women</p>

<p>________</p>

<p>ariel hide and seek</p>

<p>modern day uncle roy all around you.</p>

<p>ben affleck -the runner</p>

<p>reality version of the fugative</p>

<p>examples of childhood games invoke thoughts big games</p>

<p>put youself into a scary experiance safely</p>

<p>trickster aspect being able to trick grow-up</p>

<p>sardines... sexual tensions for grown-ups... nice idea to base a big game</p>

<p>monty pythons world championship hide and seek</p>]]>

</content>
</entry>
<entry>
<title>Class 06</title>
<link rel="alternate" type="text/html" href="http://dimitri.negroponte.com/blog/bg/archives/2005/02/class_06.html" />
<modified>2005-02-24T19:15:12Z</modified>
<issued>2005-02-24T17:32:59Z</issued>
<id>tag:dimitri.negroponte.com,2005:/blog/bg//9.174</id>
<created>2005-02-24T17:32:59Z</created>
<summary type="text/plain">RetroRedux compatition assembely flash interface Saturday and Sunday april2-3 2 to 5 people look at handout reading ARNG talk has lead us to think about super clusters when does the real world blur away. jeff gannon white-wing soft question thrower...</summary>
<author>
<name>dimitri</name>
<url>http://dimitri.negroponte.com/nucleus/</url>
<email>dimitri@media.mit.edu</email>
</author>
<dc:subject>class notes</dc:subject>
<content type="text/html" mode="escaped" xml:lang="en" xml:base="http://dimitri.negroponte.com/blog/bg/">
<![CDATA[<p>RetroRedux compatition</p>

<p>assembely<br />
flash interface</p>

<p>Saturday and Sunday april2-3</p>

<p><br />
2 to 5 people</p>

<p>look at handout</p>

<p>reading</p>

<p><a href="http://www.argn.com">ARNG</a></p>

<p>talk has lead us to  think about super clusters</p>

<p>when does the real world blur away.</p>

<p>jeff gannon white-wing soft question thrower</p>

<p>what can we do to figure this all problems out can the cloudmaker solve 9/11 problems.</p>

<p>real cup - picture of cup</p>

<p>confusion in a controled way.</p>

<p>***sidebar***<br />
there is a sense of cycling of thought<br />
***sidebar***</p>

<p>magritte's ce n'est pas un pipe is a good example of the idea</p>

<p>first game eval:<br />
Telephone:<br />
Played a round in class. interesting the dydmanic of change which cam out.</p>

<p>if we just change the sentence for changing sake.</p>

<p>Star Craft<br />
to step by step how this work.</p>

<p>--Thought interesting relationship between thumb candy and emersion--</p>]]>

</content>
</entry>
<entry>
<title>class 05</title>
<link rel="alternate" type="text/html" href="http://dimitri.negroponte.com/blog/bg/archives/2005/02/class_05.html" />
<modified>2005-02-17T19:58:57Z</modified>
<issued>2005-02-17T17:37:46Z</issued>
<id>tag:dimitri.negroponte.com,2005:/blog/bg//9.160</id>
<created>2005-02-17T17:37:46Z</created>
<summary type="text/plain">derive Glolab psy.geo conflux remember 3/3 Ariel, Dimitri presentation today presentation: tug of War see you after school where do you want to go who do you want to meet democracy in games big games add to dynamic...</summary>
<author>
<name>dimitri</name>
<url>http://dimitri.negroponte.com/nucleus/</url>
<email>dimitri@media.mit.edu</email>
</author>

<content type="text/html" mode="escaped" xml:lang="en" xml:base="http://dimitri.negroponte.com/blog/bg/">
<![CDATA[<p><a href="http://library.nothingness.org/articles/all/all/display/314">derive</a></p>

<p></p>

<p><a href="http://glowlab.blogs.com/">Glolab</a><br />
<a href="http://glowlab.blogs.com/psygeocon/"></p>

<p>psy.geo conflux</a></p>

<p><strong>remember 3/3  Ariel, Dimitri presentation</strong></p>

<p></p>

<p>today presentation:</p>

<p>tug of War</p>

<p>see you after school<br />
where do you want to go<br />
who do you want to meet</p>

<p><br />
democracy in games big games add to dynamic</p>]]>
<![CDATA[<p>One of the basic situationist practices is the dérive [literally: “drifting”], a technique of rapid passage through varied ambiances. Dérives involve playful-constructive behavior and awareness of psychogeographical effects, and are thus quite different from the classic notions of journey or stroll.</p>

<p>In a dérive one or more persons during a certain period drop their relations, their work and leisure activities, and all their other usual motives for movement and action, and let themselves be drawn by the attractions of the terrain and the encounters they find there. Chance is a less important factor in this activity than one might think: from a dérive point of view cities have psychogeographical contours, with constant currents, fixed points and vortexes that strongly discourage entry into or exit from certain zones.</p>

<p>But the dérive includes both this letting-go and its necessary contradiction: the domination of psychogeographical variations by the knowledge and calculation of their possibilities. In this latter regard, ecological science — despite the narrow social space to which it limits itself — provides psychogeography with abundant data.</p>

<p>The ecological analysis of the absolute or relative character of fissures in the urban network, of the role of microclimates, of distinct neighborhoods with no relation to administrative boundaries, and above all of the dominating action of centers of attraction, must be utilized and completed by psychogeographical methods. The objective passional terrain of the dérive must be defined in accordance both with its own logic and with its relations with social morphology.</p>

<p>In his study Paris et l’agglomération parisienne (Bibliothèque de Sociologie Contemporaine, P.U.F., 1952) Chombart de Lauwe notes that “an urban neighborhood is determined not only by geographical and economic factors, but also by the image that its inhabitants and those of other neighborhoods have of it.” In the same work, in order to illustrate “the narrowness of the real Paris in which each individual lives . . . within a geographical area whose radius is extremely small,” he diagrams all the movements made in the space of one year by a student living in the 16th Arrondissement. Her itinerary forms a small triangle with no significant deviations, the three apexes of which are the School of Political Sciences, her residence and that of her piano teacher.</p>

<p>Such data — examples of a modern poetry capable of provoking sharp emotional reactions (in this particular case, outrage at the fact that anyone’s life can be so pathetically limited) — or even Burgess’s theory of Chicago’s social activities as being distributed in distinct concentric zones, will undoubtedly prove useful in developing dérives.</p>

<p>If chance plays an important role in dérives this is because the methodology of psychogeographical observation is still in its infancy. But the action of chance is naturally conservative and in a new setting tends to reduce everything to habit or to an alternation between a limited number of variants. Progress means breaking through fields where chance holds sway by creating new conditions more favorable to our purposes. We can say, then, that the randomness of a dérive is fundamentally different from that of the stroll, but also that the first psychogeographical attractions discovered by dérivers may tend to fixate them around new habitual axes, to which they will constantly be drawn back.</p>

<p>An insufficient awareness of the limitations of chance, and of its inevitably reactionary effects, condemned to a dismal failure the famous aimless wandering attempted in 1923 by four surrealists, beginning from a town chosen by lot: Wandering in open country is naturally depressing, and the interventions of chance are poorer there than anywhere else. But this mindlessness is pushed much further by a certain Pierre Vendryes (in Médium, May 1954), who thinks he can relate this anecdote to various probability experiments, on the ground that they all supposedly involve the same sort of antideterminist liberation. He gives as an example the random distribution of tadpoles in a circular aquarium, adding, significantly, “It is necessary, of course, that such a population be subject to no external guiding influence.” From that perspective, the tadpoles could be considered more spontaneously liberated than the surrealists, since they have the advantage of being “as stripped as possible of intelligence, sociability and sexuality,” and are thus “truly independent from one another.”</p>

<p>At the opposite pole from such imbecilities, the primarily urban character of the dérive, in its element in the great industrially transformed cities — those centers of possibilities and meanings — could be expressed in Marx’s phrase: “Men can see nothing around them that is not their own image; everything speaks to them of themselves. Their very landscape is alive.”</p>

<p>One can dérive alone, but all indications are that the most fruitful numerical arrangement consists of several small groups of two or three people who have reached the same level of awareness, since cross-checking these different groups’ impressions makes it possible to arrive at more objective conclusions. It is preferable for the composition of these groups to change from one dérive to another. With more than four or five participants, the specifically dérive character rapidly diminishes, and in any case it is impossible for there to be more than ten or twelve people without the dérive fragmenting into several simultaneous dérives. The practice of such subdivision is in fact of great interest, but the difficulties it entails have so far prevented it from being organized on a sufficient scale.</p>

<p>The average duration of a dérive is one day, considered as the time between two periods of sleep. The starting and ending times have no necessary relation to the solar day, but it should be noted that the last hours of the night are generally unsuitable for dérives.</p>

<p>But this duration is merely a statistical average. For one thing, a dérive rarely occurs in its pure form: it is difficult for the participants to avoid setting aside an hour or two at the beginning or end of the day for taking care of banal tasks; and toward the end of the day fatigue tends to encourage such an abandonment. But more importantly, a dérive often takes place within a deliberately limited period of a few hours, or even fortuitously during fairly brief moments; or it may last for several days without interruption. In spite of the cessations imposed by the need for sleep, certain dérives of a sufficient intensity have been sustained for three or four days, or even longer. It is true that in the case of a series of dérives over a rather long period of time it is almost impossible to determine precisely when the state of mind peculiar to one dérive gives way to that of another. One sequence of dérives was pursued without notable interruption for around two months. Such an experience gives rise to new objective conditions of behavior that bring about the disappearance of a good number of the old ones.[1]</p>

<p>The influence of weather on dérives, although real, is a significant factor only in the case of prolonged rains, which make them virtually impossible. But storms or other types of precipitation are rather favorable for dérives.</p>

<p>The spatial field of a dérive may be precisely delimited or vague, depending on whether the goal is to study a terrain or to emotionally disorient oneself. It should not be forgotten that these two aspects of dérives overlap in so many ways that it is impossible to isolate one of them in a pure state. But the use of taxis, for example, can provide a clear enough dividing line: If in the course of a dérive one takes a taxi, either to get to a specific destination or simply to move, say, twenty minutes to the west, one is concerned primarily with a personal trip outside one’s usual surroundings. If, on the other hand, one sticks to the direct exploration of a particular terrain, one is concentrating primarily on research for a psychogeographical urbanism.</p>

<p>In every case the spatial field depends first of all on the point of departure — the residence of the solo dériver or the meeting place selected by a group. The maximum area of this spatial field does not extend beyond the entirety of a large city and its suburbs. At its minimum it can be limited to a small self-contained ambiance: a single neighborhood or even a single block of houses if it’s interesting enough (the extreme case being a static-dérive of an entire day within the Saint-Lazare train station).</p>

<p>The exploration of a fixed spatial field entails establishing bases and calculating directions of penetration. It is here that the study of maps comes in — ordinary ones as well as ecological and psychogeographical ones — along with their correction and improvement. It should go without saying that we are not at all interested in any mere exoticism that may arise from the fact that one is exploring a neighborhood for the first time. Besides its unimportance, this aspect of the problem is completely subjective and soon fades away.</p>

<p>In the “possible rendezvous,” on the other hand, the element of exploration is minimal in comparison with that of behavioral disorientation. The subject is invited to come alone to a certain place at a specified time. He is freed from the bothersome obligations of the ordinary rendezvous since there is no one to wait for. But since this “possible rendezvous” has brought him without warning to a place he may or may not know, he observes the surroundings. It may be that the same spot has been specified for a “possible rendezvous” for someone else whose identity he has no way of knowing. Since he may never even have seen the other person before, he will be encouraged to start up conversations with various passersby. He may meet no one, or he may even by chance meet the person who has arranged the “possible rendezvous.” In any case, particularly if the time and place have been well chosen, his use of time will take an unexpected turn. He may even telephone someone else who doesn’t know where the first “possible rendezvous” has taken him, in order to ask for another one to be specified. One can see the virtually unlimited resources of this pastime.</p>

<p>Our loose lifestyle and even certain amusements considered dubious that have always been enjoyed among our entourage — slipping by night into houses undergoing demolition, hitchhiking nonstop and without destination through Paris during a transportation strike in the name of adding to the confusion, wandering in subterranean catacombs forbidden to the public, etc. — are expressions of a more general sensibility which is no different from that of the dérive. Written descriptions can be no more than passwords to this great game.</p>

<p>The lessons drawn from dérives enable us to draw up the first surveys of the psychogeographical articulations of a modern city. Beyond the discovery of unities of ambiance, of their main components and their spatial localization, one comes to perceive their principal axes of passage, their exits and their defenses. One arrives at the central hypothesis of the existence of psychogeographical pivotal points. One measures the distances that actually separate two regions of a city, distances that may have little relation with the physical distance between them. With the aid of old maps, aerial photographs and experimental dérives, one can draw up hitherto lacking maps of influences, maps whose inevitable imprecision at this early stage is no worse than that of the first navigational charts. The only difference is that it is no longer a matter of precisely delineating stable continents, but of changing architecture and urbanism.</p>

<p>Today the different unities of atmosphere and of dwellings are not precisely marked off, but are surrounded by more or less extended and indistinct bordering regions. The most general change that dérive experience leads to proposing is the constant diminution of these border regions, up to the point of their complete suppression.</p>

<p>Within architecture itself, the taste for dériving tends to promote all sorts of new forms of labyrinths made possible by modern techniques of construction. Thus in March 1955 the press reported the construction in New York of a building in which one can see the first signs of an opportunity to dérive inside an apartment: </p>]]>
</content>
</entry>
<entry>
<title>OODA loop</title>
<link rel="alternate" type="text/html" href="http://dimitri.negroponte.com/blog/bg/archives/2005/02/ooda_loop.html" />
<modified>2005-02-10T19:30:06Z</modified>
<issued>2005-02-10T18:29:56Z</issued>
<id>tag:dimitri.negroponte.com,2005:/blog/bg//9.146</id>
<created>2005-02-10T18:29:56Z</created>
<summary type="text/plain">Boyd and Military Strategy Many Blasters have discussed and explained the strategic theories of Colonel John Boyd. I will only summarize his ideas here; new subscribers or interested readers can find these Blasters as well as Boyd&apos;s work throughout the...</summary>
<author>
<name>dimitri</name>
<url>http://dimitri.negroponte.com/nucleus/</url>
<email>dimitri@media.mit.edu</email>
</author>

<content type="text/html" mode="escaped" xml:lang="en" xml:base="http://dimitri.negroponte.com/blog/bg/">
<![CDATA[<p>Boyd and Military Strategy</p>

<p>Many Blasters have discussed and explained the strategic theories of Colonel John Boyd. I will only summarize his ideas here; new subscribers or interested readers can find these Blasters as well as Boyd's work throughout the DNI archive, particularly Thread 1. Boyd built his theory of conflict around the moral - mental - physical aspects of an organism's decision cycle—what he called the Observation - Orientation - Decision - Action Loop. Boyd showed that an OODA Loop (the decision cycle of an individual or any collection of individuals) is an open, far-from-equilibrium process. This is a crucial finding: students of chaos theory, systems control theory, or the theory of evolution will immediately recognize the implications of such a construction: the OODA Loop is capable of expansion and growth, but it is also inherently unpredictable and its pathway can lead also to chaos, because it incorporates positive as well as negative feedback control loops. OODA loops are enormously powerful, but with that power comes real danger.</p>

<p>The most dangerous form of positive feedback comes from the most powerful part of the OODA Loop—the Orientation activity. Orientation and the ability to change one's Orientation give the OODA Loop both its power and its vulnerability.</p>

<p>Observations feed into Orientation, but they are also shaped and filtered by the lens of Orientation. The idea of an "objective" observation existing independent of the observer is a myth still held by many hidebound defense analysts, sociologists, and economists but is now rejected by most anthropologists, biologists and physical scientists.</p>

<p>Observations feed into the organism's Orientation activity. Boyd showed how Orientation exhibits a shaping pressure on what is seen and on the interpretation of what is seen. Decisions and actions flow out of this two-way interplay of Observation and Orientation. He showed why the most dangerous internal state of an OODA loop occurs when the Orientation process becomes so powerful that it force fits the organism's observations into fitting a preconceived template, even when those observations threaten the relevance of that template.</p>

<p>In essence, like the communist ideologue, the organism sees what it wants to see, interprets events the way it wants to interpret events, and sees no reason to change. It makes decisions and actions accordingly. When this happens, the loop has turned inside itself. It loses its capacity to adapt to changing external circumstances, and in effect, the open far-from-equilibrium system becomes an incestuously amplifying closed system—and echo chamber amplifying its own echoes: Any tendency toward self-correction breaks down, because Observations of the results of its Actions are fed through the same non-adaptive template, over and over again. The organism becomes increasingly disconnected from reality.</p>

<p>The power of Boyd's intellectual achievement is that he showed why the inevitable result of such an inwardly focused OODA Loop is a build up of internal confusion and disorder (entropy). He showed why, when such loops are put under menacing pressure, the confusion and disorder naturally expands into panic and chaos, which in turn can generate overload, paralysis, and even collapse. Boyd's entire strategy of conflict centered on the idea of inducing his opponent's OODA loop to turn inside itself.</p>

<p>But you don't need conflict to close an OODA loop. A closed OODA loop, with the attendant build up of entropy, can be also be the result of a self-inflicted wound, as was the case in the old Soviet Union.</p>

<p>With these thoughts in mind, I urge you to read carefully the attached article which appears in the current issue of Newsweek International. Judge for yourself whether or not America is in danger of folding itself inside its own OODA Loop.</p>

<p>(note: The original can be found at the web link cited.)<br />
 </p>

<p>Dream On America</p>

<p>The U.S. Model: For years, much of the world did aspire to the American way of life. But today countries are finding more appealing systems in their own backyards.</p>

<p>by Andrew Moravcsik</p>

<p>Published in the January 31, 2005 issue of Newsweek International<br />
http://www.commondreams.org/cgi-bin/print.cgi?file=/headlines05/0125-01.htm</p>

<p>…</p>

<p>Foreigners take an entirely different view: 58 percent in the BBC poll see Bush's re-election as a threat to world peace. Among America's traditional allies, the figure is strikingly higher: 77 percent in Germany, 64 percent in Britain and 82 percent in Turkey. Among the 1.3 billion members of the Islamic world, public support for the United States is measured in single digits. Only Poland, the Philippines and India viewed Bush's second Inaugural positively.</p>

<p>…</p>

<p>Futurologist Jeremy Rifkin, in his recent book "The European Dream," hails an emerging European Union based on generous social welfare, cultural diversity and respect for international law—a model that's caught on quickly across the former nations of Eastern Europe and the Baltics.</p>

<p>…</p>

<p>Jiri Pehe, adviser to former president Vaclav Havel, recalls the Czechs' firm decision to adopt a European-style parliamentary system with strict limits on campaigning. "For Europeans, money talks too much in American democracy. It's very prone to certain kinds of corruption, or at least influence from powerful lobbies," he says.</p>

<p>…</p>

<p>Europeans are aware that their systems provide better primary education, more job security and a more generous social net. They are willing to pay higher taxes and submit to regulation in order to bolster their quality of life. Americans work far longer hours than Europeans do, for instance. But they are not necessarily more productive—nor happier, buried as they are in household debt, without the time (or money) available to Europeans for vacation and international travel. George Monbiot, a British public intellectual, speaks for many when he says, "The American model has become an American nightmare rather than an American dream."</p>

<p>…</p>

<p>Two decades ago, a U.S. CEO earned 39 times the average worker; today he pulls in 1,000 times as much. Cross-national studies show that America has recently become a relatively difficult country for poorer people to get ahead. Monbiot summarizes the scientific data: "In Sweden, you are three times more likely to rise out of the economic class into which you were born than you are in the U.S."</p>

<p>…</p>

<p>A former French minister muses that the United States is the last "Bismarckian power"—the last country to believe that the pinpoint application of military power is the critical instrument of foreign policy.</p>

<p>…</p>

<p>With Christian Caryl in Tokyo, Katka Krosnar in Prague, Mac Margolis in Rio de Janeiro, Tracy Mcnicoll in Paris, Paul Mooney in Beijing, Henk Rossouw in Johannesburg and Marie Valla in London</p>

<p>© Copyright 2005 Newsweek International</p>]]>

</content>
</entry>
<entry>
<title> class04 reading buying selling in games</title>
<link rel="alternate" type="text/html" href="http://dimitri.negroponte.com/blog/bg/archives/2005/02/reading_buying.html" />
<modified>2005-02-10T19:14:11Z</modified>
<issued>2005-02-10T17:32:02Z</issued>
<id>tag:dimitri.negroponte.com,2005:/blog/bg//9.145</id>
<created>2005-02-10T17:32:02Z</created>
<summary type="text/plain">work is about making money? baseball is a design structure. the stockmarket is not. Big Games calls into question to break out of the game work distinction. Definition of a game, caillois: free, separate, uncertain, unproductive, governed by rules, make-beleive...</summary>
<author>
<name>dimitri</name>
<url>http://dimitri.negroponte.com/nucleus/</url>
<email>dimitri@media.mit.edu</email>
</author>

<content type="text/html" mode="escaped" xml:lang="en" xml:base="http://dimitri.negroponte.com/blog/bg/">
<![CDATA[<p>work is about making money?</p>

<p>baseball is a design structure.</p>

<p>the stockmarket is not.</p>

<p>Big Games calls into question to break out of the game work distinction.</p>

<p>Definition of a game, caillois:<br />
free, separate, uncertain, unproductive, governed by rules, make-beleive</p>

<p>ours:<br />
caillois+goals</p>

<p>Brain sutton smith<br />
exercise of voluntary control mechinisams, contest of powers, contitued by rules to producea disequilibal outcome.</p>

<p><em>Every child knows what it means to play, but the rest of us can merely speculate. Is it a kind of adaptation, teaching us skills, inducting us into certain communities? Is it power, pursued in games of prowess? Fate, deployed in games of chance? Daydreaming, enacted in art? Or is it just frivolity? Brian Sutton-Smith, a leading proponent of play theory, considers each possibility as it has been proposed, elaborated, and debated in disciplines from biology, psychology, and education to metaphysics, mathematics, and sociology.</p>

<p> Sutton-Smith focuses on play theories rooted in seven distinct "rhetorics"--the ancient discourses of Fate, Power, Communal Identity, and Frivolity and the modern discourses of Progress, the Imaginary, and the Self. In a sweeping analysis that moves from the question of play in child development to the implications of play for the Western work ethic, he explores the values, historical sources, and interests that have dictated the terms and forms of play put forth in each discourse's "objective" theory.</p>

<p>This work reveals more distinctions and disjunctions than affinities, with one striking exception: however different their descriptions and interpretations of play, each rhetoric reveals a quirkiness, redundancy, and flexibility. In light of this, Sutton-Smith suggests that play might provide a model of the variability that allows for "natural" selection. As a form of mental feedback, play might nullify the rigidity that sets in after successful adaption, thus reinforcing animal and human variability. Further, he shows how these discourses, despite their differences, might offer the components for a new social science of play. <br />
</em></p>

<p>Game anylsis</p>

<p>chock fight....<br />
the Bowery chock fight</p>

<p>cheguin vs chunk</p>

<p>lafayetta and houston </p>

<p>rhythm, intersity, OODA loop (observe orient deside and act) John Boyd</p>

<p>Bali Cockfighting<br />
clifford geertz</p>

<p>city of heros</p>]]>

</content>
</entry>
<entry>
<title>Blog for our Big Game midterm</title>
<link rel="alternate" type="text/html" href="http://dimitri.negroponte.com/blog/bg/archives/2005/02/blog_for_our_bi.html" />
<modified>2005-02-10T17:31:55Z</modified>
<issued>2005-02-10T17:22:11Z</issued>
<id>tag:dimitri.negroponte.com,2005:/blog/bg//9.144</id>
<created>2005-02-10T17:22:11Z</created>
<summary type="text/plain">BGG The entry about surround is now a blog....</summary>
<author>
<name>dimitri</name>
<url>http://dimitri.negroponte.com/nucleus/</url>
<email>dimitri@media.mit.edu</email>
</author>

<content type="text/html" mode="escaped" xml:lang="en" xml:base="http://dimitri.negroponte.com/blog/bg/">
<![CDATA[<p><a href="http://dimitri.negroponte.com/blog/BGG/">BGG</a></p>

<p>The entry about surround is now a blog.</p>]]>

</content>
</entry>
<entry>
<title>Surround</title>
<link rel="alternate" type="text/html" href="http://dimitri.negroponte.com/blog/bg/archives/2005/02/surround.html" />
<modified>2005-02-09T06:48:17Z</modified>
<issued>2005-02-09T01:54:44Z</issued>
<id>tag:dimitri.negroponte.com,2005:/blog/bg//9.137</id>
<created>2005-02-09T01:54:44Z</created>
<summary type="text/plain">In the style of PacManhattan, City Surround. This is also a game which is like largescale Tron&apos;s Lightcycles. The basic idea is multiple teams move around the city or a city area. Each team has a home base coordinator who...</summary>
<author>
<name>dimitri</name>
<url>http://dimitri.negroponte.com/nucleus/</url>
<email>dimitri@media.mit.edu</email>
</author>
<dc:subject>assignments</dc:subject>
<content type="text/html" mode="escaped" xml:lang="en" xml:base="http://dimitri.negroponte.com/blog/bg/">
<![CDATA[<p><a href="http://dimitri.negroponte.com/blog/bg/images/surround.html" onclick="window.open('http://dimitri.negroponte.com/blog/bg/images/surround.html','popup','width=640,height=420,scrollbars=no,resizable=no,toolbar=no,directories=no,location=no,menubar=no,status=no,left=0,top=0'); return false"><img src="http://dimitri.negroponte.com/blog/bg/images/surround-thumb.png" width="300" height="196" border="0" align="right"/></a>In the style of PacManhattan, <em>City Surround.</em> This is also a game which is like largescale Tron's Lightcycles.<br />
The basic idea is multiple teams move around the city or a city area. Each team has a home base coordinator who has full view of the play area. The teams carry a hand held device which uses <a href="http://www.placelab.org/">Placelab</a> software which reads gps based on 802.11 accesspoints in the city. This is useful because placelabs shows position in New York well, where standard GPS fail regularly due to lack of view of the sky.</p>

<p>As the teams move they start with a tail which the length of 5 city blocks. The tail is used to enclose the other teams.</p>

<p>-Team cannot cross the tail of another team or their own tail. </p>

<p>-If another team's tail is on a street block, and a team goes down that street, they loose. </p>

<p>-If a team crosses an intersection and cut through the tail of another team the team cutting through the tail looses.</p>

<p>-If a team leaves the play area they loose.</p>

<p>As the team moves through the city and they pick up unique APs. For every 1000 unique APs found by a team, increases the teams tail by one city block.</p>

<p>A team starts with one <em>escape</em> and can find ramdomly placed <em>escapes</em> in the game area. <em>Escapes</em> are the ability for a team to enter the subway and go one subway stop in any direction allowing them to cross anyamount of tail they would have otherwise hit and lost.</p>

<p>At the control center there is a person who directs the team running on the streets. Those on the street and also adlib cutting through buildings communicating via audio or IM.</p>

<p>Each team has a palmtop, a cell and a map of the area of play</p>]]>

</content>
</entry>
<entry>
<title>class overview</title>
<link rel="alternate" type="text/html" href="http://dimitri.negroponte.com/blog/bg/archives/2005/02/class_overview.html" />
<modified>2005-02-03T19:26:54Z</modified>
<issued>2005-02-03T19:25:16Z</issued>
<id>tag:dimitri.negroponte.com,2005:/blog/bg//9.120</id>
<created>2005-02-03T19:25:16Z</created>
<summary type="text/plain">Overview What happens to games when they escape the boundaries of our tabletops and desktops and tv screens and living rooms? From massively multiplayer online games to networked objects that turn the city into a gigantic game grid, new forms...</summary>
<author>
<name>dimitri</name>
<url>http://dimitri.negroponte.com/nucleus/</url>
<email>dimitri@media.mit.edu</email>
</author>

<content type="text/html" mode="escaped" xml:lang="en" xml:base="http://dimitri.negroponte.com/blog/bg/">
<![CDATA[<p>Overview</p>

<p> </p>

<p>What happens to games when they escape the boundaries of our tabletops and desktops and tv screens and living rooms? From massively multiplayer online games to networked objects that turn the city into a gigantic game grid, new forms of super-sized gaming are expanding at an alarming rate and opening up vast new spaces in which to play. Whether these games are measured in terms of number of players, geographical dimensions, or temporal scope, they represent a new trend in which the “little world” created by a game threatens to swallow up the “real world” in which it is situated.</p>

<p> </p>

<p>This class is a hands-on workshop that is focused on the particular design problems of large-scale games. In this class students will:</p>

<p> </p>

<p>- develop a foundation of basic game design understanding from which to approach the specific issues of big games</p>

<p> </p>

<p>- analyze existing digital and non-digital large-scale games, taking them apart to understand how they work as interactive systems</p>

<p> </p>

<p>- work on a series of design projects that explore the social, technological, and creative possibilities of large-scale games</p>

<p> </p>

<p> </p>

<p><br />
Conceptual Models</p>

<p> </p>

<p>This class will look at large scale games from three perspectives:</p>

<p> </p>

<p>Space</p>

<p>Every game creates a space of possibilities – a virtual space defined by all the possible states of the game system. Players explore this possibility space as they play the game. But games also have a material component –  they are composed of people and objects that exist in the actual physical world. What is the relationship between these two types of spaces? What happens to that relationship when a game’s physical scale becomes larger than life?</p>

<p> </p>

<p>Examples: Hide and Seek, Tour de France, Geocaching, Assassin, Noderunner</p>

<p> </p>

<p>Time</p>

<p>Most games have a well defined beginning and end. They take place over the course of a few minutes or several hours. But some games can go on for weeks or months, and an emerging branch of game design is creating persistent games that could theoretically go on forever. Are these neverending games really games at all?</p>

<p> </p>

<p>Examples: Correspondence Chess, Nomic, Everquest, A Tale in the Desert, Game Neverending</p>

<p> </p>

<p> </p>

<p>Players</p>

<p>Every game is a form of stylized social interaction involving various forms of conflict and cooperation. What are the particular social qualities of games with hundreds or thousands of players?</p>

<p> </p>

<p>Examples: Bingo, The Lottery, World Series of Poker, Star Wars Galaxies</p>

<p> </p>

<p>In addition to these three perspectives, the class will also explore the effect that new communications technologies have on large-scale games, from multiplayer online gaming to GPS devices, cell phones, digital cameras, and networked objects.</p>

<p> </p>

<p> </p>

<p>Assignments and Grading</p>

<p> </p>

<p>Assignment                                                                                       % of Grade</p>

<p> </p>

<p>Attendance/Participation (including in-class projects)…………………….….15</p>

<p>Game Analysis/Presentation……………………………………………….…...15</p>

<p>Game Project 1………...………………………………………………….…......30</p>

<p>Game Project 2……………...………………………………………………..…..40</p>

<p> </p>

<p> </p>

<p> </p>

<p>Assignment Descriptions</p>

<p> </p>

<p> </p>

<p>Attendance/Participation</p>

<p> </p>

<p>You will be graded on your attendance and your contribution to class discussions and in-class exercises. Please arrive on time. Repeated lateness will count against your attendance/participation grade. Occasionally there will be assigned readings. Not completing the assigned readings will count against your attendance/participation grade. Students will also participate in several in-class design exercises which explore specific game mechanics and formal structures related to large-scale games.</p>

<p> </p>

<p> </p>

<p>Game Analysis and Presentation</p>

<p> </p>

<p>You will choose one large-scale game to study in-depth. You will write a 3 – 5 page paper analyzing the game, and present the game to the class for discussion. Note: it is not sufficient to provide an in-depth description of the game, you must provide some specific analysis of the game. The purpose of this assignment is to gain genuine critical insight into a specific aspect of the game that is being analyzed.</p>

<p> </p>

<p> </p>

<p>Game Project 1 – 4 weeks</p>

<p> </p>

<p>Students will divide up into groups and work on a large-scale game project. The groups will choose one or two perspectives to use as a focus for their project: Space or Time.</p>

<p> </p>

<p> </p>

<p>Final Project – 6 weeks</p>

<p> </p>

<p>Working together as one group, the students will develop one massively multiplayer game from concept to execution. This project will culminate in an actual play session of the completed game. Depending on what the students choose, this game could be played by all of ITP or even the entire student body of NYU.</p>

<p> </p>

<p> </p>

<p> Schedule</p>

<p> </p>

<p> </p>

<p>Week 1</p>

<p>Intro to the Course</p>

<p>In-Class Exercise : Lucky Numbers</p>

<p>Game Analysis/Presentations assigned</p>

<p> </p>

<p>Week 2</p>

<p>Basic Principles of game design</p>

<p>In-Class play and discussion of games</p>

<p> </p>

<p>Week 3</p>

<p>Discussion</p>

<p>Game Analysis/Presentation</p>

<p>Game Project 1 – groups assigned, begin concept development</p>

<p> </p>

<p>Week 4</p>

<p>Discussion</p>

<p>Game Analysis/Presentation</p>

<p>Game Project 1 – prototype due</p>

<p> </p>

<p>Week 5</p>

<p>Discussion</p>

<p>Game Analysis/Presentation</p>

<p>Game Project 1 – workshop</p>

<p> </p>

<p>Week 6</p>

<p>Discussion</p>

<p>Game Analysis/Presentation</p>

<p>Game Project 1 – workshop</p>

<p> </p>

<p>Week 7</p>

<p>Discussion</p>

<p>Game Analysis/Presentation</p>

<p>Game Project 1 – presentation</p>

<p> </p>

<p>Week 8</p>

<p>Discussion</p>

<p>Game Analysis/Presentation</p>

<p>Final Project – begin concept development</p>

<p> </p>

<p>Week 9</p>

<p>Discussion</p>

<p>Game Analysis/Presentation</p>

<p>Final Project – concept due</p>

<p> </p>

<p>Week 10</p>

<p>Discussion</p>

<p>Game Analysis/Presentation</p>

<p>Final Project – prototype due</p>

<p> </p>

<p> </p>

<p>Week 11</p>

<p>Final Project – workshop</p>

<p> </p>

<p>Week 12</p>

<p>Final Project – workshop</p>

<p> </p>

<p>Week 13</p>

<p>Final Project – workshop</p>

<p> </p>

<p>Week 14</p>

<p>Final Project – final presentation and discussion</p>

<p> </p>

<p> </p>]]>

</content>
</entry>
<entry>
<title>class 03</title>
<link rel="alternate" type="text/html" href="http://dimitri.negroponte.com/blog/bg/archives/2005/02/class_03.html" />
<modified>2005-02-03T19:55:05Z</modified>
<issued>2005-02-03T18:40:12Z</issued>
<id>tag:dimitri.negroponte.com,2005:/blog/bg//9.121</id>
<created>2005-02-03T18:40:12Z</created>
<summary type="text/plain">talked about the reading by the Caillois. Confusion came up with game versus play. Definition is tough because his lack for confines in listing games. waltzing is a game? Rules, no rules make believe or not. complete stratagist game shop...</summary>
<author>
<name>dimitri</name>
<url>http://dimitri.negroponte.com/nucleus/</url>
<email>dimitri@media.mit.edu</email>
</author>

<content type="text/html" mode="escaped" xml:lang="en" xml:base="http://dimitri.negroponte.com/blog/bg/">
<![CDATA[<p>talked about the reading by the Caillois. Confusion came up with game versus play. Definition is tough because his lack for confines in listing games.</p>

<p>waltzing is a game?</p>

<p>Rules, no rules make believe or not.</p>

<p><em>complete stratagist</em> game shop</p>

<p>big game boggle-<br />
using streets signs to make words in a 6 by 6 grid<br />
giant cubes<br />
make names out of subways stops before next stop<br />
when does this get tooo big?</p>

<p>problems-</p>

<p>cooperations<br />
getting players<br />
practical<br />
who do you see others have add<br />
playing with too many breaks the game</p>

<p>catch phrase<br />
large meeting<br />
large screen<br />
spoil sports<br />
reley race style</p>

<p><br />
online pictionary</p>

<p><br />
animals on the underground (web site)</p>

<p>divide into groups...</p>]]>

</content>
</entry>
<entry>
<title>reading</title>
<link rel="alternate" type="text/html" href="http://dimitri.negroponte.com/blog/bg/archives/2005/02/reading.html" />
<modified>2005-02-03T16:00:25Z</modified>
<issued>2005-02-03T15:37:53Z</issued>
<id>tag:dimitri.negroponte.com,2005:/blog/bg//9.118</id>
<created>2005-02-03T15:37:53Z</created>
<summary type="text/plain">Man play and games. this is a lot of hard reading to say something simple.... Sorry for all non english as a first language people who read this for class. There is a graph at the back which is would...</summary>
<author>
<name>dimitri</name>
<url>http://dimitri.negroponte.com/nucleus/</url>
<email>dimitri@media.mit.edu</email>
</author>

<content type="text/html" mode="escaped" xml:lang="en" xml:base="http://dimitri.negroponte.com/blog/bg/">
<![CDATA[<p>Man play and games.</p>

<p>this is a lot of hard reading to say something simple.... Sorry for all non english as a first language people who read this for class.</p>

<p>There is a graph at the back which is would have been nicer at the begining and one could follow what direction the writing was going.<br />
-enough said-</p>

<p>So there relationship between games and play are looked at are dated.being this was writen 1958 in france... so todays game and play I believe is quite different.</p>

<p>Through out reading this piece I kept return to the notion that my work is is play. I find the production can be a part of play and see that the sandcastle is a metaphor for my form of work-play. Roger state that nothing can be created from play but what about the sand castle is that not playing? could that not also be seen as a piece of art? which is also a segrigating factor in playing. The line I guess which he think around is enjoyment. this is a factor which is an important in play.</p>

<p>I believe this paper has a lot of valuable bases to work off from, which came be seen in the table. But a whole new look should be taken on what play is.</p>]]>
<![CDATA[<p>According to Roger Caillois, play is "an occasion of pure waste: waste of time, energy, ingenuity, skill, and often of money." In spite of this--or because of it--play constitutes an essential element of human social and spiritual development.</p>

<p>In this classic study, Caillois defines play as a free and voluntary activity that occurs in a pure space, isolated and protected from the rest of life. Play is uncertain, since the outcome may not be foreseen, and it is governed by rules that provide a level playing field for all participants. In its most basic form, play consists of finding a response to the opponent's action--or to the play situation--that is free within the limits set by the rules.</p>

<p>Caillois qualifies types of games-- according to whether competition, chance, simulation, or vertigo (being physically out of control) is dominant--and ways of playing, ranging from the unrestricted improvisation characteristic of children's play to the disciplined pursuit of solutions to gratuitously difficult puzzles. Caillois also examines the means by which games become part of daily life and ultimately contribute to various cultures their most characteristic customs and institutions.</p>

<p>Presented here in Meyer Barash's superb English translation, Man, Play and Games is a companion volume to Caillois's Man and the Sacred.</p>]]>
</content>
</entry>
<entry>
<title>Class02</title>
<link rel="alternate" type="text/html" href="http://dimitri.negroponte.com/blog/bg/archives/2005/01/class02.html" />
<modified>2005-01-27T19:43:29Z</modified>
<issued>2005-01-27T17:25:15Z</issued>
<id>tag:dimitri.negroponte.com,2005:/blog/bg//9.104</id>
<created>2005-01-27T17:25:15Z</created>
<summary type="text/plain">Reading to do: Man,Play and Games Roger Caillois Peter Lee sat in on class. Co-founder of GameLabs. 30 minute game design lesson. Street Theater.. Games are a class of object... chess, basketball, Warcraft and Mario Bros. all have something in...</summary>
<author>
<name>dimitri</name>
<url>http://dimitri.negroponte.com/nucleus/</url>
<email>dimitri@media.mit.edu</email>
</author>
<dc:subject>class notes</dc:subject>
<content type="text/html" mode="escaped" xml:lang="en" xml:base="http://dimitri.negroponte.com/blog/bg/">
<![CDATA[<p>Reading to do: Man,Play and Games</p>

<p>Roger Caillois</p>

<p>Peter Lee sat in on class. Co-founder of GameLabs.</p>

<p>30 minute game design lesson.</p>

<p>Street Theater..</p>

<p>Games are a class of object...</p>

<p>chess, basketball, Warcraft and Mario Bros. all have something in common.</p>

<p>WarCraft is like Lord of the Rings, but is more like Chess.</p>

<p><br />
<strong><br />
What makes a game:</strong><br />
Define Outcomes / Goal<br />
Interactivity<br />
Rules (discussed the Game)<br />
[Adventure of trial and error]<br />
[Story]</p>

<p><strong>Start anywhere:</strong><br />
-action<br />
-material<br />
-theme The narrative can not just a skin to work<br />
-Design Requirements<br />
-game mechanic (a unit of activity) example bidding or shuffle in cards. What takes a game more interesting and less formulaic.</p>

<p><strong>Criteria:</strong><br />
legibility<br />
-elegance<br />
-usability<br />
-meaningful choices<br />
Balance<br />
-between players(fairness)<br />
-between stratagies (meaningful choices)<br />
Pacing<br />
-dramatic tension<br />
-dead space<br />
Theme<br />
-relationship (Mechanic to theme)<br />
Main idea (return al look at this)</p>

<p></p>

<p>Don't just think do too one never knows what will exactly happen.</p>

<p>watch out for Flat and no spark. drawing board... but something interesting happens during the flat play, which can become important in redevelopment.</p>

<p>Struture Short and quick, or long. Need stuff?</p>

<p>Book- Art Guitar-<br />
chater-essay about basketball:<br />
 History of Basketball</p>

<p> Dr. James Naismith, Inventor of Basketball</p>

<p>KU Basketball Program Founder</p>

<p><br />
Rules:<br />
Dr. James Naismith is known world-wide as the inventor of basketball. He was born in 1861 in Ramsay township, near Almonte, Ontario, Canada. The concept of basketball was born from Naismith's school days in the area where he played a simple child's game known as duck-on-a-rock outside his one-room schoolhouse. The game involved attempting to knock a "duck" off the top of a large rock by tossing another rock at it. Naismith went on to attend McGill University in Montreal, Quebec, Canada.</p>

<p> After serving as McGill's Athletic Director, James Naismith moved on to the YMCA Training School in Springfield, Massachusetts, USA in 1891, where the sport of basketball was born. In Springfield, Naismith was faced with the problem of finding a sport that was suitable for play inside during the Massachusetts winter for the students at the School for Christian Workers. Naismith wanted to create a game of skill for the students instead of one that relied solely on strength. He needed a game that could be played indoors in a relatively small space. The first game was played with a soccer ball and two peach baskets used as goals.</p>

<p>James Naismith devised a set of thirteen rules of basketball:<br />
1.  	 The ball may be thrown in any direction with one or both hands.<br />
2.  	 The ball may be batted in any direction with one or both hands, but never with the fist.<br />
3.  	 A player cannot run with the ball. The player must throw it from the spot on which he catches it, allowance to be made for a man running at good speed.<br />
4.  	 The ball must be held in or between the hands. The arms or body must not be used for holding it.<br />
5.  	 No shouldering, holding, pushing, striking or tripping in any way of an opponent. The first infringement of this rule by any person shall count as a foul; the second shall disqualify him until the next goal is made or, if there was evident intent to injure the person, for the whole of the game. No substitution shall be allowed.<br />
6.  	 A foul is striking at the ball with the fist, violations of Rules 3 and 4 and such as described in Rule 5.<br />
7.  	 If either side make three consecutive fouls it shall count as a goal for the opponents (consecutive means without the opponents in the meantime making a foul).<br />
8.  	 Goal shall be made when the ball is thrown or batted from the ground into the basket and stays there, providing those defending the goal do not touch or disturb the goal. If the ball rests on the edge and the opponents move the basket, it shall count as a goal.<br />
9.  	 When the ball goes out of bounds, it shall be thrown into the field and played by the first person touching it. In case of dispute the umpire shall throw it straight into the field. The thrower-in is allowed five seconds. If he holds it longer, it shall go to the opponent. If any side persists in delaying the game, the umpire shall call a foul on them.<br />
10.  	 The umpire shall be judge of the men and shall note the fouls and notify the referee when three consecutive fouls have been made. He shall have the power to disqualify men according to Rule 5.<br />
11.  	 The referee shall be the judge of the ball and decide when it is in play in bounds, to which side it belongs, and shall keep the time. He shall decide when a goal has been made and keep account of the goals with any other duties that are usually performed by a referee.<br />
12.  	 The time shall be two 15-minute halves with five minutes' rest between.<br />
13.  	 The side making the most goals in that time shall be declared the winners.</p>

<p> In addition to the creation of the basketball, James Naismith graduated as a medical doctor, primarily interested in sports physiology and what we would today call sports science and as Presbyterian minister, with a keen interest in philosophy and clean living. Naismith watched his sport, basketball, introduced in many nations by the YMCA movement as early as 1893. Basketball was introduced at the Berlin Olympics in 1936. Today basketball has grown to become one of the world's most popular sports.</p>

<p><em>Kingdom</em><br />
This game takes participants to a medieval marketplace which looks remarkably like a plain matrix for square tiles. Each turn players place tiles onto the board which modify (either positively or negatively) the amount of money to be made by the shops that share that tile's row or column. Three times the board is filled with tiles and shop money is earned, after which the player with the most money wins.</p>

<p>Description of Reiner Knizia's Kingdoms (Fantasy Flight, 2002):<br />
The English version of Knizia's Auf Heller Und Pfennig dressed up in a new medieval fantasy theme where players build kingdoms (not marketplaces) and the negative threats come from monsters.</p>

<p><em>cartagena:</em><br />
This game represents the famous 1672 pirate-led jailbreak from the fortress of Cartagena. It is said that a game celebrating the great escape became popular in the pirate coves of the Caribbean. Each player has a group of 6 pirates and the objective is to have all 6 escape through the tortuous underground passage that connectes the fortress to the port, where a sloop is waiting for them.</p>

<p><em>Boggle</em><br />
Boggle is a timed word game where players have 3 minutes to find as many connected words as possible from the face up letters resting in a 16 cube grid. Quick and fun!</p>

<p>A number of variants have been produced by Parker over time, such as Big Boggle (which has a 5x5 grid).<br />
The example grid given in the French Canadian rules (of Deluxe Boggle) holds an amazing 459 words!</p>

<p><em>Electionic Catch Phrase</em><br />
Quick, rattle off as many clues until somebody on your team yells the word or phrase you want to hear. Get as physical as you want. Gesture. Say anything you want. Just keep talking. And keep passing. 'Cause if the buzzer goes off while you're holding the disk, the other guys get the point in CATCH PHRASE... the fast-passing, fast-talking game.<br />
</p>]]>

</content>
</entry>
<entry>
<title>BigGame</title>
<link rel="alternate" type="text/html" href="http://dimitri.negroponte.com/blog/bg/archives/2005/01/biggame_1.html" />
<modified>2005-01-27T04:26:34Z</modified>
<issued>2005-01-27T04:04:56Z</issued>
<id>tag:dimitri.negroponte.com,2005:/blog/bg//9.100</id>
<created>2005-01-27T04:04:56Z</created>
<summary type="text/plain">Chasse, as it was explained to me when I was a child is the best present a child could ever have. My father would spend the month before my birthday creating my birthday party. Kids would be divided into teams...</summary>
<author>
<name>dimitri</name>
<url>http://dimitri.negroponte.com/nucleus/</url>
<email>dimitri@media.mit.edu</email>
</author>
<dc:subject>assignments</dc:subject>
<content type="text/html" mode="escaped" xml:lang="en" xml:base="http://dimitri.negroponte.com/blog/bg/">
<![CDATA[<p>Chasse, as it was explained to me when I was a child is the best present a child could ever have. My father would spend the month before my birthday creating my birthday party. Kids would be divided into teams and we were given five pages of the Trivial Pursuit cards and a first hint to figure out where to go to first. The kids would move by train around Boston and get different clues leading them around the city.<a href="http://dimitri.negroponte.com/blog/bg/images/amazingrace2.html" onclick="window.open('http://dimitri.negroponte.com/blog/bg/images/amazingrace2.html','popup','width=350,height=236,scrollbars=no,resizable=no,toolbar=no,directories=no,location=no,menubar=no,status=no,left=0,top=0'); return false"><img src="http://dimitri.negroponte.com/blog/bg/images/amazingrace2-thumb.jpg" width="200" height="134" border="0" align="right"/></a> The game came from the experience my father had at boarding school. Yes. today you an see it on TV... The Amazing Race.</p>

<p>My father bumped into a classmate of mine a few months ago and he said, "Dimitri's birthday was the most memorable thing I can think of from school." It was a total experience. We would have to use public transport. Our group used the people on the trains to answer all the Trivial Pursuit card pages. It was great, each time we got on a train the whole bus would get involved and by the time we would get off, there would be some much energy, the people wouldn't want us to get off, All the people would cheer good luck.</p>

<p>As a big game, this is  a good example of seeing the city board and interacting with the people in it. A game is a story that people live in for a period of time. Big games, when the space is physically big, allows none participants to effect the game and the players, sometimes even the outcome. The winning group was ours, but only by a few points, why? Because we got the trains and bus riders involved and they helped us. Those point got us the extra point enough to beat out the competition.</p>]]>

</content>
</entry>
<entry>
<title>class01</title>
<link rel="alternate" type="text/html" href="http://dimitri.negroponte.com/blog/bg/archives/2005/01/class01.html" />
<modified>2005-01-27T04:27:09Z</modified>
<issued>2005-01-22T04:09:29Z</issued>
<id>tag:dimitri.negroponte.com,2005:/blog/bg//9.101</id>
<created>2005-01-22T04:09:29Z</created>
<summary type="text/plain">Frank Lantz ex-RGA Game Lab Big Urban Game Large scale public game Huge chess/sorry pawns moved through the city. what are the obsticles which are had. people logon or call in and the next day the piece move with the...</summary>
<author>
<name>dimitri</name>
<url>http://dimitri.negroponte.com/nucleus/</url>
<email>dimitri@media.mit.edu</email>
</author>
<dc:subject>class notes</dc:subject>
<content type="text/html" mode="escaped" xml:lang="en" xml:base="http://dimitri.negroponte.com/blog/bg/">
<![CDATA[<p>Frank Lantz<br />
ex-RGA</p>

<p>Game Lab<br />
<a href="http://design.umn.edu/go/project/TCDC03.2.BUG"><br />
Big Urban Game</a>  <em>Large scale public game</em><br />
Huge chess/sorry pawns moved through the city. what are the obsticles which are had. people logon or call in and the next day the piece move with the most popular. public art works are similar. -Cristo-</p>

<p>-nice to be outside<br />
-never been to this part of town</p>

<p><a href="http://www.pacmanhattan.com/">PacManhattan</a><br />
PacMan transposed upon a 20 block radius.</p>

<p>Monumental street level events<br />
Olympic torch<br />
Macy's Parade<br />
Marathon</p>

<p>Scale effects the system bigger</p>

<p>psycho geography</p>]]>

</content>
</entry>

</feed>