This document provides instructions for several party games involving 5 or more players. The games include:
1. Blown-Up Fortunes, where players catch balloons with fortunes inside and burst them to find out their fate.
2. Zip Zap, a memory game where players in a circle try to remember the names of those to their left and right.
3. Bean Shake, where players shake hands and give away beans to their 10th handshake to either collect or discard all their beans.
Elsa was going to attend a football match but Jane suggested they go to the cinema instead to watch a comic film playing at Dawliz cinema starting at 7pm. Elsa agreed that the film was a good idea and they would go have fun without stopping for drinks first since they only had time to get to the cinema on time.
Emily Shepherd created a 10 question music video questionnaire to learn about viewers' demographics, music and viewing preferences, and what they look for in a music video. Respondents are asked about their age, gender, favorite music genres, how often they watch music videos, where they watch them, if they can recall a memorable video and why, and if they prefer performance, narrative or conceptual elements and why.
The document provides information about Richard Branson's hobbies and daily routine. It includes an interview where he is asked about what time he wakes up, his morning routine, extreme hobbies, favorite artists, ideal nights, and whether he considers himself a party animal. Students practice asking and answering these questions about Branson and themselves. The document also covers grammar lessons about simple present statements and yes/no questions.
The first poem is about a boy getting ready for his first football game of the season. He describes putting on his uniform and cleats, being nervous but more worried about which girls will be there. The second poem is about a rodeo bull rider describing an 8 second ride where he hangs on but falls to his knees after, winning a new buckle. The third poem talks about the thousands of thoughts going through a pole vaulter's mind as they rush down the runway and launch themselves over the bar.
This document provides 8 ideas for celebrating New Year's Eve based on different life stages and interests:
1. For couples, visit locations from your relationship history and share memories at each stop.
2. For families, host an award show where each person gives awards to other family members based on their year.
3. For gamers, gather friends to play through multiplayer games you enjoyed this year.
4. For board game fans, set up a progression where the winner moves to the next game.
5. For college students, visit random locations around town and do activities at each stop.
6. For high schoolers, have a progressive party moving between friends' houses for different
The document contains responses from 7 individuals (George, Daisy, Milo, Bella, Sean, Georgina) to questions about their preferences in thriller films. Their favorite subgenres included sci-fi, action, horror, and crime. Their favorite films ranged from Face Off to Psycho to Point Break. Most respondents said plot was very important in motivating them to see a thriller. Opinions varied on the influence of actors, with some saying yes and others no. Suggestions for music in openings included gradual, fast-paced, jumpy, and creepy. Color preferences included black, red, blue, white and dim colors.
This document contains responses from 7 individuals to questions about their preferences and opinions regarding thriller films. Their favorite thriller subgenres include sci-fi, action, horror, and crime. Common favorites cited are Face Off, Taken, Psycho, and Point Break. Most said plot was very important in motivating them to see a thriller. Opinions varied on the influence of actors, with some saying yes and others no. Suggestions for music to open thrillers included gradual, fast-paced, jumpy, and creepy/sharp. Colors like black, red, blue, white and dim were deemed fitting for thrillers.
Elsa was going to attend a football match but Jane suggested they go to the cinema instead to watch a comic film playing at Dawliz cinema starting at 7pm. Elsa agreed that the film was a good idea and they would go have fun without stopping for drinks first since they only had time to get to the cinema on time.
Emily Shepherd created a 10 question music video questionnaire to learn about viewers' demographics, music and viewing preferences, and what they look for in a music video. Respondents are asked about their age, gender, favorite music genres, how often they watch music videos, where they watch them, if they can recall a memorable video and why, and if they prefer performance, narrative or conceptual elements and why.
The document provides information about Richard Branson's hobbies and daily routine. It includes an interview where he is asked about what time he wakes up, his morning routine, extreme hobbies, favorite artists, ideal nights, and whether he considers himself a party animal. Students practice asking and answering these questions about Branson and themselves. The document also covers grammar lessons about simple present statements and yes/no questions.
The first poem is about a boy getting ready for his first football game of the season. He describes putting on his uniform and cleats, being nervous but more worried about which girls will be there. The second poem is about a rodeo bull rider describing an 8 second ride where he hangs on but falls to his knees after, winning a new buckle. The third poem talks about the thousands of thoughts going through a pole vaulter's mind as they rush down the runway and launch themselves over the bar.
This document provides 8 ideas for celebrating New Year's Eve based on different life stages and interests:
1. For couples, visit locations from your relationship history and share memories at each stop.
2. For families, host an award show where each person gives awards to other family members based on their year.
3. For gamers, gather friends to play through multiplayer games you enjoyed this year.
4. For board game fans, set up a progression where the winner moves to the next game.
5. For college students, visit random locations around town and do activities at each stop.
6. For high schoolers, have a progressive party moving between friends' houses for different
The document contains responses from 7 individuals (George, Daisy, Milo, Bella, Sean, Georgina) to questions about their preferences in thriller films. Their favorite subgenres included sci-fi, action, horror, and crime. Their favorite films ranged from Face Off to Psycho to Point Break. Most respondents said plot was very important in motivating them to see a thriller. Opinions varied on the influence of actors, with some saying yes and others no. Suggestions for music in openings included gradual, fast-paced, jumpy, and creepy. Color preferences included black, red, blue, white and dim colors.
This document contains responses from 7 individuals to questions about their preferences and opinions regarding thriller films. Their favorite thriller subgenres include sci-fi, action, horror, and crime. Common favorites cited are Face Off, Taken, Psycho, and Point Break. Most said plot was very important in motivating them to see a thriller. Opinions varied on the influence of actors, with some saying yes and others no. Suggestions for music to open thrillers included gradual, fast-paced, jumpy, and creepy/sharp. Colors like black, red, blue, white and dim were deemed fitting for thrillers.
This document describes several icebreaker games that can be used to help groups get to know each other better. The LINE NAME GAME involves a group lining up and taking turns doing motions and saying their names as they move down the line. BEAN SHAKE involves shaking hands and exchanging beans to see who can get rid of their beans first. MUSICAL CRABS has partners in circles moving in opposite directions when music plays and finding each other when it stops. WHO AM I? involves having names pinned to backs and asking yes/no questions to guess identities. HUMAN BINGO has participants finding others who match criteria on bingo cards. M&M GAME links candy colors to questions participants must answer. Several other games
1) The document describes several team building games that involve physical movement, coordination, and communication.
2) Many of the games involve forming groups or lines and passing objects between players within certain parameters or while performing actions.
3) The games are designed to encourage interaction, build familiarity between participants, and promote cooperation through collaborative tasks.
This document summarizes several traditional games that were popular among children in Bulgaria in past generations. It describes the rules and objectives of games like hide-and-seek, tag, broken phone, dodgeball, blind man's buff, jumping rope, wishbone, tell me oracle, white butterflies, burn handkerchief, rubber band jumping, hopscotch, draughts, giants and dwarves, and balls. These games required little equipment and helped entertain children before the prevalence of electronic devices.
This document describes 33 games that can be played in groups with children, youth, and others. The games include Find the Leader, Identity Crises, Passing the Coin, The Frog and the Princess Race, In and Out Game, Telegram, Cat and Rat, Human Scrabble, 1,2,3 Zip Game, Dog and the Bone, Drawing in the Dark, Guess the Word, Memory Game, Nam-Sharats, Passing the Message, Word Test, Guess What You Carry on Your Back, Number Game, Back to Front, Crossing the Ganga, Clap in the Multiples of 5, Fours and Eights, How Many?, Ten Way Ticket, Chain Story, Act Out
This document provides descriptions of 18 icebreaker or crowd breaker games that can help groups of people who don't know each other to mix and get to know one another. The games range from simple activities like guessing numbers of fingers to more elaborate options like scavenger hunts. Most require little preparation and allow participants to learn new things about their peers in a lighthearted, low-pressure environment.
This document summarizes three traditional games from Finland:
1. Tervapata aka the tar pit involves drawing circles on the ground and one player trying to tag another with a stick while they race around the circle.
2. Luutatanssi aka Broom dance involves players guiding each other towards a broom or bottle on the ground, with the goal of knocking it over to be eliminated.
3. Rump rump rella is a singing game where two captains choose teams by catching players walking between their hands during a song. The teams then compete by pulling on each other.
The document describes four old Romanian games:
1) The Gardener game involves children singing a song and one child being selected as the gardener.
2) Continue the Proverb has children throwing a ball and saying parts of proverbs to each other.
3) The Game of Synonyms challenges players to write words and their synonyms within time limits to earn points.
4) Imitating Sounds circles children who must catch a ball and imitate the sounds of animals or objects. Players who make mistakes sit out portions of the game.
A9-Top 10 Common Traditional Games of Europe-RomaniaVasilica Gazdac
Grandparents in a Romanian village completed questionnaires about traditional games from their childhood. The top 10 most common games included:
1. Hide-and-seek - A game where one player counts while others hide and try to return to a designated spot without being tagged.
2. Ducks and hunters - Players are split into ducks and hunters, with ducks trying to evade balls thrown by hunters.
3. Thick milk - A jumping game played in teams where players must jump and shout "thick milk" without touching the ground or forgetting the callout.
Traditional games help develop children's cognitive, emotional, and volitional skills while making learning an enjoyable experience. They
Hide-and-seek, tag, and broken telephone are described as traditional playground games from Bulgaria. In hide-and-seek, one player counts while others hide and try to touch a designated "home base" without being tagged. In tag, players chase each other trying to touch other players. Broken telephone involves whispering a word down a line of children and seeing how it changes by the end.
This document provides descriptions of 20 icebreaker and team building activities that can be used at camps or events to help participants get to know each other. The activities include games that involve saying names and adjectives, passing objects around a circle while remembering details, acting out motions, answering questions to sort into groups, and variations on common games like soccer and basketball. Most activities require no equipment and can be done indoors or outdoors with groups of various sizes. Instructions are provided for setting up and playing each game.
This document provides descriptions of 10 group games that can be played with pupils. The games include variations of hide and seek, tag, relay races, and drawing games. The goal is to provide fun cooperative activities that encourage social skills like teamwork and communication through play. Decorating the clips for one game like Facebook buttons could make the game more appealing by relating it to something familiar to children.
This document contains information about several traditional Turkish folk games that incorporate musical elements. It provides the title, objectives, number of players needed, materials required, and a short description of how to play each game. The games described aim to develop collaboration, confidence, perception skills and friendship while having fun. They include "Yağ Satarım Bal Satarım" (Drop The Handkerchief), "Aç Kapıyı Bezirganbaşı" (Open The Door Head Merchant), and "Kutu Kutu Pense" (Ring Around the Rosie).
Turkey is one of the rare countries in the world which has an article related to sports in her Constitution. Article 59 of the Constitution says, "The State takes measures to develop the physical and mental health of Turkish citizens of all ages and encourages the spread of sports among the masses.’’
2013-2015 OUR COMMON EUROPEAN ROOTS MEETINGS AND TOPICS
5th project meeting – 22nd – 27th March 2015 at Zespól Szkól Ekonomicznych Secondary Technical School,
Starogard, Gdanski, Poland
Topic : “Ancient European sports and games: what did our ancestors play?”
The document describes several warm up activities that can be used for groups:
Hot potato involves passing a potato or ball around a circle while music plays, with the person holding it when the music stops doing an action. Quick link is forming random groups based on attributes. Boppity bop bop bop has one person in the middle pointing left or right, with the pointed person naming the person on their side. Categories and Jeopardy involve guessing things in categories. Up, down, stop, go has children responding to different calls by the teacher to move in specified ways. The activities are meant to energize groups, encourage socialization and fun, and build group cohesion.
This document provides instructions for playing several different games:
1) Chess piece notation and board setup.
2) Dominoes game play including starting with highest double chip, taking turns clockwise, and ending by dominating or closing.
3) Lottery bingo game play where players choose random tables, the caller draws letters, and the winner places all objects and yells "lottery".
The document discusses strategies for using games in an educational setting to facilitate learning. It proposes that games can help develop problem-solving skills, communication skills, attention spans, self-awareness, social skills and reinforce classroom concepts. Several specific games are then described that focus on areas like concentration, group cooperation, public speaking skills and narrative development. The games are intended to create an engaging environment where students can learn through play within a structured framework.
This document contains descriptions of several icebreaker games and activities submitted to the BEST Games website. The first game described is "IX Exercise" which involves drawing the symbol "IX" and having participants make a six out of it using one line. The second is "4-Goal Soccer" where teams try to score goals in soccer but can only use their feet and legs. Several other games are briefly described such as "5 cents", "7-11-Doubles", and "A Little Inconvenience" which involves various physical challenges with simulated handicaps.
The document provides instructions for 4 team building and icebreaker activities:
1. Pass the Clap - A circle activity where participants pass a "clap" around the circle by making eye contact and clapping simultaneously with the next person.
2. Two Truths and a Lie - Group members each share 2 true statements and 1 lie about themselves for others to guess.
3. Floor Designs - One person draws a picture which the group then replicates on the floor using paper, with variations like only allowing certain people to communicate.
4. Replication - Groups compete to replicate an arrangement of objects based on limited information passed between team members in roles of looker, runner, and builder.
The document provides guidance on various exercises and activities for getting to know each other and building rapport within a group. It describes exercises involving sharing names and backgrounds in pairs or circles, as well as interactive games using props like balls of wool or sheets with personal facts. The goal is to help all individuals feel valued and comfortable before delving into more substantive topics, as open communication and acceptance of differences are important for the work. Diagrams and instructions are provided for a "Personal Shield" and "Human Bingo" game as further optional activities.
This document provides instructions for activities to help group members get to know each other better at the start of a workshop. It describes five main activities:
1) Having group members introduce themselves and share something about their first name.
2) Pairing people up to talk and learn about each other for 5 minutes then introduce their partner.
3) Forming a circle and passing a ball of wool while saying their name and other details to connect everyone.
4) Going around the circle saying their name and what they would rather do with their life to learn names and more about others.
5) Creating a "I AM..." sheet to write 3 things about themselves that are not obvious and share by
This document describes several icebreaker games that can be used to help groups get to know each other better. The LINE NAME GAME involves a group lining up and taking turns doing motions and saying their names as they move down the line. BEAN SHAKE involves shaking hands and exchanging beans to see who can get rid of their beans first. MUSICAL CRABS has partners in circles moving in opposite directions when music plays and finding each other when it stops. WHO AM I? involves having names pinned to backs and asking yes/no questions to guess identities. HUMAN BINGO has participants finding others who match criteria on bingo cards. M&M GAME links candy colors to questions participants must answer. Several other games
1) The document describes several team building games that involve physical movement, coordination, and communication.
2) Many of the games involve forming groups or lines and passing objects between players within certain parameters or while performing actions.
3) The games are designed to encourage interaction, build familiarity between participants, and promote cooperation through collaborative tasks.
This document summarizes several traditional games that were popular among children in Bulgaria in past generations. It describes the rules and objectives of games like hide-and-seek, tag, broken phone, dodgeball, blind man's buff, jumping rope, wishbone, tell me oracle, white butterflies, burn handkerchief, rubber band jumping, hopscotch, draughts, giants and dwarves, and balls. These games required little equipment and helped entertain children before the prevalence of electronic devices.
This document describes 33 games that can be played in groups with children, youth, and others. The games include Find the Leader, Identity Crises, Passing the Coin, The Frog and the Princess Race, In and Out Game, Telegram, Cat and Rat, Human Scrabble, 1,2,3 Zip Game, Dog and the Bone, Drawing in the Dark, Guess the Word, Memory Game, Nam-Sharats, Passing the Message, Word Test, Guess What You Carry on Your Back, Number Game, Back to Front, Crossing the Ganga, Clap in the Multiples of 5, Fours and Eights, How Many?, Ten Way Ticket, Chain Story, Act Out
This document provides descriptions of 18 icebreaker or crowd breaker games that can help groups of people who don't know each other to mix and get to know one another. The games range from simple activities like guessing numbers of fingers to more elaborate options like scavenger hunts. Most require little preparation and allow participants to learn new things about their peers in a lighthearted, low-pressure environment.
This document summarizes three traditional games from Finland:
1. Tervapata aka the tar pit involves drawing circles on the ground and one player trying to tag another with a stick while they race around the circle.
2. Luutatanssi aka Broom dance involves players guiding each other towards a broom or bottle on the ground, with the goal of knocking it over to be eliminated.
3. Rump rump rella is a singing game where two captains choose teams by catching players walking between their hands during a song. The teams then compete by pulling on each other.
The document describes four old Romanian games:
1) The Gardener game involves children singing a song and one child being selected as the gardener.
2) Continue the Proverb has children throwing a ball and saying parts of proverbs to each other.
3) The Game of Synonyms challenges players to write words and their synonyms within time limits to earn points.
4) Imitating Sounds circles children who must catch a ball and imitate the sounds of animals or objects. Players who make mistakes sit out portions of the game.
A9-Top 10 Common Traditional Games of Europe-RomaniaVasilica Gazdac
Grandparents in a Romanian village completed questionnaires about traditional games from their childhood. The top 10 most common games included:
1. Hide-and-seek - A game where one player counts while others hide and try to return to a designated spot without being tagged.
2. Ducks and hunters - Players are split into ducks and hunters, with ducks trying to evade balls thrown by hunters.
3. Thick milk - A jumping game played in teams where players must jump and shout "thick milk" without touching the ground or forgetting the callout.
Traditional games help develop children's cognitive, emotional, and volitional skills while making learning an enjoyable experience. They
Hide-and-seek, tag, and broken telephone are described as traditional playground games from Bulgaria. In hide-and-seek, one player counts while others hide and try to touch a designated "home base" without being tagged. In tag, players chase each other trying to touch other players. Broken telephone involves whispering a word down a line of children and seeing how it changes by the end.
This document provides descriptions of 20 icebreaker and team building activities that can be used at camps or events to help participants get to know each other. The activities include games that involve saying names and adjectives, passing objects around a circle while remembering details, acting out motions, answering questions to sort into groups, and variations on common games like soccer and basketball. Most activities require no equipment and can be done indoors or outdoors with groups of various sizes. Instructions are provided for setting up and playing each game.
This document provides descriptions of 10 group games that can be played with pupils. The games include variations of hide and seek, tag, relay races, and drawing games. The goal is to provide fun cooperative activities that encourage social skills like teamwork and communication through play. Decorating the clips for one game like Facebook buttons could make the game more appealing by relating it to something familiar to children.
This document contains information about several traditional Turkish folk games that incorporate musical elements. It provides the title, objectives, number of players needed, materials required, and a short description of how to play each game. The games described aim to develop collaboration, confidence, perception skills and friendship while having fun. They include "Yağ Satarım Bal Satarım" (Drop The Handkerchief), "Aç Kapıyı Bezirganbaşı" (Open The Door Head Merchant), and "Kutu Kutu Pense" (Ring Around the Rosie).
Turkey is one of the rare countries in the world which has an article related to sports in her Constitution. Article 59 of the Constitution says, "The State takes measures to develop the physical and mental health of Turkish citizens of all ages and encourages the spread of sports among the masses.’’
2013-2015 OUR COMMON EUROPEAN ROOTS MEETINGS AND TOPICS
5th project meeting – 22nd – 27th March 2015 at Zespól Szkól Ekonomicznych Secondary Technical School,
Starogard, Gdanski, Poland
Topic : “Ancient European sports and games: what did our ancestors play?”
The document describes several warm up activities that can be used for groups:
Hot potato involves passing a potato or ball around a circle while music plays, with the person holding it when the music stops doing an action. Quick link is forming random groups based on attributes. Boppity bop bop bop has one person in the middle pointing left or right, with the pointed person naming the person on their side. Categories and Jeopardy involve guessing things in categories. Up, down, stop, go has children responding to different calls by the teacher to move in specified ways. The activities are meant to energize groups, encourage socialization and fun, and build group cohesion.
This document provides instructions for playing several different games:
1) Chess piece notation and board setup.
2) Dominoes game play including starting with highest double chip, taking turns clockwise, and ending by dominating or closing.
3) Lottery bingo game play where players choose random tables, the caller draws letters, and the winner places all objects and yells "lottery".
The document discusses strategies for using games in an educational setting to facilitate learning. It proposes that games can help develop problem-solving skills, communication skills, attention spans, self-awareness, social skills and reinforce classroom concepts. Several specific games are then described that focus on areas like concentration, group cooperation, public speaking skills and narrative development. The games are intended to create an engaging environment where students can learn through play within a structured framework.
This document contains descriptions of several icebreaker games and activities submitted to the BEST Games website. The first game described is "IX Exercise" which involves drawing the symbol "IX" and having participants make a six out of it using one line. The second is "4-Goal Soccer" where teams try to score goals in soccer but can only use their feet and legs. Several other games are briefly described such as "5 cents", "7-11-Doubles", and "A Little Inconvenience" which involves various physical challenges with simulated handicaps.
The document provides instructions for 4 team building and icebreaker activities:
1. Pass the Clap - A circle activity where participants pass a "clap" around the circle by making eye contact and clapping simultaneously with the next person.
2. Two Truths and a Lie - Group members each share 2 true statements and 1 lie about themselves for others to guess.
3. Floor Designs - One person draws a picture which the group then replicates on the floor using paper, with variations like only allowing certain people to communicate.
4. Replication - Groups compete to replicate an arrangement of objects based on limited information passed between team members in roles of looker, runner, and builder.
The document provides guidance on various exercises and activities for getting to know each other and building rapport within a group. It describes exercises involving sharing names and backgrounds in pairs or circles, as well as interactive games using props like balls of wool or sheets with personal facts. The goal is to help all individuals feel valued and comfortable before delving into more substantive topics, as open communication and acceptance of differences are important for the work. Diagrams and instructions are provided for a "Personal Shield" and "Human Bingo" game as further optional activities.
This document provides instructions for activities to help group members get to know each other better at the start of a workshop. It describes five main activities:
1) Having group members introduce themselves and share something about their first name.
2) Pairing people up to talk and learn about each other for 5 minutes then introduce their partner.
3) Forming a circle and passing a ball of wool while saying their name and other details to connect everyone.
4) Going around the circle saying their name and what they would rather do with their life to learn names and more about others.
5) Creating a "I AM..." sheet to write 3 things about themselves that are not obvious and share by
This exercise simulates scientists in a desert trying to fill a cup with water from an oasis without stepping in the circle using only ropes. Participants have 20 minutes to complete the task. The debriefing will focus on the group's strategy, communication, and roles. Key questions will examine how the strategy evolved and changed, how communication flowed within and between groups, and what roles emerged with the leader and followers. The goal is to understand challenges of cooperation, leadership, and group dynamics.
The document provides 30 icebreaker activities that can be done while seated. The activities include having participants write unusual facts about themselves on index cards to be guessed, name games involving alliteration or objects they bring on a picnic, partner activities like building towers out of straws or thumb wrestling, and group activities like guessing lies among truths or passing around candy and stating facts about oneself for each piece taken. The icebreakers are intended to help participants learn each other's names and share personal details to build rapport within a group.
This document provides an overview of icebreakers - introductory activities used to help groups learn each other's names and get comfortable interacting. It discusses the purposes of icebreakers, including getting acquainted, introducing topics, building teams, and energizing groups. The document also provides tips for facilitators on choosing the right icebreaker for the group's goals and needs, facilitating the activity, and debriefing afterwards. Examples of common icebreakers are also described.
This document provides instructions and guidance for team building exercises focused on getting to know each other, building trust through physical closeness activities, and cooperating to solve group tasks. The exercises include personal crests, intimate interviews, trust walks, trust falls, aeroplanes, human knots, back-to-back activities, and a perfect squares puzzle to encourage cooperation without verbal communication. Guidance is given for facilitators on discussing experiences to translate lessons to real work team situations.
This document outlines a 1.5 hour session to help a newly formed team get to know each other and establish norms for working together effectively. The session includes icebreakers like writing descriptive words about teammates and a team personality test. Participants discuss experiences from successful past teams and brainstorm rules, success factors, and personal commitments to recreate positive team dynamics and feelings. The goals are for members to connect with each other, understand their interactions and personalities, and set a foundation for effective collaboration.
This document provides descriptions of several team building activities with varying levels of physical activity and risk. Some of the activities described include:
- Standing up from a back-to-back sitting position with partners to demonstrate cooperation and coordination.
- Forming a "human knot" by joining hands with other group members not standing next to you and then untangling the knot, requiring collaboration to solve.
- One group acts as a "taffy pulling machine" to gently pull another group holding hands in a circle in an attempt to stretch the "taffy" into human-sized pieces in a display of cohesion.
- Sitting back-to-back in a tight circle and then
Crew members were stranded 200 miles from their rendezvous point on the moon and needed to rank 15 survival items to make the journey. The two oxygen tanks were ranked as the most critical by NASA since oxygen is essential for survival and weight is not an issue on the moon. Food concentrate and water were also highly ranked. The box of matches and magnetic compass were considered virtually useless since there is no oxygen on the moon for fires and the moon does not have a magnetic field for navigation.
The 90-minute training aims to get 20 first and second year students between 19-21 years old to remember at least 5 names from the group. It uses interactive exercises like drawing common interests, passing water between glasses without spilling, and forming human pyramids to get participants out of their comfort zones and build rapport. The training concludes by checking if learning objectives were met and gathering feedback.
1. The document describes an exercise where groups of 5 people are tasked with assembling puzzle pieces into squares of equal size without verbal communication.
2. Each group member is given pieces in an envelope to assemble their square, with the goal being to complete all squares at the same time since the task is not finished until all are equal in size.
3. Observers monitor the groups and take note of non-verbal communication attempts and how group members help or do not help each other reach the goal within the time limit.
This document outlines an outdoor exercise to demonstrate leadership elements like participation and developing a shared vision. It involves two instructors leading blindfolded workers to move an object from one area to another using only verbal instructions.
The instructors are tasked with developing a strategy to guide the blindfolded workers without direct contact. Workers must rely completely on the instructors' guidance and feedback.
After completing the task, participants discuss their experiences as instructors or workers. Questions focus on delegation, developing strategy, managing limitations, and clarity of communication. The goal is for participants to reflect on effective leadership and teamwork, especially when facing challenges.
This document outlines an outdoor exercise involving entering a computer code to stop a virus. Participants must work as a team to touch numbered plates in order from 1-50 within the activity area without multiple people entering at once. The code may need to be entered repeatedly and variations like removed numbers add difficulty. After, facilitators focus the debriefing on discussing team strategies, communication, conflicts around values and priorities, and willingness to start without full planning. The goal is to build creativity, teamwork, and adaptive thinking under pressure.
This document outlines an exercise called "Blind Fly" where delegates work together blindfolded to reach a goal. It provides:
1) Instructions for the exercise including preparing a site with a goal that can be seen from a distance and providing ropes for the group.
2) A timeline of 5 minutes for briefing, 10 minutes for planning, 15 minutes for the blindfolded walking, and 20 minutes for debriefing.
3) Safety instructions for the facilitator to watch the group and warn of any obstacles while blindfolded.
4) Discussion questions for the debriefing focused on teamwork, communication, leadership, planning, and handling difficulties while blindfolded as a group.
How OTT Players Are Transforming Our TV Viewing Experience.pdfGenny Knight
The advent of Over-The-Top (OTT) players has brought a seismic shift in the television industry, transforming how we consume media. These digital platforms, which deliver content directly over the internet, have outpaced traditional cable and satellite television, offering unparalleled convenience, variety, and personalization. Here’s an in-depth look at how OTT players are revolutionizing the TV viewing experience.
The Evolution and Impact of Tom Cruise Long Hairgreendigital
Tom Cruise is one of Hollywood's most iconic figures, known for his versatility, charisma, and dedication to his craft. Over the decades, his appearance has been almost as dynamic as his filmography, with one aspect often drawing significant attention: his hair. In particular, Tom Cruise long hair has become a defining feature in various phases of his career. symbolizing different roles and adding layers to his on-screen characters. This article delves into the evolution of Tom Cruise long hair, its impact on his roles. and its influence on popular culture.
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Introduction
Tom Cruise long hair has often been more than a style choice. it has been a significant element of his persona both on and off the screen. From the tousled locks of the rebellious Maverick in "Top Gun" to the sleek, sophisticated mane in "Mission: Impossible II." Cruise's hair has played a pivotal role in shaping his image and the characters he portrays. This article explores the various stages of Tom Cruise long hair. Examining how this iconic look has evolved and influenced his career and broader fashion trends.
Early Days: The Emergence of a Style Icon
The 1980s: The Birth of a Star
In the early stages of his career during the 1980s, Tom Cruise sported a range of hairstyles. but in "Top Gun" (1986), his hair began to gain significant attention. Though not long by later standards, his hair in this film was longer than the military crew cuts associated with fighter pilots. adding a rebellious edge to his character, Pete "Maverick" Mitchell.
Risky Business: The Transition Begins
In "Risky Business" (1983). Tom Cruise's hair was short but longer than the clean-cut styles dominant at the time. This look complemented his role as a high school student stepping into adulthood. embodying a sense of youthful freedom and experimentation. It was a precursor to the more dramatic hair transformations in his career.
The 1990s: Experimentation and Iconic Roles
Far and Away: Embracing Length
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1. Blown-Up Fortunes
Players:
5 or more
Equipment:
A balloon for each player, and quite a few extras to substitute for the ones that break
ahead of time;
A fortune, written on a slip of paper, for each player
Preparation:
Push a fortune into each balloon;
Blow up the balloons and tie their mouths
The fortunes may be funny or serious or silly - anything you think will add to the fun of
the party. Here are a few suggestions:
You will marry a robot and have 14 children.
You will be a prisoner in the zoo.
You will get a pleasant surprise before the day is out.
If you don't stop eating so much cake, you'll get fat.
Watch out for clones.
You get the idea. When everyone has arrived, throw the balloons up in the air and let the
players catch them. After they have each captured a balloon, tell them to burst the balloon
if they want to find out their fortunes. The party begins with a BANG.
Zip Zap
Players:
8 or more
Equipment:
None
Preparation:
None
One player volunteers to be the leader and stands in the middle. Then everyone in the
circle, going clockwise, takes a turn calling out his or her first and last name. Each person
tries to remember the name of the player on the right and left.
Then the leader suddenly points a finger at a player-say Stan-and says slowly, "ZIP-one,
two, three, four, five." At this Stan must answer by giving the full name of the player to
his left.
If the leader said, "ZAP-one, two, three, four, five," Stan's answer must be the name of
the person to his right. If Stan doesn't give the answer before the count of five, then he
has missed and becomes "It," while the previous "It" takes Stan's place in the circle.
If Stan gives the right name before the count of five is reached, then "It" remains where
he or she is and points to another player. Make it very clear that "ZIP" means the person
to the left and "ZAP" is for the person to the right longest wins.
2. Bean Shake
Players:
10-30
Equipment:
10 dried beans for each player;
A small plastic bag or envelope for each player
Preparation:
Place the beans in small plastic bags or in envelopes, so that you don't need to take the
time to count them out when the party is on.
Give each player 10 dried beans. Then they are to start shaking hands with each other,
over and over, as many times as possible. Why? Because each player gives away a bean
to every tenth person he or she shakes hands with. The idea of the game is to get rid of all
your beans.
This is a very funny scene, with everyone shaking hands. Of course, while you're trying
to get rid of your beans, and handing them out to every tenth person you shake with,
you're getting beans back from other shakers!
It's a good idea not to let the players know that they will be your tenth person, because
they may try to move away from you. However, no one can refuse to accept a bean if he
or she is really the tenth person you shake hands with.
You can also play this game in exactly the opposite way. In the second way, the one who
ends up with the most beans is the winner. Then everything changes and everyone is
anxious and eager to become the tenth player.
First play it one way, then switch to the other. Some of the players will get all mixed up,
but it certainly gets everyone acquainted quickly!
Musical Crabs
Players:
12-30
Equipment:
Music (from a tape or record player)
Preparation:
None
The players select partners and then form two circles - one partner in the outer circle and
one in the inner circle. "It" stands in the middle, and someone else takes care of the
music.
When the music starts, the circles move in opposite directions. When it stops, the circles
stop moving, and "It" calls out a command such as "Head to head!" Then the partners
have to find each other quickly and put their foreheads together. If "It" can get his or her
head together with a partner who hasn't been found yet, "It" becomes that player's partner
when the music starts again. The player left without a partner becomes "It," and issues the
next command. The fun is in the many possible commands: Nose to nose. Eye to eye.
Cheek to cheek. Foot to foot. Head to toe. Hand in hand. Back to back. Hand to ear.
3. Back to front. Heel to toe. Shoulder to shoulder. Hand to knee.
Make up your own!
Follow the Leader
Players:
4 or more
Equipment:
None
Preparation:
Set up a few "hurdles" in uncrowded places
This is a good warmer-upper, and it can be played with any number of players. Be sure to
put away breakables beforehand and to point out to the leader the limits of the game—
which rooms or parts of the house are out of bounds.
One person is chosen as the leader and the rest of the group must do everything the leader
does. It is a good idea to alert the leader beforehand so that he or she can figure out a
number of interesting and unusual things to do.
Each player follows the other in a line close behind the leader. If you are in a large area,
such as a hall or a gym, the leader can start by making a large circle, and then close in to
make a smaller one. Leaders can skip, jump, run or hop or take any other kind of steps.
When the circle is small, the leader can unwind it and run in a straight line. The leader
can jump over a rope or some hurdles that are set up ahead of time (logs or cartons will
do). The leader can do running broad jumps, somersaults and cartwheels.
Almost any activities are fun to do this way. Keep in mind that they should be different
from each other and not too hard or too easy for the players.
After this icebreaker, the players will be ready for almost any active game. Depending on
the leader, they may be ready for a rest.
This is also a good way to end a party. The leader can pick up papers, carry used dishes
out to the kitchen, put on overshoes, and so on, and all the players must follow.
Autographs
Players:
5 or more
Equipment:
Pencil for each player
Preparation:
Type or write a list of your guests and make a copy for each player.
This is a good way to get your guests acquainted, when most of them are strangers to
each other.
Give each player a copy of the guest list. Each person goes around and tries to find out
who everyone is. The printed lists of names give them a start. Then they must learn who
belongs to each name.
As they do this, the players get each guest to autograph the piece of paper. For example,
4. if one of the names on the list is Kay Robbins, the other guests will have to get Kay to
sign after the typed KAY ROBBINS.
The first player to get the complete list of names with correct signatures wins.
Broom Dance
Players:
7 or more
Equipment:
A broom;
Music
Preparation:
None
"The Broom Dance" is always a funny mixer. You need an odd number of people to play
and an extra person to start and stop the music.
The players all take partners. The extra person dances with the broom. When the music
suddenly stops, all the players must change partners. The person with the broomstick
drops it and grabs a partner.
The player who is left without a partner picks up the broom and dances with it until the
music stops again.
Who Am I?
Players:
8-10
Equipment:
Slips of paper with safety pins on them, one for each player
Preparation:
Write the names of well-known people, living or dead, on the slips of paper
As the players arrive, pin the slips of paper on their backs without showing them the
name on the front. Of course, they can see the names pinned to everyone else's back, but
not their own. Then let them try to find out their own identities from each other by asking
any question except "What's my name?" Answers can be given only in the form of "Yes"
or "No."
Players cannot ask the same person more than one question at a time. They must go from
one person to another. When players think they know who they are, they don't say
anything, but go to the leader for confirmation.
For example, a player could ask, "Am I a general?" or "Did I fight against England?" and
so on, but not "Am I George Washington?" This type of direct question is saved for the
leader, when the player is already fairly sure of the answer. If players guess wrong, they
go back to asking questions. After players guess correctly, they rejoin the game as
answerers.
The leader can keep a record of the order in which players guess their identity and
declare the winner later. The game is noisy and funny, because everyone is busy trying to
5. be the first one to find out who he or she is. Players must always answer questions put to
them by others.
A word of caution: Cover or remove all mirrors.
Talk Fest
Players:
4-30
Equipment:
Watch with a second hand or a stop watch
Preparation:
None
Divide the group in half and line them up in two rows. Those in one row stand back to
back with those in the other row. The players standing back to back become partners.
At a signal, the players turn around quickly and face their partners. They must talk to
each other without stopping. They must both talk at the same time - about anything at all
- and it doesn't have to make sense! All players must keep this up for 30 seconds.
Sometimes this game is played with only two players talking at a time. They stand in the
middle of the room talking fast and furiously while the others watch and laugh. A contest
can be set up, and those receiving the most applause are the winners.
Multiplication Dance
Players:
8 or more
Equipment:
Music
Preparation:
None
Play any kind of dance music, and select 2 players to start off dancing with each other.
Then stop the music. The dancers separate and each one selects another partner. The 2
couples dance until the music stops again. Then each one chooses another partner, and 8
people dance. This goes on until everyone is dancing.
You need an even number of players for this icebreaker. If you have an extra player, he
or she can start and stop the music.