Team Leader Boris-R-LOF-2's page

EDIT: man I hate when I post a message AFTER you post a new message and I don't see it!!!

"How much longer will you be needing our services Homer-G-DUF?"

Accesses PDC

punches a few keys

punch in a few more lines of text

"I hear commies are afraid of the dark."

then, when no ones looking

"Stop lugging it on your shoulders and use the wheels..."

"Computer, my team is still with Citizen Homer-G-DUF. Should I dispatch part of my team to deliver the bot, and have the other half of the team continue to escort Homer-G-DUF." ""All Hail the Glory of the wise and omnipotent computer"

*also accesses PDC to check the time*

"It's actually the orange citizen, the green citizen is in a higher clearance area running his own errands."

"BOO"! As Boris spring ups! "Gotcha!"

It was my bosses BDay t'day too...heh

"Thanks Tim, I owe you one!"

"Those cancer-lites?"

get's all bugged-eyed

"Urk!!!"

Falls off the box and twitches

"I wonder, you might be able to use your spoon to make your grenade fly farther..."

Boris then demonstrates with his imaginary spoon and an imaginary grenade, and then points at how much farther it went in his mind...

"See sound principle, you should try it with a grenade"

"I wonder, you might be able to use your spoon to make your grenade fly farther..."

"Halt, we will ALL be at this location when the Orange citizen returns!"

"I'm sure Horton will be here in 21 seconds or less..."

"Thanks Tim!" pops the top on the B3, and has a refreshing drink of Bubbly brew... "I owe you one"

"Luckily I found a weapons stall with some nice Red clearance weapons for sale, right there" points to the stall nearest them

"Nice....spoon"

Then I rush back to the lift!

When you return Boris is sitting on the box, picking the stuff out of my nails with his shiny new knife. With a sword strapped to his hip.

Boris

** spoiler omitted **

Team Leader Boris-R-LOF-2 wrote:

** spoiler omitted **

Tru, you should read back posts...

Drags the box to the nearest stall, and buys,

then hurry back to the lift

Uh-huh...wish I had known that BEFORE...

"Permission to shop granted, meet back here in 8 minutes, so we'll all be here When Citizen Barneby returns. I will stay here while you all shop. Get me a B3 cola please." "Tru, I will watch the bot crate so you can shop" I will sit on the crate

OOC: you had changed that post on me.

"Very well Citizen!"

"Let us depart"

OOC: is the other orange citizen still with us?

"That is correct Horton, but then again, said citizen would then be responsible for your condition"

The green citizen looks as though he's starting to grow impatient. He glares at Bob.

"Would you hurry up and finish your hygiene inspections. I have places to be and you citizens are my escorts."

I asked a few posts back if we were done with the escort part and you didn't reply ...just checked, it was 25 posts ago, prior to the whole hygiene portion.

"Sir, it won't be much longer, I wouldn't want one of my troubleshooters to offend your olfactory senses"

accesses PDC

"No, Hygiene is important, we wouldn't want to be killed by traitors because we were too distracted by one of our own"

Steps away from Horton

"Hygiene officer, perform a full check on Horton, something stinks"

"As I suspected, the stress of the combat made me sweat a bit more"

ooc: I forgot to put the -2 in the dice roller, so it's a 15 overall, not a 17

"Excellent..."

and if that happens then...

if not then...

"All hail the Computer!"

Pulls PDC, aims it at Horton

"Horton, holster your weapon"

"Happiness Officer, find something for Horton to take the edge off"

<Directed at Logan>

"Citizen, videos on your previous incarnation is fine but we have a mission."

"Right, fearless leader?" Tru looks at Boris

"You are correct Tim...errrr" pauses to think "Tru."

OOC:Are we done escorting the Green citizen?

"Inspect away Hygiene officer."

"I think I may need some deodorant and some sanitizer for my laser wound."

"That citizen",points to the Green citizen "the one we were sent to escort, the one I said to protect, when our" Kicks corpse"dead traitor here attempted to kill us all"

"Your tone to the Team leader is also insubordinate"

Accesses PDC

<Trying to get it all on film.>

"Firefight, but how to tell which is the traitor. The film will speak..."

Grimacing in pain

"Not much of a firefight, since I don't have my laser out Horton."

"By the way Horton, your primary mission is as a troubleshooter, your secondary mission is as Recording officer...don't let that cloud your vision as it did in this mission, you completely neglected your duties to protect the citizen...Loyalty Officer is that a fineable offense?"

OOC: of course no insult taken, it's all in game, besides, I figured as Happiness Officer you'd be "Happy" to give your clone to protect a green citizen and the rest of the team, and besides, Team Leader is a more "needed" team member ;)

Access PDC: Call medsquad for our fallen Happiness Officer

"Here Logan, take some pills to take the edge off the pain"

Boris

** spoiler omitted **

Team Leader Boris-R-LOF-2 wrote:

** spoiler omitted **

I'll try to find some of his happy pills to ease the pain

I blast a hole in the window opposite me, then one opposite me diagonally in an attempt to create a suction on the opposite side of the cabin from me

As Tim....err Logan starts to move, I roll away from him...

looks at Tim

"Errrr, oops...Logan"

"Citizen Get to the farthest part of the transbot for your protection"

OOC: where's the boom? Shouldn't there be a boom by now?

ooc:Well, I wasn't standing there dumb-founded, I was reacting, while clarifying ooc...I even gave 2 tactical options. Maybe it's that I'm new to PbP...

so now

Edit:

a laser might open one

Team Leader Boris-R-LOF-2 wrote:

do those windows open? as a plane's windows do not...if they don't open then I'll go with option number 1.

** spoiler omitted **

clarification:

do those windows open? as a plane's windows do not...if they don't open then I'll go with option number 1.

Boris jumps to his feet,

(if there are no windows in the transport) draws his laser, and attempts to blast the grin off his face and hopefully have the grenade drop at his feet so I can throw the corpse on top of it.

(if there are windows) then attempt to knock it out a window, then blast the grin off his face...

"Right, Logan, not Tim...your voices sound similar, and I wasn't looking at you"

Takes a picture of Logan...not Tim

Types into his PDC

then

also

"Acrobats of OID sector?" says Boris, completely puzzled, "What are you talking about Tim?"

Accesses PDC

"As I, Boris-R-LOF-2, have not been active for long enough to have even been on time, I can't see how that can be considered treasonous sir, I did my due diligence as soon as my mind was clear enough to comprehend I was accessing the information and getting the team here as soon as possible."

"Sir"

Here's a copy-paste from The Escapist:

David Millians is a teacher at the Paideia School in Atlanta, Georgia. Every weekday, he meets his class of thirty 10- and 11-year-olds for a full day's worth of education. Currently, he is teaching them about the Civil War; they read, do art projects, watch videos, and conduct research. On Tuesday and Thursday mornings, they become the citizens of a northern Georgia village during the Civil War.
David runs a live-action role-playing game, or LARP, entitled "Crossroads," in which his students play their own individual parts. In a LARP, the players interact with each other in a much more freestyle manner, and traditional RPG elements such as dice and rulebooks are rarely consulted. As a result, the game becomes more of an impromptu performance, and, in this case, an educational experience.

RPGs are no stranger to David's classroom; in the past, he has run other games in simulations, and some of his students are permitted to run their own games during breaks. Decks of Magic and Once Upon A Time, a card game in which the players create their own faerie tales, are readily available to his students to play during break times (Millians).

At it's most basic level, an RPG can be used to teach the process of cause-and-effect, as well as the benefits of acting as a group. In a case study written by Luis Zayas and Bradford Lewis, eight boys of ages 8 and 9 were introduced to D&D in an after-school program that took place in a grade school in New York City in the fall of 1985. Each of the boys were identified by school staff members as having displayed hyperactivity or problems with personal interaction. With the help of a worker, the boys created characters for the game, and began to play. During the course of these sessions, the children were exposed to the importance of acting as a group to achieve their goals, and to take advantage of each individual's strengths. In one example, two of the boys who were playing fighters faced a long, dark corridor. When asked what they would like to do, they decided to rush down the corridor. When the boy playing a thief asked if they would like him to check the corridor for traps first, they declined his help. After getting to the end of the hallway, a pit trap opened in the floor, and one of the fighters fell in. When asked about their decision, the boys stated that they had learned their lesson, and that it was important to keep the fighters safe in order to combat any monsters that they would encounter in the future. As a result, they not only learned the consequences of their actions, but were also considering the possibilities if those consequences had been more severe (Zayas 60).

Other teachers have used Magic exclusively to teach a variety of lessons. Jeff Brain, a teacher in the San Francisco school district, uses Magic cards as visual aids, as well as allowing his students to play with them. In a lesson in database management he has prepared, he allows his students to create computer databases of Magic cards that are based on their various elements; the colors, numbers, and symbols found on the cards. Then, he has them access their database to find all cards that contain a certain element. To teach statistics, Jeff gives each student seven mountain cards and one dragon card, then asks the question: What are the odds, if the cards are shuffled and one drawn, that the dragon will come up? He repeats this lesson, changing the selection of cards each time. Jeff also uses the visual elements of the cards to teach mythology: "When you break the colors of Magic down, you can look at how primitive peoples start using color to describe certain elements, such as red for fire and green for growing things and blue for water or air (Mohn 56)."

Susan Mohn, head of the Education and Training team at Wizards of the Coast, the company that brings us Magic: The Gathering, has begun a plan to bring the card game to the classroom to teach a number of skills. These include critical thinking, reasoning, computational, reading comprehension, communication, interactive, and resource management skills, as well as improving attention span (Mohn 3).

The advantages of role-playing and card games are not only tapped in the classroom; these games are, after all, designed to be played at home. Without a teacher or supervisor, a child can learn a variety of lessons just by opening an RPG book. Many games use the metric system for measurements, such as how far a character can run in a set amount of time, or how far they can throw an object. In order to fully understand these concepts, the player will have to be familiar with the metric system. In the same vein, text found in a book or on a card may contain words that are unfamiliar to the player; often, this will result in the player having to do a little bit of research.

The act of playing an RPG involves many brief lessons in mathematics and statistics; for example, if you need a 18 or better to hit that dragon with your sword, and you're rolling a twenty-sided die, should you try running away instead? What if your sword is magical, and adds 2 to the result of that die roll? Or your armor and shield give that dragon the same number to hit you as well? This same lesson is learned in a more concrete sense when a player creates a deck of Magic cards, or cards for any other game; if more cards are added to the deck, it increases the odds that those cards will not be drawn.

These educational benefits are, by no means, universal. As David Millians said in an interview, "Simulations and storytellings are not every learner's best avenue to understanding." (Millians) Many are accustomed to or simply respond better to more traditional methods of teaching; handing them the responsibility of portraying a character would probably do more harm than good. An educator using these methods must be fully aware of their student's needs.

You can find Erastil's paladin codes in Faiths of Purity, page 26 :)