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Technology ; was being studied at the beginning of the fieldwork and until the end of march; course six culture ; was studied from early april until the end of may. school c the two teachers with their form 2 students ; started in early january, 1990 period 4, course five: technology ; and went on until february 16th, 1990. period 5 was the zero period for these form 2 level students, but teacher c1 had recourse to his form 1 level students during period 5 in order to be able to go on with e-mail and computer-mediated communication all the time. during the last period period 6 ; , both teacher c1 and teacher c2 employed their form 2 students in the fieldwork study, although the end of the school term proved problematic regarding the timetables, as there were a range of other activities overlapping the computer class lessons. in the present study, half of the school year was considered a sufficiently long period for a number of reasons, although ethnographic tradition normally supposes that "in the absence of other determinants [italics added], one is advised to remain [in the field] at least long enough to see a full cycle of activity, a set of events usually played out in the course of a calendar year" wolcott 1988, 190 ; . however, shorter periods can also be justified cf. e.g., goetz & lecompte 1984, 240 ; . first of all, the influence of a five- or six-period system on teaching had to be taken into account. in these systems, the school year is divided into five or six periods, which have rather distinct boundaries and also form certain units in teachers' and students' minds. a whole school year is therefore not an indivisible unit. the fieldwork period, starting in early january and ending on may 31st, formed a natural sequence of time. local circumstances also had to be taken into consideration, i.e., school a wanted to start as early as mid november 1989. second, as computer-mediated communication is thought to accelerate the change of messages when compared to conventional mail, any developments were expected to be observed in the planned period of time. third, as it was probable that the participating teachers' work load would increase because of the fieldwork study, continuing with the fieldwork too long might have affected the general atmosphere negatively. furthermore, costs brought about by e-mail had to be considered. some symptoms of this factor were clearly obvious in the e-mails received from britain. fifth, the english partner school teachers agreed that the time scale suggested fitted in perfectly with them. sixth, the culture to be studied was not completely unfamiliar to me; the main aim was not to discover something totally new and unmapped, as in a traditional sort of an ethnographic study; rather, research was aimed at certain research problems, some of which had already got some kind of form based on ideas and concepts presented in the theoretical framework of the study. the partner schools cf. figure 11 ; became operational in slightly different times: tanbridge house school started with school a in mid november, 1989; the other schools in early january, 1990. the us links started to function only in late april, 1990. the links between the finnish and foreign teachers and the researcher were naturally established somewhat earlier. Twenty minutes later, langdon stepped out of the hotel ritz into place vendme. night was falling. the days of sleep had left him disoriented. and yet his mind felt oddly lucid. he had promised himself he would stop in the hotel lobby for a cafe au lait to clear his thoughts, but instead his legs carried him directly out the front door into the gathering paris night. walking east on rue des petits champs, langdon felt a growing excitement. he turned south onto rue richelieu, where the air grew sweet with the scent of blossoming jasmine from the stately gardens of the palais royal. he continued south until he saw what he was looking for--the famous royal arcade--a glistening expanse of polished black marble. moving onto it, langdon scanned the surface beneath his feet. within seconds, he found what he knew was there--several bronze medallions embedded in the ground in a perfectly straight line. each disk was five inches in diameter and embossed with the letters n and s. nord. sud. he turned due south, letting his eye trace the extended line formed by the medallions. he began moving again, following the trail, watching the pavement as he walked. as he cut across the corner of the comdie-franaise, another bronze medallion passed beneath his feet. yes! the streets of paris, langdon had learned years ago, were adorned with 135 of these bronze markers, embedded in sidewalks, courtyards, and streets, on a north-south axis across the city. he had once followed the line from sacr-coeur, north across the seine, and finally to the ancient paris observatory. there he discovered the significance of the sacred path it traced. the earth's original prime meridian. the first zero longitude of the world. paris's ancient rose line. now, as langdon hurried across rue de rivoli, he could feel his destination within reach. less than a block away. the holy grail 'neath ancient roslin waits and of poker rules.

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Wider sense, especially when incorporating computer games, it is unsatisfying to use only two categories - abstract and themed. instead this scale could be viewed as a continuum ranging from strictly abstract backgammon ; to extremely representative flight simulators ; .6 juul has made an attempt at finding discrete categories in the continuum between abstract and representational. slightly more representational than the pure abstract games are iconic games. in this category fall card games played with a standard deck. these games clearly have a representational element court cards ; but this has no relevance in the actual gameplay. the next levels hold games that represent a fictional "world". depending on to what extent these worlds are "believable" and logically coherent juul labels them incoherent world games and coherent world games. the game of chess is in juul's view an incoherent world game as it depicts a battle between two forces, but none of the mechanics of the game can be derived as a result of this fictive reality the battle ; , the player must at all times consult the rules of the game rather than the representation.7 the fictive dimension of games will be investigated further down in the report.8 a commonly recognized quality of board games is that positions are discrete. in chess, for example, there are a definitive number of squares 64 ; , and every piece will occupy one of these squares if it is not taken ; . it is relevance to the game if a piece is placed in the exact middle of a square or close to border of another square. this is contrasted to games of skill soccer, pick-up sticks mikado ; where the positions are nearly endless.9 most computer games must be regarded as games of skill in this sense, from the player's view the game positions are experienced as continuous in reality, of course, everything is discrete and exact in a computer ; . computer game theorist juul's notion of game states, the exact position of everything in a game at any given moment, is actually more suitable to board games than to computer games: though all positions in a computer game session is at any time represented exactly discrete ; by the computer the players' experience will by necessity be more fuzzy "crawling close to the gate, gun in hand" rather than the exact coordinates ; . accordingly, a board game player is deliberately manipulating the game state while, in a sense, the game state is only an effect of the players' interaction with a skill-based computer game.10 nowadays, board games like pictionary and cranium include activities of a fuzzy character drawing, molding, acting etc. ; . game states during these activities are fuzzy as well. even more so, actually, than in a skill-based computer game, as these activities are not represented exactly by any system. the only discrete game states in these games are the players' actual advancements on the game board, which in reality is a rather limited part of the gaming experience. yet, still it is this element that makes these games recognizable as board games. these games might be treated as board games with skill-based elements. my bet is that this category of games is here to stay. Video texas poker rules than any other citizen in the state would have.

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