In the history of Europe, the Middle Ages lasted from the 5th to the 15th century. It began with the fall of the Western Roman Empire and merged into the Renaissance and the Age of Discovery; the Middle Ages is the middle period of the three traditional divisions of Western history: classical antiquity, the medieval period, the modern period. The medieval period is itself subdivided into the Early and Late Middle Ages. Population decline, counterurbanisation, collapse of centralized authority and mass migrations of tribes, which had begun in Late Antiquity, continued in the Early Middle Ages; the large-scale movements of the Migration Period, including various Germanic peoples, formed new kingdoms in what remained of the Western Roman Empire. In the 7th century, North Africa and the Middle East—once part of the Byzantine Empire—came under the rule of the Umayyad Caliphate, an Islamic empire, after conquest by Muhammad's successors. Although there were substantial changes in society and political structures, the break with classical antiquity was not complete.
The still-sizeable Byzantine Empire, Rome's direct continuation, survived in the Eastern Mediterranean and remained a major power. The empire's law code, the Corpus Juris Civilis or "Code of Justinian", was rediscovered in Northern Italy in 1070 and became admired in the Middle Ages. In the West, most kingdoms incorporated the few extant Roman institutions. Monasteries were founded; the Franks, under the Carolingian dynasty established the Carolingian Empire during the 8th and early 9th century. It covered much of Western Europe but succumbed to the pressures of internal civil wars combined with external invasions: Vikings from the north, Magyars from the east, Saracens from the south. During the High Middle Ages, which began after 1000, the population of Europe increased as technological and agricultural innovations allowed trade to flourish and the Medieval Warm Period climate change allowed crop yields to increase. Manorialism, the organisation of peasants into villages that owed rent and labour services to the nobles, feudalism, the political structure whereby knights and lower-status nobles owed military service to their overlords in return for the right to rent from lands and manors, were two of the ways society was organised in the High Middle Ages.
The Crusades, first preached in 1095, were military attempts by Western European Christians to regain control of the Holy Land from Muslims. Kings became the heads of centralised nation-states, reducing crime and violence but making the ideal of a unified Christendom more distant. Intellectual life was marked by scholasticism, a philosophy that emphasised joining faith to reason, by the founding of universities; the theology of Thomas Aquinas, the paintings of Giotto, the poetry of Dante and Chaucer, the travels of Marco Polo, the Gothic architecture of cathedrals such as Chartres are among the outstanding achievements toward the end of this period and into the Late Middle Ages. The Late Middle Ages was marked by difficulties and calamities including famine and war, which diminished the population of Europe. Controversy and the Western Schism within the Catholic Church paralleled the interstate conflict, civil strife, peasant revolts that occurred in the kingdoms. Cultural and technological developments transformed European society, concluding the Late Middle Ages and beginning the early modern period.
The Middle Ages is one of the three major periods in the most enduring scheme for analysing European history: classical civilisation, or Antiquity. The "Middle Ages" first appears in Latin in 1469 as media tempestas or "middle season". In early usage, there were many variants, including medium aevum, or "middle age", first recorded in 1604, media saecula, or "middle ages", first recorded in 1625; the alternative term "medieval" derives from medium aevum. Medieval writers divided history into periods such as the "Six Ages" or the "Four Empires", considered their time to be the last before the end of the world; when referring to their own times, they spoke of them as being "modern". In the 1330s, the humanist and poet Petrarch referred to pre-Christian times as antiqua and to the Christian period as nova. Leonardo Bruni was the first historian to use tripartite periodisation in his History of the Florentine People, with a middle period "between the fall of the Roman Empire and the revival of city life sometime in late eleventh and twelfth centuries".
Tripartite periodisation became standard after the 17th-century German historian Christoph Cellarius divided history into three periods: ancient and modern. The most given starting point for the Middle Ages is around 500, with the date of 476 first used by Bruni. Starting dates are sometimes used in the outer parts of Europe. For Europe as a whole, 1500 is considered to be the end of the Middle Ages, but there is no universally agreed upon end date. Depending on the context, events such as the conquest of Constantinople by the Turks in 1453, Christopher Columbus's first voyage to the Americas in 1492, or the Protestant Reformation in 1517 are sometimes used. English historians use the Battle of Bosworth Field in 1485 to mark the end of the period. For Spain, dates used are the death of King Ferdinand II in 1516, the death of Queen Isabella I of Castile in 1504, or the conquest of Granada in 1492. Historians from Romance-speaking countries tend to divide the Middle Ages into two parts: an earlier "High" and late
Basketball is a team sport in which two teams, most of five players each, opposing one another on a rectangular court, compete with the primary objective of shooting a basketball through the defender's hoop while preventing the opposing team from shooting through their own hoop. A field goal is worth two points, unless made from behind the three-point line, when it is worth three. After a foul, timed play stops and the player fouled or designated to shoot a technical foul is given one or more one-point free throws; the team with the most points at the end of the game wins, but if regulation play expires with the score tied, an additional period of play is mandated. Players advance the ball by bouncing it while walking or running or by passing it to a teammate, both of which require considerable skill. On offense, players may use a variety of shots -- a dunk, it is a violation to lift or drag one's pivot foot without dribbling the ball, to carry it, or to hold the ball with both hands resume dribbling.
The five players on each side at a time fall into five playing positions: the tallest player is the center, the tallest and strongest is the power forward, a shorter but more agile big man is the small forward, the shortest players or the best ball handlers are the shooting guard and the point guard, who implements the coach's game plan by managing the execution of offensive and defensive plays. Informally, players may play three-on-three, two-on-two, one-on-one. Invented in 1891 by Canadian-American gym teacher James Naismith in Springfield, United States, basketball has evolved to become one of the world's most popular and viewed sports; the National Basketball Association is the most significant professional basketball league in the world in terms of popularity, salaries and level of competition. Outside North America, the top clubs from national leagues qualify to continental championships such as the Euroleague and FIBA Americas League; the FIBA Basketball World Cup and Men's Olympic Basketball Tournament are the major international events of the sport and attract top national teams from around the world.
Each continent hosts regional competitions for national teams, like FIBA AmeriCup. The FIBA Women's Basketball World Cup and Women's Olympic Basketball Tournament feature top national teams from continental championships; the main North American league is the WNBA, whereas strongest European clubs participate in the EuroLeague Women. In early December 1891, Canadian James Naismith, a physical education professor and instructor at the International Young Men's Christian Association Training School in Springfield, was trying to keep his gym class active on a rainy day, he sought a vigorous indoor game to keep his students occupied and at proper levels of fitness during the long New England winters. After rejecting other ideas as either too rough or poorly suited to walled-in gymnasiums, he wrote the basic rules and nailed a peach basket onto a 10-foot elevated track. In contrast with modern basketball nets, this peach basket retained its bottom, balls had to be retrieved manually after each "basket" or point scored.
Basketball was played with a soccer ball. These round balls from "association football" were made, at the time, with a set of laces to close off the hole needed for inserting the inflatable bladder after the other sewn-together segments of the ball's cover had been flipped outside-in; these laces could dribbling to be unpredictable. A lace-free ball construction method was invented, this change to the game was endorsed by Naismith; the first balls made for basketball were brown, it was only in the late 1950s that Tony Hinkle, searching for a ball that would be more visible to players and spectators alike, introduced the orange ball, now in common use. Dribbling was not part of the original game except for the "bounce pass" to teammates. Passing the ball was the primary means of ball movement. Dribbling was introduced but limited by the asymmetric shape of early balls. Dribbling was common by 1896, with a rule against the double dribble by 1898; the peach baskets were used until 1906 when they were replaced by metal hoops with backboards.
A further change was soon made, so the ball passed through. Whenever a person got the ball in the basket, his team would gain a point. Whichever team got; the baskets were nailed to the mezzanine balcony of the playing court, but this proved impractical when spectators in the balcony began to interfere with shots. The backboard was introduced to prevent this interference. Naismith's handwritten diaries, discovered by his granddaughter in early 2006, indicate that he was nervous about the new game he had invented, which incorporated rules from a children's game called duck on a rock, as many had failed before it. Frank Mahan, one of the players from the original
A game is a structured form of play undertaken for enjoyment and sometimes used as an educational tool. Games are distinct from work, carried out for remuneration, from art, more an expression of aesthetic or ideological elements. However, the distinction is not clear-cut, many games are considered to be work or art. Games are sometimes played purely sometimes for achievement or reward as well, they can be played alone, in online. The players may have an audience of non-players, such as when people are entertained by watching a chess championship. On the other hand, players in a game may constitute their own audience as they take their turn to play. Part of the entertainment for children playing a game is deciding, part of their audience and, a player. Key components of games are goals, rules and interaction. Games involve mental or physical stimulation, both. Many games help develop practical skills, serve as a form of exercise, or otherwise perform an educational, simulational, or psychological role.
Attested as early as 2600 BC, games are a universal part of human experience and present in all cultures. The Royal Game of Ur, Mancala are some of the oldest known games. Ludwig Wittgenstein was the first academic philosopher to address the definition of the word game. In his Philosophical Investigations, Wittgenstein argued that the elements of games, such as play and competition, all fail to adequately define what games are. From this, Wittgenstein concluded that people apply the term game to a range of disparate human activities that bear to one another only what one might call family resemblances; as the following game definitions show, this conclusion was not a final one and today many philosophers, like Thomas Hurka, think that Wittgenstein was wrong and that Bernard Suits' definition is a good answer to the problem. French sociologist Roger Caillois, in his book Les jeux et les hommes, defined a game as an activity that must have the following characteristics: fun: the activity is chosen for its light-hearted character separate: it is circumscribed in time and place uncertain: the outcome of the activity is unforeseeable non-productive: participation does not accomplish anything useful governed by rules: the activity has rules that are different from everyday life fictitious: it is accompanied by the awareness of a different reality Computer game designer Chris Crawford, founder of The Journal of Computer Game Design, has attempted to define the term game using a series of dichotomies: Creative expression is art if made for its own beauty, entertainment if made for money.
A piece of entertainment is a plaything. Movies and books are cited as examples of non-interactive entertainment. If no goals are associated with a plaything, it is a toy. If it has goals, a plaything is a challenge. If a challenge has no "active agent against whom you compete", it is a puzzle. If the player can only outperform the opponent, but not attack them to interfere with their performance, the conflict is a competition. However, if attacks are allowed the conflict qualifies as a game. Crawford's definition may thus be rendered as: an interactive, goal-oriented activity made for money, with active agents to play against, in which players can interfere with each other. "A game is a system in which players engage in an artificial conflict, defined by rules, that results in a quantifiable outcome." "A game is a form of art in which participants, termed players, make decisions in order to manage resources through game tokens in the pursuit of a goal." According to this definition, some "games" that do not involve choices, such as Chutes and Ladders, Candy Land, War are not technically games any more than a slot machine is.
"A game is an activity among two or more independent decision-makers seeking to achieve their objectives in some limiting context." "At its most elementary level we can define game as an exercise of voluntary control systems in which there is an opposition between forces, confined by a procedure and rules in order to produce a disequilibrial outcome." "A game is a form of play with goals and structure." "to play a game is to engage in activity directed toward bringing about a specific state of affairs, using only means permitted by specific rules, where the means permitted by the rules are more limited in scope than they would be in the absence of the rules, where the sole reason for accepting such limitation is to make possible such activity." "When you strip away the genre differences and the technological complexities, all games share four defining traits: a goal, rules, a feedback system, voluntary participation." Games can be characterized by "what the player does". This is referred to as gameplay.
Major key elements identified in this context are tools and rules that define the overall context of game. Games are classified by the com
Tumbang preso known as tumba lata or bato lata, is a traditional Filipino children's game. It is played in backyards, parks, or in streets when there is little vehicular traffic; the equipment needed is an empty milk can or any kind of can or bottle, a slipper or a piece of flat stone as a pamato for each player. To make the game enjoyable and exciting, there should be no more than nine players. One player guards; the objective is for the players to hit and knock down the milk can with the pamato, for the It to put back the can inside a small circle a few meters away from the toe-line. When a player is tagged while recovering their pamato, they become the It; the rules of tumbang preso are somewhat similar to Duck on a Rock: An It, the one to guard the tin can is chosen by throwing the pamato to the toe-line by all the players. Whoever's pamato is farthest from the toe-line is the It; the hitters will get ready at a signal from the It, game starts. The pamato must be retrieved once the can is knocked down, the It will start putting it up inside the circle, the one tagged becomes the It.
When the can is hit and falls outside the circle but remains standing, the It has the right to tag the hitter once the hitter leaves the toe-line. The can may be knocked down under when it is outside the circle. If a hitter is not able to retrieve his/her pamato, the others can save him/her by hitting the can; this variation is played on narrow sidewalks. The same rules apply except for some changes: Two toe-lines are drawn, on opposite sides and are closer to the circle; the number of hitters will be divided on opposite sides. The milk can may be flattened a little to make it harder to topple; this can be done by hitting the sides of the can with a blunt object until it folds stepping on the can carefully. When the hitters run out of pamato, the game turns into a chase. Players on one side will act as bait while those on the other side will try to kick the can, all while trying to avoid being tagged. After the can falls down, the game is paused and all pamato is retrieved. Traditional games in the Philippines – list of traditional Filipino children's games Kick the can
After a tree has been cut and felled, the stump or tree stump is a small remaining portion of the trunk with the roots still in the ground. Stumps may show the age-defining rings of a tree; the study of these rings is known as dendrochronology. Stumps are sometimes able to regenerate into new trees. A deciduous tree, cut will re-sprout in multiple places around the edge of the stump or from the roots. Depending on whether the tree is being removed permanently or whether the forest is expected to recover, this can be either desirable or undesirable. Stump sprouts can grow quickly and sometimes become viable trees themselves either for aesthetics or timber, due to the existing root structure; the process of deliberately cutting a tree to a stump to regrow is known as coppicing. Tree stumps can be difficult to remove from the ground, they can be shredded with a stump grinder or burnt. A common method for stump removal is to use one of the many chemical stump removal products, so long as immediate results are not needed.
These stump removers are made of potassium nitrate and act by increasing the decay of the stump. After an average of 4–6 weeks, the stump will be rotten through and fragmented in manageable pieces. If time is a limiting factor, setting fire to the stump is effective because once the potassium nitrate has been absorbed it acts as an effective oxidizer. An explosive called stumping powder was used to blast stumps. In plantation forests in parts of Europe, stumps are sometimes pulled out of the ground using a specially adapted tracked excavator, to supply wood fuel for biomass power stations. Stump harvesting may provide an increasing component of the woody material required by the biomass power sector. Living stump Stump harvesting Buckley, G. P. 1992. Ecology and Management of Coppice Woodlands. Springer 336 pages,ISBN 0-412-43110-6, ISBN 978-0-412-43110-4. Schenk, H. J. and R. B. Jackson. 2002. The global biogeography of roots. Ecological Monographs 72: 311-328. Stump harvesting in Sweden Regeneration after stump harvesting Stumps as a resource in Finland Stump harvesting and forest decomposers