Recent years have witnessed growing attention to popular culture’s role in the reproduction, negotiation, and contestation of global political life. This article extends this work by focusing on games targeted at young children as a neglected, yet rich site in which global politics is constituted. Drawing specifically on the Heroes of History card game in the Top Trumps franchise, I offer three original contributions. First, I demonstrate how children’s games contribute to the everyday (re)production of international relations through the contingent storying of global politics. Heroes of History’s narrative, visual organisation, and gameplay mechanics, I argue, construct world politics as an unchanging realm of conflict through their shared reproduction of a valorised, masculinised figure of the warrior hero. This construction, moreover, does important political work in insulating young players from the realities and generative structures of violence. Second, the polysemy of children’s games means they also provide opportunity for counter-hegemonic ‘readings’ of the world even in seemingly straightforward examples of the genre such as this. Third, engaging with such games as meaningful objects of analysis opens important new space for dialogue across International Relations literatures on children, popular culture, gender, the everyday, and heroism in world politics.

The Central Mediterranean Penal Heritage Project (CMPHP) employs remote-sensing techniques to study and preserve archaeological remains of human confinement. Within this larger project, digital photogrammetry was used to document part of the castle prison in Noto Antica to identify and digitally preserve graffiti depicting galleys and gameboards.

Japan is the world’s largest producer of love simulation games, revealing a curious feature: these games, in theory, assign female players to the unique task of seducing a male character, but, in reality, they promote the establishment of a network of friendship between women. Love cannot be achieved if this network is not carefully woven both in play and in real life. Based on the analysis of this double dynamics, outwardly contradictory, I would like to advance the following hypothesis: that such games enable their users to ‘outsmart’ gender expectations. These games, called otome games, became popular in the context of a national panic related to the declining birthrate: they target the market of women who – living alone or with their parents – are held responsible for the future shortfall of the system. These new generations of women don’t start a family. They have no children. How do they manage to ward off exclusion and stigma? The study will focus on the strategies collectively devised to turn otome games into an identity-building tool, promoting friendship between players as a means of resistance against social norms.

Our knowledge about Cyrenaican horses during the Greek and Roman periods is mainly derived from ancient literary sources. They tell us that horses were bred with distinctive skills in this region and report interesting stories highlighting the participation of Cyrenaican horses in athletic games. The literary data suggests Cyrene is a horse-breeding centre and this paper examines whether these assertions represent a reality, or simply a convention. This study investigates and analyses other locally related archaeological data, including epigraphy documents published by the digital corpora of IGCyr and IRCyr. Although most of the inscriptions in these corpora are published, little attention has been given to horses. The adapted approach here aims to build up a picture about horses using local evidence, with a focus on the linguistic indications of equestrian practice at Cyrenaica and the use of horse-related terms in nomenclature. Interestingly, the regional textual and archaeological data provide us with a similar picture to that presented by the literary references regarding horse breeding in Cyrenaica, charioteer training and their contribution to overseas Greek and Roman sport.

Mary Midgley challenges the dominant conceptions of human nature, ethics, community and ecology taught at A-Level. This article considers some of the key themes of her thinking.

Games and other forms of play are core human activities, as vitally constitutive of cultural and social practices in the past as they are today. Consequently, play, games and fun should be central in archaeological theory, but our review shows they are anything but. Instead, very few studies deal with these concepts at all, and most of those that do focus on how the affordances play offers link it to ritual, power or other ‘more serious’ phenomena. Here, we offer an explanation as to why play has taken such a backseat in archaeological thought and practice, relating it to the ambivalent aesthetics of having fun with the past in our own discipline. Building on our own playful practices and those of other scholars in the ancient board gaming and archaeogaming communities, we propose a move towards a more playful archaeology, which can provide us with a new window into the past as well as into our own professional practices.

This article argues for an alternative interpretation of the ekphrasis of Pelops and Myrtilos among Adrastus’ parade of ancestral images in lines 6.283–5 of Statius’ Thebaid. The majority of scholarly readings believe that the scene described in these lines alludes to the mythical chariot-race between Pelops and Oenomaus. Using a combination of visual, intertextual and intratextual evidence, this article suggests that these lines more likely refer to a later part of the myth—Pelops’ murder of Myrtilos, as the former hurls the latter into the Myrtoan sea from a flying chariot. This paper concludes by exploring what implications this alternative reading has for our understanding of Statius’ use of ekphrasis as a narrative technique and, more specifically, its significance on our reading of the ekphrasis of Adrastus’ ancestral images.

Matthias Schröder has asked the question whether there is a weakest discontinuous problem in the topological version of the Weihrauch lattice. Such a problem can be considered as the weakest unsolvable problem. We introduce the discontinuity problem, and we show that it is reducible exactly to the effectively discontinuous problems, defined in a suitable way. However, in which sense this answers Schröder’s question sensitively depends on the axiomatic framework that is chosen, and it is a positive answer if we work in Zermelo–Fraenkel set theory with dependent choice and the axiom of determinacy $\mathsf {AD}$. On the other hand, using the full axiom of choice, one can construct problems which are discontinuous, but not effectively so. Hence, the exact situation at the bottom of the Weihrauch lattice sensitively depends on the axiomatic setting that we choose. We prove our result using a variant of Wadge games for mathematical problems. While the existence of a winning strategy for Player II characterizes continuity of the problem (as already shown by Nobrega and Pauly), the existence of a winning strategy for Player I characterizes effective discontinuity of the problem. By Weihrauch determinacy we understand the condition that every problem is either continuous or effectively discontinuous. This notion of determinacy is a fairly strong notion, as it is not only implied by the axiom of determinacy $\mathsf {AD}$, but it also implies Wadge determinacy. We close with a brief discussion of generalized notions of productivity.

Leveraging elements of game design and theories of human motivation, gamification provides a variety of techniques to engage learners in novel ways. Our Clinical and Translational Science Award created the software platform (Kaizen-Education©) to deliver gamified educational content in 2012. Here, we explore two novel use cases of this platform to provide practical insights for leveraging these methods in educational settings: (1) national training in rigor, reproducibility, and transparency and (2) attainment of learner competency (n = 7) as a gauge of curricular effectiveness across Master of Public Health degree tracks (n = 5). Data were captured in real time during player interaction with Kaizen-Education© to provide descriptive analyses of player engagement in both implementation examples. We then assessed item analysis to assess knowledge gain and competency attainment. We have just begun to leverage the potential for gamification to engage learners, enhance knowledge acquisition, and document completion of training, across various learning environments. We encourage a systematic approach to gamification applying insights from self-determination theory to learners and learning environments, a methodical approach to game design and rigorous analysis after implementation to generate evidence-based insights to maximize educational return for time invested.

Consider the following experiment: a deck with m copies of n different card types is randomly shuffled, and a guesser attempts to guess the cards sequentially as they are drawn. Each time a guess is made, some amount of ‘feedback’ is given. For example, one could tell the guesser the true identity of the card they just guessed (the complete feedback model) or they could be told nothing at all (the no feedback model). In this paper we explore a partial feedback model, where upon guessing a card, the guesser is only told whether or not their guess was correct. We show in this setting that, uniformly in n, at most $m+O(m^{3/4}\log m)$ cards can be guessed correctly in expectation. This resolves a question of Diaconis and Graham from 1981, where even the $m=2$ case was open.