recursal/Fanatic-Fandom huggingface dataset:
The Growth

Land poisoned by The Growth

The Growth is a large mutant horde occupyning much of China's lands after the Great War. The Growth originates from specialized "FEV Bombs" deployed by the United States Armed Forces after the nukes sent towards China during the Great War. These bombs salted the lands with an experimental variant of the Forced Evolutionary Virus, one that created large "tumors" that grew in the land and expanded to take over more land and poison the Earth. Along with this, it turned humans into monstrous lumps of flesh, mutilating their bodies and turning them into an all-seeing hivemind controlled by one unfortunate soul.

## History

In October 2077, during the Great War, the United States Armed Forces deployed specialized bombs that spread an experimental variant of the Forced Evolutionary Virus after the deployment of nuclear missiles in China. These bombs poisoned the land, making large "tumors" that slowly expanded to control more land and release spores into the air that mutated unfortunate souls who ventured too close to one of them.

The effects of mutation on humans from the experimental FEV melted body parts, mutilating them into horrific beasts and putting them in a massive hivemind of poor souls. The first person to be mutated by the experimental FEV was turned into "The One", a mutant held in the largest, centralized tumor in Beijing. The One is able to "control" The Growth's hivemind, being able to wield the senses of every mutant in the hivemind and act as a sort of general.

The Growth exists as a sort of existential threat in China, as the Growth is continuously, although slowly, growing and consuming more of China. The Growth is almost unstoppable, and the only way to put a significant halt in the Growth's expansion would be widespread napalm use in large, centralized tumors.
Tranquility (Moon Colony)

Tranquility is a pre-war human colony located on Earth's moon Luna. Specifically, it is located on the lunar mare that sits within the

Tranquillitatis basin on Earth's moon. It is the first location on another celestial body to be visited by humans, as well as the first location settled by humans outside of Earth.

It is home to tens of thousands of inhabitants who exhibit a rich cultural diversity. Despite being physically dislocated from the Earth for over two centuries the population of tranquility have retained significantly more of their cultural and historical memory compared to the survivors of the Great War on Earth.

## Development of the Moon Colony

robco, vault tech, Big MT, The Institute and many other leading institutions in scientific development participated in the development of the moon colony.

Many saw it as an opportunity to regain public favor as a tax write off

vault tech experimentation

## The Sea of Tranquility Conflict

discovery and disbandment of vault tech experiments on the moon colony

vault tech lobbyist campaign against the moon colony

convince the united states government that those on the moon colony were communist agents (the moon colony was in fact sympathetic to socialist practices) and had used their position to spy on America

also claimed they had appropriated vault tech and other technologies for weapon development

claimed that they had created teleporters, massive cloaking devices, and rods from god

US and NATO forces vote to remove the Pan-ethnic council of Tranquility and install ideologically aligned council and attain any "appropraited hardware".

Soviet agents deployed to "assist" the moon colony - had similar goals as US allied forces

proxy war for the great war

US victory

original council ousted and replaced by a VI Overseer

## Visits from Earth

### NCR-Brotherhood Lunar Expedition (2290)

recovery of data from oregon expedition

ranger andy inspired by bright follower rocket launch at the repconn facility near novac

NCR engaged in two prolonged conflicts with funds and resources being depleted by the logistical demands of operating two military fronts

NCR unwilling to support ranger andy's endeavor

The Brotherhood of Steel interested in taking up the project and the Bishops funding the project with the stipulation that Belinda and her father are allowed to accompany the expedition

## The Californian Flu

members of the ncr expedition introduce pathogens to the moon base colonist which causes an outbreak of severe illness

members of the expedition are detained and quarantined.
The Southern Slavers

The Southern Slavers are a dead faction. They were toppled after a slave uprising, which led to the formation of The Red Rose Republic. They used to have a dominion of most of the population of Post-War Kentucky, other than Louisville, which **was** an independent city-state.

## Post-Uprising

After the uprising, most of their surviving forces scattered across the East Central Commonwealth. Their last "show of force" in Kentucky was ravaging the city of Louisville, leaving no survivors and leaving a path of war. After that, the battle of Louisville happened, several years after the massacre of Louisville. The battle was mostly fought between their forces and the Louisville citizens, police, and Lt. Rockersville's squadron of Frontiersmen in The Red Rose Republic.

This was the final straw on the remnants, and after this battle, the entirety of the Slavers were wiped out.
Raiders

Raiders, sometimes referred to as bandits, are any group of wastelanders who pillage, plunder, murder, or otherwise ruin the day of anyone unfortunate enough to cross their path. Raiders tend to organize into loose confederations of gangs in the post-apocalyptic wasteland and are a constant problem. They typically prey upon lone travelers and small towns, leaving larger groups and more populous settlements alone, though in great enough numbers they can pose a major threat to the security of a region.
Conceptos Cooper, (1990)

**Las estrategias que presentamos en este apartado, preferentemente deberán emplearse al inicio de cualquier secuencia didáctica, o bien antes de que los aprendices inicien cualquier tipo de actividad de indagación, discusión o integración sobre el material de aprendizaje propiamente dicho, sea por vía individual o colorativa. Conviene que para hacer un buen uso de ella se tomen en cuenta los siguientes aspectos (Cooper, 1990):**

1. **Identificar previamente los conceptos centrales de la información que van a aprender los alumnos,**

1. **Tener presente qué es lo que se espera que aprendan los alumnos en la situación de enseñanza y aprendizaje,**

1. **Explorar los conocimientos previos pertinentes de los alumnos para decidirse por activarlos (cuando existan evidencias de que los alumnos los posean), o por generarlos (cuando se sepa que lo alumnos poseen escasos conocimientos previos pertinentes o que no los tienen).**
Marsh/Row 2

**Localization:** In the back of Row 1.

**Name of the puzzles in game files:** `shapers_merge_intro{0a,0b}, shapers_merge_step, shapers_merge_intro{2,4,3,5,6}`.

**Tutorial for:** this set of puzzles teaches that the puzzles can contain more than one polyomino, and that a zone can contain multiple polyominoes. So the basic rule should be rephrased: *“in each area that contains polyominoes, there must exist an exact paving of this area with the polyominoes it contains.”*

**Manifestation of principles:** Because only the first puzzle can be solved without putting the two polyominoes in a same area, this Row can be understood as being about union of polyominoes, a concept related to the one of connecting distant or separated elements.

**Heuristic learnt:** In the solution paving, a polyomino does not have to cover the cell that contains its symbol. In some occasions it is necessary to move the polyominoes around slightly to solve the puzzle.
Función De los Objetivos como Estrategias

**Las funciones de los objetivos como estrategias de enseñanza son las siguientes (Cooper, 1990; Eggen y Kauchak, 1999; García Madruga, Martín Cordero, Luque y Santamaría, 1995; Shuell, 1988):**

**►    Usarlos como marcos o como elementos orientadores del proceso de aprendizaje. Será más clara esta orientación para el aprendiz, si además hay una contextualización conjunta entre profesores y alumnos (comentarios varios y recíprocos sobre los objetivos). Además esta contextualización será más nítida si existe una adecuada coherencia entre los objetivos y las actividades educativas propuestas.**

**►    A partir de ellos, generar expectativas apropiadas en los alumnos y hacer que lo que se va a aprender y evaluar adquiera sentido.**

**►    Permitir que los alumnos formen un criterio sobre lo que se esperará de ellos durante y al término de una clase, secuencia didáctica o curso. Estos criterios deben considerarse clave para: a) diferenciar los aspectos relevantes de los contenidos o de la instrucción (sea por vía oral o escrita) sobre los que hay que realizar un mayor esfuerzo y procesamiento cognitivo, y b) comprender el sentido de la evaluación docente y ayudar a la autoevaluación posible.**

**►    Mejorar considerablemente el aprendizaje intencional. El aprendizaje es más exitoso si el aprendiz es consciente de la finalidad de las actividades pedagógicas.**
Aprendizaje con Comprensión

**Por cierto, las actividades que se expresen en los objetivos deberán ser aquellas que persigan el logro de aprendizajes significativos. Nos parece válida la propuesta de Perkins (1999) quien señala que los "aprendizajes con comprensión" (término con muchas semejanzas al de "aprendizaje significativo") deben demostrar el uso inteligente y flexible de lo aprendido ante situaciones novedosas.**
Objetivos o Intenciones como Estrategias de Enseñanza

Los objetivos o intenciones educativas son enunciados que describen con claridad las actividades de aprendizaje y los efectos esperados, que se pretenden conseguir en el aprendizaje de los alumnos al finalizar una experiencia, sesión, episodio o ciclo escolar. Como han señalado de manera acertada Coll y Bolea (1990)

Como ya se sabe, desde la perspectiva del docente, los objetivos tienen un papel central en las actividades de planificación, organización y evaluación, pero en esta ocasión vamos a situamos en cómo los objetivos pueden actuar como auténticas estrategias de enseñanza.

Por consiguiente, es necesario formular los objetivos si queremos usarlos como estrategias de enseñanza, de modo tal que estén orientados hacia los alumnos y que sean comprensibles para ellos. En tal sentido es pertinente puntualizar que deben ser elaborados en forma directa y clara utilizando una adecuada redacción y vocabulario apropiados para el alumno, de igual manera es necesario dejar en claro en su enunciación las actividades, los contenidos y/o resultados esperados (lo que interese más enfatizar), que deseamos promover en la situación pedagógica
Wikia Activación De Sobres

## Contenidos

En este rubro, vamos a incluir todas las estrategias que están dirigidas a activar o generar los conocimientos previos en los apéndices

## Novedades

* Construcción del Conocimiento
* Conceptos Cooper, (1990)
* Actividad Focal Introductoria
* Discusiones guiadas
* Actividades Generadora De Información Previa
* Objetivos o Intenciones como Estrategias de Enseñanza
* Aprendizaje con Comprensión
* Función De los Objetivos como Estrategias
* Recomendaciones para el uso de los objetivos

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Wikia talk:Portal de la comunidad

¡Esta es la **página de discusión general** del wiki! Los fundadores del wiki deberían dejar aquí un mensaje de bienvenida y alentar a los nuevos editores y visitantes a participar en el wiki. Utilizad esta página para dejar avisos sobre novedades o las últimas noticias referentes al wiki, también podéis usar el **foro** para comunicaros con los usuarios.
Mister Handy

Mister Handy (stylized as Mr. Handy) is a multipurpose robot developed by General Atomics International before the Great War and refined in collaboration with RobCo Industries. It was an incredibly popular model, used by government agencies, private companies, and individual citizens across the United States.
Concrete Factory

The concrete factory is one of the two buildings in the Quarry area.

# Religious aspects

Religion is very present in the concrete factory:

* The building is supposed to be a repurposed church.
* There is an audio log at the feet of one of the statues that talk about the possibility to embody the divine essence into a concrete form:

>
> What is divine in man is elusive and impalpable, and he is easily tempted to embody it in a concrete form – a church, a country, a social system, a leader – so that he may realize it with less effort and serve it with more profit. Yet the attempt to externalize the kingdom of heaven in a temporal shape must end in disaster. It cannot be created by charters or constitutions nor established by arms. Those who seek for it alone will reach it together, and those who seek it in company will perish by themselves.
>
>
> Hugh Kingsmill, 1944
>
>
>
>

* There is a perspective trick giving the illusion of gigantic eyes watching inside the factory through an opening in the roof. These eyes can be interpreted as God watching us.

# Evolution of design

From the architects studio that designed the concrete factory:

Design sketchesWorkflow for concrete production line
The design sketches suggest that one of the drawings in the Hotel is a drawing of an early design of the concrete factory.
Discusiones guiadas

**Cooper (1990) define la "discusión" como "un procedimiento interactivo a partir del cual profesor y alumno hablan acerca de un tema determinado" (114). En la aplicación de esta estrategia los alumnos desde el inicio activan sus conocimientos previos, y gracias a los intercambios en la discusión con el profesor pueden desarrollar y compartir con sus compañeros de forma espontánea conocimientos y experienciasprevias que pudieron no poseer (o al menos no del mismo modo) ante de que la estrategia fuese iniciada**

**1.   Tener claros los objetivos de la discusión y hacia dónde se le quiere conducir;
de este modo se podrá activar y favorecer la compartición de conocimientos
previos pertinentes para el aprendizaje de los nuevos contenidos que se
abordarán posteriormente.**

**2.    Introducir la temática central del nuevo contenido de aprendizaje y solicitar a los alumnos que expongan lo que saben de ésta. Es pertinente animar a participar a una buena cantidad de alumnos del grupo-clase desde el inicio.**

1. **Para la discusión, se recomienda elaborar preguntas abiertas que requieran más de una respuesta afirmativa o negativa. Hay que dar tiempo para que los alumnos respondan reflexivamente.**

**4.   No sólo se debe conducir la discusión sino también participar en la y modelar la forma de hacer preguntas y dar respuestas.**

**5.   Manejar la discusión como un diálogo informal en un clima de respeto y
apertura. Animar a los alumnos para que hagan comentarios sobre las respuestas de sus compañeros.**

**6.    No dejar que la discusión se demore demasiado ni que se disperse; ésta deberá ser breve, bien dirigida (sin que esto último sea notorio) y participativa.**

**7.    Los conocimientos previos pertinentes, que se han activado y se desea compartir con todo el grupo-clase, pueden anotarse en el pizarrón, en un acetato o en una diapositiva de Power Point.**

**8.    Cerrar la discusión y elaborar un resumen donde se consigne lo más importante; anime a los alumnos a participar en el resumen y a que hagan comentarios finales.**
Orchard

## Purpose of the area

### Shape of plants

The purpose of the Orchard and the workshop might be to show that somebody knows how to give shape to plants (see Nature-Shaping Technologies and List of Artificially Shaped Plants).

### Open questions

Why is there no laser in the orchard? Maybe because there are too few puzzles to deserve one and they cannot participate in nearby area lasers because they don't fit the themes of these areas. But it's not the only such area. The tutorial area nearby is exactly in the same situation... Of course, being a tutorial area, it's raison d'être is only to teach you something. But maybe it's also the raison d'être of the orchard?
Recomendaciones para el uso de los objetivos

**Con base en lo dicho, proponemos las siguientes recomendaciones para el uso de los objetivos como estrategias de enseñanza:**

**1.Cerciórese de que son formulados con claridad, señalando la actividad, los contenidos y/o los criterios de evaluación (enfatice cada uno de ellos según lo que intente conseguir de los alumnos). Use un vocabulario apropiado para los aprendices y pida que éstos den su interpretación para verificar si es o no la correcta.**

**2.Comente con los alumnos los objetivos antes de iniciar cualquier actividad de enseñanza o de aprendizaje.**

**3.  . Exprese el sentido del planteamiento (por qué y para qué) de los objetivos con sus alumnos.**

**4.   Cuando se trata de una clase, el objetivo puede ser enunciado verbal mente o de forma escrita. Esta última es más plausible que la primera, además es recomendable mantener presente el objetivo (en particular con los aprendices más pequeños) durante las actividades realizadas en clase.**

**5.   No enuncie demasiados objetivos, porque los alumnos pueden extraviarse o'** *desear evitarlos antes que aproximarse a ellos. Es mejor mencionar uno o dos'* **objetivos bien formulados y globalizadores sobre los aspectos cruciales de la situación de enseñanza, para que verdaderamente orienten sus expectativas y los procesos constructivos involucrados en el aprendizaje.**
Marsh/First shortcut door

**Localization:** in the metal structure upstairs.

**Name of the puzzles in the game files:** `shapers_come_together_{a,b}`.

**Description:** On this door there are two puzzles that also have red backgrounds. They use the same polyominoes in the same corners, and only differ by their grid size (5x5 vs. 4x4). The left one requires you to place the polyominoes in the corners, each polyomino used in an area of is own, as in Row 1. But in the second puzzle you have to use the same strategy than in Row 3: inverse the position of the polyominoes and put them all in a same area.

**Manifestation of principles:** The red background signals a use of the principle of connecting distant or separated elements, which is appropriate for a door. These two puzzles also provide another take on the analogy between puzzles and environment, as they represent the two states of the door: At the beginning (first puzzle) the door is closed, and the two areas on each side of the door are disconnected, as are the areas containing polyominoes in the puzzle. But in the second puzzle, the areas are now fused and the door opens, connecting the two world areas that were previously separated by the door.

**Relation with other areas:** Other door puzzles work in a similar way in the Quarry: the two doors near the dam (first door has an S-shaped black-and-white puzzle with the central black area separated in two by the line, but the second door has a serpent-shaped solution that uses the logic of Row 3); and the two starting puzzles in the sawmill.
Connecting distant or separated elements

There are multiple realizations of the principle. For instance, connection between distant elements can be done with the following strategies:

* Navigation, i.e. transporting yourself from one element to the other;
* Moving one of the elements closer to the other;
* Revealing hidden paths between the two distant elements;
* Performing intermediary steps, reducing each time the distance;
* Selector: having an element that allows you to connect multiple elements, but which can only be used to connect a smaller subset of these elements at a time.
* Creating another kind of link between the two elements.

Connecting close but separated elements always involve to cancel the separation and can be done in different ways depending on the type of separation (the most obvious example is opening doors, but there are other less obvious examples).

## Use by area

### Marsh

Because so many things are separated in the marsh, progression often requires to connect distant or separated elements. This principle is so important in the marsh that it is associated with the color Red when it correspond to the effect of solving a puzzle or to the strategy to use to solve a puzzle. See the Marsh page to see how it is used as a game mechanic to progress in some puzzles, notably in Rows 3 and 9.

* *Navigation* strategy is used with the moving platforms.
* *Moving one of the elements closer to the other* is the strategy used in some environment puzzles (first and second moving platforms) and in perspective tricks (statues joining hands and branches of the trees creating a dove outline).
* *Revealing hidden paths* is the strategy used with the tunnel under the red pool and with the shortcut from the upstairs structure to the dock.
* *Performing intermediary steps* is a strategy used in the design of the whole Marsh area (with all its separated but ordered rows of puzzles) and for going through the red structure.
* *Selector* is a strategy that can be used with the second moving platform, although this platform can also be used as a navigation system.
* *Creating a link between the two elements* is the strategy used in the puzzles of Row 3 (the link is the polyominoes) and in the puzzles of Row 9 (the link is the area with fully cancelled polyominoes).
* Finally, the *cancellation of separation* is the only difficulty for the underwater room environmental puzzles that involves the colored pipes and the circular glasses, where we need to cancel the color difference between the pipe and what is seen through the circular glass.
Correspondence between color mixing and vertical directions

## Use by region

### Marsh

The most prominent feature of the Marsh is the vivid colors of the different pools. Colored water acts on light as a colored filter, and therefore mixing colored waters results in mixing the colors according to the subtractive color model. In the Marsh, this subtractive mixing is associated to the downward direction, while additive mixing is associated to the upward direction.

#### Second Moving Platform

An illustration of this principle is the puzzle of the second moving platform, which features black, red, magenta, and blue monominoes. Of course, these colors correspond to nearby tiles on the platforms and to the color of water in the pools next to these platforms, but this last explanation doesn't work for the black tile. In the puzzle, Red is on the right, Blue on the left, Black at the bottom and Magenta on top. Red and Blue are opposing on an horizontal axis, and are primary colors in the additive system (it's interesting to note that the third primary color, Green, is not used and is the natural color of water in the Marsh). If you add Red and Blue in the additive system, you get Magenta (on top). But if you subtract them you get Black (at the bottom).

#### Blue-outlined polyominoes

Another use of the concept is the fact that blue-outlined polyominoes represent underwater areas, and Blue is the color opposing the Yellow of the filled polyominoes in all color models. Subtracting Blue from Yellow therefore gives Black, which explains why Blue is used to represent underwater rooms; as the color of the wires in these rooms; and as the color of the water in the pool where there is the entrance of the first underwater room that we can enter. Conversely, Yellow is the color used above the surface of water (in the platform tiles and for the wires).

### Symmetry Island

To do: can we apply the principle in Symmetry Island, too?
Actividad Focal Introductoria

**Por actividad focal introductoria entendemos aquellas estrategias que buscan atraer la atención de los alumnos, activar los conocimientos previos o incluso crear una apropiada situación motivacional de inicio. Se ha demostrado que son pocos los docentes (algo así como 5 por ciento) que realizan intencionalmente alguna actividad explícita para hacer que los alumnos activen sus conocimiento previos, centren su atención o que los hagan entrar en sintonía con la nueva temática que a continuación se abordará (Eggen y Kauchak, 1999).**

**Los tipos de actividad focal introductoria más efectivos que pueden utilizarse son aquellos que presentan situaciones sorprendentes, incongruentes o discrepantes con los conocimientos previos de los alumnos.**

**1.     Plantear situaciones que activan los conocimientos previos de los alumnos. Especialmente cuando la presentación de la estrategia se acompaña de participaciones de los alumnos para exponer razones, hipótesis, opiniones, explicaciones, etcétera.**

**2. Servir como focos de atención o como referentes para discusiones posteriores en la secuencia didáctica.**

**3.     Influir de manera poderosa en la atención y motivación de los alumnos.**
Headcanons

Headcanons are particular beliefs that have not been used in the universe of the game, but seem to make sense to some of us and could explain many things. Feel free to add yours!

# Neural stimulation for comatose patients

> My sort of headcanon is that the island is a sort of neural stimulation for comatose patients as a sort of way to wake them back up. Humans by nature recognize and follow patterns easily, which is also why it includes the environmental puzzles instead of making everything flat panels.
>
>
> The island needs some logic to it, because if they can't find an answer to where all of the glass on the island came from, for instance, the illusion would start breaking down and it would make matters even worse. That's also why you never get any actual people, and the only sort of human figures you find are either statues or recordings. Simulating personalities is very easy to break, especially with such an intimate perspective.
>
>
>
> Greater Dog, in the Discord post-100% chat, 8th of June 2016.
>
>

# Post-traumatic syndrome of the designers

> My own headcanon used to be that the simulation served as a tool to help victims of accidents or attacks, who suffer from post-traumatic syndromes. More precisely, I thought that the four developers that we hear in the cave audio logs could have been victims of the cargo shipwreck. That would explain why some turn to religion and others to rationalism, the references to shipwrecks (and sirens as an allegory for the cause of the shipwreck), the idea to keep looking for a goal (as expressed by the grail references), the need to focus on problem-solving to be in "highly-susceptible states, the places to rest and enjoy the view, the idea to "make deletions, not lobotomies", etc.
> Clementsparrow, in the Discord post-100% chat, 8th of June 2016.
>
>
White Flowers

White flowers are found sparsely but in all areas of the island and seem to be purposely placed. They are known as 'logicalflowers' in the games code, and game artist Orsi Spanyol revealed they are Anemone Nemorosa. With white petals and yellow at the center, they resemble eggs white and yolk, making them a bit like Easter eggs.

## Locations

* 16 beside the Windmill, the 9 biggest ones forming a cross shape.
* 2 outside the Glass Factory, symmetrically placed on both sides of the door.
* 1 in the Desert beside a reflective picture of flowers.
* 1 in the Shady Trees area, under the shadow of the point of a dead tree.
* 2 by the entrance to the Treehouses
* 1 stained red at the end of the Marsh, in the center of the final puzzle before the laser.
* 1 on the mountain statue's head.
* 1 on top of the Mountain in a corner.
* 1 in the fireplace in the Town.

The WindmillThe Glass HouseThe DesertThe Shady TreesThe MarshThe Mountain StatueThe Mountain TopThe TownThe Treehouses
## Developers' Comments

Orsi Spanyol said:

> The daisies are there to be noticed and thought about...that's as much as I will say about them! (I was the one who added them).
>
>
Columbus Brotherhood of Steel

The Flag of the Brotherhood

Head Scribe Lilith

The Columbus Brotherhood was originally established in 2198, but failed after they were instructed to move to Chicago to aid the crashed airship. Eventually they saw the Midwest failing to hit Brotherhood standards, and several Paladins, Knights, and Scribes left for Fort Wayne, and the Columbus Area. After they arrived in Fort Wayne, they held it for several days but then the Midwest caught up to them, and kicked them out of the Fort, taking it for themselves, so they then continued on to Columbus. As they arrived in Columbus they scouted out an Enclave radio station, getting into a clash and they then retreated to a small pre-fortified apartment, which they then established Barricades on. As they rested, a Senior Scribe took charge, and sent out 3 Knights, 1 Paladin, and 2 Scribes to occupy a Police Station, specifically because they wanted the radio beacon on top of the station. As they reconstructed the beacon, they were attacked by Enclave Forces, losing the transmitter and screwing over their plans to establish a radio station. They finally needed some leadership, so they elected the Senior Scribe, one James Braxton, as Elder, and he then appointed the Paladin as a Sentinel and the Paladin at their apartments as Sentinel, with the second ranking scribe, one Julia Lilith, as Head Scribe. As they lost their transmitter they were forced to accept several dozen settlers into their ranks, most of which became Knights, and since they didn't have many weapons to equip them, they decided to go get some. They sent out 10 of their best equipped civilian volunteers, and a single Paladin, to take control of a Military Outpost, where they then occupied it and sent the majority of the weapons back to the Apartment.

## Relations:

### The Midwestern Brotherhood

They abandoned the Midwest after the Midwest abandoned the original West Coast Brotherhood. They have hostile relations and are still technically insurgents.

### Capital Enclave Remnants

The Enclave Remnants and the Columbus Brotherhood are on the brink of war, with the Enclave having stolen their Transmitter in the police station. As they rest the Columbus Brotherhood are planning a full scale assault on the Remnants, but they hope that they don't rest to long, because the Enclave is rebuilding

### Enclave Civil Volunteer Corps

They just assume they're the same as the Enclave, i.e. just insert the Remnant's desc here.
Marsh/Row 1

**Localization:** Right after the entrance door.

**Name of puzzles in game files:** `shapers{1,2,2b,3,4,5}`.

**Tutorial for:** This puzzle set uses one polyomino in each puzzle to teach a basic rule, which is: *“enclose the cell containing the polyomino in an area that has exactly the same shape than the polyomino.”*

**Heuristic learned here:** With the last puzzle you may learn an important consequence of the basic rule: the polyomino can only be placed in the puzzle so that it touches the puzzle's border.

**Manifestation of principles:** Note how the analogy between puzzles and environment complies to the heuristic learned: the platforms in the Marsh all "touch" one of the area's border (no platform is an island).
List of Hotel objects in the island

There are a few objects scattered around the island that the player may recognize as not belonging to the place they are, and later realizing they come from the Hotel Area. Many of them are comfortable chairs, cushions or couches that provide a meditation point.

* In the starting area:
	+ wine racks in the start tunnel and in the room next to it
	+ chairs, table and glass at the exit of the "house" (and maybe the orchid, although it could come from the greenhouse) (possible meditation point)
	+ couch near the north-western tower (meditation point)
	+ pillows and a glass on the roof of the house (meditation point)
	+ cushion on which there is a statue of a dog (possible meditation point)

* Symmetry Island: cushions near the last puzzle of the optional set (meditation point)

* Orchard: knife (and maybe apples), stool.

* Peninsula:
	+ glass (grail) and cabinets
	+ sun lounger and a small table and glass on the beach (meditation point)

* Monastery: a grid in the windows on the side of the laser box

* Shipwreck:
	+ a grid used as a bridge between two parts of the ship
	+ a couch behind the Keep, near the place you need to stand to make the environmental puzzle with the boat cruising empty. (meditation point)

* Treehouses: another grid on the left exit of the green bridge.

* Challenge area:
	+ the turntable and table
	+ the lights hanging from the ceiling
The Foundation

The Foundation was a group formed from the descendants of several of the wealthiest, yet non-influential, families of Pre-war America. Through their financial power, generated from preserving some of the finest pre-war items, they seek to use wealth to fund the rebuilding of society. Due to their economic power, they are a priority target of the Union of Georgia in order to fund further campaigns while their possession of advanced pre-war technology makes them enemies of both The Atlantic Brotherhood of Steel and the Atlantic Outcasts. In the year 2278, The Foundation fell to the Atlantic Outcasts.

## Culture

Despite having roughly 2000 employees (Mercenaries, Wastelanders, Labourers, etc), The Foundation itself is currently comprised of 30 individuals who themselves are direct descendants of the original founders of the group. These individuals, dubbed The Board, dictate the policies of the Foundation in regards to both internal affairs and its dealings with the Wasteland.
Marsh/Row 6

**Activating the row:** Complete Row 5.

**Consequences of completing the row:** Empties the two yellow underwater rooms respectively at the blue and magenta exits of the rotating platform.

**Names of the puzzles in the game files:** `shapers_rotating_advanced{1,2,4,3}`.

**Design:** This row is the last one to make use of the rotatable polyominoes. It has an orange background that matches the vegetation behind it, but can also be seen as a mix between the red background of Row 3 and the yellowish green background of rows 1, 2, 4 and 5. The reason is that you have the choice to see these puzzles as following the logic of the puzzles of Row 3 with a red background, or to follow the logic of the other puzzles with yellowish green backgrounds, or mix the two logics. Half of the puzzles use holes in the grid to prevent you from placing the polyominoes in the most obvious position (as in rows 1, 2, and 5), but the other half uses polyominoes with unusual shapes as in Row 4 for that purpose. The consequence is that you can either try to make paths connecting the cells containing polyominoes, as in Row 3, or you can first try to combine the polyominoes before placing them in the grid as in row 4. So in the end, that row is a kind of conclusion, summarizing all the puzzles seen until that point in the marsh. And we have this conclusion because after that we will enter a new part of the area with the underwater rooms and blue-outline polyominoes.

**Relation with other puzzles:** The last puzzle of the row is reminiscent of the puzzle of the second moving platform, by the disposition of the cells containing polyominoes, and by the shape of the bottom one.
Marsh/Second moving platform

**Name of the puzzle in the game files:** `shapers_bridge_control`.

**Manifestation of principles:** This platform also confirms the analogy between puzzles and environment. It even generalize it by using different colors than yellow for the squares in the puzzle/on the platforms. It also makes the analogy stronger, since the direction of rotation of the platform is defined by the overall direction of rotation of the line you draw (draw it clockwise and the platform will rotate clockwise). And it also correspond to the direction of rotation of the wire that lights up when you solve the problem (there is a wire for each direction).

The principle of this rotating platform is a variant on the principle “connect distant/separate areas”, but this time it would rather be “choose which distant areas you want to connect”. However, you cannot choose to connect opposite exits (for instance, the black and magenta ones). There is therefore two ways to use the platform: the static one and the dynamic one. In the static one, you establish a path between two distant platforms, and then walk on this path as if the moving platform was static (and so, you enter the platform at one end and leave it at the other end). In the dynamic way to use the platform you stay on the platform while it rotates, until it reaches the exit you are interested in (as for the first moving platform). In that case you can leave the platform by the side you entered it.
The Nevada Peacekeeper Force

The Nevada Peacekeeper Force is a military force controlling a large chunk of the Pre-War State of Nevada. They are mostly composed of former Desert Rangers who refused to join the NCR Rangers for their imperialistic corruption. They allow settlements and towns full independence outside of small taxes to arm, train, and pay the Peacekeepers. The main brass of the force is based in Carson City, now converted into a large military fort meant to house, train, and create arms for the Peacekeepers.

## History

In 2271 the Desert Rangers and NCR signed a treaty, now known as the Ranger Unification Treaty, to absorb the Desert Rangers into the NCR, expanding the NCR Rangers. A good chunk of Rangers were not adamant supporters of the NCR, viewing them as imperialistic and their government corrupt. These Rangers deserted their main force, splitting off into 2 groups. 1 group eventually went on to form The Utah Rangers, and the other formed The Nevada Peacekeeper Force.

The Nevada Peacekeeper Force quickly established themselves after their formation in Carson City. The city at the time had been a city of bandits and slavers. The Force had set up shop in a small street in the city, but over time began to clear out more streets, expanding their rule over the city until it had been turned into a mixture of a military complex and a city of merchants and farmers.

After their rule over Carson City was solidified, the Peacekeepers spread East to spread their protection across independent settlements in Nevada, lest the NCR got there first. The Force is currently led by Jerry Vargas, the general of the Peacekeepers, son of Snake Vargas, and original leader of the Peacekeepers.

## Relations

* The New California Republic

The Peacekeeper Force isn't hostile towards them, but many of the Peacekeepers still view them as imperialists.

* The Utah Rangers

There is a sense of brotherhood between the 2 Ranger descendants.

* The United Grand Canyon

The United Grand Canyon and the Peacekeeper Force are friendly towards eachother, and attempts to form a trading deal to further their relationship have been made.

* The Holy Covenant

The Force has pity towards the Covenant for the struggles they have faced.
Marsh/Upper Shed

The Upper Shed (name from the game's asset files) is a structure in the Marsh that hosts its third row of puzzles and its first shortcut door.

### Overview On the Marsh

It notably provides an overview of the marsh. In this mostly flat area (on surface), the Upper Shed is one of the three structures that stand high above water level, along with the Main Shed and the Laser Stairs. The role of the structure in providing an overview of the Marsh is made clear by the inclusion of a overhanging platform with a guard rail (despite the fact that the shed itself has no such security features). In addition to understand the layout of the marsh and appreciate its colorful beauty, the overview allows to look at the fifth row of puzzles from above, which might be relevant considering that this rows introduces rotatable polyominoes. It can be seen for instance that the vegetation behind this row is made of similar plant configurations that are only rotated.

### Usage

It is not clear how the island inhabitants would use this structure, although for players it provides a convenient shortcut to the boat shed. It also allows a permanent access to the underwater rooms in the cyan and red pools without using the moving platforms.

### Theme

A possible theme embodied in this structure is the idea of occupying space. Indeed, the puzzles in row 3 introduce a new way to use the polyominoes, consisting in moving the polyominoes far from their respective symbols to connect them with other symbols. In an analogy between the puzzle grids and the environment, this usage of polyominoes is like laying out platforms on the surface of the marsh to reach various areas. The shed's overview allows to observe how it is actually done in the marsh. So, unlike the previous puzzles of the marsh that were concerned with fitting polyominoes in a limited space, row 3 is concerned with occupying a big area with a limited set of unfitting polyominoes. The puzzles on the shortcut door embody the idea that if you shrink the space by reducing the size of the grid, polyominoes that would fit nicely on their respective symbols now need to be moved around in order to better occupy the space. This shrinking of space can also be related to the flying elevator sequence, where the latest part of the elevator structure and our own body disapear just before flying through the shed, passing between elements of the structure in a way that would not be possible if we still had a space-occupying body. (Note that the elevator flies though the shortcut door, which opens if the player did not open it before entering the elevator).
Profile Tree

Between the Desert and the Quarry, there is a big tree:

* It is an important landmark: it can be seen from far away and is also represented on the boat map.
* It looks dead but has a small branch with 3 green leaves.
* We call it the Profile Tree, because 5 perspective tricks allow to see 5 human profiles, using the branches and trunk of the tree (all branches participate in exactly one profile?). The people represented include a baby, a (young?) woman, and two elders.
	+ All heads are seen from the side, not from front. Three show a left profile, one shows a right profile, and one shows a left profile if you look at the branches, but a right profile if you look at their shadows on the sand.
	+ Three have a mouth open.

# Interpretation

Maybe it represents the family of one of the developers, or the family of the character we are supposed to control, or just the concept of family or aging. Maybe also it could be linked to the drawings near the windmill, where plants are shaped to reproduce human body parts?

# Sources of inspiration

A possible source of inspiration is this painting.
The Grail

There are a few references around the island to a man unsuccessfully trying to reach a cup (which we call "grail"). Such references can be found in the Peninsula, in the Monastery and in the Hotel.

## Occurrences

### In the Peninsula

This scene is depicted as a statue of a man reaching for a goblet.

- The grail is in the shape of a seven pointed star.

- The guy has one knee on the ground.

- The shadows show him reaching the grail.

- The grail and the furniture on which it is placed all come from the Hotel.

On the other hand, that scene might require further interpretation, as some details suggest that the shadow might actually not show the man reaching the cup.

Seen from the entrance of the buildingSeen from behindThe shadow grabs the grailGrail close Up
### In the Monastery

A similar scene is depicted in the carvings of the shaders of the northern wall (Town side):

- In the first panel (on the left), the guy is depicted with the two knees on the ground and one arm trying to reach something in front of him, toward the right of the panel.

- In the second panel (center), there is a broken bridge over a river, and we can see a guy in a similar pose than the one from the first panel, at the extremity of the left part of the bridge.

- In the third panel (on the right), there is a big grail surrounded with strokes evoking rays, lightnings or blow emitted (or received) by the grail. This strokes are actually continued in the right part of the second panel.

Left panelCenter panelRight panel

### In the Hotel

First, a grail identical to the one seen in the Peninsula can be seen on the bar, ideally placed in a spot of light so that its shadow is made visible.

Second, a statue similar to the one of the Peninsula can be seen dropping a similar grail, in the strange area at the end of the Hotel, after the room that looks like the security check of an airport (where the furniture used in the Peninsula can be seen), and just before reaching the developers' video. It's worth noticing that when you arrive on the strange path, the statue seem to be reaching for the grail, almost grabbing it. But when you continue to walk on the path, the perspective changes and the grail actually seem to fall away from the statue, as if the statue had actually dropped it. When you continue walking further, you realize that it was all a perspective trick and that the arm of the statue is not even pointing in the direction of the grail.

Grail in the Hotel lobbyThe statue from Peninsula seen on a display in the HotelA furniture in the Hotel identical to the one supporting the grail in the PeninsulaThe statue with the same guy than in the Peninsula, dropping the grail as you arrive next to it.When you come closer, it seems that the grail falls away from the guy.And even further away...
Separation Principle

Many elements in The Witness have been designed according to the Separation Principle: either some elements are artificially separated, either there is a process involving the separation of elements. The principle can also been seen in puzzles rules such as the segregation rule, the color separation rule, and more generally any area-based rule.

## Use by Area

### Marsh

Many things are separated in the Marsh, more than in other areas: the colored water is separated in different pools. Water itself separates distant platforms or structures. Mechanical devices are used to separate natural elements: The action of the pumps separates the underwater rooms from the surrounding pools; The colored pipes in the underwater room seem to extract colored stuff from the water; Grids attached to the movable platforms collect the colored material that floats on the water. Finally, the area itself is separated from the rest of the island by a metal fence; and the area contains many doors that separate different parts of the Marsh.

Note how man-made things separate natural ones, and reciprocally. This can also be related to the principle of opposition between man-made elements and natural ones and to the Feynman quote found in the Marsh: “If our small minds, for some convenience, divide this [nature] into parts [...], remember that nature does not know it! So let us put it all back together [...]”.