Respuestas

This support vehicle normally carries a long-range weapon such as a heavy artillery turret or beam weapon tower, operating as a kind of mobile base. The SMAT resembles a wide, squat plat- form mounted on thick treads, on which it trundles over nearly any type of terrain. When it reaches the right spot, as determined by the driver, the vehicle digs in with deep-boring anchors, pro- viding the platform extreme stability, even on what might other- wise be considered shaky ground. Interlocking armor plates then unfold to provide protection to the turret, and the cannon then opens fire on distant targets, at a far greater range and power than most mobile units can provide.

The weapon carried by the SMAT is deactivated while the vehicle is in motion and is extremely vulnerable at that time, so once it gets into place and starts firing, it usually stays put. Often ac- companied by infantry units equipped with anti-air and point defense weaponry, the SMAT has no weapons of its own and no way to defend itself if it comes under direct attack. Typically, it operates from well behind the lines of a military engagement, firing its weapon as long as it can safely do so, then retreating or advancing as necessary.

Type: Military Vehicle (1 AP) Manufacturer: Eurodine Systems Size: Medium (25 ft.)

Passengers: 4 Cargo: 16,000 lbs. Cost: 220,000Tn

ATTRIBUTES

Control Response (Agility) -1 Sensors (Perception) 0 Frame (Strength) 6

Multi-Task Systems (Actions) -1 Warning Systems (Reflex) -1

SENSOR SYSTEMS Radar/IFF SUPPORT SYSTEMS Sealed System MOVEMENT Ground Speed: 40 mph

Acceleration Code: C (2/2), or E (3/3) while loaded

STRUCTURE

Integrity 5 (6 when deployed) Armor 0/0 (2/2 when deployed)

auxiliaRy militaRy VEhiclEs

The classroom was an unusual hybrid of ivy league sensibilities mixed with the occult trap- pings of a consecrated space. Such were most of the rooms on this floor, dedicated to the En- chanted Objects section of the School for Applied Arcane Arts. A private university, students here ei- ther had to be gifted or rich. Most, unfortunately, were the latter.

Teaching first year enchantment to second year stu- dents was not something that Dr. Kunayak enjoyed. Unfortunately, his teaching assistant was recovering from an accident. There were never many doctoral can- didates in his discipline, at least at this school. So, here he was, on the classroom floor, answering stupid questions once again. It was a simple demon- stration of using a Ruach Well.

One girl named Crystal Gagnon, the daughter of an MP, was the typical overachiever who had to know it all. “Sir, approximately how much mystical energy do Ruach Wells hold at different sizes?”

“Ms. Gagnon,” Kunayak responded. “That is entirely unimportant at this stage of your education. I would appreciate it if you would focus on the lesson at hand and not on knowing unnecessary details that will al- low you to appear smarter than your fellow students.” Several of the students snickered, but Dr. Kunayuk shot them stares that quieted them down quickly. If he wasn’t going to be having any fun, why should they? “Now, who can tell me what we’re actually supposed to be studying, now that Ms. Gagnon sidetracked us?”

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The first hand he no- ticed was that of his only favorite student, Steven Rivera. Here was a student with vi- sion. Kunayuk immedi- ately called on him. “Mr. Rivera, please enlighten the rest of the class.”

“Your instruction was to begin to feel the pull of the Ruach Well, to feel its presence in a sense beyond nor- mal senses,” answered the dark-haired young man.

Kunayuk smiled. “Very good. And why am I asking you to do such a nebulous thing?” “Because understand- ing that sensation is the first key in being able to tap into such wells when leading an enchantment ritual. This is a basic skill we need to master.” “Thank you, Mr. Rive- ra,” replied Kunayuk. “Learning how to tap Ruach Wells is an im- portant skill because there are few ritu- als any of you will be able to power on your own. Familiars are outlawed and too many participants can spoil the pot, in my opinion.”

Kunayuk pulled back the hood of his ritual robe. “Your assignment before Friday is to schedule at least a half hour to spend here with this well, practicing what we’ve discussed here. You’ll find the sign-up sheet on-line. Do not wait until the last minute if you want to pass. And the reading still stands. Dis- missed.”

Knowing better than to grumble, the students filed themselves out quietly, with a minimum of whispering. However, the smart few already had their peeks out, scheduling their time with the enchanted monolith in the classroom. One student remained behind – Steven Rivera. This was not unusual, as Kunayuk routinely tutored the boy at his father’s request.

“They don’t understand, do they?” asked Steven. Kunayuk walked over to the classroom doors and locked them. “It’s doubtful. Most of them are those who have chosen this path from an intellectual level, unlike you. You’ve been called, the same way I was.”

A smirk came across Steven’s face. It made him look cruel. “They also don’t have the will to explore the arts the way they were intended.”

“And few have the wisdom to temper the power the government regulates. Unfettered exploration of the arcane is something only for the truly cautious or truly foolish.”

Steven approached the altar. He handed Kunayuk a mem- ory stick. “From my father. He feels that this is something I should master.”

Kunayuk plugged the memory stick into his peek. There it was, something unfortunately very illegal. The complete ritual text to Craft the Talisman of Fascina- tion. “One of these days, I’ll have to have a conver- sation with your father about where he gets all these wonderful spells.”

“Is it something we can do?” inquired the student. “Yes,” replied Kunayuk. “But do you know what this is?”

“As my father told me, this is the Talisman of Fas- cination. Its power lies in increasing the charm and persuasiveness of the wearer. Now that is something that I could put to good use.”

Kunayuk laughed. “I have no doubt that you could. How- ever, this is of an order beyond your skills. Frankly, it’s years beyond your training.”

“Ambition is the mark of the gifted. Isn’t that one of your sayings?” responded Steven.

“It is. Which is why I agreed to this when your father asked me. However, I will not risk your well-being on this. You have to promise that you’ll be the perfect appren- tice. Do only what I ask. No more, no less. Do you agree? Steven smiled. “Of course, Master Kunayuk. I am a ves- sel waiting to be filled. I will do as you command. No more, no less.”

As far as Kunayuk, and many of his contemporaries, were concerned, traditional ethics cannot be applied to the exploration of the arcane. Such artificial boundaries were the creations of men who did not un- derstand that there can be no limits in magic. Furthermore, it is always preferable to teach stu- dents who want to learn, instead of those who do so out of obligation. Far be it from Kunayuk to stifle hungry minds.