text:
COST Action ES0803
2. "I Love My Sun" Events
3. Examples from Events
The COST example for outreach to the general public: I love my Sun
Yurdanur Tulunay1*, Norma Bock Crosby2, Ersin Tulunay3, Stijn Calders2, Aleksei Parnowski4 and Desanka Sulic5
1 Department of Aerospace Engineering, METU, Ankara, Turkey
2 Belgian Institute for Space Aeronomy, Ringlaan-3-Avenue Circulaire, 1180 Brussels, Belgium
3 Department of Electrical and Electronics Engineering, METU, Ankara, Turkey
4 Space Research Institute NASU & NSAU, Kyiv, Ukraine
5 Faculty of Ecology and Environmental Protection, University Union – NIKOLA TESLA, Belgrade, Serbia
* corresponding author: e-mail: ytulunay@ae.metu.edu.tr
Accepted: 9 January 2013
It is important to educate children about the important role that the Sun has in their lives. This paper presents an educational outreach tool entitled "I Love My Sun" that has been developed for school children in the approximate age range of 7 through 11 years. The main objective of this tool is to make children aware of space weather, the Sun, Sun-Earth relations and how they, the children, are part of this global picture. Children are given a lecture about the Sun. The lecture is preceded and followed by the children drawing a picture of the Sun. In this paper the background behind the "I Love My Sun" initiative is given and it is described how to perform an "I Love My Sun". The main results from events in Turkey, Belgium, Ukraine and Serbia are presented.
Key words: space weather / outreach / education / space environment / Sun
© Y. Tulunay et al., Published by EDP Sciences 2013
Our closest star, the Sun, provides us with life as we know it here on Earth. It is studied in detail by scientists, so that a better understanding of its role in the changing weather of Earth may be obtained as well as how it influences the space environment – better known as "space weather". Modern society has become dependent on space technology and human activities in space are increasing at a rapid rate. However, our space systems are more than ever vulnerable to space weather due to developments in technology such as miniaturisation. Therefore, there is a vital need for providing education and outreach activities at all levels in the space weather field, as well as space physics in general.
To create awareness among children that they are part of the global Sun-Earth scenario, the Sun can be used as an innovative teaching tool. Indeed, it is important that children, the flag carriers of tomorrow, become aware about the dynamic relation that exists between the Sun and Earth. In their Table 1 (item 2) Adams & Slater (2000) list one of the major astronomy objectives for K-4 students (K = kindergarten): "the Sun provides the light and heat necessary to maintain the temperature of Earth". In the same table, it is stated that "Rollins et al. (1983) found only 59% of high school seniors related Sun's energy to higher order concepts and principles as major source of energy powering Earth's phenomena".
Metric template used for the relative comparison of the two BÜ Özel Ayşeabla school visits of the "before" and "after" drawings of the second visit; B = before, A = after, and i = item number.
It is therefore essential that children are exposed to topics such as the Sun and related phenomena while they are still young no matter how elementary the level of relevant information conveyed to them is. NASA's Education and Public Outreach lesson plans for K-5, 6–8, 9–12 stress this in a compact and concise manner "NASA's collection of lesson plans and "easy to do" activities are just the hook you need to bring the science of space weather to your students. Here you can do everything from building an edible model of the Sun to learning how to make a real space weather broadcast!" [1].
In Yair et al. (2001) a virtual dynamic 3-D model of the Solar System, in which the student journeys through it as the virtual world continues to behave and operate in its usual manner, is presented. The platform helps to overcome the inherent geocentric view and ensures the transition to a scientific, heliocentric view of the Solar System. Recently, Meyer et al. (2011) present the Lunar Phases Project, an ongoing effort utilising students' actual observations within a mental model building framework to improve student understanding of the causes and process of the lunar phases. Examples such as these are unique and inspirational educational methods for knowledge transfer in schools.
International educational initiatives include the EU Universe Awareness (EU-UNAWE) project that uses the beauty and grandeur of the Universe to inspire and educate young children (4–10 years old) as well as encourage them to develop an interest in science and technology [2]. The International Heliophysical Year (IHY) in 2007 was sponsored by the United Nations on the 50th anniversary of the space age and driven by international collaborative programmes. The "Outreach and Education" programme was one of the four main IHY components (Thompson et al. 2009; [3]). The EU FP6 "Space Weather and Europe – an Educational Tool with the Sun (SWEETS)" project was a public outreach activity and encompassed some of the activities of IHY. Both SWEETS and the EU COST 724 Action "Developing the Scientific Basis for Monitoring, Modelling and Predicting Space Weather" initiated scientific collaboration between universities, governmental and industrial bodies in Europe towards education and public outreach in space weather related topics. The target was social groups of all ages, professions and occupations [4].
Specifically, under the umbrella of IHY and the COST 724 Action the "I Love My Sun" concept was created and initiated by Yurdanur Tulunay, Professor at the Middle East Technical University in Turkey. As the first phase "I Love My Sun 1" was conducted in 2007 and 2008. Two schools were chosen for the first event in Ankara representing two different social backgrounds. The children's drawings were exhibited at art galleries and schools. Public media (press, radio, TV) were invited to observe the whole activity. For more information see Tulunay (2009).
The "I Love My Sun" initiative has continued in three phases as a European outreach activity under the umbrella of the COST ES0803 Action [5, 6]. The main objectives of "I Love My Sun 2" were to make children (any type of class and school) aware of space weather, Sun, Sun-Earth relations and of how they, the children, are part of this global picture. Furthermore, it was investigated if this educational tool can lead to novel ways of approaching children with autism spectrum disorder (ASD). Thereafter, "I Love My Sun" went from being a national initiative in Turkey to one which spreads across Europe with the long-term goal of going world-wide. This "spatial dimension" approach is enriching the content and objectives of the original "I Love My Sun" initiative (Thompson et al. 2009). "I Love My Sun 3" events have been conducted in Turkey, Belgium, Ukraine and Serbia. In the last phase a "temporal dimension" was added and a school where the event had been held earlier was re-visited "I Love My Sun 4".
This paper presents a new tool for education and outreach based on the results of the "I Love My Sun" initiative. In Section 2 it is presented how to perform an "I Love My Sun" event. Examples and outcomes of "I Love My Sun" events that have been held under the umbrella of the COST ES0803 Action are presented and discussed in Section 3. The paper ends with a conclusion and an outlook to the future.
The main objective of the "I Love My Sun" initiative is to make children (~7–11 years old) aware of space weather, the Sun, Sun-Earth relations and of how they, the children, are part of this global picture. The tool developed for this purpose makes it easier for children to be aware of space weather on a simple/basic level as they are of the weather on Earth. On the "I Love My Sun" website it is described in detail how to organise an "I Love My Sun" event that is comprised of three main parts (1. Prior to school visit, 2. School visit, 3. After school visit; [6]). In the following a short description is given.
Prior to the school visit there should be some communication with the class teacher. This includes gathering information concerning the school (public/private, location of school (city/rural), does the school specialise in any specific topics (music, science, etc.)?).
At the beginning of the school visit information is gathered regarding each student (name, age, sex (F/M), has the student already been given a lecture/seen a movie/read a book about the Sun?). Children are then asked to draw the Sun as they perceive it. Thereafter a basic lecture on the Sun-Earth relation and space weather is given to the children. The level of information conveyed should be on a simple level, but sufficient, so that children are aware of the Sun's basic features (e.g., sunspots) and space weather including the formation of the magnetosphere. This includes an analogy between the Sun and the Earth in terms of magnetism, days, seasons, precipitations, storms, etc. The lecture may be followed by a short brainstorming session during which the students are interactive and ask questions. Then the children are asked to draw the Sun again.
Following a school visit each drawing is to be scanned and made into an electronic version. It is advisable that the "School", "Class" and "General Impression" documents be filled in since these documents will complement the relevant database of drawings that is being constructed and may later be used for further analysis [6]. By analysing the "before" and "after" drawings one can obtain information concerning how well the school children understood the contents of the lecture and which part of the lecture had the main influence on the children.
The success of a school visit includes having given the lecture in a way so that the children are able to understand the nature of the Sun and Earth, as well as the interaction – processes occurring – between the two entities. To better compare results from different school visits, "I Love My Sun" events became "standardised" during the "I Love My Sun 3" phase by producing an "I Love My Sun" power-point presentation template with accompanying text built on the presentations that had been given [6]. The contents of the lecture have been prepared in a way (and level) to spark interest in natural phenomena such as the Sun. To better popularise space weather, effects of space weather such as the northern lights are given. It is encouraged that the lecture be given in a friendly manner, meaning, that it is to be given interactively encouraging the children to ask questions.
3.1. I Love My Sun 2 Event
In the "I Love My Sun 2" phase it was investigated whether this initiative could provide an innovative approach to teaching children with ASD. One school was visited and a comparison between children with and without ASD attending the same lecture is presented here.
3.1.1. "Kütükçü Alibey Primary School", Turkey (2nd November 2009)
As part of the Ankara Ministry of Education training programme, the Kütükçü Alibey İlköğretim Okulu Primary State School hosts children with ASD. In this school individual training (2 h/day), group therapy (2 h/day) and training together with children without ASD (2 h/day) comprise the daily schedule for the children with ASD. For more information on ASD see Frith (2004) and Fombonne (2005).
The "I Love My Sun" event was performed with both groups of students (with and without ASD) in the same art class (same lecture was given to both groups of children). Coloured crayons were provided by the lecturer. The major characteristics of children with ASD who participated in this event are summarised below:
They did not have mental retardation or had only a mild level of retardation.
They were all high functioning (capable of useful speech for mutual communication); they were able to attend some activities with children without ASD.
They had better communication than expression; it was possible to conduct the "I Love My Sun" event as if there were only children without ASD participating.
They all had sufficient receptive language to carry out the task; they could listen, understand and absorb the information conveyed to them by using ordinary language.
There was sufficient eye contact to follow and comprehend the instructions.
Their attention span was of sufficient duration so they were not distracted.
They did not have frequent stereotype involuntary movements that interfered with their attention.
Figure 1 illustrates typical results of "before" and "after" drawings made by children without ASD, while Figure 2 presents typical results of children with ASD. Even though, statistically the samples are not in a large quantity (six children with ASD and six without), the typical characteristics of autism are detected within the context of space weather. For example, the students with ASD paid attention to the details rather than the global picture (global processing vs. local processing) and they exhibited perseveration (persisted on drawing their impressions). It was found that these children displayed an unusual creativeness that nobody would have imagined. See, for example, the top left "after" "Picasso-like" drawing in Figure 2. Furthermore, the bottom right "before" and "after" drawings in Figure 2 are by a student who normally refused to use coloured crayons until this event; being very stubborn (perseveration) is a characteristic of ASD (Korkmaz 2000).
Some of the "before" and "after" drawings of the Turkish children (without ASD) from the Kütükçü Alibey İlköğretim Okulu primary state school (I Love My Sun 2 event).
Some of the "before" and "after" drawings of the Turkish children (with ASD) from the Kütükçü Alibey İlköğretim Okulu primary state school (I Love My Sun 2 event).
3.2. I Love My Sun 3 Events
In the "I Love My Sun 3" phase a spatial dimension was added, meaning that more than one country participated in the initiative. The main impressions and results from four countries are given in the following four sub-sections in chronological order.
3.2.1. BÜ Özel Ayşeabla School, Turkey (22nd March 2010)
School children from the "Başkent University Özel Ayşeabla" private school in Ankara, Turkey participated in the first "I Love My Sun 3" event on 22 March 2010. Three classes, consisting of 66 children (8–10 years old), participated. In this school the children were already in possession of coloured crayons. Some of the short-listed "before" and "after" drawings are presented in Figure 3.
Some of the typical drawings of the Turkish children from the Başkent University Özel Ayşeabla" private school in Ankara (I Love My Sun 3: 1st visit).
Almost all children expressed the Sun in their drawings as a "picture story", specifically in the "before" drawings since, as interpreted by the art pedagogue, children tended to place important objects (humans, animals, nature) in hierarchical order in their drawings (favorite objects were placed at central locations and drawn on larger scales). Most of the children put the quarter of the Sun at either the top-left or right-hand corner of their "before" drawing, and is a very normal way of how children perceive the location of the Sun.
Almost all of the children absorbed the information conveyed to them concerning the Sun (e.g., sunspots, flares, Sun-Earth relations). The Sun became the dominant motif in the "after" drawings which indicates that the children perceive the Sun as an independent object/identity. This result suggests that the main message of the lecture came across well – the Sun has a very important role in our daily existence – and was emphasised in the "after" drawings.
3.2.2. Public Observatory Urania, Belgium (2nd October 2010)
During the school year the public observatory Urania organises once a month on Saturday afternoons two courses for young star enthusiasts: Sterrenstofjes (which means "stardust" in Dutch) for children (7–9 years old) and Sterrenplukkers ("star harvesters" in Dutch) for children (10–11 years old). During the school holidays, young star enthusiasts are also able to attend 1-week "Kids Astro Camps", where they learn about stars, planets, Sun, etc. In the week they also go to a planetarium to learn about the constellations and they have the opportunity to look through a telescope at the Moon or a planet.
In total 47 pairs of drawings were collected during the Urania "I Love My Sun 3" event. The youngest participant was 6 years old, the oldest 12 years old, with the mean age being 8.9 years. Some of the short-listed "before" and "after" drawings are presented in Figure 4.
Some of the typical drawings of the Belgian children performed at the public observatory Urania in Antwerp (I Love My Sun 3).
The results obtained from this event show that almost all of the children absorbed the information conveyed to them concerning the Sun (e.g., sunspots, flares, Sun-Earth relations). After the lecture, a significant number of children focused on the relationship between the Sun and the Earth (e.g., drew the geomagnetic field and the interaction of solar particles with it). Furthermore, after the talk, a significant number of children expressed the difference in scale between the Sun and the Earth. This is a very important observation: the Sun is the largest object in the Solar System, both in terms of size and mass. The Sun was a very dominant factor in both the "before" and "after" drawings. Probably the reason for this is that the children at the Urania Observatory already had prior knowledge on the topic and a specific interest in astronomy.
3.2.3. Public school No. 286, Ukraine (7th April 2011)
The school that was visited is located on the outskirts of Kyiv (population of ~3.5 million) in a highly educated area (many families have scientific or technical background). In contrast to the two previous described events, a lecture was given to 6 elementary classes (6–10 years old) at once – about 180 children in total.
Examples of the short-listed "before" and "after" drawings are presented in Figure 5. Concerning the "before" drawings, they mostly look like an orange circle, sometimes with rays; less than half of them feature eyes and mouth on the Sun, maybe due to the fact that most children are from educated families. Boys tend to represent the Sun more schematically, whereas the eyes and mouth appear more often in girls' drawings (10 vs. 7 cases). As expected, most "after" drawings feature sunspots, prominences, etc.
Some of the typical drawings of the Ukrainian children from the public school No. 286 in Kyiv (I Love My Sun 3).
Most children understood the lecture very well. In particular, they had no problem understanding the concept of magnetic fields and their interaction, which is very interesting since they had not studied physics yet. No significant dependence on student age was found. All classes were roughly on the same level, with the exception of one especially successful class (they might have been already aware of basic solar physics).
3.2.4. Two Serbian Schools: Lazar Savatic and Bratstvo Schools (6th June 2011; 9th September 2011)
3.2.4.1. Lazar Savatic" school in Zemun
The "Lazar Savatic" school in Zemun is one of the best schools in the City of Belgrade. There were 38 students (11 years old) from two classes who attended the first lecture. This was followed by two other classes (35 students total) who attended the next lecture. The children were very familiar with PCs and the Internet. During discussions they were very active and asked some relevant scientific questions.
3.2.4.2. Bratstvo school in village Aradac
The "Bratstvo" school is located in a small village Aradac in the Zrenjanin municipality which is ethnically mixed. The event was attended by 35 children in the fourth grade class (10–11 years old). These children did not have such a good general education and were not familiar with PCs and the Internet.
Some short-listed "before" and "after" drawings from both schools are presented in Figure 6. A large number of the "before" lecture drawings were found to be typical for children (10–11 years old); the Sun was often drawn as is usual for children. Around 30% of the "after" lecture drawings were done in a different manner showing the knowledge that was obtained during the lecture; this specifically concerned children whose "before" lecture drawings had been done very well.
Some of the typical drawings of the Serbian children from the Lazar Savatic school in Zemun and the Bratstvo school in Aradac (I Love My Sun 3).
These two events showed that children (10––11 years old) are educated enough to follow a lecture and ready to acquire new knowledge. They are familiar with terms and concepts such as temperature, gravitational force, magnets, light, ultraviolet radiation and problems with skin after exposure to the Sun. They also have knowledge from mathematics to calculate up to million and understand the meaning of 1/100.
In the "I Love My Sun 4" phase a "temporal" dimension was added and a school where the event had been held earlier was re-visited.
3.3.1. BÜ Özel Ayşeabla School, Turkey (18th October 2011)
The BÜ Özel Ayşeabla school children of the previous "I Love My Sun 3" Event (Sect. 3.2.1) were re-visited. The level of information that had been "digested" a year ago was investigated by performing the "I Love My Sun" event again on a subset of 10 students who were now 10 or 11 years old. Some of the short-listed "before" and "after" drawings of the two BÜ Özel Ayşeabla school visits are presented in Figure 7 (left-hand drawings: 1st visit, right-hand drawings: 2nd visit).
Some of the typical drawings of the Turkish children from the Başkent University Özel Ayşeabla" private school in Ankara with temporal dimension (left-hand drawings: 1st visit, right-hand drawings: 2nd visit). (I Love My Sun 4: 2nd visit).
The outcome of the "I Love My Sun 4" event has been evaluated by using a "metric-like" template". Table 1 presents the metric template used for the relative comparison of the two BÜ Özel Ayşeabla school visits of the "before" (B) and "after" (A) drawings from the second visit. Results obtained from this event by using the metric are presented in Table 2. For example, Bi concerns the evaluation if "human features are used as solar features" in the "before" drawings (Table 1); for each of the ten students listed in Table 2 the answer was "no". It is shown that the objective of creating an awareness of the scientific issues regarding the Sun, Sun-Earth relations was fulfilled again. However, within this group (10–11 years old) the differences between the "before" and "after" drawings are not as pronounced as the differences observed when the children were 7–8 years old.
Relative comparison of the two BÜ Özel Ayşeabla school vists for a subset of students; B = before, A = after, and i = item number defined in Table 1.
This event suggests that "I Love My Sun" is more influential and effective in creating awareness among younger children (7–8 years old) compared to those of the 10–11-year age group. It was observed that during the year since the first visit and the current visit the children had added to their perception a considerable amount of information via popular, commercial non-scientific media.
To create awareness and interest concerning space weather, the "I Love My Sun" initiative, an interdisciplinary educational tool, has been developed for school children including children with ASD. This paper has presented the four phases of "I Love My Sun" initiative by describing their associated "I Love My Sun" events. In general, the drawings that the children drew in all cases reflected their experience of participating in an "I Love My Sun" event. Their conception of the Sun and Sun-Earth relations changed in each of the individual cases. It should be noted that the exercise has been aimed to demonstrate the "method" rather than producing "statistical results". The "method" can be justified statistically when the number of "I Love My Sun" events has increased to a significant number of events.
COST ES0803 Action "I Love My Sun" events have been presented at the annual European Space Weather Week (ESWW) meetings (ESWW6, ESWW7 and ESWW8), as well as at all of the Management Committee meetings of the COST ES0803 Action. In parallel, the activity has been presented at the ESA Space Weather Working Team (SWWT) Plenary meetings.
The main outcomes of the "I Love My Sun" initiative have been:
In "I Love My Sun 2" a new approach in teaching was investigated by including children with ASD; To our knowledge this is the first time such an educational tool has been used to teach children with ASD together with children without ASD. These first results of the "I Love My Sun" as an educational tool for children with ASD are promising.
One of the main objectives of the "I love My Sun" initiative, in the framework of the COST ES0803 Action, was to conduct the Project at European level. Therefore, in "I Love My Sun 3" a "spatial parameter" was introduced and "I Love My Sun" events were conducted in Turkey, Belgium, Ukraine and Serbia.
In "I Love Sun 4", a "temporal dimension" (same class was re-visited a year later) and a "metrics", which also are two novel components, were brought into the Project.
Although, sample sizes are small, it may be tentatively concluded that the impact of the training (lecture given) is positive in case of the girls (8–10 years old) with respect to that of the boys.
No matter how elementary the level of information, it is important that children are exposed to topics such as the Sun and related phenomena while they are still young.
"I Love My Sun" events have become "standardised" – an "I Love My Sun" power-point presentation template with accompanying text was produced built on the presentations that had been given in "I Love My Sun 3".
The novel method employed in the "I Love My Sun" initiative was developed for performing education and outreach activities as a way of introducing this topic to non-professionals in an enjoyable and relaxing environment. A novel metric-like template was developed to quantify the non-measurable outcomes of an education activity in a manner as objective as possible. The method and the technique used for measuring the outcomes are adoptable and open to further developments and generalisations. Therefore, the method and metric developed are not limited to "I Love My Sun", but can be applied to other activities. It is expected that this work will be able to serve as a means of setting education and outreach standards for assessing the amount of information that children (7–11 years old) acquire when being taught space science.
The authors of this paper will continue to conduct "I Love My Sun " events and at the same time introduce other scientists to this international initiative. In parallel, one of the goals will be to provide training for teachers so that in the long run they themselves can utilise this tool without the presence of a scientist. More specific plans for the individual countries include:
In Turkey the "I Love My Sun" tool will be enhanced in terms of target population and novel methods employed by the Turkish group.
It is proposed by the Turkish group that events including children with and without ASD be held in the future for comparison with the results from "I Love My Sun 2".
In Belgium "I Love My Sun" events will be held during dedicated science days where the public is invited to participate.
In Ukraine, the "I love my Sun" programme is planned to continue in close collaboration with the Astronomical school hosted by Planetarium Kyiv to optimise the lectures with respect to educational impact. Afterwards, it is planned to use the gained experience to develop a set of materials for extracurricular activities in public schools to dramatically increase the coverage of the programme.
In Serbia, schools in small villages will be targeted in the future. This is because children in such schools are very interested in acquiring new knowledge, but they are not often in the position to acquire it from their parents. Maybe the best period for performing these events is during spring. After a long and cold winter, children spend more time outside enjoying the good spring weather. Also it is a period when, most of the school year, is finished.
Future aims of the "I Love My Sun" initiative are to include more countries from all over the world.
It is acknowledged and the authors thank all the children who took part in the "I Love My Sun 2, 3 and 4" events, as well as the following people for their vital support during these events and for poster preparations for meetings:
Dr. Mustafa Kuzu, Professor and Vice Rector, Başkent Univ. (BÜ).
Mr. Kazım Özcan, Principal, Küçükçü Ali Bey Primary School, Ankara, Turkey.
Ms. Hilal Türker, Headmaster, BÜ, Ankara.
Ms.Sevgin Kurtuluş, Headmaster, BÜ, Özel Ayşeabla School, Ankara.
Ms. Muteber Gönüllü, Art Teacher, BÜ, Özel Ayşeabla School, Ankara.
TA. Batu Demir, TA. Berk Korkut, Mr. A. Samet Yüzlü, Mr Navid Ronaghi, Department of Aerospace Engineering, ODTÜ/METU, Ankara.
Mr. Yves Geunes, Belgian Institute for Space Aeronomy, Brussels (built and maintains the "I Love My Sun" website).
Nora Geunes, Angelina Schoep, "Campus de Wingerd", Overpelt (drew the "I Love My Sun" graphics and logo), Brussels.
The authors of this paper who constitute the "I Love My Sun" Team also greatly acknowledge the following people who have contributed significantly to the success of the "I Love My Sun" initiative:
Dr. Barış Korkmaz, Professor of Neurology, İstanbul Univ. Cerrahpaşa Faculty of Medicine, İstanbul, Turkey (specialist on autism with spectrum disorder).
Dr. Zafer Gençaydın, Professor, Hacettepe University, Ankara, Turkey (Artist, Art Pedagogue, Advisor on Drawings of Children).
Cengiz Özan, Advisor, Kütükçü Ali Bey Primary School, Ankara, Turkey (Network Administrator).
Gönül Arslantaş; Leylifer Konakul, Art Teachers, Kütükçü Ali Bey Primary School, Ankara, Turkey.
Hüsniye Akkuş; Saniye Aykut; Yeşim Parlak, Class Teachers, Kütükçü Ali Bey Primary School, Ankara, Turkey.
Doç. Dr. Güler Küçükturan, Director, Başkent Üniversitesi (BÜ) Özel Ayşeabla Schools, Ankara, Turkey.
Hilal Erdinç, Director, Advisor, BÜ Özel Ayşeabla Schools, Ankara, Turkey.
Dr. Aytül Şekercioğlu, Art Teacher, BÜ Özel Ayşeabla Schools, Ankara, Turkey.
Ayça Kara – 2D; Gülay Göğüş – 2A; İncilay Erensayın – 2C; Müjgan Coşkun – 2B, Class Teachers, BÜ Özel Ayşeabla Schools, Ankara, Turkey.
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Teaching and Communicating Astronomy – JENAM'04 A. Ortiz-Gil and V. Martínez (eds) EAS Publications Series, 16 (2005) 253-262p. 253
El "Aula del Cel": astronomy approaching high school


The Municipality of Brda is a diverse landscape of rolling hills in the far west corner of Slovenia, stretching across an area of 72 km2, from the emerald green Soča River in the south-west, to the Idrija River in the north-west, trapped between the Sabotin hill (609 m) on the east and the Korada hill (812 m) on the north. It is a land with amazing views that extend all the way to the sea and to the Triglav Mountain. It is a border municipality which keeps close ties with the Slovenian citizens living near the border through good political, economic and cultural cooperation with the neighbouring Italian municipalities. Brda is certainly one of the most picturesque landscapes in Europe, with numerous vineyards and orchards dotting the hills, whose tops are adorned with white churches and castles. It consists of 45 villages and 15 village/local communities, with slightly less than 6,000 inhabitants. Its good position and excellent climatic conditions have always provided ideal conditions for the cultivation of vineyards, olive groves and fruit trees. Due to its abundance of colours and flavours, its great wines (one that has a special place is a "yellow" wine named Rebula), its imaginative and creative cuisine with a hint of the Mediterranean, and its rich cultural and architectural heritage, Brda is becoming an increasingly attractive tourist destination for domestic and foreign visitors. Visitors can have a taste of life in Brda throughout all seasons of the year. The doors of our wine cellars, pantries, cultural buildings and housing facilities are open during all major traditional holidays (i.e. the Rebula Wine and Olive Oil festival in May, the cherry holiday in June and Martinovanje (St. Martin's day celebrations – when cider turns into wine) in November); and the numerous events held throughout the year reflect the vibrant and open-minded nature of the people of Brda.


Each 5×7 card comes with a brown A7 envelope.
When my son's Godfather told me he could not find a Baptism card to go with his gift, I knew it was time to put pen to paper (or in my case, stylus to screen). I love finding quotes from Catholic saints, books of the Bible, and other inspiration and bringing them to life as greeting cards. We are called to share our faith with others, and I hope this small ministry can help you do that.
Each Annunciation Designs card is hand-lettered and illustrated digitally, then printed on smooth 90 lb paper at a local Ohio print shop for a beautiful finish.
Your card will be packaged in a sturdy cardboard mailer along with a brown A7 envelope to ensure it is delivered safely to your door. Any photo props are not included in your purchase.


Enchant with a masterful, magnetic charisma that will be forever fascinating wearing this dynamic dress by Just Cavalli. A passionate plethora of multicolored paisleys pattern this precious dress. V-neck. Double spaghetti straps loop through the front and one set of straps ties around the neck. Another set loops through the top back. Top hem is edged in an alternate colored stitched band. Sleeveless. Side zipper closure. 50 length. Outside: 90% rayon and 10% spandex. External fabric: 96% polyester and 4% spandex. Machine wash warm and line dry. Made in Italy.


text:
/*
 * @name BeautyTips
 * @desc a tooltips/baloon-help plugin for jQuery
 *
 * @author Jeff Robbins - Lullabot - http://www.lullabot.com
 * @version 0.9.1  (2/15/2009)
 *
 * @type jQuery
 * @cat Plugins/bt
 * @requires jQuery v1.2+ (not tested on versions prior to 1.2.6)
 *
 * Dual licensed under the MIT and GPL licenses:
 * http://www.opensource.org/licenses/mit-license.php
 * http://www.gnu.org/licenses/gpl.html
 *
 * Encourage development. If you use BeautyTips for anything cool
 * or on a site that people have heard of, please drop me a note.
 * - jeff ^at lullabot > com
 *
 * No guarantees, warranties, or promises of any kind
 *
 */

/**
 * @credit Inspired by Karl Swedberg's ClueTip
 *    (http://plugins.learningjquery.com/cluetip/), which in turn was inspired
 *    by Cody Lindley's jTip (http://www.codylindley.com)
 *
 * @fileoverview
 * Beauty Tips is a jQuery tooltips plugin which uses the canvas drawing element
 * in the HTML5 spec in order to dynamically draw tooltip "talk bubbles" around
 * the descriptive help text associated with an item. This is in many ways
 * similar to Google Maps which both provides similar talk-bubbles and uses the
 * canvas element to draw them.
 *
 * The canvas element is supported in modern versions of FireFox, Safari, and
 * Opera. However, Internet Explorer needs a separate library called ExplorerCanvas
 * included on the page in order to support canvas drawing functions. ExplorerCanvas
 * was created by Google for use with their web apps and you can find it here:
 * http://excanvas.sourceforge.net/
 *
 * Beauty Tips was written to be simple to use and pretty. All of its options
 * are documented at the bottom of this file and defaults can be overwritten
 * globally for the entire page, or individually on each call.
 *
 * By default each tooltip will be positioned on the side of the target element
 * which has the most free space. This is affected by the scroll position and
 * size of the current window, so each Beauty Tip is redrawn each time it is
 * displayed. It may appear above an element at the bottom of the page, but when
 * the page is scrolled down (and the element is at the top of the page) it will
 * then appear below it. Additionally, positions can be forced or a preferred
 * order can be defined. See examples below.
 *
 * To fix z-index problems in IE6, include the bgiframe plugin on your page
 * http://plugins.jquery.com/project/bgiframe - BeautyTips will automatically
 * recognize it and use it.
 *
 * BeautyTips also works with the hoverIntent plugin
 * http://cherne.net/brian/resources/jquery.hoverIntent.html
 * see hoverIntent example below for usage
 *
 * Usage
 * The function can be called in a number of ways.
 * $(selector).bt();
 * $(selector).bt('Content text');
 * $(selector).bt('Content text', {option1: value, option2: value});
 * $(selector).bt({option1: value, option2: value});
 *
 * For more/better documentation and lots of examples, visit the demo page included with the distribution
 *
 */
(function($) {
jQuery.fn.bt = function(content, options) {

  if (typeof content != 'string') {
    var contentSelect = true;
    options = content;
    content = false;
  }
  else {
    var contentSelect = false;
  }

  // if hoverIntent is installed, use that as default instead of hover
  if (jQuery.fn.hoverIntent && jQuery.bt.defaults.trigger == 'hover') {
    jQuery.bt.defaults.trigger = 'hoverIntent';
  }

  return this.each(function(index) {

    var opts = jQuery.extend(false, jQuery.bt.defaults, options);

    // clean up the options
    opts.spikeLength = numb(opts.spikeLength);
    opts.spikeGirth = numb(opts.spikeGirth);
    opts.overlap = numb(opts.overlap);

    var ajaxTimeout = false;

    /**
     * This is sort of the "starting spot" for the this.each()
     * These are sort of the init functions to handle the call
     */

    if (opts.killTitle) {
      $(this).find('[title]').andSelf().each(function() {
        if (!$(this).attr('bt-xTitle')) {
          $(this).attr('bt-xTitle', $(this).attr('title')).attr('title', '');
        }
      });
    }

    if (typeof opts.trigger == 'string') {
      opts.trigger = [opts.trigger];
    }
    if (opts.trigger[0] == 'hoverIntent') {
      var hoverOpts = $.extend(opts.hoverIntentOpts, {
        over: function() {
          this.btOn();
        },
        out: function() {
          this.btOff();
        }});
      $(this).hoverIntent(hoverOpts);

    }
    else if (opts.trigger[0] == 'hover') {
      $(this).hover(
        function() {
          this.btOn();
        },
        function() {
          this.btOff();
        }
      );
    }
    else if (opts.trigger[0] == 'now') {
      // toggle the on/off right now
      // note that 'none' gives more control (see below)
      if ($(this).hasClass('bt-active')) {
        this.btOff();
      }
      else {
        this.btOn();
      }
    }
    else if (opts.trigger[0] == 'none') {
      // initialize the tip with no event trigger
      // use javascript to turn on/off tip as follows:
      // $('#selector').btOn();
      // $('#selector').btOff();
    }
    else if (opts.trigger.length > 1 && opts.trigger[0] != opts.trigger[1]) {
      $(this)
        .bind(opts.trigger[0], function() {
          this.btOn();
        })
        .bind(opts.trigger[1], function() {
          this.btOff();
        });
    }
    else {
      // toggle using the same event
      $(this).bind(opts.trigger[0], function() {
        if ($(this).hasClass('bt-active')) {
          this.btOff();
        }
        else {
          this.btOn();
        }
      });
    }

    /**
     *  The BIG TURN ON
     *  Any element that has been initiated
     */
    this.btOn = function () {
      if (typeof $(this).data('bt-box') == 'object') {
        // if there's already a popup, remove it before creating a new one.
        this.btOff();
      }

      // trigger preShow function
      opts.preShow.apply(this);

      // turn off other tips
      $(jQuery.bt.vars.closeWhenOpenStack).btOff();

      // add the class to the target element (for hilighting, for example)
      // bt-active is always applied to all, but activeClass can apply another
      $(this).addClass('bt-active ' + opts.activeClass);

      if (contentSelect && opts.ajaxPath == null) {
        // bizarre, I know
        if (opts.killTitle) {
          // if we've killed the title attribute, it's been stored in 'bt-xTitle' so get it..
          $(this).attr('title', $(this).attr('bt-xTitle'));
        }
        // then evaluate the selector... title is now in place
        content = eval(opts.contentSelector);
        if (opts.killTitle) {
          // now remove the title again, so we don't get double tips
          $(this).attr('title', '');
        }
      }

      // ----------------------------------------------
      // All the Ajax(ish) stuff is in this next bit...
      // ----------------------------------------------
      if (opts.ajaxPath != null && content == false) {
        if (typeof opts.ajaxPath == 'object') {
          var url = eval(opts.ajaxPath[0]);
          url += opts.ajaxPath[1] ? ' ' + opts.ajaxPath[1] : '';
        }
        else {
          var url = opts.ajaxPath;
        }
        var off = url.indexOf(" ");
    		if ( off >= 0 ) {
    			var selector = url.slice(off, url.length);
    			url = url.slice(0, off);
    		}

        // load any data cached for the given ajax path
        var cacheData = opts.ajaxCache ? $(document.body).data('btCache-' + url.replace(/\./g, '')) : null;
        if (typeof cacheData == 'string') {
          content = selector ? jQuery("
").append(cacheData.replace(/

redpajama_set_name: RedPajamaGithub


text:
NY mandates dance 'zones,' distancing when weddings resume
Home /General/NY mandates dance 'zones,' distancing when weddings resume
New York's new coronavirus-era dance rules aren't exactly "Footloose" strict, but don't plan on cutting loose and kicking off the Sunday shoes with just anybody
ALBANY, N.Y. — New York's new coronavirus-era dance rules aren't exactly "Footloose" strict, but don't plan on cutting loose and kicking off the Sunday shoes with just anybody.
The state says that when wedding receptions resume next month, guests will be allowed to hit the dance floor only with members of their immediate party, household or family seated at the same table.
Even then, the rules say, dancers must wear face masks and stay within their own "dancing areas or zones" — spaces that should be at least 36 square feet (3.3 square meters) in size and positioned at least 6 feet (2 meters) apart from other dance zones and tables.
There's no switching dance zones, either.
Happy couples can still take a twirl for a ceremonial first dance, and other couples can join in, but they must all stay 6 feet apart.
Live music performers and other entertainers are allowed, but if they're unmasked or playing a wind instrument, they must be separated from attendees by 12 feet (4 meters) or an appropriate physical barrier.
Gov. Andrew Cuomo previously announced that weddings can begin again on March 15. Venues will be restricted to 50% of capacity, up to 150 guests, and all must be tested for coronavirus beforehand.
Saudi Arabia says it intercepts missile attack over capital
Asian man stabbed in back, suspect charged with attempted murder

redpajama_set_name: RedPajamaCommonCrawl


text:
John Henry Kubiszyn (born December 19, 1936) is an American former professional baseball player. A shortstop, he appeared in the Major Leagues for parts of two seasons for the Cleveland Indians (–), playing in 25 games both seasons.  The Buffalo, New York, native threw and batted right-handed, stood  tall and weighed .

Kubiszyn was a two-sport star at the University of Alabama in the 1950s. A three-year basketball guard from 1956–1958, he was a member of Johnny Dee's famed "Rocket 8" teams. During his junior season in 1957, Kubiszyn averaged 24.6 points per game, a school record that still stands today. In 1958, he was named All-American. Kubiszyn's three-year Crimson Tide baseball career at shortstop spanned the 1956–1958 seasons. Playing for coach Tilden Campbell, he finished with a .300 batting average.

His professional baseball career extended from 1958–1964. During his two trials with the Indians, he collected 19 hits, with two doubles, in 101 at bats. Highlights included a three-hit game in four at bats against the Minnesota Twins' Camilo Pascual on September 17, 1961, and his only Major-League home run, hit off Bill Fischer of the Kansas City Athletics on August 3, 1962 — the winning blow in a 1–0 Cleveland victory.

Jack Kubiszyn settled in Tuscaloosa, Alabama, after leaving baseball, where he founded an insurance agency and served on the city council during the 1990s.

References

External links

1936 births
Living people
Alabama Crimson Tide baseball players
Alabama Crimson Tide men's basketball players
American expatriate baseball players in Canada
American expatriate baseball players in Nicaragua
American men's basketball players
Atlanta Crackers players
Baseball players from Buffalo, New York
Basketball players from Buffalo, New York
Cleveland Indians players
Guards (basketball)
Major League Baseball shortstops
Mobile Bears players
Oklahoma City 89ers players
Reading Indians players
Salt Lake City Bees players
Sportspeople from Tuscaloosa, Alabama
Toronto Maple Leafs (International League) players

redpajama_set_name: RedPajamaWikipedia


text:
Eurovision 2016: Iveta Mukuchyan to represent Armenia
Charlotte Jensen / 13th October 2015 at 18:32 / Eurovision Song Contest / Armenia
Minutes ago, Armenia announced their participant for the 2016 Eurovision Song Contest. The day before her birthday Iveta Mukuchyan was presented as the one who will represent Armenia. Grown up in Germany, Iveta is known outside her birth country.
Tomorrow Iveta Mukuchyan can celebrate her 29 year birthday, but today she probably have other things on her mind as the presentation of her as the Armenian representative for the 2016 Eurovision Song Contest just took place. The presentation took place in the local TV show called "Profession – journalist".
Sang Loreen's Euphoria in Voice of Germany
Iveta is born in Yerevan, Armenia on the 14th of October 1986, and thus has her birthday tomorrow. She however grew up in Germany to where her family moved when she was 5 years old. In 2012 Iveta took part in the Voice of Germany, a competition in which she got to sing the Swedish 2012 Eurovision winner Euphoria.
Armenia is now again the home country of Iveta as she decided to move back to her birth country to study at State Conservatory after Komitas in Yerevan. A year ago she was awarded the sexiest Armenian by El Style Magazine.
I'm very happy, thankful and honored to be chosen by the Public TV Company of Armenia to represent Armenia in Eurovision 2016. I love Eurovision and it's amazing to get a chance to represent my country on the big stage. Your support is very important to me, so I hope you will be next to me on this responsible and important journey.
Eurovision entry still to be chosen
The song which Iveta will sing in Stockholm, Sweden for the 2016 Eurovision Song Contest is still to be picked. Together with the presentation of Iveta Mukuchyan as the artist, Armenian broadcaster launched a selection open to songwriters. The deadline for submitting a suitable entry is set to the 13th of November 2015.
Last year Armenia also went for artists growing up abroad as a part of their Genealogy project. With the song Face The Shadow they made it to the final where they finished 16th.
Written by Charlotte Jensen from Denmark
View profile and more posts from Charlotte
13th October 2015 in Eurovision Song Contest. Tags: Eurovision Song Contest, Iveta Mukuchyan, The Voice, Voice of Germany Countries: Armenia
Minutes ago, Armenia announced their participant for the 2016 Eurovision Song Contest. The day before her birthday Iveta Mukuchyan was presented as the one who will represent Armenia. Grown up in Germany, Iveta is known outside her birth country. Tomorrow Iveta Mukuchyan can celebrate her 29 year birthday, but today she probably have other things on… Read more
5 years ago – what has become of Eurovision's Top 10 from 2014?
24th May 2019 at 17:38 Ashleigh Kobevko
10 more lucky qualifiers advance to 2019 Eurovision final
Postcards Eurovision 2019: Semi Final 2
10 qualifier predictions for semi final two after jury final
How will it look on TV: Second rehearsal for participants in Semi-final 2


This commercial-free website was created out of a hobby of Meloncholic Swordsman and is intended to inform people about the late Chinese wuxia author Gu Long and to share some pictures and knowledge about TVB period series with other wuxia enthusiasts.
Treasure Raiders was known in the 1970s as The Legend of The Deer-Carving Sabre. The series is titled as "Siu Sup Yat Long" in Cantonese.
There is also a TV production in China's company CCTV starring Nicky Wu and Athena Chu Yan. This version have also been released. Click on the picture below for more details on all of the above mentioned versions.
I haven't updated this site for over a year now. LOLzzz... I don't think I will do anymore updates in the near future but I will...someday. There are some corrections and addendums that are in need to be done, eg, the banner that says "GuLong.Net". Now this is an expired domain name. It used to work but now it doesnt anymore.
Visitors have emailed me information and pictures but I have been such a slum bum to add their provided info. But anyway, this is largely due to the fact that I have found someone special to spend my free time with.
Also, those who have contacted me about wanting to read more chapters of Deer-Carving Sabre. I apologise that further reading is not possible due to the restrictions of the translator. I *think* Deer-Carving has already been published so please do some reseach on its whereabouts if you want to buy it.
When I first started out this website was called The Life and Works of Gu Long. And when the Ver. 5 was uploaded I decided to change the name to Gu Long Online. With the next version of this website, I will go back to the original website name. Previous versions did not have a lot of information and gradually the fans of Gu Long provided forum goers with more info and thus I used those info to put them into and more detailed website. I haven't read any novels and I don't think I will, I prefer watching =). It's more exciting to watch, I reckon.
Should you feel the need to complain/suggest please contact the webmaster at tieulyfidao@hotmail.com. Thank you.


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A few years ago, syndicating your blog was a way to distribute your online content. You could reach more people, and get more links to your website. Many internet marketing companies recommended this practice, and proudly showed "spikes" in web traffic for blog posts. However, syndication has sunk in favor, to the point that Google will punish you for doing it incorrectly. The "benefits" of syndication are nearly null, and ultimately only hurts your website.
First, syndication may reach more users, but those users aren't potential clients. Getting more readers to your blog seems great, but if those readers don't live in your city or state, why bother? You should want readers who could be clients. While syndication gets you more traffic, that traffic doesn't matter to your bottom line. Instead, focus your content on serving the needs of your potential clients.
Second, syndication for link building can HURT your website's search ranking. Google is punishing some forms of syndication because it creates false links. When you syndicate your blog, you are getting links back from many sources. At first this seems good, but if you are getting linked to by a website that publishes "spammy" content, it will do more harm than good. Google puts a priority on websites that have a good online reputation, and punishes those who are known for bad content and links.
Third, link carefully. Webmasters often get emails from organizations asking for a mention in a blog post or article. If the company asking is someone you know and trust, and the content is relevant to you readers, then linking to another website is okay. However, link sharing is a violation of Google's policies. If you choose to link to someone, do it without expecting a link in return. If you receive a "if you link to us, we'll link to you" proposition, ignore it.
Syndication seems like a good idea, but generally all it does is send your content to poor websites to be published. You should want your content shared by websites with great reputations, and if you are syndicating content, you don't know where it is going. Sending your content out on the internet blindly does not benefit you at all.


"… one of the greatest movies ever produced.
"This stunning video is a loud & ringing wake-up call for slumbering Christians.
humanist world views, and the very real effects it has on our government and our own lives.


When it comes to day to day living, many people are in agreement on what is right and what is wrong. Giving change to people who ask for it, shoveling your elderly neighbour's driveway, and turning off the lights when you're not in the room: good. Killing, robbing, and drug trafficking: bad. Helping the police to convict mobsters who kill, steal, and traffic drugs: good.
The job requires strict adherence to the ethical rules. If you let your dog run the house, the house gets torn apart.
The brave lady in question went above and beyond to keep Victorians safer. If these thugs are released or sentences reduced there will be uproar.
The right to an open and fair trial is a hallmark of a democratic country even if sometimes a defendant who is in fact guilty gets acquitted.
While I'm normally happy to see violent mobsters go to jail, here I must disagree with everyone who offered support for the lawyer. I think it was wrong of her to inform on her clients and correct for the high court to rebuke the police in the strongest possible terms. I certainly don't want any of those mobsters back on the street and I hope there's enough other evidence that none of them have to be released.
But even if some of them do end up winning their appeals, I believe we are better off in a society where lawyers cannot inform on their clients. This, I think, is one of the ethical cases where precedent utilitarianism is particularly useful in analysis and one that demonstrates its strengths as a moral philosophy.
The common law legal system is premised on the belief that the burden of proof of crime rests upon the state. If the state wishes to take away someone's liberty, it must prove to a jury that the person committed the crime. The accused is supposed to be vigourously defended by an advocate – a lawyer or barrister – who has a legal and professional duty to defend their client to the best of their abilities.
We place the burden of proof on the government because we acknowledge that the government can be flawed. To give into every demand it makes leads to tyranny. Only by forcing it to justify all of its actions can we ensure freedom for anyone.
But it's not just upon the government that we place a burden to avoid pre-judging. We require advocates to defend their clients to the best of their abilities because we are skeptical of them as well. If we let attorneys decide who deserves defending, then we have just shifted the tyranny. Attorneys can make snap judgements that aren't borne out by the facts. They can be racist. They can be sexist. They can make mistakes. It's only by forcing them to defend everyone, regardless of perceived innocence or guilt, that we can truly make the state do its duty.
This doesn't mean that lawyers always have to go to trial and defend their clients in front of a judge and a jury. It could be that the best thing for a client is a guilty plea (ideally if they are actually guilty, although that's also not how things currently work, especially when the accused isn't white). If a lawyer truly believes in a legal strategy (like a guilty plea) and the client refuses to listen, the attorney always can walk away and leave the trial defense to another lawyer. The important thing is that someone must defend the accused and that that someone will be ethically bound to give it their best damn shot.
Many people don't like this. It is obviously best if every guilty person is punished in accordance with their crime. Some people trust the government to the point where they view every accused as essential guilty. To them, lawyers are scum who defend criminals and prevent them from being justly punished.
I view things differently. I view lawyers as people who have signed up for an alternative morality. While conventional morality holds that we should punish criminals, lawyers have signed up to defend all of their clients, even criminals, and to do their best to prevent that punishment. This is very different from the rest of us!
But it's complimentary to my (our?) morality. It is not only best if we appropriately punish those who break the law. I believe is also best if we do it without punishing anyone who is innocent.
We cannot ask lawyers to talk to their clients, figure out if they're innocent or guilty, and then inform the judge or dump as clients all of the truly guilty. This will only work for a short while. Then everyone will figure out that you have to lie to your attorney (or tell the truth if you're innocent) if you want to avoid jail. We're now stuck trusting the judgement of attorneys as to who is lying and who is telling the truth – judgement that could be tainted by any number of mistakes or prejudices.
In the Australian case, the attorney made a decision she wasn't qualified to make. She, not a jury, decided her client was guilty. She doesn't appear to be wrong here (although really, how can we tell, given that a lot of the information used in the convictions came from her and her erstwhile clients weren't able to cross-examine her testimony) but if we don't want a system where a random lawyer gets to decide who is guilty or not, the important thing isn't that her testimony is true. The important thing is that she arrogated power that wasn't hers and thereby undermined the justice system. If we let things like this stand, we enable tyranny.
The next lawyer might not be telling the truth. He may just be biased against black clients and want to feel like a hero. Or she might be locked in a payment dispute and angry with her client. We don't know. And that should scare us away from allowing this precedent to stand. A harsh rebuke here means that the police will be unable to use any future testimony from lawyers and protects everyone in Australia from arbitrary imprisonment based on the decisions of their lawyer.
Focusing on the precedents that actions set is important. If you don't and instead focus solely on each issue in isolation, you can miss the slow erosion of the rights and freedoms that we all rely on (or desire). Its suitability for this sort of analysis is what makes precedent utilitarianism so appealing to me. It urges us to dig deeper and try to understand why society is set up the way it is.
I think alternative moralities, actively different moral systems that people sign up for as part of their professions are an important model to hold for precedent utilitarians. Alternative moralities encode good precedents, even if they stand in opposition to commonly held values.
We don't just see this among lawyers. CEOs sign up for the alternative morality of fiduciary duty, which requires them to put the interests of their investors above everything but the law. Complaints about the downsides of this ignore the fact we need companies to grow and profit if we ever want to retire . Engineers sign up for an alternative, stricter morality, which holds them personally and professionally responsible for the failures of any device or structure they sign off on.
Having alternative moralities around makes public morality more complicated. It becomes harder to agree on what is right or wrong; it might be right for a lawyer to help a criminal in a way that it would be wrong for anyone else, or wrong for an engineer to make a mistake in a way that would carry no moral blame for anyone outside of the profession. These alternative moralities require us to do a deeper analysis before judging and reward us with a stronger, more resilient society when we do.


Seasonal Eating: Maryland Blue Crabs!
When the weather gets warmer here in DC, a few magical things emerge: tourists in matching red, white, and blue outfits, rooftop bars, public pools, and Maryland Blue Crabs (not an exhaustive list).
Before moving to DC, my only experience with crab involved King crab legs and lots of complicated cracking tools. While my first time with the official state crustacean of Maryland was only about a year ago, my favorite part has become the social aspect of sitting around a pile of crabs with a group of friends, taking hours to pick out the sweet meat.
A few weeks ago, a friend picked up a fresh bushel of Maryland Blue Crabs from local crab joint, Ruff N Ready Crabs in nearby Hyattsville, MD. We gathered around a table with chips and beer, and got ready to dig in.
2. Set aside plenty of time. Eating crabs is not a quick meal. Gather a group of good friends, put on some music or a movie for some background noise, and get crackin'.
3. Don't eat the yellow stuff in the middle of the female crabs. Some people refer to it as "crab mustard" and think of it as the best part (not me), but it contains some toxins that you might want to avoid.
4. Save the legs for last. These are the easiest parts, and I find it a little more fun this way.
5. Make sure to have some other food to eat if you're hungry. While delicious, the amount of meat in a Maryland Blue Crab isn't really enough for a meal. Bake some potatoes, grill some corn, or make a few other side dishes to fully be satisfied. Also, I've found that if I eat nothing else besides crabs, I walk away from the table with quite a stomach ache.
While it's fun to take a bunch of already steamed and seasoned crabs home and have your own little party like we did, there are many other options for enjoying Maryland Blue Crabs this spring and summer. Cook them yourself! Steam or boil them with some old bay and you're ready to go!
You can find them in many places around DC, including the Southwest Waterfront and many other restaurants in the city (check out Anthony Bourdain enjoying crabs at the Wharf).
This entry was posted in Taste, Washington, D.C. and tagged crabs, DC, food, how to, melissa, seasonal eating, spring, summer, taste.


anasjelltas, the 192aa form is not, which is why side effects are more common, as your body rejects it.
That doesn't mean that 191aa forms are safe to use—they can still bring side effects. Jo vetëm ajo, but they are highly counterfeited.
Below, we cover this form of growth hormone, as well as ways that you can boost your HGH levels without risking adverse effects.Blerë HGH-X2 internet këtu.
Kështu që, whether an athlete is purchasing HGH 191aa gray tops, në krye blu, or black tops, they can never know just how real they are.
Per kete arsye, we recommend natural alternatives, which we cover later.
Per nje, experienced HGH-users do not recommend purchasing from websites that offer PayPal — these are definitely fake.
Në fund të ditës, it's really not worth the risk, especially considering the side effects that even come with pure HGH use.
Most bodybuilders claim that HGH 191aa cycles are at least 8 te 12 javë gjatë, with many suggesting 16 for the best results.
megjithatë, many believe that true anabolic growth can only be achieved using cycles of 6 months or longer.
Doses for bodybuilding are commonly in the range of 6 te 8 iu's daily for males and 3 te 4 iu's per day for females.
Sigurisht, with these beneficial anabolic effects come adverse effects.
Edhe pse HGH 191aa side effects list might not be as long as those that come with anabolic steroids, they can be quite serious.
CrazyBulk promotes HGH-X2 as a natural alternative to exogenous forms of growth hormone that can provide benefits in the form of size, në masë të ligët, and recovery.
CrazyBulk guarantees that you'll see stimulation of muscle growth, increased protein creation, and a more efficient use of your body fat. And all of these results are guaranteed to come within 30 ditë me nuk ka efekte anësore.
CrazyBulk offers guarantees for HGH-X2 that only a company completely confident in their product would. Jo vetëm ajo, but it's completely natural and doesn't put your health in danger.


Introduction: Streptococcus pyogenes (Group A Streptococcus, GAS) is the causative agent of many human diseases, including pharyngitis, rheumatic fever and necrotizing fasciitis. Recent studies indicate Streptococci produce and respond to several secreted signaling peptides that are imported into the cell and subsequently bind to regulator proteins of the Rgg family. In GAS, four Rgg paralogs exist, each serving as transcriptional regulators of genes associated with pathogenesis (RopB), biofilm induction (Rgg2 and Rgg3), or a cryptic competence regulon (ComR). The genes encoding peptide pheromones for modulating the activity of Rgg2, Rgg3 and ComR are known, while the one leading to RopB activation remains unknown. The aim of this study is to identify and elucidate the precursor and active peptide pheromones from culture supernatants that control each Rgg pathway. Methods: Spent culture media was fractionated using low-molecular weight filters and reverse phase chromatography steps to isolate peptide pheromones. The activity of HPLC fractions was tested by luciferase reporters that were generated by fusing the luxAB genes to promoters controlled by each Rgg protein. Mass spectrometry was used to identify active molecules. Results and Conclusions: We demonstrate that GAS spent culture supernatants contain at least four specific factors that can induce independent transcriptional reporters. Mass-spectrometry analysis is underway to elucidate each active pheromone. Revelation of the mature peptide pheromones will be a first step in designing antagonistic peptides used for future therapeutics designed to interfere with intercellular signaling in GAS and in other Rgg-containing microbes.
Chaitanya Aggarwal did his B.Tech in Biotechnology from Kurukshetra University, Kurukshetra in 2008. He then worked in Biologics Development Unit of Dr. Reddy?s labs at Hyderabad for one year. He moved to USA in 2009 to pursue PhD at University of Illinois, Chicago in Center for Pharmaceutical Biotechnology. His PhD research, under the guidance of Dr. Michael Federle, focuses on understanding bacterial cell-to-cell communication, termed as quorum-sensing, in human pathogen Streptococcus pyogenes.


text:
Cumberland Valley Chapter of Trout Unlimited Partners with Carlisle Events
CARLISLE, PA - Every day, enthusiasts locally and nationally love to put on a pair of waders and cast a line. Because fly-fishing is so incredibly popular around the country and in central Pennsylvania, Carlisle Events has collaborated with the Cumberland Valley Chapter of Trout Unlimited for the all-new Carlisle Sports and Outdoor Nationals, September 6-8 at the Carlisle PA Fairgrounds. With the partnership, the CVTU has a massive venue to showcase their organization, while Carlisle Events can host yet another great organization that is specific to the sports and outdoor lifestyle.
Throughout the three-day event weekend, the CVTU will be positioned onsite to host both a Fly Fishing competition as well as a Fly Fishing demonstration. For enthusiasts that have ever spent time along the Yellow Breeches Creek in neighboring Boiling Springs, Pennsylvania or fished the waters of Big Sky country, they know how wonderful an activity like fly fishing can be. They'll have a huge display staffed by CVTU members and as part of that, will have videos, etc., showcasing their week. Flies and books will be for sale too at show-specific prices and tying demonstrations will be ongoing all weekend. In addition, the CVTU will sponsor both the Pennsylvania Fly Tying and Fly Casting Championships and they'll offer an opportunity to anyone who wants to try casting a rod, tying a fly or is looking for information about fly fishing. Ultimately, the CVTU wants to enhance the experience and educate guests and participants along the way.
"With the demise of the Sportsman's Show in Harrisburg last spring, we welcomed another venue to show the public our cold-water conservation work," said John Leonard, Vice President of Cumberland Valley Trout Unlimited. "We want to educate the public to the importance of preserving our natural cold-water resources too and hope to further build our membership. People don't have to fish to appreciate and financially support our conservation work." Leonard continued, "We're excited to introduce the sport of fly fishing to those interested, to have a venue for the PA Fly Tying Championship, the first ever PA Fly Casting Championship and to have an opportunity to sell flies as a fundraiser for our efforts."
In addition to the demonstrations and competitions, representatives from CVTU will be on hand to answer questions and have first-hand interaction with guests. Further, anyone interested in joining CVTU can discuss membership opportunities as well. A complete list of all weekend activities is available online via www.CarlisleSportOutdoor.com. Finally, anyone interested in being a sponsor, vendor or guest can call 717-243-7855 for more information.


The performance "Look at me" comes from my loneliness from being apart from my home country and difficulties in communication due to English being my second language. Repeated misunderstandings made me frustrated but made me eager to try to communicate with people via other means such as my art instead. Through my art, I would like people to reconsider what 'communication' means.
I created a table that holds a frosted plate of sheet glass between myself and a participant. When seated behind the glass, we were unable to see each other.
I licked the sheet glass to reveal myself to the participant. Licking is an intense way of showing my desire to break through the barrier, the frosted glass, and communicate.
The two most compelling pieces speak not just to the impersonality of museums but also to broader issues of isolation and alienation.... Fumi Amano's frosted-glass partition is designed to bring its users together in a playfully messy way: The glass will clear, allowing people on opposite sides to see each other, if both lick the surface at the same time. Emotional rapport is available, for just a moment, at a small cost to dignity.


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Click the + symbol to add a new row for each player.
You may choose 1 night you prefer NOT to play or you may add selected day/week not to be scheduled for special occasions. AMERICAN & BETA Divisions play Monday, Tuesday, or Wednesday games. SPORTSMAN & CLUB Divisions play Thursday, Friday, or Sunday games.


Imagine driving down the road, the horizon in front of you and all your problems behind you. The sun is shining and you are enjoying plenty of fresh air thanks to your convertible-top car. This image doesn't have to be a daydream, you can experience it all thanks to the new 2018 Volkswagen Convertible Beetle! Just press and hold the Beetle's convertible button to activate the soft-top's retraction system and in 11 seconds flat (and in speeds of up to 31 miles per hour) you'll have as much sunshine as you want.
The 2018 Volkswagen Beetle Convertible holds true to its iconic style thanks to its curvaceous body and heritage-inspired attributes. Available Bi-Xenon headlights, sporty front and back bumpers, and a sleek rear spoiler give the new Beetle Convertible the modern touches that make it a joy to drive, while fun color combination help to truly bring out the vehicle's personality. All these features work together to give the driver a well-rounded convertible that turns head no matter where it goes.
You'll love the new Beetle Convertible's modernized interior that comes with a sporty multi-function leather-wrapped steering wheel, V-Tex leatherette seating surfaces, and available ambient lighting that can change in the blink of an eye.
Lively is good word to describe the new Beetle Convertible's engine. Featuring a standard turbocharged engine paired with a 6-speed automatic transmission with Tiptronic® and Sport mode, this convertible is able to provide plenty of get-up-and-go for its driver.
Available driver-assistive features like a Blind Spot Monitor, Rear Traffic Alert, and Park Pilot can help to give you more confidence in your daily drive while active safety features like an Automatic Post-Collision Braking System and Intelligent Crash Response System can help in the event of a collision.
The 2018 Volkswagen Convertible comes available in 4 trims, 2 of them being special edition models that have unique features all their own. Check out those models and features below!
If you are ready to hit the open road in a 2018 Volkswagen Beetle Convertible, get in touch with us here at Armstrong Volkswagen and take one for a no-obligations test drive today!
Interested in a Volkswagen Beetle Convertible?


Prepare to POP at your next party with our popcorn machine!
For the best popcorn machine rental Cincinnati has to offer, look no further than Party Go Round. Who doesn't love popcorn? It's been said that scent is the strongest sense tied to memory. Who doesn't conjure up great memories with one sniff of fresh popcorn? The fragnant aroma can take you back to a magical time, walking through the fair, or seeing your favorite movie for the first time at the local movie theater. Now you can create new memories with all of your guests at your next party or event, thanks to this wonderfully crafted popcorn machine. Truth be told, you don't even have to be hosting a party. Popcorn is a fun and easy treat anywhere. Also, with its small footprint, this popcorn machine can be set up just about anywhere. From the board room, the class room or even as a fundraiser at your school or church.
A little more about this great concession machine rental.
This machine features a large 8 oz. kettle that you can use to pop several bags of popcorn at a time. Supplies are sold separately in quantities of 50 servings. Order as many servings as you'd like. Each machine is thoroughly checked and cleaned before each rental, so you can pop with confidence. Also, please keep in mind that the kettle is hot, so please use caution when operating. Upon delivery we will give you instructions on the proper use; however, this machine is very simple to use. But wait! We forgot to tell you the best part. NO CLEANUP REQUIRED. That's right, we handle all of that to allow you to spend quality time with your guests. Just click below to be taken to the product page and add this machine, along with your desired quantity of popcorn supplies to your cart.
Check out our other great concession machine rentals. Also, don't forget the popcorn!
Got a sweet tooth? Add a little bit of that fluffy favorite and sugary sweetness to your next event.
No need to "loose your cool". Our sno cone machine rental is the perfect way to beat the heat.
Don't forget the popcorn. Add extra POP to your next event with our popcorn servings.
Click below for the best popcorn machine rental Cincinnati has to offer and other fun items for your party or event.


It is a privilege to serve your family! We've provided some helpful links and information below. If you have any questions, please call the school at 262-800-9021.
Parents and Guardians, you can use our Infinite Campus system to view your child's grades, attendance, and notes from teachers. You can also update emergency contacts and update other important information forms annually. All parents receive instructions for logging in to Infinite Campus at time of enrollment. Note that HOPE High scholars also receive a student login. Click here to log in to Infinite Campus.
The Parent Leadership Organization at HOPE Via in Racine recently met to plan for another great school year ahead. We so value all of our involved parents at HOPE Christian Schools! Thank you for your partnership!
Monday through Friday 7:50 a.m. to 2 p.m. and 3 p.m. to 3:30 p.m.


Segmentation and labeling algorithms for foliage penetrating (FOPEN) ultra-wideband Synthetic Aperture Radar (UWB SAR) images are critical components in providing local context in automatic target recognition algorithms. We develop a statistical estimation-theoretic approach to segmenting and labeling the FOPEN images into foliage and non-foliage regions. The labeled maps enable the use of region-adaptive detectors, such as a constant false-alarm rate detector with region-dependent parameters. Segmentation of the images is achieved by performing a maximum a posteriori (MAP) estimate of the pixel labels. By modeling the conditional distribution with a Symmetric Alpha-Stable density and assuming a Markov random field model for the pixel labels, the resulting posterior probability density function is maximized by using simulated annealing to yield the MAP estimate.


text:
// Copyright (c) Microsoft. All rights reserved.
// Licensed under the MIT license. See LICENSE file in the project root for full license information.

using System.Net.Sockets.Tests;
using System.Net.Test.Common;

using Xunit;
using Xunit.Abstractions;

namespace System.Net.Sockets.Performance.Tests
{
    [Trait("Perf", "true")]
    public class SocketPerformanceAPMTests
    {
        // NOTE: when enabled these tests will probably still fail on OS X due to #4009.

        private readonly ITestOutputHelper _log;

        public SocketPerformanceAPMTests(ITestOutputHelper output)
        {
            _log = TestLogging.GetInstance();
        }

        [Fact]
        [ActiveIssue(3635)] // disabling perf tests until we have appropriate infrastructure with which to run them
        public void SocketPerformance_SingleSocketClientAPM_LocalHostServerAPM()
        {
            SocketImplementationType serverType = SocketImplementationType.APM;
            SocketImplementationType clientType = SocketImplementationType.APM;
            int iterations = 5000;
            int bufferSize = 256;
            int socket_instances = 1;
            long expectedMilliseconds = 5000;

            var test = new SocketPerformanceTests(_log);

            test.ClientServerTest(
                serverType,
                clientType,
                iterations,
                bufferSize,
                socket_instances,
                expectedMilliseconds);
        }

        [Fact]
        [ActiveIssue(3635)] // disabling perf tests until we have appropriate infrastructure with which to run them
        public void SocketPerformance_MultipleSocketClientAPM_LocalHostServerAPM()
        {
            SocketImplementationType serverType = SocketImplementationType.APM;
            SocketImplementationType clientType = SocketImplementationType.APM;
            int iterations = 1000;
            int bufferSize = 256;
            int socket_instances = 100;
            long expectedMilliseconds = 50000;

            var test = new SocketPerformanceTests(_log);

            test.ClientServerTest(
                serverType,
                clientType,
                iterations,
                bufferSize,
                socket_instances,
                expectedMilliseconds);
        }

        [Fact]
        [ActiveIssue(3635)] // disabling perf tests until we have appropriate infrastructure with which to run them
        public void SocketPerformance_SingleSocketClientAPM_LocalHostServerAsync()
        {
            SocketImplementationType serverType = SocketImplementationType.Async;
            SocketImplementationType clientType = SocketImplementationType.APM;
            int iterations = 5000;
            int bufferSize = 256;
            int socket_instances = 1;
            long expectedMilliseconds = 5000;

            var test = new SocketPerformanceTests(_log);

            test.ClientServerTest(
                serverType,
                clientType,
                iterations,
                bufferSize,
                socket_instances,
                expectedMilliseconds);
        }

        [Fact]
        [ActiveIssue(3635)] // disabling perf tests until we have appropriate infrastructure with which to run them
        public void SocketPerformance_MultipleSocketClientAPM_LocalHostServerAsync()
        {
            SocketImplementationType serverType = SocketImplementationType.Async;
            SocketImplementationType clientType = SocketImplementationType.APM;
            int iterations = 1000;
            int bufferSize = 256;
            int socket_instances = 100;
            long expectedMilliseconds = 30000;

            var test = new SocketPerformanceTests(_log);

            test.ClientServerTest(
                serverType,
                clientType,
                iterations,
                bufferSize,
                socket_instances,
                expectedMilliseconds);
        }

        [Fact]
        [ActiveIssue(3635)] // disabling perf tests until we have appropriate infrastructure with which to run them
        public void SocketPerformance_SingleSocketClientAsync_LocalHostServerAPM()
        {
            SocketImplementationType serverType = SocketImplementationType.APM;
            SocketImplementationType clientType = SocketImplementationType.Async;
            int iterations = 5000;
            int bufferSize = 256;
            int socket_instances = 1;
            long expectedMilliseconds = 5000;

            var test = new SocketPerformanceTests(_log);

            test.ClientServerTest(
                serverType,
                clientType,
                iterations,
                bufferSize,
                socket_instances,
                expectedMilliseconds);
        }

        [Fact]
        [ActiveIssue(3635)] // disabling perf tests until we have appropriate infrastructure with which to run them
        public void SocketPerformance_MultipleSocketClientAsync_LocalHostServerAPM()
        {
            SocketImplementationType serverType = SocketImplementationType.APM;
            SocketImplementationType clientType = SocketImplementationType.Async;
            int iterations = 1000;
            int bufferSize = 256;
            int socket_instances = 100;
            long expectedMilliseconds = 30000;

            var test = new SocketPerformanceTests(_log);

            test.ClientServerTest(
                serverType,
                clientType,
                iterations,
                bufferSize,
                socket_instances,
                expectedMilliseconds);
        }
    }
}


text:
Anthony Leads Knicks Past Pesky Pistons
Written By: Jon Wagner
NEW YORK — With single-digit temperatures and a sub-zero wind chill descending on New York City outside Madison Square Garden, several New York Knicks players were just as cold inside the world's most famous arena, as Iman Shumpert, J.R. Smith, Amar'e Stoudemire, Beno Udrih and Tim Hardaway, Jr. shot a combined 23.3 percent (7-for-30) from the floor on Tuesday night.
But not only was that quintet's poor aim offset by an equal number of misfiring Detroit Pistons, the Knicks' icy shooters were luckily bailed out by the hot hand of Carmelo Anthony during an 89-85 victory.
Nine of Anthony's game-high 34 points (on 13-of-24 shooting) came in succession — on a trio of consecutive 3-pointers that broke a 49-all tie — during a run of 15 straight points that erased Detroit's only second-half lead (49-47) and put the Knicks (12-22) up for good, during the middle part of the third quarter.
Anthony added another four points as New York completed a game-turning 20-3 run that extended its advantage to a game-high 69-52, with just under three minutes left in the period.
Only two other Knicks scored in double figures though, as the Pistons (14-21) eventually cut a 15-point, fourth-quarter deficit to just one in the final minute, until a key defensive stop at one end, and a big offensive rebound at the other by Anthony finally sealed the win for New York.
Starting point guard Raymond Felton — playing for just the second time in 14 games after overcoming hamstring and groin injuries — scored 12 points, on 4-of-9 shooting, while producing mixed results with team highs of six assists and four turnovers.
Forward Andrea Bargnani had 13 points, on 6-of-13 shooting, while adding a team-high 11 rebounds. Bargnani made four of his first five shots — all in the opening quarter — as the Knicks started 7-for-11 from the field and took a 16-8 lead.
However, New York missed 31 of its next 41 shots as Detroit, which closed to within 24-21 by the end of the first quarter, took a two-point lead on three different occasions in the second period, before an Anthony jumper and a blocked shot over the last seven seconds of the half kept the Knicks tied with the Pistons at 41-apeice by halftime.
The Knicks, who ended the 2013 portion of their season a disappointing 9-21 and just 4-12 at MSG, snapped a four-game home losing streak and won consecutive games overall for only the second time this season while winning for the third time in four games in 2014 (following a successful three-game Texas trip that New York nearly swept, while playing its best basketball of the season).
"We're starting to have a little bit more fun out there," Anthony said. "[We're] trusting each other a lot more than we [had been], just believing in one another."
Finishing only 33-for-81 (40.7 percent) from the field, the Knicks also won for just the fourth time in 24 games this season while shooting under 45 percent.
Forward Josh Smith led the Pistons with 21 points on 6-of-14 shooting (while grabbing a dozen rebounds), and was complemented by 19 points (on 8-of-15 shooting) and seven boards from fellow forward Greg Monroe.
Center Andre Drummond made half of his eight shots and scored 12 points, while pulling down a game-high 17 rebounds, to help Detroit to a sizeable 54-38 edge on the glass. And forward Kyle Singler also chipped in with 11 points of 5-of-12 shooting off the bench.
Yet collectively, the Pistons made only 32 of 86 shots (37.2 percent), including just 3 of 19 (15.8 percent) from 3-point range, as their starting backcourt of Kentavious Caldwell-Pope (two points on 1-of-6 shooting) and leading scorer Brandon Jennings (five points on 2-of-12 shooting) comprised two-fifths of a group that shot just 9-for-37 (24.3 percent).
Jennings, Detroit's leading scorer, was held in check by Shumpert, who despite making just two of eight shots, contributed six rebounds, five assists and two steals.
After Detroit (which trailed, 73-58, entering the final quarter), committed 15 of the game's 20 turnovers over the first three periods, the turnover margin drastically swung 8-1 in the Pistons' favor during the fourth quarter.
"We got stale and stagnant," head coach Mike Woodson said of his team's offense. "Some of the play calls that we made, we just didn't get into them quick enough. I don't know if it was fatigue at the end or what. We just looked very lethargic coming down the stretch. But the good thing is, we were able to secure the win."
A Singler 3-pointer capped a 15-4 run over 5:20, that pulled Detroit to within 83-80, with 3:21 remaining, but 1:10 later, Anthony made the New York's last field goal — a trey that doubled the Knicks' lead to 86-80.
Josh Smith answered that shot with a 3-pointer, and two Pistons free throws in four attempts trimmed New York's edge to just 86-85, with 46 seconds left.
Trying to drive the lane, Anthony was called for an offensive foul, but he redeemed himself with some smothering defense that caused Josh Smith to send a 17-foot jumper from the right wing only about 13 feet in the air, before Anthony rebounded the ball with 7.2 seconds to go.
Felton was then fouled, but he missed the second of two free throws with the Knicks up, 87-85. Anthony secured an offensive rebound, though, and made two free throws with 2.9 seconds left, to end some nervous moments for the Garden crowd.
New York's win kicked off a crucial stretch during which the Knicks will play 13 of 17 games at home. The defending NBA champion Miami Heat (27-8) will visit MSG next, on Thursday night.
To extend their modest winning streak to a season-high three games, the Knicks will have to play with a far greater sense of urgency than they did after their last winning streak, in early December. Back then, New York followed wins of 38 points in Brooklyn and 30 points against Orlando, with a 41-point home loss to Boston.
"Is that who we play next? I did not know," said Anthony, to media members who responded with laughter, since Anthony (seemingly downplaying the matchup) normally knows the upcoming schedule very well. "We've got to face them some way, somehow… When do we play [them]? Thursday? We can't run from them. I think we're getting better each day. [Miami] is playing well. We've got to lace our sneakers up come Thursday."
Woodson added that although the victory wasn't a thing of beauty, "A win's a win, and we'll take it and we've just got to build on it from here and get ready for Miami."
Jon Wagner
Jon has been a credentialed writer with New York Sports Day since 2009, primarily covering the New York Knicks and Hofstra men's basketball. He has also occasionally covered other college basketball and New York's pro teams including the Mets, Giants, Jets, Islanders, Rangers and Cosmos (including their three most recent championship seasons).Jon is former Yahoo Sports contributor who previously covered various sports for the Queens Ledger. He's a proud alum of Hofstra University and the Connecticut School of Broadcasting (which he attended on a full scholarship).He remains convinced to this day that John Starks would have won the Knicks a championship in 1994 had Hakeem Olajuwon not blocked Starks' shot in Game 6 of the 1994 NBA Finals.


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Today we are back to using the walking foot or integrated dual feed (IDF) to quilt straight lines of texture around the blocks. In my book Machine Quilting With Style, I call this quilting technique "Linear Echoes" because you are basically stitching echoing lines around the patchwork to help outline the piecing design and make it pop.
Start the first linear echo with the foot right next to the seam line. Vary the spacing if desired.
I did not mark the lines, but instead used the edge of my foot as a guideline when quilting each line. I was able to start and end each line of quilting off the edges of the quilt, in the batting, so I didn't have to worry about burying my threads at either end.
Use the width of your foot as a guideline for spacing. Wider spacing means fewer lines to quilt.
You can quilt one or more lines around the blocks, depending on the type of look you want to achieve. So far I have quilted three lines around each row of blocks, each approximately 1/4″ apart. Rather than using a walking foot, I used my quarter inch foot for spacing, combined with the integrated dual feed on my BERNINA.
I'll fill in the rest of the negative space with more lines, or a different FMQ design.
Here's a tip – quilt a couple of stitches on a practice sandwich and measure them so you know how many stitches you are doing per inch. I only need to quilt about 2-3 stitches per quarter inch. That comes in handy when you need to echo quilt beyond the first line.
This is what the backing looks like so far. I love all that texture!!
So far I'm quilting my lines in black thread to match the background fabric on the top. I only want to see a little bit of the texture rather than the stitches so I'm ok if my quilting blends in at this point. I used an invisible thread from Aurifil for the bobbin so that the black thread wouldn't be so stark on the lighter backing fabric.
For the next tutorial, I plan to add in a little more decorative free-motion quilting, probably with a contrasting thread. I'll start on that now so I'm ready for the next QAL post!
Be sure to share your version in my Facebook group: Quilt With Christa.
Click here for all of the Paper Pieced Quilt Along Tutorials.
Great idea on counting your stitches per 1/4″ to know how many stitches to take for the next line. Clever!