text:
|Australasian Journal of Educational Technology
2011, 27(6), 1042-1067.
Relativity in a rock field: A study of physics learning with a computer game
David Carr and Terry Bossomaier
Charles Sturt University
The Theory of Special Relativity is widely regarded as a difficult topic for learners in physics to grasp, as it reformulates fundamental conceptions of space, time and motion, and predominantly deals with situations outside of everyday experience. In this paper, we describe embedding the physics of relativity into a computer game, and present the results of a study on its effectiveness for learning. The game, which is based on Asteroids, enables learners to interact with the physics, and observe and contrast their effect with Newtonian mechanics. The principal relativistic effects of length contraction, mass dilation and time dilation are each portrayed, and key with the learning outcomes of the Australian Higher School Certificate (HSC) high school physics course. Key findings from the study conducted with both students studying HSC physics, and participants without physics training, show that the game on its own serves as a powerful introduction for building up accurate qualitative descriptions of relativistic physics effects; in addition, learners generally reported finding the game accessible and interesting. However, establishing deeper understanding of the physics requires further reflection on the part of the learners than the game itself tends to facilitate. We conclude by discussing implications for design and integration of game-based learning with traditional teaching in relation to the topic of special relativity.
These results appear to run counter to people's intuitive understanding, and lead to such unexpected effects as length contraction, time dilation and mass dilation (some background is provided in the following Literature review section). Relativity is a challenging topic for new learners (Scherr, Shaffer & Vokos, 2001; 2002; Dimitriadi, Halkia & Skordoulis, 2005), as it deals with phenomena outside of everyday experience and which cannot easily be directly observed in real life. Thus, learners usually have to rely on abstractions and thought experiments to grasp the basic ideas of relativity and its consequences.
Interactive computer-generated environments can be programmed to behave according to Newtonian principles of physics, or other rules (Squire, Barnett, Grant & Higginbotham, 2004; Price, 2008). Computers thus offer a way of providing some experience of relativity (Hsiung & Dunn, 1989; Weiskopf et al, 2005), much as envisaged by George Gamow in his Mr Tompkins series (1940). In this paper we describe developed software that places relativity into the context of a computer game. The game takes the form of a re-imagining of the classic action arcade game Asteroids (Wikipedia, 2010), with special relativistic physics in place of Newtonian featuring prominently. This is an application of computer games for teaching and learning - the domain of "serious games" (de Freitas, 2006; Dondlinger, 2007; Gee, 2003; Gros, 2007; Mayo, 2007, 2009).
A research project was undertaken to evaluate the design of the game and quantify its effectiveness for fostering understanding of relativity, as part of our research into simulation and game-based learning of physics. Experimental studies were conducted with high school students currently enrolled in studying physics, and with volunteers with no formal background or training in physics. In the findings presented in this paper, these participants are collectively characterised into a prior knowledge cohort (i.e. have previously studied relativity), and a new learner cohort. The experiments aimed to measure the learning effect from playing the game through pre- and post-tests, focusing on key relativistic concepts (space contraction, time dilation and mass dilation); and also to collect participants' evaluations and attitudinal responses to the game. The primary research question is:
RQ I: Can computer game software embodying relativistic principles provide an effective scaffold for learning of the Theory of Relativity?In addition, we address the following auxiliary questions:
RQ II: How does learning with the game compare to or supplement the knowledge gained from formal classroom tuition?
RQ III: What design and implementation factors can be identified that would make such educational relativity games appeal to, motivate and engage a diverse audience without compromising learning?
Under the classical model of physics, it was thought that light would behave similarly to sound, which propagates as waves through some medium (such as air). Given a sound source that is stationary relative to the medium (i.e. with respect to a 'frame of reference'), an observer in a state of relative motion (e.g. approaching the source) will measure a change in the speed of propagation of the wavefront, as predicted by the theorem of the addition of velocities. Classical mechanics likewise assumed that the speed of light must change based on the relative velocities of the light source and observer. However, experiments in the late 1800s (such as that performed by Michelson and Morley) involving the speed of light, found it was always the same. In attempting to reconcile this outcome with Newtonian physics, the straightforward solution seemed to be that a modification to the physical laws was required for observers in motion. However, such solutions implied the existence of a 'universal' frame of reference for measuring all motion against - an unsatisfactory outcome that opens a theoretical 'can of worms'.
Einstein's solution was a complete reformulation of physics. To develop his theory, Einstein used the following two postulates:
Two principal effects that arise from Einstein's model are space contraction and time dilation. Since speed (or velocity) is a measure of distance travelled over time, as a consequence of invariant light speed, special relativity reveals that the dimensions of space and time must change for an observer in a state of inertial motion relative to one who is stationary. Thus, space contracts along the direction of travel, and time slows down.
In addition, as an indirect result of the famous equation E = mc2 relating energy and mass, it is sometimes said (see Gibbs, Carr & Koks, 2008) that mass increases with increasing speed, due to kinetic energy; an effect referred to as mass dilation.
Since the effects of relativity only become apparent at very high speeds (approaching the speed of light), they are not normally directly observable by humans. Efforts to explain and popularise relativity for wider general audiences in accessible and entertaining ways include the seminal story Mr Tompkins in Wonderland (Gamow, 1940). In the story, the title character Mr Tompkins explores a dream world where the speed of light is only about 30 km per hour, and relativistic effects enter into everyday activities such as riding a bicycle, where the bicycle and rider are 'squashed' (Figure 1).
Figure 1: Example illustration from Mr Tompkins in Wonderland (Gamow, 1940).
The serious or epistemic games movement advocates computer games as effectively solving jointly the problems of motivation (Prensky, 2001) and advanced skill development (Gee, 2003), as well as informing effective pedagogical design and approaches (Schiller, 2008). Extensive reviews of the literature and case studies on learning with games can be found in publications by de Freitas (2006) and Dondlinger (2007), and is also discussed by Egenfeldt-Nielsen (2007) and Gros (2007) in the context of evolving pedagogic design. Egenfeldt-Nielsen (2007) characterises educational games into three generations: behaviourism-based "Edutainment" (involving simple skill-and-drill and rote learning tasks), cognitivist-constructivist approach (learner-focused, using multimedia to present and scaffold information), and situated-learning constructionism (using games as a platform for social and exploratory learning). The first generation has a narrow view of learning, while the later generations encapsulate more compelling and inclusive methods. Amory (2007), Kiili (2007) and Schiller (2008) present frameworks for quantifying the pedagogical content of games, both for informing the design of educational games and reflecting on good teaching practices. Gorriz and Medina (2000) also argue that games can help to interest more girls in computer science, while Mayo (2009) collates evidence from several studies in STEM games giving improvements in learning outcomes between 7 and 40%.
But there are counter arguments. Gros (2007) cautions that games are not the solution to educational problems - engagement and motivation are interesting benefits, but are not enough by themselves. In a study correlating leisure gaming activity with academic performance, Ip, Jacobs and Watkins (2008) found that frequent gamers generally achieved lower marks than less frequent gamers, suggesting at least that the benefits of exposure to leisure games did not outweigh reduced time on task. Kaminski, Sloutsky and Heckler (2008) discovered the somewhat surprising result that undergraduate students generalise better in maths if they are taught the generic principles first, rather than see the abstractions motivated by concrete examples. This suggests that it is worth asking if games should be the first contact with a domain (concrete representation type games as described here) or whether they should follow exposure to formal generic descriptions of the domain. Shayer, Ginsburg and Coe (2007) find that there has been a decline in the last decade of students' abilities to make physical judgments, say relating to weight or volumes of liquids. They attribute this to computer games - an increasing interaction with worlds only through the media of vision and sound, perhaps. This opens up the issue as to whether experience in a virtual world will transfer across to the visceral properties of the real world.
While these first two examples are rooted in the realm of mechanics familiar in day to day life, real world embedding is absent from the seminal electromagnetism game Supercharged! (Squire et al, 2004). Designed for American middle-school students (about age 13), this game embodies a novel simulation environment to foster hands on learning and understanding through solving puzzles involving charged particles and magnetic fields. Supercharged! thus represents a unique strength of computer games, as the electrostatics principles around which the gameplay is built are quite different to the physics of traditional games. Zuiker, Anderson, Lee and Chee (2008) also described teaching the topic of electromagnetism using a multi-user game, Escape from Centauri 7, which was embedded in a curriculum of collaborative learning in a Singapore boys' high school with students aged 14-15. In investigations, both authors reported that students who played the game developed a more intuitive and descriptive understanding of physics phenomena, and that the game provided an effective focus for shared learning through group discussion, although the latter was largely dependent on the teacher as facilitator.
We arrive now at the topic of relativity, which occupies a core component of the Australian Higher School Certificate (HSC) curriculum for physics in Years 11 and 12 in New South Wales high schools (Board of Studies, 2010), as well as tertiary education in physics. Although this topic has had many efforts directed towards realising computer simulations, there have been no prior efforts to embed it in serious games.
Following work on the appearance of moving objects taking into account relativistic effects (Boas, 1961; Terrell, 1959), much of the development of relativistic simulations has focused on visualisation of relativistic scenarios - representing how things would look to an observer, taking into account effects including Doppler shift and relativistic aberration of light (Weiskopf, Kraus & Ruder, 1999; Savage & Searle, 1999; Hsiung & Dunn, 1989). Recent advances in hardware made possible the development of techniques for interactive, real-time computation of relativistic scenes, such as embodied in the virtual relativistic 'flight simulator' Real Time Relativity presented by Savage, Searle and McCalman (2007). This simulator enables students to explore relativistic effects and observe the rich visual phenomena that result from high speed motion. In laboratory classes that balance directed activities with open ended exploration, the authors report that students who use the software found relativity to be less abstract and improved on questions relating to conceptually challenging aspects of relativity (McGrath, Savage, Williamson, Wegener & McIntyre, 2008; Savage, McGrath, McIntyre, Wegener & Williamson, 2010; McGrath, Wegener, McIntyre, Savage & Williamson, 2010).
Although this simulation is described as "game-like" (Savage, Searle & McCalman, 2007), it nonetheless lacks the defining features of a game. We provide a definition of games as comprising of rules, and a goal (as distinct from simulations, which embody only rules). The challenge of achieving the goal, in competition with other entities or the system itself, is largely responsible for the sense of 'fun' and engagement for players. It is this unique quality of games that is seen to have potential benefits in motivating learners to spend more time on task; moreover, the game can be structured to frame enquiry, and provide 'scaffolding' to direct and support learning by the user (Schiller, 2008).
Players engage directly with the rules of relativity in interacting with an open game environment, promoting learning by cognitive and constructivist principles (Egenfeldt-Nielsen, 2007). To evaluate the game, an experimental model was devised, and ethics in human research approval granted for trials with student participants. Participants were recruited voluntarily from three local high schools, and internally within Charles Sturt University (CSU). Table 1 summarises the participant audience that partook in the experimental study, characterised into prior knowledge and new learner cohorts. Questionnaires (both paper based and online forms) were used to collect user's impressions of the game and test their knowledge. In pursuance of our research questions, the main focus of the questionnaire was in finding out whether exposure to the game improves test scores. Our research procedure is outlined in subsequent sections.
|New learners
|Prior knowledge
|Uni volunteers
|HSC students
|HSC students
Figure 2: The Relativistic Asteroids game being played in classical mechanics mode
RA is a two-dimensional game played with third-person perspective. The player manoeuvres a spaceship (rendered as a white triangle) around the game screen, shooting drifting asteroids. The primary controls consist of forward thrust; left (counter-clockwise) and right (clockwise) rotation; and a fire button. The objective of the game is to shoot and destroy the asteroids, earning the player points, while avoiding collision with the fragments. When all the asteroids have been destroyed the player progresses to the next level and a new batch of asteroids is generated, and so on until the player quits or loses all their lives.
Figure 3: The game being played in relativistic mechanics mode, exhibiting relativistic effects
After Squire et al (2004), we embed the concepts we wish to communicate to learners in the game's mechanics, necessitating learning the concept to win. Asteroids was chosen as a game template to develop with relativistic physics due to the gameplay being based around the interactions of objects moving under constant inertial motion. The ship was thought to be an ideal way of communicating the concept of 'relativistic mass', as its inertia and handling will change with velocity as compared to the classical case (for exposition, see Gibbs, Carr & Cox, 2008). The game provides an open environment for players to interact with the physics, eliciting their conceptions as they explore and experiment, and promoting comparison and reflection. This is learning by constructivist principles, and in terms of Egenfeldt-Nielsen's (2007) evolutionary outline, represents a 'second-generation' educational game design.
RA can be played in several different game modes, and utilises Gamow's (1940) device of varying the speed of light. The in-game light speed can range from infinity, corresponding to classical physics, down to a value that allows relativistic effects to readily enter into the gameplay. Objects travelling at speeds close to the in-game speed of light show increased relativistic effects:
Figure 2 shows the game being played in the classical mechanics mode. The player's spaceship (white triangle) is shown shooting at some asteroids (yellow outlines); a red 'time bomb' asteroid with countdown timer is also visible at the bottom of the screen. Objects in motion display no special features. In Figure 3, the game is being played with the relativistic 'slow light' mechanic. The player's spaceship is shown travelling from the left toward the centre of the screen at about 78% of light speed (as reported in the dashboard text in the upper left), and exhibits length contraction and blueshift. Asteroids also portray contraction and colour shift (as in Figure 4), and time dilation in the timers of 'bomb' asteroids.
Figure 4: Asteroids portraying varying degrees of length contraction (left) and blueshift (right).
Although 8 questions are not very many, the number of questions was limited in all parts of the questionnaire owing to time considerations. This study used a pre-post paired design where subjects answered the 8 questions before playing the game, and then re-took the same 8 questions after, with each subject's pre-post answers being directly compared. Although this carries the potential for bias, since subjects know the questions the second time around, this limitation was judged acceptable in the interests of making direct comparisons.
After Spector's JSS (1985), statements are written in both directions: eight of the statements describe positive reflections of the game, and the remaining two are negative. Respondents are also able to provide comments on the best features of the game and suggest how it could be improved. The aim of this section was to collect any interesting insights from users about the design and quality of the game experience.
|Question synopsis
|Identify statement pairs (postulates) that correctly describe the Special Theory of Relativity.
|Describing length of a relatively moving object.
|Describing mass of a relatively moving object.
|Describing rate of ticking of a relatively moving clock.
|Speed of light as seen by a relatively moving observer.
|Change in the age of an airline pilot due to relativity.
|Description of simultaneous events from different frames of reference.
|Effects on light emitted from relatively moving source (relativistic optics). (2 correct answers selected from 6 statements)
|The game was fun to play.
|Putting relativity into a computer game makes it more entertaining and motivating to learn.
|The physics presentation in the game helped me to think about relativity principles.
|It was too difficult to learn the rules of the game. (Reverse statement)
|I didn't really learn anything about the topic of relativity from playing this game. (Reverse statement)
|Playing a game such as this would be an effective way to learn about relativity.
|The game clearly demonstrates some of the differences between classical and relativistic models of physics.
|The game clearly portrays the concept of relativistic length contraction.
|The game clearly portrays the concept of relativistic mass dilation.
|The game clearly portrays the concept of relativistic time dilation.
On campus experiment sessions were conducted in CSU's Computer Gaming Laboratory, with the investigator guiding participants through the experiment. Volunteers included 22 students enrolled in various courses, and 4 staff members; all of whom had no prior background in physics. Participants were asked to complete the first part of the questionnaire (comprising demographics and the pre-test), and then to play the game in the classical physics mode to familiarise themselves with the game interface. After this, the investigator gave a verbal overview of relativity to provide context, and users were asked to play the game a second time under the relativistic physics model (or practise mode if they so chose). In general, participants were not directed but allowed to discover the game's physics rules and explore its behaviour by themselves. Discussion was also allowed; approximately half of the participants engaged with one another to analyse the game physics behaviour, or ask questions of the investigator. Finally, participants completed the post-test and evaluation sections of the questionnaire, and were thanked for their time. Each experiment session lasted about an hour, with about 30 minutes between pre- and post-tests; this necessarily limited the amount of time for participants to reflect and form new ideas for answering the test, but kept the time commitment for participants manageable.
Experiments were also conducted with classes of HSC physics students from three local high schools, with the cooperation and oversight of the teachers. These followed broadly the same procedure, except that the teachers were able to direct and incorporate the activity into a lesson, and often used it to foster discussion with their class on relativity topics. As students were involved in different stages of their curriculum, for some classes this was a first introduction to relativity, and for others it formed a revision activity.
Figure 5: Graph of test scores for participants new to relativity
(n = 39 university participants and HSC students)
Data was analysed using SPSS, and Microsoft Excel with programmed formulae. We are interested in knowing whether exposure to the game improves each subject's score in the test to a statistically significant degree. To answer this, the total scores were analysed using a Wilcoxon signed-rank test for non-normally distributed paired data. The probability or p-values obtained from these analyses are presented in Table 4; statistically significant results at the 5% level (i.e. < 0.05) are marked with an asterisk. The results show a strongly significant result for the new learners, although both cohorts showed improved test scores in the post-test.
Figure 6: Graph of test scores for participants who had
previously studied relativity in class (n = 28 HSC students)
|New learners
group (n=39)
|Prior knowledge
group (n=28)
|Std. dev.
|Std. dev.
In addition, we can examine each question individually to identify where the greatest shifts occurred. The pair-wise change in correct responses to each question was analysed using a two-sample sign test (since the change between correct/incorrect is bimodal). The resulting chance probabilities, Q, are given in Table 5; again, the significant results (less than 0.05) are marked with an asterisk.
This analysis shows highly significant increased understanding among the new learners cohort for the questions concerning length contraction and mass dilation (Q2 and Q3). While these respondents also improved on Q4 concerning time dilation, the improvement was not great enough to be significant; it is interesting to note that the new learner cohort showed a high prior understanding of this concept in the pre-test with correct rates over 60%. By contrast, the prior knowledge cohort showed no significant improvement across these questions, demonstrating these concepts were already well understood in the pre-test.
|New learners
group (n=39)
|Prior knowledge
group (n=28)
Most of the remaining questions did not result in obviously useful outcomes. These were questions concerned with peripheral topics less central to the game experience (such as Q1, stating the postulates of relativity), or that required deeper reflection and problem solving. The major exception to this was Q8/2, concerning redshift/blueshift, wherein both cohorts showed significantly improved comprehension of colour shift for approaching and receding objects.
|Std. dev.
|% Agree/ Strongly agree
|Std. dev.
|% Agree/ Strongly agree
|* inverse statements
Participants overall rated the game favourably, regarding it as fun (item V1, overall 87% agree or strongly agree), and that it made the topic more entertaining and motivating to learn (V2, 82%). Both cohorts agreed equally that playing the game represented an effective way to learn about relativity (G4, 79%).
The new learners cohort felt more strongly that they had learnt from the activity (85% versus 64% disagreement with the negatively-worded statement of item G3). However, respondents experienced in the topic felt more that the game clearly demonstrated the differences between classical and relativistic physics (T1, 82% versus 72% agreement).
Figure 7: Graph of combined participant responses to the 10 evaluation statements
There was strong correlation between the evaluations, user comments and learning result, regarding the specific effectiveness of the portrayal of the principal relativistic effects. The length contraction and mass dilation effects (items T2 and T3) were both deemed effective, but time dilation (T4) was particularly singled out as needing to be more pronounced.
Regarding best features, responses frequently referred to the graphical portrayal of physics, especially seeing the "changing shape" for length contraction, and colour-shifting effect. The simplistic game graphics were also cited as an area that could be improved; but some responses contended that simplicity of the game was an advantage. The interactivity and challenge/fun factors of the game were also mentioned as positive aspects.
Besides the graphics, other suggestions for general improvement mentioned the addition of sound effects, more varied gameplay, and more/clearer instruction and explanation. Individual usability issues were also raised, but were not generally uniform. Specific comments regarding the physics clearly singled out the time dilation as needing to be less subtle. In addition, respondents suggested the inclusion of mechanisms to experience other related physics effects (switching the frame of reference to be relative to the spaceship, and the relativity of simultaneity).
In general comments, many respondents expressed appreciation of the game activity (e.g. "great fun"). Other studies have reported how interactive technologies can help learners build more intuitive explanations (Squire et al, 2004) or make physics topics less abstract (McGrath et al, 2008), and this was also reflected in comments we received, such as "I think it could be of great practical use in school to learn about what I find an off the planet and dry subject" and "putting theory into practice". However, some criticisms were also offered up, with some respondents (predominantly from the new learners cohort) indicating they only found it confusing. Specific feedback suggested that more information and guidance would help support communication of the relativistic effects.
The teachers involved in the studies gave very positive comments about using the game with their classes. These are examined more closely in the following discussion of the research questions.
RQ I: Can computer game software embodying relativistic principles provide an effective scaffold for learning of the Theory of Relativity?
The results of the test administered in the experiment indicate that an improvement did take place in the ability of the participants to correctly answer exam-style questions on relativity. Thus, we affirm that the game did convey knowledge and assist players in learning of relativity.
The most significant improvements appeared in the concepts of length contraction (Q2) and mass dilation (Q3), which the game obviously embodies very well. This improvement was only true for the new learners group of participants, where the correct answer ratio jumped from around 25% (consistent with random chance) to over 70%. By comparison, the prior knowledge cohort showed initially high results on these questions, and effectively no overall change after treatment. However, both cohorts returned statistically significant learning results for the final question on Doppler shift of colour (Q8/2). Both cohorts also tended to improve their scores across most other questions (Q4, Q6, Q7) and returned an increased total score for the test.
Additionally, the user evaluations indicated that the participants felt that the game was effective for learning, and clearly portrayed relativistic effects in helpful ways. In comments, participants expressed appreciation for the game context as a novel way to present physics, and that they felt it made the material less abstract, a result also shared by McGrath et al (2008).
RQ II: How does learning with the game compare to or supplement the knowledge gained from formal classroom tuition?
Investigation of this research question in future would ideally involve a comparative study between the two modes of learning - classroom (control), and game (treatment). However, the results of the current investigation do provide some useful insights and outcomes.
The physics students involved in this study were studying relativity according to the HSC curriculum, which outlines proficiency in the principal features of relativity including length contraction, time dilation, reference frames, and applying the Lorentz equations (Board of Studies, 2010). The five factual questions (Q1-5) of the test map most closely to this curriculum, while Q6 and Q7 are more advanced questions requiring manipulation of mathematics.
The prior knowledge group show generally high correct answer rates, particularly across questions Q1-5, indicating most concepts were already well understood. In the pre-test, the new learners group show answer rates across most questions consistent with random chance (having no prior familiarity). However, it is notable that the new learners score initially high results (> 0.6) on concepts of time dilation (Q4) and constancy of the speed of light (Q5). This indicates that most participants may have encountered these topics before (e.g. hearing about the 'twin paradox').
In the post-test, the answer profile of the new learners becomes markedly closely aligned to that of the prior knowledge group (within 13% of the total overall score). Notably, the game was clearly a powerful introduction for new learners on the concepts of length contraction (Q2) and mass dilation (Q3), where they increase their understanding to be close to the prior knowledge group; but it did nothing for them on the postulates of relativity (Q1). However, both cohorts return a significant learning result for the Doppler shift effect of colour (Q8/2), which is a concept that is not covered in the HSC. This indicates the learners were able to retain and interpret this concept represented in the game for answering the test question.
It is also notable that the correct answer rates of both cohorts move in identical directions between the pre and post-tests, across Q4, Q6 and Q7 (increase) and Q5 (decrease). The reason for the decrease in Q5 might indicate confusion with the game's usage of the Mr Tompkins-style 'slow light'.
Our learning outcomes are especially interesting in light of the report by Dimitriadi, Halkia and Skordoulis (2010), who conducted a study in learning relativity using a range of educational media. They mention length contraction and time dilation as two of the more difficult concepts for students to grasp; but also that it was much more difficult for the learners to deal with length contraction, than time dilation. The latter may tie into our result of higher initial comprehension; while regarding the former, it appears that our game is much more successful in communicating length contraction than the methods and media those authors employed. However, this study did not probe understanding in great enough detail to ascertain that subjects actually achieved rigorously correct interpretations. Other studies have shown that students often adopt only partially-correct conceptual frameworks that allow them to incorrectly retain old ideas, attributing difficulties to distortions of perception for example (Scherr, Shaffer & Vokos, 2001; Dimitriadi, Halkia & Skordoulis, 2005). Thus, while our result is promising, further research is required to determine what conceptual change has taken place for teaching practice to build upon and reinforce.
The teachers that were involved in the study gave positive reflections of using the game and the experiment activity with their classes. They generally used the game as a vehicle for initiating classroom discussion and illustrating concepts. Detailed feedback from one of the teachers is quoted below. This teacher felt the game was a useful resource, although she indicated the experience would be improved with more time for students to explore and reflect. She described how she would utilise it in her class as a learning resource for students to explore over a longer period.
I thought the game was great. It was very beneficial that I... could explain what was happening and what they should be looking out for. The year 12's enjoyed it as they had an understanding of what it was all about. However, they needed more time to play the game and get a hold of all they could see.RQ III: What design and implementation factors can be identified that would make such educational relativity games appeal to, motivate and engage a diverse audience without compromising learning?
I would certainly use it in a classroom environment [...]. I would give it to them as a resource but introduce it in a double lesson and then let them take it home to play. I think it is a wonderful resource that is... a bit different and worth exploring and the game is a great way to do this.
With this question, we examine what features of our current game are successful or not successful, for application to future work.
The computer game is a novel and useful means to portray relativity, which is difficult to otherwise observe or visualise. Our study participants responded generally positively, reporting they found it made the topic more relatable and entertaining. Teachers also regarded it as a useful resource for exploration. Although implemented as a single player game, it was observed among some participants to inspire friendly competition as they sought to beat one another's scores, and to foster discussion between learners in the classroom. This may reflect an emergent preference for sharing learning experiences, as was also witnessed by Squire et al (2004). More features could be added to allow the game to be used in collaborative learning (Zuiker et al, 2008; Stewart, 2009), such as linked scoreboards and multi-player environments.
Relativity lends itself to an action-game portrayal, dealing as it does with scenarios involving high speed motion. However, accessibility is an important consideration, as not everyone may naturally possess the hand-eye coordination required for fast-paced games (as an alternative, puzzle or turn-based game designs usually eliminate the issue of reflexes). Observation and results showed that of those participants who were HSC students, age, gender and prior gaming experience had no significant impact on their experiences with the game in the experiment. However, in the university volunteer cohort, a few subjects in particular had difficulty grasping how to control the game. The introduction of the 'practise' mode to our design was one result of early feedback, to improve usability for less confident gamers by removing the penalty of dying, as well as to facilitate freer experimentation (Carr, 2010).
This game was developed on constructivist principles, which outline that learning occurs by confronting misconceptions in one's conceptual frameworks and reifying by the construction of new frameworks. Traditionally, paradoxes are used to elicit learners' incorrect conceptions and motivate the formation of new ones, but the learning is most powerful when learners discover and reflect for themselves (Scherr, Shaffer & Vokos, 2002). Our game provides an environment in which players can interact with and qualitatively observe the physics through experimentation, hopefully discovering new dynamics and behaviours. The game environment is open-ended and unstructured, however, and relies on self-motivation of the learner to explore. As Zuiker et al (2008) writes, "[games] can only ever frustrate and facilitate various trajectories of [inquiry]"; teachers are still important to guide learning and motivate willingness in students to re-examine their embedded epistemic stances.
Some important outcomes highlighted in this study arise from the user feedback concerning information content. Comments suggested "the physics concepts need to be more reinforced at the front end of the game" and "the game is only really effective as a learning tool when the player has someone nearby to explain what is happening". One particularly astute student stated that "the physics principles from this game are [only] learnt via observation skills...", and along with other comments, suggested that an in depth information section, on screen text, or audio commentary would help support communication of the relativistic effects. These would be important factors to consider for developing the game to act in a more stand-alone capacity; however, it is a worthwhile point to remember that 'gamers rarely read manuals' (Schiller, 2008; Stewart, 2009). Indeed, the current version of our game included a brief 'help screen' text synopsis about the physics, but our participants either were not aware of it or chose to ignore it.
Instead, the gamer's preferred method of learning is by trial and error, learning by doing. Our game provided a semi-open environment for players to experiment in, but this could be taken further. For example, Stewart (2009) outlines the use of pop-up "light bulb" notes that point out interesting features, which are not revealed upfront but emerge through dedicated play. These serve as both a motivator for players to find, and to present relevant information 'just in time' for players to use. Schiller (2008) examined the puzzle game Portal, and found it embodies very carefully designed learning methodologies and content. It uses scaffolded instruction, and layers lessons to make skill acquisition and demonstration central to the game. Portal takes the common training mission or tutorial level one step further; in fact, for most of its duration, learning is the game. Following this example, our game could be improved with structured "missions" to guide the attention of players to the particular features we want them to learn, and test their understanding.
Observation also revealed an issue with the combination of conceptual and representative visual effects (Carr, 2010). When the colour-changing of objects was explained during an experiment session as a representation of Doppler shift, one participant asked if the expanded object outline (intended for mass dilation, but which appears "glowing") was also a relativistic effect. This highlights that the combination of graphics effects for different purposes needs to be carefully considered to avoid confusion.
The current version of Relativistic Asteroids is effective at introducing some concepts of special relativity to learners, aligned with the current HSC physics curriculum. Our future work would aim to improve this software to address the points we have discussed from the findings of this study. We also plan to develop these game ideas and mechanics into a fully 3D game, incorporating the relativistic visualisation techniques described by for example Savage, Searle & McCalman (2007). We would conduct further studies to analyse and compare these representations and the effectiveness of game technologies for enhancing learning of difficult topics like relativistic physics.
Andriole, S. J. & Roberts, E. (2008). Technology curriculum for the 21st century. Communications of the ACM, 51(7), 27-32. http://dx.doi.org/10.1145/1364782.1364792
Boas, M. L. (1961). Apparent shape of large objects at relativistic speeds. American Journal of Physics, 29(5), 283-286. http://dx.doi.org/10.1119/1.1937751
Board of Studies NSW (2010). HSC Syllabuses - Physics. [viewed 23 July 2010]. http://www.boardofstudies.nsw.edu.au/syllabus_hsc/physics.html
Carr, D. (2010). Visual computer game features for teaching relativity. In E. Banissi, M. Sarfraz & M. L. Huang (Eds), Proceedings of the Seventh International Conference on Computer Graphics, Imaging and Visualization (CGIV10), 35-40. http://dx.doi.org/10.1109/CGIV.2010.13
Carr, D., Bossomaier, T. & Lodge, K. (2007). Designing a computer game to teach Einstein's theory of relativity. In Banissi, E., Sarfraz, M. & Dejdumrong, N. (Eds), Proceedings of the Fourth International Conference on Computer Graphics, Imaging and Visualisation (CGIV07), 109-114. http://dx.doi.org/10.1109/CGIV.2007.35
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. http://misq.org/perceived-usefulness-perceived-ease-of-use-and-user-acceptance-of-information-technology.html?SID=moiicjlb2bfeu2rfs98o980600
Dimitriadi, K., Halkia, K. & Skordoulis, C. (2005). Basic concepts of special theory of relativity in secondary education: Do students understand them? E-proceedings of the 2005 ESERA conference "Contributions of Research to Enhancing Students Interest in Learning Science". http://asel.primedu.uoa.gr/PAPERS/BasicConceptsOfSpecialTheory.pdf
Dimitriadi, K., Halkia, K. & Skordoulis, C. (2010). An attempt to teach the Theory of Special Relativity to students of upper secondary education. In Çakmakci, G. & Tasar, M. F. (Eds), Proceedings of ESERA 2009 "Contemporary science education research: Learning and assessment", 183-187, Ankara, Turkey: Pegem Akademi. http://www.esera2009.org/books/Book_4.pdf
Dondlinger, M. J. (2007). Educational video game design: A review of the literature. Journal of Applied Educational Technology, 4(1), 21-31. [verified 15 Sep 2011] http://www.eduquery.com/jaet/JAET4-1_Dondlinger.pdf
Egenfeldt-Nielsen, S. (2007). Third generation educational use of computer games. Journal of Educational Multimedia and Hypermedia, 16(3), 263-281. http://www.editlib.org/p/24375
Einstein, A. (1924). Relativity: The special and general theory. Authorised translation Lawson, R. W. (Ed). Methuen & Co Ltd.
de Freitas, S. (2006). Learning in immersive worlds: A review of game-based learning. Joint Information Systems Committee (JISC), Bristol. [viewed 17 Sep 2010]. http://www.jisc.ac.uk/whatwedo/programmes/elearninginnovation/outcomes/gamingreport.aspx
Gamow, G. (1940). Mr Tompkins in Wonderland. Macmillan. http://books.google.com/books/about/Mr_Tompkins_in_paperback.html?id=TMSnBgPMExMC
Gee, J. P. (2003). What video games have to teach us about learning and literacy. Palgrave Macmillan.
Gibbs, P., Carr, J. & Koks, D. (2008). What is relativistic mass? [viewed 18 May 2009]. http://math.ucr.edu/home/baez/physics/Relativity/SR/mass.html
Gorriz, C. & Medina, C. (2000). Engaging girls with computers through software games. Communications of the ACM, 43(1), 42-49. http://dx.doi.org/10.1145/323830.323843
Gros, B. (2007). Digital games in education: The design of games-based learning environments. Journal of Research on Technology in Education, 40(1), 23-38. http://www.iste.org/Store/Product.aspx?ID=1325; http://uoc.academia.edu/Bego%C3%B1aGros/Papers/216763/Digital_Games_In_Education_The_Design_of_Games-Based_Learning_Environments
Hsiung, P.-K. & Dunn, R. H. P. (1989). Visualizing relativistic effects in spacetime. Proceedings of the 1989 ACM/IEEE conference on Supercomputing, pp 597-606, ACM Press. http://dx.doi.org/10.1145/76263.76331
Ip, B., Jacobs, G. & Watkins, A. (2008). Gaming frequency and academic performance. Australasian Journal of Educational Technology, 24(4), 355-373. http://www.ascilite.org.au/ajet/ajet24/ip.html
Kaminski, J. A., Sloutsky, V. M. & Heckler, A. F. (2008). The advantage of abstract examples in learning math. Science, 320(5875), 454-455. http://dx.doi.org/10.1126/science.1154659
Kiili, K. (2007). Foundation for problem-based gaming. British Journal of Educational Technology, 38(3), 394-404. http://dx.doi.org/10.1111/j.1467-8535.2007.00704.x
Mayo, M. J. (2007). Games for science and engineering education. Communications of the ACM, 50(7), 30-35. http://dx.doi.org/10.1145/1272516.1272536
Mayo, M. J. (2009). Video games: A route to large-scale STEM education? Science, 323(5910), 79-82. http://dx.doi.org/10.1126/science.1166900
McGrath, D., Savage, C., Williamson, M., Wegener, M. & McIntyre, T. (2008). Teaching special relativity using virtual reality. In A. Hugman & K. Placing (Eds), Proceedings of the UniServe Science Symposium on Visualisation and Concept Development, 67-73. http://sydney.edu.au/science/uniserve_science/pubs/procs/2008/067.pdf
McGrath, D., Wegener, M., McIntyre, T. J., Savage, C. & Williamson, M. (2010). Student experiences of virtual reality - a case study in learning special relativity. American Journal of Physics, 78(8), 862-868. http://dx.doi.org/10.1119/1.3431565
Prensky, M. (2001). Digital game-based learning. McGraw-Hill.
Price, C. B. (2006). A crisis in physics education: Games to the rescue! ITALICS (Innovation in Teaching And Learning in Information and Computer Sciences), 5(3). [viewed 8 Sep 2010]. http://www.ics.heacademy.ac.uk/italics/vol5iss3.htm
Price, C. B. (2007). Computer games as vehicles to learn physics: Mechanics, oscillations and waves. Proceedings of the 38th Conference of the International Simulation and Gaming Association.
Price, C. B. (2008). The usability of a commercial game physics engine to develop physics educational materials: An investigation. Simulation & Gaming, 39, 319-337. http://dx.doi.org/10.1177/1046878108319579
Rashid, R. (2008). Image crisis: Inspiring a new generation of computer scientists. Communications of the ACM, 51(7), 33-34. http://dx.doi.org/10.1145/1364782.1364793
Ritter, L. A. & Sue, V. M. (2007). Special issue: Using online surveys in evaluation. New Directions for Evaluation, 115. http://dx.doi.org/10.1002/ev.230
Savage, C. M. & Searle, A. C. (1999). Visualising special relativity. The Physicist, 36(141). http://www.anu.edu.au/Physics/Searle/paper2.pdf
Savage, C. M., Searle, A. C., & McCalman, L. (2007). Real time relativity: Exploratory learning of special relativity. American Journal of Physics, 75(9), 791-798. http://dx.doi.org/10.1119/1.2744048
Savage, C. M., McGrath, D., McIntyre, T. J., Wegener, M. & Williamson, M. (2010). Teaching physics using virtual reality. AIP Conference Proceedings: Proceedings of the International Conference on Physics Education (ICPE-2009), 1263, 126-129. http://dx.doi.org/10.1063/1.3479848
Scherr, R. E., Shaffer, P. S. & Vokos, S. (2001). Student understanding of time in special relativity: Simultaneity and reference frames. American Journal of Physics, 69(S1), S24-S35. http://dx.doi.org/10.1119/1.1371254
Scherr, R. E., Shaffer, P. S. & Vokos, S. (2002). The challenge of changing deeply held student beliefs about the relativity of simultaneity. American Journal of Physics, 70(12), 1238-1248. http://dx.doi.org/10.1119/1.1509420
Schiller, N. (2008). A portal to student learning: what instruction librarians can learn from video game design. Reference Services Review, 36(4), 351-365. http://dx.doi.org/10.1108/00907320810920333
Scott, G. D. & van Driel, H. J. (1970). Geometrical appearances at relativistic speeds. American Journal of Physics, 38(8), 971-977. http://dx.doi.org/10.1119/1.1976550
Shayer, M., Ginsburg, D. & Coe, R. (2007). Thirty years on - a large anti-Flynn effect? The Piagetian test Volume & Heaviness norms 1975-2003. British Journal of Educational Psychology, 77(1), 25-41. http://dx.doi.org/10.1348/000709906X96987
Spector, P. E. (1985). Measurement of human service staff satisfaction: Development of the Job Satisfaction Survey. American Journal of Community Psychology, 13, 693-713. http://dx.doi.org/10.1007/BF00929796
Squire, K., Barnett, M., Grant, J. M. & Higginbotham, T. (2004). Electromagnetism supercharged!: Learning physics with digital simulation games. Proceedings of the 6th International Conference on Learning Sciences, International Society of the Learning Sciences. http://www.educationarcade.org/files/articles/Supercharged/SuperchargedResearch.pdf
Stewart, P. M. (2009). Does the 3D serious game Physics Geeks facilitate learning in conceptual physics students? Teachers College Educational Technology Conference 2009 Conference Proceedings, 32-34. http://events.tc.columbia.edu/tcetc2009/TCETC2009_Proceedings.pdf
Strachota, E., Schmidt, S. W. & Conceição, S. C. O. (2006). The Development and Validation of a Survey Instrument for the Evaluation of Instructional Aids. Proceedings of the 2006 Midwest Research-to-Practice Conference in Adult, Continuing, Extension, and Community Education, University of Missouri-St. Louis, pp 205-210.
Terrell, J. (1959). Invisibility of the Lorentz contraction. Physical Review, 116, 1041-1045. http://dx.doi.org/10.1103/PhysRev.116.1041
Weiskopf, D., Kraus, U. & Ruder, H. (1999). Searchlight and Doppler effects in the visualization of special relativity: A corrected derivation of the transformation of radiance. ACM Transactions on Graphics, 18, 278-292. http://dx.doi.org/10.1145/336414.336459
Weiskopf, D., Borchers, M., Ertl, T., Falk, M., Fechtig, O., Frank, R., Grave, F., King, A., Kraus, U., Müller, T., Nollert, H.-P., Mendez, I. R., Ruder, H., Schafhitzel, T., Schär, S., Zahn, C. & Zatloukal, M. (2005). Visualization in the Einstein year 2005: A case study on explanatory and illustrative visualization of relativity and astrophysics. IEEE Visualization 2005 Proceedings. http://dx.doi.org/10.1109/VISUAL.2005.1532845
Wikipedia (2010). Asteroids (video game). [viewed 14 Sep 2010]. http://en.wikipedia.org/wiki/Asteroids_(video_game)
Zuiker, S. J., Anderson, K. T., Lee, J. L. H. & Chee, Y. S. (2008). Designing for the epistemological entailments of physics through game-centered dialogical activity cycles. In Kirschner, P., Prins, F., Jonker, V. & Kanselaar, G. (Eds), Proceedings of the 8th International Conference of the Learning Sciences: International Perspectives in the Learning Sciences: Cre8ing a Learning World, 2, 516-523. http://lsl.nie.edu.sg/publications/documents/game-centered-dialogical-activity-cycles
The description of an 'event' with respect to space and time is given by the three space coordinates, x, y and z and time value t. (Einstein combined these four values together to give a joint coordinate system called spacetime.) We consider a first coordinate system denoted K, and a second coordinate system K' which is axis-aligned with K and travelling with a velocity v along the x-direction of K, and ask: given the magnitudes (x, y, z, t) of an event with respect to K, what are the corresponding values (x', y', z', t') of the same event in K'? In order to preserve the second postulate, the relations that solve this problem are:
This system of equations is known as the "Lorentz transformation". From the Lorentz transformation equations we can describe the behaviour of measurements of lengths of space and time as follows. Say we have a object with a known rest length, x0, and want to know its length as measured when travelling at relative speed v. Defining the length to be found as x(v), then the relation between them is given by
As v approaches the speed of light c, so x(v) will tend to be smaller than x0; a contraction of space with increasing speed. Likewise if we have a measure of time t0 in the rest frame, and want to know what corresponding amount of time t(v) passes in the moving frame,
With increasing speed v, t(v) will be a somewhat longer time than t0, therefore time is dilated. Finally, for an object of mass m0, the kinetic energy is no longer given by mv2/2 but by
which results in a somewhat larger value for the kinetic energy as velocity increases. If the energy content (given by E = mc2) is taken to include kinetic energy, it is sometimes said (see Gibbs, Carr & Koks, 2008) that mass increases with increasing speed, which is described by the following equation:
These equations are the basis for our statements about length contraction, time dilation, and mass dilation. An object that is in motion relative to an observer will experience these effects; likewise, no matter how fast an observer travels in relation to a light source, that observer will always measure the speed of light to be the same value.
|Authors: David Carr and Professor Terry Bossomaier
Centre for Research in Complex Systems (CRiCS)
Charles Sturt University, Panorama Ave, Bathurst, NSW 2795, Australia
Email: email@example.com, firstname.lastname@example.com
Web: http://charybdis.mit.csu.edu.au/crics/, http://csusap.csu.edu.au/~dcarr
Please cite as: Carr, D. & Bossomaier, T. (2011). Relativity in a rock field: A study of physics learning with a computer game. Australasian Journal of Educational Technology, 27(6), 1042-1067. http://www.ascilite.org.au/ajet/ajet27/carr.html


text:
Posted at: 10/09/2012 4:30 PM
By: WNYT Staff
BERKSHIRE COUNTY - A husband and wife in Berkshire County are under arrest, in connection with the alleged sexual abuse of a teenage girl.
Prosecutors say Jason Bushey of Pittsfield raped the young woman, then later threatened her.
They say his wife, Crystal, knew about the abuse, but failed to alert police.

subset: commoncrawl


text:
Carl Pettit
Carl Pettit is a columnist, editor and writer working for an array of colorful publications. He specializes in cultural and social issues, as well as East Asia, politics and satire.
While the skies might be blue overhead, the newly non-snow-covered roads could very well be full of dangerous potholes.
Yesterday we took our first look at some basic, no-nonsense steps you can take to lower your tax bill. Here are a few more tips to help ensure you aren't overpaying come tax time:
Here's a look at several simple things you can do to lower your taxes—and avoid getting into hot water with the IRS:
If you're comfortable with numbers and know your way around the tax code, there may be no need for you to pay someone else to do your taxes.
As tax season grinds on, here are some important reasons for you to consider hiring a professional to prepare your 2013 return.
The long, hard winter can do a number on your poor car. Here are some ways you can get it back in shape for the spring and summer driving seasons.
Here's round two of the 12 nastiest tax scams out there. Be aware of what the crooks will try to pull over on you!
Doing your taxes is unpleasant enough already, but there are also some shifty characters out there who want to make the pain even worse.
The next six weeks are known as Tax Season, and we've come up with a few ways to lower your bill that you might not know about.
Nowadays, perhaps more than ever, maximizing your car's gas mileage is vital—practically, economically and environmentally.
It appears that you already have an account created within our VIP network of sites on . To keep your personal information safe, we need to verify that it's really you. To activate your account, please confirm your password. When you have confirmed your password, you will be able to log in through Facebook on both sites.
*Please note that your prizes and activities will not be shared between programs within our VIP network.
It appears that you already have an account on this site associated with . To connect your existing account just click on the account activation button below. You will maintain your existing VIP profile. After you do this, you will be able to always log in to http://newstalk1280.com using your original account information.
*Please note that your prizes and activities will not be shared between programs within our VIP network.
Please fill out the information below to help us provide you a better experience.
Not a member? Sign up here
Sign up for Newstalk VIPs quickly by connecting your Facebook account. It's just as secure and no password to remember!


text:
Have a bunch of surplus elecronics?
Time for some Hamster Sensing Technology.
Step 1: Assumptions
The hamster is coming out at night and eating food left somewhere.
That big pile of misc electronic crap you have includes:
- Something that will sense a hamster.
- Something that will wake you up.
- Something that will interface between the hamster sensor and the waker upper.
Step 2: Hamster Sensor
Give it 12vdc power, it sends out some kind of light beam, something gets in the way and reflects the beam, it outputs 12v on the output. Simple.
Step 3: Waker Upper
Step 4: Interface
*WARNING - This is 120vac power and will kill you dead if it gets a chance. Also it should have a fuse. And a heat sink. And be in a box. And other stuff.
Step 5: Hook 'er up
Connect 12vdc to the opto sensor.
Connect the Hamster Sensing Unit to the opto relay.
Run a long cord to the floodlight near your bed.
Anyway, Nice and cheap setup good work!
that said, the one i had ages ago was pretty psychopathic. The little £"%$&£!%%&%&&%%&%&'d squirm and bite and would run around like mad.
That explains quite a lot.
That would have been much cooler. But this was quick and easy.
Do hamsters just sit there and let you catch them or run away really fast?
He really was pretty casual about it and didn't try for much of an escape.
I guess you don't mind waking up at night to chase them.
After trying stuff like sitting in the dark waiting and a 'box and a stick' trap for a week, getting up once with a light flashing at me didn't seem so bad. And I was surprised it worked.


text:
Keen Kids Seacamp CNX (Little Kid/Big Kid)SKU: #8068289
Product Information
- Your little one will never have to slow down on land or in the water with the lightweight, water-friendly Seacamp CNX sandal from Keen®!
- Keen CNX is low profile enabling the foot to move naturally.
- Quick-drying polyester web upper.
- Hydrophobic mesh lining treated with AEGIS Microbe Shield® antimicrobial technology that helps prevent odor, staining and deterioration.
- Metatarsal ridge and contoured arch provide natural underfoot support.
- Cushioned EVA footbed provides all-day comfort and features anti-odor protection.
- Secure fit lace capture system.
- The Keen fit is slightly modified, with a more secure heel and a slight reduction of width and volume.
- KEEN.PROTECT™ patented toe protection.
- Grippy, non-marking rubber outsole ensures traction on wet or dry surfaces.
- Measurements:
- Weight: 6 oz
- Product measurements were taken using size 2 Little Kid, width M. Please note that measurements may vary by size.


text:
Below is the poem entitled back stabber which was written by poet
Loving III. Please feel free to comment on this poem. However, please remember, PoetrySoup is a place of encouragement and growth.
Read Poems by
Loving III
John Loving III
Rage of biblical proportion
I think like God
when I think of the notion
Love as deep as an ocean
you can mess with my head
but don't mess with my emotions
Poisoned and there is no antidote
My forgiveness is an anvil
trying hard not to float
Drowning with the weight of disaster
Love turn to hate I can't think of nothing faster
Beauty, that's what you were to me
the biggest part of this curse
is what I have to leave
Insecurity is not my mistake
Trust was so fragile so easy to break
Impurity for love or just a date
To live with jealousy is to live with hate


text:
Troubleshooter: Electric switch and blog posts cause concerns
CORPUS CHRISTI - Some electric customers were switched to another provider as another warns of financial help scams; and one downtown restaurant owner feels targeted by a review blog.
"Urgent — Immediate Action Required" was the header on an email directed to Epcot Electric customers on July 10 by its former competitor YEP Energy. It informed that Epcot was being forced to relinquish its customers for not meeting regulatory financial obligations.
Some recipients contacted Troubleshooter after taking the email as a predatory marketing tactic. However, Epcot Electric customers are being switched to YEP Energy.
In an agreement finalized July 12, Texpo Power, which does business as YEP Energy, acquired the customers and some assets of Epcot Electric, according to several online reliable business websites.
All existing Epcot Electric customers' service, rates and contracts will continue without interruption, and customers will be notified of the change by direct mail.
Learn about shopping for Texas electric providers at the Public Utility Commission of Texas website www.powertochoose.org. It offers information about the retail electric market, tax credits, safety and reliability; and allows you to compare plans based on price, contract terms and other factors.
Beware of scam
Nueces Electric Cooperative issued a recent warning that some electric consumers have fallen prey to scammers requesting personal information, such as a bank routing number or Social Security numbers, under the guise of a "special federal program," to help with high electric bill payments.
Some customers have not sent payments after giving their personal information, resulting in disconnections and late fees on their bills, officials said.
Better Business Bureaus in several states have issued consumer warnings about this, and the simple fix is to never give your personal information to anyone who contacts you.
Blog entry misleads
Sonja Silvertooth has been in the restaurant business for decades and recently felt victimized by a posting on an online review site.
A recent customer at Sonja's Restaurant showed excitement that she was still in business, owner Silvertooth said. The woman told her that someone had blogged on Urbanspoon, the online restaurant review website, that she had closed.
"How could they do this to me?" Silvertooth asked. "This can affect my business."
She's not Internet savvy and had no way to confirm or change the posting, so her customer returned to the review website and removed the blog, she said.
Silvertooth's is one of 798 Corpus Christi restaurants listed on Urbanspoon, and 88 percent of the 26 people who left blogs or reviews for Sonja's Restaurant had positive postings.
Troubleshooter printed a list of the reviews, which made Sonja feel better, she said.
Subscribe to the Caller-Times
Need Help? Call us at 1-800-566-8098.
Monday-Friday: 6am-3pm / Saturday: 7am-11am / Sunday: 7am-11am


text:
This item has been discontinued and is no longer available
Ordering for a Team?
Let our Team Division Help!
Item has a Minimum Qty
Pair this Jersey Pocket Dress with your favorite swimsuit for an unbeatable combination of style and comfort.
NEW!Now you can comment & reply on customer reviews. Simply click "comment" below any review.
Cute Dress at a great price!
Very cute dress! And very comfortable, great price, and has pockets!
San Diego, CA
Fit: Feels true to size
Report abuse
Your comment has been posted.
Get an alert when we add new styles of J.Valdi! Simply sign up and we'll notify you.
J.Valdi™ is a designer swimwear brand. Its fashionable cover-ups have made a name for themselves. With plunging v-necklines, soft lace details, and intricate prints, these tops have been popping up on beaches everywhere. From dresses to tunics to cover ups, J.Valdi has everything you need to feel comfortable while relaxing at the beach or by the pool.


text:
Strippers and men......What really happens in VIP rooms?
I have heard stories of people getting head, hand jobs, serious touching (as in fingering...) on and on. Basically things that would most... Show More
Most Helpful Opinion
umm yea a lot of people think it can't happen but I have worked in two different clubs (not nasty hole in the walls) and it happens. I have had sex with I think 7 guys in the vip or couch. Every night there is at least 10 guys that ask me that question and this is what I tell them take the price of the vip and triple it and you will get your answer. of course I don't f*** dirty old men I get enough from them from regular lapdances. but a real hot young guy with the money and its a sure thing. the only thing is that our guys (bouncers) have to check up by law or whatever every so often so if they catch us we have to give them half of the money. its a little game we have going on kinda. so to answer your question, yes most of us do it for enough money. think about it. vip is 200 at my club so that's 600 plus the 200 initial amount.
So you're a prostitute?
- Show Older Hide Older
Really? your telling me I have no self respect? your an asshole and I bet you a stack that you have been to a strip club before and enjoyed it,
I really don't care what these people say, get your money. I'm no prostitute and I don't really support it, but be careful :). Don't let no one tell you shit and don't take no shit xD!
What Guys Said 10
Sadly no, nothing happens in the VIP room in this country other than the guy paying even more money than he's already paying (I f***ing hate strip clubs). Though the same is not true in other countries. I don't know how the girls would know, but generally, nothing happens in the back room.
naaa, men tell the stories to pump their egos (chest-thumping)
women who work at strip clubs are there for show, and lap dances, but there is strict "no skin on skin" policies out there. the club owners are not about to jeopardize the Lic.
the only exception to that rule is if there are corrupt cops or city workers on the take.
Ive been 20 + times to diff clubs in my area. Nothing too crazy goes on in the vip. Most of the time there are video cameras viewing each couch or booth with a bouncer nearby ready to pounce on you if you get too wild. But it really depends on the girl. Sometimes they let you play with their chest, on a rare occasion you get to feel around the nether-regions, sometimes they feel you up thru ur pants. Its fun, but pricy
yea I have got some action in the vip room. it just depends on the girl. I was really good friends with the one I messed around with. I just asked her if the stories are true about the vip room and she said you have to go in to find out (obviously she said that) and I did and nothing happened at first and I said I guess not and she said you guessed wrong and I got head and ate her out. I used to sell ex and coke back in the day too and me and this girl were just in the regular couch dance and I asked her if she rolled and she said yes so we popped some and then about 20 min later I went back in with her and we had sex in there for two songs. I think I'm a pretty rare case tho only because I was their dealer and we hung out outside of them working.
I actually have been to plenty of strip clubs and it's mostly no touching at all... However I went to one the other day and got a lap dance from the hottest girl in there, after the dance she asked if I wanted to go to vip to which I said no... 20 minutes later after mulling it over I approached her and said why not let's go vip... She told me for money we could have more fun (to which I was now broke so I said no). And we still wound up having sex on the couch
It depends on the type of strip club you're getting the VIP at. I am very experienced in this so let me explain:
First I have a lot of friends who are strippers. I am almost 30 now but when I was 18-20 a lot of my friends I grew up with and hung out with during my teenage years became strippers. I became party buddies with a lot of strippers and I know a lot about what goes on at strip clubs and in the VIP rooms. Not only that but I have been in many types of strip joints and have had a good number of VIP sessions. I pride myself in knowing which girls to choose because I'm semi-attractive and I only like to get VIP dances from girls who are attracted to me.
MOST strippers won't touch the penis skin-to-skin. Most won't even touch it through your pants if you're not attractive. Old and/or ugly men give up their money just for attention and a butt on their lap, and a chance to touch a nice butt or a nice pair of tits because they NEVER get to otherwise. Strippers know this and won't typically go the extra mile with old and/or ugly men. There are some exceptions, and those exceptions include a lot of extra cash.
However, being a young semi attractive guy, your luck will be a lot better. You don't have to dress nice or anything, just don't dress like trash and try to smell really good. Of course an energetic and funny personality goes a long way to get a stripper to be into you. YES, I know strippers are paid to act like they are into you, but if you're a young good lookin guy with some money in his pocket, chances are there will be strippers at the club who are REALLY attracted to you. Therefore, if you get a VIP from them you can be sure to get some extra treatment. This goes for the clubs who have private VIP rooms and allow girls to touch the guys.
However, there are fancy clubs as well. A perfect example of this is Cheetah's in Windsor. Super hot ladies, but it's no contact, so nothing dirty will happen no matter what.
What Girls Said 5
um. yes stuff happens.
A guy goes to a strip club for a reason.
He gets the full nasty if you know what I mean if he's willing to pay for it.
No, that practically never happens. That happens one and the girl gets caught or found out and the entire joint can le its license. Only in trashy, non-licensed places will crap like that happen, and even then rarely. Most strippers are not prostitutes.
The VIP rooms at the club allure, chicago are really small but nice. They have really nice furniture, a private bar, and flat screen tv's. Basically, it depends on the girl, but I have some friends who work there who say you can get anything you want for the right money. I don't know about other clubs, but the cluballurechicago
has another area that's not discussed that's called the Penthouse. That's where the magic happens. Know more details about this club here: cluballurechicago. com
Have an opinion?


text:
Brunswick, Ohio Pet Friendly Hotels & Lodging
United States » Ohio » Brunswick
Looking for a hotel in Brunswick, OH that you can bring your pet to? We made sure that each one of the hotels below are pet friendly, so you can enjoy your trip with your pet by your side! Once you have found a pet friendly hotel, you can book your stay instantly from our website or call 866-212-1803 to speak with a pet travel agent.
Browse Pet Friendly Hotels In Brunswick, Ohio
Rates from
1435 S Carpenter Rd - Brunswick, OH (Map)
A stay at Quality Inn Brunswick places you in the heart of Brunswick and within the vicinity of Hinckley Reservation and Gardenview Horticultural Park. This hotel is within the vicinity of Mill Stream...
Overview | Pet Policy | Map


text:
Thank you. If a matching email exists we will send you an email in a few minutes with instructions on how to reset your password.
Don't forget to check your spam folder if you cannot find the email. For further assistance please contact us at firstname.lastname@example.com .Okay
Artfully hand-woven with natural fibers, this casual area rug is innately soft and durable and brings a warm feeling to any space. A natural latex backing adds durability and helps to hold the rug in place.


text:
CC Playoff: First Round
Here we are, players will have to put their money where their mouth is now, and show everyone that they are the best, prepare yourselves for the matches, and enjoy the fight! Nordic and Germany are in the best position to become the new champion. But maybe the United Kingdom or France will make a big come back? they are afterall, last years finalists, so maybe we are in for a suprise?
The planning
After the change the planning of the playoff will be as follow :
Except for the 3rd round of the looser bracket where the statement won't be mandatory. All the rules are the same as the group stage.
As this is a tournament tree and not a group stage anymore, the wildcard has been removed.
Next matches
It will be the first and may be the last time the North American player come challenge one of the strongest team in Europe with two 1st place in their history. A big match to start this playoff.
This both team talked a lot. Now it's time they are also good in the action. And they are ready to fight as both already announced their line up 10 days before the match. The result will be know in 6 days.
Remember, if you are unsure about anything that was said in this news, then please ask the admins! Questions?
Admins Support
If you have any question or doubt, you can contact the following admins: nohope92, Desit, Masnak, Clinton05x,Revolt,Chackiwinja, Defqon, Gabry, and Ricki.
Best Regards, your War Rock
Desit, Wednesday, 09/05/12 18:57
09.05.2012 23:14 #4
10 medals+
Haaliik wrote:
Ricki wrote:Haaliik wrote:GL.
u will need it.
u too :*
10.05.2012 16:13 #7
6 medals
10.05.2012 16:59 #8
Trusted level: 1
10 medals+
IBRAHIMOVIC wrote:
"This both team talked a lot. Now it's time they are also good in the action."
We dont have to proof anything bro. : <
- info write comment not allowed


text:
BEIJING--With 100 days to go, Beijing's ability to stage a great Olympics in August is facing renewed challenges in the aftermath of the torch relay fiasco.
International Olympic Committee (IOC) president Jacques Rogge, in Beijing earlier this month, pulled no punches when he said events had descended into "crisis."
But the optimistic IOC chief urged athletes to "keep the faith" and come to Beijing anyway because he believed that organizers, overcoming one hurdle after another, would deliver on their promise to deliver an "excellent" Games.
China's leaders views the Olympics as a platform to show off the country's "peaceful rise" onto the world stage as a responsible big power.
They have spent more than $40 billion laying out new venues, including the cutting edge "Water Cube" for swimming and the unparalleled "Bird's Nest" main stadium, where the opening and closing ceremonies will take place.
"We have been preparing for seven years," said Sun Weide, a spokesman for the Beijing organizers. "Everything is in place. It is going to be successful."
Both Rogge and Sun spoke in early April, as Beijing passed through the darkest days of Olympic preparations since the city won the right to host the Games seven years ago.
The so-called "journey of harmony" torch relay ground to a halt in London and Paris amid protests by groups opposed to China's crackdown on unrest in Tibet as well as by human rights and religious freedom campaigners, and activists opposed to the Asian giant's role in the Darfur humanitarian crisis.
The response to the relay has sparked a nationalist backlash in China directed at some foreign countries and Western journalists -- some of whom have received death threats.
"The most worrying thing is the way the protests overseas have fed into nationalism back home," said Brian Bridges, a politics and sports analyst at Lingnan University in Hong Kong.
Gripped by angry nationalism, China has apparently removed its welcome mat for at least some visitors by making visa applications much tougher in the run-up to the Games.
The national pride has also been hurt by threats from world leaders not to attend the opening ceremony. Some, like French President Nicolas Sarkozy, have yet to make up their minds.
Diplomats in Beijing say cooperation projects with the Chinese government are now harder to manage than before.
"Everything is tougher. They are very touchy," said a diplomat who asked not to be named.
China is also jittery over terrorism, after police said they had uncovered plots targeting athletes, journalists and tourists during the August 8-24 Olympics.
The terrorist gangs were allegedly operating in northwest China's Xinjiang region, which borders Central Asia and has a strong Muslim population of Turkic-speaking ethnic Uighurs.
The terrorism fears were ratcheted up on Friday, when Interpol warned that China must be prepared for a possible Al-Qaeda attack on the Olympics, as well as a potentially violent disruption from pro-Tibet protesters.
"We must be prepared for the possibility that Al-Qaeda or some other terrorist group will attempt to launch a deadly terrorist attack at these Olympics," Interpol chief Ronald Noble told an international conference on security for the Games.
Other factors appear to have contributed to a change in the air in Beijing as the Games approach, replacing an atmosphere of excitement with one of gloom and suspicion.
Earlier this year, Hollywood filmmaker Steven Spielberg dropped out of his role as advisor to the opening and closing ceremonies over China's link to the government of Sudan, blamed for genocide in its western province of Darfur.
Then came the jailing of civil rights defender Hu Jia, which was denounced by critics of the communist party leadership as evidence of a crackdown on free speech ahead of the Games.
Another black mark for China came when marathon world record holder Haile Gebrselassie said he was not prepared to "commit suicide" by taking part in the event in Beijing's polluted air.
China has assured the 10,500 athletes coming to the Games that air quality will be acceptable and has drawn up a series of measures to honor its promise, including shutting factories and curbing traffic.
But the government has been unable to meet its pledge to offer unfettered access to the country to reporters covering the Games. Tibet and areas surrounding the Himalayan region still remain off limits to journalists.


text:
Follow up on "Under the gun"
As temperatures rise in the summer, so does violence in our streets. And it's been a tough summer for many families here in Chicago.
This was a particularly bad weekend for Father Michael Pfleger, the Southside priest who has become well known nationally for standing up on behalf of victims and against gang leaders and gun manufacturers. Two teens who had been playing basketball in the church gym--open to keep kids off the streets--got in an altercation outside the gym and were shot.


text:
This plugin enables you to run your blog in a different language than the backend of your blog. So you can serve your blog using e.g. German as the de
No reviews yet! Be the first to review this plugin!
You must log in to submit a review. You can also log in or register using the form near the top of this page.


text:
Sponsors, Exhibitors and Partners
Join us--you can get involved, participate and contribute to the success of CZ11 in many ways. Become a "Sponsor", "Partner" or "Exhibitor" today!
Become a Sponsor
Thank you to all of our early sponsors, you make CZ11 possible. There are opportunities for sponsorship from $5k to $35k. Sponsors are being sought to offset high costs of Chicago and to keep the meeting registration fees affordable for all of the participants. Sponsorship will support all aspects of the conference including student participation, speakers, breaks, 3 luncheons, 2 receptions including one at the John G. Shedd Aquarium, awards, internet and wi-fi, and other needs. .
Read the Sponsor request letter
Download the Sponsor form in PDF format.
Become an Exhibitor
CZ11 Exhibition Opportunities
You are invited to exhibit at CZ11 with two different opportunities – one at the Hyatt Regency Chicago and the second at the Shedd Aquarium. Please join us!
1) Shedd Aquarium Reception and Exhibition, July 18, 2011
Join dolphins, beluga whales, conference attendees, guests and other marine critters at the CZ11 premiere social event. Learn and network in a casual setting while overlooking Lake Michigan at the Shedd Aquarium for one night only on Wednesday, July 20, 2011, from 7-10 PM. This opportunity is limited to 14 tables or table top exhibits on a first come, first served basis. To confirm your space, please complete the attached exhibitor form and return to the National Fish and Wildlife Foundation. Additional information will be provided in May when it is available.
The Shedd Aquarium exhibition includes the following space and benefits:
- Two tables, 5 tickets: $5,000
- Single table, 2 tickets: $3,000
- Single table, 1 ticket: $1,000
- All attendees must have a ticket to attend the reception. One ticket and transportation from the Hyatt Regency Chicago comes with a CZ11 full conference registration or a Wednesday-only conference registration. Reception tickets cost $75 per person, must be purchased in advance, and will not be sold on-site.
2) CZ11 Hyatt Regency Chicago Exhibition, July 18-20, 2011
The CZ11 exhibition at the Hyatt Regency Chicago which is limited to 36 spots on a first come, first served basis. To confirm your space, please complete the attached exhibitor form and return to the National Fish and Wildlife Foundation. An exhibitor package will be sent in April when it is available and will outline the costs for all additional services and how to contract for those directly with Freeman Exhibit Services.
The Hyatt Regency Chicago exhibition includes the following:
- Space: $3,000
- 8x10 foot space
- 1 complimentary registration ($495)
- 2 chairs
- a table
- a small sign
- the exhibit area will be piped and draped
- Wifi in the exhibit hall (Crystal ballroom)
- Recognition on the conference website
- Recognition in the conference program
- An exhibition /poster session welcoming reception on Monday evening in the Crystal ballroom
- An exhibition /poster session luncheon on Tuesday in the Crystal ballroom
- Coffee breaks in the exhibit /poster session luncheon on Tuesday and Wednesday in the Crystal ballroom
- Set-up on Monday & take down on Thursday
Not included:
- Shipping costs for your exhibit and materials
- Setup and take down labor if needed
- Other individual exhibit rental needs which will be available from Freeman Exhibits
- Registration for all exhibitors is required
Download the Exhibitor form in PDF format.
Become a Partner
CZ11 is seeking organizations and individual "Partners" to support the conference. The CZ11 "Partners" are organizations that are assisting the conference but are not Hosts or Sponsors. Partners play a variety of important supporting roles: exhibiting, running a concurrent meeting, training, workshop, field trip, helping identify other sponsors or exhibitors, providing technical support or staff time, promoting attendance, supporting students, encouraging partner participation and other assistance as needed. We will include your logo in our printed materials and on the website.
Contact Lynne Mersfelder-Lewis for more information.
Alliance for Coastal Technologies
I.M. Systems Group, Inc.
Taylor & Francis Group
The Baldwin Group, Inc. / Lynker Technologies
USDA Natural Resources Conservation Service
Olfish-Dynamic Data Logger
The Nature Conservancy


text:
Travelodge Dodge City, Dodge City
- Swimming pool
Every effort will be made to minimize noise and disturbance.
- Free continental breakfast and free parking
- Airport within 5 mi/8 km: Dodge City, KS (DDC-Dodge City Regional)
Main amenities
- Airport shuttle
- 24-hour front desk
- Air conditioning
- Self-serve laundry
- Conference space
What's around
- Boot Hill Museum (0.7 mi / 1.2 km)
- El Capitan (0.8 mi / 1.2 km)
- Mueller-Schmidt Home of Stone (1.1 mi / 1.8 km)
hotel looked bad on outside, but room was roomy and comfortable, so no complaints really
My husband and I stayed one night while traveling. The room was clean and the bed was…
Enter dates to check prices
Hotel Info: 020 3027 9803from £38
- Two Doubles
- Standard Room, 2 Queen Beds, Smoking
- Standard Room, 1 King Bed
- Standard Room, 2 Queen Beds
- Standard Room, 1 Queen Bed
- Standard Room, 1 King Bed, Smoking
- Standard Room, 1 Queen Bed, Smoking
- Nsmk W/2 Double Beds Free Cont Bkft
Recommended hotels
At a glance
Key facts
- Check-in time starts at 2 PM
- Check-out time is 11 AM
Required at check in
- Credit card or cash deposit required
- Government-issued photo ID required
Travelling with others
- Pets allowed *
- Restrictions apply *
- Airport shuttle *
- Free self parking
Nearby One Star Dodge City hotels
In the hotel
- Free continental breakfast daily
- Conference space
- 24-hour front desk
- Laundry facilities
In the room
- Air conditioning
- Cable TV channels
- Refrigerator
- Microwave
Top Dodge City hotels
Nearby hotels
Travelodge Dodge City, Dodge City's small print
Pet-friendly rooms can be requested by contacting the property at the number on the booking confirmation.
Optional extras
Rollaway beds are available for USD 10 per day
Cribs/Infant beds are available for USD 10 per day
Pets are allowed for an extra charge of USD 15 per pet, per day
We have included all charges provided to us by this hotel. However, charges can vary, for example, based on length of stay or the room you book.


text:
August 4, 2015
OKLAHOMA CITY (AP) - Oklahoma prosecutors say an ex-convict
accused of strangling his ex-girlfriend and her four children also raped one of her daughters at the time of the killings.
Canadian County prosecutors allege in documents filed Tuesday that 26-year-old Joshua Durcho raped his ex-girlfriend's 7-year-old daughter. Prosecutors say they plan to seek the death penalty against him.
The judge in the case has entered a not guilty plea on Durcho's behalf to five counts of first-degree murder.
The bodies of 25-year-old Summer Garas and her children - three girls and a boy, ranging in age from 3 to 7 - were found in their apartment on Jan. 12 in El Reno, a town about 25 miles west of downtown Oklahoma City.
Durcho was arrested Jan. 13 in Hamilton County, Texas, after an
Click Here to access the online Public Inspection File
Viewers with disabilities can get assistance accessing this station's FCC Public Inspection File by contacting the station with the information listed below. Questions or concerns relating to the accessibility of the FCC's online public file system should be directed to the FCC at 888-225-5322, 888-835-5322 (TTY), or firstname.lastname@example.com.


text:
U.S. environment chief to visit Gulf, spill spreadsMay 23, 2010 8:25 am | by Reuters | Comments
VENICE, Louisiana (Reuters) - The top U.S. environmental official was to visit the Gulf Coast on Sunday as energy giant BP Plc scrambled to contain a widening oil spill.
BP to try several oil leak options, none certainMay 23, 2010 7:24 am | by Reuters | Comments
MIAMI (Reuters) - BP will press ahead with a series of short-term options, including one this week, to try to plug its gushing Gulf of Mexico oil well, and these will be attempted before it completes an expected relief well in August, BP Managing Director Bob Dudley said on Sunday.
"Human rights" urged for whales and dolphinsMay 23, 2010 5:24 am | by Reuters | Comments
OSLO (Reuters) - Whales and dolphins should get "human rights" to life and liberty because of mounting evidence of their intelligence, a group of conservationists and experts in philosophy, law and ethics said Sunday.
Fixing oil spill is "no feat," say IraniansMay 23, 2010 5:24 am | by Reuters | Comments
TEHRAN (Reuters) - Plugging the oil slick in the Gulf of Mexico is no great challenge compared to what Iran has dealt with in the past, an official at Iran's drilling company said Sunday.
Schooling fish offer new ideas for wind farmingMay 22, 2010 9:25 pm | by Science Daily | Comments
The quest to derive energy from wind may soon be getting some help from a fluid-dynamics expert -- and a school of fish.
Obama blames Gulf oil spill on "breakdown" at BPMay 22, 2010 7:25 pm | by Reuters | Comments
WASHINGTON/VENICE, Louisiana (Reuters) - President Barack Obama on Saturday blamed the massive Gulf of Mexico oil spill on "a breakdown of responsibility" at energy giant BP Plc as he unveiled a commission to investigate the disaster.
Obama: Gulf drilling only if ensure no more spillsMay 22, 2010 7:25 am | by Reuters | Comments
WASHINGTON (Reuters) - President Barack Obama said on Saturday that offshore oil drilling could only go forward if there were assurances that a disaster like the massive Gulf of Mexico oil spill would not happen again.
U.S. could fall behind China in clean energy: LockeMay 22, 2010 3:23 am | by Reuters | Comments
TIANJIN, China (Reuters) - The United States could fall behind China and other countries in clean energy technology unless Congress passes energy legislation, U.S. Commerce Secretary Gary Locke said on Saturday.
Hacking Yourself Pays Off In Tighter SecurityMay 21, 2010 8:25 pm | by InformationWeek | Comments
Whether you build your own penetration test team or hire a third party, pen testing is crucial for security.
NASA's Mars rovers set surface longevity recordMay 21, 2010 8:24 pm | by Science Daily | Comments
NASA's Mars Exploration Rover Project will pass a historic Martian longevity record on May 20. The Opportunity rover will surpass the duration record set by NASA's Viking 1 Lander of six years and 116 days operating on the surface of Mars. The effects of favorable weather on the red...
EU 2020 energy goals face 500 billion euro shortfallMay 21, 2010 7:24 pm | by Reuters | Comments
LONDON, May 21 - Europe's utilities do not have enough capital to meet goals to overhaul its energy supply by 2020 and pension funds would struggle to plug the gap, said Tom Murley, head of an investment fund at private equity firm HgCapital.
SolarWorld sees chance to expand in U.S.May 21, 2010 7:24 pm | by Reuters | Comments
LOS ANGELES (Reuters) - SolarWorld AG, one of Germany's largest solar companies by revenue, is betting big on U.S. production, expecting to lift its capacity here to 500 megawatts by year's end and maybe double that if demand remains strong.
BP swamped by criticismMay 21, 2010 7:24 pm | by Reuters | Comments
HOUSTON/VENICE, Louisiana (Reuters) - Anger, skepticism and accusations of lying washed over energy giant BP Plc on Friday as it desperately tried to contain a month-old seabed well leak billowing crude oil into the Gulf of Mexico.
Hubble finds a star eating a planetMay 21, 2010 5:24 pm | by Science Daily | Comments
The hottest known planet in the Milky Way galaxy may also be its shortest-lived world. The doomed planet is being eaten by its parent star, according to observations made by a new instrument on NASA's Hubble Space Telescope, the Cosmic Origins Spectrograph (COS). The planet may only have...
Stevens Team Places Third In 2010 IEEE/NIST Mobile Microrobotics ChallengeMay 21, 2010 2:23 pm | by EurekAlert | Comments
( Stevens Institute of Technology ) A team from Stevens Institute of Technology consisting of undergraduate student Sean Lyttle, along with graduate students: Wuming Jing, Xi Chen, and Zhenbo Fu and led by Professors David Cappelleri, Jan Nazalewicz and Yong Shi from the Department...


text:
Gear Review
Wooden Robots
The Forum Manual is a great entry level park board. Great price for the tech. Forum added "POP" sections to the chillydog from last year. This gives a good amount of snap from the tip and the tail. The core is solid wood, durable and responsive. The Manual also has beveled edges, these are rail ready straight out of the package. The top sheet is textured to remind you of a grip tape. For the price, this deck is well worth it. Each deck will be just a bit different from the last, no two are alike. The Forum Manual.
View More Details on Forum Manual ChillyDog Snowboard


text:
Sloan Sports Conference Podcast and Video Extravaganza: Daryl Morey, Stan Kasten, Kirk Goldsberry, Jonah Keri, Zach Lowe, and MoreGrantland
This past week Grantland visited the annual MIT Sloan Sports Analytics Conference, and boy are our brains tired. After two days of presentations and panel discussions, we've got a lot to share. So, without further ado, here are a bunch of podcasts and videos we recorded during our time in Boston.
First, you're going to want to check out our two-part podcast. In Part 1, Zach Lowe speaks with Rockets GM Daryl Morey, Brian Kopp of the SportVU system, and Benjamin Alamar, who discusses why the Thunder drafted Russell Westbrook over Brook Lopez. In Part 2, Jonah Keri talks to Dodgers president Stan Kasten about running a $2.15 billion team, and to ESPN's Buster Olney about PEDs in baseball.
Listen to Part 1 here and Part 2 here.
Subscribe to the Grantland Network on iTunes, and check out our podcasts page.
Now, on to the videos.
How the Rockets Traded for Thomas Robinson
Daryl Morey, Houston Rockets GM, reveals how the Thomas Robinson trade happened, and talks about that one awkward conversation in which Chandler Parsons asked for a pay raise.
Larry Sanders Is the NBA's Best Interior Defender
Using opponent field goal percentage, Kirk Goldsberry details how Larry Sanders is the best interior defender in the NBA and David Lee is one of the worst.
How Stan Kasten Runs the Dodgers
Jonah Keri talks to Dodgers president Stan Kasten about building farm systems, running a $2.15 billion team, and his first encounter with Bill James.
Acceleration Is the Most Important Skill in the NBA
Philip Maymin presents his findings about acceleration in the NBA after analyzing tons of data using SportVU cameras.
The Thunder Almost Drafted Brook Lopez Instead of Russell Westbrook
Ben Alamar, former analytics consultant for the Thunder, describes how the Thunder nearly took Brook Lopez over Russell Westbrook, and how analytics pushed them toward Westbrook.
How SportVU Cameras Are Changing the NBA
Brian Kopp, vice-president of STATS, talks to Grantland about the data-tracking cameras that were the star of the MIT Sloan Sports Analytics Conference.
PEDs, Hall of Fame, and the Genius of Joey Votto
Jonah Keri talks to ESPN's Buster Olney about PEDs, the Hall of Fame, the East divisions, and the genius of Joey Votto.
Analytics Say That NBA Players Should Crash the Boards More Often
MIT students describe how their research shows that more NBA players should crash the boards rather than get back on defense.
Data Says Don't Ice the Kicker
After analyzing over 12,000 NFL field goals, Aaron and Torin find that pressure situations and timeouts before the kick do not affect the outcome. In short, don't ice the kicker.
Testing Your Basketball IQ With New App
A new app that freezes play on the basketball court and tests the user's ability to determine the outcome of the play.
Filed Under: Grantland Network
More from
'Jalen and Jacoby': 'Above the Rim' Special
2015 MLB Trade Deadline Winners and Losers: The Blue Jays Win the Week While the Padres Go M.I.A.
The Mets Get Cespedes and the Padres Do Nothing: Four Things You Need to Know About Today's Deadline Deals
'The Right Reasons' Podcast: 'The Bachelorette' Finale Breakdown
The NFL's Next Notable Pass-Rushers
More Grantland Network
'Jalen and Jacoby': 'Above the Rim' Special
'The Right Reasons' Podcast: 'The Bachelorette' Finale Breakdown
'The Andy Greenwald Podcast': 'Vacation' Writers and Directors John Francis Daley and Jonathan Goldstein
'The Jonah Keri Podcast': Dave Cameron and Molly Knight
'The Lowe Post' Podcast: Stan Van Gundy on Greg Monroe, Orlando Regrets, and More
More The Triangle
'Jalen and Jacoby': 'Above the Rim' Special
2015 MLB Trade Deadline Winners and Losers: The Blue Jays Win the Week While the Padres Go M.I.A.
The Mets Get Cespedes and the Padres Do Nothing: Four Things You Need to Know About Today's Deadline Deals
The NFL's Next Notable Pass-Rushers
Ferentz Under Fire: Is Iowa's Patience About to Run Out?


text:
Orff, the 29-year-old frontman of hardcore-punk band Coda Reactor, speaks from experience. Of the 25 or so tattoos he has, many were done when he was drunk, sometimes with surprising results.
When he was 22, after a long night of drinking, he stumbled into a tattoo parlor and had the artist ink a skull with an eyeball in its mouth on his left elbow. "And then I go home," he recalls with a laugh, "and then I realize that I already have a skull with an eyeball in its mouth on my stomach. So, I got the same tattoo twice!"
Most recently, he was at The Tower Bar in City Heights when he decided to go to the parlor upstairs to have the word "showdown" inked on his left wrist, underneath a silhouette of a guy in a top hat smoking a cigarrette. But in his drunken haze, he ended up drawing an outline of "DOWNSHOW" in big, sloppy letters, and the artist happily obliged.
Orff's biggest regret was letting an artist ink a poorly drawn devil on his shoulder when he was a teenager. But he also has serious tattoos. His favorite is on his right shoulder: A lady with a bird in her hand, the same tattoo his great-grandpa got when he was young.
"It's actually our family tattoo now," he says. "My uncle's going to be getting it, and my cousin's going to be getting it."
Email email@example.com or follow him on Twitter at @peterholslin.


text:
Open an account and get £10 free immediately
Earn a bonus of 200% your first deposit up to £500 over your first 30 days
Join Sky Poker Rewards and earn bonuses every week.
How do I earn my 200% deposit bonus?
After you make your first deposit, you will be entitled to earn a bonus of up to 200% of that amount in your first 30 days with Sky Poker. You will need to earn poker points to release your deposit bonus, which will be released in £10 increments for every 250 poker points earned. Each £10 increment of your deposit bonus earned will be credited within 72 hours and the bonus will need to be played through once before it can be withdrawn.
e.g. If your first deposit is £50, then you will be entitled to earn up to a £100 bonus, by earning 2,500 poker points in your first 30 days with Sky Poker.
Poker points are awarded for all types of poker play on our real money tables whether it be Cash Tables, Sit & Go's and Multi Table Tournaments. Click here to learn about earning Poker Points.
The 500 Poker Points awarded on registration do not count towards the earning requirements of the promotion.
Click the 'Terms and Conditions' tab below for full information on how to claim your new Welcome Bonus.
How do I get my £10 completely free?
After signing up for Sky Poker using promo code POKER, you will be awarded £10 in tournament tokens. You can redeem these on any Sit & Go or Tournaments in the Sky Poker lobby and will be credited as 2 x £2.20 tokens and 2 x £3.30 tokens. You can combine these tokens to enter a tournament of higher value as well!
© 2015 Bonne Terre Limited or it's affiliated companies. All rights reserved
We are committed to Responsible Gambling and have a number of self-help tools to help you manage your gambling. We also work with a number of independent charitable organisations who can offer help or answer any questions you may have.
Customers in United Kingdom: Sky Bet, Sky Casino, Sky Poker, Sky Vegas and Sky Bingo are licensed and regulated by the Gambling Commission (licence number 38718).
All other customers: Sky Bet, Sky Casino, Sky Poker, Sky Vegas and Sky Bingo are licensed and regulated by the AGCC.
We accept payments from the following: