This takes us immediately to the major problem with the recording though. Memory leakage! Since the recording keeps references to the data it can keep data from being freed (zero reference count) when you expect it to be. For instance, in this example, we lose totally track of the original $im variable, but since there is a reference to it in the state it will not be freed
 $im = sequence(1000,1000)
 imag $im
 $s = retrieve_state
 $im = rvals(10,10)
Thus after the execution of these commands we still have a reference to a 1000x1000 array which takes up a lot of memory...
The solution is to call clear on the state variable:
(This is done automatically if the variable goes out of scope). I forsee this problem to most acute when working on the perldl or pdl2 command line, but since this is exactly where the recording is most useful the best advice is just to be careful and call clear on state variables.
If you are working with scripts and use large images for instance I would instead recommend that you do not turn on recording unless you need it.
A more detailed listing of the functions and their usage follows. For all functions we specify which options take effect and what other options exist for the given function. The function descriptions below are all given for the non-OO usage for historical reasons, but since the conversion to an OO method is trivial there is no major need for concern. Whenever you see a function example of the form
 Usage: a_simple_function($x, $y, $z [, $opt]);
and you wish to use the OO version, just let your mind read the above line as:
 Usage: $win->a_simple_function($x, $y, $z [, $opt]);
where $win is a PDL::Graphics::PGPLOT::Window object. That is all.
Window control functions.
Exported constructor for PGPLOT object/device/plot window.
 Usage: pgwin($opt);
 Usage: pgwin($option->$value,...);
 Usage: pgwin($device);
Parameters are passed on to new() and can either be specified by hash reference or as a list.
See the documentation fo PDL::Graphics::PGPLOT::Window::new for details.
Because pgwin is a convenience function, you can specify the device by passing in a single non-ref parameter. For even further convenience, you can even omit the '/' in the device specifier, so these two lines deliver the same result:
 $a = pgwin(gif);
 $a = new PDL::Graphics::PGPLOT::Window({Dev=>'/gif'});
Constructor for PGPLOT object/device/plot window.
 Usage: PDL::Graphics::PGPLOT::Window->new($opt);
 Usage: PDL::Graphics::PGPLOT::Window->new($option=>$value,...);
Options to new() can either be specified via a reference to a hash
 $win = PDL::Graphics::PGPLOT::Window->new({Dev=>'/xserve',ny=>2});
or directly, as an array
 # NOTE: no more {}!
 $win = PDL::Graphics::PGPLOT::Window->new(Dev=>'/xserve',ny=>2);
The following lists the recognised options:
The aspect ratio of the image, in the sense vertical/horizontal. See the discussion on size setting.
The type of device to use. The syntax of this is the one used by PGPLOT.
Hold the plot window so that subsequent plots can plot over existing plots. This can be adjusted with the hold() and release() methods.
The number of panels in the X-direction
The number of panels in the Y-direction
Yet another way to identify the plot window size -- this takes a scalar or an array ref containing one, two, or three numbers. One number gives you a square window. Two gives you a rectangular window (X,Y). Three lets you specify the unit compactly (e.g. [,,1] for inches, [,,2] for mm) but is deprecated in favor of using the Unit option. See the discussion on size setting.
The unit to use for size setting. PGPLOT accepts inch, mm, or pixel. The default unit is inches for historical reasons, but you can choose millimeters or (God forbid) pixels as well. String or numeric specifications are OK (0=normalized, 1=inches, 2=mm, 3=pixels). Normalized units make no sense here and are not accepted. Ideally someone will one day hook this into the CPAN units parser so you can specify window size in rods or attoparsecs.
The name to give to the window. No particular use is made of this at present. It would be great if it was possible to change the title of the window frame.
The width of the window in inches (or the specified Unit). See the discussion on size setting.
WindowXSize and WindowYSize
The width and height of the window in inches (or the specified Unit). See the discussion on size setting.
An important point to note is that the default values of most options can be specified by passing these to the constructor. All general options (common to several functions) can be adjusted in such a way, but function specific options can not be set in this way (this is a design limitation which is unlikely to be changed).
Thus the following call will set up a window where the default axis colour will be yellow and where plot lines normally have red colour and dashed linestyle.
 AxisColour => 'Yellow', Colour => 'Red', LineStyle => 'Dashed');
Size setting: There are a gazillion ways to set window size, in keeping with TIMTOWTDI. In general you can get away with passing any unique combination of an size, a size, and/or an aspect ratio. In increasing order of precedence, the options are: (Units, AspectRatio, WindowWidth, WindowSize, Size).
So if you specify an AspectRatio *and* an X and a Y coordinate, the AspectRatio is ignored. Likewise, if you specify Units and a three-component Size, the Units option is ignored in favor of the numeric unit in the Size.
If you don't specify enough information to set the size of the window, you get the default pane size and shape for that device.
Close a plot window
 Usage: $win->close()
Close the current window. This does not necessarily mean that the window is removed from your screen, but it does ensure that the device is closed.
A message will be printed to STDOUT giving the name of the file created if the plot was made to a hardcopy device and $PDL::verbose is true.
Check if a window is on hold
 $is_held = $win->held();
Function to check whether the window is held or not.
Hold the present window.
 Usage: $win->hold()
Holds the present window so that subsequent plot commands overplots.
Switch to a different panel
Move to a different panel on the plotting surface. Note that you will need to erase it manually if that is what you require.
This routine currently does something you probably don't want, and hence is deprecated for most use: if you say
then $image will actually be displayed in panel 2. That's because the main plotting routines such as line and imag all advance the panel when necessary. Instead, it's better to use the Panel option within plotting commands, if you want to set the panel explicitly.
Release a plot window.
Release a plot window so that subsequent plot commands move to the next panel or erase the plot and create a new plot.
Erase plot
Erase a plot area. This accepts the option Panel or alternatively a number or array reference which makes it possible to specify the panel to erase when working with several panels.
Plotting functions
Define a plot window, and put graphics on 'hold'
 $win->env( $xmin, $xmax, $ymin, $ymax, [$justify, $axis] );
 $win->env( $xmin, $xmax, $ymin, $ymax, [$options] );
$xmin, $xmax, $ymin, $ymax are the plot boundaries. $justify is a boolean value (default is 0); if true the axes scales will be the same (see justify). $axis describes how the axes should be drawn (see axis) and defaults to 0.
If the second form is used, $justify and $axis can be set in the options hash, for example:
 $win->env( 0, 100, 0, 50, {JUSTIFY => 1, AXIS => 'GRID',
 CHARSIZE => 0.7} );
In addition the following options can also be set for env:
The position of the plot on the page relative to the view surface in normalised coordinates as an anonymous array. The array should contain the lower and upper X-limits and then the lower and upper Y-limits. To place two plots above each other with no space between them you could do
 $win->env(0, 1, 0, 1, {PlotPosition => [0.1, 0.5, 0.1, 0.5]});
 $win->env(5, 9, 0, 8, {PlotPosition => [0.1, 0.5, 0.5, 0.9]});
Axis, Justify, Border
See the description of general options


CEDAR FALLS, Iowa -- Cathy Dykeman recognizes the striped animal shown on the virtual flash card in the Name That! application on her tablet. She carefully spells out the word on the brown office table at the University of Northern Iowa's speech communications center with her finger.
Z... E... B...
Despite successfully spelling it, she cannot say it. The area of her brain that controls speech isn't the same since she suffered a stroke in 1998. She stumbles on the word. She gives up.
"Zebra," the voice on the app tells her after she pushes a button.
The 51-year-old Waterloo resident flashes a smile. "I knew that one," she says.
Dykeman has helped test an app developed by Northern Iowa professor and speech pathologist Angie Burda that helps victims of strokes exercise the speech part of the brain as they recover. The application is part of a growing number of technology-related products making life easier for people with speech disabilities, including victims of strokes and those who stutter.
"After people have a stroke, they have difficulty speaking," Burda said. "They know they are looking at a cup or a pencil. But they just can't access that information."
With the app, patients can test the speech parts of their brain at home, instead of having to wait for appointments with a speech therapist.
Dykeman has met with a therapist in an attempt to build her vocabulary since a night in 1998 that changed her life, when she woke up slurring her speech.
As a human resources manager in Minneapolis, Dykeman lived comfortably with her two kittens.
But that changed one night in 1998, when she woke in a daze. She couldn't form any words and garbled her speech.
When she called 911, the dispatcher thought she was drunk.
"I was so mad because I didn't know who I was," she said. "I didn't know what to do."
Doctors told her she had suffered a stroke, which can be caused by blood flow problems or an arterial rupture in the brain.
It often comes with debilitating effects, and Dykeman's stroke included the disorder known as aphasia, which results from damage to the language parts of the brain.
She also lost the ability to use the right side of her body. When doctors told her, she immediately wondered how she would be able to continue working.
"I can't work there anymore, I can't do it," she thought to herself.
She moved in with her mother, who lives in Waterloo, and soon found Burda.
Speech therapists use semantic feature analysis to help stroke victims regain their speech processes. The method puts information in front of people that leads to connections between objects and actions to help them form words.
For example, a therapist could put a picture of a rocking chair in front of a patient and ask what they are used for. The patient will try to make connections and say the word "sit."
Burda wanted to find a way to put that into a mobile application. Thanks to a Northern Iowa program that connects professors from different parts of the school, she found someone to build it in 2011.
"So many people now have smartphones and tablets," she said. "We have 80-year-olds who have iPads. You are providing them the opportunity to improve."
Students from both the computer science and communication sciences and disorders departments developed the application, with Stephen Hughes, the AppsLab manager at the John Pappajohn Entrepreneurial Center at UNI, leading its development.
It joins a growing market of speech therapy applications available in Apple's App Store. The goal is to sell the product to other speech therapists for use with patients, but Name That! remains available for anyone to download for $4.99.
Once Hughes developed a working version of the app, he and Burda sought a patient willing to experiment with it.
That led to one of Burda's more dedicated patients, Dykeman, in late 2012. Dykeman had been working with Burda since 2000. But as much as Burda's guidance helps Dykeman's recovery, the two only meet for two 50-minute sessions a week.
"Usually, pathologists and their patients are only together for a short period of time," Burda said. "They can go home, use this app, and hopefully it leads to improved communication down the road."
Dykeman said she's seen improvement since she started testing the app. Still, she's frustrated when words she has known all her life are no longer easily accessible.
She grits her teeth when asked what it feels like to not be able to access the parts of her brain she needs to find those words.
"It makes me so mad," she said. "I can't speak sometimes. That's what I really don't understand — why I can't speak."
Dykeman has accepted that her full-time job is recovering. A filing job at a Waterloo medical office helped her feel better about herself.
That part of recovery is crucial because Dykeman sometimes feels the hurtful words she hears from cashiers or others who wonder what is wrong with her.
"They say, 'What, are you dumb or weird?'" she said. "But I tell them I had a stroke, and they say 'Oh, OK.'"
Burda said she enjoys watching patients slowly move toward a semblance of their former life. She hopes the application will supplement therapy sessions enough to help reach that goal.
"The idea has always been to augment the relationship between patient and therapist," she said. "This is a long-term process. The application is not going to fix it on its own."
Read or Share this story: _URL_


Why Is It So Easy to Rhyme in Mandarin?
Chinese words are made up of so few possible syllables that it's almost hard NOT to rhyme. For example, Wang Lihong has a song called "Can you feel my world" that has the following rhyme scheme:
Just to clarify, that means that every single line in the whole song rhymes (except for his two token English lines).
What is it about Chinese that makes that possible? The magic number = 24.
According to the pinyin chart, not every combination of letters in the pinyin alphabet is allowed. In fact, there are a whole lot of combination that are possible to produce, but simply don't exist in Mandarin for some reason (like "ki" and "fin," not to mention all the syllables we could create if we were allowed to put all those initial consonants in final position). This means that, even though there are technically 38 different endings on the chart, there are really only 24 sounds (according to my count) that can be at the end of a syllable. There may be more depending on "R-ified" endings, but we'll get to that.
If Dr. Seuss had been Chinese, he wouldn't have impressed anyone.
Different finals in Mandarin (for rhyming):
[update: I'm adding songs that I find that have these endings as the exclusive rhyme scheme (or at least dominant one). Anyone is welcome to contribute.]
 1. a, ia, ua妹妹 by 江美琪, 中意他 by 梁詠琪 (Gigi)
 2. ai, uai不愿说再见 by 王力宏, 第一个清晨 by 王力宏, 珊瑚海 by 周杰伦, 期待你的爱 by 林俊杰
 3. an (ban), uan
 4. an (yan), ian, üan – 浮城 by 陳奕迅 (Eason Chan),
 5. ang, iang, uang倔强 by 五月天
 6. ao, iao – Can You Feel My World by 王力宏, 小酒窝 by 林俊杰, 口香糖 by 梁詠琪 (Gigi), 咕嘰咕嘰 by 孫燕姿 (Stefanie)
 7. e (le) – 你不是真正的快乐 by 五月天
 8. e (ye), ie, üe
 9. ei, ui颓废 by 弦子, 一个人睡 by 莫文蔚 (Karen Mok)
 10. en
 11. eng
 12. er
 13. i (yi / ji) – 关於 by 孙燕姿 (Stefanie), 愛情黑盒子 by 梁詠琪 (Gigi)
 14. i (zhi)
 15. i (zi)
 16. in
 17. ing – 得不到的爱情 by 姚莉
 18. ong, iong
 19. ou, iu
 20. uo, o – 漩渦 by 孫燕姿 (Stefanie)
 21. u (bu)凹凸 by 梁咏琪, 休止符 by 孙燕姿 (Stefanie), 腹语术 by 莫文蔚 (Karen Mok)
 22. un (chun)
 23. ü (yu)
 24. ün (yun)
(Did I miss any? Let me know if I miscounted somewhere.)
Who cares? Well, it's not always clear from the pinyin that certain words don't rhyme with each other. For example, "yan" and "ban" aren't even close to rhyming. Also the two syllables in "yìsi" 意思 do not rhyme with each other, but look like they should.
So really, who cares?
1. People who are just starting to learn pinyin. Don't get tricked by the writing system. ChinesePod's pinyin chart (huge, but good) is downloadable here. (I'd still like to have a totally online clickable one with absolutely every syllable on it.)
2. People who want to write songs or rhyming kids books in a foreign language but haven't decided which language to use. The choice is simple: Mandarin Chinese. Isn't that right, Chris?
3. People who are interested in "érhuà" 儿化 (*eh HEM* Beijing Sounds, *cough) and want to know what those syllables sound like when "R-ified."
Enough with the innuendos, here's what I want: recordings of those first 24 syllables "R-ified." It doesn't have to be BJS that does it, but I also want to know if there are any differences between the ends of, for example, "xiar" and "shuar." If not, then we may assume that there are only 23 different kinds of "R" endings (at most) that one needs to learn.
If you don't know what this "R-ification" is all about, you might look at this.
At some point, someone needs to produce a bank of sound files with erhua syllables with different tones. I think it's amazing that doesn't already exist. Maybe it does and I just don't know about it. If so, please let me know so I can recomend MDBG use it to provide pronunciation samples for entries such as "wánr" 玩儿, which currently has no link to a sound file.
 1. I just had been to BeiJing. Truly Beijing rénr like érhuà.
 One day, I asked a volunteer,"请问去西花市怎么走？"–"Please tell me how to get to Xī Huā Shì (a street name)?"
 She smiled then asked,"请问你是去西花儿市呢还是西华寺？"–"Do you want to go Xī Huār Shì or XīHuá Sìname of a temple)?"
 I'm sure I pronounced exactly.And especially Shì,as the normal situation.
 But she asked. So I repeated,I want to go Xī Huār Shì,not XīHuá Sì.Pay my attention on huar.
 Finally got the answer.
 By the way,thanks she didn't tell me yòng tuǐ zǒu用腿走(walk by your legs).
 Actually, Xī Huār Shì is more smoothly than Xī Huā Shì.
 Besides,it seems that formal term should not érhuà儿化.
 In addition, Beijing locals speak rén人，sounds like yínr more than rénr.
 And in the bus,you could hardly hear clearly what the conductor saying, at least me.
 some of them speak very fast and thick.
 Is there anything wrong with my ears?
 Ok, I've gotten carried away. Only my personal experiences.
 2. Sorry this is late in coming, but I ran across your article, and I've been discovering a lot of Chinese music recently, so:
 a, ia, ua: 中意他 zhòngyì tā by 梁詠琪 Gigi
 an (yan), ian, üan: 浮城 fú chéng by 陳奕迅 Eason Chan (this much -ian in one song really threw me for a loop the first time heard it)
 ao, iao: 口香糖 kŏuxiāngtáng by 梁詠琪 Gigi (during the verse); 咕嘰咕嘰 gūjīgūjī by 孫燕姿 Stefanie
 ei, ui: 一個人睡 yīgèrén shuì by 莫文蔚 Karen Mok
 i (yi / ji):
 夢遊 mèngyóu by 孫燕姿 Stefanie (most of the first half)
 關於 guānyú by 孫燕姿 Stefanie
 愛情黑盒子 àiqíng hēi hézi by 梁詠琪 Gigi
 ing: 得不到的爱情 débùdào di àiqíng by 姚莉 Yao Lee (old timey lounge song)
 uo, o: 漩渦 xuán wō by 孫燕姿 Stefanie
 u: 腹語術 fùyŭshù by 莫文蔚 Karen Mok
 3. Mo Kaiwen,
 Wow! Thanks those are great. I've just copied and pasted them up into the list.
 Incidentally, 一个人睡 by 莫文蔚 (Karen Mok) is actually a remake of "Be Be Your Love" by Rachael Yamagata in case you didn't know.
 4. Oh wow, that's amazing. The instrumentation (accordion and all), the vocal melody, even which words in the lyrics get repeated, it's all practically identical. Now the little "Wanna be be be your love!" at the end makes a lot more sense. I think song genealogy fascinates


text:
A practical guide to semiconductor manufacturing from process control to yield modeling and experimental design
Fundamentals of Semiconductor Manufacturing and Process Control covers all issues involved in manufacturing microelectronic devices and circuits, including fabrication sequences, process control, experimental design, process modeling, yield modeling, and CIM/CAM systems. Readers are introduced to both the theory and practice of all basic manufacturing concepts.
Following an overview of manufacturing and technology, the text explores process monitoring methods, including those that focus on product wafers and those that focus on the equipment used to produce wafers. Next, the text sets forth some fundamentals of statistics and yield modeling, which set the foundation for a detailed discussion of how statistical process control is used to analyze quality and improve yields.
The discussion of statistical experimental design offers readers a powerful approach for systematically varying controllable process conditions and determining their impact on output parameters that measure quality. The authors introduce process modeling concepts, including several advanced process control topics such as run-by-run, supervisory control, and process and equipment diagnosis.
Critical coverage includes the following:
Graduate-level students and industrial practitioners will benefit from the detailed exami nation of how electronic materials and supplies are converted into finished integrated circuits and electronic products in a high-volume manufacturing environment.

source: openbmb/Ultra-FineWeb


text:
WSDOT cultural resource specialists help the agency comply with state and federal cultural resource laws that apply to:
- historic structures
- culturally important areas
Transportation Projects and Archaeological/Historic Resources Management
Washington State has a rich and diverse prehistory/ history that have left evidence across the landscape. When WSDOT embarks on a project, federal and state laws require that impacts to archaeological, historical and cultural resources be considered. To assess potential impacts, cultural resource specialists:
- Coordinate with the Washington State Department of Archaeology and Historic Preservation (DAHP) to complete transportation projects with limited impacts to archaeological and historic resources.
- Identify archaeological remains and historic structures eligible for listing on the National Register of Historic Places located within a project's area of disturbance.
- Consult with the State Historic Preservation Officer (DAHP), Native American Tribes, and the public concerning the appropriate treatment of archaeological and historic resources that cannot be otherwise avoided.
For more information on how WSDOT complies with historic preservation laws, regulations, and polices, visit the Cultural Resources Compliance page.
Creative Mitigation Efforts
It is WSDOT policy to avoid adverse effects, where practical, to historical, archaeological, and cultural resources in planning, constructing, operating or maintaining the state's transportation system. If it is not practical to avoid them, such effects will be mitigated. A sample of creative mitigation options developed for various WSDOT projects are provided below:
Gee Creek Archaeological Site- I-5/ SR 502 Project
|Lacey V. Murrow ("The Skipper") held the position of Director of the Washington State Department of Highways (1933- 1940) and Chief Engineer of the Washington Toll Bridge Authority (_PHONE_). Appointed at age 28, Murrow is the youngest person to ever hold the Director's position. Notable projects include: |
This documentary outlines the life and career achievements of one of our state's most influential figures in transportation history.
- Tacoma Narrows suspension bridge (Galloping Gertie)
- Deception Pass Bridge
- Lake Washington Floating Bridge, the first concrete pontoon floating bridge in the world built on Lake Washington (later dedicated as the Lacey V. Murrow Memorial Bridge).
Remembering The Ebey Slough Swing Bridge, SR 529 (wmv file)
The Simpson Avenue Bridge: A Case Study in Maintenance Success, US 101 (wmv file)
They Called Him 'The Skipper'; The Life and Times of Washington's Lacey V. Murrow (wmv file)
The Manette Bridge: Bringing People Together for 81 Years, _PHONE_, SR 303 (wmv file)
- pod casts
- archival photo documentation
- lesson plans (grade K-12)
- historical essays for journal publications and cyberpedias
I-5 Nuclear Fallout Shelter- "Waiting for the the End of the World: Prototype Fallout Shelter Under Interstate 5 in North Seattle" by Craig Holstine, WSDOT Historian, appearing in the Journal of Northwest Anthropology
- information centers for the public
SR 16 Tacoma Narrows Bridge ProjectBridge History
Hood Canal Bridge - Port Angeles Graving Dock
Gee Creek Archaeological Site- I-5/ SR 502 Project
Washington State Historic Bridges
McMillin Bridge, 1934
A National Register Listed Historic Bridge of significant and rare architectural style.
Visit the WSDOT Historic Bridges site to view highlights of Washington's most significant Transportation structures.
Pacific Northwest Ethnobotany
The Ethnobotany and Cultural Resources List identifies plants found along the highway Right-of-Way in Western Washington of traditional cultural significance and use.
Cultural Resources Training (CRT)
Each spring, WSDOT partners with the Department of Archaeology and Historic Preservation and Washington State Parks and Recreation Commission to offer a multi-day Cultural Resources Training (CRT) at Central Washington University in Ellensburg, Washington.
CRT promotes awareness, preservation and stewardship of Washington's cultural resources and is the only comprehensive training of this kind in the state. Enrollment is open to anyone with a need or desire to learn about cultural resources, cultural resource management laws and regulations, and the importance of preservation.
||Training participants will explore historic and archaeological sites in the Kittitas Valley and Columbia River Gorge.|
|Historic Homestead Cabin at Olmstead Place State Park in Kittitas County.
Using classroom and field exercises, participants work with some of the region's most qualified instructors to learn the skills necessary to address cultural resource management issues. This award-winning training is held only once a year and space is limited. 2014 Cultural Resources Training
When: Spring 2014
Where: Central Washington University, Ellensburg, Washington
- Check back for information on Registration for Spring 2014.WSDOT
staff interested in attending may contact Erin Littauer, Cultural Resource Specialist at _PHONE_ or _EMAIL_
to register. For general registration
(non-WSDOT): Please contact Russell Holter, Preservation Design Reviewer with the Department of Archaeology and Historic Preservation at _EMAIL_
If you have attended CRT in the past and it has been over 5 years, you are encouraged to enroll again this year as cultural resource laws and regulations have changed. Please note, preference for enrollment will be given to new attendees.
Cultural Resources Program
Contact the Cultural Resources Program Manager or refer to our Frequently Asked Questions.
Specific Project or Region Activity
Contact that region's or program's Cultural Resource Specialist (CRS) (pdf 51 kb).
Native American Tribes
Contact the WSDOT Tribal Liaison Office site.

source: HuggingFaceFW/fineweb-edu


text:
|pygame.mask.from_surface||—||Returns a Mask from the given surface.|
|pygame.mask.from_threshold||—||Creates a mask by thresholding Surfaces|
|pygame.mask.Mask||—||pygame object for representing 2d bitmasks|
Useful for fast pixel perfect collision detection. A Mask uses 1bit per pixel to store which parts collide.
New in pygame 1.8.
Makes the transparent parts of the Surface not set, and the opaque parts set.
The alpha of each pixel is checked to see if it is greater than the given threshold.
If the Surface is color keyed, then threshold is not used.
This is a more featureful method of getting a Mask from a Surface. If supplied with only one Surface, all pixels within the threshold of the supplied color are set in the Mask. If given the optional othersurface, all pixels in Surface that are within the threshold of the corresponding pixel in othersurface are set in the Mask.
|pygame.mask.Mask.get_size||—||Returns the size of the mask.|
|pygame.mask.Mask.get_at||—||Returns nonzero if the bit at (x,y) is set.|
|pygame.mask.Mask.set_at||—||Sets the position in the mask given by x and y.|
|pygame.mask.Mask.overlap||—||Returns the point of intersection if the masks overlap with the given offset - or None if it does not overlap.|
|pygame.mask.Mask.overlap_area||—||Returns the number of overlapping 'pixels'.|
|pygame.mask.Mask.overlap_mask||—||Returns a mask of the overlapping pixels|
|pygame.mask.Mask.fill||—||Sets all bits to 1|
|pygame.mask.Mask.clear||—||Sets all bits to 0|
|pygame.mask.Mask.invert||—||Flips the bits in a Mask|
|pygame.mask.Mask.scale||—||Resizes a mask|
|pygame.mask.Mask.draw||—||Draws a mask onto another|
|pygame.mask.Mask.erase||—||Erases a mask from another|
|pygame.mask.Mask.count||—||Returns the number of set pixels|
|pygame.mask.Mask.centroid||—||Returns the centroid of the pixels in a Mask|
|pygame.mask.Mask.angle||—||Returns the orientation of the pixels|
|pygame.mask.Mask.outline||—||list of points outlining an object|
|pygame.mask.Mask.convolve||—||Return the convolution of self with another mask.|
|pygame.mask.Mask.connected_component||—||Returns a mask of a connected region of pixels.|
|pygame.mask.Mask.connected_components||—||Returns a list of masks of connected regions of pixels.|
|pygame.mask.Mask.get_bounding_rects||—||Returns a list of bounding rects of regions of set pixels.|
Coordinates start at (0,0) is top left - just like Surfaces.
The overlap tests uses the following offsets (which may be negative):
+----+----------.. |A | yoffset | +-+----------.. +--|B |xoffset | | : :
You can see how many pixels overlap with the other mask given. This can be used to see in which direction things collide, or to see how much the two masks collide. An approximate collision normal can be found by calculating the gradient of the overlap area through the finite difference.
dx = Mask.overlap_area(othermask,(x+1,y)) - Mask.overlap_area(othermask,(x-1,y)) dy = Mask.overlap_area(othermask,(x,y+1)) - Mask.overlap_area(othermask,(x,y-1))
Returns a Mask the size of the original Mask containing only the overlapping pixels between Mask and othermask.
Sets all bits in a Mask to 1.
Sets all bits in a Mask to 0.
Flips all of the bits in a Mask, so that the set pixels turn to unset pixels and the unset pixels turn to set pixels.
Returns a new Mask of the Mask scaled to the requested size.
Performs a bitwise OR, drawing othermask onto Mask.
Erases all pixels set in othermask from Mask.
Returns the number of set pixels in the Mask.
Finds the centroid, the center of pixel mass, of a Mask. Returns a coordinate tuple for the centroid of the Mask. In the event the Mask is empty, it will return (0,0).
Finds the approximate orientation of the pixels in the image from -90 to 90 degrees. This works best if performed on one connected component of pixels. It will return 0.0 on an empty Mask.
Returns a list of points of the outline of the first object it comes across in a Mask. For this to be useful, there should probably only be one connected component of pixels in the Mask. The every option allows you to skip pixels in the outline. For example, setting it to 10 would return a list of every 10th pixel in the outline.
Returns a mask with the (i-offset,j-offset) bit set if shifting othermask so that its lower right corner pixel is at (i,j) would cause it to overlap with self.
If an outputmask is specified, the output is drawn onto outputmask and outputmask is returned. Otherwise a mask of size self.get_size() + othermask.get_size() - (1,1) is created.
This uses the SAUF algorithm to find a connected component in the Mask. It checks 8 point connectivity. By default, it will return the largest connected component in the image. Optionally, a coordinate pair of a pixel can be specified, and the connected component containing it will be returned. In the event the pixel at that location is not set, the returned Mask will be empty. The Mask returned is the same size as the original Mask.
Returns a list of masks of connected regions of pixels. An optional minimum number of pixels per connected region can be specified to filter out noise.
This gets a bounding rect of connected regions of set pixels. A bounding rect is one for which each of the connected pixels is inside the rect.


Microsoft TechFest: The low power data center
Racks of servers demonstrated prototypes of low-power processors for data centers that deliver one-third to half the performance of high-performance processors while consuming only 5 percent to 10 percent as much power. So, how much power can data center save?
"In addition to requiring far less energy – 5 watts versus 50 to 100 watts for a processor typically used in a data centerlow-power processors also have quiescent states that consume little energy and can be awakened quickly," explained Dan Reed, director of Scalable and Multicore Systems for Cloud Computing Futures. "These states are used in the sleep and hibernate features of laptops and netbooks. With our current Atom processor, its energy consumption when running is 28 to 34 watts, but in the sleep or hibernate state, it consumes 3 to 4 watts, a reduction of 10 times in the energy consumption of idle processors."
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More about Environmentally Concerned Photography
Environmentally Concerned Photography is a photographic examination of how the landscape has been altered by human incursion and the forces of nature. The course includes readings, research techniques, presentation forms, as well as group and individual projects. Students may work in black-and-white or color.


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For discussing the functions of different structures of all organisms.
7 posts • Page 1 of 1
Well, adipose tissue is known to act as a thermal insulator.
1) Why do body organs need thermal insulation?
2) How does adipose tissue provide it? Is it a property of fat stores or something?
The adipose tissue contains less water and blood vessels than most other tissues in the body. Thus, it conducts heat less efficiently, helping it to be retained in the core organs. Also, low blood flow amounts to lesser heat loss. In order to reverse this in hot environments, the surface blood vessels and capillaries of the skin dilate, facilitating better heat loss (coupled with sweating).
The function of most organs in mammals is severely compromised if the deep body temperature gets lower from the optimal and thus it is essential that we have means to keep us warm when it is cold. For us humans, clothes serve as the most important way of thermal insulation, and for many land mammals the primary insulator is the fur. However, when you look at the marine mammals you can definitely see the importance of fat as a thermal insulator: whales, seals and such can live in freezing cold waters because of the thick layer of blubber (fat) under their skin. Although blubber has more vascularization than normal adipose tissue, their diameter is controlled in a similar manner as in the skin: blood vessels are dilated when heat loss is required and contracted when it must be prevented. A human would become hypothermic within minutes and die soon after in a similar environment.
I am not certain to what extent animals sweat, but I know that many mammals are capable of sweating to some extent. However, pretty much only in humans (and perhaps in some other primates?) it is a major way of cooling. I also read somewhere that horses sweat as a means to cool down. Most mammals have few sweat glands and they are probably for other purposes (secreting pheromones or other such substances).
Dogs and cats (and even crows!) pant if they are getting too hot. Kangaroos lick their arms to cool themselves and so forth. The ways are many :)
I guess you could say that we humans are specialists in sweating!
answer1:Body organs of endotherms need to operate at the normal body temperatures of these animals, because they evolved to operate at those temperatures. The enzymes they have would not operate efficiently or they would not operate at all at lower temperatures. One of the major reasons people die from hypothermia is major organ failure.
Fat is a good natural insulator, as is air. It is just one of their inherent properties. Adipose tissue is fatty tissue.
answer2:Adipose tissue is now recognised as a highly active metabolic and endocrine organ. Great strides have been made in uncovering the multiple functions of the adipocyte in cellular and molecular detail, but it is essential to remember that adipose tissue normally operates as a structured whole. Its functions are regulated by multiple external influences such as autonomic nervous system activity, the rate of blood flow and the delivery of a complex mix of substrates and hormones in the plasma. Attempting to understand how all these factors converge and regulate adipose tissue function is a prime example of integrative physiology. Adipose tissue metabolism is extremely dynamic, and the supply of and removal of substrates in the blood is acutely regulated according to the nutritional state. Adipose tissue possesses the ability to a very large extent to modulate its own metabolic activities, including differentiation of new adipocytes and production of blood vessels as necessary to accommodate increasing fat stores. At the same time, adipocytes signal to other tissues to regulate their energy metabolism in accordance with the body's nutritional state. Ultimately adipocyte fat stores have to match the body's overall surplus or deficit of energy. This implies the existence of one (or more) signal(s) to the adipose tissue that reflects the body's energy status, and points once again to the need for an integrative view of adipose tissue function.
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South Jersey Ghost Researchers share haunted sightings with library audience
Washington Township Times By Washington Township Times South Jersey Newspapers
on October 07, 2011 at 12:00 PM
By Michelle Caffrey
The audience at the Margaret E. Heggan library gasped loudly when they heard the recording. The ghostly voice of a little girl exclaimed, "Hello."
It was one of many electronic voice phenomenon, or EVPs, that the South Jersey Ghost Researchers played for the captivated crowd on Sept. 26.
The researchers, a well-known nonprofit that's been featured on The History Channel, National Geographic and almost every major media outlet, presented their compelling evidence and fielded questions from the crowd.
The group's main focus is on helping private citizens confronted with unexplainable phenomenon in their houses, but it also never passes up the opportunity to investigate some of the eeriest historical locations in the tri-state area. Eastern State Penitentiary, Burlington County Prison Museum, and even the Old Stone House Village right in town are just a few of the hundreds of places the organization has studied.
"We're pioneers. We were the first to investigate many haunted places that you now see on TV," Investigator and Team Leader Kim Pietrzak said.
The researchers presented the best findings from their most active investigations, including photos of full-body apparitions and EVPs. They also explained their painstaking methodologies. Before the prospective investigators can even begin to snoop for the supernatural, they have to go through a lengthy training process. "You're going to learn how to do this, and do it well," Assistant Director Mandy McCaw said. "It's like bootcamp."
Investigators are trained to use the sophisticated equipment that they bring to each investigation, and the do's and don'ts of ghost hunting. Despite it's reputation as a séance staple, one of the biggest "don'ts" for the organization is the use of Ouija Boards.
They ask every one of their clients if they own a board, and if they say yes, the team won't continue their investigation until it's handed over.
"It's an unsafe tool," McCaw said. "It's adding an unknown factor to so many unknowns already." After they hand over the board, the group then brings it to a church for disposal.
The researchers presented at the library when it was at its old location on East Holly Avenue, but the library's new digs allowed for the group to show the audience their full range of eerie evidence, including recordings, videos, photos and more.
Pietrzak said many of their team members don't just research paranormal, they live with it daily. Many reside in haunted homes currently, or have in the past.
"When I was a child, I remember the covers coming off, things like that," Pietrzak said. "I remember being really curious. I wasn't afraid, but I realized other people might be frightened."
The organization's main focus is to help the people that they encounter reduce their fears and live comfortably in their own home.
After the presentation, the group answered the crowd's most pressing ghost questions— Do women experience sightings more than men? Why do experiences with the paranormal always seem to happen late at night?
Pietrzak said that while there are some theories about women being more open to emotional energies, it really depends on the person.
"I believe it doesn't matter," she said. "But one individual may be more open than another."
When it comes to the rumored "witching hours," when more supernatural events seem to happen, McCaw said that it can be explained with one of the simplest facts about the wee hours of the morning—everyone is asleep.
"That's the quietest time, not a lot of people are awake and moving," McCaw said, "So people tend to listen and hear a lot more."
McCaw enjoys presenting to crowds like the one at the library, partially because she relishes the opportunity to educate people on how paranormal investigators go about their work.
"A lot of ghost hunters on TV have a bad reputation," McCaw said. "We want to let them know that this is what we do, we're not what you see on the TV."
The problem with those shows, McCaw said, is that they have a policy of purposely antagonizing the spirits they're communicating with.
"Everything they do is provoking. We are against that," McCaw said. "We, as a rule, don't allow members to do that. It's out of total respect to the spirit."
Barbara Rothschild, a township resident, attended the event and even said she had her own supernatural experience at the Old Stone Village. Rothschild, who is a self-identified "sensitive", said she felt a random, severe pain in her lower abdomen when she was there with investigators. Later on, she learned that a farmer had been kicked by a horse in that same spot, resulting in his death.
"I picked up on that. A lot of people this paranormal stuff isn't possible, they tend to think you're a lunatic," Rothschild said. "It is real, it's very real. You've just got to tune into it."
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Health Rewind: How Black Churches Are Spreading Word About Obamacare
How Watching TV Disrupts Kids' Sleep
A study from Spain suggests that kids who watch as little as an hour and a half of television each day can lose sleep. The report also found that the more television a child watches the less ZZZs they get. It's believed the colors from the television, overexciting children and the violence on television may be what keeps kids up.


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Negotiating devolution is complicated and has been going on since 2001. At times, it has made sense to make a record of discussions and decisions by entering into written agreements. These agreements are important steps that keep the negotiations moving forward.
Past agreements of this kind have included the 2001 Memorandum of Intent and the 2004 Devolution Framework Agreement. These agreements were endorsed by Aboriginal governments, the Government of Canada and the GNWT. In 2007, the GNWT and four regional Aboriginal governments - the Inuvialuit Regional Corporation, the Gwich'in Tribal Council, the Sahtu Secretariat Incorporated and the Northwest Territory Métis Nation - also signed an Agreement-in-Principle on Resource Revenue Sharing, making provisions for the remaining Aboriginal governments to sign on when they were ready.
Like these earlier agreements, the devolution Agreement-in-Principle (AiP) is another important step in the process. The AiP sets out the subjects that should be included in a final devolution agreement, stating the principles and financial parameters that will guide the negotiation of a final agreement.
The AiP won't be legally binding and will not jeopardize existing or future rights. The AiP is simply an agreement to move to the next stage of negotiations. Approval of the AiP marks the beginning of negotiations leading up to a final devolution agreement. Many of the outstanding issues will be addressed as part of final negotiations.Signing the devolution AiP is a signal to the Government of Canada that we are ready to invest in advancing towards a final agreement.


Thursday, August 5 2021
Today, that journey is November 12
Today, that journey is November 12. The biggest day of disease for coastal people. On this day of 1970, the Great Depression made extensive destruction in the coastal region due to the cycling and storm surge.
Thousands of people died in the terrifying cyclonic storm and tide terrorism over the extensive coastal areas including Noakhali, Hatiya, Nijhuddip, Subarnachar, Barisal, Patuakhali, Laxmipur, Sandwip, Chittagong, Bhola, Barguna and Maheshkhali in the southern part of the country. Thousands of houses and houses are flooded by storms and floods in the water.
It is estimated that around a million people have died in the devastating disaster. Lakhs died only in people in the area of Bhola. The Meghna got up and branches and rivers were transformed into the river body.
On November 11, 1970, Guwahati began rain since Wednesday morning. The next day on Thursday, November 12, the weather gets worse and the middle night winds. The Meteorological Department was asked to show the biggest risk signal number 10.
On the night of November 12, at a speed of 250 km in 10 regions of the Greater Barisal coastline, Noakhali and Chittagong the coast of the aircycle cycle. At the speed of the hill, the speed of the hills is as high as the hill. The waves reach 30/40ft high on the local people. People, cattle, homes and fields of gold crops are currently floating. The horrors continue to pursue the people of the southern town.
On the way, outdoors, only bodies and bodies buried below. Then the situation was so that most of the bodies must be buried without kaphan, Many of the bodies float in the tide far and wide. It is said to be the biggest disastrous cyclone and tidal surge in the history of the country.
Senior presiding director and president of the Polish press M Habibur Rahman said, after the flood saw the snake and the people caught in Choukighat Daulatkhana. The loving mother lies in the lane of her child, in the Meghna river. Woman's body hanging on a tree in the Sonapur garden. Similarly, people and livestock in Charbhaishan, Manpura, Lalmohan, Tajumuddin and Daulatkhan including the whole area floated on that day. Almost half of the people were vacant in the islands of Bola.
A report of the newspaper of Poola's correspondent from Purandesh and the current daily bengali editor of the M Habibur Rahman newspaper was a pictorial report. The body of people hanging on the Tree Tree Tree & # 39; The news came to the world four days later. The painting is still paved as a witness at the Dhaka Press Organization.
After Satara's horrible tide, Maulana Bhashani and Bangabandhu Sheikh Mujibur Rahman went to see the destruction and wear of the oppressive politician, it was surprised to see these views.
Minister of Current Trading, Tofail Ahmed Vahal, mentioned his memorial on the day after November 12, saying, "I was surprised and surprised by the river by the morning. Qatar's Qatar man is only Organizations from Awesome people made us panic.We were amazed, even the memories of the memories of the Shibpur Union replaced Ratan Bazar's pit to bury hundreds of people in the scene! There is so much dead body that I can not afford to bury As long as the people cry and complain, this is a house in the Shibpur union where there were 90 people there, but only three were alive. Everyone has died. Then we'll get Tazmuddin news that 40% of & The people have died there. & # 39;
Those people who survive or lose their loved ones today, only those people who are horrible that day. Some people are scared to think of the horrible days of losing one love. In the daytime, the meetings, seminars, Qur & anakhani, Milad Mahfil have arranged prayers and prayers together with a number of social and cultural organizations in the South.
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Time for another Sticky Thread about battery charging to discuss what Bulk, Absorb. Float, and Equalize mean and how It works. There will be a test at the end so pay attention. First we need to get some math out of the way. Don't worry, it is 5[SUP]th[/SUP] grade math, and I wil be doing the math for you, but you need to understand the mechanics of it. Just a few simple formulas.
[B]Power (watts) = Voltage x Current[/B]. Example 10 volts x 10 amps = 100 watts. Your take away here is if either voltage, current, or both go up, Power has to go up. Vice Versa if either voltage or current go down, Power must go down. See simple.
[B]Voltage = Current x Resistance[/B]. Just like Power above if the variables of current or resistance go up or down, so does voltage. In this discussion Resistance will be a fixed value of.010 Ohm's. That makes it real easy to understand because Voltage will follow whatever the Current does as as it varies. Simple again huh?
[B]Amp Hours[/B]. Takes 16 years of higher education to learn and figure out and is an extremely complicated formula that will make your head spin [B]Amp Hours = Amps x Hours[/B]. Example if you draw 10 amps from a battery for 10 hours, you used 10 Amps x 10 Hours = 100 Amp Hours. Told you it was hard.
Test Question. What is Watt Hours.
C-Rate is also really simple and is Expressed as C/x. Where C is the value of the battery in AMP Hour Capacity, and x is a number specified in hours. Anytime you see a battery capacity it has to be qualified at some Hour charge/discharge rate called C-Rate. Most consumer batteries are rated at the 20 hour C-Rate. So for example if you have a 100 AH battery means if you either charged or discharged the battery at 20 hours is 5 amps, or C/20. Use the 100 AH example. 100 AH / 20 H = 5 Amps. So if I tell you to charge a 100 AH battery at the C/10 rate all I am telling you is to charge it at 100 AH / 10 Hours = 10 Amps. Ok that was the hard one but is 5[SUP]th[/SUP] grade Algebra and just an extraction of the Amp Hour formula. All I am doing is factoring out either Amps or Hours from Amp Hours. I can say Amps = AH/H is the same thing as C-Rate. I can also say Hours = Amp Hours / Amps.
OK enough math. If you understand that then you can understand the rest. I am going to discuss how a AC powered battery charger works first. Modern Smart Charges use a 3 or 4-stage charging algorithm called Bulk, Absorb, Float, and the 4[SUP]th[/SUP] is Equalize. It boils down to just two algorithms. 1 is Constant Current (CC), and 2 is Constant Voltage (CV) Bulk is CC, and Absorb, Float, and EQ is CV. Nothing more, nothing less, it is that simple. Just fancy names to confuse Americans. Russians and Chi-Coms already know this stuff and learned it in grade school. In the USA it takes 16 years of school.
So we go to CHARGERS/BATTERIES-R-US store and we buy a 10 amp charger to charge our 12 volt 100 AH battery. The perfect C-Rate to charge a battery is C/10, and we have a 10 amp charger and 100 amp hour battery. Perfect match. Our charger is a Fancy 3+1 Stage Charger which means it has Bulk, Absorb, Float, and EQ we get to play with. Our new shiny battery has an Internal Resistance (Ri) of.01 Ohm's we will call Ri. Our new battery has sat on he shelf for a year and has discharged to 12 volts Open Circuit Voltage (OCV) All OCV means is the battery is disconnected and is Open Circuit and the resting voltage is some value. Ours right now before we charge it is 12 volts. We want 12.6 volts on a rested battery with a OCV of 12.6 volts.
OK our charger can only charge at a maximum rate of 10 amps. It cannot supply any more than 10 amps. We look in our battery manual at it says to set Bulk/Absorb to 14.4 volts. We connect our 10 amp charge and see it is taking 10 amps of charge current which means we are in Bulk charge mode of 10 amps Constant Current. But we look at the battery voltage and it [U]only reads 12.1 volts[/U], but we have the voltage set to 14.4 volts. WTF is going on? Answer is simple we only have a maximum of 10 amps of charge current going into a battery with an OCV of 12 volts and.01 Ohms of resistance. Have you figured it out yet? I will give you a minute.Stop and think, and then see if you got it right.
Wait for it. Figure it out yet?
Go back to the math of Voltage = Current x Resistance. We have 10 amps charging into.01 Ohms. What is the voltage? 10 amps x.01 Ohms = [U][B].1 volts.[/B][/U] Our battery OCV is [U][B]12 volts.[/B][/U] Is the light turning on yet?
Wait for it.
12 + 0.1 = what?
More math using what you already know. A charging [U][B]Battery Voltage = Battery OCV + (Charge Current x Ri).[/B][/U]
Put it all together and we have [I][B]12 volts + (10 Amps x.010 Ohms) = 12.1 volts[/B][/I] you see on the battery terminal. The output voltage of the charger has rolled back to 12.1 volts because it is current limited to 10 amps. It cannot do any more than 10 amps. To take the battery from 12 to the 14.4 volts instantly would require the charge current to be [U]240 amps.[/U] If you hit a 100 AH battery with 240 amps it goes BOOM and you have a really bad hair day full of battery acid and fire.
So we go happily along at 10 amps CC. As the battery charges the OCV begins to rise to equal the charger voltage of the 14.4 volt set point we set the charger too. Once the battery OCV reaches 14.3 volt magic happens. We automatically go into Absorb mode. Nothing really happens, nothing switches or does anything. Simple Ohms Law is still at play. As soon as the battery OCV reaches 14.31 volts charge current starts to taper off. At 14.31 volts [U][B]Charge Current = Charger Voltage – Battery OCV) / Ri. So 14.4 – 14.31).01 Ohms = 9 amps[/B][/U]. As the battery saturates and reaches 14.4 volts all current stops because the Charge Voltage and Battery OCV are EQUAL.
Remember Absorb is a CV mode of a fixed voltage, not a current. Contrary to what your solar charge controller says Absorb is not a Timed Event. It is a C-Rate Event. When Charge Current tapers to C/33 ends the Absorb phase or in our example 3 amps, the battery is fully charged, and now the charger actually does something. It switches to Float Mode and we sat that voltage to 13.6 volts. The charger lowers the voltage to 13.6 volts and no current flows. After an hour or two, the surface charge on the plates self-discharge, and then the Charger will have a little current flowing to overcome the battery Self Discharge rate. It will be very small current. Float is to keep the battery 100% charged and can be left on for eternity. Now if you turn something on of 10 amps or less, the charge will supply the power, not the battery. If you turn the charger off, turn on a load, then the battery supplies the current and you are discharging.
OK EQ or equalize. Is nothing more than a CV mode. Its voltage is just higher than all the other three modes. Say 16 volts. Take the same battery at 12 volts on the same charger, and it will charge CC at 10 amp limit of the charger until the battery voltage reaches 16 volts. But do you let it do that? NO. You will cook your battery. You manually stop it when your Hydrometer says to stop it when all the cells are equal Specific Gravity. It is not a TIMED EVENT although all chargers have a time limit in case you fall asleep with your hydrometer. It can take up to 24 hours.
OK now you know how chargers work. Let's talk about Solar a minute. A commercial AC charger is a stiff source with unlimited energy and time. Your solar is a very soft source of unknown power and only a few hours to get the job done. It does not have time to go through all stages properly in most case. This is especially true in Winter months during short days. Bulk mode in a solar charge [B][U]is not CC[/U][/


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Tignon Laws Forced Black Women To Cover Their Hair
historical landmarks | July 25, 2020
A Caribbean woman wearing a tignon. (Getty Images)
Black women often face discrimination and hardship on account of their "distracting" hair, and it turns out it's been happening since their earliest days in the U.S. While today, black hair is considered as fashionable as it is "unprofessional," there was a time when lawmakers forced black women to literally keep their hair under wraps.
Free Women of Color with their Children and Servants, oil painting by Agostino Brunias, Dominica, c. 1764–1796. (Agostino Brunias/Wikimedia Commons)
Down In New Orleans
New Orleans in the 1700s was a wildly diverse place, with settlers from France and Spain mingling with the Creole population as well as people of African and Caribbean descent. Every group brought the fashion of their culture with them, from the elaborate baroque dresses of France to the intricate braids, beads, and gems with which black women from all regions adorned their hair. This diversity didn't necessarily lead to equality, however. Just because many black Louisianans had earned enough money to buy their freedom didn't mean the balance of power didn't shift disproportionately toward white settlers, and white women—whose hair was usually ill-suited to such fanciful displays—weren't happy about being outshined by their black neighbors in that department.
Governor Esteban Rodriguez Miro. (Unknown artist/Wikimedia Commons)
An Appeal To The Governor
Eventually, the white women of Louisiana were so fed up with their beautiful black neighbors that they petitioned the governor to legally enforce their plainness, insisting that these evil "exotic" women were intentionally scheming to tempt white women's husbands away from them with their advanced cosmetology skills. That may not seem like a legal problem, but Governor Esteban Rodriguez Miro, committed to taking (some of) his people's demands seriously, agreed to take action. The resulting legislature became known as the Tignon Laws.
A tignon was meant to hide the wearer's hair. (The Louisiana Library Network/Wikimedia Commons)
The Tignon Laws
In 1786, Governor Esteban Rodriguez Miro enacted a law requiring black women in New Orleans to wear a tignon, a type of headdress or scarf, that completely concealed their hair. The law's purpose was twofold: It supposedly prevented black women from enticing white men with their hair, but it also served as a social indicator. Light-skinned black women who dressed extravagantly were often mistaken for white European women, and they couldn't have that.
Tignon Laws lasted until the early 1800s. (Yale Center for British Art/Wikimedia Commons)
A Tignon Fashion Statement
Long accustomed to making the best of a bad situation, the African, Caribbean, and Creole women of Louisiana turned the oppressive Tignon Laws into an opportunity to further display their cultural pride. They crafted their tignons out of colorful, luxurious fabrics and added jewels, ribbons, and flowers to turn the headdresses into bold statement pieces.
Some women still wear tignons today. (Tosha Noakes/Pexels)
The Decline And Rebirth Of Tignons
By the early 1800s, the Louisiana Tignon Laws were no longer enforced, and black women were more than ready to cast off their oppressive accessories. A century and a half later, however, tignons have experienced a rebirth. The tignons of today—available in a variety of styles, fabrics, and patterns—can be the crowning jewel of an elegant outfit.
Tags: 1700s | fashion | New Orleans | racism
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zodiac will be in the same position as existed at Creation.)
The so-called First Point of Aries was established around 600 BC, but that is not where Sun was at Creation in 3760 BC (no year zero). At the the northward equinox in 3760 BC, Sun was actually about 10+1/2° west of the eastern border of the astronomical constellation Taurus, or about 44° east of the "true" First Point of Aries.
Relative to the mean sidereal solar year the mean year of Tekufat Shmuel = 365+1/4 days = 365 days 6 hours has a deficiency of more than 9 minutes. When averaged over the past 6 millennia using astronomical algorithms the mean sidereal year was about 365 days 6 hours 9 minutes 17 seconds, which would have accumulated a sidereal solar longitude deficiency of about 6 degrees 15+1/2 arcminutes per millennium and in the present era when we say Birchat haChamah Sun would be more than 35+3/4 degrees west of its original position at Creation (Sun moves slightly less than one degree per 24 hours eastward along its path through the middle of the zodiac constellations). This error is almost as inaccurate as the 11 minute excess that 365 days 6 hours has with respect to the present era mean northward equinoctial year of 365 days 5 hours 49 minutes and 0 seconds.
Today the mean sidereal year is usually quoted as about 365 days 6 hours 9 minutes 9+1/2 seconds. It is worth noting, however, that a mean year of 365+10/39 days = 365 days 6 hours 9 minutes 13+11/13 seconds would have accumulated until today a deficiency of less than 12 arcminutes of sidereal solar longitude error since Creation, and is an attractively short cycle.
The Birchat haChamah blessing itself is very short: Baruch attah hashem, elokeinu melech ha-olam, o'seh ma'aseh b'reishit. Blessed are you, hashem our God, King of the Universe, who makes the work of creation.
Although this blessing is known as Birchat haChamah, blessing the Sun, it doesn't actually mention the Sun.
However, there are a variety of traditions that embellish this with various psalms before and after the blessing, making quite a ceremony out of the occasion. Although one might expect that the evening service would be the appropriate time to recite the blessing, because the calculated moment of the tekufah (ignoring any time zone differences) corresponds to sunset at the start of a Yom Rivii, nevertheless the practise is to carry out the ceremony in the morning, preferably when Sun is visible, with the earliest time being the moment when the entire solar disk is above the horizon after sunrise and the latest time being the solar culmination at mid-day. Even though it might be recited only 2 or 3 times in a human lifetime, the Birchat haChamah blessing is not followed by the she'hechiyanu blessing.
The reader may wonder why Tekufat Adda, long known to be more accurate that Tekufat Shmuel, and having a mean year that is exactly equal to that of the traditional Hebrew calendar, was never used for the ritual purpose of Birchat haChamah. The usual reason given is that the Rav Adda's arithmetic is "more complicated" than Shmuel, but that can't be the real reason, because they employ identical calculations, only differing in the assumed length of the mean year and the starting epoch (Tekufat Adda started 7 days later than Tekufat Shmuel). The real reason is that the repeat interval of Tekufat Adda, or the number of years that it will take for Tekufat Nisan of Rav Adda to again land exactly at mean sunset at the beginning of Yom Rivii, as it did in the traditional year of Creation, is "inconveniently" long, being equal to the full repeat cycle length of the traditional Hebrew calendar = 689472 years! It takes "only" 1/7 of that, or 98496 years, for Tekufat Adda to arrive again exactly at mean sunset but one weekday earlier!
On the other hand, relative to the molad, Tekufat Adda has a permanently fixed relationship which repeats exactly in every 19-year leap cycle. For example, at Nisan of year 1 the tradition is that Tekufat Nisan of Adda was exactly 9 hours 35 minutes and 40 seconds before the molad moment (equal to 9 hours and 642 parts), and that relationship recurs in the first year of every 19-year cycle, as shown below (click here or on the image to open a higher resolution PDF version, 19 KB):
To have the original Tekufat Adda minus molad of Nisan difference recur on the original weekday one "only" needs to wait 7 × 19 = 133 years, but even this would be an inconveniently long interval for the purposes of reciting the Birchat haChamah blessing.
Astronomically there does exist a solar activity / sunspot cycle that lasts approximately 22 years, having two alternating solar magnetic half-cycles of approximately 11 years duration. The length of each cycle is currently unpredictable, in fact each half-cycle is only recognized retrospectively upon review of records of sunspot counts and radiation flux measurements, because as each cycle declines there are frequent resurgences of solar activity, see . As of February 2008, it was thought that Sun had just passed the cycle minimum and had begun a new cycle, and the web page at shows one of the last sunspots of the old solar cycle. Compared to other stars we see in the heavens, however, Sun is exceptionally stable, an attribute that is of critical importance to life on Earth.
In conclusion, although we have plenty of reasons to be infinitely grateful to HaShem for creating a wonderful and stable Sun to keep our home planet bright, warm. and cozy, the traditional celebration of a 28-year solar anniversary has nothing to do with any physical solar cycle, nor any other astronomical cycle, nor any events purported to have occurred at the time of Creation. It's just arithmetic.
Because of doubt, therefore, it might be appropriate for those who insist on saying the Birchat haChamah blessing to immediately also say Baruch shem kvod malchuto l'olam va'ed, "Blessed be the Name of His glorious kingdom for all eternity".
Many authorities have offered opinions as to when the optimal, earliest and latest time to recite the blessing, ranging from sunset at the beginning of yom rivii all the way to any time of day on yom rivii. A commonly held and usually unexplained opinion is that the optimal time is during the third hour of the morning. According to the traditional reckoning of Tekufat Nisan, when it falls at the beginning of yom rivii that first hour starting at sunset was in ancient times known as the hour of Shabbtai (Saturn). This is just the ancient Hebrew name for that hour, it has nothing to do with the astronomical planet that we call Saturn. The hour of Shabbtai recurs every 7 hours throughout each week. Those who hold that Sun must be fully visible when the blessing is recited often also hold that the blessing should be recited during the first hour of the daytime that is an hour of Shabbtai, which is the third hour of the morning, where each hour is 1/12th of the inteval from sunrise to sunset on that day. Click here to learn about the ancient Hebrew hourly mazalot and weekday names 14KB.
Should Jews employ a more accurate method for reckoning the seasons? For the purposes of the Birchat haChamah blessing, this is not a calendrical question, it is a ritual matter. The more pressing needs are the reform of the traditional fixed arithmetic Hebrew calendar and molad. Please see "The Seasonal Drift of the Traditional (Fixed Arithmetic) Hebrew Calendar" at and "Moon and the Molad of the Hebrew Calendar" at .
This page updated 14 Tevet 5772 (Traditional) = 14 Tevet 5772 (Rectified) = Jan 7, 2012 (Symmetry454) = Jan 7, 2012 (Symmetry010) = Jan 8, 2012 (Gregorian)


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by a well-qualified pathologist.
Most of the external sources for anatomic/histologic information consist of videos streamed online and vodcasts. Vodcasts have been shown to be a preferred method by medical students for accessing this kind of information for students.
A quick search on the apple app store reveals an abundance of apps for pathology/histopathology information, including color-photos of gross and microscopic features of a variety of tissue specimens.
It seems logical that the combination of streamed videos and vodcasts in a single app would provide medical students with a valuable resource to supplement classroom learning. This idea has been described in the literature as self-directed online tutorials. Moreover, there is evidence that self-directed learning can outperform traditional classroom learning with regard to test scores and student satisfaction.
We propose a change in the delivery of anatomic pathology information in U.S. medical schools that replaces the traditional classroom lecture format with the use of customizable, interactive, self-directed online modules. Q&A games can be used as a complementary tool in pathology education by integrating common features of currently available game applications such as the ability to accumulate points for achievement awards and to compete with other players. It has been suggested that the use of such modules might increase their use by medical students and increase their retention of the material presented.
Characteristics of a self-directed online tutorial module with expanded features compared to currently available modules:
- Each page of a module could contain an interactive pathology slide with clickable labeled structures, and voice over by a professor of pathology explaining the important anatomical and histopathologic features of these structures.
- Midway through a module, a short quiz could be given about previous content with points accumulated for correct answers.
- The end-of-module quiz could contain unlabeled pathology slides with fill in the blanks for identifying important structures.
‹ Achievements could be unlocked for different tasks such as completing the module with a perfect score.
One learning app that combines new and effective modalities for teaching and learning, including gaming incentives, could provide a one-stop learning experience for medical students without the additional cost of commercially available applications and obviate the need for over-reliance on USMLE Step 1 preparatory resources early in their medical education.


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Unfiltered Talk Notes: Junior High Camp Talks (2 of 5)
I'm posting a series of Wyldlife talks. See this post for the full explanation.
As I said earlier… My theme for all of the talks was to "Live Worthy – By Following Jesus – Through the Power of Jesus". In each talk I used an analogy of "superheros" to add continuity and curiosity. I will post my unfiltered talk notes, so they may be a bit cryptic. They are literally typed into a "text box" the same size as my Bible so I can cut them out and clip them on the front of my Bible when I speak. So I have to keep them brief and a bit cryptic at times. You will typically see an intro story, a scripture story, and a key phrase I say verbatim at the end of the talk right before I pray. I also will include the cabin time questions. These could turn into campaigner questions if you wanted to use them that way.
Talk 2: Follow Jesus, He is Powerful… To Overcome Any Other Power (Mk. 5:1-20)
1. Describe the man that met Jesus
2. Do you think this man scared people? Why?
3. Do you think this man scared Jesus? Why?
4. Why do you think this man was alone in a graveyard?
5. Why did Jesus go to him?
6. Why did the man bow at Jesus' feet?
7. How would you answer the man's question, "What does Jesus have to do with me?"
8. Whose power is greater, Jesus or the man? Why?
9. How do you think his family responded when he came home different?
10. What does this story tell you about Jesus?


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The following is the text transcription for the presentation Part 1: Resilience, School Connectedness and Academic Achievement (WMV; 01:10).
Resilience, School Connectedness and Academic Achievement Video Presentation
Table of Contents
- Resilience Research
- Resilience in Action
- Developmental Supports and Opportunities
- Developmental Needs
- Developmental Outcomes
- Implications for Policy and Practice
- Hello. I'm Jack O'Connell, State Superintendent of Public Instruction. Welcome to this presentation about resilience, school connectedness and academic achievement.
- It is my pleasure to greet you today on behalf of the Learning Support and Partnerships Division staff that helped plan this outstanding opportunity for professional development.
- Your participation today demonstrates that you care about young people and helping schools provide the developmental support all youth need to thrive academically and in life.
- I believe that schools must understand the developmental needs of youth in order to continue improving academic achievement..
- The roadmap for continued success can be found in a growing body of research from the field of youth development.
- Today you'll hear about research showing the importance of fostering resilient youth and ensuring that students have a strong sense of connection to school. These protective factors are critical to helping young people to succeed academically and live healthy lives.
- Youth are more successful when they feel valued, supported, and cared about by the adults in their school.
- We need to offer young people meaningful opportunities to participate in the classroom, school and community.
- And it's important that that as educators we have high expectations that all youth can succeed and contribute. All students will work to reach the highest academic levels when they know that adults listen to them, believe in them, and expect their best.
- We're fortunate to have with us today to discuss important research in youth development Bonnie Benard and Greg Austin. As Program Director of WestEd's Health and Human Development Program, Dr. Gregory Austin has responsibility over health-related and youth development projects. He has more than 20 years of experience as an epidemiologist and prevention specialist.
- He has authored and edited numerous research articles, resource tools, and prevention guides. Currently, he directs the California Healthy Kids Survey project in the Safe and Healthy Kids Program Office. This project is designed to provide every school district with local data on risk behavior and resilience. Dr. Austin has been the recipient of numerous federal research grants.
- As a Senior Program Associate at WestEd, Bonnie Benard is responsible for developing applications of resilience and youth development research. She has primary responsibility for the development of the Healthy Kids Survey's Resilience and Youth Development Module, which surveys students on their perceptions of supports and opportunities in their schools.
- Ms. Benard has written widely, provided training, and made presentations for national and international audiences in the field of resilience and youth development. She is the author of Resilience: What We Have Learned, 2004 and has been a recognized leader and expert on resilience and youth development for over 20 years.
- Please join me in welcoming Bonnie Benard and Greg Austin.
Anyway, it's a real pleasure to be here and I thank you so much for showing up on a Friday morning, on a hundred and some plus degree day. It's always a joy for me to be able to share what I guess has not only been my interest but my work and passion for I realize now it's 20 years since I started getting involved in resilience research. That's maybe why I have so many gray hairs. It's really been my work to try and help people understand the findings from this research and how it can inform all of us who work with children, youth or their families, in helping to improve their lives. If we can take some of the lessons from this research and incorporate it into the work we are doing but especially in our schools. I think it's the school environment that has really been a critical focus and interest of mine. I hope everybody got a packet. There is a packet of materials that has my slides. I'm going to do the first half of the presentation then we're taking a break. Greg Austin is then going to share just what we're doing with all this information from the California Healthy Kids Survey.
Everyone has probably seen the outline which is pretty much what we're going to be following. When I talk about resilience research I am really talking about long term developmental studies of how young people and as they follow people throughout the course of their life, young becomes middle aged, becomes older, but of how for our focus, especially on how young people have transformed risk and adversity in their lives into healthy development and school and life success. What we'll see is those are so intertwined, the healthy development and the school and life success. These are studies that have really followed our student population, children that: are born into poverty, have grown up in communities with a lot of violence, living with families where there is substance abuse, a parent in prison, physical abuse, even sexual abuse, parents who have mental illness, also children in foster care, young people who have been in gangs, those who are cocaine exposed. I think when we look at how we're going to close the achievement gap, we're going to have to look at what we've learned from this research on how we can support their healthy development. The good news is in supporting the healthy development. The good news is that in supporting the healthy development and life success of challenged young people we are really helping all kids.
There are several international studies over the last 40 years. I think probably now I could change that slide to say 50 years. What we've learned is that when we focus on providing young people with the supports they need for healthy development that at least 70 percent, and that's kind of the average figure, a little less in some studies, a little more in others, no study of any at risk population, even multiple risk factors, has really ever found that less than 50 percent of the young people don't grow up and be successful in their lives. It doesn't mean they don't have challenges. There's probably nobody here that doesn't experience challenges. The figure has never really been less than 50 percent. When I came across these studies in 1986, they focused on what are we finding in the research that can support practitioners that answers the eternal question we're always asking, "What works?" To me these studies really answered the question of what really happens. It's not what happens six months after our program ends or maybe two weeks after our program ends or even five years, but what really happens in that course of a life? It still remains the gold standard of research. I'm going to show you one study; some of you may know it. How many are pretty familiar with resiliency? I mean we live down the road from Emmie Werner. Emmie is a professor of meritus and maybe has fully retired by now. When she did the study she was a professor at UC Davis. This study called the Kauai Study still remains like the gold standard. I always show this to people because there's so much that you learn when you look at this research. We talk about caring adults or things that sound very fluffy. I always find it's very helpful for those who like numbers or prefer to see things laid out to show, graphically some of the numbers and statistics.
This study, which was a public health study, began in 1955 and ended in I believe 2000. As far as I know it's over now. Werner started looking at the question in a whole population, how many children are at risk? Believe it or not, in the 50's they were using that concept. She decided to go to a place where she could follow a whole community and that was the island of Kawaii. She started with 700 babies born in the year 1955. It was all the children on the island. What she found was that a third of them were born with one to four risk factors that included poverty, and this is her language, parental discord which included domestic violence, abuse, parental psychopathology, that included parental mental illness, as well as alcohol abuse and peri-natal stress. Children born prematurely, born low birth weight; one of those alone is a very powerful risk factor. She also did like a little sub-study of children that had all four of these. She found about a tenth of her population had all four. It was a very multi-cultural population. It wasn't why she went to the islands. In those days Kawaii was not a state. It was easier to get court records, police records, so it's a very scientifically well done study with lots of measurements.
For all of us that work in schools probably the most important follow-up book published in 1992 is called "Overcoming the Odds: I think the sub-title is High-Risk Children Grow Up." What she found, if you can see those little pieces of pie there, is that its to be expected from what we know from risk research, is that with those children born high risk as babies with multiple risk factors, she found that about two-thirds of them as adolescents were in trouble. They were delinquent, had mental health problems, or were pregnant as teenagers. One of the side effects was dropping out of school. Werner really had the eyes to see that there were a third of those children at adolescence that should have been in trouble, actually not only didn't have any of these problems, but in her words had become competent, confident and caring teenagers. By knowing what had gone on in their lives, this is a study that wasn't only quantitative but also interviewed people, got case studies, that qualitative piece that really could inform what was going on in


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- slide 1 of 5
Preschool Theme: Water Fun
A preschool water theme is fun and educational. There are many ways to teach children about water and its importance. The aim of this theme is to show preschoolers how many ways they need and use water in their life.
- Develop an understanding among students about the importance of water in daily life.
- Make children aware that water is a precious resource and should be used wisely.
- Learn wise water use and prevent wasting water.
- slide 2 of 5
Photos and Group Discussion
This is an excellent way to set the ball rolling. Get some photos of daily water activities such as drinking, bathing, washing, cleaning, swimming and more. Based upon these photos, start discussing the various use of water in our daily life. Let the children come with their thoughts and ideas. You need to tell children why water is important for our health and hygiene. To make the discussion more interesting, ask children questions about water use at their home.
You can talk about rains, clouds, dams, streams, rivers and more. You can tell children how water is collected at dams and transported to our homes through pipes and taps. Show pictures, computer images and diagrams to illustrate this process.
- slide 3 of 5
Read stories about Water
There are a few good books on water written for preschoolers.
- Why Should I save Water? by Jen Green and illustrated by Mike Gordon. The book is about water conservation issues.
- Bear Loves Water by Ellen Weiss. In this book a bear teaches children about water in different forms - puddles, bubbles, snowflakes and clouds.
- The Four Elements: Water by Carme Solé Vendrell and J.M. Parramón. This book explains the properties of water and its uses. Teachers can take help from this book to answers children's questions.
- I Am Water by Jean Marzollo. A preschool book about water in its different forms and uses.
- Splish, Splash, Splosh by Mick Manning and Brita Granström. This is a adventure story of a young boy and his dog. They ride the waves, float on rain-filled clouds, fast-flowing rivers, and even through sewers.
- slide 4 of 5
Singing Water Songs
Have your preschoolers sing this song with your:
Drip drop drip drop, the rain if falling down
Drip drop drip drop, splashing all around.
Let's put on our gum-boots, our raincoats and our hats
And jump in all the puddles with a splish splosh splash.
- slide 5 of 5
Preschoolers love playing with water! For some more water activites, try water play, water color paintings and coloring, bubble printing, water movement fun and more.
To demonstrate one common use of water, set up a washing station. Encourage students to wash doll clothes in a tub, rinse and hang clothes to dry on a clothesline. Let the children wash their toy cars, trucks and vans using water and sponge.
In water painting activities, encourage children to use water and different brushes to draw designs in patio or sidewalk. You can use colored water to paint on paper towels or coffee filters.
Do you have any further ideas to expand on the water theme?
- Image credit: _URL_-content/uploads/2010/03/Preschool-Science-Lesson-005-225x300.jpg


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This nativity word wall and picture memory verses printable is perfect for young children! You can use it when teaching the Christmas story, memorizing verses, and practicing reading and writing.
- For children who are learning to print, you can let them use the printed word at the top as a guide for printing the word on the lines below.
- You can use them for reading practice too. Simply cut the word and the picture apart and use them like a puzzle. Your children can read the word, choose the matching picture, and self-check by seeing if the picture matches the word.
- Or use the pictures as a way of practicing telling a story. Allow the pictures to be used as prompts while your children tell you the Christmas story. You may want to write the story as they tell it (since it's likely to be amusing–especially if you have very young children!) and save it to read in future years.
- You may also want to use the printable picture memory verse pages to hang on the wall to help your children memorize the Christmas story. This version is from Luke 2: 7-12 (since the shorter version is probably better for younger children) and is the King James version of the story.
As you can see, there are multiple ways to use these pages. Homeschooling moms and teachers are famous for taking resources and coming up with lots of interesting ways to use them!


What does the word vamp mean?
Usage examples for vamp
 1. Here was an epochmaking opportunity unexpectedly to force Lytham and the young vamp, as she called her, to ask Fallaray himself for an answer to this question, and watch the scene. – The Rustle of Silk by Cosmo Hamilton
 2. Or did Mrs. Hill vamp you and make roast meat of your heart with her eyes? – The Thing from the Lake by Eleanor M. Ingram


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- 1. Two-way H-bridge motor drive, can drive two DC motors or one 4-wire two-phase stepper motor at the same time
- 2. Module supply voltage 2V-10V
- 3. Signal input voltage is 1.8-7V
- 4. Single working current 2.5A, low standby current (less than 0.1uA)
- 5. Built-in anti-common state conduction circuit, when the input terminal is suspended, the motor will not malfunction
- 6. Built-in overheat protection circuit (TSD) with hysteresis effect, no need to worry about motor stall
- 7. Product size: 31 x 32 x 5mm (length, width and height), small size, suitable for assembly and vehicle
- 8. Mounting hole diameter: 2 mm.
- 9. Weight: 11g
- 1. The inverted positive and negative power will cause damage to the circuit.
- 2 The output is cut to ground or short-circuit output, and the motor position, the chip protects the heat, but at the voltage close to or greater than 10 V and the maximum current is greater than 2.5A the situation can also cause burned chip
- T here may be 0- 2 Cm error due to M Annual measurement Thank you for your understanding!
- 1 x Stepper Motor Driver MX1919 2.5A Controller Board Dual Channel H-Bridge


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FlowersAmong the many and more beautiful of our common wild flowers that grow beside the Tweed are the marsh marigold, or kingcup, loosestrife, purple and yellow, ragged robin and devil's-bit scabious.
The beautiful and rare include seven orchids: the purple dactylorrhiza - illutrated here, northern marsh and twayblade (in damp meadows and woods}; lesser twayblade (on heather moors); heath spotted (on acid soil); bird's nest (in beechwoods).
From June to August one might, with less than amazing luck, see the duck (but not the drake - the drake has absconded) leading a flotilla of up to twelve ducklings buffeting themselves like mad against the current; a memorablesight. Buzzards can be relied on to appear, usually at a great height, mewing.
Short-eared owl, peregrine falcon, sparrow-hawk and kestrel are also often seen. And from autumn to spring great flocks of geese, pink-footed and greylag, fly from and back to the frozen north, spread against the sky in arrowhead or zig-zag order and calling to each other as they go. They too are unlikely to be overlooked.


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Simple program is a swiss knife for window handling. ClickOff automatically clicks button on error messages that come up all the time, fills in text, minimizes or maximizes windows and allows for the setting of additional parameters.
- Automatically clicks button on error messages that come up all the time.
- Fills in text
- Closes browser popups
- Minimizes or maximizes windows
- Delay times can be set to allow user intervention
- Single entries can be disabled temporarily
- False clicks are avoided by taking the message text into the proccess of detecting.
- To close windows that contain certain words, wildcards can be used
- The scanning speed can be set
- Can be disabled for a short period or permanently without having to be exited.
- Has very low system resource needs, takes about 1 sec. to load and doesn't slow down the system while running.
- Simple usage through hotkey support
- Has language file support
System Requirements: Win 2000/03/08/XP/Vista/7
Operating System Support: Windows 7, Windows Vista, Windows XP, Other


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Umbrella is a tool that provides a cool environment or shades rain and snow. Because of the derivative meaning of umbrella in sociology, in ancient China, the umbrella was a symbol of the emperor's will and the human rights. Umbrella is not only an ancient daily necessities, but also an official ceremonial decoration, or a prop used in opera, song and dance, and acrobatics. Nowadays, umbrellas are no longer traditionally used only for sheltering the wind and rain. Its family can be described as descendants and children. With the development of science and technology and the improvement of people's living standards, people's pursuit of the style and function of umbrellas is constantly seeking new ones. Therefore, some multifunctional and new style umbrellas have been invented.
China was the first country in the world to invent umbrellas. It has a history of at least 3,500 years from the date of invention to the present. In the post-Wei period, umbrellas were used for official ceremonies, and the people called them "roof umbrellas." The size of the official rank is different, and the size and color of the umbrella are also different. Emperor travels with a yellow umbrella to indicate "protecting the people". In fact, the main purpose is to shelter the sun, protect the wind, and shelter from the rain.
After the birth of the umbrella in China, with the expansion of opening up and exchanges, it gradually spread to foreign countries. During the Tang dynasty, Japan sent 19 batches of "Deng Tang" to China, including more than 500 people, including doctors, painters, musicians and scholars from all walks of life. They went to China to observe and learn Chinese culture, not only the Chinese calendar, astronomy, Music, art and other cultures have been brought to Japan, and various production techniques and manufacturing processes, including the umbrella manufacturing process, have been brought to Japan.


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Scientists studied fire fountains from the phase-34 eruption (August 1984) of Pu'u O'o in Hawaii to investigate the dispersal and cooling of ejected materials. In this view, the incandescent part of the plume is approximately 200 meters high. Large clasts from this fire fountain retained their heat to such an extent that they coalesced on the ground to form a lava flow that moved away from the vent (at right in this view). Pu'u O'o is located about 15 kilometers downrift from the summit of Kilauea Caldera, on the East Rift Zone.
Photograph courtesy of P. Mouginis-Mark.