Can Horses Swim? Are They Good Swimmers?
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It depends. Like humans, horses can sink if they don't know how to swim. While most horses can stay afloat pretty well, this shouldn't be mistaken to mean that horses naturally are great swimmers even without prior training.
If you love horses and swimming, you may have thought of taking your horse for a swim or even for the sole purpose of fitness and rehabilitation. But this is never a good idea unless you have an experienced horse that knows how to swim.
You need to consider the fact that horses can sink. Horses also have a hard time turning in water. In fact, your horse can keep moving forward despite your best efforts to try to get your horse to move and make a turn.
This can also increase drowning risks, which will ultimately scare your horse from wanting to learn how to swim. If your horse hasn't been through a swimming or floating lesson or they are too nervous about getting inside water, it's not advisable to make them swim.
Wild horses couldn't live their entire lives in the wild without getting into the water. These types of horses naturally engage with water regularly. However, horses that aren't from the wild don't have the same instincts or capabilities when it comes to swimming.
Horses may, therefore, be among those animals that are genetically predisposed to swim. But it's not advisable to introduce swimming suddenly without unlocking your horse's genetic potential.
Your horse's first experience with water is critical, and you need to slowly introduce them to the idea of being in the water. Allow them to stand and walk around at their own pace and never ride them into deep water until your horse is fully trained and comfortable with that concept.
Do Horses Like To Swim? Are Horses Good Swimmers?
Like people, some horses seem to love swimming while others don't. Many different types of horses can become good swimmers once they become accustomed to the water.
But keep in mind, horses cannot hold their breath underwater, and you should never take your horse where there are big waves. This can be very dangerous and cause your horse a lot of unnecessary trauma.
It is also not recommended to ride your horse in the water if it is windy out. The water that gets blown in their face or causes their head to be submerged in the water can cause many issues, including water in their ears.
Horse Swimming
Teaching A Horse To Swim
If you want to get your horse into the water during the hot summer, you'll need to teach him/her how to swim better. As mentioned above, horses may be genetically predisposed to swimming; however, they need a progressive introduction.
You should start with shallow water to allow your horse to get comfortable with the idea of swimming, which can be an excellent exercise for horses.
Never guide your horse into deep water or attempt to force a swimming lesson. You can begin by visiting a shallow pond and try riding him/her in water that is at most 2 feet deep. Once he/she is used to this depth, you can venture deeper.
As you introduce your horse to deeper water, ensure there are no big stones underneath. You can do test runs on your own to make sure your horse doesn't trip on rocks.
However, before allowing your horse to venture into the deeper water, let them stand momentarily in the water until they are comfortable. You should watch out for signs of nervousness, like abrupt movements coupled with awkward stops.
When your horse is comfortable, you can venture deeper. Make sure you are in front of him/her to avoid being kicked as they may try to push forward inside the water. Also, remember to teach your horse how to turn while in water.
When your horse becomes familiar with the water around them, their natural swimming instinct will "kick in." Since they are heavy, you'll only see their head when they are swimming, similar to when larger dogs swim.
Their entire body will be submerged, and you'll only be able to see their head. If you look underneath, he/she will be busy paddling with their legs, just like how dogs swim.
In fact, horses look like they are running if you watch them swimming from underwater. But this happens over time when a horse gets comfortable in the water and learns how to swim.
Tip: It's advisable to guide your horse using a rope initially before he/she knows how to swim.
Horse Swimming Whilst Being Ridden
Is It Safe To Ride A Swimming Horse?
It can be dangerous and hard to ride a horse that is swimming. Since horses make different movements from those made when riding, your chances of slipping and falling are higher. What's more, horses tend to be more focused on swimming than the rider, which poses serious risks.
It's difficult to predict a horse's movement while they are swimming. Your horse is likely to make unexpected and/or rapid movements that pose serious risks.
There's also the risk of being kicked if you fall off your horse's back while he is swimming. While a horse kick underwater may not be as lethal as one on land, it can injure you seriously, making it impossible for you to swim.
You can also float away if you attempt to ride a swimming horse. If you don't know how to swim, don't try to ride a horse in any type of water. If your horse's head is the only part of its body above the water, your chances of drowning are higher if you don't know how to swim.
What To Do When Riding A Swimming Horse
If you must ride a swimming horse, there are some precautions you can take.
First and foremost, don't push your horse downwards into the water. Horses can't breathe underwater and will most probably get nervous making erratic movements and push you off his/her back.
Instead, you should swim as well to avoid exerting undue pressure on your horse. This is better than clamming on his/her neck and making them nervous.
You should also swim for short periods at a time. As mentioned above, horses are not meant to swim. They tend to get tired faster underwater, much more so than humans.
How Long Can Horses Swim?
To avoid tiring your horse and running the risk of allowing them to sink, don't subject your horse to swimming for more than 10 minutes at a time. It is also best to exit the water before you and your horse gets tired of swimming.
If you happen to get off your horse's back and start swimming beside them, be absolutely certain to stay away from their kicking legs. This can be extremely dangerous because a horse that kicks you underwater can be lethal.
Note: Avoid swimming around your horse because this tends to make them nervous and could cause them to make unnecessary movements that could tire them even faster.
Do Horses Enjoy Being In Water?
This is a tricky question because, just like humans, some horses might love splashing around in the water while others might be terrified of it.
You obviously can't ask your horse how they feel about being in the water, but there are sure signs that will allow you to understand how your horse is adapting to the experience.
You'll be able to see in their behavior whether they are enjoying the water or if they are hesitant to go near or in it.
When you guide your horse to water, make sure you don't immediately head for the deeper water. Your horse's head should never be submerged, and don't ever push your horse to go somewhere they don't want to go.
Give your buddy a chance to adapt by walking in shallow water and allowing them to explore the idea of being wet. This will give you a good indication as to whether or not your horse enjoys being in the water.
Unlike horses that have lived in the wild, your horse might not enjoy deep water because they are not a good swimmer.
Everybody thinks that horses can naturally swim and that you can immediately ride a horse into the ocean. However, that is just not the case, and every horse is different when it comes to whether or not they enjoy swimming.
Some horses, such as wild horses, will playfully paw at the water before rolling over in it. If your horse starts pawing at the water, you should make them stop immediately.
Riding a horse in water that begins to paw at it can be extremely dangerous for the rider. If that horse flips with you on it, you can get severely injured and even drown.
So always make sure you stop your horse from pawing at water regardless of how cute it looks!
Do Horses Need To Swim?
No. While horses need exercise, they can get all the training they need running or doing other ground exercises. However, if you want to expose your horse to various activities, swimming can be a good alternative when properly introduced.
Since horses rely heavily on their legs when swimming, this can be a great leg exercise. Swimming can also strengthen your horse's core muscles and improve his/her overall fitness.
In fact, swimming is common among horses with injuries because this type of exercise can heal serious injuries and boost muscle growth.
Like humans, horses must learn how to swim first before taking them out into deep waters for the first time. You should also ensure you know how to swim if you plan on riding him/her while they are in the water.
Keep in mind that there are many risks associated with horses and water. If your horse begins to panic, it may forget about you and head in a different direction. So always be alert!
The importance of teaching your horse how to swim can be the difference between having a happy horse who is comfortable strolling along the coast or having a companion that is terrified of water.
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The European Day of Languages - celebrating Europe's linguistic diversity for 18 years! Find out about the origins of the Day, why it has become so popular, what is happening in 2019 and how you can get involved this year on 26 September – with some suggestions on resources to use…
Why celebrate languages?
It is estimated that there are between 6.000-7.000 languages in the world today. Approximately 225 of these are indigenous to Europe. Whilst a few languages are spoken by hundreds of millions of speakers, most are spoken by only a few thousand, or just a handful of speakers. In fact, 96% of the world's languages are spoken by just 4% of the people. Although a monolingual way of life is often perceived as the norm, between a half and two-thirds of the world's population is bilingual to some degree, and a significant number are plurilingual. Plurilingualism is much more the normal human condition than monolingualism.
By the age of 21 it is estimated that we have uttered some 50 million words, although I am sure we all know some people who have managed a lot more… For these reasons alone languages would deserve special celebration but in fact there are many more!
The European Day of Languages is held each year on 26 September. It provides an opportunity to raise awareness of all the languages represented in today's Europe and highlight their similarities, their differences as well as some of their quirks. Most of all, however, it is a celebration of Europe's unique linguistic context and an impetus for people of all ages and walks of life to also learn to communicate, (and be understood!) in a language in addition to their own. Around the Day thousands of events take place, often dealing with very different topics and audiences but with the same inherent premise – to encourage language learning.
What are the origins of a Day celebrating languages?
The European Day of Languages is one of the direct outcomes of the 2001 European Year of Languages, which was coordinated jointly by the Council of Europe and the European Commission. Following on from the success of the Year of Languages, on the eve of the final event of the Year, the Committee of Ministers of the Council of Europe declared a European Day of Languages, to be celebrated each year on 26 September. The Day which is "…organised in a decentralised and flexible manner according to the wishes and resources of member states" was officially launched in 2002 with three specific objectives:
to alert the public to the importance of language learning, in order to increase plurilingualism and intercultural understanding;
to promote the rich linguistic and cultural diversity of Europe;
to encourage lifelong language learning in and out of school.The initiative is strongly supported by the Council of Europe, the European Commission and by member countries. 'National Relays'
based in 48 countries promote the European Day of Languages, liaising with event organisers and the media, as well as sending out EDL materials
Why has it become so popular?
There are probably as many reasons as events – however there are certainly a few major factors that have led to the Day's increasing popularity! First and foremost – it is fun! It might be the only day in the year when pupils see their teachers dressed up in what they consider to be the national costumes of other countries or a school assembly in Glasgow sings la Marseillaise! Of course, there is also a strong educational element to the Day. It is an opportunity to learn more about the different languages and cultures which surround us. Whether linguists or not, many people are genuinely fascinated by other languages and even learning a few words during a taster session can be the start of a lifelong passion! The Day is also about valuing all languages – not just those regarded as the dominant ones. Children coming from different language and cultural backgrounds often become stars on the Day, as they are able to teach their schoolmates about the language/s that they speak in addition to the ones they use in school. In 2018, around 1,300 events, taking place in 51 countries, were registered on the official EDL website
. The site receives millions of visits each year.
Although the majority of events are initiated by schools, a significant number are coordinated by language associations and cultural institutes. The Goethe Institut, the British Council and the Institut Français along with other cultural institutes organise EDL events around the world both independently and together under the auspices of EUNIC. The Day has been exported to every continent in the world (with the possible exception of Antarctica – yet!). In 2015 the Goethe Institut organized a literary flashmob in 13 cities in South America
on the occasion of the EDL!
What is happening in 2019?
Each year the European Centre for Modern Languages of the Council of Europe launches an EDL initiative. In 2017 the EDL established a 'world record'
for the largest number of videos (2800) submitted on the theme of languages.
The competition, inviting people to say 'Why they love a particular language', produced a wealth of creative and amusing video clips (in fact 12 hours of them!). In 2018 'How multilingual is your classroom/organisation' highlighted multilingual Europe in practice, by showcasing Europe's most language rich classrooms and workplaces.
The language challenge – what do you dare to do in a foreign language?
For September 2019 we are inviting everyone to participate in a language challenge. The 51 challenges (to be published on the EDL website in May) encourage learners to go a little outside their comfort zone and take advantage of the plentiful opportunities available to practice or learn more about a language beyond a classroom context. The final challenge encourages learners to create a short video based on 'What do you dare to do in a foreign language?' – a selection of the videos will then be published on the EDL website.
Getting involved – resources and competitions
A huge variety of events take place on and around the Day bringing people from different backgrounds and cultures together – just a few examples are:
- seminars on multilingualism,
- language days for the elderly,
- social media days for small languages,
- world record attempts,
- language taster courses,
- 'Eurovision' song contests (on a smaller scale than the one on television!),
- polyglot gatherings,
- language cafés,
- neighbouring languages' festivals,
- poetry slams,
- theatre and dance performances and increasingly
- 'speak-dating' events!
New ideas and creativity are always welcome!
The EDL website in 37 languages offers an array of features and resources to help celebrate the Day, such as:
- a calendar of events featuring activities taking place in celebration of the Day;
- facts, figures, promotional materials and lots of trivia on languages;
- online games and quizzes to test your knowledge of spoken and sign languages, such as an 'Identify the language' game, as well as idioms, palindromes, tongue-twisters and many more examples of Europe's rich linguistic landscape;
- competitions, such as the 'Design an EDL T-shirt' and the most innovative EDL event.
Whilst you may not become an instant polyglot in the space of the 18th edition of the European Day of Languages – if you do decide to get involved, it will almost certainly be an enjoyable and rewarding experience!
© Council of Europe

source: openbmb/Ultra-FineWeb


Qt Reference Documentation
QML Repeater Element
The Repeater element allows you to repeat an Item-based component using a model. More...
Inherits Item
 - List of all members, including inherited members
 - Properties
 Detailed Description
 The Repeater element is used to create a large number of similar items. Like other view elements, a Repeater has a model and a delegate: for each entry in the model, the delegate is instantiated in a context seeded with data from the model. A Repeater item is usually enclosed in a positioner element such as Row or Column to visually position the multiple delegate items created by the Repeater.
 import Qt 4.7
 Row {
 Repeater {
 model: 3
 Rectangle {
 width: 100; height: 40
 border.width: 1
 color: "yellow"
 The model of a Repeater can be any of the supported Data Models.
 Row {
 Repeater {
 model: 10
 The index and modelData properties
 The index of a delegate is exposed as an accessible index property in the delegate. Properties of the model are also available depending upon the type of Data Model.
 Here is a Repeater that uses the index property inside the instantiated items:
 Column {
 Repeater {
 model: 10
 Text { text: "I'm item " + index }
 Here is another Repeater that uses the modelData property to reference the data for a particular index:
 Column {
 Repeater {
 Text { text: "Data: " + modelData }
 Considerations when using Repeater
 The Repeater element creates all of its delegate items when the repeater is first created. This can be inefficient if there are a large number of delegate items and not all of the items are required to be visible at the same time. If this is the case, consider using other view elements like ListView (which only creates delegate items when they are scrolled into view) or use the Dynamic Object Creation methods to create items as they are required.
 Item {
 //XXX does not work! Can't repeat QtObject as it doesn't derive from Item.
 Repeater {
 model: 10
 QtObject {}
 Property Documentation
 read-onlycount : int
 This property holds the number of items in the repeater.
 defaultdelegate : Component
 The delegate provides a template defining each item instantiated by the repeater. The index is exposed as an accessible index property. Properties of the model are also available depending upon the type of Data Model.
 model : any
 The model providing data for the repeater.
 This property can be set to any of the following:
 - A number that indicates the number of delegates to be created
 - A string list
 - An object list
 In each case, the data element and the index is exposed to each instantiated component. The index is always exposed as an accessible index property. In the case of an object or string list, the data element (of type string or object) is available as the modelData property. In the case of a Qt model, all roles are available as named properties just like in the view classes.
 As a special case the model can also be merely a number. In this case it will create that many instances of the component. They will also be assigned an index based on the order they are created.
 Models can also be created directly in QML, using a ListModel or XmlListModel.
 See also Data Models.
 Thank you for giving your feedback.


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40 credits at level HE6
You will plan and implement full-scale exhibition of the findings based on your action inquiry. The purpose of your exhibition is to validate your findings and refine your conclusions based on critical feedback from an identified audience. It is important that you choose an audience which is both knowledgeable about your work context and is prepared to offer informed comment. This module will provide the opportunity to present key action inquiry findings and begin to assess the impact of this on the work context and colleagues. A synthesis based on action inquiry findings and critical feedback from the work context is created to make final conclusions and recommendations for future action. You will complete a CV which highlights your achievements.
Content will be largely determined by the student researcher when relating their focus for inquiry in the work-context to the intended learning outcomes for the module. It is expected that this content will be inter-disciplinary in nature and draw on academic and professional sources including work-colleagues and online community experience and know-how. In addition, specific topics common to the professional theme of the course and other topics relating to the knowledge about action inquiry will be identified and supported by experts participating in hot-seat discussions, where student researchers ask questions and experts respond.
All resources required for the delivery of the module will be available online. In addition, learners will identify resources in the workplace, in libraries, and online that is relevant to their own inquiry.
Topics that may be encountered include:
Presentation in exhibition
Capturing feedback and evaluation
Preparing a CV.
Learning will be supported through an online community of inquiry where student researchers, course staff and invited experts will engage in discussions, debates and group activities to explore key concepts, ideas, relevant topics and offer moral support.
Student researchers are expected to develop study habits which enable learning and contribute to assessment through:
personal reflection in a learning log;
regular participation in the online community and
creative reporting to form a 'patchwork' for assessment.
Student researchers will:
identify a focus for their inquiry around issues or opportunities to take action for improvement that they have identified in their work practice;
plan an inquiry with learning activities that address each of the intended learning outcomes of the module;
undertake their inquiry and share selected parts with student researchers for critical feedback;
for each learning activity, create a product for assessment in the student researcher' choice of genre and media;
evaluate the inquiry;
Learning facilitators will:
promote community discussion on potential focii for inquiry;
privately agree student researcher commitment to inquiry proposals;
draw out issues arising in inquiries for community discussion;
model critical feedback in the online community;
make summative assessment of student researchers' work, noting strong points and points to consider with targets for improvement.
Assessment will be through an e-portfolio of work which will address each of the learning outcomes. It will include a summative commentary identifying the individual student researchers learning in relation to the intended learning outcomes for the module in a coherent account of their learning journey.
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Plan a communication strategy for impact of your action inquiry on an identified audience in the workplace||Critically evaluate your plan and justify choice of audience in terms of validating your knowledge|
|2.||Communicate effectively through exhibition the outcomes of your action inquiry||Evaluate the effectiveness of the exhibition in the work context|
|3.||Synthesise personal findings with feedback from practitioners||Revise conclusions and recommendations for future action based on reactions to your exhibited findings|
|4.||Establish progression routes for employment and further learning||Create a CV which details and defends your achievements with evidence with reference to identified future plans and their requirements|
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||Patchwork media: an assessment e-portfolio of learning activities with a summative commentary identifying learning achieved related to intended learning outcomes.|
There are no prerequisites for this module.
No restrictions apply.
Swetnam D, (2004) Writing Your Dissertation, Oxford: How To Books Ltd
Rogers E, M, (2003) Diffusion of Innovations, Simon and Schuster
Schuller T, Hammond C, Bassett-Grundy A, Preston J, Bynner J, The Benefits of Learning: The Impact of Education on Health, Family Life and Social Capital, Routledge Falmer
Denscombe M, (1998) The Good Research Guide, Buckingham: Open University Press
Denscombe M, (2002) Ground Rules for Good Research: A 10 Point Guide for Social Researchers, Buckingham: Open University Press
|Host Subject Group:|
|User Name||Date Accessed||Action|


Noyyal River
From Wikipedia, the free encyclopedia
Jump to: navigation, search
Noyyal River
The Noyyal River at Noyyal Cross.
Origin Western Ghats in Tamil Nadu, India
Mouth Kaveri River
Location India
Length 180 km (110 mi)
Basin area 3,500 km2 (1,400 sq mi)
Aathupalam Bridge in Coimbatore over the Noyyal.
The Noyyal River rises from the Vellingiri hills in the Western Ghats in Tamil Nadu, southeastern India and drains into the Kaveri River. The river's basin is 180 km (110 mi) long and 25 km (16 mi) wide and covers a total area of 3,500 km2 (1,400 sq mi). Cultivated land in the basin amounts to 1,800 km2 (690 sq mi) while the population density is 120 people per km² (311/mi²) in the countryside, and 1000 people per km² (2590/mi²) in the cities. The area is known for its scanty rainfall and the development of the Noyyal River Tanks System to hold any overflow from the rains plus the water of the Northeast and Southwest monsoon season was ecologically important. The 173 km (107 mi) long tributary of the Kaveri River filled 32 tanks. These interconnecting tanks held the water flowing from the Noyyal.[1]
The township of Coimbatore once was surrounded by the Noyyal river and its canals, tanks, and rivulets. The Noyyal river and its interconnected tank and canal system, believed to have been originally built by the Chalukya Cholas kings, was then an efficient system that provided water transport, storage, and maintained stable groundwater levels. Surplus water from the Noyyal river spilled into the canals and were channeled to the tanks, preventing unwanted flooding. The tanks were a major factor in replenishing the ground water through percolation of the subsoil water. As urbanisation grew, the system was neglected and the number of functional tanks was drastically reduced until only eleven were left. Today the system no longer works and water is scarce. Agriculture has significantly decreased. Lacking irrigation water, lakhs of Coconut trees in the area have dried up.[2][3]
The "Noyyal" is a sacred river in Tamil history. Its original name was Kanchinadi but changed later to the name of the place where it drains into the Kaveri River in 1750 A.D.
The Noyyal village is situated at the banks of Noyyal and Kaveri (Ponni) Rivers where they both merge. An ancient temple to the goddess Sellandiyamman is also situated at Sangamam. This temple belongs to "Karadi" Kulam people of Kongunadu Vettuva Gounder community.
The Western region of Tamil Nadu was known as the Kongunadu. Though during the supremacy of the Chera kings, Kongunadu was the heartland of the Cheras with Karur as their capital. Next came the Gangas (Kongas) with their capital in Dharapuram (Tarakapuri or Vijayaskandapuram). Then it fell under the later Cholas and was under their control for a short time of five kings from Veerachozha to Rajaraja. The heirs to the Cholas settled in Coimbatore and continued to rule the country. The Kongu Cholas were soon defeated by the native Kongu vassals under the Hoysalas. Then Vijayanagara, Mysore, and Dheeran Chinnamalai ruled Kongu which in 1805 was annexed by the British East India Company.
Noyyal, Ungampalayam, Karur Dist.
Successive dynasties established trade links with the Greeks and the Romans. Many trade routes crisscrossed the basin. A number of temples and schools were established in the area. The Patteeshwarar Temple at Perur was built in line with Tamil architecture. Art flourished in the basin. Even today Natyanjali is held in Perur every year.
A part of the Roman spice route, about 80% of Roman coins excavated in Tamil Nadu were in Vellalore, says R. Jagadeesan, office representative of Kongu Kalai Kalanchiyam. It had agriculture-based settlement and was known as "Velleer Oor." Roman trade happened here even before the 1st century AD. [4]
A critical issue is the of pollution of the rivers Noyyal and Nallaru originating and flowing in the Kongu region. The river flows with natural antibiotic minerals. The entire Orathuppalayam Dam has become a tank holding effluent and releases water after every rainfall, effectively polluting the down river villages in the Tirupur and Karur district.
However from 2004 onwards, efforts by local volunteers organization Siruthuli have been trying to conserve the water resource. After several petitions from 2003 to 2011, dying and bleaching units were ordered closed on the river until zero liquid discharge status was achieved.
the Cheyyar River and the Kanchimanadhi are the tributaries to the river. They all have their origins in the Western Ghats. Periar flows out of the Siruvani hills and the Kovai Kutralam, a landmark waterfalls. Chaadiaar or Cheyyar River flows through Chaadivayal and later along with the other rivers join up at Kooduthurai to become Noyyal River.
After running through a distance of 160 km (99 mi), Noyyal joins with river Cauvery near Kodumudi in Erode District, the place is also called Noyyal, Karur District. Apart from these three rivers, there are numerous rivulets that also join Noyyal. But most of these rivulets carry water only during the rainy season and therefore are not perennial. According to the available sources, the number of rivulets are 34.
The river has a valley fill (made of alluvial kankar soil) over a stretch of 25 km (16 mi) and a depth of 198 ft (60 m). It extends from the origin of the river at Kooduthurai (in Madhvarayapuram, 30 km (19 mi) west of the city) to the Ukkadam Tank on the city border. The fill absorbs water like a sponge. Only when the absorption reaches a saturation point does excess water flow to the suburbs and the city.
Dams and reservoirs[edit]
Noyyal contains two major dam Orathuppalayam (Near Chennimalai, Tirupur District) and Aathupalayam Dam (Near Vellakoil in Karur district) commissioned in the aim of irrigating about 20,000 acres of land in Tirupur and Karur districts. As of now Orathuppalayam dam stands decommissioned and acting as effluent tank for the Tirupur textile units.
The river has 23 check dams. Most are located between Kooduthurai and Tirupur, 52 km east of Coimbatore city. Decades ago, it irrigated 3,550 square kilometres (1,370 sq mi). Noyyal revival over 40 km (25 mi) will enable irrigation of 165 km2 (64 sq mi), according to Siruthuli.
 1. ^ "River Noyyal". Retrieved 2007-02-01.
 2. ^ "A glorious system in peril". Retrieved 2007-02-01.
 3. ^ "Reviving the tanks". The Hindu. Retrieved 2007-02-02.
 4. ^ "about vellalore". Retrieved 2 January 2015.
External links[edit]


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What does "Bien sûr." mean in French?
In French, "Bien sûr." means:
Sure. / Of course.
Listen to "Bien sûr.": (If you have an HTML5 enabled browser, you can listen to the native audio below)
This is a phrase that is used in the GamesForLanguage French Language Game in the following scenes:
- French 1, Level 4, Scene 3
- French 1, Level 4, Scene 2


Find Lesson Plans on! GettyGames
Re: hot glue
From: Betty Bowen (bbowen_at_TeacherArtExchange)
Date: Tue Nov 11 2003 - 10:45:16 PST
speaking of hot glue - here's something I use it for - you can drizzle it around
on masks or whatever the edges of picture frames, as decoration, press plastic
"jewels" down into it if you like, then when it is cool, you can lay on sheets
of composition leaf - it comes in different golds, silvers, and copper and two
or three different vareigated ones depending on where you get it. Then tap down
with a brush and then brush away the excess, just like you would for gold leaf.
It sticks beautifully to the cooled hot glue, brushes right off the other
surfaces and the gems. This gives a slick hard gold finish that really reflects
like real metal. kids love it.


text:
|標題:||CH(3)NO(2) decomposition/isomerization mechanism and product branching ratios: An ab initio chemical kinetic study|
|作者:||Zhu, R. S.|
Lin, M. C.
National Chiao Tung University
|摘要:||The low-lying energy pathways for the decomposition/isomerization of nitromethane (NM) have been investigated using different molecular orbital methods. Our results show that in addition to the commonly known CH(3) + NO(2) products formed by direct C-N bond breaking and the trans-CH(3)ONO formed by nitro-nitrite isomerization, NM can also isomerize to cis-CH(3)ONO via a very loose transition state (TS) lying 59.2 kcal/mol above CH(3)NO(2) or 0.6 kcal/mol below the CH(3) + NO(2) asymptote predicted at the UCCSD(T)/CBS level of theory. Kinetic results indicate that in the energy range of 59 +/- 1 kcal/mol, production of CH(3)O + NO is dominant, whereas above the C-N bond breaking threshold, the formation of CH(3) + NO(2) sharply increases and becomes dominant. The k(E) values predicted at different energies clearly indicate that CH(3)O + NO could be detected in an infrared multi-photon dissociation study, whereas in UV dissociation experiments with energies high above the C-N bond breaking threshold the CH(3) + NO(2) products are generated predominantly. (C) 2009 Elsevier B. V. All rights reserved.|
|期刊:||CHEMICAL PHYSICS LETTERS|


text:
Exploiting Web Search Engines to Search Structured Databases is a Microsoft paper about the integration of verticals in Web search results. The key idea is that each vertical is a-priori associated with a list of relevant entitites. When a user submit a query, those entities are extracted by the search results snippets. In this way, the query itself is implicitely expanded with vertical related entities found in search results (note that similar idea, has been investigated by Yahoo in a paper for adversiting).
The paper discusses many off-line pre-processing techniques for extracting entities before query time. A mixed approach based on trie pattern-matching and svm classification is proposed. Extracted entities are then ranked by taking into account proximity, frequency count and relevance of documents. For a given query, a vertical result is then triggered when 'good enough' entities are retrieved. A case study based on product search vertical and Microsoft Live search is discussed. Entities are extracted from Wikipedia, Trec QA, and IMDB.
The approach is quite effective and the performances are pretty good. Anyway, it can show some limits of real time verticals (such as Twitter or News) where entities are not known a priori.


text:
C++ virtual function is a member function of a class, whose functionality can be over-ridden in its derived classes. The whole function body can be replaced with a new set of implementation in the derived class. The concept of c++ virtual functions is different from C++ Function overloading.
C++ Virtual Function - Properties:
C++ virtual function is,
- A member function of a class
- Declared with virtual keyword
- Usually has a different functionality in the derived class
- A function call is resolved at run-time
The difference between a non-virtual c++ member function and a virtual member function is, the non-virtual member functions are resolved at compile time. This mechanism is called static binding. Where as the c++ virtual member functions are resolved during run-time. This mechanism is known as dynamic binding.
C++ Virtual Function - Reasons:
The most prominent reason why a C++ virtual function will be used is to have a different functionality in the derived class.
For example a Create function in a class Window may have to create a window with white background. But a class called CommandButton derived or inherited from Window, may have to use a gray background and write a caption on the center. The Create function for CommandButton now should have a functionality different from the one at the class called Window.
C++ Virtual function - Example:
This article assumes a base class named Window with a virtual member function named Create. The derived class name will be CommandButton, with our over ridden function Create.
class Window // Base class for C++ virtual function example
virtual void Create() // virtual function for C++ virtual function example
cout <<"Base class Window"< }
class CommandButton : public Window
cout<<"Derived class Command Button - Overridden C++ virtual function"< }
Window *x, *y;
x = new Window();
y = new CommandButton();
The output of the above program will be,
Base class Window
Derived class Command Button
If the function had not been declared virtual, then the base class function would have been called all the times. Because, the function address would have been statically bound during compile time. But now, as the function is declared virtual it is a candidate for run-time linking and the derived class function is being invoked.
C++ Virtual function - Call Mechanism:
Whenever a program has a C++ virtual function declared, a v-table is constructed for the class. The v-table consists of addresses to the virtual functions for classes and pointers to the functions from each of the objects of the derived class. Whenever there is a function call made to the c++ virtual function, the v-table is used to resolve to the function address. This is how the Dynamic binding happens during a virtual function call.

source: HuggingFaceFW/fineweb-edu


Main Content
power,.^
Element-wise power
C = A.^B raises each element of A to the corresponding powers in B. The sizes of A and B must be the same or be compatible.
C = power(A,B) is an alternate way to execute A.^B, but is rarely used. It enables operator overloading for classes.
collapse all
Create a vector, A, and square each element.
A = 1:5;
C = A.^2
C = 1×5
 1 4 9 16 25
Create a matrix, A, and take the inverse of each element.
C = A.^-1
C = 3×3
 1.0000 0.5000 0.3333
 0.2500 0.2000 0.1667
 0.1429 0.1250 0.1111
An inversion of the elements is not equal to the inverse of the matrix, which is instead written A^-1 or inv(A).
Create a 1-by-2 row vector and a 3-by-1 column vector and raise the row vector to the power of the column vector.
a = [2 3];
b = (1:3)';
ans = 3×2
 2 3
 4 9
 8 27
The result is a 3-by-2 matrix, where each (i,j) element in the matrix is equal to a(j).^ b(i):
a=[a1a2],b=[b1b2b3], a.ˆb=[a1b1a2b1a1b2a2b2a1b3a2b3].
Calculate the roots of -1 to the 1/3 power.
A = -1;
B = 1/3;
C = A.^B
C = 0.5000 + 0.8660i
For negative base A and noninteger B, the power function returns complex results.
Use the nthroot function to obtain the real roots.
C = nthroot(A,3)
C = -1
Input Arguments
collapse all
Operands, specified as scalars, vectors, matrices, or multidimensional arrays. A and B must either be the same size or have sizes that are compatible (for example, A is an M-by-N matrix and B is a scalar or 1-by-N row vector). For more information, see Compatible Array Sizes for Basic Operations.
 - Operands with an integer data type cannot be complex.
Complex Number Support: Yes
More About
collapse all
IEEE Compliance
For real inputs, power has a few behaviors that differ from those recommended in the IEEE®-754 Standard.
Compatibility Considerations
expand all
Behavior changed in R2016b
Extended Capabilities
Introduced before R2006a


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Unit 5 Sim Data
In Unit 5 Lesson 3, the associated Sims 2-3 don't consistently give data that shows the correct relationships between reaction rates and all the other variables. This is because of probability, and it's totally fine, but the workbook only has students taking data once and that one time could give them data that conflicts with the relationships they could discover in a lab. It can lead to some discussions about the limitations of models and whatnot if students are ready for that, but it still leaves the chemistry concepts in a difficult spot. I made this lesson where students have to do 10 trials because over 10 trials the average will work out to demonstrate the direct relationships students should see. There are a lot of questions that follow (related to other stuff we did) that are probably not helpful to everyone, but I thought taking the data 10 times was really helpful in making sure the students didn't walk around with misconceptions about how these factors affect reaction rates.


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Tanglewood's Open Air Classroom programs immerse students in fun-filled, discovery-oriented, adventures in the outdoors. Our programs allow students to work cooperatively in group situations to develop life skills, a sense of community spirit and an awareness of their connection to the natural world.
Activities take place in small study groups of 8-12 students, each led by an experienced instructor. We challenge students with open-ended inquiry and critical-thinking situations that strengthen problem-solving skills. Our programs are based around 4-H Earth Connections, an experiential teaching methodology that addresses the needs of diverse learning styles, often effectively reaching students who find a traditional classroom atmosphere challenging.
Our programs are designed to be part the classroom curriculum, rather than an "extra." Every program is correlated to the State of Maine Learning Results and tailored to the curricular goals of each participating class. We are happy to provide teachers, parents, and administrators with an outline of the content covered and the standards addressed for specific programs.


Moving along the pyridine ring
A couple of weeks ago, I finished teaching the synthesis of pyridine and its derivatives in my 4th year synthesis class. Whenever I present this material, I can't help but appreciate the value of N-oxidation. While there are N-oxides of other heterocycles (thiazole N-oxide stands out for its interesting properties), nowhere else do I feel the same level of enthusiasm about N-oxidation than in the case of pyridine. And new applications attributed to the role of N-oxides keep coming out! The one that attracted my attention comes from the lab of Nuno Maulide. This chemistry, described in a recent Angewandte paper, documents thermal modification at the 3-position of pyridine. According to the authors, the reaction likely involves a series of [2,3]-sigmatropic rearrangements. I think this "merry-go-round" sort of activation is amusing. Given the value of 3-substituted pyridines in drug discovery, this simple reaction should find many applications.
7 thoughts on "Moving along the pyridine ring
 1. Intermediate D is reminiscent of intermediates seen in the Buchner ring expansion. Given the highly reversible nature of the Buchner reaction, it would be interesting to see the computed energies of azepine intermediates.
 2. DMF gradually decomposes at reflux (154C) so heating a react mix in wet DMF to 200C, especially in microwave (known for local overheating effects) is a rather messy way of generating dimethylamine plus carbon monoxide and dimethylamine formate. It would be better if they had used propiolic ester with a thermolyzable ester group, i.e. tBu or PMB = in that way maybe they could use a less problematic solvent like chorobenzene, and decrease the ratio of propiolic ester from four equivs down to two equivs or less
 3. Pingback: Moving along the pyridine ring — amphoteros | ORGANIC CHEMISTRY SELECT
 4. Actually Dimethylacetamide is much, much better behaved at high temperature and its boiling point is not greatly different than DMF. I always use DMA instead of DMF at a reaction temperature above 120-130 C.
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Collective violence, violent form of collective behaviour engaged in by large numbers of people responding to a common stimulus. Collective violence can be placed on a continuum, with one extreme involving the spontaneous behaviour of people who react to situations they perceive as uncertain, threatening, or extremely attractive. Riots and random youth gang fights are examples of spontaneous collective violence. At the other extreme are the organized forms of collective violence. These include coups, rebellions, revolutions, terrorism, and war.
Defining collective violence
Criminologists divide violence into two major types: individual violence and collective violence. Individual (or personal) violence is injurious force directed by one person against others. It includes making physical attacks and destroying another's property. In contrast, collective violence consists of a number of persons directing injurious force against others. Acts of collective violence do not spring from madness, perversion, or intentional criminality; they spring from everyday life and mundane issues, and the people who commit these acts are normal people who become convinced that the time has come to take matters into their own hands.
Generally speaking, collective violence can be divided into three categories:
- Situational collective violence is unplanned and spontaneous. Something in the immediate situational environment triggers a group to violent action. For example, in a barroom brawl, one group of patrons interprets messages sent by another group as a form of disrespect and feels it necessary to retaliate physically.
- Organized collective violence is planned violent behaviour. It is also unauthorized or unofficial and lacks government approval. Lynching is an example of organized collective violence.
- Institutional collective violence is carried out under the direction of legally constituted officials. Examples include a country fighting a war, a state's national guard putting down a riot, or a SWAT team attacking a barricaded suspect.
Within the context of collective behaviour, situational collective violence can be understood as spontaneous behaviour, and organized collective violence and institutional collective violence can be combined into the category of organized collective behaviour.
Examples of collective violence
Compared with conventional, everyday behaviour, collective behaviour is less inhibited, more spontaneous, more open to change, less structured, less stable, and generally shorter lived. One by-product of mass action can be collective violence. The specific forms of collective violence are described below.
The most elementary form of collective violence is referred to as "social unrest." The significance of social unrest is that it represents a breakdown of established routines and behaviours and substitutes a preparation for new collective action. Social unrest is not a new phenomenon; it is most likely a characteristic of urban society. Often, tensions exist in any given social environment. These tensions may be a result of racial, ethnic, or religious discrimination and prejudice that are operant in society. People become frustrated when they realize there is unequal access to the desired social goals (success, wealth, health, sense of self-fulfillment, and the like). There are instances when people will engage in various methods of adaptation. In extreme cases, riots may occur.
When groups of people become dissatisfied and frustrated with existing economic and political institutions, there may come a point when the breakdown of law and order is preferred to their preservation. During the chaos of a riot, many emergent forms of behaviour occur that might not occur otherwise. Acts of violence take on new meaning; they are now viewed as legitimate by the performers and the active witnesses.
Test Your Knowledge
Youths have formed groups, usually within their own age cohorts, from the beginning of human history. Some groups engage in what would be described as "normal" or socially acceptable behaviours. Other groups, however, may engage in behaviours that are harmful or even criminal. Youth gangs have existed since at least the 17th and 18th centuries in Europe. Descriptions of youth gangs in England during this period note that gangs committed various forms of theft and robbery, along with extortion and rape. Gangs found great amusement in breaking windows, demolishing taverns, and assaulting the watch.
In the United States, youth gangs have existed since at least the Revolutionary era. As the number of youth gangs slowly increased in American cities, certain characteristics remained constant. Gangs were typically organized along ethnic or racial lines, and the time spent in a gang was generally restricted to one's youth, as former gang members moved into the mainstream blue-collar workforce. Gang violence was more likely to occur because of some chance meeting of rivals; however, some fights were organized as a form of either retaliation or intimidation.
Beginning in the 1980s, gangs in the United States took on a new focus. They were far more violent than in the past, as the primary motive of "turf protection" was replaced with the goal of attaining wealth through control of the illegal drug market. Drug money fueled an urban arms race, and gun violence in American urban centres such as Los Angeles and Chicago became endemic. With the shift of the U.S. economic structure from blue-collar industry to white-collar service professions, the traditional exit path from gang life evaporated. Former youth gang members were now in their 20s and 30s and still participating in gangs. The foundation of youth gangs had transformed from the relatively unstructured, spontaneous group, engaged in random, relatively short-lived forms of violence, to a more organized and structured criminal enterprise.
Coups, rebellions, and revolutions
Some violent collective behaviour is designed to change or overthrow governments. A coup d'état is the forcible removal of a head of government by the society's own armed forces or internal security personnel. In a coup, the military takes action to overthrow the government with little or no involvement by the civilian population. Antagonistic relations between ethnic groups and rivalries within the military and civilian government are typical causes of coups.
A rebellion involves large-scale violence directed against the state by its own civilian population. Rebellions try to change the government or some of its policies but not the society itself. Intense government repression seems to deter rebellion, whereas mild repression tends to stimulate it. Thus, mild repression serves to outrage citizens but leaves them with the resources to organize resistance.
Revolutions can sweep away the old order. Unlike coups and rebellions, revolutions can cause radical changes in the institutions of government and bring about basic changes in society as a whole. The French Revolution destroyed the ancien régime and advanced ideas of social and political equality. The Russian Revolution of 1917 ended the Russian monarchy, introduced communism, and established the Soviet Union. Revolutions often involve collective acts of violence that are deemed justifiable by those who participate in such historic events.
No other concept conjures images of collective violence more clearly than war. A war is a lethal conflict in which one group seeks to impose its will on others through the use of armed aggression and force. Nations go to war for a variety of reasons, including the desire to seize territory and resources, the desire for domination, revenge for past wrongs, preservation of a balance of power, and misperceptions about an adversary's intentions and strength. Wars have been used to solve disputes throughout all of recorded history and remain a prominent feature of relations between nations. War is an example of institutionally organized collective violence. The military often has an organized plan of attack, but spontaneous and unforeseen battles are a by-product of the so-called fog of war.
Terrorism is a form of warfare in which a social movement that opposes the state directs violence toward civilians rather than the military or the police. Terrorist actions include bombing, assassination, kidnapping, hijacking, arson, torture, and mass murder. Terrorists tend to adopt the position that their political or ideological objectives justify the means they employ to achieve them, even if innocent people are harmed.


text:
Apnea is a term for suspension of external breathing.
During apnea, there is no movement of the muscles
of inhalation and the volume of the lungs shrink
because of the water pressure. There is no flow of
gas between the lungs and the environment.
Pneima is an ongoing action driven by a group of free divers that temporarily inhabit, in breath suspension, the deep waters. The divers are the bridge between the underwater and the land, the channel between two worlds separated by biological restrictions. These neoprene beings are the only humans able to inhabit this space for a sustained and long period of time.
The project started in Riaño, León. This village in Picos de Europa is the remains of the old village now sunk under the waters of the reservoir. The walls of the dam were built in the times of dictatorship, but they were not closed until 1987 in a very tragic and violent action. Riaño and other eight very old villages were sunk and more than 4000 people displaced. The memories of most villagers are under the dark water of the reservoir, sunken beneath 650 hectares of water. The research process of this stage of No man's Land Project took us to explore the memory underwater. The process was long and complex in Riaño. Following several conversations we asked the Riañeses (people of Riaño) what they would like to recover from underwater back from their villages. Almost unanimously they claimed for the pure water from their fountains. The fountain was still clean water flowing under the muddy waters of the reservoir. The free divers Marcelino Gonzalez and Javier Garcia Martínez, trained at Museo de Arte Contemporáneo de Castilla y León every week to collect water under water, the clean water of their fountain down the soiled waters. They became the eyes of the community underwater reclaiming the memories of its residents and their sense of belonging.
Air is the oldest means of communication. Long before the appearance of humans into the earth's ecosystems, it served as a vast pool jammed with chemical signals, which only recently has started gaining scientific recognition. The turbulent rush of air in and out our body is ecstatic as it allows us to participate in something bigger than ourselves – in other turbulent flows.


Charcoal on Your Hair and Skin!
activated charcoal
How Weird Does Charcoal on Skin Sound?
Briogeo founder, Nancy Twine always has been a problem solver. She conducted researches on scalp issues, which majorly are caused by debris buildup that can clog many hair follicles. She aimed at finding a strong ingredient that could eliminate that buildup, along with those flakiness, irritation, and itchiness that come with it. She discovered that binchotan charcoal had unique properties that can eradicate this buildup without any harsh ingredients.
Twine (who has advanced charcoal into Briogeo's well known and growing scalp resuscitating line) claimed it was important for her to create hair care products with mild, effective, gentle, and detoxifying ingredients in place of their harsh counterpart (such as sulfates), which can expose the hair and scalp of natural oils and hydration.
Styling products, natural, sweat, and sebum can accumulate on the scalp and hair for a long time leading to limp hair, scalp itchiness, clogged hair follicles, and irritation, and even alopecia (hair loss). Charcoal helps to soak up deep-rooted infirmities beyond what a well-respected shampoo can cleanse away. It is good for your scalp because it aims impurities at the tip of the hair that can put a blockage to the hair follicle and cause scalp problems.
Activated charcoal is a highly smooth, light black powder prepared from coconut bone char, shells, coal, petroleum coke, peat, olive pits, or sawdust. The charcoal is "activated" by processing it at a very high temperature that alters its internal pattern, reducing the pore sizes, and increasing its surface area. This yields more porous charcoal than the common and regular charcoal. It has a negative (-) charge, meaning when included in a product, it attracts positively (+) charged molecules, such as toxins or dirt.
Because of its high porous and purifying properties, activated charcoal is often seen in a wide range of health, cosmetic, and beauty products, from toothpaste to face masks. Parents are even encouraged by The National Poison Control Center to keep the charcoal powder in the home to help combat the absorption of accidental toxin intake by children. So you could see that the performance of charcoal is indeed active and real!
Over some past years, it has become one of the most-wanted ingredients in hair care products, with such brands as Dove, SheaMoisture, Kenra, and Huetiful, all launching several charcoal hair care products.
"We noticed that charcoal was a trend in skincare industries to pull out toxins and purifies," says a marketing manager at Inspired Beauty Brands, which recently launched their Citrus Oil & Hask Charcoal collection. Haircare brands then thought how they could bring such an amazing ingredient into hair care to offer the same benefits as it does in skincare."
Here are some few top reasons for its pronounced onymous:
In some regions of the world, where dust and heat mix with sweat to weigh down one's hair, we always crave additional care. Charcoal is so helpful that it has become a primary ingredient in many shampoos, separating them from other ingredients to provide sound hair care. Below, I have listed many of the main hair care importance of charcoal.
01. Suitable for All Hair Textures
Most charcoal treatments or shampoos can be used on several hair types with different texture without messing with color or drying out strands. For the desired beautiful hair textures, you might get to find out that beginning to use charcoal shampoo for at least twice in a week and continued in the succeeding weeks might be all you need, depending on your type of hair and the number of styling products you use. Giving your scalp and hair a regular detoxifying cleanse may prevent accumulation and the need for too often shampooing.
02. Gets Rid of Itchiness and Dandruff
hairThe process involved in turning charcoal into an activated type makes its particles highly porous as it is oxidized on exposure to carbon dioxide. This is why it is very capable of absorbing more and more toxins. If you are the type with an oily scalp with flaky dandruff, activated charcoal's absorption feature will help soak all those excess oils, thus getting rid of dandruff on your hair.
 1. It Helps Other Products to Work Better
Removing caked contents from the hair aids for better absorption of essential nutrients among hair treatments and enhances the entire glowing health of your hair.
 1. Adds Volume
Who does not crave to have bouncy hair like that of those TV stars? Using activated charcoal on your hair can revive the dull, thin hair, lifeless, and give it that bounce and much volume it needs! As it cleanses your hair from impurities, your hair doesn't feel weighed down any longer. You will now notice a yet healthy look on your hair immediately after the first use of activated charcoal in your hair. If you carry around enough oil and dirt, your hair will begin to sag, and frequent shampooing may not be getting them all out. Our hair can gain about 4 % of its weight in accumulation from scalp dirt, dry shampoo, and pollution. Regular shampoos only remove surface dirt, but activated charcoal pulls out even more.
 1. Soothes Your Scalp
Charcoal soothes irritated, itchy, and flaky scalps and moisturizes the scalp to prevent dryness. You cannot just forget to treat your scalp with just as much vital specific beauty routines as you do your skin.
 1. Promotes Hair Growth
Your scalp is skin also, which means just like the skin on your body and face, the scalp absorbs oil, dirt and has too much sebum, which may hamper the quality of your hair and affect its growth. Activated charcoal helps wipe out all impurities, remove sebum, and cleanses the pores deeply to allow your pretty hair to breathe. It unclogs all pores in your scalp and detoxifies the follicles. This helps your hair grow well.
 1. A Powerful Detoxifier
Activated charcoal is well known to behave like a magnet that attracts and removes dirt from our scalp and hair. This activated charcoal may absorb about 1000 times its weight in dirt/impurities. It is also very good post-swimming to get rid of all/any chlorine that is stocked with your hair's natural texture and color.
An activated charcoal-inclusive shampoo product should gently detoxify your skin by capturing dirt and toxins, and oil, which would later be washed off. And because it is mild, it won't disturb the natural moisture levels of your hair. This means that your hair will be clear, pure, healthy, and have some natural shine on it.
 1. Cleanses Off Your Skin from Dead Cells
Because of the "spongy" and binding properties of activated charcoal, it is very easy for it clear skin and hair dirt, skin oil, impurities, dead cells, and boosts your appearance into a clear and glowing one.
If you include activated charcoal in the composition of a cleanser, you will notice how brightened, and amazing your skin will become.
 1. Brightens Up the Skin
fresh skinOur skin cells regenerate every twenty (21) days. This means that the old cells die and possibly shed off the skin surface. However, dirt, skin oil, and several environmental factors could slow down this process, hence causing dead skin cells to accumulate on top of the surface. This often leads to many issues, including dullness and skin tone.
 1. Coordinates Skin Oil Production
Charcoal attracts unwanted excessive oil from our skin without causing any damage and dryness on the skin surface. Keep in your sub-consciousness that activated charcoal in skin treatment is recommendable for people with oily skin; this is because of charcoal's high potential to soak up oils. Should you have dry and very sensitive skin, you may consider other charcoal-inclusive skincare products.
How Can We Use Activated Charcoal in Our Hair?
There are more than a hundred ways of supplementing activated charcoal in our hair care routine (daily, weekly, monthly, etc.). The easiest method is to mix two tablespoons of activated charcoal smooth grounds alongside some coconut oil and massage it upon our scalp. Leave it on the scalp for up to 20 minutes before washing it off.
You may also add a few quantities of activated charcoal in our shampoo jars and shake well. Ensure your shampoo is a mild one.
Always endeavor to wash off the charcoal from your hair after some period to avoid too deep penetration into your skin.


text:
Bits Per Second (bps)
Definition - What does Bits Per Second (bps) mean?
Bits per second (bps) is a measure used to show the average rate at which data is transferred between a computer and a data transmission system. The bit rate is generally measured in bits per second (bps) and sometimes bytes per second (Bps).
Techopedia explains Bits Per Second (bps)
Bits per second is the standard measure of bit rate speed. However, millions of bits can be transferred in a second and measuring in single bit units can be cumbersome. To simplify data transfer rates, an International System of Units prefix is used. These include kilo, mega and giga.
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size="2"> } finally { LeaveCriticalSection(); }} except(ExceptionFilter()) { ReportException();} Assuming that ExceptionFilter() returns EXCEPTION_EXECUTE_HANDLER, in what order will these functions be called? It goes like this:EnterCriticalSection();DoSomething();RaiseException();ExceptionFilter();LeaveCriticalSection();ReportException(); ... that is, the exception filter--which is deciding how to deal with the exception--is called before the termination handlers on the stack are executed. This is pretty obvious if you recall that with a continuable exception, the filter may return EXCEPTION_CONTINUE_EXECUTION, causing execution to resume from the point where the exception was raised. In that case, DoSomethingElse() would be called, and you wouldn't want to have left the critical section--that'll happen when DoSomethingElse() returns. The implications get interesting. If an exception filter is wrapping code the author doesn't control (say, it's making a call into some other dll), it can't know very much about the state of the thread and the system. The thread might be impersonating, it might be holding locks, who knows? This limits what the exception filter can do. For instance, if the thread faulted in the heap, it might be holding the heap lock (since the heap lock's dropped in a termination handler); another thread might be holding the loader lock and attempting to acquire the heap lock, so if the faulting thread blocks on the loader lock, it'll deadlock. It takes some thought to get this right. The moral is, unless you fully understand and control the code your exception filter is wrapping, you can't make assumptions about the state of the system in your exception filter. (Standard Microsoft disclaimer: This posting is provided "AS IS" with no warranties, and confers no rights.)Rob Earhart


text:
Special Education Listserv
Subject: Explorations in STEM: Science, Technology, Engineering, and Mathematics
Source: Missouri School for the Blind, St. Louis, Missouri
Intended Audience: Students statewide in grades 5-12 who are blind or visually impaired
Date: January 23, 2013
Missouri School for the Blind (MSB) is offering Missouri students who are blind or visually impaired two (2) summer sessions focused on developing students' abilities to access Science Technology Engineering and Math (STEM) with increased independence.
Summer STEM participants will work in collaborative teams, using state-of-the-art technology specifically designed for students who are blind/visually impaired to solve problems, explore concepts, and develop scientific inquiry skills that can be applied to science and math curricula. Courses offer students interactive opportunities to work alongside experienced STEM staff to develop skills for scientific inquiry which will allow them to increase their independence while participating in laboratory-based classes. In addition to organized STEM activities, participants will practice community-based Orientation and Mobility skills and safely accessing unfamiliar environments for both learning and leisure recreation. Students will have the opportunity to foster new friendships and practice Activities of Daily Living skills designed to increase independence in the home and school environment.
STEM summer sessions are provided free of charge for qualifying students. Transportation and MSB supervised residential housing are provided for students outside the St. Louis metro area. Students return home on weekends.
Recycle City Session 1: July 8-19, 2013 (2 weeks), Grades 5-8
Recycle City is an interactive session where students will explore the environmental impact of reusing, repurposing, and up-cycling for a sustainable environment, as well as STEM careers. Students will investigate the impact of trash, then design and construct an environmentally sustainable zero-trash model city. They will also explore opportunities for up-cycling and recycling in their own lives, visit community-based STEM venues, meet professionals in the field, and experience the challenges of living in a zero-trash society. Students will see how people reduce waste, use less energy, help sustain our environment, and even save money by doing simple things at home, work, and in their neighborhoods.
Robotics Academy 2013 Session 2: July 22-August 2, 2013 (2 weeks), Grades 7-12
Robotics Academy 2013 is an engaging session where students will learn how to program basic robot behaviors using motors and rotation, sound, light, touch, and ultrasonic sensors. During MSB's Robotics Academy 2013 students will have the opportunity to meet engineers who work with robots in their daily jobs as well as research the impact of real-world robots. Students will learn how to use programming language, build a robot, explore basic robotic behavior, use sensors, and participate in a robot competition. Research projects cover key STEM concepts, step-by-step programming instructions, and many challenge questions to reinforce key educational outcomes.
Applications are due by May 15, 2013. Visit _URL_ for more information and a registration form or contact Joy Waddell, Assistant Superintendent, at _PHONE_ (ext. 1140) or _EMAIL_.


This blog post describes a Frictionless Data Pilot with the Biological and Chemical Oceanography Data Management Office (BCO-DMO). Pilot projects are part of the Frictionless Data for Reproducible Research project. Written by the BCO-DMO team members Adam Shepherd, Amber York, Danie Kinkade, and development by Conrad Schloer.
BCO-DMO logo
Scientific research is implicitly reliant upon the creation, management, analysis, synthesis, and interpretation of data. When properly stewarded, data hold great potential to demonstrate the reproducibility of scientific results and accelerate scientific discovery. The Biological and Chemical Oceanography Data Management Office (BCO-DMO) is a publicly accessible earth science data repository established by the National Science Foundation (NSF) for the curation of biological, chemical, and biogeochemical oceanographic data from research in coastal, marine, and laboratory environments. With the groundswell surrounding the FAIR data principles, BCO-DMO recognized an opportunity to improve its curation services to better support reproducibility of results, while increasing process efficiencies for incoming data submissions. In 2019, BCO-DMO worked with the Frictionless Data team at Open Knowledge Foundation to develop a web application called Laminar for creating Frictionlessdata Data Package Pipelines that help data managers process data efficiently while recording the provenance of their activities to support reproducibility of results.
The mission of BCO-DMO is to provide investigators with data management services that span the full data lifecycle from data management planning, to data publication, and archiving.
BCO-DMO provides free access to oceanographic data through a web-based catalog with tools and features facilitating assessment of fitness for purpose. The result of this effort is a database containing over 9,000 datasets from a variety of oceanographic and limnological measurements including those from: in situ sampling, moorings, floats and gliders, sediment traps; laboratory and mesocosm experiments; satellite images; derived parameters and model output; and synthesis products from data integration efforts. The project has worked with over 2,600 data contributors representing over 1,000 funded projects.
As the catalog of data holdings continued to grow in both size and the variety of data types it curates, BCO-DMO needed to retool its data infrastructure with three goals. First, to improve the transportation of data to, from, and within BCO-DMO's ecosystem. Second, to support reproducibility of research by making all curation activities of the office completely transparent and traceable. Finally, to improve the efficiency and consistency across data management staff. Until recently, data curation activities in the office were largely dependent on the individual capabilities of each data manager. While some of the staff were fluent in Python and other scripting languages, others were dependent on in-house custom developed tools. These in-house tools were extremely useful and flexible, but they were developed for an aging computing paradigm grounded in physical hardware accessing local data resources on disk. While locally stored data is still the convention at BCO-DMO, the distributed nature of the web coupled with the challenges of big data stretched this toolset beyond its original intention.
In 2015, we were introduced to the idea of data containerization and the Frictionless Data project in a Data Packages BoF at the Research Data Alliance conference in Paris, France. After evaluating the Frictionless Data specifications and tools, BCO-DMO developed a strategy to underpin its new data infrastructure on the ideas behind this project.
While the concept of data packaging is not new, the simplicity and extendibility of the Frictionless Data implementation made it easy to adopt within an existing infrastructure. BCO-DMO identified the Data Package Pipelines (DPP) project in the Frictionless Data toolset as key to achieving its data curation goals. DPP implements the philosophy of declarative workflows which trade code in a specific programming language that tells a computer how a task should be completed, for imperative, structured statements that detail what should be done. These structured statements abstract the user writing the statements from the actual code executing them, and are useful for reproducibility over long periods of time where programming languages age, change or algorithms improve. This flexibility was appealing because it meant the intent of the data manager could be translated into many varying programming (and data) languages over time without having to refactor older workflows. In data management, that means that one of the languages a DPP workflow captures is provenance – a common need across oceanographic datasets for reproducibility. DPP Workflows translated into records of provenance explicitly communicates to data submitters and future data users what BCO-DMO had done during the curation phase. Secondly, because workflow steps need to be interpreted by computers into code that carries out the instructions, it helped data management staff converge on a declarative language they could all share. This convergence meant cohesiveness, consistency, and efficiency across the team if we could implement DPP in a way they could all use.
In 2018, BCO-DMO formed a partnership with Open Knowledge Foundation (OKF) to develop a web application that would help any BCO-DMO data manager use the declarative language they had developed in a consistent way. Why develop a web application for DPP? As the data management staff evaluated DPP and Frictionless Data, they found that there was a learning curve to setting up the DPP environment and a deep understanding of the Frictionlessdata 'Data Package' specification was required. The web application abstracted this required knowledge to achieve two main goals: 1) consistently structured Data Packages (datapackage.json) with all the required metadata employed at BCO-DMO, and 2) efficiencies of time by eliminating typos and syntax errors made by data managers. Thus, the partnership with OKF focused on making the needs of scientific research data a possibility within the Frictionless Data ecosystem of specs and tools.
Data Package Pipelines is implemented in Python and comes with some built-in processors that can be used in a workflow. BCO-DMO took its own declarative language and identified gaps in the built-in processors. For these gaps, BCO-DMO and OKF developed Python implementations for the missing declarations to support the curation of oceanographic data, and the result was a new set of processors made available on Github.
Some notable BCO-DMO processors are:
boolean_add_computed_field – Computes a new field to add to the data whether a particular row satisfies a certain set of criteria.
Example: Where Cruise_ID = 'AT39-05' and Station = 6, set Latitude to 22.1645.
convert_date – Converts any number of fields containing date information into a single date field with display format and timezone options. Often data information is reported in multiple columns such as 'year', 'month', 'day', 'hours_local_time', 'minutes_local_time', 'seconds_local_time'. For spatio-temporal datasets, it's important to know the UTC date and time of the recorded data to ensure that searches for data with a time range are accurate. Here, these columns are combined to form an ISO 8601-compliant UTC datetime value.
convert_to_decimal_degrees – Convert a single field containing coordinate information from degrees-minutes-seconds or degrees-decimal_minutes to decimal_degrees. The standard representation at BCO-DMO for spatial data conforms to the decimal degrees specification.
reorder_fields – Changes the order of columns within the data. This is a convention within the oceanographic data community to put certain columns at the beginning of tabular data to help contextualize the following columns. Examples of columns that are typically moved to the beginning are: dates, locations, instrument or vessel identifiers, and depth at collection.
The remaining processors used by BCO-DMO can be found at
How does Laminar work?
In our collaboration with OKF, BCO-DMO developed use cases based on real-world data submissions. One such example is a recent Arctic Nitrogen Fixation Rates dataset.
Arctic dataset
The original dataset shown above needed the following curation steps to make the data more interoperable and reusable:
 - Convert lat/lon to decimal degrees
 - Add timestamp (UTC) in ISO format
 - 'Collection Depth' with value "surface" should be changed to 0
 - Remove parenthesis and units from column names (field descriptions and units captured in metadata).
 - Remove spaces from column names
The web application, named Laminar, built on top of DPP helps Data Managers at BCO-DMO perform these operations in a consistent way. First, Laminar prompts us to name and describe the current pipeline being developed, and assumes that the data manager wants to load some data in to start the pipeline, and prompts for a source location.
After providing a name and description of our DPP workflow, we provide a data source to load, and give it the name, 'nfix'.
In subsequent pipeline steps, we refer to 'nfix' as the resource we want to transform. For example, to convert the latitude and longitude into decimal degrees, we add a new step to the pipeline, select the 'Convert to decimal degrees' processor, a proxy for our custom processor convert_to_decimal_degrees', select the 'nfix' resource, select a field form that 'nfix' data source, and specify the Python regex pattern identifying where the values for the degrees, minutes and seconds can be found in each value of the latitude column.
processor step
Similarly, in step 7 of this pipeline, we want to generate an ISO


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First grade students are learning how easy it is to have fresh, in-season food for snacks. (Old Trail School) First grade teacher Alice Goumas attended the Edible Schoolyard Conference in Berkley, California last summer. As a result of this conference she is making positive changes in her classroom. Part of the class'sh health curriculum is teaching students to establish and maintain life-long healthy eating and physical activity habits. The class is using their snack time to promote and mentor healthy eating habits through nutritional education.
In October, students became competent with holding an apple and cutting it in slices. They were introduced to cooking when they made an apple crisp and used a larger knife when they made pumpkin butter. In November, students learned about pumpkins and made pumpkin and apple butter, pumpkin soup and pumpkin muffins.
In December, students have decided that they would like to bring in carrots. Carrots are a vegetable that could still be in the ground at this time of the year in Ohio. Students will be learning several new kitchen skills while they learn about carrots. They will learn to grate, dice and slice and will make carrot juice.
On December 12 carrot soup is on the School's lunch menu and the first grade students will be preparing and serving it during all of the lunch periods.


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Masterwort has a long flowering season, thanks to the long-lasting bracts that surround each umbel of flowers. Add to this the attractive foliage and they make popular herbaceous perennials. Bract colours range from deep red, through pink, to white and green.
10 species exist in the wild, growing in moist meadows and woodland from Europe to Asia, although only half of these are found in gardens.
All varieties are best in fertile, humus-rich soil, in sun or part-shade. They are ideal for naturalistic planting schemes or the mixed border.


Nociceptive primary afferents: They have a mind of their own
Susan M. Carlton
 Research output: Contribution to journalArticlepeer-review
 20 Scopus citations
 Nociceptive primary afferents have three surprising properties: they are highly complex in their expression of neurotransmitters and receptors and most probably participate in autocrine and paracrine interactions; they are capable of exerting tonic and activity-dependent inhibitory control over incoming nociceptive input; they can generate signals in the form of dorsal root reflexes that are transmitted antidromically out to the periphery and these signals can result in neurogenic inflammation in the innervated tissue. Thus, nociceptive primary afferents are highly complicated structures, capable of modifying input before it is ever transmitted to the central nervous system and capable of altering the tissue they innervate.
 Original languageEnglish (US)
 Pages (from-to)3403-3411
 Number of pages9
 JournalJournal of Physiology
 Issue number16
 StatePublished - Aug 15 2014
 ASJC Scopus subject areas
 - Physiology
 Dive into the research topics of 'Nociceptive primary afferents: They have a mind of their own'. Together they form a unique fingerprint.
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Barbary Falcon (Immature - UAE)
Barbary Falcon (Immature - UAE)
Barbary Falcon
Barbary Falcon (UAE)
Scientific Name
Falco peregrinus pelegrinoides
Arabic Name
الصقر المغربي
Kuwaiti name
100.0 cm
45.0 cm
Least Concern
Similar species
Extremely rare vagrant on passage and in winter. A slender desert-adapted falcon; often difficult to distinguish from the Peregrine. Although it is smaller than the Peregrine it also exhibits dazzling aerial mastery and speed.
Where in Kuwait
Only 4 records for Kuwait and predominantly from desert areas.
In the world
It has a large dispersed range occurring from the Canary Islands, eastwards across parts of North Africa, and through the Arabian Peninsula to Iraq and possibly western Iran. Limited information has been published on this species, but like the Peregrine, this raptor feeds chiefly on birds, which it normally takes in mid-flight and often at high speed.
Local threats
Trapping for falconry and the falconry trade.


The St. Augustine Lighthouse is the city's oldest brick structure. Between 1871 and 1874, the lightkeeper's house was built on the site to provide housing and work for the lightkeepers and their assistants. There are 219 steps to the top, and it has long been a draw for ghostbusters and passers-by.
St. Augustine lighthouse
St. Augustine Lighthouse, credits: Marinas
History of St. Augustine Lighthouse
The St. Augustine Lighthouse has a haunted reputation, which is understandable given its long and fascinating history. In 1824, the American government built Florida's first lighthouse in St. Augustine.
Old St. Augustine house which fell into the ocean in 1880.
The old St. Augustine lighthouse fell into the ocean in 1880.
This lighthouse was built on the site of an earlier watchtower built by the Spanish explorer Pedro Menendez De Aviles in 1564, according to official reports. In 1586, the Spanish defended the settlement against the British pirate Sir Francis Drake. During Queen Anne's War in 1702, a brutal British attack occurred, followed by another ferocious British siege in 1740.
When Britain took over St. Augustine in 1763, one of the first boats sent to the territory, the HMS Industry, sank in the waters just below the looming lighthouse. Due to erosion and changing coastline, the old tower fell into the sea in 1880, but not before the new lighthouse was lit. The tower ruins are now a submerged archaeological site.
The first tower's lamps burned lard oil, and around 1855, Fresnel Lenses were used to replace the silver reflectors in multiple lamps, improving the range and eliminating the constant maintenance issues.
By 1870, beach erosion had put the first lighthouse in jeopardy. As a result, during Florida's reconstruction period in 1871, work on the new lighthouse began. In 1874, the tower was finished, and a new first-order Fresnel lens was installed to extend the range.
Head-keeper William A. Harn of Philadelphia was in charge of the Augustine Lighthouse for the first 20 years. Harn and his six daughters moved in with him. Major Harn was a Union war hero who commanded his own battery during the Gettysburg battle. After several years of testing, the lard oil was replaced with kerosene in the lamps.
Keeper's house at St. Augustine House
Keeper's House
The lighthouse "swayed violently" during the Charleston Earthquake on August 32, 1886, but no damage was reported. During WWII, the lighthouse served as a watchtower for enemy ships and submarines that frequented the area.
Spirits of the St. Augustine Lighthouse
On October 15, 1874, the new lighthouse was completed about 500 yards southwest of the original lighthouse. The new lighthouse's bright yellow light could be seen up to 24 nautical miles away, and the same lens is still used in the lighthouse today. With over 400 years of history, the Saint Augustine Lighthouse is bound to have a few ghosts of its own.
St. Augustine Stairs from the top. Credits: Wikimedia Commons
St. Augustine Stairs from the top. Credits: Wikimedia Commons
Peter Rasmusson
The basement of the Augustine Lighthouse is the most active area of the house, with visitors reporting seeing a large man dressed in a blue suit roaming around the basement. A keeper or an assistant is said to have hanged himself in the basement of the keeper's house just years after the new lighthouse was completed, which could be why his ghost wanders there.
Even the Keeper's house workers claim to have seen a man in a blue suit lurking in the shadows. Staff at the lighthouse believe this is the ghost of Peter Rasmussen, who served as the lighthouse keeper for the longest period of time of any keeper at the lighthouse, from 1901 to 1924.
Peter was a cigar-loving smoker who was one of the first ghosts that people claimed to have encountered. He despised tourists and was generally grumpy. Many people, including staff and visitors, have detected the odor of Peter's cigar.
The Children
The lighthouse was built between 1871 and 1874, and Pittee's children, along with an unnamed girl believed to be the worker's daughter, are said to have decided to play in the supply cart that ran from the construction site high on the coast down to the water below when tragedy struck. When the supply cart collided with another cart, the children were unable to escape in time, causing the cart to slam into the bay and trap them beneath it. When a worker arrived to help them, it was too late.
Eliza and Mary Pittee, as well as an unnamed worker's girl, drowned before they could be rescued. While standing on the lawn, a woman allegedly saw a young girl dressed in a red dress in the upstairs window of the keeper's house. The young girl vanished after flipping her long hair over her shoulder.
footprints of the child
Despite the fact that no children were present on the tour that evening, a child's footprint in the dirt was once discovered in the keeper's house. As if someone is playing with the locks in the upper rooms, they will unlock themselves.
In the doorway of the keeper's house, a little girl in a long lace dress was also seen. The little girl stared at the man who rented the house in 1956 and then vanished into thin air.
William Harn
The sound of William Harn coughing can be heard in the Keeper's house parlor, as he died of tuberculosis contracted during the civil war. Harn was the house's first keeper to perish.
Joseph Andreu and his Wife, Maria Mestra De Los Dolores Andreu
Locals claim that the most haunting spirits can be seen at 291 stairs and 165 feet into the night sky. At the top of the tower, Joseph's ghost has been seen. His presence could be explained by the fact that he died after falling to his death while painting the tower's outside. His spirit never left the tower, and it is thought that he can still be seen from the top.
Maria became the first official female lighthouse keeper and the first Hispanic-American woman to command a federal shore installation after her husband died. Maria can be seen in a white dress with her long hair down, according to visitors and lighthouse employees.
The top of the lighthouse has a padlocked door with a sensor that activates an alarm when it is opened. On several occasions, the door was discovered open without setting off the alarm. The alarm company looked into it, but couldn't figure out why this happened so frequently.
No one knows what is truly hidden in the lighthouse, but the brave keepers who worked tirelessly to keep the beam constant now haunt the lighthouse itself. However, the mystery remains unsolved.
Do you believe in ghosts and spirits? Read about Winchester Mystery Mansion, which spirits help built and the Sallie House.


Send your tips to _EMAIL_.
August 16, 2006
Create an Email Blacklist in Gmail
If you constantly receive messages you'd like to ignore from the same persons or Gmail's spam filters aren't too good for you, it's time to create a blacklist. How to do that in Gmail?
1. Go to Contacts, click on Groups and create a new group (let's say "Blacklist").
2. Click on "All contacts", check the email addresses you don't like and add them to the group (at the bottom of the window).
Each time you send a message to someone not in your Contacts list, Gmail will automatically add the person for you. So if you didn't reply to a person, you'll have to add the mail address in the last step.
3. Go to Groups / Blacklist and click "Compose to group". Copy the text from the "to" field.
4. Paste it here and click "convert". Then click on the resulting text and copy it. (This is a simple JavaScript. No address will be sent to a server.)
5. Create a new filter. Paste the text obtained above in the "from" field, check "Also apply to..." and "Delete it".
If you want to add more addresses, edit the filter by appending " OR newaddress1 OR newaddress2... OR newaddressN" in the From field.
Note that if you only want one or two address, you can create just the filter described above, by adding the address in the From field. If you want to block many addresses, it's time consuming to do this manually by copying each email address from the contact list.
When will you run out of Gmail storage space?
Hide spam counter in Gmail
More interesting Gmail filters
This blog is not affiliated with Google.


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Indiana livestock producers with 300 or more dairy or beef cattle or 600 or more swine in confinement will face tightened manure regulations this summer.
Effective July 1, herds larger than these trigger levels will be required to have 180 days of manure storage, up from the current 120-day limit. In addition, no manure can be spread from these operations on snow-covered or frozen ground, according to Tamilee Nennich, a Purdue University Extension specialist.
Indiana will also reduce the phosphorus limit from 400 parts per million (ppm) to 200 ppm. The new limit will be phased in over a seven-year period. The key point in this new standard is that if soils contain more than these limits, livestock producers will not be able to spread manure on these fields, Nennich says. This will likely require producers to haul manure farther when fields exceed these levels.
Smaller livestock operations could also come under these regulations if they have a pollution discharge to waters of the state, says Todd Janzen, an attorney based in Indianapolis, Ind. "Every small livestock operation is only a phone call away from becoming a regulated farm," he says.
Discharges could come from things such as cattle in streams, a feedlot, manure overflow from a pen into a ditch, silage leachate escapes from bunker silos, or contaminated runoff from field tile.
If smaller livestock operations are applying manure during winter, proposed new rules may require them to apply manure at 50% of normal agronomic rates, on fields with less than 2% slope and on fields with more than 40% crop residues. The key to all of this is to maintain complete and accurate field records of manure applications, Janzen says. Without those records, regulators are unlikely to give smaller livestock producers much leeway should a problem occur.


text:
This billowy dessert is a good lesson in basic meringue making, which is much easier than you may think if this is your first attempt. The key is to beat in the sugar only after the egg whites are stiff, and to do so gradually while beating to keep the whites from deflating. Also, be sure to follow the instructions for leaving the meringue in the oven after baking, without opening the door, as any drafts could cause the meringue to collapse. Here, the baked meringue is topped with a delicious icing and sprinkled with toasted nuts.
- Preheat oven to 180 degrees Celsius.
- Molotof Preparation:
- Grease a bundt pan, but do not flour. Set aside.