Slyme and atomic blue stardust venetian airtrap tube by Joachim Glass. Features a two hole diffused downstem with a 14mm female joint. Stands 6 inches tall with a 4 inch wide base. Includes 14mm quartz banger. Stands 6.25 inches tall with a 3.5 inch wide base.


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Lost Wisconsin Hunter Found After Being Gored By Wounded Buck
Having spending roughly eight hours in the woods, the hunter was found in a drainage ditch bleeding from the leg
By Matthew Every | Published Jan 6, 2022 4:00 PM
It's important to make sure a wounded deer is dead before trying to recover it. nater23 via Getty Images
On the morning of January 6, 2022, a lost Wisconsin hunter was rescued by helicopter after being gored by a whitetail deer. The Lewiston resident set out to track a wounded buck the previous afternoon on his ATV around 4:30 p.m. Portage Fire Department Chief, Troy Hasse says that the man found a 10-point buck, which then attacked him, puncturing the inside of his leg and leaving him disoriented.
The Portage Fire Department was called at 12:40 a.m. to a 120-acre private property in Lewiston to assist the Columbia County Sheriffs office in finding the lost hunter. Chief Hasse says they found ATV tracks and soon a blood trail from the wounded hunter. "There was a fair amount of blood," Hasse tells F&S. "That's how the officers actually located him." According to Hasse, the man fought the deer off until it ran away. During the fight, the hunter got gored.
Officers who found the man said they got to within about 10 feet of him before he called out. The hunter was lying in a drainage ditch, and rescuers had to use a scoop stretcher to pull him out. Along with the loss of blood, the hunter was dazed, and possibly hypothermic, leading those on the scene to call in a MedFlight helicopter. The helicopter made a difficult landing in a nearby field and took the hunter to the hospital.
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"This rescue was a great example of multiple departments and entities working together to save a person's life," Haase said in a statement on the Portage Fire Department's Facebook page. "The PFD wants to thank the Columbia County Sheriff's Department, MedFlight, and the firefighters for responding and working together to save the life of one of our citizens."

redpajama_set_name: RedPajamaCommonCrawl


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Anezka Sebek (Panelist)
Anezka Sebek
Associate Professor Media Design
Art, Media & Technology at Parsons School of Design
Panel:
Beyond the Classroom: How do we teach VR?
VR/AR/MR in an arts and humanities design school and university
Indonesian-born Anezka Sebek has taught full time at Parsons in the MFA in Design and Technology program since 1999. She designs curricula in the BFA/MFA new media technologies such as virtual, augmented, and mixed reality as well as teaching in the BFA/MFA in Design and Technology studio and thesis courses. Before turning to teaching, her extensive career in the film industry included projects for television, advertising, documentaries and feature films. She was best known as a visual effects and computer animation producer for technologically complex projects that combined live-action with digital effects. She has written, produced, and directed music videos, narrative shorts, and documentaries. Ms. Sebek served on juries for ACM Siggraph Electronic and Animation Theater (2003/04) and Ars Electronica (2008/09/11/13). She completed her Ph.D. in Sociology with her dissertation entitled Family Homelessness in the Small City (2016).
Reflective Essay :
What kinds of practices do educators and practitioners need to foster (facilitate) critical engagement with immersive media, particularly about various modes of learning?
Computer and video production industry best practices served as the core of our teaching practices in the Making VR Pi Collaboration Studio, Spring 2016. Iterative production processes are well suited to provide step-by-step critical engagement with content and technology. We are long- time industry colleagues in the animation and visual effects industry. Thus, we used deadline-driven production methods to aggressively plan and execute studio deliverables with students who were all new to the technology and the VR medium. The time was tight, but the output of the students was admirable.
The challenges for the virtual reality (VR) storytelling studios are the challenges of any media production: how good is the story, the characters, the plot, the environment? How do visitors move around in the experience? Is it engaging for them? Do they care to repeat it for further exploration? Do they have the power to change the outcome of the story? And yet, no matter what the user experience, the story always reigns supreme.
The collaboration studio opportunity grew out of an ongoing arrangement between the Learning Community Charter School (LCCS) and Liberty Science Center in Jersey City to celebrate the mathematical constant of Pi. In previous years, all grade levels of the school were allowed to demonstrate their curiosity and creativity to express the fun of Pi as part of the school's dedication to project-based learning. The event was entering its sixth year, and it was more famous for fabulous pies than for the exploration of math constant of Pi. Tammy wanted to refocus the event back to its STEM roots. She invited a great variety of companies and organizations, including Google Expeditions, to display their "Maker-centric" methods of introducing students to math concepts in animation, music, and physical computing. She also invited the Parsons MFA DT graduate students to collaborate with the LCCS students to explore ways to tell the story of Pi.
Fourteen Parsons MFA DT students signed up for the studio. Sixteen students from the fifth through the eighth grade signed up from the LCCS side. It is a challenge to teach new media game design and storytelling concepts in a fifteen-week course and even more of a daring experiment to deliver working projects by Pi Day only six weeks from the start of the semester. The state-of-the-art of emerging visual technologies is always shifting, and many students had not yet had opportunities for working in VR. On the LCCS side, Michelle Flam and Mike Buono's students started by creating a Hero's Journey narrative (a la Joseph Campbell) complete with rough storyboards and character designs. The MFA DT students then joined the LCCS kids and evolved their ideas. We allowed all the students creative freedom and thus addressed the problem of favoring one learning modality over another. The graduate students worked in teams. Everyone engaged with learning at their own pace and relied on the wisdom of the team to solve production problems. Parson's Kyle Li was our technical supervisor and taught six students the needed short-cut methods to produce Google Cardboard games with Unity 3D. Two of our students designed the promotional print assets including a T-Shirt and a board game. Two students created a 2D storybook and animation about the concept of Pi entitled What if no one thought of Pi? Three students embarked on the difficulties of projection technologies and algorithmic animations where the visitor controls a set of variables in an equation that makes a simple polygon (a = 2*PI/N) or a more complex geometry (y = cos(x1*a) * sin(x2*a)). One student produced a music video with Pi animations to which another student choreographed a hip-hop dance performed in the theater.
When Pi Day, 3.14.16 arrived, we presented successful working projects at Liberty Science Center to 3400 visitors. Putting the projects through 3400 user experience tests in a public setting was enlightening for the graduate students as well as the LCCS students. They learned to make minimum viable products (MVP) in the form of compelling story-driven VR experiences. And, they had a chance to produce further iterations of their work over the remaining half of the semester.
Going forward, the primary focus of the Spring 2017 VR and Storytelling Studio will be to allow for more time for graduate and middle school student interaction and in-depth collaboration. We learned from the first Spring 2016 collaboration that LCCS students should not only create the original narrative, but they should also engage and interact more deeply with the process of making the final products of the studio. To accomplish this, we are physically embedding the graduate students in the LCCS class to allow for close collaboration and communication.
The modes of learning for a middle school vs. a graduate student are different. Graduate students in the Parsons MFA DT are digital natives and familiar with digital production craft. They are also encouraged to be autodidactic and to adopt new methods of making quickly. Middle school LCCS students, the Minecraft Generation, on the other hand, are familiar with technology but not necessarily with the sophistication of virtual reality or simulation software. However, we are finding that when middle schoolers are allowed to tinker with technology, in the way Seymour Papert encouraged his students to do, they are quickly able to create and understand principles of the VR medium and its tools.
For both populations, the highest hurdle for creating moments of criticality remains the crafting of the content for a compelling VR experience. Ideally, the rules of the 360-world should be bendable so that they are more fantastic than the real world. The visitor should freely experience the artificial world. The fantasies, plots, characters, and environments should deliver meaning that genuinely engages and resonates in the visitor's soul. Testing for each of these effects is essential and impossible on a tight schedule. Even with our limited six-week prototypes, we learned that only after the fully rendered experience is complete can we take off our headsets or step out of our projection domes, to look back and unpack the meaning that was created by the experience.
In review: 1) The studio critically engaged with the projects as we reflected on each iteration in a time-restricted production schedule. 2) We addressed the modalities of learning by allowing both graduate and middle school students to create unique projects of their own making and design as they learned new ideas and technologies 3) Going forward, we know that we will deepen and expand the collaboration opportunities between the graduate students and LCCS students.
In the final assessment, the opportunity for mutual exchange between the graduate and middle school students remains the greatest educational benefit of this endeavor.


Well, like many other people I don't have all that much to spend on make-up (unfortunately) so many of the products I use are regular drugstore type and the odd expensive product. I have a fairly good arsenal of make-up so many of the posts will be about what I have and what I can come up with.
Anything Halloween and masquerade! I love dressing up and I watch a lot of YouTube videos that feature dress-up. In fact; this year I did a few Halloween looks just because and my final look was Captain Jack Sparrow (which I actually won a prize for).
Not only do I enjoy putting on make-up, I also like reading about it as well as art and photography (and personal blogs of my friends) - so of course I feature a few of my favourite blogs - you'll find them the bottom of the page!
I don't want to give everything away at once, but there's plenty more to come! Make sure you keep yourself updated for more on beauty.


Don't mistake these for oranges. Tangelos are sweeter and juicier. Which isn't a surprise when you learn they're a cross between a tangerine and pummelo or grapefruit. You can differentiate them from oranges by their short neck, and they have looser skin, which is very easy to remove (like a tangerine's). Sweet!


I don't know if this can be done but here is what I have. 200+ folders of pictures named by what is in the folder. Flowers etc. What I would like to do is prepend the date in astrological order so I can sort by date.
What I would like is 20080612 Flowers as an example of one of the dates of the file that would be in that folder.
I did a search of the fourms and didn't find anything like this.
Before pressing the 'Scan' button, you need to go into the Options window to modify the 'Parent Folder Name Insertion' parameters (to configure the separator string) and 'Date Formatter' parameters (to configure the format of the date).
OK I did all that and I get an error saying error: The Python.......Row 1 is Invalid. Specific error detected is: "nothing to repeat"
Something must have gone wrong with the copy/paste .. maybe you don't have the text in the correct columns.
With the mouse copy the entire reply I sent with the search/replace data.
Go to the PFrank main window and select it with the mouse. Clear the customer renaming creator list.
this should result in the search/replace commands being inserted at the top of the list. This ctrl-F2 feature was developed to simplify insertion of custom renaming data from email or forum postings.
now press the scan. there should be no errors.
You will likely have to modify the insert parent folder and date formatter options as outlined before.
OK that worked better, yes I did have things in the wrong column. But now it just wants to change the names to the last modified date of the folder it isn't looking at the file date inside the folder to prepend that date to the folder name.
OK I'm getting closer as I found in view options what to look for and changed it to %lastmodifieddate% but it still doesn't use the information from the file it seems to be seeing when the folder was moved as we just upgraded the server that all these files are on. One other thing the IT guys compressed the files and I'm thinking that this may have something to do with it as well?
OK I copied all the files and folders to my computer and the program isn't using the files date it's using when the files were last moved or copied as the files took about 10 minutes to copy over I see the date it's using and minutes in the other columns so it really isn't using the right thing it's using last moved/accessed and note the creation date. I tried to use that in the "Files Properties Insertion" as "DateTimeOriginal% but it would use that in the file properties insertion line so I'm stuck but so close!!
Put that command in the replace column just like the others. Make sure the image insertion options are set up to use the %DateTimeOriginal%.
I can't explain why the file properties insertion did not work. If the files were compressed on the other computer then that shouldn't make any difference. Any dates inserted for file properties should corrrespond exactly to what you see in the file property date/time columns of the preview page (ie. last modified or creation date depending on which file property insertion options you set up).
If you are still having problems then please copy all the information from the Summary panel of the main window and post it in the next reply.


We are thrilled to announce that we have reached our fundraising goal and this property has been acquired by Mass Audubon!
In this time of changing climate, the importance of protecting and maintaining wildlife corridors cannot be overstated. The preservation of the O'Brien land will protect the local watershed and an important wildlife corridor that connects large blocks of forested land which are favorable for wide-ranging moose and other wildlife.
If you'd still like to support our land protection work, please consider making a gift to the Land Conservation Fund, which helps to protect land across the state.