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GWRDay15 Largest Maths Class Proof Submission – 1 of 2
This page is to submit your proof and data for the Largest Maths & Science Lesson ONLY. If you are submitting proof for one of the other records, please follow the links in your email, so that you fill in the correct forms.
With so much misery in the world there are many appeals for donations. This Guinness World Record lesson is freely giving a unique educational opportunity to nearly 50 thousand learners. Many schools could afford to make donations that would help teachers and learners who have very few opportunities to help themselves and to work for better lives for themselves and their communities. For example, if each school donates just £5 for each participating class that would give bursaries and teaching resources for 20 teachers from the most disadvantaged communities. It would benefit 600 learners now, this year, and more learners in the future.
If you got value out of participating in this amazing world record, please give as much as you can.
Thanks a million!
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The data does NOT have to match the original registration details you sent before the attempt. We are only interested in those that ACTUALLY participated. Please email us on with any questions, by replying to the email with the link to this page in it.
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Worldwide leading expert in pneumatics, SMC, has pledged to increase its investment in R&D during 2013 by almost 2% to 144millon Euros.SMC, which was recently named as one of the world's most innovative companies by leading business magazine Forbes, launches around 40 new products to the European market every year.
And with its two technical centres in Europe, UK and Germany, as well as further locations in Japan, China and the USA, SMC is helping its customers gain a competitive advantage by improving their processes, cutting energy waste and environmental impact; ultimately adding to the bottom line.
SMC said: "At SMC we pride ourselves on delivering award winning innovation and design to meet the needs of customers by working in partnership and devising cost efficient process solutions. "To ensure we continue to deliver world leading customer service, we are increasing our R&D budget from 2.1% to 3.9% in 2013, further demonstrating our ongoing commitment to innovation."
From its original pneumatics roots 53 years ago, SMC now has a team of 1,400 R&D engineers and offers over 11,000 basic products with more than 600,000 variations. Over the years, it has extended its product range from basic pneumatic components through to specialist products such as dryer/chillers, easy to programme electric actuators, ionizers as well as process control and instrumentation components.Two new products proving popular in the European market are the PF3W Digital Flow Switch for water with Integrated Temperature Sensor and the IDK Moisture Control Tube.
The PF3W is designed to work with fluids up to 90°C and incorporates a built-in sensor which simultaneously monitors both flow and fluid temperature. Perfect for applications requiring a constantly monitored flow of cooling or cleaning water, it is up to 40% smaller in volume to standard products, offering improved piping space and flexibility.
The IDK is unique to the European market and is the ideal solution for small size pneumatic equipment that is prone to corrosion or operational breakdown as it diffuses water vapour from inside the piping thus eliminating water condensation.SMC added: "These products are just two examples where SMC takes every day production issues and provides easy to use, practical solutions; the key characteristics of great innovation and design."
To help its customers access details of its key products launched over the last 24 months, SMC has produced an Innovations Catalogue which is available in French, German, Italian, Spanish and English. It provides machine builders and designers with numerous cutting edge solutions for many advanced automation applications. For more information, please visit SMC's New Product Section at www.smc.eu.
June 2012

subset: commoncrawl


text: Blue Wave Micro offers a wide assortment of products ranging form laptop and desktop computers to mobile devices and computer peripherals such as printing equipment. We help clients identify the best equipment and devices to meet their needs, all within budget. To learn more about our partners and products, contact us today.


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Strawberry Spinach Salad
- 1 tablespoon poppy seeds
- ½ cup white sugar
- ½ cup olive oil
- ¼ cup distilled white vinegar
- ¼ teaspoon Worcestershire sauce
- 10 ounce fresh spinach, rinsed, dried, and torn bite size
- 1 quart strawberries, cleaned, hulled, and sliced
- ¼ cup Nature's Eats Sliced Natural Almonds
Simplicity at it's best, enjoy this summer salad with any meal.
In a medium bowl, whisk together the poppy seeds, sugar, olive oil, vinegar, and Worcestershire sauce. Cover and chill for one hour.
In a large bowl, combine the spinach, strawberries, and almonds. Pour dressing over salad, and toss. Refrigerate 10 - 15 minutes before serving.
Optional: Toast Nature's Eats Sliced Natural Almonds on baking sheet in oven or in dry skillet for 1-2 minutes.


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Export 116 results:Author [ Type] Year
Filters: Author is Arnold Jan den Dekker [Clear All Filters]
Conference Paper
"Unbiased signal estimation in magnitude MR images", Proceedings of the European Society for Magnetic Resonance in Medicine and Biology, vol. 2, no. 2, Brussels, Belgium, pp. 174, September, 1997.
Journal Article
"Adaptive anisotropic noise filtering for magnitude MR data", Magnetic Resonance Imaging, vol. 17, no. 10, pp. 1533-1539, 1999. Download full paper (366 KB)
"Advanced electron crystallography through model-based imaging", IUCrJ, vol. 3, no. 1, Jan, 2016.
"Atom-counting in High Resolution Electron Microscopy: TEM or STEM - that's the question", Ultramicroscopy, vol. 147, pp. 112–120, 2017.
"Automatic estimation of the noise variance from the histogram of a magnetic resonance image", Physics in Medicine and Biology, vol. 52, no. 5, pp. 1335-1348, February, 2007. Download paper (297.18 KB)
"The costs and benefits of estimating T1 of tissue alongside cerebral blood flow and arterial transit time in pseudo-continuous arterial spin labeling", NMR in Biomedicine, In Press.
"Data distributions in magnetic resonance images: a review", Physica Medica, vol. 30, issue 7, pp. 725–741, 2014. Download paper (410.33 KB) Download paper (protected) (505.58 KB)
"Detecting and locating light atoms from high-resolution STEM images: the quest for a single optimal design Ultramicroscopy", Ultramicroscopy, vol. 170, pp. 128-138, 2016.
"Diffusion kurtosis imaging with free water elimination: a Bayesian estimation approach", Magnetic Resonance in Medicine, vol. 80, issue 2, pp. 802-813, 2018. Download paper (1.93 MB)
"Estimation of the noise in magnitude MR images", Magnetic Resonance Imaging, vol. 16, no. 1, pp. 87-90, 1998. Download paper (64.9 KB)
"Estimation of unknown structure parameters from high-resolution (S)TEM images: what are the limits?", Ultramicroscopy, vol. 134, pp. 34-43, 2013.
"From High Resolution Image to Atomic Structure: how fare are we?", Scanning Microscopy, Special Issue on Image Processing, vol. 11, pp. 467-478, 1997. Download full paper (3.45 MB)
"Generalized likelihood Ratio tests for complex fMRI data: a simulation study", IEEE Transactions on Medical Imaging, vol. 24, no. 5, pp. 604-611, May, 2005. Download paper (377.11 KB)
"How to optimize the design of a quantitative HREM experiment so as to attain the highest precision", Journal of Microscopy, vol. 194, no. 1, pp. 95-104, 1999. Download full paper (601.48 KB)
"Implications of the Rician distribution for fMRI generalized likelihood ratio tests", Magnetic Resonance Imaging, vol. 23, no. 9, pp. 953-959, 2005. Download paper (1.36 MB)
"Iterative Reweighted Linear Least Squares for Accurate, Fast, and Robust Estimation of Diffusion Magnetic Resonance Parameters", Magnetic Resonance in Medicine, vol. 73, issue 6, pp. 2174–2184, 2015.
"Joint Maximum Likelihood estimation of motion and T1 parameters from magnetic resonance images in a super-resolution framework: a simulation study", Fundamenta Informaticae, vol. 172, pp. 105–128, 2020.
"Likelihood based hypothesis tests for brain activation detection from MRI data disturbed by colored noise: a simulation study", IEEE Transactions on Medical Imaging, vol. 28, no. 2, pp. 287-296, February, 2009.
"A likelihood ratio test for functional MRI data analysis to account for colored noise", Lecture Notes in Computer Science, vol. 3708, pp. 538-546, September, 2005. Download full paper (483.15 KB)
"The maximum a posteriori probability rule for atom column detection from HAADF STEM images", Ultramicroscopy, vol. 201, pp. 81-91, 2019.
"Maximum Likelihood estimation of Rician distribution parameters", IEEE Transactions on Medical Imaging, vol. 17, no. 3, pp. 357-361, 1998. Download paper (106.26 KB)
"Maximum Likelihood estimation of signal amplitude and noise variance from MR data", Magnetic Resonance in Medicine, vol. 51, no. 3, pp. 586-594, 2004. Download full paper (295.12 KB)
"Model-based two-object resolution from observations having counting statistics", Ultramicroscopy, vol. 77, no. 1, pp. 37-48, 1999. Download full paper (226 KB)
"A new non local maximum likelihood estimation method for Rician noise reduction in Magnetic Resonance images using the Kolmogorov-Smirnov test", Signal Processing, vol. 103, pp. 16-23, 2014.
"A nonlocal maximum likelihood estimation method for enhancing magnetic resonance phase maps", Signal Image and Video Processing, vol. 11, issue 5, pp. 913-920, 2017.


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Today the 27th September 2015, Paris went car-free and we were there to witness this unprecedented event!
Emerging from the metro station Georges Clemenceau, I was stunned by how different the Champs-Élysées looked.
For one day France's most prestigious avenue had become a peaceful and quiet place free from car noise and exhaust fumes. All we could hear were the mumbles of people talking to each other while strolling, cycling or skating. The facial expressions on some people were quite amusing: it was like walking in a dream. I had never seen the Champs-Élysées free of cars on a Sunday afternoon with a throng of people so very happy to take the place of motor vehicles for one day.
But was this really true? Would Parisians play along and not take their cars outside the limits of the Champs-Élysées? I wanted to be sure and walked down the avenue to the Place de la Concorde to get to the busy shopping street of the rue de Rivoli.
Rue de Rivoli from the Place de la Concorde to Châtelet was incredibly quiet. Of course, the ban didn't include buses, taxis, emergency vehicles and delivery vans but still the street looked extremely quiet.
Then I walked through the Tuileries Garden to reach the Quai des Tuileries and the bridges of the River Seine. Same scene again: nearly no cars, just a few buses and taxis.
For the first time photographers were not bothered by traffic and could take beautiful photos of Paris' most celebrated monuments. We chose to focus on the Louvre:
Based on the successful annual Car-free Sunday in Brussels a citizens collective called 'Paris sans voiture' (Paris without cars) convinced Mayor Anne Hidalgo to plan Paris' first pedestrian and cyclist event.
Then I saw a car that obviously did not have the right to drive through and a pedestrian pointed her finger saying aloud: 'Hé, mais il n'a pas le droit de circuler celui-là !' (Hey, this guy doesn't have the right to drive). So yes the event was taken very seriously indeed!
Between 11am and 6pm this Sunday, the heart of Paris comprising the 1st, 2nd, 3rd and 4th arrondissements was strictly car-free. Most vehicles were also banned from the hill of Montmartre, the Champs-Élysées, Champ-de-Mars/Eiffel Tower, Luxembourg Garden and Mouffetard in the 5th arrondissement.
Outside the car-free zones, the municipality of Paris enforced a speed limit of 20kph (12mph) on all vehicles across the rest of Paris.
The event comes ahead of Paris hosting of the United Nations Climate Conference which will take place in the French capital from the 30th November 2015. The whole word will gather in Paris to discuss global warming issues.
This was a beautiful Autumn day and if only Paris was like this every weekend! Next year we're hoping the car free day will include the whole of Paris.


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Dear Innsbrook Nature Enthusiasts,
Spring has come late to IBK, as has our Spring 2018 Newsletter! We started writing this on a Sunday evening after one of the most splendid weekends in many months. The daytime temperatures were in the 60's, the air clean and soft, the winds gentle, humidity just right, the skies ever so blue, and the night sky so crisp that the moon casts shadows of us around the outdoor fire on a cool evening. It rarely gets better than this in Missouri, or anywhere in the Midwest this time of year.
The sights, sounds, and smells of Nature are approaching their peak of the spring season this week at IBK, some 7-10 days later than last year. The wise elder oaks in IBK forests have started to leaf out, towering above white dogwoods and magenta redbud trees that have already peaked in the understory. Wild daffodils which got an early start this year are still plentiful, and it has been a joy to see them spread all over IBK in the past decade. Read more about nature's timeline in our Nature Group's Phenology Log here.
In our latest IBK Nature Group newsletter you will learn about: the new Charrette Creek stream team, owl sightings, tips for living in harmony with nature, ring-necked snakes, a nature trail addition, turtles on the move, results of the winter backyard bird count and dark sky survey, beetle invasion, and a favorite guide on our nature bookshelf. We hope you find something that enlarges your appreciation of both Nature and IBK.
View the Spring 2018 newsletter at https://ibknature.com/newsletters/spring-2018-newsletter or if you prefer to read or print it as a document, and take a break from Facebook tracking what you do, download it at Innsbrook Nature Spring 2018 Newsletter. Thanks for sharing this with your IBK neighbors and friends who may not know about our informal nature lov'n group. They can join our newsletter mailing list by providing their email address where prompted on the right hand side near the top of any page. Send us a note to email@example.com if you have trouble with any of the above.
Kath and Rich for the Innsbrook Nature Group


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Learning across Cultures Roy Williams, Jenny Mackness, Simone Gumtau
Learning across Cultures
Learning across Cultures
Roy Williams, Jenny Mackness, Simone Gumtau
Education is built on the foundations of peer reviewed knowledge, first formalised in the Royal Society many years ago, so networking is nothing new. What is new is the facility for networking across the internet. It is now so much easier to 'explore tools, information, resources and points of view from other disciplines that can elucidate and even answer problems'.
This provides opportunities and challenges for the curriculum. Institutions, through their courses, and students and staff through their networked learning and research, are all trying to find ways to reconcile core curriculum values and standards with these rich, serendipitous, and sometimes centrifugal, forces, which are becoming core to the dynamics of the new global political economy (1).
We have identified a number of new types of open, and in principle trans-disciplinary curricula: massive open online courses (MOOCs), interactive spaces (MEDIATE), trans-disciplinary installations (The Brain) "" as well as resonances with much earlier curricula innovations, in Montessori education.
We propose new methodologies and approaches that may help us to describe, evaluate, manage and design these new dynamic curricula, based on recently published research, in Footprints of Emergence (2). To do justice to these dynamic changes, we developed a new learning topography "" a 3D graphics 'footprint' template which acknowledges and integrates open or emergent learning as well as prescribed learning (or core knowledge). The framework is applied to a range of learning events.
1. Introduction
Curricula that include science, engineering, art and design can be rich, stimulating and creative. They can also be frustrating and discordant "" both in the design process and in implementation. These unique opportunities and challenges are consequences of working across not just different disciplines, but often different cultures. In other words, not just different ways of thinking or writing, but different ways of being "" being part of social, intellectual and professional communities. It is from this perspective that we will explore the issues in this White Paper, which could be titled Learning (and working) across Cultures.
There are many ways to approach learning across cultures. This paper explores the particular role that emergent learning can play in developing new ways to design and implement learning across cultures, based on our recent research into emergent learning, and the affordances of social media. Emergent learning is in principle adaptive, ordered-and-yet-unpredictable, and flourishes in curricula that are themselves emergent. A more formal definition is:
Emergent learning is likely to occur when many self-organising agents interact frequently and openly, with considerable degrees of freedom, but within specific constraints; no individual can see the whole picture; and agents and system co-evolve (3).
The key to designing for emergent learning is to define negative constraints, not positive outcomes "" which turns traditional curriculum design on its head. And if you want an example of emergence, Twitter is almost a caricature, although how much people actually learn in Twitter is moot. It could be argued of course that the negative constraints of Twitter, and their governance, are still in the process of being established.
There are two contributions that this paper can make to SEAD: on the one hand, a practical framework for describing, designing, and managing emergent learning in general; and on the other hand, some specific examples of how this can be applied to SEAD and related contexts. We gain rich insights from emergent learning, but it is always somewhat creative, surprising and unpredictable; hindsight does not necessarily produce foresight. Consequently, emergent learning does not produce best practice, but rather, interesting and thought provoking practice.
This will lead to a somewhat different and innovative set of 'suggested actions', to contribute to the task of developing SEAD curricula, and to contribute to the development of the notion of the curriculum itself, which might usefully accommodate more emergent teaching and learning, and even some emergent curricula, for 'learning across cultures'.
2. Current State of Practice
It is ironic that the management of education has become more closed while learning has become more open, particularly over the past 10-20 years. The curriculum has become more instrumental, predictive, standardized and micro-managed, in the belief that this supports employability and learning. Meanwhile, people have embraced open, interactive, participatory, collaborative and innovative networks for living and learning.
There is some progress, however. Increasingly, a range of people and institutions are convening and curating open forums – both online, in MOOCs, JAMs, Online forums, not to mention blogs, twitter clouds, and wikis, as well as face-2-face (f-2-f), in un-conferences, and exhibitions and interactive installations that are curated across traditional disciplines. Both online and f-2-f events constrain or enhance participation in their own ways: online events can easily be opened up to global participation in ways that f-2-f events cannot match, and f-2-f events can provide an immediacy and richness that online events cannot emulate. These distinctions are, of course, becoming increasingly blurred, as the internet becomes just an ordinary part of people's lives.
MOOCs "" (Massive, globally Open – and generally free – Online Courses) in particular are growing apace, and diversifying in size (ranging from a hundred to many thousands of participants), in facilitation (ranging from active facilitation and moderation to aggregation, to machine managed), in pedagogy (from connnectivist and constructivist, to behaviourist or instructivist) and in content (from open to proprietary, with an emphasis on open,, or at least creative commons resources).
But they all rely on peer collaboration across a range of social media, and active, self-organised participants. And MOOCs seem to have split, already, into cMOOCs – with more emphasis on constructivist teaching and learning- and xMOOCs "" with more emphasis on behaviourism and numbers – of 'raw' enrolments rather than retention, and throughput rather than accreditation, (4). There are also, now, what might be called mMOOCs "" 'machine MOOCs' which could be seen as DIY-book clubs with self-organised study groups. Formal assessment and accreditation is often an optional add-on, though it is unlikely to be free "" if anything, it is likely to be the revenue generating tail that finances the 'free' course "" which has to be financed somehow. This opens up the curriculum, in principle, to flexible and open access on the one hand, but also to a potential undertow of marketization and commodification of teaching and faculty on the other. It does at least allow the student to opt for either an informal, free, 'certificate of attendance' "" or for certified, formal assessment "" at a cost. But the age-old adage "there's no such thing as a free lunch" should always be kept in mind.
3. The Potential
Working across disciplines can lead to creative and innovative solutions to problems "" particularly intractable ones. This has potential value for society and for the participants. It also has potential value for specific disciplines, by enhancing creative approaches within those disciplines "" whether arts or sciences.
However, we need to keep in mind that this requires a willingness to work across not only epistemologies, but also social, disciplinary and institutional cultures. For example, the physical sciences, in which things are expected to behave predictably, are a different culture compared to the social and biological sciences, in which organisms and people are self-organised, and consequently behave adaptively, somewhat unpredictably and, in the case of fine arts and performance arts, are required to be creative and innovative.
In addition, learning across cultures requires you to work across different types of texts and media "" from the formalised, reified written texts typical of the sciences, to potentially more open, flexible and metaphorical texts – typical of the arts and humanities. These different perspectives have implications for people's social and professional practice and identity, as well as for their commitments to their social and professional cultures. The key question is not "what do you want to learn when you grow up?" but rather "what do you want to be?" And the answer is generally not expected to be "both".
One of the ways to work across these different perspectives and cultures is to convene open courses, networks, or discussions which encourage emergent learning, and to find topics (for instance: water, energy, habitat, learning, the brain, micro-credit, HIV-AIDS) which can attract contributions from a range of disciplines and perspectives. Such events can be open to ideas, disciplines and perspectives, as well as to diverse experiences, ages, cultures, and languages.
4. Describing Emergent Learning
In our research we identified a range of examples of emergent learning, and developed a new framework to capture and map out 25 relevant factors, as well as the dynamics of change in these factors over the course of a learning event. This framework, Footprints of Emergence, takes the form of a 3D typography or landscape – see (2) for details. It is based on complex adaptive systems theory "" see (3) for the details. Below, in "Figure 12″, is an example of the way CCK08 (the Connectivism and Connective Knowledge course in 2008, the first global MOOC) was described using the Footprints of Emergence, as it changed from the initial design phase across over 4 subsequent phases.
Figure 1. The design and four subsequent phases of CCK08.
From: Footprints of Emergence (2)
The footprints describe, and map out, the dynamics of learning across a learning event (such as CCK08, above). They map out the way learning has been designed, delivered, and responded to across a topography "" a landscape of learning. This landscape includes prescribed learning (predictable, tightly specified outcomes) at the centre, and emergent learning across the 'top' or 'ridge' and towards the edge of 'chaos' (in complexity theory terms) This can be seen more clearly in cross section, in Figure 2, below.
Figure 2. The topography of learning.
From: Footprints of Emergence (2)
The intention, here, is not to promote emergent learning, per se, as better or worse than prescribed learning, but rather to map out the dynamics of the way prescribed and emergent learning actually takes place in a learning event, to see whether that is appropriate or 'fit' for a specific context. In the Footprints of Emergence paper there are several examples of how the balance between emergent and prescribed learning is, or is not achieved, in different ways, for very different learning events.
5. Designing Emergent Curricula
The key to designing emergent learning and emergent curricula is to define negative constraints, not positive outcomes. The first step is to decide what degree of emergence is appropriate for a particular context.
If we take the example of CCK08, the convenors mapped out (explicitly or tacitly) the degree of constraint, or lack of it, of their four factors: connectivity, autonomy, openness and diversity. As participant-researchers, working with our research respondents, we found that we needed to tease out and elaborate those 4 factors into, eventually, 25 factors. What we would describe as the de facto (design) constraints, at five points in the event, are mapped out in the five footprints, above.
These 25 factors are 'scored' (on a relational, continuous scale, not a discrete scale). A high score indicates very little constraint, and places the factor 'near the edge of chaos' (and the footprint). A very high score indicates no constraints at all, which places the factor 'over the edge', potentially into complete disorder. A low score places the factor towards the centre, and right at the centre the constraints are extensive enough for the outcomes to be prescribed as positive, i.e. with no flexibility or room for emergence at all.
In this way the footprints can be used to design curricula that have varying degrees of emergence and prescription. The footprints can be used retrospectively, to describe the implicit (or tacit) design as it was operationalized, and experienced, at that time by a particular group of stakeholders (researchers, participants, convenors, teachers, etc.) Many educational events respond and adapt to their unfolding context in some measure, in which case the dynamics of the (implicit) design will change, and a series of footprints will need to be drawn (see Figure 1).
The design parameters vary from emergent – towards the edge (defined by negative constraint) to prescriptive – towards the centre (defined effectively by so many negative constraints that it makes more sense to define them as narrowly-specified positive outcomes). Within the design process, and within the management of a course, this 'tipping point' always needs to kept in mind.
The same applies to learners, or participants. They may need to be guided, or invited, to explore learning in more or less adventurous and creative ways, depending not only on the aims and purpose of the curriculum and the course, but often more importantly on the participants themselves "" their degree of comfort, fear, confidence, experience, and their intentions and aims for their learning too.
6. Suggested Actions
There must be many ways to approach SEAD curricula. One way to do so is to explore the affordances of self-organized, emergent learning, within the global interaction and collaboration that the internet and its increasingly intuitive and ubiquitous interfaces makes possible.
Emergent learning is self-organizing, distributed, networked and collaborative, open and adaptive, and although it is not predictable, it is still organized. In fact, without some constraints, emergence unravels over the edge of chaos into disorder (5).
Emergent learning provides a unique set of creative opportunities – and limitations -within which SEAD curricula can be designed and developed. It does not offer predictability, or compliance with prescribed outcomes; these should be explored within other frameworks. It needs to be integrated into a learning landscape that includes emergent and prescribed learning, in which the emergent learning needs to be designed by 'negative constraint', not positive outcomes, turning conventional curriculum design (temporarily) on its head.
Action 1: Develop, and Communicate the Value of, SEAD Curricula
Barrier: SEAD curricula include disciplines which are creative and innovative, as well as insights and which are applied across cultures and disciplines. However, in the UK in particular, the Higher Education sector has demanded more predictability and more micro-management. So there are few opportunities to develop and use innovative SEAD curricula.
Target: First and foremost: practitioners, designers and participants in SEAD learning. They have the most at stake. Secondarily, administrators and policy makers.
Solution: Tools for Designing and Describing SEAD Curricula
Suggested Actions: Identify and develop frameworks and graphic formats and tools for designing, describing and communicating the value of SEAD curricula. Many of these will include emergent learning. The 'Footprints of Emergence' is one framework and 'toolset' which has specifically been developed with emergent learning in mind. It should be tested on a wider scale, and developed further. Others need to be explored too.
Action 2: Theoretical Frameworks for SEAD Curricula
Barrier: SEAD curricula, by definition, do not operate within disciplinary boundaries, which means they often lack the academic recognition and intellectual legitimacy of individual disciplines, built up over the years.
Target: Researchers, teachers, policy makers.
Solution: Identify, develop and disseminate relevant theoretical frameworks
Suggested Actions: There are many types of SEAD curricula, which possibly draw on as many types of theoretical frameworks for their design and practice.
These need to developed, made more explicit, and applied and disseminated to underpin the recognition and legitimacy of SEAD curricula, as well as to inform better design, practice and evaluation.
" The theory of emergence, is one such framework. It has arisen out of the specific need to understand current developments in in emergent learning, and to inform design for emergence in practice. It is based on an established body of research in Complex Adaptive Systems Theory (CAST), which already informs practice and research on Communities of Practice, connectivism, and networked learning. (5, 6).
" The theory of affordances is related framework. It has arisen out of the work on perception, action and interaction, in ecological psychology, based on the earlier work of J.J. Gibson (7). It deals with the way in which people create new ways of thinking and doing things, in interaction with their environment as a whole, which often includes work across disciplines.
" The theory of synaesthesia and embodied learning. The work of Ramachandran on synaesthesia and cross-modality is key to understanding embodied learning, and the use of metaphor and multimedia in open and cross-disciplinary learning ( 8).
Action 3: Develop a Knowledge Bank of Exemplars of Emergent Curricula and Courses
Barrier: Educational policy makers and administrators have little tolerance for cross-disciplinary study, whereas an a small but increasing number of academics and SEAD practitioners are enthusiastically working with their colleagues and professional practitioners in emergent learning. Particularly because emergent learning is not aimed at producing predictability and 'best practice', but rather unpredictable, 'interesting and inspiring practice', and emergent curriculum design is based on defining negative constraints rather than positive outcomes, there is a lack of understanding, or appreciation for the value of, emergent learning. There often isn't a common framework for dialogue, let alone a working relationship.
Target: Faculty and collaborating practitioners, administrators and managers, policy makers.
Solution: A Knowledge Bank and Community of Practice, based on Exemplars of Emergent Learning Practice
Suggested Actions: Create a knowledge bank of exemplars of interesting and inspiring emergent learning and curricula, using a practitioner- and designer-generated, tagsonomy of for courses and events that contribute to the development and design of emergent SEAD curricula. Appendix 2 lists and describes several such exemplars. Further research is needed to systematically identify, describe, and tag more emergent practice. The current explosion of interest, and creation of new courses in MOOC of one kind or another would be a good place to start.
SEAD curricula are both a challenge and an opportunity. There are substantial opportunities for SEAD initiatives to build on recent research and practice in emergent learning, in terms of a theoretical framework, a design and research tool (Footprints of Emergence), and in terms of several exemplars of interesting and potentially inspiring practice.
Based on this, a number of actions are suggested, including using and further developing the theoretical framework and the descriptive and design tools, and creating a knowledge base within a Community of Practice on emergent curricula and learning in the SEAD domain.
1. Williams, R. (2012) Affordances and the new political ecology. In: Terrorism and affordance. New directions in terrorism studies . Continuum, London, pp. 93-120. ISBN 9781441133816
2. Williams, R. Mackness, J. and Gumtau, S. (2012) Footprints of emergence. International Review of Research in Open and Distance Learning, 13 (4). pp. 49-90. ISSN 1492-3831
3. Williams, R., Karousou, R., and Mackness, J. (2011) Emergent learning and learning ecologies in Web 2.0. International Review of Research in Open and Distance Learning, 12 (3). pp. 39-60. ISSN 1492-3831
4. Daniel, J. (2012) Making sense of MOOCs: Musings in a maze of myth, paradox and possibility Seoul: Korean National Open University
5. Cilliers, P. (2005). Complexity, deconstruction and relativism. Theory, Culture and Society, 22(5), 255-267.
6. Snowden, D.J., & Boone, M. (2007). A leader's framework for decision making. Harvard Business Review.
7. Gibson J. J. (1977) The Theory of Affordances, in R.E. Shaw and J. Bransford (Eds): Perceiving, Acting and Knowing. Hillsdale, New Jersey. Laurence Gilbaum Associates.
8. Ramachandran, V.S. (2003). The Emerging Mind: Purple Numbers and Sharp Cheese. Reith Lectures. Retrieved 2012-07-16
9. Radiography and fine art
10. Affordances for Learning (2009) HEA Project report. Retrieved from: http://learning-affordances.wikispaces.com/Project+Report
11. Mackness, J., Mak, Sui, Fai, J., & Williams, R. (2010). The ideals and reality of participating in a MOOC. In Networked Learning Conference (266-274). Retrieved from http://www.lancs.ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/Mackness.html
12. Mak, Sui, Fai, J., Williams, R., & Mackness, J. (2010). Blogs and forums as communication and learning tools in a MOOC. In Networked Learning Conference (275-284). Retrieved from http://www.lancs.ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/Mak.html
13. Gumtau, S., Newland, P., Creed, C. & Kunath, S. (2005). MEDIATE. A Responsive Environment Designed for Children with Autism. Accessible Design in the Digital World Conference.
14. Gumtau, S. (2011). Affordances of Touch in Multi-Sensory Embodied Interface Design. Unpublished PhD thesis, University of Portsmouth, UK.
15. Wellcome Collection unveils £17.5m expansion project, retrieved 14/11/12 http://www.bbc.co.uk/news/entertainment-arts-20055213).
16. Brains "" the Mind as Matter, Wellcome Collection website, retrieved 14/11/12from http://www.wellcomecollection.org/whats-on/exhibitions/brains.aspx).
17. Williams, R. Mackness, J. and Gumtau, S. (2014) Synaesthesia and Embodied Learning. Under submission "" forthcoming.
1. Frameworks for Emergent SEAD Curriculum Design
2. Exemplars of Emergent Design and Practice "
Appendix 1: Frameworks for Emergent SEAD Curriculum Design
1. Innovation across 'cultures'
In broad terms, learning and/or innovation may result from interactions between ideas and practice from different disciplines or cultures, which may resonate with (or challenge) each other, when brought together.
There is no hard and fast boundary between ideas and practice. Nevertheless, we can distinguish different ways in which such resonance takes place: within an exchange of ideas, or practice, or both.
Ideas – Ideas
For example, the idea of self-organised adaptation and innovation. There are aspects of self-organized adaptation and innovation in social, psychological, biological, and physical systems that may resonate between disciplines, within the overall notion of emergence, and/or evolution, across all these different perspectives and intellectual 'cultures'. This cross-pollination may result in learning and innovation.
Practice "" Practice
For example, the way images are captured and created, in fine art in radiography. There are aspects of a particular practice which are common across different disciplines (like capturing images) which may resonate at the level of practice. This may involve resonance and inspiration from one technique and discipline to another (9).
New Affordances
This kind of resonance or borrowing might result in quite new ways of doing things; exploring and establishing new affordances in one practice, based on an example of a related practice in another.
Ideas "" Practice "" Ideas.
Within an individual or a team's work and learning, the interaction between ideas and practice is likely to be a regular feature, repeated iteratively within the process of adaptation, development and innovation. This may occur within a single discipline, but it may equally occur across disciplines.
The development of the theory of affordances for learning, for instance, featured centrally, over two and a half years, in the Affordances for Learning project team, which explored the theory of affordances using insights from evolution, biological ecology, media theory, learning theory, and evolutionary psychology. These insights were used on an iterative basis, together with expertise in interactive media design, in the development of practical tools to create open, emergent affordances for professional reflective practice in a new 'nested narratives' methodology. This was written up in a methodology paper, a theoretical paper on affordances for learning, and a project report for the funders (10).
The theoretical paper in turn served as an input into a seminar on Affordances, Political Violence and Terrorism, and has subsequently been rewritten, and published as a chapter on Affordances and the new political ecology, in a book on Terrorism and Affordance (1). This chapter, in turn, has recently been used in a publication on Enterprise Resource Planning, in business information systems.
Appendix 2: Exemplars of Emergent Design and Practice
Emergent learning, because it is based on self-organized actors, is paradoxically unpredictable yet organized. There must be some organization, as without any constraint at all, emergence is likely to tip over the edge of chaos into total disorder. So how is it possible to design for emergence? The answer is surprisingly simple: by negative constraint, rather than positive outcomes.
When you design for emergence you turn the curriculum process on its head. As far as possible, you specify what is NOT going to happen, rather than what IS going to happen (which is the traditional way of designing a curriculum).
This is evident in several layers of the MEDIATE project, somewhat differently within the curating of The Brain exhibition, and in the Montessori classroom. Emergence is also present to a varying extent in CCK08 (11, 12), and the Entrepreneur courses and Teacher Training courses, all of which are described in the Footprints of Emergence Paper.
The details of what happened with in the MEDIATE project itself can be found in the Footprints of Emergence paper (2). This section will deal with related events, and with emergent learning in the MEDIATE development team, which included people from across the SEAD spectrum: artists, designers, computer engineers and scientists, and psychologists. It was based on the initiative of a design team at the University of Portsmouth (including sound artists, architects and a psychologist), who had some experience in developing interactive systems utilizing artificial intelligence, specifically to train fire chiefs in a simulated emergency scenario.
In MEDIATE, they were interested to develop an interface that addressed all the senses in a responsive environment, and could grow intelligently in dialogue with the user. This cross-disciplinary team then sought out collaboration from Europe, which was a condition of the research funding institution (the European Union). This itself was a somewhat emergent outcome, as the project struggled to find support in both Arts and Science camps, both contesting ownership. The two international design teams were approached on the basis on their expertise and/or previous successful collaboration with the team at Portsmouth.
The sound design team at the Hogeschool vor de Kuensten in Utrecht, Holland, was responsible for designing the 'intelligence', in other words the pattern detection software adapted especially for recognizing repetitive behaviour in MEDIATE. This software was based on a previous project, the Signature Analyser, designed to detect idiosyncracies in human jazz saxophone players. The visual design team at the Universitat Pompeu Fabra in Barcelona was based on the partnership between Narcis and Roc Pares, two brothers who collaborate regularly as artist and programmer, to create innovative interface designs.
The brief of the project was initially based on a commonly agreed diagnosis of autism and its symptoms (informed by the psychology team), for example: sensory hyper- and hypo-sensitivies, lack of communication, repetitive behaviour, and avoidance of novelty. The vision of this interactive space was that this could be a safe place for a child with autism and low verbal skills to interact, explore, communicate and be creative "" something that is normally seen as a deficit in people on the autistic spectrum. The brief developed as the project progressed, as a tacit understanding of the interactive space, and how it was going to be created.
A project on this scale and this complexity in research aims and technical accomplishment had never been done before. The space was effectively developed by an iterative series of developments "" ideas and practices "" which increasingly defined the 'open' outcomes of the project, and the MEDIATE space, by increasingly agreeing on the nature "" and limitations "" of the negative constraints that would define the open, unpredictable outcomes within the interactive space. Emergent design values centred, unusually, on openness and uncertainty, and sought to define minimal, but necessary, constrains "" from the 'outside' as it were. It was an evolutionary approach in the sense that both the structure (of the event), and the agency (of the participants) are expected to adapt, change and co-evolve.
In the case of the MEDIATE space, it was not only interactive, but was programmed (literally) to respond adaptively and unpredictably (within constraints) "" as a kind of proxy 'mind' to respond to the participants behavior, and establish a kind of dialogue (13, 14).
This also applied to the project team "" because the teams were in different locations around Europe, face-to-face meetings were limited and costly. Although all members spoke English very well, there were often misunderstandings that could only be articulated and resolved in these meetings, so project development was a lot more efficient at those times.
However, it was important that there was a shared design rationale when members were working away in their local teams. Many discussions focused on the ethics and potential dangers of producing a responsive environment for vulnerable children, and in the end it seemed there was a very strong shared vision of what was not going to happen. In fact this vision was so strong that one member of the consortium could not continue with the collaboration, as they were arguing very strongly for the sort of things the rest of the team had decided they definitely did not want to aim for. So the learning of the team, seen as a collective individual, was also managed (tacitly) by iteratively clarifying the negative constraints within the emergent development of the project.
The participants who entered the interactive MEDIATE 'room' were not expected to behave in any particular way, or to carry out, or develop, particular kinds of responses. Crucially, it was hoped that the space would be engaging and open enough for them to "take charge" of what they did "" to develop agency, which they did "" in develop their own, very different responses, which surprised nearly everyone concerned. If there was a positively defined outcome, it was this "" the participants did develop agency, and a strong sense of self-in-engagement with the world around them "" but, crucially, without having to comply with any specified 'content'. They were, predominantly, children on the Autistic Spectrum.
The emergence "" the continued interaction, adaptation and co-evolution between the participants' agency and the structure of their immediate environment "" continued after and outside of the participants' engagement with the MEDIATE space, particularly in the case of 'Mr. Purple', a child who had honed in on the colour purple in the interactive space. His family and carers, after discussion with him, painted his bedroom purple, and he slept through the night for the first time in many years.
The participants' learning was impressively emergent, as well as being positive in terms of their own development, but it was the development team's learning which is the real exemplar of learning across the SEAD spectrum "" albeit in more of a 'project' than a conventional 'course'. There is of course plenty of room for the application of the MEDIATE team's experience to more conventional project-based, research-based and problem-based learning, all of which are well established in higher education.
2.2 The Brain
The Brain "" Mind as Matter exhibition at the Wellcome Collection in London in 2012 is the most visited installation there to date (15). It received a total of 105,033 visitors during its run. Art historian Marius Kwint, a senior lecturer in Visual Culture at the University of Portsmouth guest curated this exhibition, which featured over 150 artefacts including real brains, artworks, manuscripts, artefacts, videos and photography "" both commissioned and found.
According to the press release, the exhibition sought to "to explore what humans have done to brains in the name of medical intervention, scientific enquiry, cultural meaning and technological change" 'Brains' asks not what brains do to us, but what we have done to brains, focusing on the bodily presence of the organ rather than investigating the neuroscience of the mind." (16)
Working with the Head of Public Programmes at the Wellcome Collection, the brief, similar to MEDIATE, could be seen to be very much centred on what was to be avoided (negative constraint). In this case, both parties were very clear that they wanted to avoid visual clichés and ephemera, such as the ubiquitous brain scan images in contemporary visual culture. The viscerality and materiality of the brain, the brain as an embodied organ rather than emphasis on the workings of the brain was to be at the centre of interest (also utilizing to full extent the Wellcome Trust's human tissue licence and collection).
Kwint reports that his job as curator was very much to weave these elements into a narrative which could have potential for emotional content / communication / impact.
This is not the first project on this subject matter for Kwint, as he was also involved in an exhibition around the dendritic (branching) form in nature and culture, called
Einfach Komplex (Simply Complex) at the Design Museum in Zurich in 2005.
Based on this, he developed a sense for the medium of exhibition as a form of embodied communication with very particular affordances. This medium allows the curation of content in a way that is experienced and digested in a very different way than web page content would be, for example. Not only is it a designed space involving full body interaction, it also presents information in a certain sequence or patterns. However, Kwint says they were very concerned to avoiding a didactic exhibition in a scientific sense, and not to teach brain functions in a classical way, but rather to offer an open narrative which could be explored by visitors on their own terms "" in a way, as self-organising agents.
This can only be described as a resounding success, as the figures and other evidence show "" with the appeal ranging from school children to veteran neuroscience experts, re-connecting with their passion and interest in what motivated them to go into the field in the first place.
The engagement with the 'mind as matter' merged different kinds of embodied learning "" across science, biology, art, and intellectual and emotional responses. In terms of SEAD curricula, it is an inspiring example of how the choice of a particular, and in many ways unusual choice of the mode of interaction "" in this case primarily 'embodied' (in a multitude of different ways) rather than intellectual or conventionally scientific – can be used to engage an audience whose identities were drawn from a range of very different roles, within a vast range of social, scientific and artistic disciplines, and 'cultures'.
2.3 The Montessori Classroom
The Montessori classroom arose out of practical, scientific innovation. Montessori, at heart a mathematician, and the first woman doctor to qualify in Italy, initially took on the task of teaching 'mentally disabled' children. The approach that she adopted in her design and development of the Montessori 'materials' (embodied proxies of an open curriculum), as well as in the learning materials themselves was, implicitly, a SEAD-type curriculum. Both her research and development, and the children's engagement with the materials includes was based on a scientifically rigorous, design informed, aesthetically sensitive, emergent learning framework, integrating insight and content from mathematics, biology, and medicine, psychology, linguistics/semiotics, the humanities, aesthetics and what we have recently come to recognize as the cross-modality of synaesthesia and embodied learning.
For all that, she consistently maintained that "there is no such thing as the Montessori method", just "follow the child". However, to follow rather than to lead turns the whole notion of education (from the Latin, educare, to lead forth), and traditional curriculum design on its head.
The core of her method was to scientifically and rigorously observe each child, each day, against the whole range of knowledge about child development at the time (which required her to be something of a poly-math), and then to design, engineer and produce aesthetically pleasing materials, appropriate for a range of 'sensitive periods' for child development, for the children to work with, based on their own internal motivation "" effectively their own self-organised and self-managed learning, albeit in a deeply intuitive rather than an intellectually scaffolded manner.
This was evidence- and research- based observation, design, construction, and practice, within an intuitive-aesthetics. It was based on her observation that children (including her initial, 'mentally defective', charges) really want to learn "" they have almost unlimited internal motivation for learning, if you are capable of designing and providing them with the materials they need to work with.
This resonates with the MEDIATE exemplar, as in both cases the learning in the design team, or collaborative group (Montessori worked with Piaget, amongst others) as well the learning of the participants in the actual learning environment, happened across 'cultures' including most if not all of the SEAD disciplines.
In all three of these exemplars learning is grounded, substantially, in embodied learning, often with little or no instruction, and certainly with remarkably little linguistic or intellectual scaffolding. This is not to say that emergent learning is in any way confined to embodied learning, but it does point to interesting alternative affordances for learning, and complementary modes of interaction. Embodied learning, in turn can be seen as grounded in cross-modality and what can be called 'synaesthetic scaffolding' (17).


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Nummie Stories
"I really would like all you mummies to know, you have changed my life. I would be a horrible depressed mess this pregnancy, if not for you all. You have given me support and friendship, a distraction so I am not just focused on what is going on in my life, laughter, tears and a feeling of friendship and bonding that I RARELY experience with women. I wouldn't be cloth diapering if not for some of you, and with that has come another community of amazing women I have met. Jacky Souders, I am eternally indebted to you for all that you have accomplished just by facilitating this amazing place for us mummies to go!" ~Renee
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"I have made it past my 3 month nursing mark, I feel blessed to have a supportive husband when at times I don't feel like I have any elsewhere, I'm happy that I'm starting to get out more and meet other nursing mommas. Its hard being a military wife, away from family and having friends up and leave (or turn into someone you thought they'd never be) Having a page like this to vent to, ask questions and share milestones with has been a lifesaver. Thank you ladies for just being here :)" ~Toni
1 comment:
- AnonymousAugust 7, 2013 at 10:50 AM
I was an extended breastfeeding mom with my youngest. I just want to say that from a health standpoint, I'm sure it's the reason she has only ever had diarrhea one time in her whole life and she turns 13 tomorrow. And, bonus,the one time was when she was 4, so I never had to even change a diaper with it. :-) She hardly ever gets a cold either. (although she was wishing for one last winter just so she could have a day off from school!)ReplyDelete
We weathered the pre-teen years very well as far as our relationship. I always heard horror stories, but other than an occasional eye roll, it's been smooth sailing. We are very close and she still wants lots of hugs, and especially loves when I play with her hair (one of my habits from when she nursed). I guess what I'm saying is haven't seen any downside. She has plenty of friends, and is very creative.


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10 healthy weight habits
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To take control of your weight, eating healthily and being active go hand-in-hand. To lose weight permanently, you will need to change the way you think about food and physical activity for good. Watching what and how much you eat and being more active are keys to maintaining a healthy weight throughout your lifetime. This will also significantly reduce your chance of getting cancer.
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If a major disaster hits you, you will learn how to take care of yourself. That is the most important thing in life. You will learn how to provide you and your loved ones with water, food and energy to power your needs at a ridiculous low cost. The program comprises several modules, including:
- How to Make Your Own Survival Equipment: you will learn to create all the tools you need to fight a crisis. All the details are graphically explained. Besides, you also have a fully detailed video on how to assemble the parts. You will learn what to do with them in the right conditions as well.
- How to Build a Schappeller Generator: what is the first thing that disappears after a catastrophe hits your town? Electricity! But do not worry! With this power generator, you will be able to create electricity to power your needs such as cooking food or using an electronic device to seek out for help.
- Making of a Planning Guide: this is the guide that will help you make your survival kit and gear. You will use everything inside it to survive a disaster.
- Educational Video Tutorials: the videos will help you to build all the tools and items detailed in the program. They also discuss several aspects related to survival life.
- This is a very easy to read and understand guidebook, developed by a survivor. So, unlike many other guides, the author does know what he is talking about.
- The materials necessary to build the tools described in the guide are of a very low cost. There is no need to buy expensive devices.
- The guide covers all kinds of disasters. It does not create a single kit to survive every type of situation you may encounter. You will learn how to harness food and provide a roof to your head.
- The program offers a sixty day money back guarantee in case you are not satisfied with the guide´s content.
- Even though the materials are of a very low cost, you will still need some time to build and assemble the generator and the rest of the tools. There is no instant solution.
In Conclusion
This is a great program for preppers that are new to survival life and also depend on a low cost budget. And in case you are an accomplished prepper, you will still learn a good deal of new information throughout the guide's pages. The variety of kits detailed and provided is astounding. Download the Preppers for Pennies program and find out how a quality survival set is made!
Download Prepping for Pennies Now! It's 100% risk-free for 60 Days! Click the button below:


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TAP TAP ANTS : BATTLEFIELD from BANGLADESH receives nomination for UN-based Award
The online Jury of the World Summit Award examines almost 500 of the world's best e-Content Websites and ICT projects from August 10 to September 15. TAP TAP ANTS : BATTLEFIELD from Dhaka, Bangladesh is one of them.
TAP TAP ANTS : BATTLEFIELD from BANGLADESH is nominated to enter the next round of the 2015 World Summit Award (WSA) in ENTERTAINMENT & GAMES. TAP TAP ANTS : BATTLEFIELD will compete against almost 500 outstanding digital nominations and applications from 160 countries and be evaluated by the WSA's online Jury from August 10 to September 15. The online jury will evaluate the ventures, creating a shortlist of 15-20 projects in each of the eight categories.
TAP TAP ANTS : BATTLEFIELD is a fast paced Action, Arcade game with exciting combos, two different Game Modes i.e. Survival and War, and different challenging missions. This game also has multi-touch and game-play customization features, and some surprise elements to increase the fun level. It's been awarded by NATIONAL MOBILE APPLICATION AWARD 2014 and selected for World Summit Award 2015 as best and most innovative digital content from Bangladesh.
After this, in a three-day process in September, the WSA Grand Jury, consisting of 20 international renowned ICT experts and industry leaders, will meet in Baku/Azerbaijan to evaluate the submissions from the remaining nominees and select the 40 best products. The jury members of the Grand Jury come from all continents and have backgrounds in the creative industries, telecommunication, advertising, journalism and research, as well as in teaching.
Finally, the 40 world's best e-Content applications (5 products in each of the WSA categories) are selected to present their products in front of an international audience in the WSA Global Congress.
The categories of the World Summit Award (WSA):
Government & Open Data
Health & Environment
Learning & Science
Entertainment & Games
Culture & Tourism
Media & News
Business & Commerce
Inclusion & Empowerment
TAP TAP ANTS : BATTLEFIELD is nominated in ENTERTAINMENT & GAMES.
WSA World Congress 2015
After the selection in Azerbaijan, the 40 WSA winners will get the chance to present their products at the WSA World Congress. The event will offer a platform for high level experts, industry leaders and government representatives to discuss innovation in mobile content. At the event, an on sight jury will again evaluate the products to select eight overall winners: The WSA Global Champions 2015.
About the World Summit Award
The World Summit Award (WSA) is the global follow-up initiative of the United Nations World Summit on Information Society (WSIS). It partners with the key UN organisations and agencies in the framework of the UN Geneva Agenda and the Tunis Action Plan and selects and promotes the world's best e-Content and innovative ICT applications; to date more than 178 countries are actively involved. Through national pre-selections and contests together with a global jury process, WSA demonstrates the local diversity and rich creativity of ICT use. WSA is a global hub for everyone who values the crucial importance of local content to make today's information society more inclusive.
Visit WSA on www.worldsummitawards.org , facebook.com/WorldSummitAward , twitter.com/WSAoffice


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|» Products
|» Industrial Paints
Industrial Paints
Paints, available in forms of primer, enamel, matte finish, pearl finish, varnish, emulsion and coating; are applied in liquid form. The company has a complete range of industrial paints and thinners available for commercial and industrial projects, like plants, machinery, modular buildings, bridges, ships, fuel pipes, chemical tanks, electronic appliances, etc. The thinners in paints are used for proper application. Some solvents can also be used as thinners in paints, such as Toluene, Turpentine, Acetone, Naphtha, etc. By blending industrial paint and thinner, the applicators make the thick paint thin, which can be easily applied. This combination creates magic by giving glossy finish.
Key points


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Antivirus* 2.3
Almost everyone who owns a computer decides to install some sort of antivirus in order to protect it from malware. What most people do not ...free download
Almost everyone who owns a computer decides to install some sort of antivirus in order to protect it from malware. What most people do not ...free download
Mobile phones are targeted by hackers and other individuals due to their vulnerability to contract viruses. This may come as a surprise to you but ...free download
If you are the proud owner of an INQ mobile device, you should ensure that you get the INQ PC Suite to support the synchronization ...free download
The Softphone Bria application is a clever way to manage all your calls regardless of the way you make them from your PC. It includes ...free download
GPS Tracker is a low-power application to track the cell phone platform with the free GPS Gate. If your phone is stolen, you can configure ...free download
Working from your mobile phone can become boring after a while due to the fact that most buttons on cell phones are tiny and difficult ...free download
Testfile for you antivirus application. The Anti-Virus or Anti-Malware test file for "MyAntiVirus Pro". ...free download
The PS3 Brew Pro application works as a PS3 jailbreak which can be accessed from your Android phone. You will be able to download and ...free download
Android mobile devices are designed with Java-compatibility which makes possible to store and install lots of applications. With these apps installed on your Android, you ...free download
A lot of people have mobile phones. Modern technology has come a long way and having mobility is one of its greatest contributions. If you ...free download


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- Drip Coffee V60
- Coffee Beans
- Coffee Makers
- Cold Coffee Making
- Coffee Grinders
- Machine Cleaning
- Coffee Accessories
- Coffee Machine Spares
- Bottomless Filters
- Water Filters
Brazilian Fair Trade Coffee Beans
Brazilian fair trade coffee beans blend. The best beans to make stunning pure espresso shots. This powerful espresso blend also makes a deep bodied and highly rewarding Cappuccino. Most notable this coffee is loved by the well heeled.
Similar to the Classic Italian espresso blend. The addition of best washed East African Robusta mixes things up. Lively and rich tasting with an aftertaste full of fascination and romance.
An impressive coffee blend for all to enjoy. Get the premium gourmet taste that is never forgotten. Rated by influential coffee gurus as being one of the best coffees ever.
An espresso blend made up from four beans. 80% Arabica and 20% Robusta.
Genuine Arabica Costa Rican Central Valley High Mountains, (Terrazù).
Robusta from East Africa (Zambian). Northern district of the Muchinga Mountains. Multi award winning speciality coffee bean. Not commonly found in the UK.
Robusta beans from the Colombian Supremo Bucaramanga.
Brazil Robusta (BSCA, Brazilian Speciality coffee Association) Mina Gerais.
The washed Robustas in this espresso blend makes all the difference. Brazilian Coffee beans blended this way beat any other espresso blend. Genuine 100% distinctive in every way. True grade A coffee giving a creamy and rich, sweet drink, with beautiful hints of caramel.
This coffee also benefits from being 100% Fair Trade Certified as a bonus. Every bean in the bag is Fair Trade. A rarity these days. High end gourmet espresso blend proven to be ethically sourced.
Most notable for shop owners. This blend grows regulars quicker than any other. Volumes always increase when using Brazilian fair trade coffee beans. The loyalty is second to none. Especially in affluent areas.
To see why we like Fair trade Click Here.
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R4-H5 was an R4-series astromech droid used by Jedi Master Kit Fisto in his Delta-7 Jedi starfighter. R4-H5 had a dome painted a red-orange with a body that was green and yellow-green in color.
R4-H5 served as Kit Fisto's Astromech droid during the First Battle of Geonosis.
Behind the scenesEdit
R4-H5 lacks the R4-series's trademark conical head dome, similar to R4-P17, the droid used by Obi-Wan Kenobi in his Delta-7. The Jedi modified many of their R4 units to have R2 series domes.
Coincidentally enough, R4-H5 shares the "H5" with Kit Fisto's other droid, R6-H5.
In 2008 Hasbro made a figure of R4-H5 as part of their Build-a-Droid series, offered exclusive to Wal-Mart.


text: BECOME are an indie/urban musical offering from the mysterious EXGF Collective. New track "Between The Devil And The Deep Blue Sea" is an alternative take on LA duo XYLØ's song of the same name. XYLØ's version is proving to be a hit, gaining an impressive 400,000 plays within a month but BECOME's take is like a jolt of electricity. They've brought the song alive mixing various dance genres such as Trap with Dub, to create a chilled-hypnotic take on the song. Be sure to check out BECOME's previous release "She Talks Too Much" too, which is equally as good.


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We caught up over lime chips and fermented grapes, summarizing our respective Christmases, nearly bragging (we caught ourselves just before the full-on gloating began) that we'd finally chilled out, rather than stressed our way through December. (I personally achieved this alongside many others by placing one foot in front of another).
WIBF (wine-in-backpack-friend) updated me on her fantastic 40th birthday bash plans, coming up this year.
As my WIBF and her littles were putting on shoes to leave, she mentioned how happy she was that she was not having to make dinner when she got home, thanks to a big pot of chiles relleno her mother-in-law had made her. For my fortieth, I told her, a batch of chiles rellenos would be marvelous. Put the order in now.
Lo and behold, I got a text message around dinner time: "check your back door".
WIBF had left me a neatly packaged "dinner for one".
This 2013, I sincerely hope you all find yourselves a WIBF within walking distance, if you don't already have one!


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Garden Figments 'The Online Garden Design Shop' are delighted to stock the brilliant Modern garden sculpture - Dreamer, Cast stone, Slate grey.
With so many available today, it is good to have a name you can recognise. The Modern garden sculpture - Dreamer, Cast stone, Slate grey is certainly that and will be a perfect purchase.
For this reduced price, the Modern garden sculpture - Dreamer, Cast stone, Slate grey is highly recommended and is a popular choice amongst many people. Tiefes Kunsthandwerk GbR have provided some great touches and this equals great value for money.
This abstract sculpture "Dreamer" is a beautiful accessory for your garden or living area. Ideal for your balcony, terrace or window ledge:
It is an absolute highlight for everyone who likes the modern ambience. This may also be an extraordinary gift for all kind of occasions.
Size LWH: 19 x 26 x 31 cm Weight: 10 kg
Material: solid cast stone; weatherproof and frost resistant
Colour: slate grey, hand painted
Made in Germany
Item number 358-8
You prefer nature products und appreciate craft?
We, the company Tiefes craft, only use nature materials for the manufacture of our stone sculptures and we set especial value on accurateness in every detail.
Due to our own developed cast stone technology we may guarantee a high level of quality of all our handmade products.
You are looking for an eye-catcher for your garden or living area?
The relaxed posture of the "Dreamer" sends out a certain calmness to the viewer.
Due to our solid manufacture you may position every stone statue in your garden all-season; also in case of coldness or frost. In addition the high own weight provides a real good stability.
The hand painting gives all of our stone sculptures their own character and therefore each of them will be unique. The pictures will show you that every little detail is designed lovingly.
Product ID: 358-8 Size LWH: 19 x 26 x 31 cm Weight: 10 kg material: solid cast stone, weatherproof and frost resistant Made in Germany
Modern garden sculpture - Dreamer, Cast stone, Slate grey from Tiefes Kunsthandwerk GbR


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Stomach pain and Diarrhea (loose motions) are common in every one. There are several reasons for causing stomach pain & diarrhea they are food poisoning, over eating, eating junk foods which effects the digestive system, allergies to the foods, medications, laxatives, Intestinal and chronic diseases, Trouble in absorbing some nutrients, alcohol abuse. The Symptoms for diarrhea abdominal cramps, vomits, bowel movement, loose stool, fever, weight loss, digestion problem. It can be cured by home remedies.
Mustard Seeds
Mustard seeds has an antibacterial property which helps to cure from loose motions.
Take ¼ cup of mustard seeds and 1 glass water to it and soak up to 3-4 hours.
consume that water for 3-4 times a day it stops the loose motions and repeat these process as much as you can for good result.
Lemon Juice
Lemon has Vitamin C and antibacterial elements present in it cures the stomach infection, it helps to control dehydration levels.
Take a lemon and extract the juice from it add pinch of salt and 1 spoon of sugar to it consume this drink for every hour. Feel until the toxins present in the stomach are flushed out. Continues of loose motion makes the person weak and the sugar and salt levels will be decreased, by intake of this drink it gives the fresh energy, control dehydration levels.
Fenugreek Seeds
Fenugreek seeds has anti-fungal and antibacterial properties which helps to cure from stomach pain, stops from loose motions.
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Take 2 spoons of fenugreek seeds and make a powder of it.
In a glass of water add this powder and consume it on empty stomach it shows the best results for loose motions.
Dried Ginger Powder With Butter Milk
Ginger has anti bacterial and fungal elements in it which helps in soothing from stomach pains, gastric troubles, where as ginger helps in proper digestion. Butter milk is one of the healthiest drink most of the people consume it. Butter milk helps in proper function in digestive system, the acid present in the milk it has the functional properties to fight against the bacteria and germs.
Take a glass of butter milk add ½ spoon of ginger to it.
Mix them very well and consume it 3-5 times a day.
Take a glass of butter milk and pinch of salt and jeera powder to it.
Mix well and consume 3-5 times a day you will notice the good results very soon.
Mint leaves with Honey
Mint leaves has been using from ancient periods to treat loose motions the anti-bacterial properties present in them helps in quick digestion. You can use it in any manner, take 4-5 mint leaves and chew it will helps the digestion of food.
Take fresh mint leaves and grind them extract the juice into a small bowl and mix honey and lemon juice to them, and mix them consume this drink 4-5 times of the day you will get relaxed by rid of loose motions.
Note: If u have heavy loose motions intake ORS solution for every 30 minutes.


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Cosmique Night Shift
Saturday 1.9. | 01–04
Saturday 1.9. | 01–04
Cosmique Night Shift
Cosmique gives a taste of the programme to come this Autumn with a special three-hour Night Shift that turns August into September, from 01-04 djs Mika A. and Boy Jorge together with vj Klaustrofobia take you to the twilight zone.
We take a head start before the official Cosmique evenings (beginning in September). Let's spin and test new techno & house goodies, what we have gotten to our hands during the summer. Lots of amazing releases, pure cosmic madness. We have also the privilege to present the evening's guest dj Mika A. His multi-dimensional musical style will entertain all of us through the this night shift.
Boy Jorge & vj Klaustrofobia welcome You to enjoy electronic music & magnificent visuals and have a good time with us. It's Cosmique.
Performing at Cosmique Night Shift
This event is part of the Cosmique club series
Cosmique is a club that merges electronic music and visuals. It is hosted by dj Man Jorge and vj Klaustrofobia.


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Despite advancements in surgical tools and techniques, mistakes still happen in the operating room—and they often have devastating consequences for patients. The Agency for Healthcare Research and Quality identifies three types of surgical "never events" that should not occur under any circumstances. They include wrong-site, wrong-procedure, and wrong-patient errors (WSPEs).
It is difficult to determine how often WSPEs happen because, according to a 2008 review, healthcare providers only report about 10 percent of these errors. However, most sources estimate that WSPEs occur in about 1 in 112,000 surgeries.
It should come as no surprise that operating on the wrong body part, performing the wrong procedure, or operating on the wrong patient can cause serious complications. If you or a member of your family was a victim of a surgical error, contact the Luke Dow Law Firm to find out if you have grounds for a medical malpractice claim. Call 512-518-4104 to discuss your case with a personal injury lawyer in Austin.
CNN: At Least 7 WSPEs Occur Every Day in the United States
Research cited by CNN shows that surgeons in the United States make approximately 2,700 wrong-site, wrong-procedure, wrong patient errors every year, which means about 7 WSPEs occur daily. CNN also profiled a six-year study that revealed WSPEs account for about 0.5 percent of all surgical errors.
Poor communication among the surgical team is a leading cause of WSPEs. To reduce the prevalence of these errors, a Universal Protocol was introduced by The Joint Commission in 2004. The protocol involves a "time-out" before the procedure so all members of the surgical team can review the critical components of the operation.
How Can Patients Reduce the Risk of WSPEs?
As a patient, there are steps you can take to reduce the likelihood of a surgical error occurring. First, ask to speak with your surgeon before your operation. Before you undergo anesthesia, discuss the specifics of your procedure to ensure you and the surgeon are on the same page.
You should also discuss your operation with anesthesiologists, nurses, and other medical workers with whom you interact on the day of your procedure; however, do not let a nurse or anyone except your surgeon mark the surgical site. This will reduce the risk of miscommunication in the operating room.
If you or a member of your family was a victim of a WSPE or suffered an unexpected complication after a surgical procedure, contact the Luke Dow Law Firm. Although no amount of compensation can undo the emotional trauma caused by a medical error, you may be able to recover compensation for lost income, healthcare bills, and non-economic damages by filing a medical malpractice claim.
Call 512-518-4104 today to schedule a free initial consultation with an injury attorney in Austin. If you would like to learn more about medical malpractice claims in Texas, visit the USAttorneys website.