#chemical & materials

[fawndollie]

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[cassialv]

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[draculasdaughterrr]

⭒ ⋆ 🍷 red and black blinkies ⋆ฺ࿐♣️ ⁎˚

[sexy-pigeon]

just something i find funny watching my chem interviews lol

[parasitespngs]

look alive, sunshine

[coochiequeens]

On the 35th anniversary of The École Polytechnique massacre never forget the 14 women who were killed for being women in science

The École Polytechnique massacre (French: tuerie de l'École polytechnique), also known as the Montreal massacre, was an antifeminist mass shooting that occurred on December 6, 1989 at the École Polytechnique de Montréal in Montreal, Quebec. Fourteen women were murdered; another ten women and four men were injured.

Perpetrator Marc Lépine, armed with a legally obtained Ruger Mini-14 semi-automatic rifle and hunting knife, entered a mechanical engineering class at the École Polytechnique. He ordered the women to one side of the classroom, and instructed the men to leave. After claiming that he was "fighting feminism", he shot all nine women in the room, killing six. The shooter then moved through corridors, the cafeteria, and another classroom, specifically targeting women, for just under 20 minutes. He killed eight more women before ending his own life. In total, 14 women were killed, and 14 others were injured.

The massacre is now widely regarded as an anti-feminist attack and representative of wider societal violence against women; the anniversary of the massacre is commemorated as the National Day of Remembrance and Action on Violence Against Women. After the attack, Canadians debated various interpretations of the events, their significance, and the shooter's motives. Other interpretations emphasized the shooter's abuse as a child or suggested that the massacre was the isolated act of a madman, unrelated to larger social issues

The incident led to more stringent gun control laws in Canada, and increased action to end violence against women. It also resulted in changes in emergency services protocols to shootings, including immediate, active intervention by police. These changes were later credited with minimizing casualties during incidents in Montreal and elsewhere. The massacre remained the deadliest mass shooting in Canada until the 2020 Nova Scotia attacks over 30 years later.[4]

Contents

Timeline

Sometime after 4 p.m. on December 6, 1989, Marc Lépine arrived at the building housing the École Polytechnique, an engineering school affiliated with the Université de Montréal, armed with a Ruger Mini-14 rifle and a hunting knife.[5] He had purchased the gun less than a month earlier on November 21 in a Checkmate Sports store in Montreal. He had told the clerk that he was going to use it to hunt small game.[6] He had been in and around the École Polytechnique building at least seven times in the weeks leading up to December 6.[5]

The perpetrator first sat in the office of the registrar on the second floor for a while, where he was seen rummaging through a plastic bag. He did not speak to anyone, even when a staff member asked if she could help him.[2] He then left the office and was seen in other parts of the building before entering a second-floor mechanical engineering class of about sixty students at about 5:10 p.m.[7] After approaching the student giving a presentation, he asked everyone to stop everything and ordered the women and men to opposite sides of the classroom. No one moved at first, believing it to be a joke until he fired a shot into the ceiling.[8][9]

Lépine then separated the nine women from the approximately fifty men and ordered the men to leave.[10][9] He asked the women whether they knew why they were there; instead of replying, a student asked who he was. He answered that he was fighting feminism.[9][11] One of the students, Nathalie Provost, protested that they were women studying engineering, not feminists fighting against men or marching to prove that they were better. He responded by opening fire on the students from left to right, killing six—Hélène Colgan, Nathalie Croteau, Barbara Daigneault, Anne-Marie Lemay, Sonia Pelletier, and Annie St-Arneault—and wounding three others, including Provost.[9][11] Before leaving the room, he wrote the word "shit" twice on a student project.[10]

The gunman continued into the second-floor corridor and wounded three students before entering another room where he twice attempted to shoot a female student. When his weapon failed to fire, he entered the emergency staircase where he was seen reloading his gun. He returned to the room he had just left, but the students had locked the door; he failed to unlock it with three shots fired into the door. Moving along the corridor, he shot at others, wounding one, before moving towards the financial services office, where he shot and killed Maryse Laganière through the window of the door she had just locked.[12][11]

The perpetrator next went down to the first-floor cafeteria, in which about 100 people were gathered. He shot nursing student Barbara Maria Klucznick near the kitchens and wounded another student, and the crowd scattered. Entering an unlocked storage area at the end of the cafeteria, the gunman shot and killed Anne-Marie Edward and Geneviève Bergeron, who were hiding there. He told a male and female student to come out from under a table; they complied and were not shot.[13]: 30 [11]

The shooter then walked up an escalator to the third floor where he shot and wounded one female and two male students in the corridor. He entered another classroom and told the men to "get out", shooting and wounding Maryse Leclair, who was standing on the low platform at the front of the classroom, giving a presentation.[13]: 26–27  He fired on students in the front row and then killed Maud Haviernick and Michèle Richard who were trying to escape the room, while other students dived under their desks.[11][13]: 30–31  The killer moved towards some of the female students, wounding three of them and killing Annie Turcotte. He changed the magazine in his weapon and moved to the front of the class, shooting in all directions. At this point, the wounded Leclair asked for help; the gunman unsheathed his hunting knife and stabbed her three times, killing her. He took off his cap, wrapped his coat around his rifle, exclaimed, "Oh shit", and then killed himself with a shot to the head, 20 minutes after having begun his attack.[14][13]: 31–32  About 60 unfired cartridges remained in the boxes he carried with him.[14][13]: 26–27 

After briefing reporters outside, Montreal Police director of public relations Pierre Leclair entered the building and found his daughter Maryse's stabbed body.[15][16]

The Quebec and Montreal governments declared three days of mourning.[15] A joint funeral for nine of the women was held at Notre-Dame Basilica on December 11, 1989, and was attended by Governor General Jeanne Sauvé, Prime Minister Brian Mulroney, Quebec premier Robert Bourassa, and Montreal mayor Jean Doré, along with thousands of other mourners.

The Victims

Geneviève Bergeron (born 1968), civil engineering student

Hélène Colgan (born 1966), mechanical engineering student

Nathalie Croteau (born 1966), mechanical engineering student

Barbara Daigneault (born 1967), mechanical engineering student

Anne-Marie Edward (born 1968), chemical engineering student

Maud Haviernick (born 1960), materials engineering student

Maryse Laganière (born 1964), budget clerk in the École Polytechnique's finance department

Maryse Leclair (born 1966), materials engineering student

Anne-Marie Lemay (born 1967), mechanical engineering student

Sonia Pelletier (born 1961), mechanical engineering student

Michèle Richard (born 1968), materials engineering student

Annie St-Arneault (born 1966), mechanical engineering student

Annie Turcotte (born 1969), materials engineering student

Barbara Klucznik-Widajewicz (born 1958), nursing student

[foolscapper]

heard you guys like wet gerard way

[xx-just-a-demon-xx]

some mcr patches i impulsively made using cut up bits of painting canvas + pens and alcohol markers

[mortiic]

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[charyou-tree]

Is it so hard for a girl to buy a wafer of CVD diamond the size of a credit card?

[somecunttookmyurl]

your posts today are how i found out if i ever went to japan i wouldn't be able to take my medication even with a letter (adderall)

the controlled substances list for japan is hysterical and bizarre and only gets funnier the longer you look at it

-there are only FOUR substances on planet earth that are straight up prohibited like cannot bring them in legally even with the correct paperwork

-they are heroin, methamphetamine, amphetamine (adderall).... and cannabis

-there are 3 laws that collectively deal with substances. the narcotics & psychotropics law, the stimulants & stimulants raw materials law.... and the cannabis law

-the latter 2 were clearly drafted later because the only things defined as "stimulants" are methamphetamine, amphetamine, and lisdexamphetamine. that's not a stimulants law that's an amphetamine law

-this means cocaine and MDMA are classed as narcotics not stimulants

-this means that technically, hypothetically, you could import cocaine easier than adderall

-THC is not defined as a cannabis product

-You can bring in THC as long as it is not derived from cannabis. Unsure how you prove that

-cannabidiol (CBD) is not on there at all

-so you can bring in CBD and THC but not cannabis

-flatpack cannabis. some assembly required.

-the result of this list is that cannabis is more illegal than cocaine, morphine, barbituates, MDMA, LSD, GHB, and fentanyl

-adderall is also more illegal than any of those

-dexamfetamine, which is the same drug as lisdexamfetamine but shorter acting (the body converts lisdexamfetamine into dexamfetamine that's why it's slower release) is not on the list at all

-on a legal technicality i will not be arguing at the border i could bring in dexamfetamine without any paperwork at all because they forgot it existed

-levoamphetamine also is not on the list

-lisdexamfetamine is the only thing labelled as a "stimulants raw material" the two actual stimulants raw materials (ie, component parts of amphetamine) are not on the list. lisdexamfetamine is not a component part of adderall, it's an altered version of a component part.

-technically you can make DIY adderall on the other side of the gate

-it would still be easier to get in with cocaine

[mindblowingscience]

A study published in the Chemical Engineering Journal describes a strategy to produce a material based on zinc oxide (ZnO) capable of degrading sertraline, an antidepressant that has been detected, like other drugs, in groundwater worldwide and is considered an emerging pollutant. This kind of substance has certain physicochemical properties that hinder removal by conventional wastewater treatment methods. The research was conducted in Brazil by scientists at the Center for Development of Functional Materials (CDMF), the Brazilian Agricultural Research Corporation (EMBRAPA), the Federal University of Alfenas (UNIFIL), and the Federal University of Paraíba (UFPB).

Continue Reading.

[z0mb1tch]

╰➤ edit of : party poison / gerard way (danger days / my chemical romance)

╰┈➤ sources : i genuinely do not remember i'm so sorry-

╰┈┈➤ notes : made this forever ago for an event that i didn't actually end up submitting it to (i have the attention span of a goldfish) but i still like it so y'know.

[inbabylontheywept]

Kevin vs. Intro to Quantum

Our first suspicion of Kevin was that he had, somehow, cheated his way up to this course. He just seemed perpetually confused, and strangely antagonistic of the professor. The weirdest example of this was when he asked what an ion was (in a third year class?), and was informed that it referred to any positively or negatively charged particle. It would have been strange enough to ask that in a senior level electrical engineering course, but his reply of "Either? That doesn't sound right" sealed him in as a well known character in the class of 19 people.

The real tipping point in our perception of him was during a lecture where the professor mentioned practical uses for a neutron beam, and Kevin asked if a beam could be made out of some other neutral material. When asked "Like what?", he replied "An atom with all of its electrons removed." When we pointed out that the protons would make that abomination extremely positively charged, he just replied with "So what if we removed those too?" and then was baffled when we informed him that would just be neutrons.

That's high school level chemistry. Not knowing it was so incredibly strange that I felt like something was off, so I waited until after class and asked him if he'd like to grab lunch. He accepted, we chatted, and I finally began to get a sense of his origin story.

See, Kevin wasn't a junior/senior year electrical engineer like the rest of us. Kevin was, in fact, three notable things: A business major, a sophomore, and a hardcore Catholic. All three of those are essential to understanding his scenario.

What had begun all of this was actually a conflict with Kevin and his roommate. Kevin frequently had his fundamental belief in Absolute Good, Absolute Bad, and Absolute Anything pushed back on by his roommate, who was in STEM. Said roommate kept invoking quantum mechanics as his proof against Absolute Knowledge. Kevin had gotten tired of having something that he didn't understand thrown at his beliefs, so he decided to take a quantum course to settle things once and for all.

Despite not having any of the pre-reqs.

He'd actually tried to take quantum for physicists first, but the school's physics department wouldn't let him. It's actually pretty strictly regulated, because it is a mandatory class for physics majors, so they limit who enters in order to make sure all the future physicists can grab a seat. However, because the engineering department's introductory quantum course is not mandatory, there aren't really any built in requirements for the class. It's just assumed that nobody would actually try to take it until their at least third year because doing so would the be the mental equivalent to slamming your nuts in the door. Just, pure suffering for no good reason.

Apparently, the counselors had tried to talk him out of it, but if Kevin was one thing, it was stubborn. He'd actually had to sign some papers basically saying "I was warned that this is incredibly stupid, but I refused to listen" in order to take the class.

He was actually pretty nice, if currently unaware of how bad he'd just fucked up. I paid for the lunch, wished him the best in the class, and reported back to the discord me and about eight other people in the class had been using. We'd all been curious about this guy's story, but now that I had the truth, I could share it with the world.

Feelings were mixed. Some people thought he was going to drop out any minute now. Others thought that he wouldn't, be also that convincing him to drop now, while he still could, was the only ethical thing. Others figured that a policy of non-interference was best. The counselors couldn't dissuade him, and if we tried to do the same, he'd probably just think it was STEM elitism trying to guard its little clubhouse. He'd figure out how hard things were, or he'd fail. Either way, it would help him learn more about the world.

We wound up taking the approach of non-interference. If nothing else, understanding his origins gave us more patience when he asked bizarre questions. He wasn't trying to waste our time, he was just trying to cram three years of pre-reqs into a one semester course. He did get a little bit combative sometimes, and we could tell that he was really wracking his brain to try and find some sort of contradiction or error that he could use to bring the whole thing down, but he never could. He just didn't understand it well enough to have a chance at poking holes in it.

First test came by, and he bombed it. Completely unprepared. He'd taken Calculus I, but he didn't know how to do integrals yet. Worse, he was far past the drop date. I imagine most people in his shoes would've stopped struggling. They'd realize they were fucked and just let themselves fail, at least salvaging their other classes grades in the process. Why waste resources on an unwinnable battle?

Kevin didn't ask questions like that. If he was stupid enough to try it, he was gonna be stupid enough to finish it. God bless him.

He invited me to lunch after the test and said that the class was more fascinating than he'd ever imagined, but he didn't know if he'd be able to pass it. He asked if I could help, and I said "Maybe." I brought the request to the discord, and from the eight people I got three volunteers who admired this dork's tenacity. He was in over his head, miles over his head, but we admired his fighting spirit and were willing to bust our asses to see if we could get this guy to pass the class.

Some of the stuff was just extra homework we gave to the guy. We told him he needed to learn integrals, stat. We sent him some copies of basic software that can be used to teach the basics of linear circuit equations, and he practiced that game like it was HALO. Just, hours sunk into it.

We were very impressed.

He was still scrabbling for air at just the surface level of the class, but he'd gone from abysmal failure to lingering on the boundary between life and death. Other people in the class started to learn about Kevin's origin story, and our little circle of four volunteer tutors grew to six. Every day, he had someone trying to help him either catch up in some way, or finish that week's homework. He'd gone from being seen as a nuisance that wasted class time to the underdog mascot.

He was getting twelve hours of personal tutoring a week, on top of three hours of classes, on top of six hours of office hours, on top of the coursework. I don't think it's an exaggeration to say that this kid was doing 40 hours a week just trying to pass this one single class.

Second test comes around and he gets a 60. He's ecstatic. We're ecstatic. Kid's too young to take out drinking so we just order a pizza and cheer like he just won gold at the Olympics.

After that second test, things hit another tipping point. With so much catch-up under his belt, he was able to focus a lot more on the actual material for the class. A borderline cinematic moment happened when I was trying to get ahead on the homework so that I could put more hours in on my senior project. Nobody else had finished it yet because it wasn't due for another week, nobody else knew how to do it, and when I went to the professor's office hours, Kevin was there. The professor was trying to help me, but I was still struggling. After leaving the office, I got a text from Kevin asking me to hop onto zoom.

Kevin had finished it earlier, because Kevin starts all of his homework the moment its assigned in order to make sure that he can get it done. He'd finished it the day before, and was able to walk me through it.

From student, to teacher. I'm not exaggerating when I say that he probably saved me eight hours on that assignment. I could've kissed him.

Final comes around. As soon as we're done, we six ask Kevin how he did. He's nervous, there's so much new material for him in this class that his retention hasn't been great. Us six are also a little stressed: We're going to pass the class, but the final was hard.

We wait.

We wait.

We wait.

Table with final scores, and overall scores is posted, curve included. From our class of 19 people, 4 withdrew within the deadline, 4 failed, 1 got a C, 8 got B's, and 2 got A's. We can see that the curve for a C is set at 59.2% overall.

We call Kevin. He's crying. End score, 59.2%. Teacher curved the C just to him.

It's a week into winter break so we can't gather the forces around for a party like last time, but we're all losing our shit. Kevin's losing his shit. He can't believe how stupid he was to try this course, he can't believe that six people busted their ass just to make sure he didn't die, and he can't believe that the professor basically just passed him out of effort alone.

He says it's the stupidest thing he's ever done, and while I doubt that, it was outrageously stupid. And yet, I've never been so invested in a fellow student before. I'm prouder of Kevin's C than I am of my own B. I walked on sunshine for weeks after getting the news. I still think about him sometimes. It's been two years, and I still google him, just to see that he's doing well. And he is. Man's a machine. I like to think of how many people this little pinball has bounced off in his life, how many impressions he's made.

I can't be the only person cheering for him. There must be an army of us, proudly watching babybird fly.

[materialsscienceandengineering]

Aligned array of nanotubes

Processing Chemical vapour deposition onto a quartz substrate, using a fine solution of ferrocene dissolved in toluene Applications Such architectures may be of interest as nanocomposites for use in nanodevices. More generally, carbon nanotubes may be used for hydrogen storage or for fuel cell applications Sample preparation The specimen has been sputter-coated with gold to avoid charging in the SEM Technique Scanning electron microscopy (SEM) Length bar 25 μm Further information Chemical vapour deposition (CVD) allows the synthesis of high purity nanotubes of controlled length and diameter. The nanotubes in this specimen were deposited on quartz using ferrocene dissolved in toluene. They are approximately 40 nm in diameter and 60 microns long. Contributor C Singh Organisation Department of Materials Science and Metallurgy, University of Cambridge

Source.

[parasitespngs]

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