Horsemanship Notes

Notes or an essay from Dorothy Rungeling's time in horsemanship classes in the 1940s. The notes/essay is three pages in length and is focused on the "head and neck" of a horse. She mentions the "schooling" of a horse, much like people. The horse must be taught the way to use his head and neck in the judging ring. She focuses on the horses use of it's neck and head for balance much like we use our arms, for example, "Did you ever try walking the rails on a railroad track or try walking on any narrow board? You would automatically put your arms out if you felt unbalanced. Your arms would be your balancer and the horse's head and neck are his".

Cavalry horsemanship and horse training : (Responses an questionnaire D'Equitation de l'Ecole de cavalerie) /

Mode of access: Internet.

Horsemanship and horsemastership ...

Cover-title (vol. I)

[Horsemanship and horsemastership] Animal management.

Mode of access: Internet.

Manual of horsemanship, equitation and animal transport, 1937 ...

Mode of access: Internet.

The handbook of horsemanship; containing plain practical rules for riding, and hints to the reader on the selection of horses.

On cover: Horsemanship.

Xenophon's minor works, comprising the Agesilaus, Hiero, Oeconomicus, Banquet, Apology of Socrates, The treatises on the Lacedaemonian and Athenian governments, On revenues of Athens, On horsemanship, On the duties of a cavalry officer, and On hunting.

Mode of access: Internet.

A method of horsemanship : founded upon new principles: including the breaking and training of horses: with instructions for obtaining a good seat ... /

Mode of access: Internet.

Bronze and iron weapons from Luristan

The 30,000 km2 province of Luristan is situated in western Iran and encompasses the upper valleys of the Zagros Mountains. Even today, local tribesmen inhabit Luristan with their settlement patterns similar to ancient times. Several scientific excavations in the Luristan region have uncovered evidence that this particular region was a major attraction for human settlements from the Paleolithic era onwards. In Ancient Iran, the existence of rich mines together with discoveries made by innovative and inventive artisans spurred the growth of the metalworking culture as an art and a skill among early human communities in Ancient Iran. The art of Luristan can be described as the art of nomadic herdsmen and horsemen with an emphasis on the crafting of small, easily portable objects, among these a number of bronze daggers, swords and other weapons. Throughout its history, Luristan was never an ethnic or political entity because Luristan has been occupied by various tribes and races, throughout its history. Next to Elamites, other tribes who inhabited Luristan were the Hurrians, Lullubians, Kutians, and Kassites. As local tribesmen of Luristan were illiterate, information about their history can only be partially reconstructed from the literature of their southern neighbors: the Elamites and Babylonians. Luristan smiths made weapons for both civilizations. The region was later invaded by Assyrians and finally the Iranians settled the area and absorbed the local tribes. Following an accidental find by the local inhabitants in Luristan in 1928 CE, a number of unlawful diggings reveal a number of metal objects made of bronze and iron that showed a high level of craftsmanship. These objects were offered for sale on the art market with fancy names to hide their origin. The subsequent scientific excavations several decades after the initial discovery provided fascinating information about the culture of Luristan. The metalworking art of Luristan spans a time period from the third millennium BC to the Iron Age. The artifacts from Luristan seem to possess many unique and distinctive qualities, and are especially noteworthy for the apparently endless, intricate diversity and detail that they characteristically depict. The bronze artifacts found in or attributed to Luristan can be each be classed under five separate heads: a) arms and armor, including swords, dirks, daggers, axes, mace heads, spearheads, shields, quiver plaques, protective bronze girdles, helmets; b) implements related to horsemanship, including decorative or ornamental objects for horses as well as bits and snaffles; c) items for personal adornment and hygiene, including anklets, bangles, bracelets, finger rings, earrings and tweezers; d) ceremonial and ritual objects, including talismans, idols, pins, anthropomorphic and zoomorphic figurines; and e) utilitarian objects comprising various vessels and tools, including beakers, bowls and jugs. The scope of this article is limited to a discussion of the bronze and iron weapons made in Luristan. The techniques used for making bronze weapons in Luristan included: casting with open molds, casting with close molds, and casting with lost wax process. For metal sheets used for quiver plaques and bronze protective belts, the hammering technique was used. Edged weapons made in Luristan can be classified into: a) daggers, dirks, and swords with tangs; b) daggers, dirks, and swords with flanges; and c) daggers, dirks, and swords with cast-on hilts. Next to bronze, iron was also used for making weapons such as the characteristic weapon from this area, the iron mask sword.

Therapeutic riding : learning and recovery for people with disabilities

The purpose ofthis study was to explore the process oftherapeutic riding as an experiential and holistic approach to learning and recovery for people with disabilities as perceived by the providers oftherapeutic riding. To enhance the connection between theory and practice and to suggest future research, the researcher endeavoured to develop a theory that contributed to the knowledge base oftherapeutic riding, animal-assisted therapy and education, experiential education, and experiential therapy in addition to contributing to connections among them. This topic was investigated because ofthe lack ofresearch about the process of therapeutic riding, particularly from learning and a recovery perspective. Few studies have addressed how therapeutic riding outcomes are achieved or how the therapeutic riding process actually works. This study was identified as grounded theory using qualitative data through interviews and narrative reflections with therapeutic riding providers, a researcher's journal, field notes, and written documents. Grounded theory analysis was used to analyze the qualitative data. This consisted ofdoing open, axial, and selective coding. This study provided detailed descriptions ofthe research approach, researcher's involvement, participant and site selection, data collection and analysis, methodological assumptions and limitations, credibility established, and ethical considerations. The findings ofthe data analysis revealed the theme ofrelationships as central to the learning and recovery process oftherapeutic riding for people with disabilities. The significance ofthe team relationships, the horse and rider relationship, and the providers and rider relationship was found. The essential components ofthe learning and recovery process were presented in a diagram in the selective coding phase. Goals oftherapeutic riding included psycho-education; behavioural and social; physical; and equestrian. Parts ofthe process ofhow outcomes were achieved included motivation; "opens new doors;" risk; task analysis; control; communication; and environmental factors. Outcomes of therapeutic riding included independence and mobility; confidence; and transfer abilities or skills. The implications ofthese findings for theory, practice, and further research were also. explored.

Efeito da adubação fosfata sobre o acúmulo de biomassa e teor de brix de duas variedades de cana-de-açúcar

The objective of this study was to evaluate the accumulation of matter, dry matter content of Brix and two varieties of sugar cane, influenced by the phosphorus cultivated on "Zona da Mata" region, State of Alagoas. The experiment, a factorial 2 x 6, was composed of two varieties of cane; RB867515 and RB92579 and six phosphorus levels: zero, 30, 60, 90, 120 and 150 kg ha(-1), with the source of the phosphorus triple superphosphate. Was also used nitrogen and potassium in doses equivalent to 100 and 200 kg ha(-1) and K, respectively. The soil of the experimental area was set to raise the base saturation to 60%. At the beginning of the first rainfall of the rainy season of 2006 was performed with micro fertilization in coverage, in doses equivalent to 6,0; 6,0 and 7,0 kg ha(-1) of Cu, Zn and Mn, respectively. Was The chemical control of weeds. Every month, from August to October 2006, samples were collected in the cane plant. There was initially the number of plants m(2), followed by weighing the material. It was subsequently withdrawn a subsample containing ten plants for weighing. After weighing the material was passed in horsemanship and homogenized, again drew up a sample of approximately 300g, leading them to forced ventilation oven at 65 degrees C, toobtain constant weight. Resulting in the production of natural (MN) and dry matter (DM). In July, we analyzed the levels of Brix% juice in the refractometer Brix. The average values of production of natural (MN), dry matter (DM) and contents of Brix% were subjected to analysis of variance and regression for variables. The accumulation of dry matter and were influenced by fertilization. The contents of Brix% in two varieties did not suffer significant influence of fertilization.

A equoterapia como auxiliar no processo de inclusão do aluno com deficiência visual: estudo de caso

This study examines the hippotherapy related to school inclusion. Inclusive education, given the diversity of human kind, seeks to understand and meet the educational needs of all students. Visual impairment is defined as a reduction or complete loss of ability to see with the better eye and after the best possible optical correction, and may be perceived by the focus when the individual educational needs of Braille for their learning. Hippotherapy is a therapeutic and educational method that uses the horse in an interdisciplinary approach in health, education and riding, searching for the biopsychosocial development of people with disabilities and/or special needs. The general objectives were: to follow a Hippotherapy program applied to a student with visual disabilities included in regular education from the practice sessions of hippotherapy and the student's school routine, and specific: to verify changes to a student with visual impairment during their participation in an equine therapy program, to check the commitment, involvement and interest in school activities the student practicing hippotherapy inserted into the regular school system. The methodology was a qualitative research, in the form of case study. The instruments of data collection were interviews, video recordings, photographs, school information and the subject of systematic observations of the sessions of hippotherapy. Interviews were conducted at three different times during the course of the program. First we used a strategy for succeeding in increasing the involvement of practicing with the school. Later, another strategy was established, consisting of the effective presence of the researcher in the school to carry out activities on the hippotherapy within the school environment. The analysis of the first interview showed no changes in school interest, however, occurred in the family environment. In analyzing the results of the second interview was seen as a...

A equoterapia como auxiliar no processo de inclusão do aluno com deficiência visual: estudo de caso

This study examines the hippotherapy related to school inclusion. Inclusive education, given the diversity of human kind, seeks to understand and meet the educational needs of all students. Visual impairment is defined as a reduction or complete loss of ability to see with the better eye and after the best possible optical correction, and may be perceived by the focus when the individual educational needs of Braille for their learning. Hippotherapy is a therapeutic and educational method that uses the horse in an interdisciplinary approach in health, education and riding, searching for the biopsychosocial development of people with disabilities and/or special needs. The general objectives were: to follow a Hippotherapy program applied to a student with visual disabilities included in regular education from the practice sessions of hippotherapy and the student's school routine, and specific: to verify changes to a student with visual impairment during their participation in an equine therapy program, to check the commitment, involvement and interest in school activities the student practicing hippotherapy inserted into the regular school system. The methodology was a qualitative research, in the form of case study. The instruments of data collection were interviews, video recordings, photographs, school information and the subject of systematic observations of the sessions of hippotherapy. Interviews were conducted at three different times during the course of the program. First we used a strategy for succeeding in increasing the involvement of practicing with the school. Later, another strategy was established, consisting of the effective presence of the researcher in the school to carry out activities on the hippotherapy within the school environment. The analysis of the first interview showed no changes in school interest, however, occurred in the family environment. In analyzing the results of the second interview was seen as a...

De libello Simonis Atheniensis De re equestri,

Mode of access: Internet.

Fenn-i füruset.

Mode of access: Internet.