View allAll Photos Tagged Development
Testing out the Canon 5D in daily situations. This was taken on a lot next to my daughter's school - the far background is around the Las Vegas strip. Lots of construction going on notwithstanding the bad economy.
General Dynamics F-16B Fighting Falcon of the Naval Air Warfare Development Center (NAWDC) providing Adversary training at NAS Fallon during Carrier Air Wing 3's (CVW-3) work-up before deploying on the USS Dwight D. Eisenhower in February, 2016.
Took some shots at the Ocean reef marina development again. The new reclaimed land for the Marina is starting to be built on. I always find the simplicity of the water, sky and sea wall elements make for striking photos. On this day the clouds were also making an appearance and added further interest. The colours are always amazing here and the water is mostly a silty yellow/green colour which is best seen when I use the polariser to get rid of the glare. In these shots you can see the effects of varying amounts of polarisation.
more than 30 years ago a trip to the province meant stepping back in time . provincial life was a laid back rural community. people in those days will take a stroll in the park just before dusk and would normally be home before it gets too dark. so for the city dweller a quick break in the province is a welcome relief from the busy , chaotic city life. fast forward 30 years later, 2019, this is how most popular provinces look now, new malls, more establishments and other modern conveniences, a replica of a major city in a smaller scale.
Olympus XA3
Kodak Tri-X Pan (expired 2003). Shot at 400asa and pushed one stop in development.
Ilfotec DD-X 1+4 10mins @ 20°
Enterprise City Park, AL, USA
This is what they look like in mid development stage.
Ff_IMG_8281, 10 Jul 07
While out shooting a developing tornado, seen blurry in the background, the camera focused on the heavy rain the foreground.
Canon EOS 50D, Canon EF 17-40mm f/4L USM, final development in Lightroom.
"The Laurentian Library (Biblioteca Medicea Laurenziana or BML) is a historic library in Florence, Italy, containing more than 11 000 manuscripts and 4 500 early printed books. Built in a cloister of the Medicean Basilica di San Lorenzo di Firenze under the patronage of the Medici pope Clement VII, the library was built to emphasize that the Medici were no longer merchants but members of intelligent and ecclesiastical society. It contains the manuscripts and books belonging to the private library of the Medici family. The library is renowned for its architecture, designed by Michelangelo, and is an example of Mannerism" (Wikipedia)
The library was built between 1525 and 1571, and is a wonderful place to be. The height of the book stacks is indicated by the person, who is around 1,70m tall.
St James Quarter is a large galleria retail shopping centre and residential development in the east end of the New Town of Edinburgh. The site is built on the site of the St James Centre which closed in October 2016 and the adjoining New St Andrew House office, which was formerly occupied by the Scottish Office. W Hotels will have a new hotel in the centre of the development.
From the Richard Harvey Studio One.
Left side light (LED lamp). Raw file into Affinity Photo for development. There are multiple iterations of this with different lighting options, shadow play etc. But this is my current favourite. Enjoy!
Une expérience un peu folle, juste pour voir, un mélange de Xtol (fabrication maison) + Pyrocat hd = stand developement 80 minutes - agitation 30 seconde au début. Fixer 5min. Film: Astrom 100. Caméra: Nikon Ftn Lentille: Micro-Nikkor 55mm f3.5
From Wikipedia: Coal Drops Yard is a shopping complex and privately owned public space that forms part of the King's Cross Central development scheme in London, England. The development was designed by Thomas Heatherwick and opened in October 2018.
Explore #420, 18/09/23.
Steel dev tanks and Cinestill monobath!
Results:
The developer was totally dead (oops, these things have an expiration date? Haha)
35mm was hell to load. The film ended up touching all over.
The Animistic Vision in Education and Human Development by Daniel Arrhakis (2026)
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The Animistic Vision in Education and Human Development
The place of animism in education has been evolving: it has ceased to be understood merely as a childhood “cognitive error” and has come to be recognized as a symbolic language capable of supporting freedom of learning, autonomy, and the child's connection with the world.
Today, animistic thinking can be seen as a bridge between children's imagination and the progressive development of critical, scientific, and relational thinking.
Pedagogical Perspective of Animism
In early childhood education, animism can function as a form of symbolic language that allows children to explore reality with curiosity, empathy, and imagination. Instead of being corrected immediately, it can be pedagogically mediated to promote meaningful learning.
Mediation tool: teachers can take advantage of the child's tendency to “give life” to objects and natural phenomena, introducing scientific and biological concepts in a playful way.
Respect for the stage of development: following the contributions of Jean Piaget, modern approaches recognize that children go through phases in which they confuse activity with life, gradually advancing towards a more objective understanding of living beings.
Holistic learning: animism favors the perception that the elements of the environment are interconnected, strengthening a deeper and more sensitive environmental education.
Freedom of learning and autonomy
The recognition of animistic thinking creates an environment in which the child feels authorized to formulate their own explanations about the world. This freedom stimulates curiosity, personal expression, and the gradual construction of autonomy.
Free exploration: values fundamental childhood rights, such as playing, exploring, imagining, and expressing ideas.
Development of agency: by interacting with the world as if it had intentions, the child develops empathy and a sense of responsibility for their actions.
Relationships with the non-human: animism allows for the creation of new ways of relating to animals, plants, rivers, objects, and natural phenomena, challenging excessively rigid or exclusively rationalistic teaching models.
Enchantment and reflection: imagination becomes a driving force for learning, allowing the child to learn through enchantment, investigation, and reflection, and not just repetition.
Animism in science education
In science education, animism can cease to be treated as a simple "childish belief" and become a pedagogical tool for empathy. It helps students in the early years develop ethical and environmental sensitivity even before mastering complex theoretical concepts.
1. Attributing agency to living beings
Instead of presenting plants and animals as static objects, the animistic approach highlights their activity, interdependence, and relationship with the environment.
The "will" of the plant: discussing how a young plant "seeks" light or directs its roots towards water and nutrients.
Plant communication: presenting relationships between fungi, roots, and trees as a network of communication and cooperation in the ecosystem.
Cooperation and symbiosis: exploring examples such as bees and flowers, the plover and the alligator, or lichens, showing how different living beings depend on each other.
A simple example is the relationship between bees and flowers: the bee collects nectar to produce honey and, as it moves between flowers, carries pollen on its legs, contributing to plant reproduction.
2. Personification to understand natural cycles
The personification of abiotic elements, such as water, rocks, or wind, can help the child visualize invisible or abstract natural processes.
The journey of the drop: creating narratives about the water cycle, representing evaporation, condensation, and rain as stages of a journey.
Ecological roles: assigning symbolic functions, such as "forest cleaners," to decomposers, facilitating the understanding of their role in the balance of ecosystems.
3. Interspecies Empathy
Animism can support the construction of an ecological ethic by bringing the child closer to other forms of life and reducing the distance between the "self" and the "other."
Animal perspective: propose activities such as "What if I were a bee?", leading the child to think about what the animal sees, seeks, and needs to survive.
Rights of nature: introduce the idea that rivers, forests, and other natural elements deserve care and protection.
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A visão animista na educação e no desenvolvimento humano
O lugar do animismo na educação tem vindo a evoluir: deixou de ser entendido apenas como um “erro cognitivo” infantil e passou a ser reconhecido como uma linguagem simbólica capaz de apoiar a liberdade de aprendizagem, a autonomia e a ligação da criança ao mundo.
Hoje, o pensamento animista pode ser visto como uma ponte entre a imaginação infantil e o desenvolvimento progressivo do pensamento crítico, científico e relacional.
Perspetiva pedagógica do animismo
Na educação infantil, o animismo pode funcionar como uma forma de linguagem simbólica que permite à criança explorar a realidade com curiosidade, empatia e imaginação. Em vez de ser corrigido de imediato, pode ser mediado pedagogicamente para favorecer aprendizagens significativas.
Ferramenta de mediação: os professores podem aproveitar a tendência da criança para “dar vida” a objetos e fenómenos naturais, introduzindo conceitos científicos e biológicos de forma lúdica.
Respeito pelo estágio de desenvolvimento: seguindo contributos de Jean Piaget, as abordagens modernas reconhecem que a criança passa por fases em que confunde atividade com vida, avançando gradualmente para uma compreensão mais objetiva dos seres vivos.
Aprendizagem holística: o animismo favorece a perceção de que os elementos do ambiente estão interligados, fortalecendo uma educação ambiental mais profunda e sensível.
Liberdade de aprendizagem e autonomia
O reconhecimento do pensamento animista cria um ambiente em que a criança se sente autorizada a formular explicações próprias sobre o mundo. Essa liberdade estimula a curiosidade, a expressão pessoal e a construção gradual da autonomia.
Exploração livre: valoriza direitos fundamentais da infância, como brincar, explorar, imaginar e expressar ideias.
Desenvolvimento da agência: ao interagir com o mundo como se este tivesse intenções, a criança desenvolve empatia e sentido de responsabilidade pelas suas ações.
Relações com o não humano: o animismo permite criar novas formas de relação com animais, plantas, rios, objetos e fenómenos naturais, desafiando modelos de ensino demasiado rígidos ou exclusivamente racionalistas.
Encantamento e reflexão: a imaginação torna-se um motor da aprendizagem, permitindo que a criança aprenda pelo encantamento, pela investigação e pela reflexão, e não apenas pela repetição.
Animismo no ensino das ciências
No ensino das ciências, o animismo pode deixar de ser tratado como uma simples “crença infantil” e tornar-se uma ferramenta pedagógica de empatia. Ele ajuda os alunos dos anos iniciais a desenvolverem sensibilidade ética e ambiental antes mesmo de dominarem conceitos teóricos complexos.
1. Atribuição de agência aos seres vivos
Em vez de apresentar plantas e animais como objetos estáticos, a abordagem animista destaca a sua atividade, interdependência e relação com o ambiente.
A “vontade” da planta: discutir como uma planta jovem “procura” a luz ou orienta as raízes em direção à água e aos nutrientes.
Comunicação vegetal: apresentar relações entre fungos, raízes e árvores como uma rede de comunicação e cooperação no ecossistema.
Cooperação e simbiose: explorar exemplos como as abelhas e as flores, o pássaro-palito e o jacaré, ou os líquenes, mostrando como diferentes seres vivos dependem uns dos outros.
Um exemplo simples é a relação entre abelhas e flores: a abelha recolhe o néctar para produzir mel e, ao deslocar-se entre flores, transporta pólen nas patas, contribuindo para a reprodução das plantas.
2. Personificação para compreender ciclos naturais
A personificação de elementos abióticos, como a água, as rochas ou o vento, pode ajudar a criança a visualizar processos naturais invisíveis ou abstratos.
A viagem da gota: criar narrativas sobre o ciclo da água, representando a evaporação, a condensação e a chuva como etapas de uma viagem.
Papéis ecológicos: atribuir funções simbólicas, como “limpadores da floresta”, aos decompositores, facilitando a compreensão do seu papel no equilíbrio dos ecossistemas.
3. Empatia interespécies
O animismo pode apoiar a construção de uma ética ecológica ao aproximar a criança de outras formas de vida e ao reduzir a distância entre o “eu” e o “outro”.
Perspetiva animal: propor atividades como “E se eu fosse uma abelha?”, levando a criança a pensar no que o animal vê, procura e necessita para sobreviver.
Direitos da natureza: introduzir a ideia de que rios, florestas e outros elementos naturais merecem cuidado e proteção.
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Hasselblad 500 C/M with Kodak Tri-X 400 developed in Pyrocat-hd.
Printed on Leonar Leigrano 111
Lith development in SE5
untoned
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You Should Know How the Whole of Humanity Has Developed to the Present Day (Part Two)
Introduction
Almighty God says, "All of His work is the most actual work. He carries out His work according to the development of the times, and He carries out His most actual work according to the changes of things. For Him, carrying out work is akin to administering medicine to an illness; He observes while doing His work; He works according to His observations. In every stage of His work, He is capable of expressing His ample wisdom and expressing His ample ability; He reveals His ample wisdom and ample authority according to the work of that particular age and allows any of those people brought back by Him during those ages to see His entire disposition. He supplies people’s needs and carries out the work He should do according to the work that must be done in each age; He supplies people’s needs according to the degree to which Satan has corrupted them."
Enjoy more