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okay, so, the other night, while I did get some stunning shots, none of them were of what I wanted to be shooting, which is the sky. this frame is the best I got that night. I know I can do better, but I'm sick of having the limitations I have with this cheap mount/drive/scope. I've basically chewed through this scope (somewhat literally), and I've learned what it could teach me.
I've been looking for something more robust that's still in my budget, and I'd like some input.
what I've zero'd in on so far is a vixen vmc-110, and a celestron cg-4. these two together fit into my budget, and give me something that, I think, tracks reasonably well, and will let me mount my camera. also, it seems to all facilitate the process (i.e. no fumbling around in the dark... well, not so much anyway).
other things I'd appreciate input on:
-is the cg-5 mount worth the extra $400?
-is the celestron omni xlt 127, with the cg4, for the same price, a better idea?
-would I be better off with a refractor of some flavor?
thanks.
I'm not sure if this will appeal to everyone but I quite like it, I took loads of pictures of these cygnets ( seems funny now calling them cygnets ! ) on what must have been one of their first flights but none of them were really sharp. I couldn't focus on the eye without chopping them in half so just had to focus on the body and pray, I know I could've changed the focus points but that would be fiddly at the best of times !
PS quite chuffed the Stop The Cull site are using one of my badger pics :
www.facebook.com/stop.the.cull
I know it wasn't taken at night but an excuse to mention one of my favourite Jimi Hendrix songs, ' Night Bird Flying ' :
I had to chuckle at this juvenile Great Horned Owl and the look it gave me. They seem to learn the 'stink eye' at a young age LOL. It is losing its baby feathers quickly.
After yesterday's buckle shinin', another new American word for me to learn was 'bobtail'.
Bobtailing is when a semi-truck is traveling without an attached trailer. This can occur when a semi-truck is in the process of picking up a trailer (and has no trailer to deliver) or is returning from delivery (and has no trailer to pick up). Bobtails are a common sight on Texas highways.
Once again, James McMurtry's lyrics are spot on. Unfortunately if you follow the song to the end, there is a sad ending.
"She's been green breaking horses when she's home from the road,
Waiting on dispatch to find her a load.
She leased all but the trap, ponies can't graze a thing,
Another bobtail of coastal ought to last them 'til spring.
Randy says not to worry, he'll feed while she's gone.
She's got the Freightliner idling half up on his lawn.
He don't like her driving when the northers come blue
But if the horses went hungry Lord knows what she'd do"
jukebox # 505
Here is a rather good solo live version of the same song.
Robotic Process Automation Courses (RPA) is one of the most sizzling and quickest developing advances for improving ongoing business tasks and procedures. This course will give you a diagram of RPA ideas, the worth include it brings with significant business use cases and instruments understanding.
Japanese adults have spent many years learning grammar structures and vocabulary but very few of them learn how to speak English due to the fact that they are gripped with fear. Their fear seems to be of meaninglessness and specifically, breaking the chain of questions and answers. This fear is heighten by the fact that they are particularly polite. I think that the lack of meaning is however, from a Derridean perspective, asking something impolite to the point of being unanswerable, of ones internal other.
Today I had students ask questions that were difficult to answer and then go on to the "next question." That helped. But still they had cords of steel around their hearts preventing them from practicing freely for fear of asking nonsense.
Another method to get around this barrier is to ask them to ask nonsense, and then rather than making their partner suffer, teach their partner to parry the question in the negative. Thus when asked "Why should you tie children?" partners will be encouraged to say "I shouldn't tie children?"
This means that, aware that their partners have been taught to parry, the students should feel more free to ask random permutations of forms in the conversation, or "sparring" part of the lesson.
The students are getting there. One hundred and fifty years of silence may be about to be broken.
These questions were made with an updated random question generator which can be downloaded from here
I explained the theory to my colleagues in the following way.
以前から学生が英語が話せないのは無意味への恐怖だと思ってきましたが、意味があるとは言いがたい「英語の形練習」は流暢に非常に答えられます。なぜ英会話になると英文が作れなくなるでしょうか？
I have been thinking that the reason why students can't speak English is due to their fear of meaninglessness (Heine, Proulx, Vohs, 2006) but the strange thing is that when it comes to practising meaningless English forms
Do you eat food - Yes I eat food
They are very fluent, even though these forms do not have much meaning. So why is it that they are still very un-fluent when it comes to conversation?
学生が疑問詞(Why, When, Where, How often, How, Who....with,What (noun))と助動詞（do / don't, did / didn't, will/ won't, can / can't, should / shouldn't must / mustn't, could /couldn't, have / haven't (+ past participle), do/ don't want to, are/aren't going to)とを無差別的に組み合わせて、たくさんの英文を作り出してほしいですが、相手が答えできないバカで無礼な質問を訊くことがものすごく恐くて、日本語にもどって、確認して、和訳しながらしか質問を作らないようですので、流暢性があがりません。
I want them to just ask a load of random questions using the question words and auxiliaries to improve their fluency but it seems that they are very scared of asking stupid 'impolite' questions that their partners can not respond to. So they return to Japanese, check the question, and since they are speaking from translation, their fluency does not improve.
それは日本の学生は何より丁寧で相手を困らせたくないからという理由もありますが、デリダの立場から「無意味」というのは内なる他者が答えられない発言ですから、無礼への恐怖と、無意味への恐怖は同じことかもわかりません。
I think that the biggest block is perhaps politeness and their desire not to trouble their partner. However at the same time, from a Derridean (Derrida, 1985) perspective, the meaningless are questions that are impolite to the point of being unanswerable by ones internal other. So fear of impoliteness and meaningless may be the same thing.
そこで、So I have them practice
１）答えにくい質問 Questions that are difficult to answer
What do you swim?
Why must you live?
Who did you recycle?
What can't you walk?
をきいてもらって、相手が答えられなければ、Next questionと言って次の質問をする
And then, when their partner can't answer say "Next question" and go on to the next question.
And
2)無意味な質問 Nonsense questions
When should you turn moons? 答えかたI shouldn't turn moons.
Why should you tie children? I shouldn't tie children.
How must you stop lakes? I must not stop lakes (I don't have to はベッターだが）
Why did you exercise your tails?I didn't exercise my tails.
を訊いて、相手に否定形で答えてもらいます。
そうすることによって、どの質問をきいてもよい。たくさんの質問を日本語で練習せずに
することが次第に可能となっているようにも思います。
Except this time having their partner respond in the negative like the examples above.
By doing this it may be possible to get students to realize that it is okay to ask any question, and thereby encourage them to ask lots of questions. It may even be the case that 150 years of silence may come to an end, but, that is probably my over optimism.
The resources are available here.
nihonbunka.com/public_html/Defeating
Derrida, J. (1985). The Ear of the Other: Otobiography, Transference, Translation: Texts and Discussions with Jacques Derrida.
Heine, S. J., Proulx, T., & Vohs, K. D. (2006). The meaning maintenance model: On the coherence of social motivations. Personality and Social Psychology Review, 10(2), 88-110.
Used at www.treehugger.com/files/2010/08/wi-fi-in-schools-should-... and at www.dailyorganizedchaos.com/kids-educational-websites/ , and at mariaelenameneses.com/2011/11/aprendizaje-invisible-todo-..., and rebuzz.tw/2013/02/uspeak-%E8%AE%93%E4%BD%A0%E7%8E%A9%E9%8..., and questgarden.com/181/51/1/150512171617/process.htm, and www.ictineducation.org/home-page/2014/4/30/ict-in-primary..., and edc3100katbrown.weebly.com/diverse.html, and www.treehugger.com/green-food/wi-fi-in-schools-should-we-..., and benkyou01.com/shakai-ankihouhou-177
Monks Norbu (13) and Lobsang Penjor (9) learning in their monastery house. As it is winter time, they are allowed to wear warm clothes over their monk robes.
From Tawang monastery series.
The Science behind the emotion.
Q: Why don’t we forget how to ride a bike?
A: Theory holds several clues to support the oft-heard phrase “just like riding a bike.”
Riding a bicycle is what motor control experts tend to refer to as a “continuous task,” compared to discrete tasks with definite endings (like turning a key to start your car). Peter van Kan, kinesiology professor at UW-Madison, said research has laid out three reasons why bicycle riding feels like second nature.
Discrete tasks draw more on verbal and cognitive skills, while continuous tasks are written into a more reflexive mechanism in the mind. Continuous tasks also require — and are more likely to be given — more attention and time during the learning process, and thus become further ingrained.
“One way to look at it is a continuous task may incorporate many discrete actions,” van Kan said. “(While learning) a continuous task you have many more opportunities to accomplish the many discrete tasks.”
Most important, van Kan said, might be the way we judge bicycle riders. If you learn to ride a bicycle, but then stay out of the saddle for several years, your first few cranks of the pedals post-lay-off may not make you look like Lance Armstrong.
“You may be a little unstable at first,” van Kan said. “But very quickly, as you are repeating those many discrete tasks, you are renewing what you learned years before and you may quickly be stable and appear to be a good bicycle rider.”
K-12 Instructional Technology Specialists visit the Grand Valley Mary Idema Pew Library Learning and Information Commons as well as the GVSU Tech Showcase
Learning and Teaching Building, Monash University. Architect: John Wardle.
More than 60 formal and informal learning and teaching spaces will provide an outstanding student-centred learning experience for Monash University and Monash College Diploma students alike. Comprising four levels, the new building will also be home to the Faculty of Education and teams within the Portfolio of the Deputy Vice-Chancellor
I knew how to emboss before I joined the HA group but never really used it... so here is my go at clear embossing with the heart winged butterfly stamp.... can you guess I LOVE this stamp!! ! LOL!!!
Black cardstock and black envelope stamped with versamark and heat embossed with clear powder. Labels one die cut and coloured pearls black with a sharpie (another new thing I learnt recently). pp by K&Co (Amy Butler) Sentiment from CL277.
I also embossed a butterfly on the envelope flap and put a white insert into the card.
Seeing that a few flickr folks visited U of C yesterday and got around to nearly all of my favorite places inspired me to look through some pics i had harboring space on the hard drive. I took this one recently, getting to work a little early one day to get back to Harper just as the sun was rising. I really want to grab a 360 degree pano of this room, but that will have to wait. Here, I just stitched together 5 or 6 vertical frames. It's definitely not perfect but I liked the warped perspective in this one actually.
This time of quarantine has given many people a new appreciation for technology that has been available to us. In addition to Zoom meetings, I produce a weekly video on Facebook Live.
I've always used projection and Powerpoint technology for public speaking, but certain components have been in the hands of others. It's been fun, the last few weeks, to experiment and learn new things.