View allAll Photos Tagged Overcomer
I had just met Margaret C 35 minutes before this photo on the National Mall. In this photo Margaret C is reminiscent of an ancient Greek or Roman statue. With her athleticism she mounted on top of the 5 foot high cement obstacle with the US Capitol behind her, she turned to look at it, looked back at me and seemed exhilarated. I proposed a rare posed shot, envisioning her representing strength, determination, and the ability to overcome any obstacle. Well, she took if from there and I took the shot. She is statuesque and strong, this image shouts to all who may see it, you too can be an overcomer! Washington DC, 1 October 2017.
you may use this image in your digital creations in any way you see fit. I would appreciate a credit though, and posting your final work in the comments (small size) would help both sides. Enjoy!
"Who can overcome the world?
Only the man who believes that Jesus is the Son of God:
Jesus Christ who came by water and blood,
not with water only,
but with water and blood;
with the Spirit as another witness –
since the Spirit is the truth –
so that there are three witnesses,
the Spirit, the water and the blood,
and all three of them agree.
We accept the testimony of human witnesses,
but God’s testimony is much greater,
and this is God’s testimony,
given as evidence for his Son.
Everybody who believes in the Son of God
has this testimony inside him;
and anyone who will not believe God
is making God out to be a liar,
because he has not trusted
the testimony God has given about his Son.
This is the testimony:
God has given us eternal life
and this life is in his Son;
anyone who has the Son has life,
anyone who does not have the Son does not have life.
I have written all this to you
so that you who believe in the name of the Son of God
may be sure that you have eternal life."
– 1 John 5:5-13, which is today's 1st reading at Mass (10 Jan).
Illumination by Fra Angelico in the convent of San Marco, Florence.
Still overcome with a bad dose of the flu, so didn't go to the Port Vale v Macclesfield match - instead I bought a pass to watch the game online, which was much more comfortable and I also got time to finish the book I've been reading off and on for the last month - Debbie Harry's autobiography "Face It". I've also signed up for the Good Reads app and have set myself a challenge of 25 books for the year. I'm hoping I can easily beat that, but we'll see....
I have written down all about my encounters with this spider in my blog.
On September 12th, just after the first autumn rain, I found out that the Wolf Spider that lives in my garden (Lycosa praegrandis), had closed the entrance to her lair (see the photo below, on the first comment), using whatever debris she found around. I assumed that she was hibernating and was expecting to see her again in spring.
But on this Saturday I was in for a surprise: I saw that she had once more opened her lair. At first, I thought that maybe the water from the recent heavy rains managed to flood her tunnel and she was forced out by that. Anyway I thought this was a great opportunity for some more captures and I tried to get her out the usual way (teasing her with a small twig). In the past, whenever I tried that, she was quick to get out of the lair and attack the twig, but this time, no matter how many times I teased her, she would kick the twig with her two front legs, touch it with her palps, even bite it with her fangs, but she refused to get her fat belly out of the tunnel!
I thought she was just being lazy and eventually gave up and decided that I would settle for a shot of her posing at the entrance. I took a couple of photos and saw that only part of her legs and a little bit of face was visible and although I hate using the flash (because I think it gives her a goofy look with one blue eye and one red!), I fired it up, in order to get as much of her hidden body as possible. That's when I realized the real reason why she refused to expose her whole body! She's full packed with spiderlings!!! I think "congratulations" are in order for her! :-)
I could not be prouder of my oldest son. He has an Autism Spectrum Disorder - close to Asperger's but not quite. This is coupled with a general anxiety disorder, hearing loss, and an auditory processing disorder. Truly the cards were stacked againt him from day one. Therapists never gave me much hope that he would ever begin to thrive or be able to do well on his own. I never gave up on him and got him all the help I could find, but let me tell you, this child WORKED so hard at overcoming what life threw at him. It pained me to watch him struggle, and many years of frustration on both our ends led to tears. I never lost hope because HE was my strength, he showed me what it is to be an overcomer and achiever.
He spent many nights in his younger years crying while he did his homework but he never gave up. He came home baffled why things were they way they were. Day by day, he worked, learned, and plodded forward, defying the odds. He became an all around performer any parent would be proud to call their child.
Despite the odds, he has blossomed into a successful, well liked, sincere, kind-hearted young man. He made straight A's all the way through school and is graduating NHS in the top 10% of his class. He has excelled in AFJROTC as part of the leadership team (these are the top 8 kids that run the show out of about 160 cadets), he has led most every unit and club within the organization, has created new opportunities, tutored other kids, and spent countless hours doing community service. He has spent more hours at community service in his corps than any other cadet has ever served. He has a servant's heart. He cares nothing about money or living in the limelight. This young man wants to dedicate his life to helping others. He wants to help his community in any way he can.
After much consideration, he has accepted a scholarship to Texas Lutheran University. It is a small and fairly expensive school here in Texas, which is about 30 minutes from home ... although he will be living in the dorms. He chose this school knowing it's small size would be much a much better suited learning environment for him. Also, they offer a business degree with an emphasis in non-profit and communications. He knows what he wants and he goes after it. We would never be able to afford to send him to TLU, but he earned the highest scholarship they offer, which pays for half of his room and board, tuition, books, etc.
I think back to the times I doubted he would make it to this point and I am so glad I never gave up on him, but prouder still that he never gave up on himself. Everywhere we go classmates see him and girls hug him and tell him hello. He's not a social creature, but nevertheless, the love in his heart must shine through even to his peers because he was never picked on, and people genuinely like him.
I could never put into words how proud of my baby I am. So if any of you have a "borderline" child .. have hope, never give up, lift them up every chance you can, love them for who they are, for their uniqueness, encourage them and just LOVE THEM. You will get your reward. He doesn't see the world through the same glasses the rest of us do, but in my book, that's a good thing. I love this child and I now have complete confidence he is ready to fly on his own. So all you nay sayers along the way ... he showed you, didn't he!
"I have said this to you, that in me you may have peace. In the world you have tribulation; but be of good cheer, I have overcome the world." (John 16:32f)
Ceiling fresco from the Franciscan church of San Juan Bautista in Coyoacan, Mexico.
“But I have a secret.
You can build walls all the way to the sky and I will find a way to fly above them.
You can try to pin me down with a hundred thousand arms, but I will find a way to resist.
And there are many of us out there, more than you think.
People who refuse to stop believing.
People who refuse to come to earth.
People who love in a world without walls, people who love into hate, into refusal, against hope,and without fear.
I love you.
Remember.
They cannot take it."
(From “Delirium (Delirium, #1)” by Lauren Oliver)
Pteromerhanophobia is the right word for the fear of being on an airplane or any other flying vehicle.
I carry this fear since I am a child nevertheless it is funny that most of the pictures I took in the sky were published or used as CD covers, as if they were meant to overcome my fear of flying...
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Everyone faces obstacles, we do things we regret or don't do things at all. Despite all that the one good way to connect and sort it out is through sitting down and talking.
Animism in Early Childhood Education and Overcoming Obstacles to Development by Daniel Arrhakis (2026)
Animism in Early Childhood Education and Overcoming Obstacles to Development
The pedagogical mediation of animism does not negate children's fantasy. On the contrary, it validates the way the child interprets the world and builds a safe bridge between imagination, scientific thought, and abstraction.
Authors such as Piaget, Zabala, Ausubel, and Bachelard help us understand how animism can cease to be seen merely as an obstacle and become a powerful didactic resource. When mediated appropriately, it allows the child to establish connections between the imaginary and the real, facilitating the understanding of abstract concepts and promoting cognitive development.
Theoretical Foundation
Jean Piaget: identified animism as a characteristic of pre-operational thought. Instead of correcting it immediately, pedagogical mediation can use this natural phase to support the progressive transition to logical thought.
Antoni Zabala: advocates for the globalization of content and the importance of meaningful activities for the student. Animism allows for the creation of didactic sequences with strong affective and motivational value.
David Ausubel: highlights meaningful learning. By relating new scientific concepts to the child's prior knowledge, often marked by imagination, learning becomes more solid and integrated.
Gaston Bachelard: addresses "epistemological obstacles." Although animism may represent an obstacle in certain scientific contexts, in early childhood education its concrete mediation can help the child question and overcome initial intuitions.
Effective Mediation Strategies
Some strategies help transform animistic thinking into a learning opportunity:
Real images: contrast fantastic representations, such as the sun with a human face, with real images, such as photographs of space, favoring the transition between imagination and scientific knowledge.
Dramatizations: allow the child to externalize their imaginary world and understand natural phenomena through the body, action, and empathy.
Concrete resources: materials such as water, earth, seeds, and leaves enable sensory experiences that help test hypotheses and bring fantasy closer to observable reality.
The four animistic pillars of human development
In the animistic view, human development is not understood as a process isolated from the mind or body, but as a relational journey. The individual discovers themselves as part of a living network that includes animals, plants, rivers, mountains, and other elements of nature.
In this context, four pillars are articulated in an integrated way:
1. Experimentation in nature
In animism, nature is not seen merely as a resource, but as a set of agents with which a relationship is established.
Direct experience: knowledge arises from physical and sensory experience with the environment.
Adaptive learning: experimentation values ecological connections and trains the ability to respond to other living beings.
Interactivity: learning implies dialoguing with natural cycles, and not just passively observing them.
2. Education
Animistic education breaks with the rigid separation between subject and object, proposing learning based on relationships, bonds, and responsibility.
Relational epistemology: learning means understanding how to relate cooperatively with the social and natural world.
Development of affectivity: education seeks to form individuals capable of creating bonds of care for themselves, for others, and for the Earth.
Overcoming dualisms: learning helps to understand that the physical, symbolic, and spiritual dimensions can be interconnected.
3. Spirituality
Animistic spirituality is not limited to an institutional religion. It expresses a way of perceiving the world as a field of living and interdependent relationships.
Presence of the anima: recognizes a vital principle in elements of the cosmos, such as the sun, rain, rocks, and rivers.
Coexistence: broadens the vision to the universe of relationships, promoting care, tenderness, and mutual respect.
Uniqueness: understands the material and spiritual worlds as interconnected dimensions of the same life flow.
4. Culture
Culture manifests, in practice, the way a community organizes its relationships with nature, with collective memory, and with the whole of which it is a part.
Memory and tradition: values ancestral knowledge based on the idea that everything is alive and is realized through cooperation.
Multiculturalism: recognizes the richness of local manifestations and the importance of reciprocity with the whole.
Ecopolitics: guides collective actions that seek to maintain a fertile, balanced, and habitable biosphere.
Final Summary
In short, animism can be understood as a symbolic and relational way of interpreting the world, especially important in childhood. When mediated appropriately, it ceases to be merely a fantasy or cognitive obstacle and becomes an educational resource capable of stimulating curiosity, empathy, autonomy, and meaningful learning. By bringing children closer to nature, living beings, and natural cycles, animism contributes to a more sensitive, ecological education integrated with human development.
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Animismo na educação infantil e superação de obstáculos ao desenvolvimento
A mediação pedagógica do animismo não anula a fantasia infantil. Pelo contrário, valida a forma como a criança interpreta o mundo e constrói uma ponte segura entre o imaginário, o pensamento científico e a abstração.
Autores como Piaget, Zabala, Ausubel e Bachelard ajudam a compreender como o animismo pode deixar de ser visto apenas como obstáculo e tornar-se um recurso didático poderoso. Quando mediado de forma adequada, permite que a criança estabeleça conexões entre o imaginário e o real, facilitando a compreensão de conceitos abstratos e promovendo o desenvolvimento cognitivo.
Fundamentação teórica
Jean Piaget: identificou o animismo como uma característica do pensamento pré-operatório. Em vez de o corrigir de imediato, a mediação pedagógica pode usar essa fase natural para apoiar a transição progressiva para o pensamento lógico.
Antoni Zabala: defende a globalização dos conteúdos e a importância de atividades significativas para o aluno. O animismo permite criar sequências didáticas com forte valor afetivo e motivacional.
David Ausubel: destaca a aprendizagem significativa. Ao relacionar novos conceitos científicos com os conhecimentos prévios da criança, frequentemente marcados pela imaginação, a aprendizagem torna-se mais sólida e integrada.
Gaston Bachelard: aborda os “obstáculos epistemológicos”. Embora o animismo possa representar um obstáculo em certos contextos científicos, na educação infantil a sua mediação concreta pode ajudar a criança a questionar e superar intuições iniciais.
Estratégias de mediação eficazes
Algumas estratégias ajudam a transformar o pensamento animista em oportunidade de aprendizagem:
Imagens reais: contrapõem representações fantásticas, como o sol com rosto humano, a imagens reais, como fotografias do espaço, favorecendo a transição entre imaginação e conhecimento científico.
Dramatizações: permitem que a criança exteriorize o seu mundo imaginário e compreenda fenómenos naturais através do corpo, da ação e da empatia.
Recursos concretos: materiais como água, terra, sementes e folhas possibilitam experiências sensoriais que ajudam a testar hipóteses e a aproximar a fantasia da realidade observável.
Os quatro pilares animistas no desenvolvimento humano
Na visão animista, o desenvolvimento humano não é entendido como um processo isolado da mente ou do corpo, mas como uma jornada relacional. O indivíduo descobre-se como parte de uma rede viva que inclui animais, plantas, rios, montanhas e outros elementos da natureza.
Nesse contexto, quatro pilares articulam-se de forma integrada:
1. Experimentação na natureza
No animismo, a natureza não é vista apenas como um recurso, mas como um conjunto de agentes com os quais se estabelece relação.
Vivência direta: o conhecimento nasce da experiência física e sensorial com o ambiente.
Aprendizagem adaptativa: a experimentação valoriza conexões ecológicas e treina a capacidade de responder a outros seres vivos.
Interatividade: aprender implica dialogar com os ciclos naturais, e não apenas observá-los de forma passiva.
2. Educação
A educação animista rompe com a separação rígida entre sujeito e objeto, propondo uma aprendizagem baseada em relações, vínculos e responsabilidade.
Epistemologia relacional: aprender significa compreender como se relacionar de forma cooperativa com o mundo social e natural.
Desenvolvimento da afetividade: a educação procura formar sujeitos capazes de criar vínculos de cuidado consigo, com os outros e com a Terra.
Superação de dualismos: a aprendizagem ajuda a compreender que as dimensões física, simbólica e espiritual podem estar interligadas.
3. Espiritualidade
A espiritualidade animista não se limita a uma religião institucional. Ela expressa uma forma de perceber o mundo como um campo de relações vivas e interdependentes.
Presença do ânima: reconhece um princípio vital em elementos do cosmos, como o sol, a chuva, as rochas e os rios.
Coexistência: amplia a visão para o universo das relações, promovendo cuidado, ternura e respeito mútuo.
Unicidade: compreende o mundo material e o espiritual como dimensões interligadas de um mesmo fluxo de vida.
4. Cultura
A cultura manifesta, na prática, a forma como uma comunidade organiza as suas relações com a natureza, com a memória coletiva e com o todo do qual faz parte.
Memória e tradição: valoriza conhecimentos ancestrais baseados na ideia de que tudo está vivo e se realiza através da cooperação.
Multiculturalidade: reconhece a riqueza das manifestações locais e a importância da reciprocidade com o todo.
Ecopolítica: orienta ações coletivas que procuram manter a biosfera fértil, equilibrada e habitável.
Resumo final
Em síntese, o animismo pode ser compreendido como uma forma simbólica e relacional de interpretar o mundo, especialmente importante na infância. Quando mediado de forma adequada, deixa de ser apenas uma fantasia ou obstáculo cognitivo e torna-se um recurso pedagógico capaz de estimular a curiosidade, a empatia, a autonomia e a aprendizagem significativa. Ao aproximar a criança da natureza, dos seres vivos e dos ciclos naturais, o animismo contribui para uma educação mais sensível, ecológica e integrada ao desenvolvimento humano.
As we hiked around a bend in the trail, this amazing spectacle unfolded before our eyes. This was one of those joyful, unexpected moments of flickr life.
"After months of overcoming barriers to transporting fresh bamboo to feed its giant pandas, the Calgary Zoo announced today that it will be relocating giant pandas, “Er Shun” and “Da Mao”, back home to China where bamboo is abundant and local." That was sad news to read this afternoon. We have been so fortunate to have these amazing Pandas visiting Calgary. A sad day especially for the zoo keepers who have been looking after them, and for everyone involved.
The day before yesterday, I made a car repair appointment (have to wait till 20 May!). Need my winter tires off but, more urgently, they need to look at why my car died the other day, east of the city, with a new, 3-month old battery. Exactly the same thing happened back in February, when the car died south of the city (with the old battery). The other day, I did eventually manage to get the car started, but it definitely should not have died the way it did. I daren't drive out of the city, because if it happens again, even if I am able to get my vehicle towed back to the city, the truck drivers are not allowed to have anyone in the cab with them, because of the virus. So, I would be totally stranded, standing there, out in the middle of nowhere, which I just can't risk! My sanity is dwindling - fast : )
Wedesday, 13 May 2020: our temperature at noon is +8C (windchill +7C). Sunrise is at 5:47 am, and sunset is at 9:18 pm. A mix of sun and cloud.
Most days, I am having to post photos from my archives, as I have been basically staying home, away from everyone and everything (apart from food shopping and just a few short drives out of the city over the last couple of months). For each archive photo, I am adding the description from under a previously posted photo from the same trip.
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"On 11 July 2019, it turned out to be such a great day, with some much-appreciated sightings. I must have spent about 9 hours driving and almost every inch of my body ached like crazy at the end of it. Total distance driven was 461 km, leaving home at 8:45 am and arriving back home 12 hours later, at 8:45 pm. Now, each summer, I try and do two or three longer (for me) drives, to make sure I don't lose the courage to do this.
Weather-wise, it was a beautiful, sunny day, with plenty of white clouds Unlike when I did this drive in August 2018, there was no smoke from any wildfires, thank goodness.
It was a good day for Hawks, seeing some on the way south and a few on the way home. I did spot one Ferruginous Hawk, but it was perched on a very distant fence post. I'm also wondering if one of the 'hawks' was actually an immature Golden Eagle - seen in photo #4 posted this morning. (NOTE: yes, it was a Golden Eagle!). I saw it from a fair distance and I remember thinking what a large hawk it was. Stopping at an angle in the middle of the road, I managed to get one shot before it took off and a couple just as it was doing so.
A couple of Common Nighthawks also helped make my day. For several years, I had longed to see one of these unusual birds and, finally in 2017, I managed to find four of them. In 2018, I was able to find just one. These birds are 9½ inches from the tip of bill to the tip of tail. Very strange looking birds, and always a thrill to see one.
My actual destination on 11 July 2019 was the Alberta Birds of Prey Centre, near Lethbridge. I know some people feel that photographing birds that are not out in the wild is cheating. I kind of agree, though I think it's fine as long as someone says where a photo was taken.
This Centre is a wonderful place that rehabilitates and releases (whenever possible) various birds of prey - hawks, owls, Bald Eagles, Turkey Vultures, and Golden Eagles. Some of these birds act as Wildlife Ambassadors, too, including educating the public away from the Centre. Sometimes, a bird is used as a foster parent, too.
I love the changing scenery as one drives south, and my drive was timed perfectly to catch the golden Canola fields. Maybe half way, I pulled over to take a few photos of an old barn and there was a truck just pulling away. I thought the guy might have been taking photos, too. We got talking and one of the things we both said was that we had never seen a blue field of Flax. Later in my drive, guess what I found : ) Looked beautiful, with blue on one side of the road and a field of yellow Canola on the opposite side.
This was definitely a rewarding day, full of sightings of all kinds. My favourite kind of day!"
Norfolk Southern honored more than 200 wounded military veterans Saturday, June 1, when they stopped at Harbor Park in Norfolk, Va., as part of their week-long “Ride 2 Recovery” memorial challenge.
Ride 2 Recovery is a rehabilitation program of the Fitness Challenge Foundation that features cycling as its core activity. Bikes are specially designed to suit individual needs. The 325-mile bicycle journey conditions veterans while helping them overcome the physical and mental challenges they face after returning from service.
Participants began their ride on Memorial Day in Arlington, Va., and will finish June 1 in Virginia Beach, Va., with stops along the way in Manassas, Fredericksburg, Richmond, Williamsburg, and Norfolk.
Macro Monday project - 01/12/09
"Imperfections”
Not a lot of time this week!!! Getting ready for a big vacation trip!!! Be back in 2 to 3 weeks!!!
I don't know if I continue, even today, always liking myself. But what I learned to do many years ago was to forgive myself. It is very important for every human being to forgive herself or himself because if you live, you will make mistakes- it is inevitable. But once you do and you see the mistake, then you forgive yourself and say, 'well, if I'd known better I'd have done better,' that's all. So you say to people who you think you may have injured, 'I'm sorry,' and then you say to yourself, 'I'm sorry.' If we all hold on to the mistake, we can't see our own glory in the mirror because we have the mistake between our faces and the mirror; we can't see what we're capable of being. You can ask forgiveness of others, but in the end the real forgiveness is in one's own self. I think that young men and women are so caught by the way they see themselves. Now mind you. When a larger society sees them as unattractive, as threats, as too black or too white or too poor or too fat or too thin or too sexual or too asexual, that's rough. But you can overcome that. The real difficulty is to overcome how you think about yourself. If we don't have that we never grow, we never learn, and sure as hell we should never teach.
(Maya Angelou)
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In honor of Breast Cancer Awareness Month, Yahoo! is donating $1 to Susan G. Komen for the Cure for each pink photo added to this pool up to $50,000
Overcoming Noise and Walls - Reversing the “Contemporary Eclipse” by Daniel Arrhakis (2026)
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Overcoming Noise and Walls
Reversing the “Contemporary Eclipse” and Reclaiming Lost Sacredness
More than pointing fingers, Rovingianism proposes a reflection on the collapse of human cohesion and the loss of connection with the natural world—and, above all, presents paths to overcome this.
In this context, “noise” is not just sound: it is a systemic entropy that disperses attention and fragments individual and collective consciousness.
Diagnosis of the Contemporary Eclipse
The Layers of Noise
Acoustic and urban: the mechanical sound of cities negates the silence necessary for introspection.
Digital and algorithmic: the “ghettoization” of thought, where the algorithm replaces serendipity and real debate with an echo chamber.
Informative: an excess of data (real and manipulated) generates paralysis instead of knowledge, facilitating the rise of hatred and post-truth.
The Civilization of Walls
Physical: barriers against refugees and suburban divisions that isolate social classes.
Invisible: the digital isolation that, under a false promise of global connection, produces lonely individuals dependent on corporate validation.
Digital militias: coordinated use of bots and fake profiles to shape perceptions and decisions through hatred and fear.
Roving's Proposal to Reverse the "Contemporary Eclipse"
To reverse the "contemporary eclipse," the answer lies in a radical reconnection, based on four pillars:
Ecology of silence: reclaiming spaces and times immune to mechanical and digital noise.
De-walling: breaking algorithmic ghettos through deliberate exposure to the contradictory and the unexpected.
Systemic literacy: empowering the individual to identify "digital militias," returning agency to human thought before the bot.
Natural Symbiosis: Recognizing that human cohesion is inseparable from the physical connection to the biological world and reality.
The central objective is to transition from a "walled-in" and noisy existence to a life of clarity and belonging to the living world.
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A Superação do Ruído e dos Muros
Reverter o “Eclipse Contemporâneo” e Retomar a Sacralidade Perdida
Mais do que apontar culpados, o Rovingianismo propõe uma reflexão sobre o desmoronamento da coesão humana e a perda da ligação ao mundo natural — e, sobretudo, apresenta caminhos de superação.
Neste enquadramento, “ruído” não é apenas som: é uma entropia sistémica que dispersa a atenção e fragmenta a consciência individual e coletiva.
Diagnóstico do Eclipse Contemporâneo
As Camadas do Ruído
Acústico e urbano: o som mecânico das cidades anula o silêncio necessário à introspeção.
Digital e algorítmico: a “guetização” do pensamento, em que o algoritmo substitui a serendipidade e o debate real por uma câmara de eco.
Informativo: o excesso de dados (reais e manipulados) gera paralisia em vez de conhecimento, facilitando a ascensão do ódio e da pós-verdade.
A Civilização dos Muros
Físicos: barreiras contra refugiados e divisões suburbanas que isolam classes sociais.
Invisíveis: o isolamento digital que, sob uma falsa promessa de conexão global, produz indivíduos sós e dependentes de validação corporativa.
Milícias digitais: uso coordenado de bots e perfis falsos para moldar perceções e decisões através do ódio e do medo.
O objetivo central é transitar de uma existência "murada" e ruidosa para uma vida de clareza e pertença ao mundo vivo.
Marines from the Infantry Training Battalion, School of Infantry-East, navigate their way through the obstacle course at Camp Geiger, N.C., Oct 4, 2013. This is the first company at ITB with female students as part of a measured, deliberate and responsible collection of data on the performance of female Marines when executing existing infantry tasks and training events. The Marine Corps is soliciting entry-level female Marine volunteers to attend the eight-week basic infantryman and infantry rifleman training courses at ITB.
(U.S. Marine Corps photo by Chief Warrant Officer 2 Paul S. Mancuso/Released)
I was in Toronto, Ontario, Canada in June 2004. This is a view looking down through the CN Tower. I had to overcome my fear of heights to take this photo. It was vertigo inducing. Looking down certainly gave a totally different perspective of just how high this building is.
The CN Tower is considered to be the World's Tallest Freestanding Structure in the World.
Benzo-elektrische Colorbino 2094 in de Beethovenstraat.
Nu Combino's op deze lijn steeds meer een normaal verschijnsel worden komen ook de reclame varianten vaker voorbij....
Meer dan 300 andere Colorbino uitvoeringen zijn HIER te vinden:
“One by one she slew her fears, and then planted a flower garden over their graves.”
― John Mark Green
“One by one she slew her fears, and then planted a flower garden over their graves.”
― John Mark Green
Silver birch clinging on to a sheer slope in a disused slate quarry somewhere above Llanberis.
Midday is not necessarily the best time for photography, but with the steep walls of the quarry in deep shadow the illumination of the young silver birch trees provided a nice contrast.
The doorway of an empty building was truly being overcome by the encroaching green.
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Overcoming Creative Block – Make 100 Things
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