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Scanning a few of my Dad's old negs, I ran across this sad sight. A pair of New York Central J3A Hudsons in a scrap yard somewhere in the Chicago area. What a shame one of these classics wasn't saved!
Up on the first walk after French lockdown was reduced, I went on a foggy and wet day to Calerne plateau.
Vandyke Brown process.
I printed this photograph three times, the results was either too dark or too contrasting or the coating was not uniform.
I decided to touch up the print too dark in order to lighten it.
1st experiment: immersion in a solution of sodium thiosulfate for 4 minutes gave too little depletion, it was not efficient enough!
2nd experiment with potassium ferricyanide: Immersing the print in the reducer. The brown deep photo lightens on the entire tonal range after two minutes of weakening, while colors become slightly cold.
Then the image is transferred to the fixer. Finally, the print is washed for 25 minutes in plain water.
I turned up at Corfe Castle last Saturday at dawn - as you do. Couldn't quite reconcile myself to the sight of no fewer than five other photographers in "position A" on the West Hill overlooking the Castle. Five! All kitted out with tripods, DSLRS, filters etc.
"This is getting ridiculous", I said with an ironic smile, well aware that I was the sixth - one sad smile was all that my comment produced.
I was hoping for some morning mist - but not even a slight whisp. However, there was plenty of low cloud skidding over the hills. So, I thought I'd try getting some slow exposures to see if I could capture some dramatic cloud movement.
On went a 0.9 ND another 0.6 ND and 0.6 ND Grad. I stopped down to f/22 and reduced the ISO to 100 for this shot. Unfortunately, the combination of this over-zealous filtering resulted in a heavy magenta colour cast. It's not really what I was looking for, but it's OK if you don't mind pink! You live and learn...
How was your first day at work?
A wonderful outfit can reduce stress. 😄
Thank you all for favorising and commenting.
Love Awena 💋💋
IC 1318, the Gamma Cygni Nebula in the constellation Cygnus. 16 exposures, each 360 sec. Explore Scientific ED102 102mm f/7 refractor, 0.8x reducer/flattener, ZWO ASI294MC camera, H-alpha filter, iOptron CEM25P mount, ASIAir controller. Processed in Astro Pixel Processor, Lightroom,and Photoshop
#FlickrFriday
#ElementaryDearWatson
Preparing for bushfires is an ongoing task, but after last Summer's calamitous fire season in Australia, the need to minimise fuel loads near property is even more obvious.
HD PENTAX-DA 55-300mm f4.5-6.3 PLM WR RE
Yesterday when I crested the highest dune I couldn't see the ocean for the thick fog. Once I reached the waterline I saw that the tide had exposed a sandbar not far from the shore. Immediately I remembered that last year I had seen pelicans grounded on the sandbar under the same conditions.
No sooner had I walked I few yards than the same scene appeared in front of me through the fog. Unlike seagulls, pelicans do not like humans approaching them too closely.
Ocean Park, Washington.
قالت مادام الهجر ما منه مصلـوح خفف من السرعه شويه و حاسب
فكر قبل ما تنوي البعـد و تـروح هل القرار اللـي خذيتـه مناسـب؟
On Sunday 5/3/2023, an overpowered 1120s (empty Aurizon grain transfer) is seen at Wingfield (Adelaide) with alf23-CLP16-cm3308 in charge.
Sounds Rivulet, Murdunna > Tasmania
6 February 2016
4 shot panorama stitched in Lightroom CC
Nikon D7200, ISO 100, f22, 1/8, 50mm, Hoya Circular PL
Taken w/ Skywatcher Evostar Pro 80 ED (w/.85x reducer/corrector & QHYCCD Polemaster), Skywatcher EQM-35, Nikon D3300.
174 lights x 90 s @ ISO 800, ~45 dark, ~45 flat, ~100 bias, stacked in DSS and post-processed in Photoshop
View large.
Special NOTE: On Feb. 8, 2012 I attached a comment, readable & easily discoverable on Page 2 of the comments below, that details the vast corporatist scheme, fronted by Jeb Bush, financed in part with hundreds of millions from Rupert Murdoch (FOX nooze), to privatize American public education & reduce it to 'virtual' schools - not to improve anything (as national & international educational research studies clearly show), but rather to become the final recipients of the taxes people pay so that they can skim huge profits off of the top while providing grotesquely inferior services & lots of lying propaganda to keep the public bamboozled. I beg everyone to read the report.
The McGuffey's Ecclectic Spelling Book was published in 1879.
Raymond Cyrus Hoiles (1878-1970) founded Freedom Communications, a newspaper publishing & broadcasting company that has never hesitated to shape the news to fit right wing ideology. When Hoiles was alive & roaring I lived in Orange County, California, home of the equally right wing Walt Disney & Walter Knott, & was frequently compelled to suffer people who agreed with Hoiles' constantly editorialized insistence that public education was a form of theft & communism that must at once be got rid of. Hoiles was motivated by his fundamentalist Christian persuasions, & quite serious. We should restrain our laughter at the abysmal stupidity of his example, because in many ways he & people like him won & are still winning control of public education. - To introduce the article below, I'll say a little about the Christian strategy.
For many years Orange County's teachers worked under a Draconian ruling that forbade the teaching of values. There is no way around the fact, however, that the statement, "Values may not be taught," is itself a value statement belonging to a class of propositions known as Epimenidean Paradoxes. A comparably illustrative sentence would be, "This is not a sentence." Or, a favorite of the best hypnotists, used when addressing a resistant subject, "Do not obey any instruction which I give you."
What, then, was intended by those who created the paradoxical Orange County law? Well, if any teacher dared to say or imply something that would be disagreeable to any person whose beliefs began & ended with church, flag & free-for-all capitalism, then that teacher could be charged with teaching values & be suspended. One family friend, a young man teaching at an elementary school in Anaheim, was charged, hounded, publicly disgraced, threatened with death & discharged from his post, immediately after which he died from a heart attack. The case was depicted in Life Magazine. His only crime was that he was Jewish. His wife, also a teacher, remained bereft & embittered the rest of her long life.
These people became increasingly invisible over time, largely by devising ever more clever ways for gaining control of both education policy & the public dialogue about education.
Ralph Reed, working for Pat Robertson & the Christian Coalition, devised the "stealth agenda" to place fundamentalists in every local school board in America. The plan helped select & fund candidates, who in accord with Reed's instructions never mentioned their religion or religious connections when campaigning for office. In 1983 Reed rigged an election at his university - he got started early, in other words. Recently we learned that Mr. Reed & Jack Abramoff were associate crooks. The revelation forced Reed to abandon his run to become the lieutenant governor of Georgia. Mr. Reed will not disappear, however. He remains a darling of the far Christian right, & owns Century Strategies, a dirty-tricks political consulting & lobbying organization. In 1999 Karl Rove got reed a nice contract with Enron, which was paying Reed $30,000 per month. And guess who recently went to Georgia to try to save poor Reed? Rudy Giuliani, who has the hots to be the next U.S. president & is pandering to the Christians so he can be their new burning Bush.
Stealthiness did not go away when the Christian Coalition folded & Reed went off on his own to rig elections for big bucks. Rather, the stealth moved into policy matters. For instance, all the phony propaganda claiming religious & private education is more successful, creating the excuse to promote vouchers (for which the motives are both religious & racist). Or, most recently, Bush's No Child Left Behind Act, which was sought by the Christians not because they believed all the testing of students would lead to improved education, but rather because they wanted teachers to be made too busy preparing students for endless tests about facts to find time to do the great evil thing, which is the teaching of concepts. Teaching concepts leads to teaching logic, scientific & other academic methodologies which by their nature instill respect for critical - read, skeptical - thinking. Dogmatists, advertisers & con men have equal cause to fear skepticism.
-------------------------
From: Truthdig.com
Taking Back Our Schools--and Fixing Them
Full text with links: www.truthdig.com/report/item/20060425_taking_back_our_sch...
Posted on Apr. 25, 2006
By Wellford Wilms
The recent news reported in The New York Times that schools are throwing out science, social studies and art to make time for drilling students in remedial math and reading is a sign of things gone terribly wrong. Former New York State Commissioner of Education Thomas Sobol told the Times that narrowing education to just math and reading would be akin to restricting violin students to playing scales day after day. “They’d lose their zest for music.” But most schools that serve poor populations, like those in Cuero, Texas, are squeezed to meet federal math and reading standards. Cuero Superintendent Henry Lind told the paper, “When you have so many hours per day and you’re behind in some area that’s being hammered on, you have to work on that.”
But by the looks of things, hammering students for higher test scores isn’t making much of a difference. Most students have already lost their zest for learning. How do we know? In Los Angeles, upwards of 50% of Latino and African American students never finish high school. This is just the tip of the iceberg.
I’ve been a professor of education at UCLA for more than 25 years and am convinced that despite the fads that come and go, nothing has put a dent in the public schools’ failure to educate inner-city children. In fact, things are getting worse. But I am also convinced that we’ve been looking in the wrong places for solutions. My own research across a wide array of organizations—corporations, trade unions, public schools, colleges, teacher unions and police agencies—suggests another way of looking at the problem and that solutions will come from a new direction.
This essay is a proposition—one that I hope will spark a lively debate among Truthdig readers and inform policy leaders. Future essays will examine Los Angeles Mayor Antonio Villaraigosa’s campaign to take over the public schools, analyze whether teacher unions can be a force for productive change, and expose promising ways to rebuild public investment in the schools.
Let’s start with Jonathan Kozol’s new book, “The Shame of the Nation: The Restoration of Apartheid Schooling in America.” It is a scathing indictment of American social policy that banned racial segregation in public schools in 1955 and then turned a blind eye to its implementation. Today, Kozol says, schools are more segregated than ever. But he fails to explain why resegregation has occurred. Because Kozol overlooks the root causes of the problem, his solutions—spending more money on dysfunctional schools and wishing for a social mandate to desegregate the schools—miss the point.
To be sure the problems are undeniable. Kozol examines the appalling condition of big-city schools. In school after school we see children who are brimming with potential but who are walled off from the larger society and abandoned by the schools. Most middle-class white Americans simply cannot comprehend the horrid schools that Kozol describes. Ceilings fall in, toilets are filthy, libraries, music and arts have been stripped away. Teachers in these schools, who are paid 40% less than teachers in the suburbs, are forced to teach “scripted” lessons that are written for children who are deemed incapable of learning.
It is all part of the latest reform pushed by the Bush administration’s No Child Left Behind initiative, a reform aimed at the singular pursuit of increasing test scores. Learning has been stripped of its intrinsic meaning and reduced to simplistic steps—“Authentic Writing,” “Active Listening,” “Accountable Talk”—that hamper teachers in teaching anything but how to take a test. Behind it all is an attempt to impose control, much as mass production techniques were used a century ago, to standardize instruction to fit new immigrants to the system.
Meanwhile, millions of children are failing. In nearly half of the high schools in America’s 100 largest districts, fewer than 50% of students graduate in four years. Most of these students are from poor Latino and African-American families. And from 1993 to 2000 the number of failing schools has mushroomed by 75%. Mayor Villaraigosa calls Los Angeles’ high dropout rates “numbers that should put a chill down your spine.”
The reasons, Kozol argues, are lack of money and racial discrimination that produce inferior and segregated schools. No doubt this is partly true. We have tried to desegregate the schools for a half-century and failed. Middle-class white parents have voted for individual freedom with their feet, enrolling their children in private schools, leaving the public schools more segregated than ever. The same is true for middle-class black families. Gail Foster, an educator who has studied black independent schools, was quoted in 2004 in The New York Times as saying: “Many of the most empowered parents and families are removing their children. What’s left, in even working-class communities, are schools filled with the least empowered families. Families with the least parent involvement to offer, families with the least help with homework to offer. There’s been a continual outflow for at least 10 years, and it isn’t stopping now.”
More money is not the answer either. Kozol points to wide disparities in educational expenditures ranging from $11,700 per student in New York City to $22,000 in suburban Manhasset. Disturbing as that is, study after study shows that equalizing money does not necessarily equalize learning.
In 1966, sociologist James Coleman conducted the most extensive study ever made of desegregating education and found that what mattered most in students’ learning was the economic status of their peers rather than the racial makeup of the school. He also found that school funding was not closely related to students’ achievement—their families’ economic status was far more predictive. Coleman’s findings were controversial and led to a bitter debate, but they have been replicated many times. Daniel Patrick Moynihan summed it up best when he commented shortly after Coleman’s groundbreaking study, “We should begin to see that the underlying reality is not race but social class.”
Since social class matters because money follows privilege, and since desegregation will take generations to eradicate, what can be done now? Are poor children doomed to attend grossly inadequate schools? Surely not. We must find ways to remove the influences that have crippled the schools. Money must be diverted from bloated bureaucracies that snuff out innovation. Instead it must go directly to schools where principals and teachers can influence what is taught and what children learn, and help bring parents back into the fold. Otherwise, it is going down a rat hole.
Parents have a significant role to play in their children’s education, but their voices have been largely silenced. Over the last 40 years, we have witnessed the decline of civic involvement and the growing dominance of self-interest over the greater good, a social deterioration that sociologist Robert Putnam calls “hollowing out” in his 2000 book “Bowling Alone.” One result, as the old saying goes, is that “the rich get richer” and the poor fall ever further behind in crumbling schools.
Over the last 25 years, education in general has been taken from ordinary citizens and teachers by politicians, administrators, union leaders, publishers, test makers, consultants, university professors, hardware and software developers and the media, each playing its part in keeping alive the illusion of reform. All in all, this $1-trillion industry has replaced the common interest, and no one, it seems, can muster the will to rein it in.
Local control is only a dim memory. Decisions now come from the top—from the federal and state governments, school boards and high-level administrators who have little knowledge of what goes on in the classroom. Teachers are left out of these decisions, carrying on the best they can, safe in the assumption that the newest fad, like those before it, will blow over. Parents are all but forgotten.
While command-and-control management may seem to produce results in the short run, it strips schools of the capacity to develop the stable leadership that is necessary to sustain success. Principals are besieged with demands from district offices and from the educational fads that emanate from publishers and university researchers. Many principals know that they put their careers in peril unless they do what their bosses want. One elementary school principal told me, “District directives undermine our own abilities to think for ourselves, to believe in what we see and know.” When schools discover something that works, it is rarely sustained because they lack authority or stable leadership.
In 1969 when I worked for the U.S. Department of Health, Education and Welfare, I monitored the schools in impoverished Ocean Hill-Brownsville in New York City. The local school board hired a charismatic superintendent, who fired incompetent teachers and hired young and idealistic ones. The firings set the local board at odds with the huge teachers’ union, which demanded due process for the fired teachers. The superintendent, Rhody McCoy, was convinced that good teachers had to respect the children they taught. He put it in plain words: “If you’re convinced that this kid is doomed by nature or by something else to lead a shrunken and curtailed life, then you’re basically incompetent to teach that child.” The experiment worked. Observing classrooms left no doubt in my mind that students were learning. Eager first-graders sat attentively on the floor in semicircles shouting out answers to fraction problems and reading aloud. The schools buzzed with excitement as parent helpers streamed in and out of classrooms. But in a bitter power struggle the board seized authority and the experiment ended.
Years later, in 1985, Deborah Meier, a passionate educator who founded Harlem’s Central Park East Secondary School, achieved stunning successes that led the school to be celebrated as a model alternative school in Time magazine. But it could not be sustained beyond Meier’s unique leadership. Today, 10 years after Meier left, a respected children’s advocacy group, Insideschools and Advocates for Children, reports that the Harlem school “…has fallen on hard times in recent years with rapid staff turnover, low staff morale and uneven discipline.”
In risk-averse environments like public schools, few principals will stick out their necks, because they don’t want to buck the bosses downtown. Courageous and visionary principals like Rhody McCoy and Deborah Meier keep coming. But charismatic leadership is no match for heavy-handed district management, which always wins out.
Take Foshay Learning Center in Los Angeles, for example. In 1989, Howard Lappin took over a failing middle school. With the help of teachers and an infusion of money, Lappin wrested control from the district and transformed Foshay. The school expanded into a K-12 “learning center” and became largely autonomous of the district’s bureaucratic requirements. Teachers and administrators decided who would be hired and what would be taught. Foshay succeeded, and in 2000 its high school was selected by Newsweek as one of the 100 best in America. But in 2001 Lappin retired, and his unique leadership was lost. Today Foshay is being threatened with sanctions by the district and the county because gains in students’ test scores have stalled. As the school has fallen under the district’s “one-size-fits all” bureaucratic requirements, the impact has been to undermine the once vibrant teacher leadership that made the school so enviable.
The problem with public education is not with the teachers, or with the children, but the way we organize the schools. Probably the greatest casualties are teachers themselves, who are forced to accept decisions by authorities about teaching that they know to be nonsense. One professor interviewed by Kozol said that forcing an absurdity on teachers teaches something: acquiescence. For example, in study after study, teachers report that relying on test scores as sole marks of student achievement and teaching scripted lessons destroy students’ natural love of learning. And such practices also erode teachers’ professional authority, which is fundamental to student learning.
Why is it so hard to foster the only kind of reform that really works, which is right in the schoolhouse? Because politicians, school board members and administrators are under intense pressure to produce immediate results, i.e., higher and higher test scores—a goal that is pursued through directives from districts with little input of principals, teachers and parents. Superintendents serve at the pleasure of school boards, and most board members are elected or appointed and have limited terms of office. As test scores have become the measure of educational quality, everyone is under immense pressure to show fast results or be turned out.
No wonder that school boards hire superintendents who promise to deliver quick results. But few do. Superintendents last on average only three or four years. Many are thwarted by outmoded bureaucracies that were designed a century ago using top-down control practiced in American industry to mass-produce learning. Within these organizations, power has quietly accumulated, making them all but impervious to outside influence. Sid Thompson, former superintendent of the Los Angeles Unified School District, told me: “Trying to change the district is like trying to change the direction of a fast-moving freight train. You might knock it off course for a moment, but before you know it it’s rattling right down the tracks again.”
Frustration and suspicion about who might emerge from the shadows to sabotage their plans often lead superintendents to jealously guard their power. In 2002, Day Higuchi, then president of United Teachers Los Angeles, the Los Angeles teacher union, had high hopes for working with the school district’s new “can-do” superintendent, Roy Romer. Higuchi hoped that Romer would endorse a new union initiative called Lesson Study, a plan to help teachers work collectively to improve classroom lessons. At a breakfast meeting that I attended, Higuchi presented Romer with an invitation to work with the union to develop and spread Lesson Study across the district. When Higuchi finished, Romer flipped over his paper placemat and with a red felt pen drew a box with an S in it. “That’s me,” he said. Beneath he drew 11 boxes with smaller s’s in them, representing the 11 local superintendents, and below that, a number of small boxes with roofs, representing schools and teachers. Then, pulling his face near to Higuchi’s, he drew bold red arrows pointing downward from the top. Romer jabbed his pen in the air to accentuate each word: “You cannot usurp my authority to manage this district!” It was a dumbfounding moment, one that revealed the true underside of the use of power. Here was a chance for a new superintendent to forge a small but significant step with the union, but Romer, who recently announced his resignation, explained that he was “in a hurry.” He clearly had little time for ideas that were at odds with his own. In the end his refusal to work with the union undermined the possibility of creating a broader base of power that could transcend self-interest.
Nor are the unions exempt from self-interest. A few years ago I helped establish a national group of union presidents called TURN (Teacher Union Reform Network) who were dedicated to remaking their unions as forces to improve education. One way was to cooperate with administrators and encourage teachers to use their classroom know-how to redesign teaching at the schoolhouse. But hostility and mistrust run deep. The union leaders became nervous, fearing that fellow unionists would attack them for “collaborating” with the enemy and that if the effort to collaborate failed they would share the blame. Don Watley, president of the New Mexico Federation of Educational Employees, commented: “It’s like the Normandy landing. We’ve got the best troops in the world. We’ve got the best officers in the world. And we’ve got the best equipment in the world. But at 0800 when we hit the beach half of us are going to get killed!” Sadly, in the years to come, the ingrained mistrust, and the unpredictable dance of union politics, prevented these unionists from becoming a positive force in educational reform. Instead, they have been reduced to stockpiling power, much as the Soviets and Americans stockpiled nuclear weapons during the Cold War, to oppose any hostile moves the other side might make.
So what can be done to break the standoff between teacher unions and districts? How can teachers’ professional authority be restored? How can parents be awakened and brought back into the fold? Experience shows that it can be done. Schools such as Harlem’s Central Park East Secondary, Los Angeles’ Foshay Learning Center, those in Ocean Hill-Brownsville, and many others attest to the fact that schools can be made into safe places where children learn. Sustaining them is the hard part.
There is little doubt that trying to build good schools with command-and-control management doesn’t work. School boards, superintendents and union officials need to clear the obstacles—unnecessary bureaucratic requirements and outmoded work rules—to make innovation at the schoolhouse possible. These top-level educational leaders also must make resources available to support new ways of teaching. Jonathan Kozol has it right. Teaching is the only reform that counts and it can be done only at the schoolhouse by teachers, principals, parents and students working together.
Turning school districts upside down will also mean turning a century of top-down management on its head. But where is such bold leadership to be found? One promising place is among big-city mayors. But they must resist trying to take over the schools, as they did in New York, Chicago and Boston with mixed results at best. Instead, popular mayors could use their influence and visibility to tell the truth about the condition of education and to build a popular consensus about how change must occur.
In the next essay I am going to examine what mayors can do. Waiting for the schools to be saved by someone else is nonsense. Only concerted local action offers a chance. Doubters should recall Margaret Mead’s observation: “Never doubt that a small group of concerned people can change the world. Indeed, it’s the only thing that ever has.”
A Progressive Journal of News and Opinion. Editor, Robert Scheer. Publisher, Zuade Kaufman.
Copyright © 2006 Truthdig, L.L.C. All rights reserved.
###
This frames the field in the southern constellation of Corona Australis, the Southern Crown, that is rich in bluish reflection nebulosity and brownish dusty absorption nebulas. Also in the field, but much more distant than the nebulas, is the globular star cluster NGC 6723.
The dark nebula complex is sometimes called the Anteater Nebula. Australian observers call the dense opaque area (the body of the Anteater) the "Field of Nothing," as a telescope at moderate power aimed at the area shows nothing at all, not even a star. The blue reflection nebulas are catalogued as NGC 6726, NGC 6727 and NGC 6729. The entire area is dubbed the Corona Australis Cloud Complex, or Dark Nebula Complex.
The field of view is about 3° by 2°.
Technical:
This is a stack of 19 x 4-minute exposures, unfiltered, through the Askar APO120 refractor with its 0.8x Reducer/Flattener for f/5.6 and 670mm focal length, and the Canon Ra camera at ISO 800. Taken October 3, 2024 from the Quailway Cottage near Rodeo, New Mexico, but in Arizona, at 32° N latitude. On the Astro-Physics AP400 mount, autoguided with the Lacerta MGEN3 stand-alone auto-guider. The field was low in the south in the early evening, and prone to some blurring and atmospheric refraction, but was still high enough to provide good sky quality for 80 minutes of shooting.
When we first had passed this stand of trees on the Zomba Plateau, they were filled with smoke from a bushfire in the valley below. As we passed this time, it began to rain heavily, extinguishing the fire, and replacing the smoke with misty haze.
Reduced prices on these figs, PayPal or trade if you have any of the parts I wanted in my previous photo. They're all sealed and poseable, ready to ship. Shipping is 3 in US, 7 international.
Kix - 16
Dogma - 15
Hardcase (blue) - 15
Hardcase (red) - 13
Bomb Squad - 20
Canon Powershot SX70 HS IS
Metering Mode - Spot
C1 M
IS
Image stabilizer
very snappy Bridgecamera
Schnappschuss Kamera
●
art meets Photography
effiart 2021
################
1365 mm
Canon Powershot SX70 HS
-
Yes, Zoomer (bridge-cameras) need ample Light.
==============================
Excellent IBIS -
5.0 stops
Super Bildstabilisierung (5 Stufen besser für die verwacklungsfreie Belichtung)
Enhanced basic functionality for quicker, easier Shooting
with Dual Sensing IS* aka DS.
Intelligent IS mit Dual Sensing IS und 5-achsigem Advanced Dynamic IS
up to five stops better
(SX70 5.0 stops)
(SX60 3.5 stops)
IBIS, In Body image stabilizer,
-
With the addition of a new eye sensor,
the camera automatically switches to the EVF display simply by bringing the camera up to the eye.
The PowerShot SX70 HS is capable of continuous shooting at up to
10 fps with One Shot AF
and Servo AF up to 7,4 fps,
ensuring that you will not miss picture-perfect moments in sports, wildlife, or any other scenes with fast-moving subjects.
With improved Contrast AF, focus is established quickly even in dark scenes.
Zoom Framing Assist: Supports setting of angle-of-view during telephoto shooting
On the PowerShot SX70 HS, telephoto shooting is supported by three Zoom Framing Assist functions:
Zoom Framing Assist – Lock
Reduces camera shake at the telephoto end. On the PowerShot SX70 HS, this function has been enhanced with Support for subject tracking, allowing you to shoot at the intended angle-of-view.
Zoom Framing Assist – Seek
Helps you to reacquire lost subjects by temporary zooming out, finding the subject, and then zooming in onto it at the original angle-of-view.
Zoom Framing Assist – Auto
Detects an approaching face and automatically adjusts the zoom to keep the face at a constant size on the screen.
Hersteller:
Canon
Modell:
PowerShot SX70 HS
Die neue Premium-Bridge-Kamera von Canon
°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°
Kameratyp:
Bridge
Markteinführung:
11 / 2018
Gewicht:
608g (betriebsbereit)
UVP:
549,00 Euro
-
Serienbilder pro Sekunde:
10,0 Bilder pro Sekunde
-
Sucher:
Ja
Suchertyp:
elektronisch
Sucherauflösung:
2.360.000 Bildpunkte
Bildfeldabdeckung:
100%
Dioptrienausgleich möglich:
Ja
-
ISO Empfindlichkeit:
100, 200, 400, 800, 1600, 3200
Auto ISO: 100 - 800
Featuring DSLR-style looks and handling, a 7.5 Vari-Angle LCD screen, 20.3 Megapixel sensor and 4K Ultra High Definition video, the
Canon PowerShot SX70 HS is an ideal all-in-one camera,
capable of handling all types of shooting scenario, without the need to carry multiple lenses.
Bessere haptische Bedienung: wie DSLR EOS Bedienung
Am leistungsfähigen Sucher orientiert +
Zoom-Wippe auf dem Objektiv
The PowerShot SX70 HS inherits the
design of EOS cameras and features a button layout optimised for EVF shooting.
Controls such as the shutter button, electronic dials and zoom button on the lens barrel have also been designed to ensure optimum ease-of-use during viewfinder shooting.
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In addition to sharp JPEGs, the Canon PowerShot SX70 HS can capture images in
RAW or compact RAW format,
opening a world of professional post-production techniques, providing limitless ways to impress with optimised photographs.
CMOS-Sensor 1/2,3" 6,2 x 4,6 mm (Cropfaktor 5,6)
Image Ref: ISS063e025498 - [Noise reduced and Enlarged]
A waning gibbous Moon is pictured just above the Earth's horizon as the International Space Station orbited over the Atlantic Ocean just off the coast of the African nation of Angola.
Expedition 63, International Space Station (ISS)
Source: www.nasa.gov/image-feature/a-waning-gibbous-moon-is-pictu...
Sea Lamprey feeding on a Rainbow Trout.
Impacts of Sea Lamprey in the Great Lakes
The devastating impact of the sea lamprey on Great Lakes sport, commercial and Aboriginal fisheries in the 1940s and 50s led Canada and the United States to form the Great Lakes Fishery Commission in 1955. Since then the commission has led a program to assess and control the species using measures that target different stages of its life cycle. These include chemicals that selectively kill lamprey larvae, and barriers and traps that prevent adult lampreys from moving upstream to spawn.
Although it is likely impossible to eliminate the sea lamprey from the Great Lakes, ongoing efforts to control the species have reduced populations by 90 per cent. Unfortunately, the remaining sea lampreys continue to affect native fish species.
•The sea lamprey uses its sucker mouth, sharp teeth and rasping tongue to attach itself to the body of a fish and suck the fish's blood. Fish that survive the attack are left with a large open wound that can become infected and often leads to death.
•During its parasitic phase, one sea lamprey can destroy an average of 18 kilograms of fish.
•As few as one in seven fish may survive a sea lamprey attack. Attacks have resulted in reduced stocks of lake trout, salmon, whitefish, cisco and burbot in the Great Lakes.
This Seagull was drawn on A3 paper before being reduced to 6.25% (25% of 25%) in order to be collaged on top of my Navigational Buoy drawing.
When the world is reduced to forms, lines and shapes only, there will be no words. No emotions, no fear, no anger, no sadness and no complicated thoughts.
Have a great Friday and great weekend!
These are the last pics from a couple of days ago.
Due to me actually starting gainful employment this week; I anticipate a greatly reduced service for my followers for the foreseeable future.
And before you ask, no I will not be going to work wearing a dress!
Thanks to all for your continued support.
KT xXx
Happy Earth Day, ya'll
Reuse more, waste less.
Keep them bushes tidy
and above all don't litter!
Every little bit helps :)
These are the last pics from a couple of days ago.
Due to me actually starting gainful employment this week; I anticipate a greatly reduced service for my followers for the foreseeable future.
And before you ask, no I will not be going to work wearing a dress!
Thanks to all for your continued support.
KT xXx
The back end of a Fordson Major Diesel based Whitlock 'Dinkum' Digger built in Great Yeldham, Essex and new to Harvey Plant of Newton Abbott, Devon in June 1959 with the registration 101CTT.
Seen at a farm sale earlier this week, I'm pleased to say that the cab has been saved with the rest going to the scrapman.
The front half of this tractor appears to have been separated in 1983 going by an old newspaper found under the operating seat.
The Mount McAllister Fire burnt burnt over 26,000 hectares of forest near Hudson's Hope B.C. last summer. When I was able to explore some of the burned landscape in October after the fire fighting crews had left there was still many small isolated fires still burning and the air was still fairly smokey.