View allAll Photos Tagged Values
A person, who values the beauty of nature and ambient in the world, far richer and happier than those, who did not notices this.
Ukraine. Crimea. Alupka. Black Sea. Crag "Frog".
The tallest building in the town and a monument to the value of Christ. The First Presbyterian Church in Goshen, NY.
Our Daily Challenge - Value - 10/7/14
One of the iconic images of Bangkok (and one of the most iconic scams) is Thailand's pervasive tuk-tuk (named because of the sound of their small engine). These are motorized rickshaws that serve as an alternative to taxis. They are popular amongst tourists for their novelty value, but that is exactly what they are a novelty. When in Bangkok I would recommend taking taxis for their safety, ease of use, to avoid one of the classic Bangkok scams and to preserve your precious lungs.
First, as you can see from the photo, tuk-tuks have an “open-air” design so they offer no protection in case of an accident. In addition, Thais are very small people and the tuk-tuks reflect that. I am six feet tall and I look like the Hunchback of Notre Dame when I ride in the back of one of these!
Second, tuk-tuks have no meter and the moment you open your mouth and speak English the fare doubles or triples compared to what an equivalent taxi fare would be. All taxis in Bangkok are metered, but some drivers will tell unsuspecting tourists that the meter is broken. If that happens simply walk away and look for another taxi. More times than not the driver will tell you to come back because by some great miracle the meter has started to work! Never step into a tuk-tuk unless you have successfully bargained a fair price otherwise you will be taken for a ride (physically and fiscally).
Third, one of the classic Bangkok scams is that a very friendly Thai will approach you on the street and produce a Bangkok map to help you with your sightseeing day. Your new “friend” will tell you that some of the popular sites are closed for the day, like the Royal Palace, because it is a national holiday. For a small price, usually 20 Baht (about $.65 cents USD), he can have his friend, who conveniently pulls up to the curb in his tuk-tuk, take you around to less touristy sites. The “tour” will take you to some temples, but also to a tourist agency (posing as the official tourist office) where they will try to sell you overpriced train and bus tickets. The finale is a trip to the local tailor where you have the opportunity to buy a customized suit. You gotta look stylish while in the Bangkok, right? Fortunately, I didn’t fall for this scam as I was well aware of it, but I met many travelers who succumbed to the “inexpensive” tuk-tuk tour.
Lastly, the “alfresco” tuk-tuks expose passengers to the high levels of pollution, besides, the heat and humidity that Bangkok is known for. Bangkok taxis are air-conditioned and compared to taxis I have taken New York City and Chicago, are well kept.
When in Bangkok be sure visit the “must see” attractions such as Wat Arun, the enormous reclining Buddha and the Royal Palace. If you are feeling a little adventurous then hop on a local tuk-tuk for that essential Bangkok experience, just be sure to bargain hard and hold on for dear life!
Check back for more of my Thailand adventures!
Happy Travels!
Text and photo copyright by ©Sam Antonio Photography
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Inspired by its Catholic and Lasallian heritage, Lewis University (seen in the upper portion of the photograph above along with the Lewis University Airport) offers a values-centered curriculum, rich in the Mission values of knowledge, fidelity, wisdom, and justice and guided by the spirit of association which fosters community in all teaching, learning and service. Founded in 1932 under the direction of the Chicago Archdiocese and Bishop Bernard J. Sheil, Lewis began as the Holy Name Technical School, a school for boys which opened with 15 students. The school was established on a campus of 170 acres of farmland that was donated to the archdiocese by Michael and Frances Fitzpatrick of Lockport, Illinois. During these early days, aviation technology courses were chosen as the special emphasis of instruction, becoming the origin of today’s highly regarded College of Aviation, Science and Technology. The school was incorporated in 1934 under the name Lewis Holy Name Technical School. In 1935, it became Lewis Holy Name School of Aeronautics, a name which is engraved in stone on the building now known as the Oremus Fine Arts Center.
In the lower portion of the photograph is the Prairie Bluff Golf Course featuring an 18-hole championship designed course decorated with water, prairie grass and manicured bent grass fairways covering 230 acres.
This photo was taken in 2013 during my previous Project 365 while landing in Chicago, Illinois on a business trip…please visit my album for this “REMASTERED” Project 365 as I revisit each day of 2013 for additional photos to share!!
Technical Information (or Nerdy Stuff):
Camera - Nikon D5200 (handheld)
Lens – Nikkor 18-300mm Zoom
ISO – 100
Aperture – f/7.1
Exposure – 1/30 second
Focal Length – 40mm
The original RAW file was processed with Adobe Camera Raw and final adjustments were made with Photoshop CS6.
"For I know the plans I have for you,” declares the LORD, “plans to prosper you and not to harm you, plans to give you hope and a future." ~Jeremiah 29:11
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It is interesting that Value City is still left intact on this sign. It appears that "Value City" is being used for the furniture store that still exists in this shopping center. It appears that this may have been a Schottenstein (once parent company of Value City) developed shopping center.
Eureka and Telegraph Roads - Taylor, Michigan
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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.
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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.
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NIKO (born on 27.11.1988 ) arrived in #TierparkHellabrunn (Munich Zoo) from Wilhelma Zoo/ Stuttgart in 1990.
With a shoulder height of up to 185 cm and more than 2,000 kg (heavy)weight the Indian rhinoceros is the largest of the three species of Asian rhinoceroses.It has only one nasal horn which can grow up to 20 cm. Indian rhinoceroses tend to rub their horn on the ground or on rocks, often resulting in the horn being worn down to a thick knob.
The natural habitat of the Indian Rhinoceros is confined to a few areas in Bhutan, southern Nepal, the Terai Arc Landscape and seven refuges in the two Indian states of West Bengal and Assam. Approximately 2,750 rhinos live in the wild. In addition to habitat loss, the rhino population has been brought to close extinction by hunting. The the powdered form if rhino horn is highly valued in traditional Asian medicine, even though it has no proven medical benefit. The horn mostly consists of keratin, which is also found in human fingernails and hair.
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Some of my old medals I got while living in Europe with Father and his wife. The medals are for participating in VolksMarches that benefit the European Red Cross which is a 5K / 10K march/hike. The hikes were usually in the beautiful Bavarian Mountains and Alps. The title of this photo "values instilled.." reflects the value traits father instilled within me at a young age; to get involved in events that benefit our community. Must have worked, I still do community events to this day, that are similar, as in my 5K / 10K Benefit Runs that support several charities. My Father and his Wife would do the hikes with me, or my Nanny with wonderful lasting memories.
This is one of the 124 of 148 pictures Flickr's servers ate last spring for unknown reasons. Flicker spent three days using 6 people to find all my lost pics, but the text, music links except were all gone...
My memory is problematic due to RL mental health trauma. Posting my experiences and feelings on Flickr was a good way for me to document and remember how I was feeling then. Now I have no context for many of the pictures - that memory is void other then knowing I took the picture.
This one is at least cheerful...I have a pod of Sea Otters that swim off my boat launch and they didn't mind me floating along with them. I did find the song that went with it "Float On" by Modest Mouse. It's a warm tune and this lookslike it was a warm memory, so here you go. Float on my friends...love you all.
- Katherine xoxo
The song:
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This Guitar Clock is a Small Gift with big Value , Presented by my Brother & his wife yesterday to me ;)
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Image ©Philip Krayna, all rights reserved. This image is not in the public domain. Please contact me for permission to download, license, reproduce, or otherwise use this image, or to just say "hello". I value your input and comments.
My loyalty remains with Flickr, however you can also see me more often on Instagram. Follow me: @dyslexsyk
Valued as an ingredient of sauces for hundreds of years.
1550s It is commonly used both in England and Germany to put in sauces in the springe of the yeare wherefore the Englis-man call it sauce alone and ye Germanes Sauszkraut.
" What we have we prize not to the worth
Whiles we enjoy it, but being lacked and lost,
Why, then we rack the value, then we find
The virtue that possession would not show us
Whiles it was ours."
- William Shakespeare
Thanks a lot for visits and comments, my friends...Have a nice week...!
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At the home, I assume, of a financial executive of some kind (it was an open house I tagged along to)
...coming to terms with the abstract............
A little Guarani girl embraces a dead rat in her own innocent way.
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台北市基隆河大直橋Taipei City Keelung River
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One of three photos taken on my afternoon walk in my neighbourhood park in Toronto.
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Pistachio nuts, dry roasted, without salt added
Source: Nutrient data for this listing was provided by USDA SR-21. Each "~" indicates a missing or incomplete value.
Percent Daily Values (%DV) are for adults or children aged 4 or older, and are based on a 2,000 calorie reference diet. Your daily values may be higher or lower based on your individual needs.
Nutrition Data's Opinion, Completeness Score™, Fullness Factor™, Rating, Estimated Glycemic Load (eGL), and Better Choices Substitutions™ are editorial opinions of NutritionData.com, given without warranty, and are not intended to replace the advice of a nutritionist or health-care professional. Nutrition Data's opinions and ratings are based on weighted averages of the nutrient densities of those nutrients for which the FDA has established Daily Values, and do not consider other nutrients that may be important to your health or take into account your individual needs. Consequently, Nutrition Data's higher-rated foods may not necessarily be healthier for you than lower-rated ones. All foods, regardless of their rating, have the potential to play an important role in your diet.
The Amino Acid Score has not been corrected for digestibility, which could reduce its value.
Minolta x700, Fuji Acros Film
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