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Saffa Girls School January 21, 2015
All photos by Bobby Neptune for USAID.
General:
The Saffa Girls School in Ramallah Governorate, West Bank, is one of 57 schools that USAID provided training to teachers and administrators through the Model School Network Program - a five-year initiative focused on developing a network of best practices for schools that would serve as a model for improving the quality of basic education in the West Bank. The project focused on the professional development of teachers and administrators, particularly in the areas of English, math, science, and information technology (IT). The school now has a thriving sports program and is providing healthier meals to its students to improve learning. The Saffa Girls School is also one of nine girlsâ schools (and one of 36 overall schools) that USAID is constructing or rehabilitating through the Local Government and Infrastructure Program - a five-year project designed to promote better local governance and provide basic community infrastructure necessary for improving the quality of life of Palestinians. The school has now 28 rehabilitated classrooms, computer and science lab, and library and resource center.
In the West Bank, girls are thriving in the classroom. Since 2000, USAID has constructed nearly 3,000 classrooms and renovated 2,700 moreâallowing many schools to cut class size and eliminate the need for students to learn in shifts. USAID not only invests in improving the physical conditions of schools and classrooms aiming to improve the learning environment, it also works through programs that improve teaching methodologies and introduce contemporary approaches to teaching and learning strategies, providing more learning opportunities for students.
General
Fifth Graders play [OR INSERT ACTION] at the Saffa Girls School in Ramallah Governorate, West Bank -- one of 93 schools that USAID helps renovate and provide training to teachers and administrators through the Model School Network and the Local Government and Infrastructure Programs. The Model School Network Program is a five-year initiative - implemented by AMIDEAST - that focused on replicating best practices to improve the quality of basic education (grades 1-9) in the West Bank and Gaza. The project focused on the professional development of teachers and administrators, particularly in the areas of English, math, science and information technology (IT). The program is implemented in 40 public and 17 private schools in the West Bank and Gaza. The Local Government and Infrastructure Program is a five-year initiative - implemented by Global Communities - designed to promote better local governance and provide the basic community infrastructure necessary for improving the quality of life for Palestinians. Through LGI, USAID has undertaken approximately 200 infrastructure projects for schools, health clinics, community centers, youth clubs, and roads, benefiting almost one million Palestinians.
Since 2000, USAID has constructed nearly 3,000 classrooms and renovated 2,700 moreâallowing many schools to cut class size and eliminate the need for students to learn in shifts.
USAID not only invests in improving the physical conditions of schools and classrooms aiming to improve the learning environment, it also works through programs that improve teaching methodologies and introduce contemporary approaches to teaching and learning strategies, providing more learning opportunities for students.
Principal ( Dressed in Red - One Portrait at Desk, One Portrait Outside speaking to Student)
Abeer Ali Badran, 36, is the principal at the model Saffa Girls School in the West Bank. With USAID support, she and the schoolâs teachers received training in school leadership and teaching in the areas of English, math, science and IT. USAID also helped renovate the school to provide a better learning environment for its 538 students, grades 1-12, including providing internet and computers. Abeer Badran says that one of the schoolsâ main challenges is retaining students after the 10th grade, when it is common to lose female students to early marriage.
Quote: âUsually when a woman is principal the school gets better results.â
Nicole (10) [Girl with High wavy pony tail thats in a lot of photos-Main Subject Student]
Nicole is a 5th Grade student at the Saffa Girls School in Ramallah Governorate, West Bank. The school received USAID support and funding to provide better facilities and higher levels of education for its 538 students. Since 2000, USAID has constructed nearly 3,000 classrooms and renovated 2,700 moreâallowing many schools to cut class size and eliminate the need for students to learn in shifts.
Nicole - a 5th-grade student at the Saffa Girls School in Ramallah Governorate, West Bank - says she likes studying English and wants to be a doctor. She is thankful for the renovations that USAID provided to the aging facility, including to its 28 classrooms, playground, drinking fountain, and the construction of a boundary wall that prohibits those who are not students from wandering into the facilities. Saffa is one of 93 schools that USAID helped to renovate and provided training to teachers and administrators under the Model School Network Program implemented by AMIDEAST and the Local Government and Infrastructure Program implemented by Global Communities.
Dama Karaja (18) [Not Pictured]
Dama Karaja is a 12th-grade student at the USAID-supported Saffa Girls School in Ramallah Governorate, West Bank. Saffa is one of 93 schools that USAID helped to renovate and provided training to teachers and administrators through the MSN and LGI projects. Dama wants to continue her education to become an engineer, but she is worried about the cost. Although she is finishing her education, she says that some of her female colleagues dropped out due to early marriage. âI think its very important to educate yourself because you can realize your dream,â she says.
Background on Saffa Girls school we visited:
USAID supported the Saffa Girls school by improving the physical conditions of the school and providing a better learning environment (rehabilitation work through implementing partner Global Communities) and providing training for the teachers and administrators (through implementing partner AMIDEAST) .
The Model School Network Program is a five-year initiative - implemented by AMIDEAST - that focused on replicating best practices to improve the quality of basic education (grades 1-9) in the West Bank and Gaza. The project focused on the professional development of teachers and administrators, particularly in the areas of English, math, science and information technology (IT). The program was implemented in 40 public and 17 private schools in the West Bank and Gaza.
The program introduced a student-centered, contemporary approach to teaching and learning within a network of 57 private and public schools in the West Bank and Gaza. Saffa Girls School was one of the 57 schools under the MSN Program. The program focused on the professional development of teachers and administrators at the model schools, particularly in the areas of English, math, science, and IT.
Professional networking, an annual, national and regional conference, and local peer-to-peer exchanges were also important features. Schools worked with parent-teacher associations, engaged in an after-school youth enrichment activities and students enjoyed summer English, math, and science camps.
These measures encouraged professional networking among schools and linkages between schools and their communities in order to foster âCommunities of Learningâ that best support childrenâs learning outcomes.
Math, English, science, and IT teachers of Saffa Girls School participated in the professional development program and received nine graduate credit hours.
This was an incentive to teachers and encouraged them to continue higher education studies at Palestinian universities. In addition, the school principal also participated in the one year Leadership Diploma Program. School facilities were renovated specifically the computer and science labs including furnishing and equipping and providing the school with internet connectivity. The school also received supplies such as library books and resource materials for teachers.
In addition, students were introduced to numerous extracurricular activities complementing classroom studies and engaging students in interactive learning experiences.
Saffa Girls School teaches grades 1 through 12. Saffa school has 538 students.
Through the MSN Program, Saffa Girls school received approximately $66,000. This amount doesnât include training costs.
Through the LGI Program, Saffa Girls school received $171,467 for rehabilitation works. Works included rehabilitation of 28 educational rooms in the three-floor school building. Internal works consisted of plastering, painting, and electrical works in addition to maintenance of tiles, doors, aluminum windows, and sanitary units. External works included construction of a canteen, boundary walls, drinking water fountain, and rehabilitation of the playground.
General
Through the LGI Program, USAID completed the construction of additional schools for, and general rehabilitation of three primary and three secondary girlsâ schools for a total value of $1.49 million benefiting itâs 1,781 students. Currently, LGI is constructing additional classrooms for two secondary girlsâ school at a total value of $1.37 benefiting its 463 students. In addition, USAID is in the process of awarding the construction of a secondary girlsâ school for a total value of $975,000 benefiting its 296 students. Through the LGI Program, USAID supports nine girls school benefiting its 2,540 students (out of a total of 36 schools supported).
Through the MSN program, USAID supported 24 girlsâ school benefiting more than its 14,000 students (out of a total of 57 schools supported).
USAID has additional education programs supporting girls education:
The School Support Program (SSP) is a four-year initiative that supports marginalized schools by upgrading classrooms and school facilities, enhancing the schoolsâ learning and teaching environment through teacher training and leadership for principals; and implementing extracurricular, career counseling, and sports activities. Through the School Support Program USAID supports 19 girlsâ schools benefiting more than its 8,000 students (out of a total 50 schools supported).
The Leadership and Teacher Development (LTD) Program is a student-based four-year initiative that improves the competencies of thousands of teachers and principals through a results-based approach to training and leadership development. Through the LTD Program USAID supports 122 girlsâ schools benefiting more than its 31,000 students (out of a total 232 schools supported).
Student performance in USAID-supported Palestinian schools in the West Bank has improved substantially since the launch of the LTD Program in 2012. Students in schools that received teacher and principal training scored an average of 7% higher on standardized examinations when compared to other students in their district whose teachers and principals had not received this training.
There are more than 1,600 public schools and 320 private schools in the West Bank.
USAIDâs education reform initiatives have played a critical role in beginning the process of transforming the Palestinian education system from one based on textbooks and rote-learning to one aimed at developing studentsâ 21st century skills.
More than 500 Airmen assigned to the 323rd Training Squadron graduated from Basic Military Training at Joint Base San Antonio-Lackland, Texas, Sept 14-15, 2022. Col. Lauren A. Courchaine, Commander, 37th Training Wing, reviewed the ceremony. (U.S. Air Force photo by Christa D'Andrea)
The kit and its assembly:
This whif kitbashing was inspired by real design studies from General Dynamics that show evolutionary developments of the F-16 in a no-tail configuration, but with an enlarged diamond-shaped wing shape (much like the F-22's), obviously based on the F-16XL. Additionally you find several similar fantasy CG designs in the WWW – the basic idea seems to have potential. And when I stumbled across the remains of a Revell X-32 in my stash and an Intech F-16A kit, I wondered if these could not be reasonably combined...?
What sounds easy eventually ended up in a massive bodywork orgy. The Intech kit (marketed under the Polish Master Craft Label) is horrible, the worst F-16 kit I have ever seen or tried to build - it's cheap and you get what you pay for. Maybe the PM Model F-16 is worse (hard to believe, but sprue pics I saw suggest it), but the Intech kits are …challenging. This thing is like a blurred picture of an F-16: you recognize the outlines, but nothing is sharp and no part matches any other! Stay away.
Well, actually only the fuselage, the cockpit and parts of the Intech kit's landing gear survived. The X-32 kit is, on the other side, a sound offering. It was not complete anymore, since I donated parts like the cockpit and the landing gear to my SAAB OAS 41 'Vيًarr' stealth aircraft from Sweden some time ago, but there were many good parts left to work with. Especially the aerodynamic surfaces (wings and V-tail) attained my interest: these parts match well with the F-16 fuselage in size and shape if you look from above, and the leading edges even blend well with the F-16 LERXs. But: the X-32's wings are much, much thicker than the F-16's, so that the original blended wing/fuselage intersection does not match at all. Additionally, the X-32's bulged landing gear wells in the wings had to go, so these had to be filled as an initial step. The wing roots were roughly cut into the F-16 kit's shape and glued onto the fuselage. After drying, the whole blended wing/fuselage intersection had to be sculpted from scratch - several layers of putty and even more wet sanding sessions were necessary. I stopped counting after turn five, a tedious job. But it eventually paid out…
Additionally I decided to change the F-16's chin air intake and implant parts from the X-32 divertless supersonic "sugar scoop" intake. Such an arrangement has actually been tested on an F-16, so it's not too far-fetched, and its stealthy properties make a welcome update. The respective section from the X-32's lower front fuselage was cut away and had to be modified, too, because it would originally not fit at all under the F-16's front. The intake was carefully heated at the edges and the side walls bent inwards - I was lucky that no melting damage occurred! Inside of the new intake, the upper, bulged part was implanted, too, so that in real life the jet engine parts would be protected from direct frontal radar detection. The front wheel position was retained. As a consequence of the new, much more voluminous and square air intake, the rather round section from the main landing gear onwards had to be sculpted for a decent new fuselage shape, too. But compared to the massive wing/fuselage body work, this was only a minor task.
The F-16A's fuselage was not extended, but for a different look I decided to eliminate the single fin and rather implant the X-32's outward-canted twin fins - the original extensions that hold the F-16's air brakes and now blend into the new wings' trailing edge were a perfect place, and as a side benefit they'd partly cover the jet nozzle. The latter was replaced by a respective spare part from an Italeri F-16 – the Intech nozzle is just a plain, conical tube!
The landing gear was mostly taken over from the Intech F-16, even though it is rather rough, as well as the pylons. The ordnance was puzzled together: the Sidewinders and the cropped drop tanks come from the Intech kit (the latter have a horribly oval diameter shape and the triangulare fins are a massive 1mm thick!), the Paveway bombs come from a Hasegawa air-to-ground weapons set.
BOX DATE: None
APPROXIMATE RELEASE DATE: 2013
MANUFACTURER: M.G.A.
DOLLS IN LINE: Cloetta; Jade; Meygana; Yasmina; Sashabella
BODY TYPE: 2012; bend & snap legs
HEAD MOLD: 2012; pierced ears
PERSONAL FUN FACT: Most of my Bratzillaz dolls don't have super exciting backstories. That's simply because I purchased the majority of them around the same time, online or at the stores (many on clearance). I knew that this short lived line of dolls would not be easy to find later on secondhand, so I put extra effort into tracking them down brand new. However, this "Basic" Yasmina does have a unique story behind her, that is one of my favorites in my collection. I never paid this line any attention in stores. Granted, I hated the Bratzillaz dolls for most of their time as an active doll line. By the time I had a change of heart, the dolls were officially discontinued, which meant I snagged a ton of them on clearance. I still wasn't mesmerized by these "Basic" dolls. I didn't understand why MGA made them so much "cheaper" than the regular Bratzillaz dolls (many of whom were already questionable quality). As you can see, this gal doesn't have articulation and she has painted eyes, not inset ones. But as my window of opportunity to get these "Basic" dolls was closing, I found myself really taken with their painted features. This doll is absolutely gorgeous--besides "Basic" Cloetta, she might have the most stunning face of the bunch. So I took it upon myself to find them in stores while I could. However, I was only able to track down Jade, Meygana, and Sashabella (which was impressive nonetheless). Yasmina was my favorite doll from this collection at the time, and I was annoyed that I was having no luck acquiring her. So I took to the internet to see if I'd fare better. Lo and behold, on Amazon I found cheap listings for Cloetta and Yasmina, and promptly ordered them. I checked my tracking info everyday. Yasmina made it to Massachusetts, and I eagerly awaited her arrival. Then a day passed, two days, three days, etc. Why was she not here?!!! I started to realize that there was a strong possibility that she had gotten lost in the mail. I was devastated, and I had spent money on a doll (not much at least), that I was never going to see. Colleen contacted the Amazon seller and explained the situation. Since they could see for themselves that the tracking info had not updated in a week, they offered to send us a replacement. So I held my breath, waiting for this Yasmina to arrive. I thought for sure she was cursed, and would end up being lost too, in the vortex where all mail seems to disappear to. But fortunately she arrived, and super quickly. Yasmina was unharmed, and was probably really confused as to why we were so ecstatic to see her. I'm very grateful that I was able to get a replacement doll. Had I bought her from eBay from a seller with only one, I would not have been so lucky. I still think to this day about my first Yasmina, the one I never met. I hope she somehow was saved, and that someone took her in. But fate gave me this doll, and I've loved her since late 2013/early 2014, when she arrived. Funnily enough, Cloetta ended up being my favorite aesthetically from this line. But sentimentally, this Yasmina will always be the gal I most appreciate.
Basic Heart Family from 1984. And this is one of the toys of my childohhd.
La Famiglia Cuore base del 1984. E questo è uno dei giocattoli della mia infanzia.
After completing Scott Hargis' Lighting Interiors ebook (some chapters much more than once) I had the chance to try the "basic bedroom" on a recent shoot. I used 2 off camera sb700s bounced off a white door and on a WC joint. I felt like I was not getting enough power out of the flashes as that one corner was still dark. I attempted other angles to bounce but created reflections in the windows. I considered raising the ISO, but wouldn't that also create issues with keeping the windows exposed properly? I have other photos from this apartment where I also felt I was not getting enough power out of the flashes. Critiques would be greatly appreciated, thanks everyone.
Ridi Bazar is a small pilgrimage town at the confluence of Kali Gandaki and Riri Khola
Nearby cities: Palpa, Butwal, BAGLUNG,PAINU,GHIURA, (LEKHANATH SHARMA)
Coordinates: 27°56'9"N 83°26'19"E
______________________________
Cremation is the combustion, vaporization and oxidation of dead bodies to basic chemical compounds, such as gases, ashes and mineral fragments retaining the appearance of dry bone. Cremation may serve as a funeral or post-funeral rite that is an alternative to the interment of an intact dead body in a coffin or casket. Cremated remains, which do not constitute a health risk, may be buried or interred in memorial sites or cemeteries, or they may be retained by relatives and dispersed in various ways. Cremation is not an alternative to a funeral, but rather an alternative to burial or other forms of disposal.
In many countries, cremation is usually done in a crematorium. Some countries, such as India and Nepal, prefer different methods, such as open-air cremation.
HISTORY
ANCIENT
Cremation dates from at least 20,000 years ago in the archaeological record, with the Mungo Lady, the remains of a partly cremated body found at Lake Mungo, Australia.
Alternative death rituals emphasizing one method of disposal of a body - inhumation (burial), cremation, or exposure - have gone through periods of preference throughout history.
In the Middle East and Europe, both burial and cremation are evident in the archaeological record in the Neolithic era. Cultural groups had their own preferences and prohibitions. The ancient Egyptians developed an intricate transmigration of soul theology, which prohibited cremation, and this was adopted widely among other Semitic peoples. The Babylonians, according to Herodotus, embalmed their dead. Early Persians practiced cremation, but this became prohibited during the Zoroastrian Period. Phoenicians practiced both cremation and burial. From the Cycladic civilisation in 3000 BC until the Sub-Mycenaean era in 1200–1100 BC, Greeks practiced inhumation. Cremation appeared around the 12th century BC, constituting a new practice of burial, probably influenced by Anatolia. Until the Christian era, when inhumation again became the only burial practice, both combustion and inhumation had been practiced, depending on the era and location. Romans practiced both, with cremation generally associated with military honors.
In Europe, there are traces of cremation dating to the Early Bronze Age (c. 2000 BC) in the Pannonian Plain and along the middle Danube. The custom becomes dominant throughout Bronze Age Europe with the Urnfield culture (from c. 1300 BC). In the Iron Age, inhumation again becomes more common, but cremation persisted in the Villanovan culture and elsewhere. Homer's account of Patroclus' burial describes cremation with subsequent burial in a tumulus, similar to Urnfield burials, and qualifying as the earliest description of cremation rites. This may be an anachronism, as during Mycenaean times burial was generally preferred, and Homer may have been reflecting the more common use of cremation at the time the Iliad was written, centuries later.
Criticism of burial rites is a common form of aspersion by competing religions and cultures, including the association of cremation with fire sacrifice or human sacrifice.
Hinduism and Jainism are notable for not only allowing but prescribing cremation. Cremation in India is first attested in the Cemetery H culture (from c. 1900 BC), considered the formative stage of Vedic civilization. The Rigveda contains a reference to the emerging practice, in RV 10.15.14, where the forefathers "both cremated (agnidagdhá-) and uncremated (ánagnidagdha-)" are invoked.
Cremation remained common, but not universal, in both Ancient Greece and Ancient Rome. According to Cicero, in Rome, inhumation was considered the more archaic rite, while the most honoured citizens were most typically cremated - especially upper classes and members of imperial families.
Christianity frowned upon cremation, both influenced by the tenets of Judaism and as an attempt to abolish Graeco-Roman pagan rituals. By the 5th century, the practice of cremation had practically disappeared from Europe.
In early Roman Britain, cremation was usual but diminished by the 4th century. It then reappeared in the 5th and 6th centuries during the migration era, when sacrificed animals were sometimes included with the human bodies on the pyre, and the deceased were dressed in costume and with ornaments for the burning. That custom was also very widespread among the Germanic peoples of the northern continental lands from which the Anglo-Saxon migrants are supposed to have been derived, during the same period. These ashes were usually thereafter deposited in a vessel of clay or bronze in an "urn cemetery". The custom again died out with the Christian conversion of the Anglo-Saxons or Early English during the 7th century, when inhumation became general.
MIDDLE AGES
Throughout parts of Europe, cremation was forbidden by law, and even punishable by death if combined with Heathen rites.[6] Cremation was sometimes used by authorities as part of punishment for heretics, and this did not only include burning at the stake. For example, the body of John Wycliff was exhumed years after his death and cremated, with the ashes thrown in a river, explicitly as a posthumous punishment for his denial of the Roman Catholic doctrine of transubstantiation.
On the other hand, mass cremations were often performed out of fear of contagious diseases, such as after a battle, pestilence, or famine. Retributory cremation continued into modern times. For example, after World War II, the bodies of the 12 men convicted of crimes against humanity at the Nuremberg Trials were not returned to their families after execution, but were instead cremated, then disposed of at a secret location as a specific part of a legal process intended to deny their use as a location for any sort of memorial. In Japan, however, erection of a memorial building for many executed war criminals, who were also cremated, was allowed for their remains.
HINDUISM AND OTHER INDIAN ORIGN RELIGIONS
Religions such as Hinduism, Jainism, and Sikhism practice cremation. In Buddhism cremation is acceptable but not mandated. The founder, Shakyamuni Buddha was cremated. For Buddhist spiritual masters who are cremated, one of the results of cremation are the formation of Buddhist relics.
A dead adult Hindu is mourned with a cremation, while a dead child is typically buried. The rite of passage is performed in harmony with the Hindu religious view that the microcosm of all living beings is a reflection of a macrocosm of the universe. The soul (Atman, Brahman) is the essence and immortal that is released at the Antyeshti ritual, but both the body and the universe are vehicles and transitory in various schools of Hinduism. They consist of five elements - air, water, fire, earth and space. The last rite of passage returns the body to the five elements and origins. The roots of this belief are found in the Vedas, for example in the hymns of Rigveda in section 10.16, as follows:
Burn him not up, nor quite consume him, Agni: let not his body or his skin be scattered,
O all possessing Fire, when thou hast matured him, then send him on his way unto the Fathers.
When thou hast made him ready, all possessing Fire, then do thou give him over to the Fathers,
When he attains unto the life that waits him, he shall become subject to the will of gods.
The Sun receive thine eye, the Wind thy Prana (life-principle, breathe); go, as thy merit is, to earth or heaven.
Go, if it be thy lot, unto the waters; go, make thine home in plants with all thy members.
— Rigveda 10.16
The final rites, in case of untimely death of a child, is usually not cremation but a burial. This is rooted in Rig Veda's section 10.18, where the hymns mourn the death of the child, praying to deity Mrityu to "neither harm our girls nor our boys", and pleads the earth to cover, protect the deceased child as a soft wool.
SATI
The act of sati refers to a funeral ritual in which a widowed woman committed suicide on the husband's funeral pyre. While a mention of self-immolation by one of several wives of an Indian king is found in a Greek text on India, along with self-immolation by widows in Russia near Volga, tribes of Thracians in southeast Europe, and some tribes of Tonga and Fiji islands, vast majority of ancient texts do not mention this practice. Rare mentions of such cremations in aristocratic circles appear in texts dated to be before the 9th century AD, where the widow of a king had the choice to burn with him or abstain. Ancient texts of Hinduism make no mention of Sati; its early medieval era texts forbid it, while post 10th century medieval era texts partly justify it and criticize the practice. The practice of sati, grew after 1000 CE, becoming a particularly significant practice by Hindus in India during the Islamic wars of conquest in South Asia.
This practice was made illegal in 1829 during the British colonial rule of India. After gaining independence from British colonial era, India passed a series of additional laws. The Indian Sati Prevention Act from 1988 further criminalised any type of aiding, abetting, and glorifying of sati. In modern India, the last known case of Sati was in 1987, by Roop Kanwar in Rajasthan. Her action was found to be a suicide, and it led to the arrest and prosecution of people for failing to act and prevent her suicide during her husband's cremation.
BALI
Balinese Hindu dead are generally buried inside the container for a period of time, which may exceed one month or more, so that the cremation ceremony (Ngaben) can occur on an auspicious day in the Balinese-Javanese Calendar system ("Saka"). Additionally, if the departed was a court servant, member of the court or minor noble, the cremation can be postponed up to several years to coincide with the cremation of their Prince. Balinese funerals are very expensive and the body may be interred until the family can afford it or until there is a group funeral planned by the village or family when costs will be less. The purpose of burying the corpse is for the decay process to consume the fluids of the corpse, which allows for an easier, more rapid and more complete cremation.
ISLAM
Islam strictly forbids cremation. Islam has specific rites for the treatment of the body after death.
WIKIPEDIA
More than 600 Airmen assigned to the 321st Training Squadron graduated from Basic Military Training at Joint Base San Antonio-Lackland, Texas, August 3-4, 2022. Lt. Col. Jeremy Stowers, Commander, 321st Training Squadron, reviewed the ceremony. (U.S. Air Force Photo by Joe Gangemi)
Shhh, if I can keep this a secret, it will be a Christmas gift for my daughter. Giveaway here:
poppyprintcreates.blogspot.com/2011/10/fav-fabrics-sample...
Cadet Sara Rutledge, California State University - Long Beach, gives the hand motion to let her battle buddies know they will begin moving in file at Fort Knox, Ky., July 31, 2019. Fire Team Movement gives the Basic Camp Cadets the opportunity to make mistakes and learn proper squad positioning before moving into the FTX lanes. | Photo by Jacob Hempen, CST Public Affairs
U.S. Air Force Academy -- Basic Cadet trainees participate in small arms training 24 Jul. here (U.S.Air Force photo/Bill Evans)
5th Regiment Basic Camp Cadets conduct practice run throughs before going through the next training lane at Fort Knox, Ky., August 3, 2019 | Photo by Tristan C. Pilch, Public Affairs Office
U.S. Air Force Academy -- Basic Cadet trainees participate in small arms training 24 Jul. here (U.S.Air Force photo/Bill Evans)
More than 600 Airmen assigned to the 433rd Training Squadron graduated from Basic Military Training at Joint Base San Antonio-Lackland, Texas, February 1-2 2023. Lt. Gen. Richard G. Moore, Jr., Deputy Chief of Staff for Plans and Programs, Headquarters U.S. Air Force, the Pentagon, Arlington, Va., reviewed the ceremony. (U.S. Air Force Photo by Joseph Gangemi)
U.S. Air Force basic military graduation and coining ceremony is held Oct. 29, 2020, for the 324th Training Squadron on Joint Base San Antonio-Lackland, Texas. Due to current world events, the graduation ceremonies will be closed to the public until further notice for safety and security of the newly accessioned Airmen and their family members due to coronavirus (COVID-19).
This was supposed to turn out a dark brown (the glaze was called Tea Dust), but instead ended up a mottled black/puke green :)
Graduating basic military training trainees stand in formation on the Levitow Training Support Facility drill pad during the BMT graduation ceremony at Keesler Air Force Base, Mississippi, Oct. 30, 2020. Nearly 60 trainees from the 37th Training Wing Detachment 5 completed the six-week BMT course. (U.S. Air Force photo by Kemberly Groue)
Red de Buenos Aires... aplicando la ley 670 pero con modificaciones en las Líneas a construír... haciendo ramales en las mismas y compartiendo túneles en varios tramos. También cambiando el recorrido de las Líneas F y G en su tramo Sur. Y extendiendo la Línea H hasta La Boca compartiendo túnel con la Línea G en su nuevo tramo por el bajo porteño.
También extendiendo el PREMETRO hacia el norte de la ciudad haciéndolo subterráneo en las zonas más densas.