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Broadcasting Tower is a university building in Broadcasting Place in Woodhouse Lane, Leeds, England. It forms part of Leeds Metropolitan University, housing its Faculty of Arts, Environment and Technology. Designed by Stirling Prize-winning architects Feilden Clegg Bradley, the Tower is distinctive, with comfortable and contemporary interiors and stylish decor. It is clad in COR-TEN weathering steel, which has given it the rust-like appearance it is known for.
I’ve always loved this evening view looking out from New Broadcasting House, largely due to the glowing colours (enhanced here with soft reflections from recent rain) but also it’s what I see at the end of a good day’s work …
The thing with those viewing platforms in TV towers is that you have a great view but there is no mean to represent it. The simplest obstacle is the window with its reflections. The more complex is the 360 degree panorama that doesn't translate well to representation.
My first zine with 20 photos from South Korea is out now: 20 Days in South Korea. You can order it HERE or mail me if you are interested in a signed copy directly from me.
It is far too easy to fall into the trap of only broadcasting the good things about ourselves; our happy days, our successes, our best lives. Be it in conversation with others or more often than not through social media we want to prove to everyone else how good we are.
Photographers can be especially guilty of this. We don't want people to think we're not very good. With the trillions of photos there are there we're each trying to get people to pay attention to our images more than others. This does help to create a false impression of success rate though. It can look like everything works out perfectly each time. This is far from true though, with many having far more failures than successes.
As such I wish to start occasionally sharing some of my photography failures, starting with this real slap to the head moment. It was September 2013 and my early days of going on photo charters. Barrow Hill Roundhouse Railway Centre is a wonderfully atmospheric place and I was really looking forward to my first photography event there.
I finished work and made the dash up to Derbyshire, arriving just as the event was getting going. At the gate I handed over the money and parked up, eager to start. So I opened the boot to get my gear, unzipped my camera bag, looked at the empty space where my camera should have been, zipped up the bag and shut the boot.
I was really annoyed at myself and felt incredibly stupid. There was nothing I could do about it though so I had a quick stroll around the site to stretch my legs then headed home.
These things happen though and I laugh about it now. I imagine many of you have similar stories even if you may not want to admit to them. Not everything we do is a success but we should accept it though and show the world that the bad moments happen just as much as the good.
MAN 14.220 with East Lancs bodywork modernised by Keillor into a mobile studio at Cromford Derbyshire February 2004
My husband at around age 3 taking spring planting lessons from his grandfather in CT where they lived in 1956. Of course you had to wear a hat, so Rob has his "Hop Along Cassidy" hat on!
The long, shadowy tip of All Souls Langham Place points through the piazza to the BBCs New Broadcasting House in central London.
I've worked in this building for around 8 years now; it's certainly been surreal continuing to come in during the initial lockdown period and beyond, but I'm glad to still have that routine in my life.
I nipped out for a quick 5 minutes the other morning as it was a rare moment of sun, and also the exact part of the day where the sun was aligned to get the All Soul's shadow down the gap here between BH and Peel Wing ...
Shot at the abandoned radio station Propaganda Bullhorn. Buildt during world war 2 its main purpose was broadcasting the national socialists' propaganda. Most of the techincal equipment is still in place, including a huge diesel engine which was supposed to provide electricity in case of a blackout.
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The new London centre of the BBC is located at New Broadcasting House, Portland Place off Regent Street. The idea was to consolidate other broadcasting centers and involved a 10 year program to renovate Old Broadcasting House, add a new wing, The Peel Wing shown here and add a large extension at the back. The finished building was opened in 2013. The rebuilding cost a billion pounds. The building includes the studios of the BBC News and is seen in the opening sequence of the News Channel.
I was surprised to see few pictures on Flickr as it is a very dramatic building especially at night with the beautiful blue lighting. I was a little surprised and happy that I was able to walk up towards the entrance on the presumably private plaza and set up my Tripod and SLR camera and take pictures without being accosted by Security Guards. I suppose though that for the BBC, a bastion of free journalism, to do that would not be very appropriate. This is a refreshing change from the attitude of some places such as Canary Wharf.
The picture was taken on a Tripod with a Sony A700 with a Sigma 10-20 wide angle lens at 10mm. 3 raw images 2EV spacing.. Opened in Photoshop first and each image noise reduced with Noiseware Pro and saved as tiffs.
The picture was enhanced with HDR processing using fusion real estate setting in Photomatix for a natural look; Topaz and Photoshop were used to bring in more detail.
For Galleries, Prints and Licences see Edwin Jones Photography
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A rare inside shot from my offices in central London.
This us from the ground floor level overlooking the rather sizeable newsroom, apparently the largest in Europe.
I have plans to retake this shot from the basement level with my widest-angle lens in order to better encapsulate the scale of the room, but this is my pocket camera version for now.
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.
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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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Belfast City Centre
BBC Broadcasting House is located in the centre of Belfast on the north side of Ormeau Avenue at the junction with Bedford Street. It was built in 1939 to the designs of James Millar in Art-Deco style.
The new BBC Broadcasting House, opened in June 2013 by HM The Queen; recently painted on location in Portland Place, London, by expressionist artist Stephen B Whatley.
Whatley - whose work has been published in TIME - has a history of painting architectural landmarks on location, undertaking several commissions for BBC Heritage, Buckingham Palace for the Royal Collection & a series of 30 works for the Tower of London - all permanently reproduced throughout Tower Hill Underpass, at Tower Hill Station, London.
BBC journalists spotted the artist beginning painting early that morning & came out later in the afternoon to take a photograph for the BBC Live News online - which you can see at 17.24 ( time) on the link below.
www.bbc.co.uk/news/uk-england-london-24971487
Oil on canvas,
36 x 48in /91 x 122cm
I found one of the antenna responsible for broadcasting northern lights all over Iceland... Now I know how they do... :-)
Northern lights over Vik on a freezing night.
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Many times I have passed Butser Hill on the A3 London to Portsmouth road and wanted to investigate what is at the top. Now done, and it's this broadcast tower that reaches the Hampshire / West Sussex border.
The building in Leeds, West Yorkshire, houses Leeds Metropolitan University's Faculty of Arts, Environment and Technology. It is made from weathering steel, which forms a rust-like appearance when exposed to the elements
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A photo from one of my favourite experiences of 2025.
Back at the start of December the band Public Service Broadcasting played two concerts at the Barbican accompanied by the London Contemporary Orchestra. Always a great live band but the orchestra filled out the sound and added a layer of subtlety which gave it immense poignancy.
If you're intrigued you can get acquainted with the band here : www.youtube.com/channel/UCUAQP4-X6BlNAAtbVHGiE1A
Click here for more music related images : www.flickr.com/photos/darrellg/albums/72157623984351693
From www.publicservicebroadcasting.net/ , "It’s striking to reflect that Public Service Broadcasting, and their stirring archival narratives for cinematic rock, electronics and orchestra, have been with us since 2009. Led by instrumentalist-auteur J. Willgoose, Esq., these masters of conceptual pop historiography have depicted humankind scaling Everest and confronting Nazism on 2013’s Inform- Educate-Entertain, and launching into the cosmos on The Race For Space in 2015. 2017’s Every Valley then examined societal struggle via Britain’s coal industry, while 2021’s Bright Magic was a dizzying portrait of Euro-metropolis Berlin. 2023’s This New Noise, recorded live at the BBC Proms, was a love letter to the national broadcaster in its most elemental form. In each case, what was removed in time and specific in nature became vital and universal, as the human spirit was fathomed and saluted.
Now the band will consider a quite different, and more personal, type of heroism. The Last Flight concerns the final voyage of America’s pioneering female “aviatrix” Amelia Earhart. In 1922, aged just 25, she flew higher than any woman before her. In the years that followed she became the first woman to fly solo across the Atlantic and Pacific Oceans, set multiple speed and distance records, and mixed with the highest and the best. In 1937 she found a new ceiling to shatter and announced that she would circumnavigate the globe. Taking off from Oakland in her Lockheed Model 10-E Electra aircraft on May 20, she crossed the Americas, Africa, the Middle East and Asia. On July 2, she and her navigator Fred Noonan left Papua New Guinea to fly to Howland Island in the Central Pacific. She never made it, and instead ascended to the level of myth reserved for the bravest adventurers."
© D.Godliman
"Designed by Sterling Prize-winning architects Feilden Clegg Bradley, Broadcasting Tower is a new development in Broadcasting Place in Woodhouse Lane, immediately adjacent to Leeds met and close to The University of Leeds and other academic institutions."
The tower provides student accommodation....with standard issue curtains...
I like the way the building changes colour in different lights...
Turned up the contrast a little for max colour...
For many years small local AM radio stations were the primary source of news, information and entertainment for the community. Most operated from sunrise to sunset. Many of these stations have signed off for the final time as their listeners are using more modern forms of communications and rarely listen to local radio broadcasts. As a result of low listenership, those stations cannot attract enough advertisers to pay the bills. Somehow, WEPG-AM in South Pittsburg, Tennessee is still hanging on, but it may not be too many more sunsets before the signoff announcements are made, the national anthem is played, and the transmitter is shut down for the final time.
Broadcasting House is the headquarters of the BBC, in Portland Place and Langham Place, London. The first radio broadcast from the building was made on 15 March 1932, and the building was officially opened two months later, on 15 May. The main building is in Art Deco style, with a facing of Portland stone over a steel frame. It is a Grade II* listed building and includes the BBC Radio Theatre, where music and speech programmes are recorded in front of a studio audience.
Source: Wikipedia
Many thanks to everyone who stops by, faves, comments and/or awards. It is much appreciated.
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~ For Our Daily Challenge: Zig Zag ~
Built in 1958 the 333m-tall Tokyo Tower serves as the main broadcasting tower in Tokyo. It will retire in 2012 when Tokyo Sky Tree, a new communications tower, will be completed and taking over the broadcasting functions.
Well now - that's more like it! My favourite little pond has finally woken up. One week later and there were countless Large Reds, Blue-tails, a Downy Emerald and 7 male Broad-bodied Chasers battling for territory. Things got even more exciting with the presence of females, 3 in total. engaged in mating and immediately ovipositing.
However it was the arrival of this sweet lady who caught my attention. Nicely, and all to briefly, perched on a gorse bush after flying in from who knows where. Only had chance to use the long lens, but I think it did rather well.
After a brief visit there just after lunch time, I picked up Sue from work and took her for a little picnic at the pond. OK, so I had another motive, but she enjoyed the chance to marvel at the best display the New Forest has shown so far this year.
Certainly beats going home....
A non typical view of the BBC Broadcasting House in London, with the 'All Souls Langham Place' church centrally in front. A great mixture of architectural styles.
large | original | My top 100
This little drop of water (1mm diameter) is on the tip of a .5 cm moss sprout.
Supermacro reversed 50mm technique employed here. Very small. Very shallow depth of field results in the large blurry moss seeds in the background. In reality, they are just a few mm away. Microworld!
Juxtaposition of the original Broadcasting House building with New Broadcasting House and the steps and pillars from All Soul's Langham Place.
Again, taken early in the morning, it's the only time during daylight hours when the area isn't full of people.
Regional TV station "Omroep Gelderland" as Living Statue
The last weekend of August 2009 took place the 5th anniversary of World Statues Festival (Living Statues Festival, World and dutch Championship Living Statues) in the city centre of Arnhem (Netherlands) with more then 250 participants and over 300.000 visitors.
The term living statue refers to a mime artist who poses like a statue or mannequin, usually with realistic statue-like makeup, sometimes for hours at a time.
This is an art that requires a great deal of patience and physical stamina.
Info: en.wikipedia.org/wiki/Living_statue
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Het regionale TV-staton "Omroep Gelderland" als levend standbeeld (Living Statue)
Het laatste weekend van augustus 2009 vond het jaarlijkse World Statues Festival (wereld- en Nederlands kampioenschap levende standbeelden) in het stadscentrum van Arnhem plaats. Het was de 5e verjaardag met cica 250 deelnemers uit de hele wereld en met meer dan 300.000 bezoekers.
Uitslag en meer informatie over World Statues Festival 2009: www.worldstatues.nl/site/
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All rights reserved. Copyright © Martien Uiterweerd. All my images are protected under international authors copyright laws and may not be downloaded, reproduced, copied, transmitted or manipulated without my written explicit permission.
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Broadcasting House is the headquarters of the BBC, in Portland Place and Langham Place, London. The first radio broadcast was made on 15 March 1932, and the building was officially opened two months later, on 15 May.
the headquarters of the BBC, in Portland Place and Langham Place, London. The first radio broadcast from the building was made on 15 March 1932, and the building was officially opened two months later, on 15 May. The main building is in Art Deco style, with a facing of Portland stone over a steel frame. It is a Grade II* listed building and includes the BBC Radio Theatre, where music and speech programmes are recorded in front of a studio audience.