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فارِغ كَـ شخصٍ أَحََبَّ أن يُُظهِر بأنه كُل شَيء ، ولكن ؛ لمْ يَملأ داخِلهُ سِوى الفَراغ !
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ادلع يا كايدهم خليهم يشوفونك
علمهم اصول الحسن عطهم درس بعيونك
علمهم بنظراتك وشلون الجمال يكون
اضحك يالله وريهم احلى ضحكه واحلى عيـون
ادلع يا كايدهم
غير حسنك المجنون اطلع كل لحظه بشي
حرام انت تفاجئهم عذبهم شوي شوي
ادلع يا كايدهم
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San Juan Capistrano
Building of Mission San Juan Capistrano began in 1775 and stopped a week later. Eventually it was more or less finished around 1796 and was the 7th in a series of 9 missions built by Fr Junipero Serra. There were a total of 21 Spanish missions built in California. There was a devastating earthquake in San Juan Capistrano in 1812 that destroyed much of the mission's buildings and killed many people. Some of the buildings were repaired but others remain as ruins, such as this group of bells.
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© Fotografía de Ricardo Gomez Angel
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A loud speaker booms through the corridors.
“Attention all Justice League Of America members, please report to the central control room immediately.”
One by one, the JLA files into the central control room.
“Ok, ok I’m here. What I miss?”
“Don’t worry Oliver, we wouldn’t start without you.” A voice said as Oliver ran into the room
Oliver looked up to see a tall man, completely shaven, standing in front of the team.
“I know you. You’re Lex Luthor, the CEO.”
“Glad we can skip the introductions, Mr. Queen-“
“I also know about all that shady business Lexcorp gets up to. Destroy 3rd world villages mining for rare meteorites. Tired pretty hard to cover that up.”
“I see my reputation proceeds me.”
“You can say that again.”
“Well, unless our own conscientious objector has anything to say-“
“Oh I got plenty to say to you, Luthor-“
“Save it. We have a mission to complete here” Captain Atom interjected
“Thank you Captain. Now, just to make everything clear, I’ll be providing off the books funding for this little escapade, and I’ll also be one of it’s main heads of this operation”
“Called it” Oliver said through a fake cough. Dina chuckled under her breath as Lex scowled.
“Anything you would like to add Mr. Queen?”
“Yeah, I got a question, what happened to your hair? Cause I remember seeing you on TV and you had some nice ginger locks not to long ago.”
Lex sighed.
“I have found that in life there can be a lot of… distractions. Lots of little things that build up over time that can get in the way of your goals. So sometimes, you just need to get rid of all those distractions that get in your way to get what you want. Do you follow?”
“Yeah I think so.”
“Good. Now, here are your mission’s. You’ll be splitting up into pair’s of two’s and you’ll be hunting down known criminals and fugitives from the law. We’re not waiting for them to make a move.”
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Hey, so i'm currently at a film program, thus my lack of updating, but i took a couple photos before i left so expect some stuff for the month of july, just not much
Thank you for visits, comments and favs!
Photo taken with: Lumix-LX7
Leica DC Vario Summilux f:1.4 / 4.7 - 17.7mm
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I realize that some people cannot stand the Light and the Heat....in my Eyes.......and they must disable comments.......but I love them anyway. 💞
I have come to realize......
Nobilities, indecencies, heroic impulses, cowardly ravings, good and bad, white and black — the mystery of mysteries, the central island of nescience in a sea of science, the dark spot in the lighted room of knowledge, the unknown quantity, the X in the universal problem.
Dr. Frank Crane
On 17 January 2021, I had commented on a fellow photographer's old Snowy Owl photo taken late last year. I said that there didn't seem to be as many of these magnificent birds this winter. Immediately, Ron sent me a Flickr mail, telling me in which area he had seen several of them. My reply was that that was a long drive and further than I would normally drive. And that was that. However, I kept looking at the map, knowing that a good part of the distance was new to me. Then I began to think that maybe I could do it after all. No desperation, no need to get out there immediately. In fact, 13 days went by before this trip. Thank you so much, Ron, for passing on this information to me and later, to at least one other person. Though we both had successful days, we can only take part of the credit for our finds. I would never have even thought of travelling to this area. Of course, there was still no guarantee that any owls would be seen, but it was fun to explore a new place. Thoroughly enjoyed myself finding and photographing various old barns and sheds, too.
I had planned out my main route - and then the weather forecast changed at the last minute. Now the forecast said it was going to be a cloudy day with sunny breaks. Did I really want to go? When I checked the forecast for the coming week, snow was forecast for four days and I knew I would never drive rough roads after a snowfall. So, yesterday it was. I wasn't sure if any photos would turn out with such low light, but they seemed usable. One thing that I was definitely not impressed to see, shortly before reaching my destination, was the sudden appearance of my car's maintenance light come on!
I saw three Snowy Owls; two females and 1 male. The first female decided to fly when I was ridiculously far down the road. Maybe she had spotted some prey. The second owl was the female seen in all three photos posted today. She was perched on a far away silo. She had her back to me and stayed that way. When she turned her head to preen her back feathers, at least I could see her face. She knew I was there, as she had glanced my way two or three times, but was comfortable enough to sit and preen for a little while. The third owl was a beautiful white male. I hadn't seen it, perched on top of a power pole, but when I pulled over to stop and check my map, suddenly there was a flap of huge white wings seen out of the corner of my eye. No photos of either the first or third bird.
A few other birds that I saw included a flock of maybe 10 or so Gray Partridge that flew across the road in front of my car, and a fairly large flock of Snow Buntings, behaving the way they always do.
On the way home, I decided to quickly check on a few things east of the city. Nothing new, but nice to see a few familiar old barns and sheds.
So glad I made myself do this new drive.
NANITAS DESIGNA - Joline Skin FATPACK(wearing skin on Avalon 4.0 head, wearing Rosekiss)
Locations
Mainstore maps.secondlife.com/secondlife/xLUMINOUS%20HALLWAYx/185/9...
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NANITAS DESIGNA - Joline Skin - 2K BOM EVOX and Velour skin tones compatible. Shown on New Lelutka Head Vela and Ibiza Tone
Tones available: SNOW,IBIZA,CHANTILLY,ROSEKISS,SIENNA and SUNKISS
Variations of:
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-Eyebrow and Body Shape for Vela Lelutka Head
Stealthic Astoria@Access Event maps.secondlife.com/secondlife/ACCESS/97/134/22
Lel EvoX Avalon shown on
LaraX
ARTi's strapless top pink
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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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So, I didn't actually plan on making her, but I just saw Suicide Squad on Saturday for the first time. Harley was literally the only thing that was keeping me interested along with deadshot's character arc.
So this fig is Squad inspired, with my own twists.
Also, new background!
Harley Quinn:
Her head is official, with blue and red eyeshadow added on. Her hair is from the CMF babysitter, painted in a off white, with baby blue and pink painted onto the tips. It also has some blue and red hairties. I liked the jacket less version in the film, so I went for that approach. The red top was swapped with blue, and the blue arm stripes were swapped with red. The shirt design is based off an actual HQ shirt, but I added the Card suit logos. The shirt is ripped at the ends, to give Harley a sense of edginess. The shorts are straight from Suicide Squad, but I didn't feel like adding fishnet stockings. The boots are knee high, with simple detail.
Overall, I really like how it turned out.
I plan on making the other Gotham Sirens, but with my own twists.
Again, please comment if you fave!
Thanks!
Boss.
Comments are welcome if you have an opinion about whether the right or left image is better. They're welcome anyway but I'm curious which one you like better.
In childhood, I had a relative whose house had a well and you had to pump a handle, like the one shown here, to get water. It was potable water from a well but you had to work for it.
Out of frame: this place had "grenade" style glass carbon tetrachloride fire extinguishers. In concept, good. Downside: in a fire the extinguishing agent decomposes into phosgene gas.
…It’s very hard to motivate change when the costs are up-front and the benefits [are later].
— Peter Orszag
Journalism grade images.
Source: 8,100x2,500 file composed of two 16-bit TIF files.
Please do not copy this image for any purpose.
Comments always appreciated, as long as you keep it clean - I love to hear your feedback! xx
For Leeds Fisrt Friday Gemma and I helped out two first-timers as we love to do. What a brilliant night! Rose and Becky had such a good time - and Becky even came out with us the next night to a non-lgbt club! Amazing, and wonderful to see someone new really taking to being out and about.
Also, I did my second ever karaoke performance at The Bridge, which I absolutely loved! And it turns out there's a little diva buried inside me somewhere - at the end of the song, I got a couple of cheers from the back of the pub, and in response I blew a kiss, LOL! Diva!
Another of Gemma's awesome slow motion corridor walking videos. I forgot to upload this one the other day when I uploaded the others.
Comments always appreciated, as long as you keep it clean - I love to hear your feedback! xx
I was shopping at the supermarket and I bumped into our lovely friends (and regulars at Leeds First Fiday) Janet and Phil! We did well to recognise each other in the masks!
Comments are always welcome and favs most appreciated.
Comentarios y favs son siempre bienvenidos
© Photography of Ricardo Gomez Angel
All rights reserved. All images on this website are the property of Ricardo Gomez Angel. Images may not be reproduced, copied or used in any way without written permission.
© Fotografía de Ricardo Gomez Angel
Todos los derechos reservados. Todas las imágenes contenidas en este sitio web son propiedad de Ricardo Gomez Angel. Las imágenes no se pueden reproducir, copiar o utilizar de ninguna manera sin el permiso escrito
From the archive, but not previously uploaded.
I've still not seen one this Winter, but a small group were spotted this week in Cambridge. If it does ever stop raining then I'll try my best to find them.
Enjoy your weekend and thank you for all your great comments recently, always appreciated.
Often when I see people pitch X-men reboots, they do one of two things: A) Do the original Uncanny X-men roster of Cyclops, Jean Grey, Beast, Angel and Iceman or B) Just plugs in every popular X-men right off the bat. I don't like either of these. The uncanny X-men roster is kinda bland, while having every popular X-man in one movie would obviously not work.
My ideal line up would comprise of Cyclops, Jean Grey, Nightcrawler, Storm and Angel. Professor X and Beast would also be present but as mentors to the team, not actual X-men.
Comments always appreciated, as long as you keep it clean - I love to hear your feedback! xx
A black crushed velvet long sleeved dress for this set. I usually wear dresses that are sleeveless or have short sleeves, so this felt a bit unusual to wear but I do like the way it looks.
A protective mother puts herself between her calf and a safari cruiser as she leaves the mudhole that the family has just enjoyed. Serengeti National Park, Tanzania. ©2019 John M. Hudson | jmhudson1.com
Comments always appreciated, as long as you keep it clean - I love to hear your feedback! xx
So now post-op and decided the changes don't stop there - I always loved copper hair so I decided to go for it myself.
Any comments and favs are very much appreciated
If you like my creative work, please follow the tracking or other social networking sites below
如果喜歡我的創作與拍攝,歡迎追蹤
非常感激
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Contact information :
Line id : kelvin9925
WeChat ID: Kelvin9925
email : iwakuma.kelvin@gmail.com
All comments regarding this picture, subject, composition, etc are welcome and appreciated. TIA.
To see more pictures of Great Gray Owls, please visit my Great Gray Owl album at www.flickr.com/photos/black_cat_photography/albums/721577...
To see my pictures on flickr river - please visit www.flickriver.com/photos/black_cat_photography/popular-i...
To learn more about these magnificent birds please visit www.allaboutbirds.org/guide/Great_Gray_Owl/overview
Please leave a comment, only takes a few seconds!
LFF (Leeds First Friday) is one of the most popular monthly Trans events in the UK. It takes place in Leeds on the First Friday of every month.
Please leave a nice comment if you do, only takes a few seconds. Say what you like about it.
PLEASE leave a comment rather than just clicking that Favorite button, after all if you like it then please tell me WHY you like it :)
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هذَا الصبح محمّل بأمانينا تلكَ التي تقودنا للسعي وإكمال الطريق، يالله هاهي أمانينا نملئُ بها صلواتنا ونعلم يقينًا أنك لا تُخيب الساعين إليك، هاهي نستودِعها لديك لتعيدها إلينا حقيقة نعيشها بكل الفرح
ask.fm:
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All comments regarding this picture, subject, composition, etc are welcome and appreciated. TIA.
To see more pictures of this moose and others, please visit my Moose album at www.flickr.com/photos/black_cat_photography/albums/721577...
Comments are always welcome and favs most appreciated.
Comentarios y favs son siempre bienvenidos
© Photography of Ricardo Gomez Angel
All rights reserved. All images on this website are the property of Ricardo Gomez Angel. Images may not be reproduced, copied or used in any way without written permission.
© Fotografía de Ricardo Gomez Angel
Todos los derechos reservados. Todas las imágenes contenidas en este sitio web son propiedad de Ricardo Gomez Angel. Las imágenes no se pueden reproducir, copiar o utilizar de ninguna manera sin el permiso escrito