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Componentes de la op.EUTM #Mali XIII reciben en Bri."Galicia" VII #Pontevedra condecoraciones por su acción y frustrar ataque terrorista en febrero. #SomostuEjército ️ @Defensagob @eutmmali1
New machine in progress by a participant at Jonah Brucker-Cohen and Katherine Moriwaki's Scrapyard Challenge at the School of Cinematic Arts Gallery, University of Southern California.
Part of Redesigning Reality, a series sponsored by USC's Visions and Voices [web-app.usc.edu/ws/eo2/calendar/113/event/893758].], Media Arts and Practice PhD program [imap.usc.edu/]. and Institute for Multimedia Literacy [iml.usc.edu].
Pro-Railing is a range of handrailing components designed with simplicity of use in mind. This handrail and stainless steel balustrade system consists of over 1000 components, allowing for the quick installation of complex and attractive stainless steel railings and balustrade systems; simply cut then glue or screw to create a clean and contemporary look, giving you professional results every time. It is available in stainless 304 for internal installations and stainless 316 for exterior handrails or balustrades, and comes either in a brushed steel or mirror polished finish.
To view Pro-Railing products please visit:
The intake cowls have been removed from the Rolls-Royce RB211-524H's on G-CIVL and are on pallets in the foreground.
Both inlet and exhaust sides of the RR engine have been sealed, presumably to stop damage from weather ingress?
Composants électroniques (focus stacking).
Image composée de 38 photos prises avec la bonnette Raynox DCR-250 et assemblées avec Zerene Stacker.
PARQUE VERDE LA CARLOTA
Concurso Público Internacional de Ideas Para Transformar la Base Aérea en Parque Verde Metropolitano. Caracas, Venezuela
Mención de Honor
LAP+LATITUD
Colaboradores:
Diana Cristina Montoya.
Equipo de Trabajo:
Prac. Guillaume Avila
Prac. Andrés Velázquez
Prac. Daniel Zuluaga
Prac. Sara Arteaga
Prac. Mallely Cano
Prac. David Mesa
Prac. Sebastián Vélez
How do the images picked up by the spinning head get to the rest of the cameras electronics. By radiowaves transmitted a VERY short distance from these circular "aerials". Similar "aerials on the "fixed" part of the cameras electronics. Pretty nifty eh!
Ingredient for a simple target board: Perfboard, 6-pin DIP header, optional battery box, and two types of 20-pin socket: low cost and zero insertion force.
Photo taken to accompany short article on working with AVR microcontrollers, and making minimalist target boards for programming them.
it's a bit like building a model sailship, but you have to see beyond the surface... let's face it, sailships are prettier.
However, this will do sound, which is cooler :)
Pro-Railing is a range of handrailing components designed with simplicity of use in mind. This handrail and stainless steel balustrade system consists of over 1000 components, allowing for the quick installation of complex and attractive stainless steel railings and balustrade systems; simply cut then glue or screw to create a clean and contemporary look, giving you professional results every time. It is available in stainless 304 for internal installations and stainless 316 for exterior handrails or balustrades, and comes either in a brushed steel or mirror polished finish.
To view Pro-Railing products please visit:
Everything you need to get started. Click on the notes for links to the same products I bought at Maplin Electronics (UK).
This is the innards of my TI SR-50. It demonstrates how far we've come in 36 years of electronic evolution. Today's circuit boards have very few "discrete components" on them, and the ones that are mounted to the board are much much smaller than these gigantic dinosaur bones. If you've ever fiddled with hobbyist electronics, you know what you're looking at here... resistors, capacitors, transistors, inductors, a PC board, a couple of Integrated Circuit packages... it was quite sophisticated for the time, but the computer that runs your car now has thousands of times more computational power than this thing does... and those computers are idiots compared to an off-the-shelf PC you would get at Best Buy. But it was super-advanced for the time. It would have been plenty enough to get the Apollo 13 astronauts home safely. As was, sliderules did the job, but not without some worry that maybe an engineer had positioned his slide incorrectly, each time he'd done the calculation, and this the quintuple-check was still wrong and the capsule would hit the atmosphere too steeply and having returned all the way from the moon, burned up 50 miles from safety. Oh for one of these calculators just a few years earlier. But oh well, the astronauts got home alright anyway, and we went on to create ever more powerful computing machines, only to have one of our Mars landers make it all the way to the Red planet just to burn up in the atmosphere because some programmer somewhere had thought the number he was working on was in feet, and it was entered in meters. Fortunately, that lander didn't have people aboard.
Well, that's enough of a ramble on the guts of my old calculator. I think boards like this, where the components are just sitting there, plain for all to see, are beautiful things. The new boards, motherboards for our modern computers and such, are marvels of electrical engineering, but they're not colorful, not engaging, not nitty-gritty sexy like these were. We'll not see them again, but they were, in their time, the very best we could do.
Greg Mitchell Photography and Tactile Photo are exclusively represented by Hammond Art Consuting Services: for consultation, design, delivery and installation on commercial, healthcare and hospitality projects, please contact Alan Hammond at (916) 205-3925 or visit their website at www.hammondartconsulting.com
Pro-Railing is a range of handrailing components designed with simplicity of use in mind. This handrail and stainless steel balustrade system consists of over 1000 components, allowing for the quick installation of complex and attractive stainless steel railings and balustrade systems; simply cut then glue or screw to create a clean and contemporary look, giving you professional results every time. It is available in stainless 304 for internal installations and stainless 316 for exterior handrails or balustrades, and comes either in a brushed steel or mirror polished finish.
To view Pro-Railing products please visit:
United Nations police week 2017
Reception for heads of United Nations police components, hosted by the governments of Finland and Bangladesh.
On Monday, the Security Council adopted resolution 2382 (2017), which supports operationalizing the Strategic Guidance Framework for International Police Peacekeeping. The resolution also recognized the important role that United Nations police components play in the protection of civilians, including in preventing and addressing sexual and gender‑based violence, and violations and abuses against children.
In his address to the Security Council, Under‑Secretary‑General for Peacekeeping Operations Jean‑Pierre Lacroix said the United Nations police played a continued vital role in bridging the Organization’s work from prevention and peacekeeping to peacebuilding and development (Video recording). The Police Commissioner of the United Nations Mission for Justice Support in Haiti (MINUJUSTH), Brigardier General Georges-Pierre Monchotte, briefed the Security Council on good practices of reforming the Haiti National Police (video recording). The Police Commissioner of the United Nations Multidimensional Integrated Stabilization Mission in Mali (MINUSMA), Issoufou Yacouba briefed on strengthening the serious and organized crime capacities of the Malian security forces (video recording). Police Commissioner Priscilla Makotose of the African Union/United Nations Hybrid operation in Darfur (UNAMID) briefed the Security Council on gender responsive policing (video recording). Following the briefing, Security Council President, Italian Ambassador Sebastiano Cardi, the Head of UN peacekeeping USG Jean-Pierre Lacroix and Police Adviser Luis Carrilho (UNPOL) delivered a press briefing (video recording).
On Tuesday, the discussions of heads of UN police components focused on partnerships, good practices and challenges of UN capacity-building. More than 11,000 United Nations police officers from 89 countries (as of September 2017), are mandated to assist host-States in reforming their police and other law enforcement institutions.
Building on Security Council resolution 2382 (2017), Police Commissioners focused on Wednesday on how police can be more effective in conflict prevention, peacekeeping and peace sustainment. Heads of UN police components also discussed how to achieve gender-responsive policing. As of September 2017, 1,118 female police officers from 70 countries serve in peacekeeping operations and special political missions. They act as role models for gender equality, inspiring women and girls to advocate for their own rights and pursue careers in law enforcement.
On Thursday, United Nations Secretary-General António Guterres briefly met and took a photo with the Under-Secretary-General for Peacekeeping Operations, Jean-Pierre Lacroix, Assistant Secretary-General for Peacekeeping Operations, Bintou Keita, Assistant Secretary-General for Rule of Law and Security Institutions, Alexandre Zouev, UN Police Adviser Luis Carrilho and Heads of police components in UN peace operations. In his message, Secretary-General Guterres stressed that United Nations police save countless lives, heal community tensions. The Secretary‑General also called for more women in United Nations police command positions.
Earlier on the same day, the UNAMID Police Commissioner Priscilla Makotose, MONUSCO Police Commissioner Awale Abdounasir and MINUSCA Police Commissioner Roland Zamora briefed the Special Committee on Peacekeeping Operations (C-34) on transitioning, gender/electoral security and capacity development respectively.
On Friday, UN police week closed following a session on human rights in UN police activities. The closing remarks were delivered by Alexandre Zouev, Assistant Secretary-General for Rule of Law and Security Institutions, Bintou Keita, Assistant Secretary-General for Rule of Law and Security Institutions and UN Police Adviser Luis Carrilho.
UN Photo/ Hubertus Juergenliemk
Mott Haven, The Bronx
Public School 31, constructed 1897-99, represents an important step in the development of the Collegiate Gothic style as applied to public school architecture in New York City. Designed by C.B.J. Snyder during the early years of his lengthy term as Superintendent of School Buildings for the Board of Education of New York, P.S. 31 is one of the first New York public schools to display numerous late Gothic details, such as Tudor-arched doorways, and pointed windows topped with stone tracery. These and other elements, such as the central entrance tower and gabled bays, were further developed on Snyder's larger, borough-wide high school buildings, such as Morris and Curtis High Schools. P.S. 31 was one of a large number of school buildings constructed around this time to accommodate the huge waves of immigrants moving into the Bronx from other parts of New York, as well as from abroad. By designing so many schools in a relatively short period, Snyder had a tremendous influence on the developing New York City school building, both on its exterior appearance, as well as on its components and their arrangement.
Development of the Area
From 1639, when the Dutch West India Company purchased from the Mohegan Indians all the land that falls within the boundaries of the present borough, through the mid-nineteenth century, the Bronx retained its rural character.-
However, as massive immigration and industrialization began to alter the character of New York to the south, it was inevitable that the northward march of urbanization would eventually engulf the Bronx as well. The earliest immigrants to come to the Bronx were the Irish who arrived after 1840 and settled primarily in Mott Haven. This area, within the section called Morrisania, was adjacent to the Harlem River, and was named for Jordan L. Mott, inventor of the coal burning stove and founder, in 1828, of the Mott Iron Works on East 134th Street. The Irish participated in the construction of the Harlem and Hudson River railroads, beginning in 1842, and the Croton Aqueduct, and they were joined after 1848 by an influx of Germans. The new railroads opened up great potential for industrial development, and during the second half of the century factories ware erected along the Harlem and East River waterfronts.
The population of the Bronx rose from 28,981 in 1870, to 81,255 in 1890, and 200,507 in 1900, with even greater increases in the following years.
Politically, the Bronx remained a part of Westchester County from 1683 until the area was annexed to the city of New York. This change occurred in two stages, the western section joining New York in 1874, with the rest following in 1895. In 1898 the Charter of the City of Greater New York was implemented, creating the five boroughs, including the Borough of the Bronx.
Schools in Greater New York
A major effect of the new charter was to create a unified educational system out of numerous independently administered school districts with a variety of curricula, grade divisions, educational policies and standards for personnel selection. This endeavor was hindered initially by a tremendous shortage, both in number and quality, of existing school buildings, created primarily by two factors: new laws making the education of children mandatory, and huge waves of immigration at the end of the nineteenth century which increased the population density of numerous areas of the city.
This problem was noted even before consolidation, in 1896, in the Board of Education's Annual Report:
Insufficient school accommodations have furnished cause for very general complaint on the part of the citizens of New York during the past ten years. The unprecedented growth of the city, together with unexpected movements of population, rendered it almost impossible to keep pace with the demands in given localities or to anticipate the needs of certain sections of the city that speedily outgrew the accommodations that were provided. During the past year...the question of increased and improved school accommodations was kept constantly in mind.
Between 1884 and 1897, the Board of Education acquired 125 new sites in Manhattan and the Bronx, providing space for more than 132,000 new students. Yet, it was still not enough. By July 1899, schools in Manhattan and the Bronx could accommodate 232,931 students, many in half day sessions, but many more children had to be turned away for lack of space.
C.B.J. Snyder and His Work
The architect who planned and was responsible for the building of all the new and expanded schools was the Board of Education's Superintendent of School Buildings, C.B.J. Snyder (1860-1945).^ Snyder had been appointed to the position in 1891 when the Board oversaw only Manhattan and those parts of the Bronx which constituted nineteenth-century New York. He remained on the job until his retirement in 1923, with responsibility for buildings in all five boroughs after the city's consolidation. Little is known of Snyder's background. He was born in Stillwater, New York, and studied architecture with William Bishop. His architectural accomplishments focused on school buildings, and in this area he was a recognized leader. In a 1905 architectural periodical it was noted:
Possibly it was not the best, probably it was not the most economical, certainly it was not the most expeditious way to have all the school-houses the city stood in such sore need of designed and built by the official architect to the Department of Education. But since that method had to be followed, it is a matter of wonderful good fortune that the official architect chanced to be such a man as is Mr. C.B.J. Snyder, who not only at the outset showed such distinct capacity for his task, but has proved himself a man able to grow as his opportunities opened before him. Mr. Wheelwright in Boston, Mr. Ittner in St. Louis, Mr. Mundie in Chicago...have done excellent service to their respective cities in the way of building school-houses...but they have not had to do their work under the same sort of pressure that has been put upon Mr. Snyder, and they have not had to adopt their architectural treatment to as closely restricted sites.
Snyder was particularly concerned with making his schools as healthy as possible for the students, and focused much attention on the development of fire protection, ventilation, unilateral lighting, and reduced classroom size. One of the main problems in the design of many Manhattan public schools was the accommodation of the requirements of students and teachers to small sites which were necessitated by the high cost of land acquisition. In searching to overcome this problem in Manhattan as well as in other boroughs, Snyder concentrated much effort on school planning and created the H-plan for floor layouts, which provided increased light and better ventilation, and also permitted adequate space for safe recreation areas.
Snyder's concerns also embraced architectural style. Unlike the designs of many New York schools built after his retirement, Snyder's work was inventive, solid, and handsome. His earliest designs continued the Romanesque Revival style of the architect who was his predecessor as Superintendent of School Buildings, George W. Debevoise. Snyder later moved into Gothic idioms, and was credited with the introduction of the Collegiate Gothic style to New York public school architecture. According to the 1905 source previously cited:
When first the New York school-house made its appearance in Gothic attire, it seemed as if a very doubtful experiment were being tried, but little by little the designer discovered new confidence in himself, and sane of the later buildings are markedly successful as pieces of consistent and satisfying architectural composition.
Collegiate Gothic architecture, also called English Collegiate, was inspired by, and modelled after, buildings at Eton, and at Cambridge and especially Oxford Universities. This late Gothic Revival (as differentiated from the early Gothic Revival which began to appear by the second quarter of the nineteenth century) started being used on schools and churches in the United States in the early 1890s, due, in part, to a reaction against academic classicism. Finding acceptance because of the eclectic spirit of the period, this archeologically correct form of Gothic building provided a picturesque and romantic setting for intellectual pursuits.
Introduced on college campuses in the United States in 1893 by architects Cope and Stewardson at Bryn Mawr, University of Pennsylvania, and Princeton University, the style was quickly adopted by numerous other schools throughout the country. Other early major examples include: Charles B. Haight's Vanderbilt Hall at Yale (1893-94), Henry Ives Cobb's plan for the University of Chicago (1893), and Cram, Goodhue & Ferguson's designs for the campus of West Point (1902). The style became so widespread, in fact, that by the time the City College of New York opened its new campus at Morningside Heights in 1907, an observer could state that "One might say that Collegiate Gothic is the proper and only dress for a home of learning."
At the same time, this style was being employed for private preparatory schools such as St. Paul's and Groton, designed by Henry Vaughan in the 1890s. 13 Ralph Adams Cram was one of the leading proponents of this style and did much to publicize and popularize it. In addition to his work, numerous articles by and about him and other architects of this style appeared in the professional press. It is little wonder then that these same building forms were picked up and used by designers of public school buildings, designers such as C.B.J. Snyder.
It was not long after this style began appearing in the architectural press that Snyder began using certain characteristic elements of it in his schools. It took him several attempts before he completely incorporated this new style however. In an 1894 school on Edgecombe Avenue between 140th and 141st Streets the few Gothic details gave some suggestion of his future direction. P.S. 27 and P.S. 28, built in 1896, are square, blocklike buildings, but high gables (some pointed, some stepped) rise up at the roofline as on later works. In P.S. 31 Snyder first successfully integrated numerous details into an overall late Gothic composition.
This style was to be even more fully explored in such later, more elaborate works as Morris High School nearby on Boston Road, and Curtis High School on Staten Island. These buildings display numerous details of ornamentation and massing which can readily be compared to some of the prominent early Collegiate Gothic buildings on university campuses, such as Princeton's Vanderbilt Hall (1893-94).
While Snyder was exploring new stylistic territory, he was also continuing the use of sane design elements of earlier buildings. Snyder had not completely evolved the H-plan which he used in his large high school buildings at the time he was working on P.S. 31. This building is basically rectangular in plan, with slightly projecting gabled end pavilions on the front facade and central entrance toners on both the front and rear facades. The projecting, central tower follows a tradition in New York City school buildings, started in 1868, when the first school with such a tower was constructed in Manhattan.
The actual Gothic details in P.S.31 are found primarily within the area of the central towers and at the roof line. They can be seen in the main entrances with their large Tudor arches and carved foliate designs in the spandrels, the tracery of the windows at the first, second and fifth floors within these towers and in the slit windows pierced in the octagonal piers themselves. The oriels at the building's narrow ends and the label moldings over the windows at the fourth floor show Gothic inspiration as well. The roof line, with its steeply pointed gables and irregular outline, is part of the picturesque effect sought by architects of this style.
Description
P.S. 31 is a five-story, light brick and limestone-clad building located between the Grand Concourse and Walton Avenue, at East 144th Street. Sited higher than the surrounding streets, the school is visible from all four sides. The building is basically rectangular in plan and each facade is symmetrically organized around a central element. Many of the building's decorative details are located in these central areas, as well as along the roof line.
Originally the eastern, major facade of the building overlooked a broad lawn supported by a low brick wall at the lot line. With the widening of the Grand Concourse in 1939, the lawn was replaced by a high stone retaining wall topped by a metal fence. To the rear of the school, facing Walton Avenue, is a play yard supported and enclosed by a high brick and rubble stone wall. This layered retaining wall is topped by a high brick fence with a terra-cotta coping, and appears to be contemporary with the building. Two Tudor-arched entrances with wooden doors and elaborately curved strap hinges are set into this retaining wall at ground level but are no longer functional. This original section of wall extended for a small distance on both the north and south sides of the lot as well. In 1905, the wall on the north side was extended and further renovations to both the north and south side walls were carried out in 1940. Presently modern stone stairways, inset into the walls, lead up to the building at each side and at the front.
The eastern facade of the building is seven bays wide, symmetrically arranged around the projecting central entrance tower. To each side of the tower, the fenestration patterns are the same for each bay and continue in the slightly projecting end pavilions. On floors one through four, each opening contains five narrow windows in a rectangular grouping. A continuous label molding tops the windows of the first story, while
limestone ashlar cladding on this level creates the effect of a solid base for the rest of the building. The next two stories are of plain brick with keyed stone surrounds on each group of windows.
A projecting band course carried on carved human and animal heads rings the entire building at the sill line of the fourth floor. Also at this level, each group of windows is topped by individual stone label moldings. The fifth or attic level has more variety of treatment. A pair of narrow windows topped by a label molding is centered within a steeply pitched gable at each end pavilion. Between the end pavilions and the center tower on each side are two smaller curved Flemish-type gables. Each contains a pair of narrow windows under its own label molding. Narrow, pointed finials originally adorned each of these gables but they were removed early in the twentieth century. A steeply pitched roof rises behind the gables.
The central entrance tower is formed by two octagonal piers, pierced by slit windows, which rise through the height of the building to become turrets above the fifth floor. Between the piers, at the ground floor level is the building's main entrance. Here, within a Tudor arch, the paneled, wood, double doorway is topped by an overdoor which is subdivided by wood-framed lancet windcws. Beyond the arch are carved stone spandrels with foliate motifs, while narrow lancet windows crowned by stone tracery are located to each side of the doorway. A wide stone band course with a carved frieze containing panels with shields and the inscription "Public School 31" is located between the first and second floors and wraps around the piers at this level.
On the second through fifth floors, the narrow windows of this central bay are grouped 1-4-1. Those of the second story are crowned by a heavy label molding enriched by carved heads. The windows of this floor are subdivided by stone tracery to create a double row of window openings within the grouping. Carved grotesque animal figures are located in the comer, between the windows and the octagonal piers at this level. The central windows of the second and third stories are plain, with stone enframements. A flagpole extends at the third story sill line, while the band course which rings the building at the fourth floor sill line continues around the piers and across this central area as well.
The central fourth floor windows are also topped by a label molding. At the fifth floor, the enframement between the central windows becomes more elaborate with stone tracery creating shallow pointed arches above each narrow window. Another broad band course carried on carved heads projects above the fifth floor windows and continues around each of the turrets. A square panel with a carved stone design is centered above this, with two narrow band courses above it. Hie parapet between the two turrets is now filled with plain brick but originally it was composed of open stonework. Early in the twentieth century, the small onion domes which originally capped each turret, were removed.
The western or rear facade is very similar to the front facade, with the following exceptions. The end bays do not project but remain in the same plane as the rest of the facade. At the roof line, three of the four Flemish gables have been removed and the fourth has been shortened. The roof line has been raised to accommodate window groupings of a similar size to those of the floors below. Within the central bay there is less ornamentation, particularly on the second floor, where the windows are plain.
The narrow side facades are identical to each other. Three bays wide, each facade is symmetrically arranged around a two-story oriel which is topped by a parapet. A tall pointed gable rises above this central element at the fifth story and contains a group of three smaller windows. An entrance with a Tudor-arched enframement is located in the central bay at the first level but the small, squared door is a modernization. The window shapes and enframements, the band courses, decorative elements and materials continue the patterns found on the front facade.
Conclusion
Public School 31 stands as a handsome brick and stone structure in the Morrisania section of the Bronx. Built in 1897-99, this school serves as a reminder of the tremendous population growth in this area at the end of the nineteenth century. One of many schools designed by architect C.B.J. Snyder, P. S. 31, with its Tudor arches, label moldings, stone tracery, central entrance tower, and gabled bays, is one of his early essays in the Collegiate Gothic style. During his lengthy tenure as Superintendent of School Buildings for New York's Board of Education, Snyder's designs evolved from simple, Romanesque Revival to richly adorned, Collegiate Gothic, as seen in his major high school buildings. In the process, he created a tremendous legacy of handsome school buildings throughout the five boroughs of New York, of which Public School 31 is a part.
- From the 1986 NYCLPC Landmark Designation Report
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