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Lab2014 students presented their final design explorations for Benjamin Bratton's Critical Frameworks section, "2 or 3 Things I Know About The Stack" at The California Institute for Telecommunications and Information Technology (Calit2) at UCSD. The group visited an immersive 3-D projection "CAVE", a 4K digital theater and the nanotech cleanrooms on campus, as well as The Salk Institute for Biological Studies.
Shot on the Jenks Pedestrian Bridge using an Ilford Obscura pinhole camera on Harman Direct Positive paper.
Egyptian style frameworks were used to embellish the stelae. The columns and pillars framing the central characters become more elaborate, and embellishments of cobra snakes are carved on the architraves decorated. Another quite common type of figure holding the Egyptian sign of life (ankh) in his right hand makes its appearance in Sulcis Tophet.
Funerary stele
Sulkis Tophet
IV century BC
Sant’Antioco, Museo Archeologico
Lab2014 students presented their final design explorations for Benjamin Bratton's Critical Frameworks section, "2 or 3 Things I Know About The Stack" at The California Institute for Telecommunications and Information Technology (Calit2) at UCSD. The group visited an immersive 3-D projection "CAVE", a 4K digital theater and the nanotech cleanrooms on campus, as well as The Salk Institute for Biological Studies.
A while ago I got a Walimex Pro 8 mm Fisheye lens. Today I took it for a few test shots with my Canon 60D.
The framework of a power pole is one of them.
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Camera: Canon EOS 60D
Focal Length: 8mm Fish-Eye
1/80 sec
ISO: 400
press "L" for the best view
Sketchnote of a really nice study of using a novel metal-organic framework (MOF) to separate acetylene from ethylene. This is typically an energy-intensive process by conventional methods but MOFs offer a new means to do this separation better. This research was published in Science.
Disclaimer: Occasional errors in the content of these notes are mine and may be due to an error I made understanding the paper. Such errors do not reflect the intent of the author(s).
Among the many impacts erosion has on coastal ecosystems are the destruction of soil surface layers, leading to groundwater pollution and to reduction of water resources; degradation of dunes, leading to desertification; reduction of biological diversity; adverse effects on beach dynamics; reduction of sedimentary resources; and disappearance of the sandy littoral lanes that protect agricultural land from the intrusion of seawater, resulting in soil and groundwater salinisation (EEA and UNEP 2006).
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This photo has been graciously provided to be used in the GRID-Arendal resources library by: GRID-Arendal
Preparing young Queenslanders for life in the 1990s, we saw personal computers make their way into schools during the 80s with a strong focus on health, regional education and the arts by Queensland Education.
The photographic unit at the Premier’s Department, Office of State Affairs, captured a snapshot of various events, programmes and initiatives for school children throughout Queensland. This collection contains several arts, music and drama as well as students participating in computer usage.
In the early 1980s, several different computer manufacturers were vying for a foothold in the education market, Apple, Tandy, Atari, Sinclair, Amstrad, Microbee and many others. By 1985 Apple Macintosh was considered a standard system (alongside several others) for all states except Western Australia which adopted the BBC Model B and Microbee computer systems as a standard.
These photos are part are the photographic records held at Queensland State Archives, www.archivessearch.qld.gov.au/series/S189
1985
The discussion paper, Education 2000: Issues and options for the future of Education in Queensland was released.
The use of technology to enhance distance education, work in schools and educational administration was supported.
Approval was given for schools to alter the placement of the three pupil free days.
The Department of Education developed a policy on the education of gifted children.
The Special Education Resource Centres were formed as state-wide services, as part of the Division of Special Education.
Early special education officially commenced.
1986
The age of first attendance at primary school increased. Children had to turn five years by 31 January to be eligible for enrolment in Year 1.
There was an expansion of the curriculum in secondary schools and TAFE colleges evident in the further development of co-operative secondary-TAFE programs.
The Advisory Committee which reviewed submissions made in response to Education 2000 reported to the Minister.
The distance education trial began through the Mt Isa School of the Air.
A Preschool to Year 10 (P–10) Syllabus Framework was developed.
Endeavour Foundation schools transferred to Department of Education.
Policy Statement 15 Integration: Mainstreaming of Students with Special Needs introduced.
1987
Children had to turn 5 years by 31 December to be eligible for enrolment in Year 1 in the following year.
The Department of Education launched a series of documents entitled Meeting the Challenge which highlighted a corporate style of management.
The Department reshaped its central administration by strengthening the role of the Policy Committee, appointing a Chief Inspector and adopting comprehensive strategic planning processes.
In regions, initiatives were built on the commitment to decentralisation, while further devolution of responsibility occurred in the operational management of educational programs.
Two new education regions were formed (South Coast and Sunshine Coast regional offices).
The P–10 Curriculum Framework was developed and curriculum documents revised.
The Roma Middle School opened and catered for students in Years 4–10.
A post-compulsory college, the Alexandra Hills Senior College opened.
Two new centres of distance education opened at Longreach and Charters Towers.
1988
The Inspectorate was regionalised.
There was continued development of an integrated P–10 curriculum.
The senior secondary curriculum was broadened to cater for all learners.
Cooperative programs between secondary schools and TAFE colleges were conducted.
The use of computers and information technology in schools was given a high priority.
The Special Education Resource and Development Centres were formed as a consequence of the reorganisation of the Division of Special Education.
Individual education plans for students with disabilities were introduced as part of the new policy Policy Statement 16: Policy and Practice for Special Education Services.
The report National Overview of Educational Services for Isolated Severely Handicapped Children resulted from a Project of National Significance undertaken as a joint project of the Commonwealth Department of Employment Education and Training and the Department of Education Division of Special Services.
The Queensland School for the Deaf closes, as a consequence of decentralisation of services to students with hearing impairments during the 1980's. Programs for students with vision impairment were also decentralised during this period.
1989
A new Education Act 1989 was enacted.
The Department of Education's first strategic plan was adopted.
Decisions about school budgets were devolved to the school level.
There was an amalgamation of correspondence schools which became the School of Distance Education — Brisbane Centre P–12.
The first high school built to a new design opened at Bribie Island.
New prototype buildings for preschool, primary and special education units were assessed.
1989–1990
A comprehensive internal review of the Department of Education commenced through the consultation process, Education Have Your Say.
Professor Nancy Viviani reviewed Tertiary Entrance and produced the report, A Review of Tertiary Entrance in Queensland.
The Offices of Higher Education and Non-State Schooling were established.
The Department developed The Corporate Vision for Senior Schooling in Queensland to accommodate the diverse needs of students in Years 11 and 12.
The first entire primary school based on the new building model opened to students.
1990–1991
The report, Focus on Schools was released. A major restructure of the Department of Education followed.
The Public Sector Management Commission (PSMC) reviewed the Department of Education including its role, operations, responsibilities and management.
Greater responsibilities were devolved to 11 regions for resource, financial administration and human resource management.
A new English Language Arts Syllabus was introduced.
Priority was given to expanding languages other than English (LOTE).
The Viviani Report recommended the establishment of the Tertiary Entrance Procedures Authority (TEPA).
Consultants were engaged to assist in the development of an Equal Employment Opportunity (EEO) management plan.
The Equity Directorate (Workforce and Studies) was established. A social justice strategy was developed.
The PSMC developed guidelines for recruitment and selection based on merit and equity principles.
The inspectorate ended.
The report Focus on Schools recommended that a strategy for managing the integration policy in Queensland schools be developed as a matter of urgency, and that a state-wide support centre for students with low incidence disabilities be established. A restructure of the Department of Education followed.
Occupational therapists and physiotherapists were employed by the Department of Education to work in schools with students with disabilities. (These services were transferred from the Department of Families).
Policy Statement — Management of Support Teaching: Learning Difficulties (P–7) was introduced.
education.qld.gov.au/about-us/history/chronology-of-educa...
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From thedailylumenbox.com Adox CMS 20 II shot with Chroma Double Glass 24mm f/11 lens on 1949 Leica Ic. Developed in Adotech IV for 11 minutes at 79° F.
The total population of the Mediterranean countries grew from 276 million in 1970 to 412 million in 2000 (a 1,35% increase per year) and to 466 million in 2010. The population is predicted to reach 529 million by 2025. Four countries account for about 60% of the total population: Turkey (81 million), Egypt (72 million), France (62 million), and Italy (60 million) (Plan Bleu computations based on UNDESA 2011). Overall, more than half the population lives in countries on the southern shores of the Mediterranean, and this proportion is expected to grow to three quarters by 2025 (UNEP/MAP/MED POL 2005). The Mediterranean region’s population is concentrated near the coasts. More than a third live in coastal administrative entities totaling less than 12% of the surface area of the Mediterranean countries. The population of the coastal regions grew from 95 million in 1979 to 143 million in 2000. It could reach 174 million by 2025 (UN/MAP/BP/RAC 2005). The concentration of population in coastal zones is heaviest in the western Mediterranean, the western shore of the Adriatic Sea, the eastern shore of the Aegean-Levantine region, and the Nile Delta. Overall, the concentration of population in the coastal zone is higher in the southern Mediterranean countries. This is also where the variability of the population density in the coastal zone is highest, ranging from more than 1000 people/km2 in the Nile Delta to fewer than 20 people/km2 along parts of coastal Libya.
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The Hastings Jack-in-the-Green festival was revived by local group Mad Jacks Morris Dancers in 1983 and is now one of the biggest annual gatherings of Morris Dancers in the country. The Jack is “released” every year and is central to the festival. The main procession of the Jack takes place on the May Bank Holiday Monday through the streets of Hastings Old Town, starting from the Fisherman's Museum. The Jack is accompanied by Mad Jacks Morris, the Green Bogies, dancers, giants, musicians and various others. The procession ends on the West Hill where Jack is "slain" to "release the spirit of summer"
A Jack in the Green (also Jack in the green, Jack-in-the-green, Jack i' the Green, Jack o' the Green, etc.) is a participant in traditional English May Day parades and other May celebrations, who wears a large, foliage-covered, garland-like framework, usually pyramidal or conical in shape, which covers his body from head to foot. The name is also applied to the garland itself.
May 1st has long been an important part of the annual Calendar. It is the start of summer in these latitudes and as such has always been a day for celebration: the Celts celebrated May Day as Beltane; The Romans dedicated the day to the Goddess Flora and would go to the woods to cut a tree and decorate it with ribbons and flowers, this is the origin of the May Pole. In the 16th and 17th centuries in England people would make garlands of flowers and leaves for the May Day celebration, they became increasingly elaborate. Works Guilds would try to outdo each other, in the late 18th century this became a matter for competition, milkmaids in London carried garlands on their heads with silver objects on them, but the crown had to go to the chimney sweeps. Their garland was so big it covered the entire man. It became known as Jack in the Green.
In Hastings there were at least two groups who paraded a Jack in the Green until about 1889. By the turn of the century the custom was seen no more. The reasons were twofold: the Act which stopped boys climbing chimneys had been passed and these had been the main performers; secondly the Victorians had a different attitude to such customs, the prettification of customs took place, no more the giant maypoles with drunken and promiscuous behaviour, replaced by small poles imported from Germany with happy skipping children around them. The Lord and Lady of the May with their practical joking were replaced by a pretty May Queen. Certainly there was no place for the drunken noisy Jack in the Green.
The custom was revived in Hastings by Mad Jacks Morris Dancers in 1983. We do not say we are following exactly what happened, this is a custom for now, not a fossil. Jack is returned, he is not the property of a small group of dancers, but belongs to us all. Long may he dance!
Further information about the Jack in the Green in Hastings can be obtained by reading the excellent booklet "The Hastings Jack in the Green" written by Keith Leech. Keith, a long time member of Mad Jacks Morris was instrumental in reviving the tradition in Hastings and is a usually seen dressed as a "bogie" or green man, one of Jacks' attendants, during the procession on the May Bank Holiday.
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