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“Each material has its specific characteristics in which we must understand it if we want to use it. In other words, no design id possible until the materials with which you design are completely understood.”
Mies van der Rohe
World War I-era poster shows a solider putting down his gear and preparing to cross a bridge of books towards a city. Published by the American Library Association; artist: Dan Smith, ca. 1918.
Accession Number: P.2284.116
Meadowside entrance of the Courier Building. Niven and Wigglesworth, 1902.
Very American!
Dundee details.
We went to visit the Westbury mansion on Mother's Day. The mansion is a very gorgeous building with beautiful rooms. as I peered into each one of the rooms, all with huge windows, I can't stop thinking about pictures and natural light! Lol. One of my faves is the library with walls full of old books!!!
Even at my son's graduation I couldn't resist a sneaky candid capture. Once a street photographer; always a street photographer!
The concept of innate knowledge is not novel to the Nene. It seems to be much more common amongst avian species but it isn't simply something associated with our feathered friends. At Slimbridge, some nene goslings are incubated, hatched, brooded and reared by their parent geese. Like the one in this photo, is spends its waking hours scouring the surroundings, grazing and browsing on local flora. It seems to know exactly which plants to choose and which to avoid. The obvious thought would be that mom and dad have taught it just what to pick and what to leave behind.
On the other hand Slimbrige staff also incubate, hatch, brood and raise a number of nene goslings separately. It's necessary in order to maintain populations on the refuge, as many naturally reared goslings are lost to local predators. Aside from the daily practice of yoga, which this gosling seems to be engaged in, these goslings demonstrate the same selectivity when grazing and browsing as their naturally reared brothers and sisters. This would suggest some form of innate knowledge since these goslings have no contact with parent geese, until they have paired up and are released back into the wild. The opportunity for further research boggles my mind. There is just so much that we don't understand. #NeneGoslings #Slimbridge
Shot taken under the helpful guidance of my aunt Joanie, who doesn't really use Flickr but has an account so I'm tagging her anyway. ;)
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He who does not doubt, does not learn.
by Dutch poet Coornhert.
And learning gives knowledge.
'With knowledge her whetstone, Jocasta sharpened both mind and wit.'
From 'Analytical Consultation & Enquiry: The Casebook of Lady Jocasta Pryde'.
A man who knows how little he knows is well, a man who knows how much he knows is sick.
- Witter Bynner, The Way of Life (1944)
It's been a while since the last time I uploaded something. Today I was touring a couple of friends in the Univesity's Library and I couldn't resist taking this. Check it Bigger and on black
HOW TO HELP DECEASED !
In the name of Allah, We praise Him, seek His help and ask for His forgiveness. Whoever Allah guides none can misguide, and whoever He allows to fall astray, none can guide them aright. We bear witness that there is none worthy of worship but Allah Alone, and we bear witness that Muhammad (saws) is His slave-servant and the seal of His Messengers.
AbuHurairah reported, "The Prophet (saws) said, 'When a person dies all his good deeds cease except for three:
1). a continuous act of charity (which the deceased did in his lifetime),
2). beneficial knowledge (which the deceased left behind),
3). a righteous son (children) who prays for him'.''Related by Muslim and AbuDawood.
Abu Hurairah reported, "The Prophet (saws) said, 'The righteous works that continue to benefit a believer after his death include the knowledge that he taught and spread among others, a righteous son (children) whom he leaves behind, or a copy of the Qur'an that he bequeaths to his inheritors, or a mosque that he builds, or a rest house that he builds for the wayfarers, or a canal of water that he digs for the benefit of others, or a charity that he gives out of his property during his life while he is sound of health. He will continue to receive reward for all these even after his death.'
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TRADITON AND ANTITRADITION
291. Tradition means a handing over: the handing over of a supertemporal circle of principles here in time.
292. Tradition is the atemporal thrown into temporality.
293. Knowledge of the origin, knowledge of the path, knowledge of the all-transcending, ultimate goal: this is metaphysical tradition.
294. Tradition springs forth from the eternal, points at the eternal, and in the human modality of being represents the aspiration towards the eternal.
295. Metaphysical tradition is at the same time solar and polar: polar for though it appears in the earthly-human sphere, yet it is of heavenly origin and for this reason its origin is not subject to the whirlpool of existence (samsara), it is solar for the powers characteristic of my self-awareness which provide the rule of the auton are present in it.
296. There is only one primordial tradition for there is only one metaphysics, and there is only one metaphysics for there is only one being.
297. Tradition can never be identified simply with metaphysical doctrines or with symbology bearing a doctrinal value, and even less with the archaic documents that present these. Tradition is the total acceptance of a world and the total denial of another.
298. Metaphysically speaking, tradition is nothing other than »remembrance«, and the bearing of the connection with the origin. Modernity, however, is not only the lack of this »remembrance«, but at the same time the denial of this metaphysical »remembrance« and aims at the destruction of every kind of representation of remembrance.
On the Penguin Trail City South Library Christchurch January 2021 New Zealand.
Over Term Two and Three in 2020, we had 65 schools from across the city and surrounding towns take part in the Pop Up Penguins Learning Programme. This wasn’t an easy time for students and teachers as Term Two began in the midst of New Zealand’s lockdown period! And yet, with resilience and determination, the schools signed up to take part in this citywide art project.
The Pop Up Penguins Learning Programme has been supported by an amazing line up
of organisations: the International Antarctic Centre, Antarctica New Zealand, the Council of Managers of National Antarctic Programs, Gateway Antarctica and the College of Education, Health and Human Development at the University of Canterbury.
The Learning Partners shared their vast knowledge and expertise within the Learning Programme resource pack and educators from International Antarctic Centre, Gateway Antarctica and the College of Education, Human Development and Health delivered a bespoke Pop Up Penguins themed presentation to over 50 of the schools registered on the Learning Programme.
Students across our city have learned about penguin conservation, Christchurch’s global significance as one of five Gateways to Antarctica and kaitiakitanga, guardianship and protection of the environment. As you find the little penguins in displays around the city, learn about the themes that inspired them.
Inspired by Shaun D's superb photos of the newly refurbished Liverpool Library, I went to see it for myself. It is a most wonderful asset to the city, the architecture inside and out is truly fabulous, and the books contained within are a source of knowledge that can't be equalled by the internet in terms of the experience.