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Very successful business man. Worked his way up from the bottom. He really knows business and this success leads him to think he's an expert about everything, which he isn't. Not an unkind person, but really doesn't know when to mind his own business.
O'Neil and his squad reach the the LZ as the Dragonfly Gunship touches down. Another successful mission accomplished. Day 1348 Y4D244
Went to out for NS 4005, and ended up with this shot at Oreapolis, Nebraska instead. Hey I’ll take it
successful solo slut walks through the tenderloin with wardrobe & camera malfunctions to boot
(b sides)
Home with a mouse. The red eyes still stand-out, despite the dim light of late afternoon.
Black-shouldered Kite, Jerrabomberra Wetlands, A.C.T.
LDP001 and LDP002 head up 3BM7 QRNational superfreighter through Yanderra. CLP10, G534 and G516 are dead attached behind the two LDP Class, having brought the train down from Brisbane that morning. The two LDP Class were attached in Broadmeadow Yard.
This was the first in-service run of LDP001 and LDP002, the first of a series of nine new locomotives on long term hire to QRNational from Locomotive Demand Power (Downer EDI) to replace the motley collection of older horsepower on their intermodal traffic. The LDP Class (and the 6000 Class GE units) successfully replaced the older members of the CLF, CLP, G and X Class on most mainline QRNational interstate freight.
This is a re-upload of an original. For some reason, Flickr wouldn't display the proper high-res version even replacing the original low-res version, so I've had to upload it as a new photo. So apologies if this seems familiar; it probably is.
a successful salesman always keeps his important documents on the passenger seat.
check out the lith print.
on an outing with sol exposure.
nikon fa
nikkor 50mm f/1.2 ais
ilford hp5+@1600
xtol 1:1, 18 minutes, 20 ℃
30 sec continuous agitation initially, 2 inversions / min
Successful morning walk - pine, palm, and yellow-rumped warblers, tree swallows, bluebirds, redwing blackbirds, great blue heron, and yellow-bellied sapsuckers.
Pine Warbler is a lifer
Swans eat aquatic vegetation, which their long necks equip them to take from the riverbed. They take the molluscs which cling to the vegetation and also eat small fish, frogs and worms.
They will graze big grassy fields, and can survive quite successfully in a field of short-cropped grass. Flocks of Bewick's and whooper swans can be seen in potato fields during the winter, feeding on the potatoes left after harvesting
Among the many successful businesses in Eudunda was Wiesner and Company, timber and hardware merchant. Their impressive warehouse and store still remains in the town.
The Wiesner family started a blacksmith and foundry business in Eudunda in 1884 which eventually employed 50 people. In 1905 they sold that business and opened the iron mongers and furniture store in large two storey premises to which they added. It became the largest hardware and furniture store outside of Adelaide. It sold everything from pianos, china, glassware and silver cutlery to iron, nails, tools and timber and sewing machines.
Johannes Wiesner and his son Adolph ran the business until it was sold in 1951 but they had downsized it in 1945 when they sold part of the warehouse to the Masonic Lodge.
Interestingly Adolph married an English girl Mary Cranston and he became a Methodist and his grandson became a Methodist Minister. [Ref: A Future Unlived]
Eudunda is a quiet town in the Mid North of South Australia.
Notably it is an historic German settlement.
Eudunda came into existence as an important watering hole for cattle and horses which were being overlanded to South Australia from western Queensland in the late 19th century. Their destination was Kapunda, at that time effectively owned by Sir Sidney Kidman.
Eudunda was the birthplace of the educationalist and novelist Colin Thiele who achieved fame with his hugely successful books, Storm Boy, Blue Fin and Sun On The Stubble.
Thiele’s presence is evidenced by the silhouette of one of his characters, ‘Gustav” and his kelpie dog.
Met this nice Austrian guy at Wharariki Beach on two consecutive evenings while on the hunt for some nice sunset shots. Two months later... turns out he's quite a successful and famous landscape photographer in Austria.
The first "successful" shoot with both boys - as in, both dogs are reasonably in focus and mostly in the picture.
The biggest difference between today there being a picture and Thursday there wasn't is that today Henry stayed.
Eventually.
It did take a few tries, which is why everything is shifted a bit to the right - I didn't get Henry back in exactly the same spot and I didn't take the time (and risk Henry moving) to recenter the camera.
Toby is still a work in progress, and is "managed" more than cued.
He knows that he needs to sit to get the Kibbles, but the fact I have a whole 1/4c scoop of Kibbles at hand (instead of just a Kibble or two) seems to be more distraction than he can stand at this point.
Next time I will switch to the training fanny pack (worn forward) and "hide" the Kibbles in there and see if that doesn't help.
Baby steps... or is that Puppy steps?
Henry is being a great Great Uncle, and Toby is as sweet as can be.
FWIW: I think Henry heard a noise in the house, which is why his ears are forward and he's gaze is a bit off - but I'll take it!
Our Daily Challenge - September 8, 2018 - "I'm A Winner"
Toby holding a sit?
Henry holding a stay?
Me getting two dogs in the picture?
Me HAVING two dogs to put in the picture?
The choice is yours!
100x : 75
Stop on by Zachary and Henry's blog: bzdogs.com - The Secret Life of the Suburban Dog
Engineers successfully fired a 2-foot-diameter, subscale solid rocket booster June 1, 2022, at NASA's Marshall Space Flight Center in Huntsville, Alabama. The test, conducted in Marshall’s East Test Area, produced 92,000 pounds of thrust and was done as part of the booster obsolescence and life extension (BOLE) program, providing an upgraded booster design for the evolved configuration of the Space Launch System (SLS) rocket for Artemis IX and beyond. The BOLE booster will be a larger and more powerful solid rocket motor to make the SLS rocket capable of sending heavier payloads to the Moon and beyond.
Image Credit: NASA/Samuel Lott
#MoontoMars #NASAMarshall #nasasls #artemis #NASA #NASAMarshall #MSFC #MarshallSpaceFlightCenter #SpaceLaunchSystem
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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.
-------------------------
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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This spotted feline is indeed a thrill to watch on the savannah plains of East Africa.
Having outpaced a Thompson's Gazelle with speeds close to 100 Km per hour, the Cheetah rests for a while catching it's breath before it starts feeding. It is never at ease close to it's kill, as being the smallest in size it normally looses the prey to Hyena's, Lions and Leopards.
Female Cheetah photographed on a kill in Maasai Mara Game Reserve, Kenya.
Red and white vapor clouds filled the skies over the Marshall Islands as part of NASA’s Equatorial Vortex Experiment (EVEX). The red cloud was formed by the release of lithium vapor and the white tracer clouds were formed by the release of trimethyl aluminum (TMA). These clouds allowed scientists on the ground from various locations in the Marshall Islands to observe the neutral winds in the ionosphere.
Credit: NASA/Jon Grant
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The Equatorial Vortex Experiment (EVEX) was successfully conducted during the early morning hours (eastern time) May 7 from Roi Namur, Republic of the Marshall Islands. A NASA Terrier-Oriole sounding rocket was launched at 3:39 a.m. EDT and was followed by a launch of Terrier-Improved Malemute sounding rocket 90 seconds later. Preliminary indications are that both rockets released their vapor clouds of lithium or trimethyl aluminum, which were observed from various locations in the area, and all science instruments on the rockets worked as planned. More information on EVEX can be found at www.nasa.gov/mission_pages/sounding-rockets/news/evex.html
These were the second and third rockets of four planned for launch during this year’s campaign in the Marshall Islands. The first and fourth rockets are supporting the Metal Oxide Space Cloud experiment (MOSC), which is studying radio frequency propagation.
NASA Goddard Space Flight Center enables NASA’s mission through four scientific endeavors: Earth Science, Heliophysics, Solar System Exploration, and Astrophysics. Goddard plays a leading role in NASA’s accomplishments by contributing compelling scientific knowledge to advance the Agency’s mission.
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...on the food swing.
Western Jackdaws☻ (Corvus monedula) ☻ Dohle
Erfolgreiche Landung ...
... auf der Futterschaukel.
the most successful of my palladium-over-pigment prints from this weekend's workshop -- this process is intriguing, & definitely works better with some images than others!
printed on Arches Platine paper
many thanks to Kerik for an amazing weekend of printing!
Another successful photoshoot with the stunning Jen, we done an extra glam look, i love how it came out!
Boys Will Be Girls, London's Luxurious Dressing Service
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NASA successfully launched a NASA Terrier-Improved Orion suborbital sounding rocket carrying student experiments with the RockOn/RockSat-C programs at 6 a.m., today
More than 200 middle school and university students and instructors participating in Rocket Week at Wallops were on hand to witness the launch.
Through RockOn and RockSat-C students are learning and applying skills required to develop experiments for suborbital rocket flight. In addition, middle school educators through the Wallops Rocket Academy for Teachers (WRATS) are learning about applying rocketry basics in their curriculum.
The payload flew to an altitude of 71.4 miles and descended by parachute into the Atlantic Ocean off the coast of Wallops. Payload recovery is in progress.
The next launch from NASA’s Wallops Flight Facility is a Black Brant IX suborbital sounding rocket currently scheduled between 6 and 10 a.m., July 7.
For more information on NASA’s Wallops Flight Facility, visit: www.nasa.gov/wallops
NASA Goddard Space Flight Center enables NASA’s mission through four scientific endeavors: Earth Science, Heliophysics, Solar System Exploration, and Astrophysics. Goddard plays a leading role in NASA’s accomplishments by contributing compelling scientific knowledge to advance the Agency’s mission.
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This successful mother Cheetah had managed to bring down a small Thompson's Gazelle early in the morning. Having dragged the carcass into the long grass, the two cubs got busy eating whilst Mamma sat on a grass mound scanning the surroundings on the lookout for any approaching danger as a Lion pride was resting not very far.
Photographed in the Ndutu Plains of the Ngorongoro Conservation Area, Tanzania.
I am floating on air as i have today obtained the next level at the Royal Photographic society for this panel&can now use the letters ARPS after my name. In order to get this level the RPS say that they must be "images of 'exceptional standard' This is a significant step up from the LRPS. At this stage a creative ability and a personal style (what makes your work unique to you), along with complete control of the technical aspects of photography must be evident."
Photo of the Painted Hills captured via Minolta MD Zoom Rokkor-X 24-50mm F/4 lens and the bracketing method of photography. Near the Observation Point. John Day Fossil Beds National Monument: Painted Hills Section (managed by the National Park Services). John Day/Clarno Uplands Area. Blue Mountains Region. Wheeler County, Oregon. Early April 2017.
Exposure Time: 1/320 sec. * ISO Speed: ISO-100 * Aperture: F/8 * Bracketing: +1 / -1
a week or so ago I posted The female humming bird incubating some eggs on this nest.... Looks like a success. I would have loved to see mom feeding the babies but I didn't want to hang around too much.
Looks like the calf has already learned how to feed itself. Photographed in The Okavango, Botswana. More at "Colin Pacitti Wildlife Photography & Fishing Travels" - www.colin-pacitti.com.
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In September, I went on an adventure to climb Mount Kilimanjaro. It's something that I've been planning for a while, and I finally got around to it. I was successful and over the next few weeks I'll slowly be sharing the photos from the trip (in Chronological order). It was definitely a long way to get there, first stop was a layover in London!
After a successful launch on Feb. 15, six NASA science instruments and technology demonstrations continue their journey to the Moon aboard Intuitive Machines’ lander named Odysseus. The company confirmed communications contact with its mission operations control in Houston, and its lander continues to perform as expected.
Known as IM-1, Intuitive Machines successfully transmitted its first images back to Earth on Feb. 16. These were captured shortly after separation from SpaceX’s second stage, on Intuitive Machines’ first journey to the Moon as part of the agency’s Commercial Lunar Payload Services initiative and Artemis campaign.
All powered NASA science instruments on board the Intuitive Machines Odysseus lander have completed their transit checkouts, received data, and are operating as expected, including LN-1 (Lunar Node 1). LN-1 has made three successful passes with NASA’s Deep Space Network, establishing real-time communications with ground stations on Earth. The anticipated landing time is now 4:24 p.m. EST on Thursday, Feb. 22.
This image is a view of Earth captured by a 186-degree wide field of view camera aboard Intuitive Machines’ Nova-C lunar. The start of this image sequence occurred 100 seconds after separation and lasts for two hours.
Credit: Intuitive Machines
#NASAMarshall #NASA #NASA #moon #CLPS #CommercialLunarPayloadServices #Lander #RoboticLander
Read more about NASA’s CLPS (Commercial Lunar Payload Services)
Great egrets have black legs while white-phase great blue herons have much lighter legs. Herons also have slightly heavier beaks and “shaggier” feathers on their breast.
According to the Cornell University AllAboutBirds website more “than 95 percent of the Great Egrets in North America were killed for their plumes in the late nineteenth and early twentieth centuries.” That makes it a bit difficult to know exactly what the original populations were like and where they were distributed.
According to the Environment Canada website “counts in the Great Lakes have greatly increased since the 1970s, and the discovery of new colonies in southern Canada may reflect an ongoing northward expansion of the breeding range.”
Having made a successful preview day outside the impressive York Minster. Two of the new Coastliner 'Yorkshire's Amazing Day Out' buses were given a very positive public approval on Thursday December 8th 2016.
On Saturday December 10th,3632 was taken around Kirby Misperton and Goathland for clearance and turning evaluation. The bus returned back to Malton, with Yorkbus twitter feed announcing that one bus would make its first journey on Monday December 12th. During Sunday Dec 11th, Yorkbus gave details that the first bus would be doing the 06:14 Malton to Leeds, the 08:45 Leeds to Scarborough and the 12:00 Scarborough to Leeds and the 15:00 Leeds to Thornton-Le-Dale services.
In some parts the fog lingered for most of the morning. Here 3632 turns out of Woodlands Avenue into Stutton Road, before heading to York.