View allAll Photos Tagged values
View large.
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.
###
Some of my old medals I got while living in Europe with Father and his wife. The medals are for participating in VolksMarches that benefit the European Red Cross which is a 5K / 10K march/hike. The hikes were usually in the beautiful Bavarian Mountains and Alps. The title of this photo "values instilled.." reflects the value traits father instilled within me at a young age; to get involved in events that benefit our community. Must have worked, I still do community events to this day, that are similar, as in my 5K / 10K Benefit Runs that support several charities. My Father and his Wife would do the hikes with me, or my Nanny with wonderful lasting memories.
Name: Thomas Strong
Arrested for: not given
Arrested at: North Shields Police Station
Arrested on: 1 June 1906
Tyne and Wear Archives ref: DX1388-1-89-Thomas Strong
The Shields Daily News for 1 June 1906 reports:
“A SMART OFFICER. THEFT AT CHIRTON.
At North Shields Police Court today, Thos. Strong, miner, Chirton, was charged with having stolen from Mr Sisterton’s market garden at Chirton on the 26th ult. a quantity of rhubarb, value 1s, and further with having committed a similar theft this morning.
PC R. Askew stated that on the 26th ult., in consequence of a complaint received from Mr Sisterton, he went to the market garden kept by that gentleman. He examined some footprints in the garden and traced them to the fence, where he found a quantity of rhubarb leaves and a miner’s token bearing the number ‘34’. This morning at 4.20 witness was concealed in the garden and he saw the prisoner climb over the fence, go to the rhubarb bed and cut a bunch. Witness then came out of his place of concealment, and after a chase, caught the accused.
Upon searching him at the police station he found in his possession a number of tokens bearing the same number as the one he found in the garden on the 26th. He charged him with the theft on that date and he replied “Well, I will have to take the weight of it”. Mr Sisterton having given evidence as to the value of the stolen rhubarb, the accused, who had nothing to say, was fined 5s and costs on each charge, and ordered to pay 1s 3d, the value of the rhubarb”.
These images are a selection from an album of photographs of prisoners brought before the North Shields Police Court between 1902 and 1916 in the collection of Tyne & Wear Archives (TWA ref DX1388/1).
(Copyright) We're happy for you to share this digital image within the spirit of The Commons. Please cite 'Tyne & Wear Archives & Museums' when reusing. Certain restrictions on high quality reproductions and commercial use of the original physical version apply though; if you're unsure please email archives@twmuseums.org.uk.
A bouquet of roses is an example color, it's more of red, pink, and purple color.
The mixed orange and blue sky is a good example of value because of how it makes the tree a shadow, and the way it makes us feel in awestruck.
The metal shows a rough, bumpy texture.
The Hamar people of Ethiopia are a unique and distinct community located in the Omo Valley. They are known for their rich cultural heritage, deep connection to their land, and unique traditions. The Hamar language, a South Omotic language, is spoken by the community, although it is not widely taught or used in government institutions. The Hamar people primarily engage in livestock herding and farming, and they have a strong tradition of communal land ownership. Their cultural practices, such as the bull jumping ceremony and the Evangadi night dance, reflect their deep-rooted values and community bonds. The Hamar tribe's vibrant culture and traditions offer a fascinating glimpse into the lives of one of Africa's most unusual societies.
Canon 7D
LensEF600mm f/4L IS II USM
Tv( Shutter Speed ) 1/2500
Av( Aperture Value ) 4
ISO Speed 500
Flash On
الهدهد
يتغذى على الحشرات ويشاهد أفراداً في المناطق الزراعية، وهو من أصدقاء الفلاحين فهو ينظف الأرض من الديدان واليرقات والآفات. يعد وجوده ومشاهدته علامة على نقاء البيئة من المبيدات الحشرية .
يعيش في المناطق الجنوبية والوسطى من آسيا وأوروبا ويتواجد في إفريقيا بشكل كبير، ويعيش في التضاريس وكروم العنب والمروج وبالذات مروج السافانا وفى الأشجار المتفرقة .
وهو غير مستقر في مكان واحد، بل هو دائم التنقل والترحال من مكان لآخر بحثا عن الغذاء .
يسكن هذا الطائر في جحور الأشجار أو الجحور الصخرية الضيقة وحتى في المباني القديمة.
وتجلس الأنثى 12-15 يوماً على بيضها كفترة حضانة حتى تفقس. الذكر يطعم الأنثى أثناء فترة الحضانة ويطعم الصغار بعد الفقس. وعادة ما يحتضن صغيرين كل عام بحيث يغادرون العش بعد 26-32 يوماً من التفقيس،
وله قابلية عجيبة في طلب الماء والكشف عن تواجده تحت الأرض. يتميز بسرعته الفائقة في الطيران والعدو، ومن صفاته المميزة أيضاً أنه يتمكن أن يبعد أي حيوان ضار أو مفترس عن عشه وصغاره عن طريق رش رذاذ أسود زيتي برائحة كريهة من غدة بقاعدة الذيل تبعد أي متطفل، بل وحتى الصغار يستطيعون ذلك إن أحسوا بالخطر.
طوله حوالي 31 سم وألوانه تختلف حسب المناطق ويعمل على نفخ ريش رقبته عند المناداة. وعند الخطر يومض برأسه. كما يأكل الحيوانات الصغيرة كالسحالي والعضايا. وقد يأكل بمفرده أو مع زوجه خلال فترة تربية الصغار خصوصاً في فترات الربيع والصيف، وبقية الأوقات قد يتغذى بشكل جماعي .
Valued as an ingredient of sauces for hundreds of years.
1550s It is commonly used both in England and Germany to put in sauces in the springe of the yeare wherefore the Englis-man call it sauce alone and ye Germanes Sauszkraut.
“Science will never be able to reduce the value of a sunset to arithmetic. Nor can it reduce friendship or statesmanship to a formula.”
~Dr. Louis Orr
***
Hello guys,
another photo from that lovely evening outing with Nadly Aizat, Aris, Danial, Da' Synthetic Heart. This shot was earlier than my previous upload HERE. The warm evening light just shine through out this landscape and give this warm calm feeling. Shot this moment in several exposure and later on post processed it at CS5 hoping to at least recaptured back that feeling.
Hope you guys can feel it too. Enjoy the view my friends ^_^
***
View it LARGE
3Exp| DRI| f9 | 1/40,1/80, 1/200| CS5
...........................................................................
Interested with my images?
Contact me via : BiysBugs@Gmail.Com
All rights reserved.Copyright © Syibli
All images are exclusive property and should not be copied, downloaded or any other use without expressed, written permission of the photographer.
...........................................................................
Follow Me:
After probably over half an hour of trying to get a good photo of Little on the sheep skin.. Kisa came in the room, I picked her up, placed her here.. and he posed nicely for me. Little was trying to climb everything, attack the fur and climb my makeshift backdrop :P Next time I will have to play with her using the laser pointer for half an hour before I try to set up :P Silly cats!
Also I got another Value Village bargain. Usually a sheep skin like this would go for around $80 but I came across it accidentally for $6.99! I feel like it was meant to be as I was looking for a basket but the aisle was full of ladies with shopping carts so I went to the next aisle, there it was! Hard to miss. Kisa really likes it. She looks like a little angel here.
Located near the Port Noarlunga jetty, the Core Values Totem Poles were installed in April, 2013 and created by artist Terry Beaston.
I've always wanted to come chase these fall Aspen colors and realized the second I first saw them, that I'd be in for a challenge when it came time to share them. The color and vibrancy of these look fake when you're standing in front of them, so of course will look so when digitally presented as well. So... here's my best crack at portraying these beauties in what I think is pretty realistic tonal value.
tried out a virtual photoshoot with a model half way around the world. Ilford delta 3200, Canon EOS 1n.
Image ©Philip Krayna, BoxxCarr, all rights reserved. This image is not in the public domain. Please contact me for permission to download, license, reproduce, or otherwise use this image, or to just say "hello". I value your input and comments. See more at www.boxxcarr.com.
2000 Vauxhall Astra DTI Envoy van in the livery of Pukka Paws, Swavesey.
Last (extended) MoT test expired in November 2020 (SORN).
You're life has value. Don't let anyone ever tell you differently. Don't ever let anyone take your dreams away from you. Chase them because if you want something bad enough, you will get it. Don't let something like money decide what you're going to do for the rest of your life. That's just an ideology of what our society thinks creates happiness today. Do what you want to do because in the end your happiness will measure how successful your life has been.
"Reclaim your mind and get it out of the hands of the cultural engineers who want to turn you into a half-baked moron consuming all this trash that's being manufactured out of the bones of a dying world."
___________________
PLEASE, follow me on:
Amber Johnson, Corporate Relations Advisor, Center for Values-Driven Leadership at Benedictine University
Kathy Hannan, National Managing Partner, Diversity and Corporate Responsibility, KPMG, LLP
I've had these laying around for 4 years and have never really use them. What sort of value do they have now?
Cinzia Scaffidi, Vice President of Slow Food Italy, indicates biodiversity as a value capable of becoming art, which Koen Vanmechelen – conceptual artist who in his works has always being dealing with the themes of diversity and bio- and cultural identity – has developed in the Life Bank Project.
In the setting that once hosted the Bank of Venice, in Palazzo Franchetti, today the seat of the Istituto Veneto di Scienze, Lettere e Arti, the artist Koen Vanmechelen positioned, as opening gate of an evocative gothic garden, two big black bronze hands, one male and one female, symbolic guardians of two extremely delicate sculptures made of Murano glass, representing a little chick and a heap of scattered seeds. Between the antique wooden furniture, a new bank has taken on a life of its own, substituting currency with the real patrimony of our civilization: the seed!
Over 500 seeds establishing the “Bank of Life” – ancient seeds that have been lost, forgotten, collected and conserved by “resilient” farmers and specialized research centers – have been selected for the project to represent the genetic heritage of our culture and our millenary history.
The selection was curated by Piergiorgio Defilippi, founder of the bio-social Farm “Il Rosmarino”, Marcon (Venice), starting from a cereal that is the symbol of the evolution of our civilization: the Einkorn Wheat, whose history dates back to the Neolithic and traces the transition from the nomadic hunting to the stancial and rural settlement. The seeds catalogue followed the development of the typically mediterranean diet, with the choice of varieties, even for the most common ones, that have not been artificially hybridized but which represent the natural path of evolution. For this precise reason, with respect of the spirit of Slow Food “Terra Madre”, the locating of the seeds has been exclusively conducted through the direct contact with farmers, associations of safeguard and research centres spread all over the world.
The interaction with the public and the multi-sensoriality express themselves through a symbolic seeding which tracks back to the thought of the Japanese botanist and philosopher Masanobu Fukuoka (1913-2008) pioneer of the natural or “Do Nothing” agriculture and author of the now legendary essay “The One-Straw Revolution”.
Weather dull as usual so capturing reflections of the sea,looks like a wee funny face with red lipstick ?
Old Royal Naval College - Painted Hall
The Old Royal Naval College is the architectural centrepiece of Maritime Greenwich, a World Heritage Site in Greenwich, London, described by the United Nations Educational, Scientific and Cultural Organisation (UNESCO) as being of "outstanding universal value" and reckoned to be the "finest and most dramatically sited architectural and landscape ensemble in the British Isles". The site is managed by the Greenwich Foundation for the Old Royal Naval College, set up in July 1998 as a registered charity to "look after these magnificent buildings and their grounds for the benefit of the nation". The grounds and some of its buildings are open to visitors. The buildings were originally constructed to serve as the Royal Hospital for Seamen at Greenwich, now generally known as Greenwich Hospital, which was designed by Christopher Wren, and built between 1696 and 1712. The hospital closed in 1869. Between 1873 and 1998 it was the Royal Naval College, Greenwich.
Origins of the site
This was originally the site of Bella Court, built by Humphrey, Duke of Gloucester, and subsequently renamed Palace of Placentia by Margaret of Anjou upon its confiscation. Rebuilt by Henry VII, it was thenceforth more commonly known as Greenwich Palace. As such, it was the birthplace of Tudor monarchs Henry VIII, Mary I, and Elizabeth I, and reputedly the favourite palace of Henry VIII. The palace fell into disrepair during the English Civil War. With the exception of the incomplete John Webb building, the palace was finally demolished in 1694.
Greenwich Hospital
In 1692 the Royal Hospital for Seamen at Greenwich was created on the site on the instructions of Mary II, who had been inspired by the sight of wounded sailors returning from the Battle of La Hogue. Architectural highlights included the Chapel and the Painted Hall. The Painted Hall was painted between 1707 and 1726 by Sir James Thornhill. The hospital closed in 1869 and the remains of thousands of sailors and officers were removed from the hospital site in 1875 and reinterred in East Greenwich Pleasaunce or "Pleasaunce Park".
Royal Naval College, Greenwich
In 1873, four years after the hospital closed, the buildings were converted to a training establishment for the Royal Navy. The Royal Navy finally left the College in 1998 when the site passed into the hands of the Greenwich Foundation for the Old Royal Naval College.
Greenwich Foundation for the Old Royal Naval College
Since 1998, the site has had new life breathed into it through a mix of new uses and activities and a revival of the historic old site under the management and control of the Greenwich Foundation. The buildings are Grade I listed. In 1999 some parts of Queen Mary and King William, and the whole of Queen Anne and the Dreadnought Building were leased for 150 years by the University of Greenwich. In 2000 Trinity College of Music leased the major part of King Charles. This created a unique new educational and cultural mix.
In 2002 the Foundation realised its aim of opening up the whole site to visitors. It opened the Painted Hall, the Chapel and the grounds and a Visitor Centre to the public daily, free of charge, with guided tours available. The Old Royal Naval College became open to students and visitors of all ages and nationalities accompanied often by music wafting from Trinity College. As Nathaniel Hawthorne wrote in 1863, "the people are sooner or later the legitimate inheritors of whatever beauty kings and queens create".
In 2005, the room where Nelson's coffin was held prior to his being laid-in-state was opened as the Nelson Room. The little side room contains a statue of Nelson replicating the one in Trafalgar Square, memorabilia, paintings and information. It can be seen on one of the guided tours that also include a visit to the undercrofts, the old skittle alley and crypt. A service is held in the chapel every Sunday at 11 am which is open to all. Public concerts are regularly held here and a wide variety of business and cultural events are held in the Painted Hall. The area is used by visitors, students, local people and film crews in a traffic-free environment that provides a variety of coffee shops, bars and restaurants, all incorporated within the old buildings, as part of a unique "ancient and modern" blend that support 21st century life in Greenwich.
The Old Royal Naval College and the "Maritime Greenwich" World Heritage site are becoming focal points for a wide range of business and community activities. Trinity College of Music provide a wide range of musicians and ensembles on a subsidised commercial basis to play at events throughout East London and beyond, part of their business and community “out-reach” policy encouraged and part-funded by the Higher Education Funding Council.
The site is regularly used for filming television programmes, television advertisements, and feature films. Productions have included Patriot Games, where an attack on a fictional royal family member, Lord Holmes, was filmed, as well as Shanghai Knights, and a 2006 television advertisement campaign for the British food and clothing retailer Marks & Spencer. Other films include Four Weddings and a Funeral, The Madness of King George, The Mummy Returns, The Avengers (1998) and Lara Croft: Tomb Raider (2001).
More recent filming has included BBC television's spy-drama Spooks and the dramatisation of Little Dorrit, David Cronenberg's film Eastern Promises, the film adaptation of Philip Pullman's novel Northern Lights and The Wolf Man (2009). The grounds were used extensively during the filming of 2006's Amazing Grace, and 2011's Sherlock Holmes: A Game of Shadows, Now You See Me 2 and Pirates of the Caribbean: On Stranger Tides. Scenes were shot at the grounds for The King's Speech, where the site doubled for Buckingham Palace, and The Dark Knight Rises, where it doubled for a cafe in the film's final scenes. In April 2012 the site was used for the iconic barricade scenes in the film adaption of the musical Les Miserables. In October 2012 the college was used for filming Thor: The Dark World. In October 2013 the college was used as a set for The Man from U.N.C.L.E.. Also Guy Richie's 2005 film Revolver filmed a scene there.
Painted Hall project
In 2014 the Old Royal Naval College announced that it was embarking on the next stage of its ambitious plans to restore the Painted Hall. Over three years 3,700 m2 of Thornhill’s masterpiece was to be conserved. The conservation project focused on the Lower Hall (the Upper Hall having been conserved in 2013). The project included a unique series of public 'ceiling tours' allowing members of the public to get up close to the painted ceiling and see conservators at work. In March 2019, the hall reopened to the public, the project winning awards.
(Wikipedia)
Das (Old) Royal Naval College in Greenwich zählt zu den bedeutendsten Barockbauwerken in England und gehört seit 1997 zum UNESCO-Welterbe.
Geschichte
Nach der Stuart-Restauration plante Karl II. in Greenwich den Bau eines neuen königlichen Palastes anstelle des alten Palace of Placentia. Bis 1669 wurden jedoch nur der königliche Park angelegt und ein von John Webb entworfener Seitenflügel fertiggestellt, bevor der Bau aus finanziellen Gründen eingestellt wurde. Erst unter Wilhelm III. wurden die Baupläne wieder aufgegriffen. Da die Lage für die Gesundheit des an Asthma leidenden Königs nicht zuträglich war, entschlossen sich der König und Königin Maria unter dem Eindruck des englischen Seesiegs bei La Hougue und nach dem Vorbild des Hôtel des Invalides in Paris und des kurz vorher fertiggestellten Royal Hospital in Chelsea, anstelle eines Palastes ein Marinehospital für alte und verwundete Seeleute zu bauen. Die Entwürfe für das Royal Hospital for Seamen at Greenwich, gewöhnlich nur Greenwich Hospital genannt, lieferten Christopher Wren und sein Assistent Nicholas Hawksmoor ohne Bezahlung. Die Bauzeit an dem Komplex erstreckte sich über mehr als 30 Jahre, neben Wren und Hawksmoor arbeiteten die Architekten Campbell, Vanbrugh und Ripley an der Anlage. Die Kapelle wurde erst 1752 vollendet, doch die ersten Pensionäre zogen bereits 1705 ein. Gegen Ende des 18. Jahrhunderts lebten etwa 2000 Pensionäre in der Anlage.
In der Painted Hall, dem Speisesaal des Hospitals, lag 1805 der Leichnam Nelsons aufgebahrt. Vom Hospital wurde der Leichnam in einer offenen Staatsbarkasse, von einer prachtvollen Schiffsprozession begleitet, zur Grabstätte in die St Paul’s Cathedral überführt. Wegen Misswirtschaft und Korruption zogen im 19. Jahrhundert viele Pensionäre fort, 1869 wurde das Hospital geschlossen. Von 1873 bis 1998 dienten die Gebäude als Royal Naval College, das aus Portsmouth hierher verlegt wurde. Heute dienen die Gebäude der Universität Greenwich, im King Charles Court befindet sich das Trinity College of Music. Die Painted Hall und die Kapelle sind zu besichtigen, im nordwestlichen Gebäude ist ein Besucherzentrum. Seit 1997 gehören die Gebäude als Teil von Maritime Greenwich zum Weltkulturerbe der UNESCO.
Anlage
Beim Entwurf der Anlage bestand Königin Maria darauf, dass entgegen dem ursprünglichen Entwurf von John Webb das rückwärtig gelegene Queen’s House sichtbar bleiben und dieses in die zentrale Blickachse mit eingezogen werden müsse. Wren entschied sich, vier symmetrisch zur Mittelachse orientierte Bauten zu errichten, die jeweils einen Innenhof umschließen. Dabei bezog er den bis 1669 als Seitenflügel des neuen Königspalastes errichteten Bau mit ein. Diesem King Charles Court genannten Bau gegenüber entstand bis 1729 der Queen Anne Court. Die beiden rückwärtigen Bauten werden als King William Court und Queen Mary Court bezeichnet. Die perspektivisch eingerückten Zwillingsbauten setzen mit ihren Kuppeln optische Akzente und geben den Blick auf das Queen’s House frei.
In dem westlich gelegenen King William Court befindet sich die Painted Hall, die ursprünglich als Speisesaal der Pensionäre geplant war. Der Saal besteht mit Vestibül, Lower und Upper Hall aus drei verschiedenen Ebenen und gilt mit seiner Wand- und Deckenbemalung als Höhepunkt der englischen Barockmalerei. Die Malereien stammen von James Thornhill, der allein an dem Deckengemälde Der Triumph der protestantischen Thronfolge 20 Jahre lang gearbeitet hat.
Das Gegenstück zur Painted Hall ist die Kapelle im Queen Mary Court. Nach einem Entwurf von Wren wurde sie erst 1752 von Thomas Ripley fertiggestellt. Nachdem sie 1772 ausgebrannt war, wurde sie bis 1779 von James „Athenian“ Stuart neu gestaltet. Der klassizistisch ausgestattete Raum ist für seine gute Akustik bekannt.
(Wikipedia)
Clay, NY. March 2016.
------------------------------------------------------------------------------------------
If you would like to use THIS picture in any sort of media elsewhere (such as newspaper or article), please send me a Flickrmail or send me an email at natehenderson6@gmail.com
