st michael's hospital; pedestrian bridge between the new research and education building (north) and the old patient care building (south)
Li Ka Shing Knowledge Institute; International Centre for Healthcare Education & Research;
Doors Open Toronto 2011
Arizona State University
Arizona State University, during a very hot summer day, from the balcony of Old Main looking north. Vivitar Ultra Wide and Slim with Kodak Elitechrome EBX 100 (no xpro) (Explore).
and some cows...
As the sun sets on 2009, what will you do to improve in 2010?
Research shows that real mastery of any skill requires 10,000 hours of practice. I figure I spent about 1500 hours doing photography between ages 15-47, and have spent about 1500 hours on it in the last 28 months. It’ll take me another ten years do get my photography Ph.D., and that’s only if I continue to push myself.
Did your photography improve from 2008 to 2009? Why or why not? What are you going to do to improve in 2010?
This year I did a lot of studying of famous photographers to learn composition, and I think I got a lot better at doing intense photography road trips. I had fun with Ilford 3200 film, and learned how to do portraits. I don’t think the shots I posted to Flickr were any better in 2009 than 2008; but I took a lot more photos this year (most of which never get posted to Flickr) that I personally like.
Time to plan for 2010…
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Since every effort in our educational life seems to be directed toward making of the child a being foreign to itself, it must of necessity produce individuals foreign to one another, and in everlasting antagonism with each other.
Most owners of small businesses openly state that they believe in the value of skills and operational training. However, they also admit that they themselves undertake very little training, or offer only limited training to their employees, because of time restraints.
Out of my general world-pattern-trend studies there now comes strong evidence that nothing is going to be quite so surprising and abrupt in the future history of man as the forward evolution in the educational process.
Education ought everywhere to be religious education. Parents are bound to employ no instructors who will instruct their children religiously. To commit children to the care of irreligious persons is to commit lambs to the superintendency of wolves.
Philosophy, astronomy, and politics were marked at zero, I remember. Botany variable, geology profound as regards the mud stains from any region within fifty miles of town, chemistry eccentric, anatomy unsystematic, sensational literature and crime records unique, violin player, boxer, swordsman, lawyer, and self-poisoner by cocaine and tobacco.
It is no small mischief to a boy, that many of the best years of his life should be devoted to the learning of what can never be of any real use to any human being. His mind is necessarily rendered frivolous and superficial by the long habit of attaching importance to words instead of things; to sound instead of sense.
Education must have two foundations --morality as a support for virtue, prudence as a defense for self against the vices of others. By letting the balance incline to the side of morality, you only make dupes or martyrs; by letting it incline to the other, you make calculating egoists.
In my early life, and probably even today, it is not sufficiently understood that a child's education should include at least a rudimentary grasp of religion, sex, and money. Without a basic knowledge of these three primary facts in a normal human being's life --subjects which stir the emotions, create events and opportunities, and if they do not wholly decide must greatly influence an individual's personality --no human being's education can have a safe foundation.
One had to cram all this stuff into one's mind for the examinations, whether one liked it or not. This coercion had such a deterring effect on me that, after I had passed the final examination, I found the consideration of any scientific problems distasteful to me for an entire year.