Sealing cracks in roadways ensures a road’s structural integrity and extends the time between major repaving projects, but conventional manual crack sealing operations expose workers to dangerous traffic and cover a limited amount of roadway each day.
To address these challenges, the Georgia Tech Research Institute (GTRI) developed a prototype automated pavement crack detection and sealing system with funding from the Georgia Department of Transportation. In road tests, the system was able to detect cracks smaller than one-eighth-inch wide and efficiently fill cracks from a vehicle moving at a speed of three miles per hour.
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Showing posts with label school. Show all posts
Showing posts with label school. Show all posts
Tuesday, June 19, 2012
Saturday, April 21, 2012
Saturday, January 28, 2012
H.S. Valedictorian Slams Public Education
Full text of the beginning of the speech:
There is a story of a young, but earnest Zen student who approached his teacher, and asked the Master, "If I work very hard and diligently, how long will it take for me to find Zen? The Master thought about this, then replied, "Ten years." The student then said, "But what if I work very, very hard and really apply myself to learn fast - How long then?" Replied the Master, "Well, twenty years." "But, if I really, really work at it, how long then?" asked the student. "Thirty years," replied the Master. "But, I do not understand," said the disappointed student. "At each time that I say I will work harder, you say it will take me longer. Why do you say that?" Replied the Master, "When you have one eye on the goal, you only have one eye on the path."
Friday, October 21, 2011
Crossing the student debt point of no return
For-profit colleges have default rates now rivaling subprime mortgage debt. $1 trillion in student loan debt on the horizon while college graduate wages fall for the decade.
Monday, September 19, 2011
5 Things Our Kids Won't Have In School
If you went to a school classroom 200 years ago, you'd see something remarkably similar to what we have today: A teacher talking to rows of kids sitting at little desks, each pretending to follow along in a textbook. Maybe the blackboard has been replaced with a whiteboard or a PowerPoint, but those basics haven't changed in generations.
But they're about to. Some of the most iconic staples of school life are about to disappear forever. Things like...
But they're about to. Some of the most iconic staples of school life are about to disappear forever. Things like...
Sunday, February 27, 2011
Wednesday, January 19, 2011
Saturday, August 28, 2010
Friday, May 1, 2009
The Franklin School: Conspiracy to Corrupt
Western civilization at the present day is passing through a crisis which is essentially different from anything that has been previously experienced. Other societies in the past have changed their social institutions or their religious beliefs under the influence of external forces or the slow development of internal growth. But none, like our own, has ever consciously faced the prospect of a fundamental alteration of the beliefs and institutions on which the whole fabric of social life rests ... Civilization is being uprooted from its foundations in nature and tradition and is being reconstituted in a new organisation which is as artificial and mechanical as a modern factory.
Christopher Dawson. Enquiries into Religion and Culture, p. 259.
Basically, the Frankfurt School believed that as long as an individual had the belief - or even the hope of belief - that his divine gift of reason could solve the problems facing society, then that society would never reach the state of hopelessness and alienation that they considered necessary to provoke socialist revolution. Their task, therefore, was as swiftly as possible to undermine the Judaeo-Christian legacy. To do this they called for the most negative destructive criticism possible of every sphere of life which would be designed to de-stabilize society and bring down what they saw as the ‘oppressive’ order. Their policies, they hoped, would spread like a virus—‘continuing the work of the Western Marxists by other means’ as one of their members noted.
To further the advance of their ‘quiet’ cultural revolution - but giving us no ideas about their plans for the future - the School recommended (among other things):
1. The creation of racism offences.
2. Continual change to create confusion
3. The teaching of sex and homosexuality to children
4. The undermining of schools’ and teachers’ authority
5. Huge immigration to destroy identity.
6. The promotion of excessive drinking
7. Emptying of churches
8. An unreliable legal system with bias against victims of crime
9. Dependency on the state or state benefits
10. Control and dumbing down of media
11. Encouraging the breakdown of the family
One of the main ideas of the Frankfurt School was to exploit Freud’s idea of ‘pansexualism’ - the search for pleasure, the exploitation of the differences between the sexes, the overthrowing of traditional relationships between men and women. To further their aims they would:
• attack the authority of the father, deny the specific roles of father and mother, and wrest away from families their rights as primary educators of their children.
• abolish differences in the education of boys and girls
• abolish all forms of male dominance - hence the presence of women in the armed forces
• declare women to be an ‘oppressed class’ and men as ‘oppressors’
Munzenberg summed up the Frankfurt School’s long-term operation thus: ‘We will make the West so corrupt that it stinks.'
The School believed there were two types of revolution: (a) political and (b) cultural. Cultural revolution demolishes from within. ‘Modern forms of subjection are marked by mildness’. They saw it as a long-term project and kept their sights clearly focused on the family, education, media, sex and popular culture.
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Christopher Dawson. Enquiries into Religion and Culture, p. 259.
Basically, the Frankfurt School believed that as long as an individual had the belief - or even the hope of belief - that his divine gift of reason could solve the problems facing society, then that society would never reach the state of hopelessness and alienation that they considered necessary to provoke socialist revolution. Their task, therefore, was as swiftly as possible to undermine the Judaeo-Christian legacy. To do this they called for the most negative destructive criticism possible of every sphere of life which would be designed to de-stabilize society and bring down what they saw as the ‘oppressive’ order. Their policies, they hoped, would spread like a virus—‘continuing the work of the Western Marxists by other means’ as one of their members noted.
To further the advance of their ‘quiet’ cultural revolution - but giving us no ideas about their plans for the future - the School recommended (among other things):
1. The creation of racism offences.
2. Continual change to create confusion
3. The teaching of sex and homosexuality to children
4. The undermining of schools’ and teachers’ authority
5. Huge immigration to destroy identity.
6. The promotion of excessive drinking
7. Emptying of churches
8. An unreliable legal system with bias against victims of crime
9. Dependency on the state or state benefits
10. Control and dumbing down of media
11. Encouraging the breakdown of the family
One of the main ideas of the Frankfurt School was to exploit Freud’s idea of ‘pansexualism’ - the search for pleasure, the exploitation of the differences between the sexes, the overthrowing of traditional relationships between men and women. To further their aims they would:
• attack the authority of the father, deny the specific roles of father and mother, and wrest away from families their rights as primary educators of their children.
• abolish differences in the education of boys and girls
• abolish all forms of male dominance - hence the presence of women in the armed forces
• declare women to be an ‘oppressed class’ and men as ‘oppressors’
Munzenberg summed up the Frankfurt School’s long-term operation thus: ‘We will make the West so corrupt that it stinks.'
The School believed there were two types of revolution: (a) political and (b) cultural. Cultural revolution demolishes from within. ‘Modern forms of subjection are marked by mildness’. They saw it as a long-term project and kept their sights clearly focused on the family, education, media, sex and popular culture.
Read more...
Columbine Rooftop Sniper Footage
Posted by ZoloftBusted on Thu, 04/30/2009 - 5:25pm
Quoted from the 2000 Jefferson County Sheriff’s Report:
“Denver Police Department put out a call to respond to Columbine about 11:30 a.m. and members of its team also went with the first ad hoc SWAT group advancing on the school. Many of its members, armed with AR-15 rifles, provided suppression fire [but there are NO ballistics reports documenting where the bullets they fired ended up! Also, how do you lay down "suppression fire" when you've got two shooters mixed up with hundreds of innocent students and teachers inside a large building?] during attempts to rescue...."
http://columbinefamilyrequest.org/?page_id=500
Quoted from the 2000 Jefferson County Sheriff’s Report:
“Denver Police Department put out a call to respond to Columbine about 11:30 a.m. and members of its team also went with the first ad hoc SWAT group advancing on the school. Many of its members, armed with AR-15 rifles, provided suppression fire [but there are NO ballistics reports documenting where the bullets they fired ended up! Also, how do you lay down "suppression fire" when you've got two shooters mixed up with hundreds of innocent students and teachers inside a large building?] during attempts to rescue...."
http://columbinefamilyrequest.org/?page_id=500
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