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Information & Communication Technology Classroom in a Book (Part 1)
- ICT Supplementary Text Book for G. C. E. (O/L) Grade 10 Syllabus.
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Only in the recent past, ICT has been introduced to the national school syllabus by the National Institute of Education (NIE) as a technical subject to be offered at the G.C.E.(O/L).
Already ICT has become an important part in our everyday life, & ICT has become a very popular subject among grade 10 & 11 students at school level too.
ICT is a subject that has no geographical boundaries therefore we will have to use the international language as the foundation.
Majority of students who follow this subject in English medium have a better opportunity in seeking employment.
Although there are many books for ICT in different languages, only a handful cater to the NIE, ICT syllabus & they are not written in English medium.
Considering the above matters, I was inspired into writing such a book fulfilling the need. ICT Classroom in a book is my maiden endeavour.
This book is written in simple English for the Information & Communication Technology, technical subject based on the National Institute of Education, School Syllabus for G.C.E (O/L) & Grade 10 & 11 students.
First Edition - September 2008 - ISBN 978 - 955 - 661 - 210 - 3
Second Edition - September 2010 - ISBN 978 - 955 - 661 - 417 - 6
The book contains, 222+27 pages (SDLC Acronyms & Glossary Incorporated) & it is available at island wide leading book shops for the price of LKR 390/-.
You can follow the books from beginning to end or do only the lessons that correspond to your interests & needs.
If you are a :
* Student in Grade 10 & 11, these books will serve you as a textbook
* School Teacher, these books will be effective as a teachers instruction manual (TIM).
* Person interested in Information Technology, these books will provide the basics background knowledge.
I firmly believe that these books will facilitate you to learn ICT easily develop the ICT knowledge.
Chandana De Silva
IT Consultant, Lecturer and Author.
Web ::: www.chandana.comoj.com
E-Mail ::: chandana.cds@gmail.com
Mobile ::: 07 22 17 31 41
Go to Page with image in the Internet Archive
Title: The treasury of natural history ; or, a popular dictionary of animated nature ... To which are added, a syllabus of practical taxidermy, etc
Creator: Maunder, Samuel, 1785-1849. n 87912242
Publisher: London : Longman
Sponsor: Wellcome Library
Contributor: Wellcome Library
Date: 1849
Language: eng
If you have questions concerning reproductions, please contact the Contributing Library.
Note: The colors, contrast and appearance of these illustrations are unlikely to be true to life. They are derived from scanned images that have been enhanced for machine interpretation and have been altered from their originals.
Read/Download from the Internet Archive
Syllabus of tamilnadu board is one of the most literate cities in India and the literacy rate is approx 80.33% according to the record of the past year 2011 which is above the national average. In a survey Tamilnadu ranked number one among the all Indian states with about 100% Gross Enrollment Ratio (GER) in the both primary and upper primary education.
This is obvious due to the study pattern in the state that is based upon the national level pattern with 12 years of schooling i.e. 10 + 2 + 3, including eight years of elementary education, five years of primary and three years of middle school education. The higher secondary school certificate enables students to pursue their study in either university or in college’s in general academic streams and also in technical courses for the higher education.
The Juan Sebastián de Elcano docked at Palafox Pier in downtown Pensacola to celebrate the Five Flags Fiesta.
From the Armada Española web page:
The main mission of this ship is to train future Spanish Navy officers in navigation and seafaring procedures and techniques. Her most important task is to keep the midshipmen in their 4th academic year, in continuous and intimate contact with the sea, an environment where they will later carry out their main professional activities.
This, along with the eminently practical teaching on board, contributes to consolidate and strengthen their technical and nautical expertise, aimed at achieving a high level of general culture, as well as getting acquainted with the principles, customs and virtues which make up the soul of the profession.
In accordance with the current syllabus of the Naval Academy, the students embark on board the ‘Juan Sebastián de Elcano’ during the second semester of the fourth academic year. During this period they follow an Instruction Cruise on board. A standard cruise consists in a six month voyage to America sailing 20,000 miles with 155 day’s runs. Upon conclusion of the instruction cruise, Navy midshipmen will be promoted to Ensigns and those from the Marine Corps to Second Lieutenants.
The ship’s home port is in ‘La Carraca’ Arsenal (San Fernando – Cádiz) where most Maritime Action Force units have their base. This port is a station especially devoted to the maintenance and repair works of other naval units. The name ‘Carraca’ derives from the name given to an ocean-going boat – Carrack – much used in the 15th century.
Unlike most Navy units, this four mast brig-schooner has no combat weapons like torpedoes or missiles. Nevertheless the ship has a series of light weapons for self-defense, should an unexpected threat occur either at sea or in a foreign port; namely 2 BAZAN mountings, 2 Browning machine-guns, 2 MG machine-guns and an assortment of rifles, pistols and other portable weapons.
Candidates to Navy Officers are called Midshipmen (Guardia Marinas) since 1717 when Quartermaster General José Patiño founded in Cádiz the Royal Company of Midshipmen during the reign of King Phillip V, the first Spanish Monarch of the present Bourbon dynasty.
The city of Cádiz was therefore the city that welcomed the first Midshipmen and it was fit that the same city built the training ship ‘Juan Sebastián de Elcano’ 200 years later.
Since the very beginning, the Royal Company of Midshipmen – the one already mentioned in Cádiz and two further schools in Ferrol and Cartagena – gave great importance to the practical training of students. No wonder that six of the eight years that lasted the military instruction of candidates until promoted to Lieutenant Junior Grade, were spent on board different warships; their Commanders and Senior Officers were also their teachers.
It was in 1862 when the concept of an exclusive training ship for future naval Officers took shape. To this end the frigate ‘Esperanza’ was tasked with this mission along with the corvettes ‘Villa de Bilbao’, ‘Santa María’ and ‘Trinidad’. They were subsequently replaced in 1874 by the frigate ‘Blanca’ and in 1881 by the ‘Almansa’ and ‘Asturias’.
In 1886 the corvette ‘Nautilus’ was entrusted with this instruction task. Her first training cruise with midshipmen took place in 1888 under the command of Commander Fernando Villaamil.
In 1910 the ‘Nautilus’ was decommissioned as training ship and in 1933 she was broken up at La Graña shipyard. Her last Commander was Manuel de Mendívil Elío who, in turn, was the first Commanding Officer of the ‘Juan Sebastián de Elcano’.
After decommissioning the ‘Nautilus’ in 1910, the Spanish Navy had no training ships. Midshipmen trained on board other operational warships although they did not fulfil the necessary instruction requirements. A new ship was needed, capable of meeting those demands.
The project began to take shape in 1923 when the Ministry of the Navy signed a contract with Horacio Echevarrieta y Maruri on April 6th to fit out the sailing ship ‘Minerva’ as training ship for midshipmen. Next year, a Royal Decree dated June 30th approved the shipbuilding of a new ship also called ‘Minerva’.
Once the Spanish Navy gave its consent, a project based on the model designed by English engineer Charles V. Nicholson was signed with the Echevarrieta & Larrinaga Shipyards. The keel was laid on November 24th 1925 in the presence of Infante Don Carlos, Prime Minister General Primo de Rivera, the military governor of Cádiz Pedro Mercader and other authorities. During the ceremony, Horacio Echevarrieta suggested general Primo de Rivera to change the name for ‘Juan Sebastián de Elcano’. The general raised the proposal to King Alfonso XIII who accepted the change.
With her new name the ship was launched on March 5th 1927 in the presence of Carmen Primo de Rivera, daughter of the Prime Minister. In all fairness and after four centuries after his death in 1526, Elcano received a most wonderful homage.
In the course of all these years, the ship has sailed 10 times around the world and has visited 68 countries and 181 different ports. The ship has sailed one and a half million miles which amounts to 26 years of continuous sailing.
The ship belongs to the “Sail Training Association” and participates in its races and Naval Weeks. In 1974 she got for the first time the “Boston Tea Cup” awarded to the ship that travels the longest distance in 24 hours in full sail. She has also won that Cup in 1979, 1996/1997 (ninth cruise around the world), 1999, 2001, 2004, 2005 and 2006. In 1997 she established a new record sailing 275.2 miles in 24 hours. She has reached 17 knots with 75-knot winds and spent 42 at sea without visiting any port. She has also crossed the Magellan Strait twelve times recalling the heroic feat of the Portuguese sailor.
In 1937, 38 and 39 the ship did not sail because of the Spanish Civil War. There were important overhauls in 1956 and 1978. The ship’s hull is made of iron and her four masts are named after previous training ships: ‘Blanca’, ‘Almansa’, ‘Asturias’ and ‘Nautilus’.
The ship’s complement consists of 197 people: 24 officers, 22 non-commissioned officers, 39 leading seamen, 107 ratings and 5 civilian personnel. Apart from the ship’s own crew, the ‘Juan Sebastián de Elcano’ can accommodate up to 78 midshipmen who embark to complete the 4th year subjects on board.
Every year the training ship ‘Juan Sebastián de Elcano’ welcomes midshipmen from the Naval Academy who embark to further their studies on board. During the cruise they combine the syllabus subjects, conferences, astronomical observations and cultural activities with the routine errands of a tall-ship side by side with the ship’s crew.
The vessel has two classrooms where the midshipmen attend the different courses and lectures. A typical school day has five hours of classes on Navigation, Astronomy, Meteorology, Geography, Naval Manoeuvers and English, among other subjects.
Apart from those academic subjects the students participate in all joint activities with the rest of the crew including daily watches. In this way the midshipmen share and get to know the demanding life on board a tall ship and understand the difficult tasks of command and leadership, something they will have to exercise and improve throughout their lives.
Another important aspect of the training ship worth mentioning is her role as an instrument of the State in support of its foreign policy, thus sometimes referred to as a ‘floating embassy’. The ship welcomes local authorities whenever she visits a foreign port and conducts an intense schedule of activities on board; but midshipmen, officers and crew members also pay official visits to institutional and cultural organizations of interest.
Tamilnadu board syllabus is one of the most literate cities in India and the literacy rate is approx 80.33% according to the record of the past year 2011 which is above the national average. In a survey Tamilnadu ranked number one among the all Indian states with about 100% Gross Enrollment Ratio (GER) in the both primary and upper primary education.
This is obvious due to the study pattern in the state that is based upon the national level pattern with 12 years of schooling i.e. 10 + 2 + 3, including eight years of elementary education, five years of primary and three years of middle school education.
Preparing young Queenslanders for life in the 1990s, we saw personal computers make their way into schools during the 80s with a strong focus on health, regional education and the arts by Queensland Education.
The photographic unit at the Premier’s Department, Office of State Affairs, captured a snapshot of various events, programmes and initiatives for school children throughout Queensland. This collection contains several arts, music and drama as well as students participating in computer usage.
In the early 1980s, several different computer manufacturers were vying for a foothold in the education market, Apple, Tandy, Atari, Sinclair, Amstrad, Microbee and many others. By 1985 Apple Macintosh was considered a standard system (alongside several others) for all states except Western Australia which adopted the BBC Model B and Microbee computer systems as a standard.
These photos are part are the photographic records held at Queensland State Archives, www.archivessearch.qld.gov.au/series/S189
1985
The discussion paper, Education 2000: Issues and options for the future of Education in Queensland was released.
The use of technology to enhance distance education, work in schools and educational administration was supported.
Approval was given for schools to alter the placement of the three pupil free days.
The Department of Education developed a policy on the education of gifted children.
The Special Education Resource Centres were formed as state-wide services, as part of the Division of Special Education.
Early special education officially commenced.
1986
The age of first attendance at primary school increased. Children had to turn five years by 31 January to be eligible for enrolment in Year 1.
There was an expansion of the curriculum in secondary schools and TAFE colleges evident in the further development of co-operative secondary-TAFE programs.
The Advisory Committee which reviewed submissions made in response to Education 2000 reported to the Minister.
The distance education trial began through the Mt Isa School of the Air.
A Preschool to Year 10 (P–10) Syllabus Framework was developed.
Endeavour Foundation schools transferred to Department of Education.
Policy Statement 15 Integration: Mainstreaming of Students with Special Needs introduced.
1987
Children had to turn 5 years by 31 December to be eligible for enrolment in Year 1 in the following year.
The Department of Education launched a series of documents entitled Meeting the Challenge which highlighted a corporate style of management.
The Department reshaped its central administration by strengthening the role of the Policy Committee, appointing a Chief Inspector and adopting comprehensive strategic planning processes.
In regions, initiatives were built on the commitment to decentralisation, while further devolution of responsibility occurred in the operational management of educational programs.
Two new education regions were formed (South Coast and Sunshine Coast regional offices).
The P–10 Curriculum Framework was developed and curriculum documents revised.
The Roma Middle School opened and catered for students in Years 4–10.
A post-compulsory college, the Alexandra Hills Senior College opened.
Two new centres of distance education opened at Longreach and Charters Towers.
1988
The Inspectorate was regionalised.
There was continued development of an integrated P–10 curriculum.
The senior secondary curriculum was broadened to cater for all learners.
Cooperative programs between secondary schools and TAFE colleges were conducted.
The use of computers and information technology in schools was given a high priority.
The Special Education Resource and Development Centres were formed as a consequence of the reorganisation of the Division of Special Education.
Individual education plans for students with disabilities were introduced as part of the new policy Policy Statement 16: Policy and Practice for Special Education Services.
The report National Overview of Educational Services for Isolated Severely Handicapped Children resulted from a Project of National Significance undertaken as a joint project of the Commonwealth Department of Employment Education and Training and the Department of Education Division of Special Services.
The Queensland School for the Deaf closes, as a consequence of decentralisation of services to students with hearing impairments during the 1980's. Programs for students with vision impairment were also decentralised during this period.
1989
A new Education Act 1989 was enacted.
The Department of Education's first strategic plan was adopted.
Decisions about school budgets were devolved to the school level.
There was an amalgamation of correspondence schools which became the School of Distance Education — Brisbane Centre P–12.
The first high school built to a new design opened at Bribie Island.
New prototype buildings for preschool, primary and special education units were assessed.
1989–1990
A comprehensive internal review of the Department of Education commenced through the consultation process, Education Have Your Say.
Professor Nancy Viviani reviewed Tertiary Entrance and produced the report, A Review of Tertiary Entrance in Queensland.
The Offices of Higher Education and Non-State Schooling were established.
The Department developed The Corporate Vision for Senior Schooling in Queensland to accommodate the diverse needs of students in Years 11 and 12.
The first entire primary school based on the new building model opened to students.
1990–1991
The report, Focus on Schools was released. A major restructure of the Department of Education followed.
The Public Sector Management Commission (PSMC) reviewed the Department of Education including its role, operations, responsibilities and management.
Greater responsibilities were devolved to 11 regions for resource, financial administration and human resource management.
A new English Language Arts Syllabus was introduced.
Priority was given to expanding languages other than English (LOTE).
The Viviani Report recommended the establishment of the Tertiary Entrance Procedures Authority (TEPA).
Consultants were engaged to assist in the development of an Equal Employment Opportunity (EEO) management plan.
The Equity Directorate (Workforce and Studies) was established. A social justice strategy was developed.
The PSMC developed guidelines for recruitment and selection based on merit and equity principles.
The inspectorate ended.
The report Focus on Schools recommended that a strategy for managing the integration policy in Queensland schools be developed as a matter of urgency, and that a state-wide support centre for students with low incidence disabilities be established. A restructure of the Department of Education followed.
Occupational therapists and physiotherapists were employed by the Department of Education to work in schools with students with disabilities. (These services were transferred from the Department of Families).
Policy Statement — Management of Support Teaching: Learning Difficulties (P–7) was introduced.
education.qld.gov.au/about-us/history/chronology-of-educa...
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The T-33 was designed to be simple, robust, and easy to fly for trainee pilots, though it was intended at first to be only used for propeller-qualified pilots to transition into jets. As propeller aircraft were mostly phased out of the independent US Air Force’s inventory, the service made the decision to go to an “all-jet” training syllabus, and as a result pilots began flying T-33s in flight school.
The “T-Bird,” as it became known, could still be unforgiving in certain circumstances, and was less forgiving as the T-37 Tweet or the T-38 Talon that would eventually replace it. It also was an aircraft for practical jokers: the in-and-outs of the T-33 was something only experienced pilots knew well, and trainees could be subjected to all kinds of tricks by the instructor pilot. The T-33 was, however, eminently reliable. Even after it was withdrawn from training units in the mid-1950s, it soldiered on as a “hack” aircraft for units, a familiarization aircraft, advanced trainer, and aggressor aircraft, especially in Air Defense Command and Air National Guard units.
Well into the 1980s, T-33s could be found in frontline USAF units, and it was said that, when the last F-16 was retired, the pilot would hitch a ride home in a T-Bird. While this did not prove true, it was not off by much—the last USAF T-33s did not leave the inventory until around 1988. The US Navy also used T-33s, including both standard Shooting Stars and the heavily modified TV-1 Seastar, which had a larger engine, reworked tail, and strengthened fuselage for carrier operations. While the Seastar was replaced in the 1960s by the T-2 Buckeye, standard T-33s remained as test and chase aircraft for the Navy’s test squadrons into the 1990s.
Because of its robustness and cheap flyaway price, the T-33 was also popular with foreign air forces: no less than 41 nations operated T-33s at one time or another, and it was license-built in Japan by Kawasaki and in Canada as the CT-133 Silver Star, which differed from US-built aircraft only in using a Rolls-Royce Nene engine. While it was usually used in the trainer role, many were modified for a variety of roles, including armed AT-33s and reconnaissance RT-33s (some of which were also used by the USAF). AT-33s, which were basically two-seat F-80s, were used in several conflicts worldwide, mainly in South America; many of these nations did not retire their Shooting Stars until the late 1990s—Canada did not retire its last CT-133s until 2008, and Boeing Aircraft has two T-33As on charge as chase aircraft. 6557 T-33s were built overall, and today over 80 and possibly as many as a hundred survive, with many still flyable.
This 1/72 scale T-33A represents 53-5044, a T-bird assigned directly to Pacific Air Forces (PACAF) in Japan, either at Naha, Okinawa or Itazuke, Japan. This aircraft was used as a general "hack" aircraft, for missions ranging from threat aggressor, to transport for generals, to just flying around when a pilot felt like it without tying up a frontline aircraft. Not much is known about the real aircraft, other than it left the USAF in 1973 and was supplied to a foreign military, possibly South Korea.
As is the case with many T-33s, it is rather anonymous, with overall bare metal finish and black antiglare panels and walkway stripes. This is part of Capt. Ron Dallenger's collection; though Dallenger was not a rated pilot, he still managed to get several hours worth of backseat time in T-33s--back in the days when it was not that unusual for even enlisted men to simply walk up to pilots and ask them for a ride (so long as they had undergone bailout and oxygen training...and sometimes even that wasn't necessary).
Bob Bliss, dean of the Pierre Laclede Honors College at UMSL, works on his syllabus for the upcoming semester in his Provincial House office on South Campus. (Photo by August Jennewein)
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Go to Page with image in the Internet Archive
Title: The treasury of natural history ; or, a popular dictionary of animated nature ... To which are added, a syllabus of practical taxidermy, etc
Creator: Maunder, Samuel, 1785-1849. n 87912242
Publisher: London : Longman
Sponsor: Wellcome Library
Contributor: Wellcome Library
Date: 1849
Language: eng
If you have questions concerning reproductions, please contact the Contributing Library.
Note: The colors, contrast and appearance of these illustrations are unlikely to be true to life. They are derived from scanned images that have been enhanced for machine interpretation and have been altered from their originals.
Read/Download from the Internet Archive
to do list for summer
1. syllabus for DMP [digital media production - fall 10]
2. syllabus for garden project [community garden outreach - fall 10)
3. application for freshmen seminar [golden gate park class, proposed for spring 11]
4. go through garden project applications - DONE!
5. u of o [university of oregon] talk - DONE!
6. learn how to make paella
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UK: +44 141 416 8898
IND: +91 992 284 8898
Email: info@sapvits.com
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SAPVITS offer SAP ABAP Online Training in Bangalore, India. We also provide SAP ABAP tutorial, SAP ABAP training material, SAP ABAP syllabus, SAP ABAP online training videos. Contact us for SAP ABAP course details and fees.
WHY MD/MBBS IN PHILIPPINES?
Quality Destination for Indian Medical Students Aspirants
Quality of Education
Philippines was a colony of Spain for more than 300 years and then became a colony of USA for 50 years during the Industrial Revolution. During this time, USA designed Philippines education system similar to their system. The medical course in the Philippines is called the MD (Doctor of Medicine) comparable to that of the USA.
Philippines MBBS Syllabus
Philippines MBBS Syllabus is almost similar to Indian MBBS Syllabus which makes it easy for Indian students who study medical course in Philippines to clear the FMGE exam. The subjects taught in Philippines Medical Colleges are Anatomy, Physiology, Biochemistry, Pharmacology, Pathology, Community Medicine, Microbiology, Obstetrics, Gynecology, General Medicine, Surgery, Pediatrics, Psychiatry, Gynecology, Ophthalmology, Otorhinolaryngology Anesthesiology, Radiology.
MD (MBBS) In Philippines Fees and Cost
Medical Course(MBBS) in Philippines Fees are affordable for Indian students who belong to middle class family. Tuition fees are paid annually to the Philippines medical college Bank Accounts directly. Total Medical Course fees to study Medicine(MBBS) In Philippines 2020 (for the entire course duration) would be approximately 20 lakhs. If we compare tuition fees of Philippines Medial University to self-financing private medical colleges in India, you can save 70% tuition fees. As the cost of living is relatively cheap in the Philippines, hostel fees, mess fees, and other living expenses would come close to Rs 12,000 per month. Taking this into account, total cost to complete Medical course would be close to 30 Lakhs. If you compare this cost with the cost to do MBBS degree in private MBBS colleges in India, the cost would be just 1/3rd of the expense in India.
Education Loan for MBBS In Philippines
Student Education Loan for MBBS In Philippines and other abroad countries can be obtained from banks for upto a maximum of Rs 20 lakhs. If the loan amount exceeds Rs 7.5 lakhs, then you have to furnish collateral as security.The repayment generally starts after one year of the completion of the medical course in Philippines.
Duration of Medical Course - BS-MD in Philippines
The total duration of this MD course is 5 and half years for students who have been educated till class 12 with a background in science. The first 16 months focuses on building the foundation for a strong medical education and is called the Bachelor of Science program. The next four years is the core medicine and clinical rotation.
Towards the end of the program(final year), students will also undergo clinical rotations, in which they will be attached to selected hospital departments and treat patients under the guidance and supervision of an experienced and presently practising doctor.
There were lot of confusions about the BS-MD program in the recent past about appearing for NEET twice to study MD in Philippines for Indian students. During 2019, MCI has put an end to the confusion by declaring that NEET score is valid for 3 years for Foreign Medical Admissions.
MD Degree Recognition
The Commission on Higher Education Philippines(CHED), gives approval for both public and private higher education institutions in the country. Prospective students are strongly advised not to get admission in any institution which is not recognized by CHED. For international recognition, students should check whether institution in recognized by World Health Organization. All medical colleges in Philippines, which are recognized by WHO has approval from CHED.
Students from India, who wants to pursue MD(MBBS) degree abroad in Philippines should check whether the overseas institution is recognized by Medical Council of India(MCI). After 2002, all MBBS/MD students after being educated in WHO Listed medical colleges abroad are eligible to give screening test.
Reference: Section 4 of MCI Screening Test Regulations 2002, dated 13 February 2002
Recently, NMC(National Medical Commission) Bill is approved by Cabinet which indicates that FMGE exam will be merged into NEXT exam(National Exit Test). NEXT Exam will serve as a licentiate examination to practice medicine for Indian as well as abroad Students.
English Speaking Patients
The medium of Instruction being English as opposed to Russia and China avoids the learning curve of an additional language. The Philippines being a colony of United States, has English as its official language. Your entire course duration is available for you to concentrate on studying MD (MBBS) in Philippines. Though the US planted the seeds for learning English in the Philippines, it took enough interest to give attention and to dedicate necessary resources to maintaining the fluency of English language in the Philippines after the Americans left.
THIS VIDEO
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Every feminist needs Ani on the iPod. That's, like, at the top of the syllabus in Feminism: 101.
I know the song is titled Untouchable Face, but I like to call it FUCK YOU because those words are the best part of the song. Isn't that darling?
:-)
untouchable face
think i'm going for a walk now
i feel a little unsteady
don't want nobody to follow me'
cept maybe you
i could make you happy, y' know
if you weren't already
i could do a lot of things
and i do
tell you the truth i prefer
the worst of you
too bad you had to have a better half
she's not really my type
but i think you two are forever
and i hate to say it
but you're perfect together
so fuck you
and your untouchable face
and fuck you
for existing in the first place
who am i
that i should be vying for your touch
who am i
bet you can't even tell me that much
two-thirty in the morning
and my gas tank will be empty soon
neon sign on the horizon
rubbing elbows with the moon
a safe haven of sleepless
where the deep fryer's always on
and the radio is counting down
the top twenty country songs
and out on the porch the fly strip
is waving like a flag in the wind
y'know, i don't look forward
to seeing you again
you'll look like a photograph of yourself
taken from far far away
and i won't know what to do
and i won't know what to say
except fuck you
and your untouchable face
and fuck you
for existing in the first place
who am i
that i should be vying for your touch
who am i
bet you can't even tell me that much
i see you and i'm so perplexed
what was i thinking
what will i think of next
where can i hide
in the back room there's a lamp
that hangs over the pool table
and when the fan is on it swings
gently side to side
there's a changing constellation
of balls as we are playing
i see orion and say nothing
the only thing i can think of saying
is fuck you
and your untouchable face
and fuck you
for existing in the first place
who am i
that i should be vying for your touch
who am i
bet you can't even tell me that much
© 1996 ani difranco / righteous babe music
A Lockheed Martin F-35A "Lightning II" from Eglin Air Force Base, Fla., receives fuel from a KC-135 "Stratotanker" assigned to MacDill AFB, Fla., about 100 miles off the Gulf Coast after 58th Fighter Squadron's first successful munition employment at a nearby range March 2, 2016. Airmen from the 33rd Fighter Wing were able to complete modifications to the aircraft ahead of schedule to enable the use of inert munitions instead of simulated weapons, advancing the fifth-generation fighter’s syllabus and ensuring pilots receive the most comprehensive training before they support a combat-coded F-35A unit.
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Before getting into A, B, and C differences for the F-35, a short primer on how to tell an F-35 from an F-22 may help avoid an even larger fighter faux pas. After all, the F-22 and F-35 look similar as well, especially from certain angles and at a distance. Both the F-22 and F-35 have two intakes, two tails, and similar planforms.
If the two aircraft happen to be parked together, the F-22, however, is noticeably larger. The Raptor is about ten feet longer than a Lightning II. Its wingspan is about ten feet wider than an F-35A’s and F-35B’s, and roughly the same as an F-35C’s.
From behind, the twin, rectangular thrust-vectoring exhaust nozzles on the F-22 are an obvious difference. The F-35 has one round exhaust nozzle for its single engine. The geometry of the engine intakes distinguishes the two aircraft from the top and side. The Raptor’s intakes angle back. On the Lightning II, they point forward. Intake differences are visible from the front view as well. Opposing sides of the F-22’s intakes are parallel. The corners are slightly rounded. The F-35’s intake angles are sharper. A space between the intake and the fuselage, called a diverter, is found only on the Raptor as well. The F-35’s diverterless intake sits flush to the fuselage.
The single- vs. twin-engine difference plays out on the top sides of the two aircraft as well. The F-22 has two humps between the tails. The F-35 has just one. On the underside, the F-22 is much flatter with one main (though split) weapon bay with two doors. The F-35 is more rounded and has two distinct main weapon bays each with two doors. Taxiing, the F-22 sits about a foot lower than an F-35.
Context also matters. If the airplane in question is operating from an aircraft carrier, landing vertically, taking off in a very short distance, or displaying non-USAF markings, it’s not an F-22.
Context And The F-35 Variants
When it comes to distinguishing among F-35 variants, context can provide some tips as well. If the F-35 in question is being catapulted from a carrier, it’s an F-35C. If it’s landing vertically, it’s an F-35B. If it has Royal Air Force markings, it’s an F-35B. If it has international markings that aren’t associated with the RAF, it’s an F-35A (at least until another international air force procures B or C models).
Basic A, B, & C Differences
The A model is most easily distinguished from other F-35 models by the blister on the upper left side for its internal GAU-22/A Gatling-type gun. (B and C models do not have internal guns.) Like the B model, the F-35A has a smaller wing. The A model is the only F-35 variant with a refueling receptacle on its dorsal spine. The receptacle markings are clearly visible from the top view.
The B model is most easily distinguished from other F-35 models by its vertical lift system. The system comes into play at almost every viewing angle of the aircraft. Even in up-and-away (non vertical) flight, the F-35B has visual clues for the vertical lift system. The lift fan door flattens the upper surface of the F-35 just behind the cockpit, giving this model a distinctive hump. The hump is especially noticeable from front and side perspectives. The lift fan itself abbreviates the aft end of the canopy line as well.
Panel lines and markings are associated with the lift system are visible on the top and bottom sides of the F-35B. From above, panel lines for the lift fan door and the auxiliary air inlet are visible. From below, the doors for lift fan exhaust appear just behind the front landing gear doors. The aft end of the lower fuselage also has a seam for the doors that open when the three-bearing swivel duct goes into action in STOVL mode. (The A and C models have a hump in this location where their arresting/barricade tailhooks are stored.) The B model also has a diamond-shaped roll duct on the underside of each wing.
The C model is most easily distinguished from other F-35 models by its larger wing, which provides almost fifty percent more wing area than the A and B models. The hinge line for the wing fold is visible from top and bottom views. The F-35C wing has an additional control surfaces, called ailerons, on the trailing edge as well (two control surfaces on each wing instead of one). The inner control surfaces on the F-35C wing and the ones on the A and B are called flaperons. The landing gear on the F-35C is noticeable beefier. The nose gear has two tires and a launch bar that extends forward and upward from the wheels.
Another Trick: Markings
Markings can also be used to distinguish F-35 variants. US Air Force markings equate to the A model. US Marines to the B or C model. (The Marine Corps is purchasing eighty C models.) And US Navy to the C model only. The Air Force puts the aircraft identification number, or serial number, on the tail (F-35A). The US Marines and Navy put their identification numbers, called Bureau numbers, on the empennage just below the horizontal tails. To make identification somewhat easier, the F-35 variant designation appears just above the bureau number for the US Marine Corps and Navy. Unfortunately, because of their location these markings are not apparent in most photos. International operators have their own specific requirements for markings.
Other Notes
As noted in a previous Code One article, Norwegian F-35s will be distinguishable by a small, aerodynamically clean bump on the upper fuselage between the two vertical tails. The bump contains a dragchute.
Nosebooms are peculiar to flight test F-35s dedicated to flight sciences testing.
The major differences between the X-35 demonstrator aircraft, which are no longer flying, and F-35 were covered in another previous Code One article.
Basic Cheat Sheet
The F-35A has a small wing, full canopy, gun blister on the left upper side, and aerial refueling receptacle markings on its dorsal. It has no panel lines or markings associated with a STOVL lift system.
The F-35B has a small wing, distinctive fuselage hump and abbreviated canopy (thanks to the lift fan), refueling probe on the right side, and numerous markings, panel lines, and actual hardware associated with its vertical lift system.
The F-35C has the big wing, wing folds, ailerons, full canopy, refueling probe on the right side, and a launch bar and two tires on the front landing gear. If the aircraft has Navy markings, it’s an F-35C.
Cbse board syllabus The CBSE board is one of the biggest educational organizations in India and prepares the syllabus for students from lower nursery group to grade 12, for schools affiliated with it. The Syllabus of CBSE is set by NCERT (National Council of Educational Research and Training). The CBSE Board conducts and prepare syllabus for country’s two nation-wide board examinations: All India Senior School Certificate Examination for Class 12 and All India Secondary School Examination for Class 10.
Background
Pattern is back in architecture. Decorative patterning of surfaces such as geometric tiled floors, screen walls or carved reliefs had flourished through ancient, medieval, renaissance, and neoclassical periods such that by the ascendance of modernism they were wholly taken for granted. Much of modernism, and in particular the International Style, opted for the clean planes of color, monolithic material, and white walls that eventually caused the sophistication and ubiquitous presence of patterning to disappear.
However, over the last couple decades, through the ambitious attempts by Postmodernism, Deconstructivism and now Parametrics to develop a new vocabulary for architecture, the call for the pattern has emerged again. This emergence is almost single-handedly coupled with the integration of advanced design and production technology in architecture. Patterning is once again a fundamental creative act in architecture and through the use of digital technology the pattern has entirely shifted from its previous role as secondary or tertiary ornament to the primary creative gesture of building.
This class will expose students to this new paradigm of the pattern through a Pattern Redux.
Approach and Goals
Individual students will develop their own projects through the session beginning with precedent pattern studies, followed by pattern evolutions and concluding with pattern creations. They begin by choosing a historical or existing project to study and present as a basis for their logical investigation. Students will translate information from their studies into digital material and specify, discover, add and articulate new digital patterns based on the extracted logics of their precedents. Digital pattern translation will be taught using Rhino Grasshopper, Generative Components or 3D Studio Max and tutorials will be specifically crafted to engaging pattern discourse. The projects students will study and ultimately create can have any size and function from a small art piece to a building or a map. The projects will be approached and evaluated within the conceptual context described above, looking at how students can articulate a redux of pattern through intense analysis, digital translation, and intuitive transformation through the spectrums outlined. Fundamentally, pattern will be adopted by students to denote a new interpretation of architecture. The goal of the class is to give students the technical skills and knowledge to engage the contemporary discourse of patterns in architecture by seeking new interpretations of existing work and by evolving them towards a hybridized conceptual state that traverses historical institutions and contemporary digital design methodologies.
Instructor: Yong Ju Lee, MSU
Syllabus of andhra pradesh board The board of Andhra Pradesh intermediate education was established in the year 1971. The advance feature of Andhra Pradesh board is that it's the first to adopt the 10 + 2 + 3 (up to graduation) pattern of education. The board of Andhra Pradesh is working towards the vision of world class education in the state. The Andhra Pradesh Board is continuously working for the improvement of the education system in the state through quality leadership and services.
Board of tamilnadu syllabus Tamilnadu is one of the most literate cities in India and the literacy rate is approx 80.33% according to the record of the past year 2011 which is above the national average. In a survey Tamilnadu ranked number one among the all Indian states with about 100% Gross Enrollment Ratio (GER) in the both primary and upper primary education.
REET 2016 Exam Date is on 7th February 2016 for which Rajasthan REET 2016 Admit Card is released in January 2016, REET 2016 Permission Letter & REET syllabus.
REET 2016 Admit Card, REET 2016 Permission Letter, REET 2016 Syllabus: Applicants of Rajasthan REET 2016 Exam can download REET 2016 Admit Card using application number and DOB.
REET 2016 Exam admit card is uploaded online. Candidates are preparing for REET 2016 they can download REET 2016 Admit card online. You can also check some important details about REET 2016 exam pattern here.
REET Exam is going to be held on 7th Feb 2016. Those candidates are looking for REET 2016 Permission letter they can download from this post. Rajasthan Board of Senior Secondary (BSER) will release REET 2016 Admit Card in month of January on 24th January (tentatively) on official site. Applicants who applied for REET can download their REET Exam Admit Card 2016 by their registration ID through official site of Board.
REET 2016 Permission letter
RAS Mains Exam Admit Card 2016 : Exam date 25th Feb 2016
REET 2016 Exam Date: 7th Feb 2016
TET 2016 Application form
RPSC Recruitment 2016
Rajasthan board conducts Rajasthan Eligibility Examination for Teachers (REET) to recruit eligible applicants for 3rd grade posts of teacher across Rajasthan. Every year a large no. of applicants appear in REET. The Board is going to conduct REET exam on 7th February 2016. A large no. of applicants will appear in REET exam who had applied for REET in year 2016.
Government Jobs 2016 (All latest government jobs)
REET 2016 Admit Card, REET 2016 Permission Letter, REET Syllabus
The REET Exam 2016 Admit card will consist of various necessary things like, name of candidate, venue of exam, date of exam and other necessary information to appear in the exam. You need to bring your admit card at exam center on time of exam. So we suggest you to download your admit card from the following procedure which is given below.
Download REET Admit Card 2016 below given official link
First open main web portal of board rajasthan.gov.in/
Now find latest admit card sections and click on it.
Now click on REET Level-1 Exam Admit Card 2016
nter you roll no/registration ID and date of birth in given field.
Now click on proceed button.
The admit card will open in new tab.
Click on download and take print of admit card for further use.
Important Points of REET 2016 Exam:
REET 2016 Exam Duration: 150 minutes
Total Number of Questions: 150
Question Pattern: Objective type
Marking: No negative marking (1 mark will be credited for each correct answer)
REET 2016 Certificate validity: 5 Years (Those candidates want to improve their marks they can appear in exam anytime). Validity of REET 2016 Exam certificate will be calculated from the day of declaration of REET 2016 Result.
No restriction to attempt the exam of REET
In this year also may applicants applied for this now all candidates are eagerly waiting for their REET Level-1 Exam Admit Card 2016. According to news applicants can download REET exam 2016 admit card in month of January month. So keep updated with us and check this page in regular way.
more details about REET 2016 Exam: REET 2016 Exam Admit Card www.jobonweb.in/rajasthan-reet-2016-2017-admit-card.html
Indian Navy Syllabus 2019 - Get Indian Navy Exam Pattern for 172 Chargeman Exam. Download Indian Navy Exam Syllabus @ joinindiannavy.gov.in.
Tamilnadu state board syllabus is one of the most literate cities in India and the literacy rate is approx 80.33% according to the record of the past year 2011 which is above the national average. In a survey Tamilnadu ranked number one among the all Indian states with about 100% Gross Enrollment Ratio (GER) in the both primary and upper primary education.
This is obvious due to the study pattern in the state that is based upon the national level pattern with 12 years of schooling i.e. 10 + 2 + 3, including eight years of elementary education, five years of primary and three years of middle school education. The higher secondary school certificate enables students to pursue their study in either university or in college’s in general academic streams and also in technical courses for the higher education.
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This is an experiment at using Flickr to create a virtual display; to suggest books, movies, and websites for people who liked the The Power of Myth. This was created as part a class I took called "Book Lust 101", taught by Nancy Pearl.
Joseph Campbell was in love with stories. So much so that he studied them for a living and in a sense was a comparative mythologist. The Power of Myth contains interviews of Joseph Campbell done by Bill Moyers.
This books has many themes but I chose to focus on two:
• the Hero's Journey
• bliss
Each picture contains notes with links. Some lead to the book you see in the picture, others to different things. There are 13 slides in the set; use the arrows on the top right of the screen to navigate through them sequentially or hit browse if you prefer browsing.
Please let me know what you think!
The T-33 was designed to be simple, robust, and easy to fly for trainee pilots, though it was intended at first to be only used for propeller-qualified pilots to transition into jets. As propeller aircraft were mostly phased out of the independent US Air Force’s inventory, the service made the decision to go to an “all-jet” training syllabus, and as a result pilots began flying T-33s in flight school.
The “T-Bird,” as it became known, could still be unforgiving in certain circumstances, and was less forgiving as the T-37 Tweet or the T-38 Talon that would eventually replace it. It also was an aircraft for practical jokers: the in-and-outs of the T-33 was something only experienced pilots knew well, and trainees could be subjected to all kinds of tricks by the instructor pilot. The T-33 was, however, eminently reliable. Even after it was withdrawn from training units in the mid-1950s, it soldiered on as a “hack” aircraft for units, a familiarization aircraft, advanced trainer, and aggressor aircraft, especially in Air Defense Command and Air National Guard units.
Well into the 1980s, T-33s could be found in frontline USAF units, and it was said that, when the last F-16 was retired, the pilot would hitch a ride home in a T-Bird. While this did not prove true, it was not off by much—the last USAF T-33s did not leave the inventory until around 1988. The US Navy also used T-33s, including both standard Shooting Stars and the heavily modified TV-1 Seastar, which had a larger engine, reworked tail, and strengthened fuselage for carrier operations. While the Seastar was replaced in the 1960s by the T-2 Buckeye, standard T-33s remained as test and chase aircraft for the Navy’s test squadrons into the 1990s.
Because of its robustness and cheap flyaway price, the T-33 was also popular with foreign air forces: no less than 41 nations operated T-33s at one time or another, and it was license-built in Japan by Kawasaki and in Canada as the CT-133 Silver Star, which differed from US-built aircraft only in using a Rolls-Royce Nene engine. While it was usually used in the trainer role, many were modified for a variety of roles, including armed AT-33s and reconnaissance RT-33s (some of which were also used by the USAF). AT-33s, which were basically two-seat F-80s, were used in several conflicts worldwide, mainly in South America; many of these nations did not retire their Shooting Stars until the late 1990s—Canada did not retire its last CT-133s until 2008, and Boeing Aircraft has two T-33As on charge as chase aircraft. 6557 T-33s were built overall, and today over 80 and possibly as many as a hundred survive, with many still flyable.
57-0590's history is a little murky; it may have spent its entire career with the 5th Fighter-Interceptor Squadron ("Spittin' Kittens") at Minot AFB, North Dakota. When it was retired in 1978, it was donated to the South Dakota Air and Space Museum at Ellsworth AFB, South Dakota. It retains the famous Spittin' Kittens lightning bolt on the tail and patch on the fuselage; the squadron colors are repeated on the tiptanks. Like all T-33s assigned to Air Defense Command as "hacks" and familiarization trainers, 57-0590 is painted in overall ADC Gray.
Beginning in 1952, the USAF decided to go to an all-jet training syllabus, and needed jet trainers to replace its current fleet of T-6 Texans and supplement its T-33 Shooting Stars. Cessna offered its Model 318, which was a simple, low-winged trainer with side-by-side seating, which would allow the instructor to more easily correct any student mistakes and point out the features of the aircraft. By making the aircraft low to the ground, it eliminated the need for ladders, and Cessna deliberately designed a robust, easy to maintain aircraft.
The USAF liked what it saw, and ordered it as the XT-37. Some initial problems emerged, such as the placement of the intakes, which the USAF feared would cause the XT-37 to ingest foreign objects; in response, Cessna designed screens that would come down over the intakes when the landing gear was lowered. The XT-37 was also a little fast on approach due to its clean airframe design, and speedbrakes were added. The first T-37A flew in 1955 and went into production, though the T-37A was superseded on the production line by the T-37B, which had uprated engines in response to the USAF’s complaint that the T-37 was underpowered. This version remained in production until 1973, with 1239 eventually produced. It would also serve as the basis for the OA-37B Dragonfly counterinsurgency aircraft.
The T-37, as designed, was a reliable workhorse trainer aircraft, and was liked by instructors and students alike, providing a prospective USAF pilot with their first jet experience before going on to the faster T-38 Talon. It replaced the T-6 quickly and later the T-33. The T-37 was not without problems: pilots reported its tendency to go into unrecoverable spins, which led to a larger tail and nose strakes being introduced, but this only mitigated the problem and never completely cured it. The high pitch of its engines also led to its unofficial (later made official) nickname of “Tweet” (short for Tweety Bird) and less complimentary “Screaming Mimi.”
It had been intended to replace the T-37 beginning in the 1980s, but new designs and planned aircraft could not match the Tweet’s reliability and handling characteristics. As a result, the USAF ended up keeping the T-37 in service much longer than anticipated, and ironically its replacement would be the namesake of the aircraft it had replaced in the 1950s—the T-6A Texan II. The last T-37s were withdrawn from USAF service in 2009. 18 other nations flew or continue to fly Tweets as well.
Tracking T-37s is no easier than T-33s or T-38s, but the markings on 56-3537 tell at least part of this aircraft's story: it flew with the 80th Flying Training Wing at Sheppard AFB, Texas, at least when it was retired from service in 1991. The Castle Air Museum acquired 56-3537 from AMARC in 2013. It is painted in the older USAF overall white training scheme; the NATO shield on the tail reveals the aircraft's lineage, as the 80th FTW is part of the Euro-NATO Joint Jet Pilot Training (ENJJPT) program.
Board of andhra pradesh syllabus The board of Andhra Pradesh intermediate education was established in the year 1971. The advance feature of Andhra Pradesh board is that it's the first to adopt the 10 + 2 + 3 (up to graduation) pattern of education. The board of Andhra Pradesh is working towards the vision of world class education in the state. The Andhra Pradesh Board is continuously working for the improvement of the education system in the state through quality leadership and services.
Ordo Fagales Engl., Syllabus 94. 1892
Familia Myricaceae Rich. ex Kunth, Nov. Gen. Sp. (quarto ed.) 2: 16. 1817
Genus Myrica L. Sp. Pl. 2: 1024. 1753
(Syn.: Morella Lour., Gale Duhamel)
Species
Myrica cerifera L., Sp. Pl. 2: 1024 1753
Syn. Cerophora lanceolata Rafinesque; Cerothamnus arborescens (Castiglioni) Tidestrom; C. ceriferus (Linnaeus) Small; C. pumilus (Michaux) Small; Morella cerifera (Linnaeus) Small; Myrica cerifera var. angustifolia Aiton; M. cerifera var. arborescens Castiglioni; M. cerifera var. dubia A. Chevalier; M. cerifera var. pumila Michaux; M. pumila (Michaux) Small; M. pusilla Rafinesque
Southern Bayberry, Southern Wax-myrtle, Wachs-Gagel, Wachs-Myrte, Arbre à suif,
Download Proposal Pelatihan
Alvin Adam School of Communication, Public Speaking 1 Fbla, Public Speaking 10 Tips, Public Speaking 101, Public Speaking #1 Fear, Public Speaking 101 Syllabus, Public Speaking 101 Ppt, Public Speaking 1, Public Speaking 11th Edition, Public Speaking 2010, Public...
Beginning in 1952, the USAF decided to go to an all-jet training syllabus, and needed jet trainers to replace its current fleet of T-6 Texans and supplement its T-33 Shooting Stars. Cessna offered its Model 318, which was a simple, low-winged trainer with side-by-side seating, which would allow the instructor to more easily correct any student mistakes and point out the features of the aircraft. By making the aircraft low to the ground, it eliminated the need for ladders, and Cessna deliberately designed a robust, easy to maintain aircraft.
The USAF liked what it saw, and ordered it as the XT-37. Some initial problems emerged, such as the placement of the intakes, which the USAF feared would cause the XT-37 to ingest foreign objects; in response, Cessna designed screens that would come down over the intakes when the landing gear was lowered. The XT-37 was also a little fast on approach due to its clean airframe design, and speedbrakes were added. The first T-37A flew in 1955 and went into production, though the T-37A was superseded on the production line by the T-37B, which had uprated engines in response to the USAF’s complaint that the T-37 was underpowered. This version remained in production until 1973, with 1239 eventually produced. It would also serve as the basis for the OA-37B Dragonfly counterinsurgency aircraft.
The T-37, as designed, was a reliable workhorse trainer aircraft, and was liked by instructors and students alike, providing a prospective USAF pilot with their first jet experience before going on to the faster T-38 Talon. It replaced the T-6 quickly and later the T-33. The T-37 was not without problems: pilots reported its tendency to go into unrecoverable spins, which led to a larger tail and nose strakes being introduced, but this only mitigated the problem and never completely cured it. The high pitch of its engines also led to its unofficial (later made official) nickname of “Tweet” (short for Tweety Bird) and less complimentary “Screaming Mimi.”
It had been intended to replace the T-37 beginning in the 1980s, but new designs and planned aircraft could not match the Tweet’s reliability and handling characteristics. As a result, the USAF ended up keeping the T-37 in service much longer than anticipated, and ironically its replacement would be the namesake of the aircraft it had replaced in the 1950s—the T-6A Texan II. The last T-37s were withdrawn from USAF service in 2009. 18 other nations flew or continue to fly Tweets as well.
67-22253 joined the USAF around 1968, and appears to have spent most (if not all) of its career with the 71st Flying Training Wing at Vance AFB, Oklahoma. After its retirement in 2005, it was donated to the Pueblo Weisbrod Museum. Though it spent much of its career in the rather plain overall white training scheme of the USAF, it acquired the more attractive white over dark blue scheme in the 1990s, and the museum has kept that scheme. The "Eight Ballers" stripe on the tail above the AETC patch refers to the 8th FTS, one of the 71st's component squadrons. I got this picture in June 2020.
In 1948, the French Air Force (Armee de l'Air) began considering an all-jet training syllabus for its pilots, as the service began replacing its World War II-era equipment. At the time, France lacked a jet trainer of any type, and Fouga was approached to design one. Their initial attempt, the CM.130, was based on a glider design, but proved to be too small and underpowered. Fouga enlarged it into the CM.170 and replaced the Turbomeca Palas engines with the more powerful Mabore. This met with the AdA's approval, and the CM.170 Magister (Magician) made its first flight in July 1952.
The Magister was certainly sleek, with a long, thin fuselage built low to the ground, thin wings, and a unique V-tail. The use of close-coupled twin engines gave an additional safety margin in case one engine failed. Pilots fell in love with the Magister: its performance equaled its appearance, even if it was still a little underpowered, had something of a low roll rate, and lacked ejection seats. Its handling was superb and easy, maintenance was simple, and despite being a primary trainer, the Magister performed like a fighter. It quickly became France's main trainer: the Aeronavale ordered a navalized version of the CM.170, the CM.175 Zephyr. The AdA's aerobatic team, the Patrouille de France, would fly the Magister for several decades. Eventually, 18 nations would acquire Magisters, and Germany, Finland and Israel would license-build the aircraft.
Though the Magister was a trainer, it had teeth. Fouga always intended the aircraft to be capable of weapons training, and if necessary, light attack duties. Twin machine guns were placed in the nose and hardpoints could be mounted on the wings. Armed Magisters would be used in the 1960s Congolese Wars (by Katanga), the Western Sahara War (by Morocco), and the Salvadorean Civil War (by the El Salvador government). Most famously, they would be pressed into service by Israel in the Six-Day War, where they were used against Arab forces--ironically, often using captured Egyptian rocket pods! Results were mixed in all cases: because the CM.170 lacked ejection seats, getting out of a burning Magister at high speed was problematic at best.
The Magister would remain in service with France and most other nations until the early 1980s, when it was replaced by the Dassault/Dornier Alpha Jet by most users. Israel's Magisters were continually updated with new, homegrown technology, to the point that the IAI Tzukit license-built version was a Magister only in body. Israel did not replace its beloved Tzukits until around 2008. 929 Magisters were produced, and many have survived in the hands of civilian owners.
This Magister started its career as one of 18 CM.170R trainers supplied to the Finnish Air Force in 1961; Finland would later license-build their Magisters. When the Magister was replaced by the British Aerospace Hawk in the late 1980s, this aircraft was sold on the open market, and bought by a warbird collector in 1987. Though given the civilian designation N604DM, it would retain its Finnish markings and bare metal finish until around 2002, when it was acquired by Worldwide Warbirds of Phoenix, Arizona and repainted. It has remained based at Deer Valley Airport since, and is still flyable.
I made a quick trip over to Deer Valley in June 2022, but unfortunately could not get any closer to the aircraft than the outside airfield fence. I was able to get a fairly decent shot of N604DM, however; this dark blue and yellow scheme, with the skull and crossbones on the tail, gives the aircraft something of an "air pirate" scheme.
Go to Page 410 in the Internet Archive
Title: A treasury of natural history; or, a popular dictionary of animated nature ... To which are added, a syllabus of practical taxidermy, etc
Creator: Maunder, Samuel, 1785-1849. n 87912242
Publisher: London : Longman
Sponsor: Wellcome Library
Contributor: Wellcome Library
Date: 1848
Language: eng
If you have questions concerning reproductions, please contact the Contributing Library.
Note: The colors, contrast and appearance of these illustrations are unlikely to be true to life. They are derived from scanned images that have been enhanced for machine interpretation and have been altered from their originals.
Read/Download from the Internet Archive
Join Sona Medical College of Naturopathy and Yoga to enjoy the BNYS career with a wide range of benefits to the overall well-being and quality of life. Get Information about BNYS course details, duration, and syllabus to visit: bit.ly/3qvOWAI
Eighth Grade syllabus friends, here I am going to discuss about the overall syllabus of eighth grade mathematics which we supposed to do. Students often think that the only purpose of figuring things out is to get the answer with the minimum amount of ado and effort. But there are certain things which student needs to follow to get the desired answer in the most optimum way. If student opt to choose shortest path or longest path to arrive an answer then there is a possibility of getting a wrong answer so students need to follow the optimum path to arrive an answer. A daily practice and hard work is necessary to arrive at an answer.
Syllabus of gujarat board The Gujrat secondary and higher secondary board of education abbreviated as GSEB is a government of Gujrat body that is responsible for the intellectual direction of study and higher education in the state. The main function of the Gujrat secondary and higher secondary board of education is the preparation of syllabus for the schools. The duties of recognizing the new schools, the performance of the schools and inspection of the various schools that is associated with the board. Besides all that GSEB conducts two main exams every year that are secondary school certificate (SSC) for the 10th standard students and for 12th standard HSC exam that refers to the higher secondary education in the state.
The New Era Academy of Drama & Music, London was established in 1941 to provide a syllabus in a variety of communication, presentation and performing disciplines. The NEA school is still active and run on a not-for-profit basis.
www.neweraacademy.co.uk/page/about-us/about-new-era.html (NEA website).
.
Enamels: 1 (blue).
Finish: Copper coated.
Material: Brass.
Fixer: Bale &n suspension loop.
Size: 1” diameter excluding the bale & loop (26mm).
Process: Die stamped.
Imprint: No maker’s name or mark. The following text is hand-engraved onto the reverse side; MIDSUMMER 1952, ELOCUTION – JILL WALMSLEY.