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Sea 222 Operator's Manual
I SEA 222 OPERATOR'S MANUAL Featuring a unique "softouch" keypad, the SEA 222 is as easy to operate as a microwave oven. Just follow the directions in this booklet. The "brain" of the SEA 222 is divided into two parts: 1. 290 factory programmed frequency pairs selectable by channel number from EPROM memory. 2. 100 channels of "scratch pad" memory for front panel programming and recall (Note: 10 of these channels are "EMERGENCY" channels). When operating your SEA 222 please note: 1. Any two-digit key stroke followed by "enter" will recall user-programmed channels 10-99; 2. Any 3 and 4-digit key stroke followed by "enter" recalls factory -pro grammed channels. - ---- - - A UNIT OF DATAMARINE INTERNATIONAL, INC. I ( ( FRONT PANEL CONTROLS: DISPLAY: The eight-digit alphanumeric display provides the operator with frequency and channel data. 4 x 4 KEYPAD 16 keys allow the operator to communicate with the computer which controls radio functions. For simple operation, an "operator friendly" software package is used in conjunction with the display. All of the keys are listed below. ENT Enters previously keyed data into the computer. Number Keys Keys numbered 0 through 9 enter required numerical data into the computer. (Arrows) These keypads permit receiver tuning up or down in 100 Hz ..... steps. CH/FR Allows the operator to display either channel number or the frequency of operation. Example: pressing this key when the display reads "CHAN 801" causes the display to indicate the receiver operating frequency 'assigned to channel number 801 (8718.9 KHz). SQL Activates or deactivates the voice operated squelch system. -
Dictionary Users Do Look up Frequent Words. a Logfile Analysis
Erschienen in: Müller-Spitzer, Carolin (Hrsg.): Using Online Dictionaries. Berlin/ Boston: de Gruyter, 2014. (Lexicographica: Series Maior 145), S. 229-249. Alexander Koplenig, Peter Meyer, Carolin Müller-Spitzer Dictionary users do look up frequent words. A logfile analysis Abstract: In this paper, we use the 2012 log files of two German online dictionaries (Digital Dictionary of the German Language1 and the German Version of Wiktionary) and the 100,000 most frequent words in the Mannheim German Reference Corpus from 2009 to answer the question of whether dictionary users really do look up fre- quent words, first asked by de Schryver et al. (2006). By using an approach to the comparison of log files and corpus data which is completely different from that of the aforementioned authors, we provide empirical evidence that indicates - contra - ry to the results of de Schryver et al. and Verlinde/Binon (2010) - that the corpus frequency of a word can indeed be an important factor in determining what online dictionary users look up. Finally, we incorporate word dass Information readily available in Wiktionary into our analysis to improve our results considerably. Keywords: log file, frequency, corpus, headword list, monolingual dictionary, multi- lingual dictionary Alexander Koplenig: Institut für Deutsche Sprache, R 5, 6-13, 68161 Mannheim, +49-(0)621-1581- 435, [email protected] Peter Meyer: Institut für Deutsche Sprache, R 5, 6-13, 68161 Mannheim, +49-(0)621-1581-427, [email protected] Carolin Müller-Spitzer: Institut für Deutsche Sprache, R 5, 6-13, 68161 Mannheim, +49-(0)621-1581- 429, [email protected] Introduction We would like to Start this chapter by asking one of the most fundamental questions for any general lexicographical endeavour to describe the words of one (or more) language(s): which words should be included in a dictionary? At first glance, the answer seems rather simple (especially when the primary objective is to describe a language as completely as possible): it would be best to include every word in the dictionary. -
Teaching with Technology: a Proposal for Using Amateur Radio in the Classroom
DOCUMENT RESUME ED 378 943 IR 016 946 AUTHOR Newell, Peter R. TITLE Teaching with Technology: A Proposal for Using Amateur Radio in the Classroom. PUB DATE Dec 94 NOTE 29p.; Adapted from a paper submitted in partial fulfillment of class requirements for VTE 500, Contemporary Concepts in Vocational-Technical Education, Spring 1994, and published in the 1994 American Radio Relay League National Educational Workshop proceedings. A"AILLE FROMPeter R. Newell, 8226 Trevi Lane, Clay, NY 13041 ($10). PUB TYPE Viewpoints (Opinion/Position Papers, Essays, etc.) (120) Reports Evaluative/Feasibility (142) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Communication (Thought Transfer); Educational Innovation; *Educational Radio; Educational' Technology; Elementary Secondary Education; Interdisciplinary Approach; Language Arts; Self Esteem; *Student Motivation; ''Teaching Methods; *Vocational Education IDENTIFIERS *Ham Radio ABSTRACT Amateur radio is a technology and activity that offers great potential when integrated into academic or vocational curricula. Programs with electrical, electronics, and electromechanical content can benefit from the use of amateur radio, and can also enhance language and communications skills. The biggest value of amateur radio may lie in its ability to enhance a student's motivation and self-esteem. In addition to its specific vocational and technical applications, amateur radio can assist in teaching basic skills and in reducing the isolation of students and teachers as it promotes interdisciplinary education and cultural awareness. Amateur radio is distinctly different from citizens band, as it is a noncommercial service. Ham operators do not need an electronics background, although technical knowledge and skills are helpful. Several examples of the educational use of amateur radio illustrate its potential for academic and vocational education. -
A Simultaneous Radiotelephone and Visual Range Beacon for the Airways
RP341 A SIMULTANEOUS RADIOTELEPHONE AND VISUAL RANGE BEACON FOR THE AIRWAYS By F. G. Kear and G. H. Wintermute ABSTRACT Increased use of the airway radio services by transport operators has resulted in a demand for continuous range-beacon service. At the same time the weather broadcast information has increased in importance and the interruptions to the beacon service have become more frequent. To eliminate difficulties arising from this conflict a transmitting system has been developed which provides simul- taneous transmission of visual range-beacon and radiotelephone signals. This system is designed to employ existing equipment so far as possible. By combining two transmitting sets into one the cost of buildings and antenna equipment is reduced. Continuous check on the operation of both systems can be obtained with less personnel than required at present. The transmitting set consists of a 2-kw. radiotelephone transmitter operating into a nondirective antenna system and an additional set of amplifier branches supplying power through a goniometer into two loop antennas. The two antenna systems are symmetrically disposed with respect to each other, and coupling effects are balanced out to prevent distortion of the space pattern. The phase of the currents in the different antenna systems is controlled by a phase shift unit and means for checking the adjustment of this phase relationship continuously is provided. The equipment on the airplane to receive this service is changed only by the addition of a small filter unit which keeps the low-frequency reed voltages from reaching the head telephones and the voice frequencies from the reed indicator. -
Supplemental Information for an Amateur Radio Facility
COMMONWEALTH O F MASSACHUSETTS C I T Y O F NEWTON SUPPLEMENTAL INFORMA TION FOR AN AMATEUR RADIO FACILITY ACCOMPANYING APPLICA TION FOR A BUILDING PERMI T, U N D E R § 6 . 9 . 4 . B. (“EQUIPMENT OWNED AND OPERATED BY AN AMATEUR RADIO OPERAT OR LICENSED BY THE FCC”) P A R C E L I D # 820070001900 ZON E S R 2 SUBMITTED ON BEHALF OF: A LEX ANDER KOPP, MD 106 H A R TM A N ROAD N EWTON, MA 02459 C ELL TELEPHONE : 617.584.0833 E- MAIL : AKOPP @ DRKOPPMD. COM BY: FRED HOPENGARTEN, ESQ. SIX WILLARCH ROAD LINCOLN, MA 01773 781/259-0088; FAX 419/858-2421 E-MAIL: [email protected] M A R C H 13, 2020 APPLICATION FOR A BUILDING PERMIT SUBMITTED BY ALEXANDER KOPP, MD TABLE OF CONTENTS Table of Contents .............................................................................................................................................. 2 Preamble ............................................................................................................................................................. 4 Executive Summary ........................................................................................................................................... 5 The Telecommunications Act of 1996 (47 USC § 332 et seq.) Does Not Apply ....................................... 5 The Station Antenna Structure Complies with Newton’s Zoning Ordinance .......................................... 6 Amateur Radio is Not a Commercial Use ............................................................................................... 6 Permitted by -
General Radiotelephone Operator License (GROL/PG) Fact Sheet
General Radiotelephone Operator License (GROL/PG) Fact Sheet Certifying Federal Communications Commission Organization General Radiotelephone Operators License-GROL/ PG is required to adjust, maintain, or Description of internally repair FCC licensed radiotelephone transmitters in the aviation, maritime, and Credentials international fixed public radio services. It conveys all the operating authority of the MP. It is also required to operate the following: ◾any compulsorily equipped ship radiotelephone station operating with more than 1500 watts of peak envelope power. ◾voluntarily equipped ship and aeronautical (including aircraft) stations with more than 1000 watts of peak envelope power. Entry-Level $36-$40K Annual Salaries Industry-Based Certification Requirements: Students The FCC does not certify schools or review study materials, and the FCC does not Standard / recommend any particular school or publication. Curriculum Online – Testing Performance Exams / Tests? Paper? X Cognitive Methodology Psychomotor portion portion (consists of two tests) No information found Re-Testing Re-Testing Max (if available) Procedures Attempts To qualify for the GROL: Testing Details • Be a legal resident of (or otherwise eligible for employment in) the United States. (including any age • Be able to receive and transmit spoken messages in English. requirements / • Pass written exam Elements 1 and 3. accommodations) Element 1 – Marine Radio Operator Permit (MROP) Basic radio law and operating practice, Rules & Regulations, Communications Procedures, -
Federal Communications Commission § 80.110
SUBCHAPTER D—SAFETY AND SPECIAL RADIO SERVICES PART 80—STATIONS IN THE 80.71 Operating controls for stations on land. MARITIME SERVICES 80.72 Antenna requirements for coast sta- tions. Subpart A—General Information 80.74 Public coast station facilities for a te- lephony busy signal. GENERAL 80.76 Requirements for land station control Sec. points. 80.1 Basis and purpose. 80.2 Other regulations that apply. STATION REQUIREMENTS—SHIP STATIONS 80.3 Other applicable rule parts of this chap- 80.79 Inspection of ship station by a foreign ter. Government. 80.5 Definitions. 80.80 Operating controls for ship stations. 80.7 Incorporation by reference. 80.81 Antenna requirements for ship sta- tions. Subpart B—Applications and Licenses 80.83 Protection from potentially hazardous RF radiation. 80.11 Scope. 80.13 Station license required. OPERATING PROCEDURES—GENERAL 80.15 Eligibility for station license. 80.17 Administrative classes of stations. 80.86 International regulations applicable. 80.21 Supplemental information required. 80.87 Cooperative use of frequency assign- 80.25 License term. ments. 80.31 Cancellation of license. 80.88 Secrecy of communication. 80.37 One authorization for a plurality of 80.89 Unauthorized transmissions. stations. 80.90 Suspension of transmission. 80.39 Authorized station location. 80.91 Order of priority of communications. 80.41 Control points and dispatch points. 80.92 Prevention of interference. 80.43 Equipment acceptable for licensing. 80.93 Hours of service. 80.45 Frequencies. 80.94 Control by coast or Government sta- 80.47 Operation during emergency. tion. 80.49 Construction and regional service re- 80.95 Message charges. -
PROWORD (Procedure WORD) There Are Many Users of Prowords
PROWORD (PROcedure WORD) There are many users of ProWords, Armed Forces, Aviation, Commercial & Recreational boat traffic & Amateur Radio In addition to the obvious list of environments you will find “codes”, that are used to convey special meanings, in private (business) nets or Policing (10-? codes). The following is a list of sources that have been used . This list is not all encompassing but comprises a list of prowords that will be understood by most of the radio operators you will encounter. Be flexible when DX-ing. English-Canadian may not be their first language. The goal is to communicate. Source Documents 1. Generally I like the US Coastguard Radiotelephone Handbook Appendix B https://www.dhs.gov/sites/default/files/publications/ CGTTP_6-01_1A_Radiotelephone_Handbook-%20508%20compliant%20v2.pdf 2. The RAC-ARES Operations Training manual is “reasonable” but contains prowords with duplicate meanings. http://wp.rac.ca/wp-content/uploads/files/ares/ ARES%20Complete_manual_revised%20Aug%202015.pdf 3. Wikipedia https://en.wikipedia.org/wiki/Procedure_word 4. Maritime Mobile Service Network Has some great examples http://www.mmsn.org/about-us/prowords.html 5. International Telecommunication Union - A valuable document https://www.itu.int/en/ITU-D/Emergency-Telecommunications/Documents/ET- OnlineToolkit/tools/ 019%20A%20Guide%20To%20Radio%20Communications%20Standards%20For %20Emergency%20Responders.pdf ACKNOWLEDGE - Let me know you have received and understood this message AFFIRMATIVE/YES - Permission granted, or I agree ALL STATIONS - This message is for all stations BREAK - I hereby indicate the separation between portions of the message CONFIRM - My version is ... is that correct? CORRECTION or WRONG - An error has been made in this transmission (message indicated). -
Part 13 Restricted Radiotelephone (Including Commercial Radio Operator)
Part 13 Restricted Radiotelephone (Including Commercial Radio Operator) RESTRICTED RADIOTELEPHONE OPERATOR PERMIT WHO NEEDS AN RP? At least one person holding an RP is required aboard stations in the maritime and aviation services when: making international flights, voyages, or communications; 2) using frequencies under 30 MHz; 3) using a satellite ship earth station, or 4) operating a vessel subject to the Bridge to Bridge Act (including domestic operation). WHO DOESN’T NEED AN RP? For mobile stations: 1) On board a voluntarily equipped ship using only VHF frequencies on domestic voyages OR using a radar, EPIRB, survival craft, or on-board station; 2) on board an aircraft using only VHF frequencies on domestic voyages OR using radar, radio altimeter, transponder, or other automated radionavigation transmitter; or 3) at a domestically operated marine utility station. For fixed stations: 1) at shore radar, shore radiolocation, maritime support, or shore radionavigation stations; 2) at a coast station or aeronautical ground station using only VHF frequencies; or 3) at an aeronautical enroute station which automatically transmits digital communications to aircraft. You no longer need an RP to operate a Broadcast station (e.g., AM, FM, TV). This requirement was eliminated on 12/1/95 (Report and Order, MM Docket No. 94-130 released 10/23/95). Restricted Radiotelephone Operator NOTE: Aliens who are not legally eligible for employment in the United States should also use FCC 605. New (Lifetime Permit & Limited Use) (Per Permit) Duplicate/Replacement -
The Use of Adverbials in the Verbal Production of Malay ESL Learners: a Processability Approach
THE USE OF ADVERBIALS IN THE VERBAL PRODUCTION 1 LSP International Journal, Vol. 4, Issue 1, 2017, 1–22 © Universiti Teknologi Malaysia E-ISSN 2289–3199 / ISSN 0128–732X The Use of Adverbials in the Verbal Production of Malay ESL Learners: A Processability Approach Wan Nur Asyura Wan Adnan Language Academy, Universiti Teknologi Malaysia, Jln Sultan Yahya Petra, 54100, Kuala Lumpur, Malaysia Maskanah Mohammad Lotfie Kulliyyah of IRKHS, International Islamic University Malaysia, 53100, Gombak, Malaysia ABSTRACT This study investigates the development of verbal usage of adverbials by Malay ESL learners at the tertiary level. It aims to find out the developmental differences between low and intermediate learners’ acquisition of adverbials. Using Processability Theory (Pienemann, 1998; 2005) and taxanomy of adverbials (Celce-Murcia & Larsen-Freeman, 1999) as the frameworks, this study explains the extent to which Malay ESL learners at the tertiary level have developed their use of English adverbials. For data collection purposes, a picture-cued task was administered on 60 Malay ESL students in which they were required to elicit each process in each picture. The results indicate that, in terms of their use of adverbials, most of the Malay ESL students from both proficiency levels were considered to have reached Stage 6 of the Processability Theory developmental stages and only a number of elementary level students were found to have only reached Level 2. The findings suggest that ESL practitioners should follow the developmental routes suggested by the Processability Theory in teaching grammar components to students. Keywords: L2 processing, adverbials, Malay ESL learners, tertiary level, verbal production 1.0 INTRODUCTION It is suggested that in the process of learning a second language, there is a developmental sequence of every linguistic feature (Pienemann, 1998) and the sequence that L2 learners follow is not substantially affected by classroom instruction although the progress may be facilitated by form- focused instruction (Lightbown & Spada, 2000). -
Overview: the Functions of Zarb
Zarb Teaching Toolbar, Version 4.1 1 OVERVIEW: THE FUNCTIONS OF ZARB Here you can see all Zarb functions in order of appearance in the menus and toolbars. Double-click the green entries to move to the corresponding chapter within this document. Menu and Toolbar Zarb 1 Menu and Toolbar Zarb 2 General gap functions Puzzle functions Letters Crosswords Letter groups Crisscross puzzle Word beginning / word end Wordsearch puzzle Word construction Acrostic Cloze text Change puzzle size Gaps Hidden-letter fonts Gaps - solutions added Cryptogram Gaps from list Every second letter Gaps - inner letters Rearrangement Functions Gaps - punctuation Word backwards Alter gap form Word backwards with gap Language-specific functions Word backwards without gap Basic vocabulary Text backwards Infinitives Anagram Gaps - parts of speech Scramble word with gap English irregular Verbs Scramble word without gap Dutch irregular verbs Scramble inner letters German irregular verbs Scramble sentence Conjugate German verbs Scramble text Antonyms Word chain Synonyms Mistake text Thesaurus analysis Capitals only Help Functions Lower-case only Generate / edit word list Fun formats Check against word list Diverse Exercises Word frequency Word form exercise Character-set tables Matching exercise Insert header Multiple choice Paste text from the web Flash cards Remove hidden text Generate flash cards Transform table Help and Information Zarb manual Zarb overview About Zarb © Copyright 2008 Hans Zybura. All rights reserved. Zarb Teaching Toolbar, Version 4.1 2 TABLE OF CONTENTS -
STUDIES in LANGUAGE TECHNOLOGY an Object-Oriented Computer Model of Morphophonological Aspects of Dutch
KATHOLIEKE UNIVERSITEIT LEUVEN DEPARTEMENT LINGUISTIEK STUDIES IN LANGUAGE TECHNOLOGY An Object-Oriented Computer Model of Morphophonological Aspects of Dutch WALTER DAELEMANS Proefschrift aangeboden ter verkrijging van de graad van doctor in de Letteren en de Wijsbegeerte Promotor: Prof. Dr. F. G. Droste Co-promotor: Prof. Dr. G. A. M. Kempen Leuven, 3 april 1987 SAMENVATTING Het menselijke taalgedrag kan worden opgevat als een op kennis gebaseerde probleemoplossende activiteit. Wanneer een mens de relatie legt tussen betekenis en klank en vice versa, dan voert hij een aantal, meestal onbewuste, redeneerprocessen op een aantal kennisbronnen uit. We kunnen deze vaardigheid simuleren (of imiteren) door computermodellen te bouwen waarbij de nodige kennis door datastructuren wordt gerepresenteerd, en processen door programma's die van deze datastructuren gebruik maken. Voordelen van deze aanpak zijn aan de ene kant consistentie en volledigheid (voor de theoretische taalkunde), en aan de andere kant nuttige applicaties (voor de toegepaste taalkunde). In deze dissertatie proberen we enkele aspecten van het menselijke taalgedrag op deze computationele manier te benaderen. We gaan uit van een kort overzicht van verschillende disciplines die op een of andere manier een relatie leggen tussen de studie van de taal en de computerwetenschap. We richten ons daarbij vooral op de doelstellingen en de methodologie van de taaltechnologie, het deel van de computerlinguistiek dat zich bezig houdt met toepassingen. We proberen aan te tonen dat het paradigma van het objectgericht programmeren uitstekend geschikt is om linguistische kennis en processen te representeren. Alle programmeerparadigma's zijn equivalent omdat de programma's die zij genereren uiteindelijk allemaal Turing-machine berekenbaar zijn, maar voor de programmeur (en dus ook voor de programmerende taalkundige) zijn ze verschillend omdat ze verschillende metaforen suggereren om het probleemdomein te conceptualiseren.