Basic Qualification Question Bank for Amateur Radio Operator Certificate
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How to Make a Time Capsule That Tells the Story of Covid-19
How to make a time capsule that tells the story of Covid-19 The 2020 Covid-19 pandemic will go down in the history books, but a time capsule will teach future generations all about what lockdown was really like. COVID 19 time capsules are an easy project to get involved with, plus they’re totally unique to every person. What are Covid-19 time capsules? Time capsules are containers of some kind which hold a selection of objects, picked because they have a special meaning in the time that we’re living in. For example, time capsules have been found from as early as 1874 in the UK with photographs and letters, describing daily events happening that year. Often, time capsules are buried underground, beneath floorboards or stone slabs. For example, in 2015 one was buried under the Millennium Dome in London to be opened in 2050. With the coronavirus pandemic, we are all living through an important moment in history. Many people want to help future generations learn about this time using time capsules, full of things that show what life under lockdown was like. So, how do you make your own Covid-19 time capsule? How to create a COVID-19 time capsule While everyone will make theirs differently depending on what they think is important, these are some of the basics that you should do to create your time capsule. Adding more will make it more fascinating when it’s opened! Choose your box If you’re burying your time capsule, it’s important to use a sturdy container that won’t rot or fall apart over time. -
Emergency Radio Communications Plan – Northwest Region
Emergency Radio Communications Plan Northwest Region May 3, 2010 Emergency Radio Communications Plan – Northwest Region Table of Contents Table of Contents .....................................................................................................................2 Acknowledgements ..................................................................................................................4 Introduction ...............................................................................................................................5 Terrace PREOC ...............................................................................................................8 Local Authority Emergency Operations Centre (EOC).....................................................9 Activation ................................................................................................................................10 Net Operation ..........................................................................................................................11 Standby High Frequency ...............................................................................................11 Regional Nets ................................................................................................................11 PEP Net .........................................................................................................................11 Net Control Duties .........................................................................................................12 -
Web: © the Author(S) 2015 DOI: 10.1177/2056305115621935 Reconfiguring Social Logics and Historical Sms.Sagepub.Com Boundaries
SMSXXX10.1177/2056305115621935Social Media + SocietyAnkerson 621935research-article2015 SI: Social Media Public Space Social Media + Society July-December 2015: 1 –12 Social Media and the “Read-Only” Web: © The Author(s) 2015 DOI: 10.1177/2056305115621935 Reconfiguring Social Logics and Historical sms.sagepub.com Boundaries Megan Sapnar Ankerson Abstract The web’s historical periodization as Web 1.0 (“read-only”) and Web 2.0 (“read/write”) eras continues to hold sway even as the umbrella term “social media” has become the preferred way to talk about today’s ecosystem of connective media. Yet, we have much to gain by not exclusively positing social media platforms as a 21st-century phenomenon. Through case studies of two commercially sponsored web projects from the mid-1990s—Massachusetts Institute of Technology Media Lab’s Day in the Life of Cyberspace and Rick Smolan’s 24 Hours in Cyberspace—this article examines how notions of social and publics were imagined and designed into the web at the start of the dot-com boom. In lieu of a discourse of versions, I draw on Lucy Suchman’s trope of configuration as an analytic tool for rethinking web historiography. By tracing how cultural imaginaries of the Internet as a public space are conjoined with technological artifacts (content management systems, templates, session tracking, and e-commerce platforms) and reconfigured over time, the discourses of “read-only publishing” and the “social media revolution” can be reframed not as exclusively oppositional logics, but rather, as mutually informing the design and development of today’s social, commercial, web. Keywords social media, web history, web 1.0, web 2.0, public, read-only For a decade now, the participatory potential of social media Yet, a closer examination of web history suggests the has become synonymous with Web 2.0 platforms like boundaries separating 1.0 and 2.0 eras may do more to dis- Facebook and Twitter that facilitate the sharing of user-gen- tort our understandings of cultural and technological change. -
JOTA Activity Booklet KE4TIO
1 2 3 Gulf Ridge Council Pack 415 KE4TIO Alan Wentzell (Operator) Amateur Call Signs Heard and Worked: __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ States Contacted: __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ Countries Contacted: __________________________________ __________________________________ __________________________________ __________________________________ Scouts Present: __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ Akela’s Present: __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ 4 Q Codes The “Q” code was originally developed as a way of sending shorthand messages in Morse Code. However, it is still used by operators for voice communications. Some of those in common use are listed below: QRA What is your call sign? QRM I have interference (manmade). QRN I am receiving static (atmospheric noise). QRT I am closing -
1 めざせ 1 級! 英語上級者への道 ~Listen and Speak Ⅱ~ 第 7 回
めざせ 1 級! 英語上級者への道 ~Listen and Speak Ⅱ~ 第 7 回 モールス信号 Script ■Dialogue for Introduction E: Hello, Tets. Thanks for posting so many photos of your wonderful journey to Europe on Facebook. I felt as if I were traveling with you on the continent. T: Yes, with social networks we now have almost instant communication. That’s a far cry from the days of snail mail. E: Indeed it is. But you know, Tets, there were some important interim communication technologies along the way. For example, do you know the origin of the acronym “SOS”? T: Ah! Dot dot dot /dash dash dash/ dot dot dot! That is one of the most famous acronyms represented by the telegraph code system developed by Samuel Morse in 1836. That system was also implemented later in radio broadcasting. “Save Oh Save” or perhaps “Save Our Souls”…there is some debate as to the original meaning! There was, however, Edward, an earlier version of this call for distress! Did you know that, my friend? E: Indeed I do! The original code was CQD! It may have meant “Come quickly: Distress!” But the dots and dashes used to indicate it were too long and… T: Stop! We will have to send a real distress call if we spill the beans about our lesson too soon! Let’s give our listeners a chance to experience this article for themselves. E: A fine idea! Let’s signal the start of this month’s study! T&E: Pip-pip-pip…pip-pip. ■Listen to the passage and answer the questions that follow. -
A School-Wide Effort for Learning History Via a Time Capsule
Social Education 71(5), pp 261–266, 271 ©2007 National Council for the Social Studies Elementary Education A School-Wide Effort for Learning History via a Time Capsule C. Glennon Rowell, M. Gail Hickey, Kendall Gecsei, and Stacy Klein The time is early fall of 2004. For thousands of elementary school students of “memory books” that have been cre- throughout the country, routines for beginning a new school year are similar. Students ated by students through the years? are getting to know their teachers and anticipating the activities ahead in subjects from As in any school-wide project, interest reading to social studies. They are getting acquainted with new content area books grows daily; the entire school popula- and materials and new media center library books. And across the nation, students tion is focused on one event—closing are catching up with classmates they have not seen during the summer months and down the older building and moving to getting acquainted with new classmates. a newer one. And in this context, in the fall of 2004, students, teachers, admin- For the 370 students in kindergar- the 10 principals who have served the istrators, and staff respond to a unique ten through fifth grade at Ridgedale school since its opening in 1954. call to develop a time capsule that (1) Elementary School in Knoxville, The current principal is puzzling gives a history of Ridgedale Elementary Tennessee, there is a special buzz in the over what she should say in a letter that School (1954–2005) and (2) reflects the air that makes this school year unique. -
Safety and Alarming Applications Using ISA100 Wireless
Safety and alarming applications using ISA100 Wireless Yokogawa Electric Corporation Toshi Hasegawa 1 March 2016 Presenter Toshi Hasegawa is a Manager of standard department, Marketing Head quarters. Toshi has been working for Yokogawa Electric Corporation for 27 years, and he has worked for development of Distributed Control Systems (DCS). His current activity is mainly on standardization and marketing of industrial wireless network. 2 The History of Radio • Marconi had an early interest in science, and was especially interested in the work of Hertz • He quickly realized the potential of wireless transmission and filed a British patent – Awarded on 2nd July 1897, GB12039 • At 12:00pm on the 12th December 1901 Marconi sent and received the first Transatlantic radio transmission 3 The History of Radio • On Sunday evening 14th April 1912 the largest passenger ship in the world, Titanic struck an iceberg • The radio operators onboard were employed by Marconi International Marine • They sent a distress signal alerting the world and the Carpathia "CQD CQD SOS Titanic Position 41.44 N 50.24 W.·······” • Radio had proven it worth… Wireless safety application has been started over 100 years ago.. 4 Today’s topics 1) Motivation of wireless for plant safety 2) Benefits 3) Key requirements 4) ISA100 Wireless solutions 5) Applications 6) Summary 5 Motivation of adopting wireless for safety • Preventive measures – Process condition / status monitoring: Temperatures / Pressures / Flows / Levels / etc. – Asset condition monitoring: Vibration / Corrosion / Temperature / etc. • Accident avoidance / Limit the extent of damages – Alarm / Warning: Gas leak detection / Safety shower detection /Tsunami detection – Emergency shutdown: Remote valve control for safety mode • Human safety – People tracking on site / Communication to navigate for evacuation / etc. -
The Unexpected Value of Rediscovery
PSSXXX10.1177/0956797614542274Zhang et al.Unexpected Value of Rediscovery 542274research-article2014 Research Article Psychological Science 2014, Vol. 25(10) 1851 –1860 A “Present” for the Future: The Unexpected © The Author(s) 2014 Reprints and permissions: sagepub.com/journalsPermissions.nav Value of Rediscovery DOI: 10.1177/0956797614542274 pss.sagepub.com Ting Zhang, Tami Kim, Alison Wood Brooks, Francesca Gino, and Michael I. Norton Harvard Business School, Harvard University Abstract Although documenting everyday activities may seem trivial, four studies reveal that creating records of the present generates unexpected benefits by allowing future rediscoveries. In Study 1, we used a time-capsule paradigm to show that individuals underestimate the extent to which rediscovering experiences from the past will be curiosity provoking and interesting in the future. In Studies 2 and 3, we found that people are particularly likely to underestimate the pleasure of rediscovering ordinary, mundane experiences, as opposed to extraordinary experiences. Finally, Study 4 demonstrates that underestimating the pleasure of rediscovery leads to time-inconsistent choices: Individuals forgo opportunities to document the present but then prefer rediscovering those moments in the future to engaging in an alternative fun activity. Underestimating the value of rediscovery is linked to people’s erroneous faith in their memory of everyday events. By documenting the present, people provide themselves with the opportunity to rediscover mundane moments that may otherwise have been forgotten. Keywords affective forecasting, curiosity, interest, memory, rediscovery, open data, open materials Received 2/3/14; Revision accepted 6/7/14 At any moment, individuals can choose to capture their estimating the emotional impact of both negative and current experiences—for example, by taking photo- positive events in the future (Frederick & Loewenstein, graphs or writing diary entries—or to let those moments 1999; Fredrickson & Kahneman, 1993; Gilbert, elapse undocumented. -
Titanic Lessons.Indd
Lee AWA Review Titanic - Lessons for Emergency Communica- tions 2012 Bartholomew Lee Author She went to a freezing North Atlantic grave a hundred years ago, April 15, 1912, hav- By Bartholomew ing slit her hull open on an iceberg she couldn’t Lee, K6VK, Fellow avoid. Her story resonates across time: loss of of the California life, criminal arrogance, heroic wireless opera- Historical Radio tors, and her band playing on a sinking deck, Society, copyright serenading the survivors, the dying and the dead 2012 (no claim to as they themselves faced their own cold wet images) but any demise. The S.S. Titanic is the ship of legend.1 reasonable use The dedication to duty of the Marconi wire- may be made of less operators, Jack Phillips and Harold Bride, this note, respect- is both documented and itself legendary.2 Phil- ing its authorship lips stuck to his key even after Captain Edward and integrity, in Smith relieved him and Bride of duty as the ship furtherance of bet- sank. Phillips’ SOS and CQD signals brought the ter emergency com- rescue ships, in particular the S.S. Carpathia. munications. Phillips died of exposure in a lifeboat; Bride Plese see the survived.3 author description This note will present some of the Marconi at the end of the wireless messages of April 14. Any kind of work article, Wireless -- under stress is challenging. In particular stress its Evolution from degrades communications, even when effective Mysterious Won- communications can mean life or death. Art der to Weapon of Botterel4 once summed it up: “Stress makes you War, 1902 to 1905, stupid.” The only protection is training. -
4Th Grade Social Studies Curriculum Resource Guide
VISIT INDIANA: 4 th GRADE SOCIAL STUDIES Presented by Indiana Office of Tourism Development ©2014 1 VISIT INDIANA: 4 th GRADE SOCIAL STUDIES Dear Indiana Educator: It is my great pleasure to present our Visit Indiana: 4th Grade Social Studies Curriculum resource guide. Created for teachers by teachers in accordance with the Indiana Academic Standards, this resource guide provides the tools you’ll need to connect your students with Indiana’s history through the lens of travel and tourism. Built on Problem-Based Learning methodology, students will develop flexible knowledge, effective problem-solving skills, self-directed learning and effective collaboration skills as they explore Indiana, its history and allure. This resource guide has been officially endorsed by the Indiana Bicentennial Commission and will challenge students to: Work in teams Research geography Examine climate and weather patterns Solve mathematical questions related to travel Comprehend economic patterns Learn about the historical significance of Indiana places, people and events of interest Thank you for choosing to use our Visit Indiana: 4th Grade Social Studies Curriculum resource. I hope you find it as enjoyable to teach as we did to create. For more information and online resources, go to www.visitindianateachers.com. Best regards, Mark Newman Executive Director Indiana Office of Tourism Development 1 North Capitol Avenue, Suite 600 Indianapolis, IN 46204 [email protected] TABLE OF CONTENTS Project Overview .............................................................................................. -
Surrey Amateur Radio Club?
Are there Amateur Radio events during the year? 2017/2018 Executive Most Amateur Radio clubs meet weekly or President: Stan Williams VA7NF monthly. Hamfests are popular events that often 778-806-4662 feature the sale of new and used equipment and parts. Various radio contests are held Vice-President: John Brodie VA7XB throughout the year. Most important is Field 604-591-1825 Day. This contest, with emphasis on emergency SURREY conditions, is held on the last full weekend of Secretary: Jeremy Morse VE7TMY June. Operation, using temporary antennas and 604-8177763 generator or battery power, adds to the realism and simulates emergency conditions during a AMATEUR disaster. Treasurer: Scott Hawrelak VE7HA 604-862-6265 RADIO CLUB How can I learn about Amateur Radio? Information in this brochure has been adapted (with permission) from the Radio Radio Amateurs of Canada (RAC) publishes Amateurs of Canada website: study guides and The RAC Operating Manual, www.rac.ca/regulatory/faqham.htm available on-line from the RAC web site and some radio stores. Best of all, talk to an Amateur. How can I become a Member of the Surrey Amateur Radio Club? The Surrey Amateur Radio Club welcomes new Surrey Amateur Radio Club members, both experienced and beginner. The www.ve7sar.net Club will assist persons who have an interest in learning about amateur radio, becoming Meets at 7:00 pm on the licensed and participating in this exciting hobby second Wednesday of the month at: and public service. Please contact any of the Club executive listed Provincial Regional Emergency Operation on the back page of this brochure for more Center (PREOC) information, or simply come out to one of our 14292 Green Timbers Way, Surrey, BC meetings. -
Morse Code and the Information Age Morse Code, Invented by Samuel F. B. Morse in the 1830S, Is a Method of Transmitting Textual
Morse Code and the Information Age Morse code, invented by Samuel F. B. Morse in the 1830s, is a method of transmitting textual information as a series of on-off tones, lights, or clicks that can be directly understood by a skilled listener or observer without special equipment. The International Morse Code encodes the Roman alphabet, the Arabic numerals and a small set of punctuation and procedural signals. The original telegraph system had an apparatus on the receiving end that spat out a string of paper with indentations on it. Short indentations were called “dots” or “dits,” and the longer ones “dashes” or “dahs.” Because many non-English natural languages use more than the 26 Roman letters, extensions to the Morse alphabet exist for those languages. Morse code has been in use for more than 160 years—longer than any other electrical coding system. What is called Morse code today is actually somewhat different from what was originally developed. The Modern International Morse code, or continental code, was created by Friedrich Clemens Gerke in 1848 and initially used for telegraphy between Hamburg and Cuxhaven in Germany. Gerke changed nearly half of the alphabet and all of the numerals resulting substantially in the modern form of the code. After some minor changes, International Morse Code was standardized at the International Telegraphy Congress in 1865 in Paris, and was later made the standard by the International Telecommunication Union (ITU). Samuel Morse's original code specification, largely limited to use in the United States and Canada, became known as American Morse code or railroad code.