DOCSLIB.ORG

Electronic Principles II, 7-6. Military Curriculum Materials for Vocational and Technical Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Electronic Principles II, 7-6. Military Curriculum Materials for Vocational and Technical Education DOCUMENT RESUME ED 246 217 CE 039 202 TITLE Electronic Principles II, 7-6. Military Curriculum Materials for Vocational and Technical Education. INSTITUTION Air Force Training Command, Kessler AFB, Miss.; Ohio State Univ., Columbus. National Center for Research in Vocational Education. SPONS AGENCY Department of Education, Washington, DC. PUB DATE 75 NOTE 316p.; Portions of Plan of Instruction may be marginally legible due to poor print quality. For related documents, see CE 039 201-210. PUB TYPE Guides - Classroom Use - Materials (For Learner) (051) -- Guides - Classroom Use - Guides (For Teachers) (052) EDRS PRICE MF01/PC13 Plus Postage. DESCRIPTORS Behavioral Objectives; Course Content; Course Descriptions; *Electric Circuits; *Electric Motors; *Electronics; Engines; Individualized Instruction; Learning Activities; Learning Modules; *Magnets; Pacing; Postsecondary Education; Programed Instructional Materials; Secondary Education; *Technical Education IDENTIFIERS Military Curriculum Project ABSTRACT This second of 10 blocks of student and teacher materials for a secondary/postsecondary level course in electronic principles comprises one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. A prerequisite is the previous block. This block on AC circuits contains nine modules covering 44 hours of instruction on AC composition and frequency spectrum (7 hours); capacitors and capacitive reactance (6), magnetism (4), inductors and inductive reactance (5), transformers (4), relays (3), microphones and speakers (3), meter movements and circuits (5), and motors and generators (7). Printed instructor materials include a plan of instruction detailing the units of instruction, duration of the lessons, criterion objectives, and support materials needed. Student materials include a student text; nine guidance packages containing objectives, assignments, and review exercises for each module; and two programmed texts. A digest of the modules in the block is provided for students who need only to review the material. Designed for self- or group-paced instruction, the material can be adapted for individualized instruction. Additional print and audiovisual materials are recommended but not provided. (YLB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** MILITARY CURRICULUM MATERIALS The military-developed curriculum materials in this course package were selected by the National Center for Research in Vocational Education Military Curriculum Project for dissem- ination to the six regional Curriculum Coordination Centers and other instructional materials agencies.The purpose of disseminating these courses was to make curriculum materials developed by the military more accessible to vocational educators in the civilian setting. The course materials were acquired, evaluated by project staff and practitioners in the field, and prepared for dissemination. Materials which were specific to the Military were deleted, copyrighted materials were either omitted or appro- val for their use was obtained. These course packages contain curriculum resource materials which can be adapted to support vocational instruction and curriculum development. Military Curriculum Materials for The National Center Vocational and Mission Statement Technical Education The National Center for Research in Information and Field Vocational Education's mission is to increase Services Division the ability of diverse agencies, institutions, It" and organizations to solve educational prob- lems relating to individual career planning, preparation, and progression. The National The National Center for Research Center fulfills its mission by: In Vocational Education Generating knowledge through research Developing educational programs and products Evaluating individual program needs and outcomes Installing educational programs and products Operating information systems and services et. Conducting leadership development and training programs FOR FURTHER INFORMATION ABOUT 0 Military Curriculum Materials WRITE OR CALL Program Information Office The National Center for Research in Vocational g-0 Education The Ohio State University 4 1960 Kenny Road. Columbus, Ohio 43210 11011r Telephone: 614/486-3655 or Toll Free 800/ 848.4815 within the continental U.S. 5 (except Ohio) Military Curriculum Materials What Materials How Can These Dissemination Is.e Are Available? Materials Be Obtained? an activity to increase the accessibility of One hundred twenty courses on microfiche Contact the Curriculum Coordination Center military-developed curriculum materials to (thirteen in paper form) and descriptions of in your region for information on obtaining vocational and technical educators. each have been provided to the vocational materials (e.g., availability and cost). They Curriculum Coordination Centers and other will respond to your request directli or refer This project, funded by the U.S. Office of instructional materials agencies for dissemi- you to an instructional materials agency Education, includes the identification and nation. closer to you. acquisition of curriculum materials in print form from the Coast Guard, Air Force, Course materials include programmed Army, Marine Corps and Navy. instruction, curriculum outlines, instructor CURRICULUM COORDINATION CENTERS guides, student workbooks and technical Access to military curriculum materials is manuals. EAST CENTRAL NORTHWEST provided through a "Joint Memorandum of Rebecca S. Douglass William Daniels Understanding" between the U.S. Office of The 120 courses represent the following Director Director Education and the Department of Defense. sixteen vocational subject areas: 100 North First Street Building 17 Springfield, IL 62777 Airdustrial Park The acquired materials are reviewed by staff Agriculture Food Service 217/782-0769 Olympia, WA 98504 and subject matter specialists, and courses Aviation Health 206/753.0879 deemed applicable to vocational and tech- Building & Heating & Air nical education are selected for dissemination. Construction Conditioning MIDWEST SOUTHEAST Trades Machine Shop Robert Patton James F. Shill, Ph.D. The National Center for Research in Clerical Management & Director Director Vocational Education is the U.S. Office of Occupations Supervision 1515 West Sixth Ave. Mississippi State University Education's designated representative to Communications Meteorology & Stillwater, OK 74704 Drawer DX acquire the materials and conduct the project Drafting Navigation 405/377.2000 Mississippi State, MS 39762 activities. Electronics Photography 6011325-2510 Engine MechanicsPublic Service Project Staff: NORTHEAST WESTERN The number of courses and the subject areas Joseph F. Kelly, Ph.D. Lawrence F. H. Zane, Ph.D. Wesley E. Budke, Ph.D., Director represented will expand as additional mate- Director Director National Center Clearinghouse rials with application to vocational and 225 West State Street 1776 University Ave. Shirley A. Chase, Ph.D. technical education are identified and selected Trenton, NJ 08625 Honolulu, HI 96822 Project Director for dissemination. 60912924562 8081948-7834 6 7 Classroom Course 7-6 ELECTRONIC PRINCIPLES II Table of Contents Course Description Page 1 Plan of Instruction Page 3 Block II - AC Circuits Digest Page 25 Volume 2 - AC Circuits - Student Text Page 41 Module 11 AC Computation and Frequency Spectrum Page 120 Guidance Package AC Computatio and Frequency Spectrum - Page 142 Programmed Text Module 12 Capacitors and Capacitive Reactance - Page 195 Guidance Package Module 13 Magnetism - Guidance Package Page 207 Module 14 Inductors and Inductive Reactance - Guidance Page 215 Package Module 15 Transformers - Guidance Package Page 226 Module 15 Transformers - Programmed Text Page 242 Module 16 Relays - Guidance Package Page 275 -continUed- l Module 17 Microphones and Speakers - Guidance Package Page 285 Module 18 Meter Movements and Circuits - Guidance Page 291 Package Module 19 Motors and Generators - Guidance Package Page 299 9 ELECTRONIC PRINCIPLES II Classroom Course 7.8 INNINIM=11 Developed by: D.O.T. No.I United Status Air Force 003.061 Occupations' Ariel Chivelnporionl and flovievit Oates Electronics July 1974 through November 1916 Target Audience,: Grades 11-edult Print Pager 303 Count 66.25 Availability: Military Curriculum Project, The Center for Vocational Educetion, 1960 Kenny Rd., Columbus, 0$ 43210 6 ii I 2 6 Iii a I 6 6 2 a. 5 2 .9 C a ,.ii 0 A A t. V '41 1 Contents: !Li1a141 01 CC pi iFt No. of .011112 Block II AC Circuits Module 11 AC Computation and frequency Spectrum 22 * * Module 12 Capacitors and Capacitive Reactanc 12 * gr Module 13 Magnetism 6 * Module 14 Inductors and Inductive Reactance 10 * * Module 15 Transformws 14 * * Module 16 Relays 10 * * Module 17 Microphones and Speakers 4 * * Module 18 Meter Movementsand Circuits 6 is * * Module 19 Motors and Generators 8 * * * Materials are recommended but not provided. Centanwmastwereena norm Expires July 1, 1978 (INK) soik too/no, 10 Cowl, Description This black is the second of len blocks providing training in electronic princliales, use of basic test equipment, safety preCtICes. circuit analysis, soldering, digital techniques, mIcrOwave principlet and troubleshooting basic circuits. A Prerequisite to this blOck Is Block 1-0C CirCults. Mock IIAC
Load more

Recommended publications
  • 2020 Virtual Commencement Program
    HISTORY OF NJIT he New Jersey Institute of Technology that we Under Dr. Allan R. Cullimore, who led the Tknow today has a rich history with its institution from 1920 to 1949, the modest Newark beginnings developing from the industrial age. Technical School was transformed into the Newark Like many of the port cities around the world, the College of Engineering (NCE). Campbell Hall was Newark of the late 19th century was a thriving erected in 1925. During the lean years of the industrial center. Its factories churned out thread, Depression and World War II, only the former metals, paints and leather goods. In Newark, Newark Orphan Asylum, now Eberhardt Hall, was Thomas Edison set the stage at his Ward Street purchased and renovated by the college. factory for his later achievements, and Edison rival Edward Weston established the first factory in the The postwar period was one of enormous activity United States for commercial production of during which President Cullimore — like today’s dynamo electric machines. post-Cold War university presidents — challenged the college to turn “wartime thinking into On March 24, 1880, the Essex County peacetime thinking.” Assemblyman in the state Legislature introduced “An Act to Provide for the Establishment of In 1946, about 75 percent of the freshman class had Schools of Industrial Education.” The Newark served in the armed forces. Robert W. Van Houten Board of Trade sponsored the bill. The Act was acting president of NJIT from 1947 until 1950 established three schools of industrial education: when the board of trustees named him president. one in Newark, one in Trenton and one in Cullimore Hall was built in 1958 and two years Hoboken.
    [Show full text]
  • Urban Myths Mythical Cryptids
    Ziptales Advanced Library Worksheet 2 Urban Myths Mythical Cryptids ‘What is a myth? It is a story that pretends to be real, but is in fact unbelievable. Like many urban myths it has been passed around (usually by word of mouth), acquiring variations and embellishments as it goes. It is a close cousin of the tall tale. There are mythical stories about almost any aspect of life’. What do we get when urban myths meet the animal kingdom? We find a branch of pseudoscience called cryptozoology. Cryptozoology refers to the study of and search for creatures whose existence has not been proven. These creatures (or crytpids as they are known) appear in myths and legends or alleged sightings. Some examples include: sea serpents, phantom cats, unicorns, bunyips, giant anacondas, yowies and thunderbirds. Some have even been given actual names you may have heard of – do Yeti, Owlman, Mothman, Cyclops, Bigfoot and the Loch Ness Monster sound familiar? Task 1: Choose one of the cryptids from the list above (or perhaps one that you may already know of) and write an informative text identifying the following aspects of this mythical creature: ◊ Description ◊ Features ◊ Location ◊ First Sighting ◊ Subsequent Sightings ◊ Interesting Facts (e.g. how is it used in popular culture? Has it been featured in written or visual texts?) Task 2: Cryptozoologists claim there have been cases where species now accepted by the scientific community were initially considered urban myths. Can you locate any examples of creatures whose existence has now been proven but formerly thought to be cryptids? Extension Activities: • Cryptozoology is called a ‘pseudoscience’ because it relies solely on anecdotes and reported sightings rather than actual evidence.
    [Show full text]
  • Book Section Reprint the STRUGGLE for TROGLODYTES1
    The RELICT HOMINOID INQUIRY 6:33-170 (2017) Book Section Reprint THE STRUGGLE FOR TROGLODYTES1 Boris Porshnev "I have no doubt that some fact may appear fantastic and incredible to many of my readers. For example, did anyone believe in the existence of Ethiopians before seeing any? Isn't anything seen for the first time astounding? How many things are thought possible only after they have been achieved?" (Pliny, Natural History of Animals, Vol. VII, 1) INTRODUCTION BERNARD HEUVELMANS Doctor in Zoological Sciences How did I come to study animals, and from the study of animals known to science, how did I go on to that of still undiscovered animals, and finally, more specifically to that of unknown humans? It's a long story. For me, everything started a long time ago, so long ago that I couldn't say exactly when. Of course it happened gradually. Actually – I have said this often – one is born a zoologist, one does not become one. However, for the discipline to which I finally ended up fully devoting myself, it's different: one becomes a cryptozoologist. Let's specify right now that while Cryptozoology is, etymologically, "the science of hidden animals", it is in practice the study and research of animal species whose existence, for lack of a specimen or of sufficient anatomical fragments, has not been officially recognized. I should clarify what I mean when I say "one is born a zoologist. Such a congenital vocation would imply some genetic process, such as that which leads to a lineage of musicians or mathematicians.
    [Show full text]
  • The Sherpa and the Snowman
    THE SHERPA AND THE SNOWMAN Charles Stonor the "Snowman" exist an ape DOESlike creature dwelling in the unexplored fastnesses of the Himalayas or is he only a myth ? Here the author describes a quest which began in the foothills of Nepal and led to the lower slopes of Everest. After five months of wandering in the vast alpine stretches on the roof of the world he and his companions had to return without any demon strative proof, but with enough indirect evidence to convince them that the jeti is no myth and that one day he will be found to be of a a very remarkable man-like ape type thought to have died out thousands of years before the dawn of history. " Apart from the search for the snowman," the narrative investigates every aspect of life in this the highest habitable region of the earth's surface, the flora and fauna of the little-known alpine zone below the snow line, the unexpected birds and beasts to be met with in the Great Himalayan Range, the little Buddhist communities perched high up among the crags, and above all the Sherpas themselves that stalwart people chiefly known to us so far for their gallant assistance in climbing expeditions their yak-herding, their happy family life, and the wav they cope with the bleak austerity of their lot. The book is lavishly illustrated with the author's own photographs. THE SHERPA AND THE SNOWMAN "When the first signs of spring appear the Sherpas move out to their grazing grounds, camping for the night among the rocks THE SHERPA AND THE SNOWMAN By CHARLES STONOR With a Foreword by BRIGADIER SIR JOHN HUNT, C.B.E., D.S.O.
    [Show full text]
  • ECS Classics: Weston, the Weston Cell, and the Volt
    ClassicsECS Weston, the Weston Cell, and the Volt by Petr Vanýsek he measurement of electromotive force, potential, or voltage Sharing much of the same enthusiasm as Acheson (ECS Classics, difference has been central to measurements ever since the Interface, 26(1) 36-39), Edison, or Swann (ECS Classics, Interface, Tconcept of potential in electricity was first understood. The 23(4) 38-40), Weston was also interested in lighting equipment. His definition of the volt changed a few times throughout the course of company, among others, won the contract to illuminate the new history and at one point it was even based on electrochemistry, on Brooklyn Bridge. His carbon based light bulb filament made from the so-called Clark cell. The international volt was defined in 1893 Tamidine (reduced nitrocellulose) was used until tungsten was as 1/1.434 electromotive force of the Clark cell. This definition lasted introduced. until 1908. The Clark cells used zinc or zinc amalgam for the anode and Weston was, since his first introduction to electrochemistry in mercury in a saturated aqueous solution of zinc sulfate for a cathode, electroplating, well aware of the need to reliably measure electrical with a paste of mercurous sulfate as a depolarizer. The cell design parameters. Because of this interest, in 1887 he established a had a drawback in a rather significant temperature coefficient and also laboratory making devices for measuring electrical parameters. In the suffered corrosion problems, which were caused by platinum wires process he developed two important alloys, constantan and manganin, that were alloying with the zinc amalgam in the glass envelope.
    [Show full text]
  • The Changing Peasant: Part 2: the Uprooted
    19791No. 41 by Richard Critchfield The Changing Peasant Asia [ RC-4-'793 Part II: The Uprooted Theirs is the true lost horizon. Whatever their number, most jutting rocks of shale, schist, and Tibetans are nomadic shepherds limestone. Tibet is the source of all The Tibetan homeland is still so who live in yak-hair tents and move the great rivers of Asia: the Sutlej remote, unmapped, unsurveyed, about much of the year in search of and Indus, the Ganges and and unexplored that in 1979 less is grass for their large herds of yaks, Brahmaputra, the Salween, known about its great Chang Tang sheep, goats, and horses. Aside Yangtze, and Mekong. Violent plateau and Himalayan-high from Lhasa (population 50,000) and gales, dust storms, and icy winds mountain ranges than is known some town-like monasteries, before blow almost every day. about the craters of the moon. the Chinese occupation almost no Until the Chinese occupation the human habitations existed; the Tibet remains a mystery. wheel, considered sacred, was Tibetan herdsman's life, like that of never used: horses, camels, yaks, the Arab Bedouin, revolves around sheep, and men provided the only It is now 29 years since Mao Tse- his livestock, their wool for clothing tung's armies invaded what had transport over rugged tracks and and shelter and their meat and milk precarious bridges spanning deep almost always been an independent for food. sovereign country and declared it an narrow gorges. Even the way of autonomous area within the The Tibetans are racially and death was harsh, the bodies being People's Republic of China.
    [Show full text]
  • The Friendly Yeti
    The University of Southern Mississippi The Aquila Digital Community Faculty Publications 2012 The Friendly Yeti Daniel S. Capper University of Southern Mississippi, [email protected] Follow this and additional works at: https://aquila.usm.edu/fac_pubs Part of the Animal Studies Commons, Buddhist Studies Commons, and the South and Southeast Asian Languages and Societies Commons Recommended Citation Capper, D. S. (2012). The Friendly Yeti. Journal for the Study of Religion, Nature, and Culture, 6(1), 71-87. Available at: https://aquila.usm.edu/fac_pubs/14855 This Article is brought to you for free and open access by The Aquila Digital Community. It has been accepted for inclusion in Faculty Publications by an authorized administrator of The Aquila Digital Community. For more information, please contact [email protected]. This article appeared in the Journal for the Study of Religion, Nature, and Culture 6:1 (2012): 71-87. THE FRIENDLY YETI Daniel Capper, Ph.D. Associate Professor of Religion The University of Southern Mississippi 118 College Drive, #5015 Hattiesburg, MS 39406 USA 601-266-4522 [email protected] ABSTRACT Most images of yetis in Western popular culture and scholarly literature portray them as secular, predatory monsters. These representations overlook important religious dimensions of yetis that are hidden in the current literature so I take a new look at yetis in Tibetan religions in order to clarify our understanding of these legendary creatures. Following a phenomenological approach that sets aside the issue of the ontological existence of yetis I examine texts, art, ritual, and folklore in order to propose four yeti personal ideal types: the Buddhist practitioner, the human religious ally, the friendly yeti, and the mountain deity yeti.
    [Show full text]
  • List of Entries
    Volume 1.qxd 9/13/2005 3:29 PM Page ix GGGGG LIST OF ENTRIES Aborigines Anthropic principle Apes, greater Aborigines Anthropocentrism Apes, lesser Acheulean culture Anthropology and business Apollonian Acropolis Anthropology and Aquatic ape hypothesis Action anthropology epistemology Aquinas, Thomas Adaptation, biological Anthropology and the Third Arboreal hypothesis Adaptation, cultural World Archaeology Aesthetic appreciation Anthropology of men Archaeology and gender Affirmative action Anthropology of religion studies Africa, socialist schools in Anthropology of women Archaeology, biblical African American thought Anthropology, careers in Archaeology, environmental African Americans Anthropology, characteristics of Archaeology, maritime African thinkers Anthropology, clinical Archaeology, medieval Aggression Anthropology, cultural Archaeology, salvage Ape aggression Anthropology, economic Architectural anthropology Agricultural revolution Anthropology, history of Arctic Agriculture, intensive Future of anthropology Ardrey, Robert Agriculture, origins of Anthropology, humanistic Argentina Agriculture, slash-and-burn Anthropology, philosophical Aristotle Alchemy Anthropology, practicing Arsuaga, J. L. Aleuts Anthropology, social Art, universals in ALFRED: The ALlele FREquency Anthropology and sociology Artificial intelligence Database Social anthropology Artificial intelligence Algonquians Anthropology, subdivisions of Asante Alienation Anthropology, theory in Assimilation Alienation Anthropology, Visual Atapuerca Altamira cave
    [Show full text]
  • How to USE METERS
    HOW to USE / ERS by JOHN F. RIDER TV & RADIO Servicing Igh VA 41U/14 -TUBE TRANSMITTER PANLETER 1AfitTER Installation & Repair N. LABORATORY Practice INIUSTRIAL Applications a RIDER pub 1 i c a i i o n t / 3 ¡ "v Z $2.40 How To USE METERS by JOHN F. RIDER JOHN F. RIDER PUBLISHER, INC. 480 Canal Street New York 13, N. Y. First Edition Copyright 1954 by JOHN F. RIDER PUBLISHER, INC. All rights reserved. This book or parts thereof may not be reproduced in any form or in any language without permission of the publisher. Library of Congress Catalog Card No. 53-9956 Printed in the United States of America CONTENTS 1 Principle and Construction of D -C Moving -Coil Meters . 1 2 Principle and Construction of A -C Meter Movements . 7 3 Adapting Meter Movements for Current and Voltage Measurements 15 4 Adapting Meter Movement for Resistance Measurement . 35 5 Power Measurement and Wattmeters 42 6 Adapting Meters for Audio and Power Frequencies 48 7 Adapting Simple Meters for R-F Measurements 59 8 Multi -Range Instruments and Volt -Ohm Milliammeters . 64 9 Vacuum -Tube Voltmeters and Voltohmmeters 76 10 Applications of Meters 95 11 Applications in Radio Transmitters 149 Index 154 iii PREFACE ow To Use Meters is a practical book. The theoretical aspects of current and voltage measuring devices are held to a minimum in these pages. Here and there some reference is made to theory, but by and large the main theme is expressed by the title of this book. It's purpose is to serve the needs of the electronic maintenance technician, the technician in industrial and electronic laboratories, the radio amateur, the experimenter in electronics, and the men and women who are studying electronics in commercial, academic and military schools - in general all those who have a practical interest in the ap- plication of a -c and d-c voltage and current measuring devices.
    [Show full text]
  • The Welsh Triangle 35 Charles J Hall
    A BRAND NEW MAGAZINE ON UFOLOGY & ALTERNATIVE THINKING TOP 10 UFOLOGY MOMENTS Lazar, Arnold & Rendlesham ISSUE #1 NOV/DEC 2017 NICK POPE THE From civil servant to the WELSH MoD’s UFO investigator TO THE STARS TRIANGLE Rockstar Tom Delonge Celebrating the 40th is shaping our future Anniversary of the Pembrokeshire sightings DYATLOV PASS SNOW WHITE The mystery deaths of Does the beloved princess nine Russian hikers in 1959 have Egyptian origins? THE PIRI REIS MAP ENIGMA Could this medieval map really show an ice-free Antarctica? MICHAEL CREMO Why human origins may go back further than we thought S-4 DIGITAL PRESS Plus more great interviews and features inside! EDITOR’S LETTER WELCOME! “Something inside me has always been there… - then I was awake, and I need help.” he above quote was featured feeling your IQ drop in front of the in the trailer for the upcoming television and smartphone watching TStar Wars: The Last Jedi, mind numbing talk shows and the which finds our hero Rey searching endless plague of vacuous ‘reality’ for guidance in helping her make celebrities. And that’s what the sense of her recent ‘awakening’. title itself refers to, the dark hidden The line stuck in our minds as we corners of the subconscious that were compiling this very first issue recognises there is a vast amount of Shadows Of Your Mind magazine, of information hidden just out of and it seemed pretty apt as interest view. Our hope is that Shadows… in what were previously fringe topics will act as the catalyst that fires up is on the rise.
    [Show full text]
  • Nucleus 1964
    OUR YEARS WERE FULL PG. 8 THE ACADEMICS WERE EXTENSIVE PG. 140 YET WE WERE ORGANIZED PG. 160 audetts '96f OUR ATHLETIC ACHIEVEMENTS WERE MANY PG. 123 NEWARK COLLEGE OF ENGINEERING Newark, New Jersey JAMES W. CERULLI Editor JAMES J. BOYLE Business Manager JOSEPH DIRIENZO Associate Editor CHARLES POLLACK _ _ Associate Editor VITALI MOSTOVOJ Associate Editor DR. LLOYD M. FELMLY Advisor AND YET WE FOUND TIME To RELAX Po. 150 During the night of January 19, 1961 it was snowing heavily. By daybreak sufficient snow had piled up to close NCE, to our delight. This was especially fortunate, for this was Inauguration Day and now we could witness the historic event on television. That day, we saw John F. Kennedy become our 35th President. November 25, 1963 was a crisp autumn day, with not a cloud in the sky. Yet again NCE was closed, while its flag flew at halfmast. That day we witnessed the funeral of John F. Kennedy. None of us will ever forget the shock, the dis- belief of that first bulletin on Friday, November 22, when we were told that our President was dead. None of us will ever forget those sad four days, when all thoughts, save one, were forgotten. Nor will we forget Kennedy, the man. The warm smile, the carefree hair, the familiar accent that prompted so many jokes. His strength and courage in days of crisis. His vision and dedica- tion for a better world. His memory will be with us through our lives. Let his inspiration guide us in our ways.
    [Show full text]
  • Extraordinary Encounters: an Encyclopedia of Extraterrestrials and Otherworldly Beings
    EXTRAORDINARY ENCOUNTERS EXTRAORDINARY ENCOUNTERS An Encyclopedia of Extraterrestrials and Otherworldly Beings Jerome Clark B Santa Barbara, California Denver, Colorado Oxford, England Copyright © 2000 by Jerome Clark All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, except for the inclusion of brief quotations in a review, without prior permission in writing from the publishers. Library of Congress Cataloging-in-Publication Data Clark, Jerome. Extraordinary encounters : an encyclopedia of extraterrestrials and otherworldly beings / Jerome Clark. p. cm. Includes bibliographical references and index. ISBN 1-57607-249-5 (hardcover : alk. paper)—ISBN 1-57607-379-3 (e-book) 1. Human-alien encounters—Encyclopedias. I. Title. BF2050.C57 2000 001.942'03—dc21 00-011350 CIP 0605040302010010987654321 ABC-CLIO, Inc. 130 Cremona Drive, P.O. Box 1911 Santa Barbara, California 93116-1911 This book is printed on acid-free paper I. Manufactured in the United States of America. To Dakota Dave Hull and John Sherman, for the many years of friendship, laughs, and—always—good music Contents Introduction, xi EXTRAORDINARY ENCOUNTERS: AN ENCYCLOPEDIA OF EXTRATERRESTRIALS AND OTHERWORLDLY BEINGS A, 1 Angel of the Dark, 22 Abductions by UFOs, 1 Angelucci, Orfeo (1912–1993), 22 Abraham, 7 Anoah, 23 Abram, 7 Anthon, 24 Adama, 7 Antron, 24 Adamski, George (1891–1965), 8 Anunnaki, 24 Aenstrians, 10 Apol, Mr., 25
    [Show full text]