Korean War MiG-15 Communist Jet Fighter

In the immediate wake of World War II, the Soviet Union captured a wealth of German jet engine and aeronautical research. Utilizing this, they produced their first practical jet fighter, the MiG-9, in early 1946. While capable, this aircraft lacked the top speed of the standard American jets of the day, such as the P-80 Shooting Star. Though MiG-9 was operational, Russian designers continued to have issues perfecting the German HeS-011 axial-flow jet engine. As a result, airframe designs produced by Artem Mikoyan and Mikhail Gurevichs design bureau began to outpace the ability to produce engines to power them. While the Soviets struggled with developing jet engines, the British had created advanced centrifugal flow engines. In 1946, Soviet aviation minister Mikhail Khrunichev and aircraft designer Alexander Yakovlev approached Premier Joseph Stalin with the suggestion of buying several British jet engines. Though not believing that the British would part with such advanced technology, Stalin gave them permission to contact London. Much to their surprise, the new Labour government of Clement Atlee, which was friendlier towards the Soviets, agreed to the sale of several Rolls-Royce Nene engines along with a licensing agreement for overseas production. Bringing the engines to the Soviet Union, engine designer Vladimir Klimov immediately began reverse-engineering the design. The result was the Klimov RD-45. With the engine issue effectively resolved, the Council of Ministers issued decree #493-192 on April 15, 1947, calling for two prototypes for a new jet fighter. Design time was limited as the decree called for test flights in December. Due to the limited time allowed, designers at MiG elected to use the MiG-9 as a starting point. Modifying the aircraft to include swept wings and a redesigned tail, they soon produced the I-310. Possessing a clean appearance, the I-310 was capable of 650 mph and defeated the Lavochkin La-168 in trials. Re-designated the MiG-15, the first production aircraft flew December 31, 1948. Entering service in 1949, it was given the NATO reporting name Fagot. Principally intended for intercepting American bombers, such as the B-29 Superfortress, the MiG-15 was equipped with two 23 mm cannon and one 37 mm cannon. MiG-15 Operational History The first upgrade to the aircraft came in 1950, with the arrival of the MiG-15bis. While the aircraft contained numerous minor improvements, it also possessed the new Klimov VK-1 engine and external hardpoints for rockets and bombs. Widely exported, the Soviet Union provided the new aircraft to the Peoples Republic of China. First seeing combat at the end of the Chinese Civil War, the MiG-15 was flown by Soviet pilots from the 50th IAD. The aircraft scored its first kill on April 28, 1950, when one downed a Nationalist Chinese P-38 Lightning. With the outbreak of the Korean War in June 1950, the North Koreans began operations flying a variety of piston-engine fighters. These were soon swept from the sky by American jets and B-29 formations began a systematic aerial campaign against the North Koreans. With the Chinese entry into the conflict, the MiG-15 began to appear in the skies over Korea. Quickly proving superior to straight-wing American jets such as the F-80 and F-84 Thunderjet, the MiG-15 temporarily gave the Chinese the advantage in the air and ultimately forced United Nations forces to halt daylight bombing. MiG Alley The MiG-15s arrival compelled the US Air Force to begin deploying the new F-86 Sabre to Korea. Arriving on the scene, the Sabre restored balance to the air war. In comparison, the F-86 could out dive and out turn the MiG-15, but was inferior in rate of climb, ceiling, and acceleration. Though the Sabre was a more stable gun platform, the MiG-15s all-cannon armament was more effective than the American aircrafts six .50 cal. machine guns. In addition, the MiG benefited from the rugged construction typical of Russian aircraft which made it difficult to bring down. The most famous engagements involving the MiG-15 and F-86 occurred over northwestern North Korea in an area known a MiG Alley. In this area, Sabres and MiGs frequently dueled, making it the birthplace of jet vs. jet aerial combat. Throughout the conflict, many MiG-15s were covertly flown by experienced Soviet pilots. When encountering American opposition, these pilots often were evenly matched. As many of the American pilots were veterans of World War II, they tended to have the upper hand when facing MiGs flown by North Korean or Chinese pilots. Later Years Eager to inspect the MiG-15, the United States offered a bounty of $100,000 to any enemy pilot who defected with an aircraft. This offer was taken up by Lieutenant No Kum-Sok who defected on November 21, 1953. At the end of the war, the US Air Force claimed a kill ratio of around 10 to 1 for MiG-Sabre battles. Recent research has challenged this and suggested that the ratio was much lower. In the years after Korea, the MiG-15 equipped many of the Soviet Unions Warsaw Pact allies as well as numerous other countries around the world. Several MiG-15s flew with the Egyptian Air Force during the 1956 Suez Crisis, though their pilots were routinely beaten by the Israelis. The MiG-15 also saw extended service with the Peoples Republic of China under the designation J-2. These Chinese MiGs frequently skirmished with Republic of China aircraft around the Straits of Taiwan during the 1950s. Largely replaced in Soviet service by the MiG-17, the MiG-15 remained in many countries arsenals into the 1970s. Trainer versions of the aircraft continued to fly for another twenty to thirty years with some nations. MiG-15bis Specifications General Length:  33 ft. 2 in.Wingspan:  33 ft. 1 in.Height:  12 ft. 2 in.Wing Area:  221.74  sq. ft.Empty Weight:  7,900 lbs.Crew:  1 Performance Power Plant:  1 Ãâ€" Klimov VK-1 turbojetRange:  745 milesMax Speed:  668 mphCeiling:  50,850 ft. Armament 2 x NR-23 23mm cannons in lower left fuselage1 x Nudelman N-37 37 mm cannon in lower right fuselage2 x 220 lb. bombs, drop tanks, or unguided rockets on underwing hardpoints Selected Sources Warbird Alley: MiG-15Aviation History: MiG-15Military Factory: MiG-15 (Fagot)

Essay On Adhd In Different Genders - 1124 Words

Effects of ADHD in Different Genders Attention deficit hyperactivity disorder (ADHD) is a developmental disorder involving behavioral and cognitive aspects of inattention, impulsivity, and hyperactivity (Ciccarelli, S.). This disorder is most common mental disorder in children. ADHD gets diagnosed at a young age and continues in some cases into adulthood. Although in most cases children who are diagnosed with ADHD in childhood, normally grow out of it by the time they become adults. It is estimated that 2.5 percent of adults and 5 percent children have ADHD (What Is ADHD). In numerous studies on ADHD in genders, boys are about three times more likely than girls to be diagnosed with ADHD (What Is ADHD). Symptoms of ADHD show different†¦show more content†¦Symptoms for boys stands out more than girls. Boys with ADHD are more often act out in class than girls (Griffin, M. (n.d.).). Boys show symptoms like blurting out, pushing, and can’t sit still. Girls symptoms inclu de being withdrawn, nonstop talking, speaking out of turn, disorganization, and overly emotional (Griffin, M. (n.d.)). Boys symptoms with ADHD tend to physical, whereas in girls symptoms are more emotional and mental. They both share some similar symptoms like trouble focusing, and staying on task. Males with ADHD get diagnosed at younger ages than females. Boys get diagnosed around the age of 7, where girls get diagnose until the age 12 (Griffin, M. (n.d.).). According to research about 75 percent of girl with ADHD are undiagnosed (Griffin, M. (n.d.)). By paying close attention to females who may have symptoms of ADHS, can help girls get diagnosed by sooner than later. The cause of ADHD is unknown. Many researchers think that ADHD is caused by genetics, brain injuries, sugar and environmental links (Hasan, S. (Ed.). Research have found that certain areas of the brain are about 5 to 10 percent smaller in size and activity in kids with ADHD (Hasan, S. (Ed.). Another study has sugges ted that children who are exposed to a lot of television and video games at a young age has been linked to ADHD (Hasan, S. (Ed.). Some other researcher have also linked that mothers who smoked or used alcohol doingShow MoreRelatedThe Role Of Outdoor Activities For Special Educational Needs1444 Words   |  6 PagesThis essay aims to discuss the role of Outdoor Activities for people with Special Educational Needs (SENs) and to explain the implications of relevant legislation to outdoor education practice. A legal meaning can be applied to SEN: â€Å"The Education Act 1996 legally defines children with SEN as children who have a considerably greater difficulty in learning than others the same age. SEN includes consideration for communication, physical and sensory, emotional difficulties that require support, thisRead MoreModern Day American Society By Aaron Devor s Bros Before Hos : The Guy Code ``1635 Words   |  7 Pages yet it is the root of all gender relations. 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Micro Teach Free Essays

Preparing to Teach in the Lifelong Learning Sector Unit 4 Using Inclusive Learning and Teaching Approaches in Lifelong Learning Individual Learning Record Delivery of a micro-teaching session on a new subject As part of your teacher training you are expected to give a micro-teach on a subject you have not delivered before. This could be a hobby or personal interest, the choice is yours. Topics chosen have included making cards, a favourite book or film, yoga†¦ However, what is important is that you have some knowledge and confidence with the topic, so that you can concentrate on the actual presenting, teaching and learning. We will write a custom essay sample on Micro Teach or any similar topic only for you Order Now The purpose of the micro-teaching are to: †¢Gain experience of time management, managing learning and learners †¢Use a range of teaching and learning activities in a safe environment †¢Allow for feedback from an experienced tutor and/or peers and †¢Provide an opportunity for reflection and evaluation of own practice and performance. Using the micro-teaching for those with current teaching practice allows an opportunity to try something different as well as helping with time management. To teach effectively it is important to work through the stages of preparing and planning, delivering and evaluating in order to develop own professional practice. 1 Preparing and planning the 15 minute micro-teach sessionUse evidence gathered beforehand, informed by all PTLLS units, to identify your specific subject content and learners’ needs for your micro-teaching session. You MUST base your planning on appropriate time management within the time allowed so you do not try to do too much in the limited time. Setting up for the micro-teach = 5 minutes †¢Delivering the micro-teach = 15 minutes †¢Evaluation feedback from learners = 10 minutes †¢Micro-teaching session = 30 minutes total Use this information to decide the aim (what you want to achieve) and objectives (what you want your learners to be able to do) for your micro-teach session plan. Use your knowledge of you selected topic and your learners to select a number of appropriate teaching methods and lear ning activities for your micro-teach session plan. Identify on the plan at least one opportunity to use an appropriate assessment method to check learning, during the session. 2 Delivering the 15-minute micro-teach session Deliver you topic to your group using the prepared session plan – making sure to communicate effectively and appropriately with individual students and demonstrate good practice in giving feedback to learners. 3 Evaluating the micro-teach and developing own practice As soon as possible following the session complete The session evaluation section of the lesson plan and use it when completing the Individual Learning Record evaluation – which should include a review of the session based on the observation feedback from the tutor-observer and learner feedback. 4 Evaluating the micro-teaching of others Complete an observation form for each observed micro-teaching session, provide feedback to peers and use this information when evaluating your own approaches in order to identify possible ways to improve or develop your own practice. Evidence from the micro-teaching session should be put together as a portfolio and should include noes on: †¢An outline of the learning group – including issues of differentiation, specific considerations, e. g. health and safety †¢Session plan- indication topic/content, aims/ objectives, teaching methods, learning activities, resources, leaning checks †¢Samples of activities/resources used during the session †¢Samples of learning checks/assessment †¢Feedback from tutor/peers †¢Personal session evaluation (this should be brief notes to provide reminder for more detailed evaluations). How to cite Micro Teach, Papers

Sustainable Supply Chain Management

Question: Discuss about the Sustainable Supply Chain Management. Answer: Introduction: The internal process focuses on the management intervention affecting financial or customer outcomes. Supply chain management involves integration and coordination of downstream and upstream activities starting from the procurement of raw materials to finished goods. The need for communication in supply chain management cannot be overstated (Qiang et al. 2014). Recently, a friend of mine narrated me his horrible experience he had with one of the suppliers. A large number of items had been ordered that was supposed to be put in a large container and shipped to Singapore via the ocean. However, the supplier learnt that all the packets would not fit in the large container that was agreed upon. Rather than alerting about the issue, the supplier made his own decision and removed a large number of products without communication. No warning was provided to my friend or the customers. Upon delivery of the products, the ignorant customers received it in a poor condition. The customers were disappointed as they had waited for the products. This situation would have been avoidable if communication was made by the supplier via email, text or call (Zhu, Sarkis and Lai 2013). Therefore, from the above experience I can infer that communication is the key to supply chain management. It may be painful for the supplier in the beginning, but it shall avoid the customers from getting disappointed. If majority of the time spent by the suppliers is to get worried about the blame for delays, he shall be more likely to upset its customers due to the different ways of doing business. Even when it comes to cooperating with different staffs in the organization, the communication process is strained. Both theoretically and in my opinion, proper communication between suppliers and stakeholders can bring creative ideas and improving the supply chain practices. However, if there is limited communication, the ability of the procurement department may influence the end to end process (Ellram and Cooper 2014). Based on the theoretical concepts and studies, I devised a few steps that a successful individual applies at the organization. These steps are inspired by my friend as he follows them to manage supply chains effectively by improving communications. Firstly, the stakeholders or suppliers need to be prioritised. Secondly, he believes that regular meetings with suppliers and stakeholders must be held. He holds meeting on a weekly basis so that proper communication can be made. My friend also uses email that presents a summary with the suppliers. In my opinion, the best strategy and step is to offer options. A list of options shall influence the stakeholders in communicating well and the decision shall not fall out of hand (Turker and Altuntas 2014). Conclusively, I have learned to be clear with the stakeholders for managing the internal process management effectively. Based on the lesson learned from my friends experience, I have learned that the stakeholders must tackle the concern effectively. Quick calls or visits must be paid to the stakeholders for effective communication. References Ellram, L. and Cooper, M., 2014. Supply Chain Management: It's All About the Journey, Not the Destination.Journal of Supply Chain Management, 50(1), pp.8-20. Qiang, N., Huang, Z., Ke, N. and Yang, Y., 2014. Overview of supply chain risk management and the current issues of closed-loop supply chain in China. International Journal of Business Continuity and Risk Management, 5(3), p.236. Turker, D. and Altuntas, C., 2014. Sustainable supply chain management in the fast fashion industry: An analysis of corporate reports. European Management Journal, 32(5), pp.837-849. Zhu, Q., Sarkis, J. and Lai, K., 2013. Institutional-based antecedents and performance outcomes of internal and external green supply chain management practices. Journal of Purchasing and Supply Management, 19(2), pp.106-117.