EPA-902/4.

Description based on: 80-002.

EPA-902/9.

Description based on: 74-002; title from cover.

Operator and organizational maintenance manual : grader, road, motorized, diesel engine driven, 12 foot blade, (Caterpillar model 112F), FSN 3805-902-3083 w/Martin GS55 graderscraper, FSN 3805-900-8545.

"April 1968."

Direct support, general support, and depot maintenance manual : grader, road, motorized, diesel engine driven, 12 foot blade (Caterpillar model 112F), FSN 3805-902-3808, w/Martin GS55 graderscraper, FSN 3805-900-8545.

"March 1968."

Operator, organizational, direct and general support, and depot maintenance manual : breaker, paving, dual purpose, sinker drill and paving breaker, GED (Atlas Copco Ind. [i.e. Inc.] Cobra model BBM 47L), FSN 3820-902-3107.

"November 1967."

Organizational maintenance repair parts and special tools lists : roller, motorized, gasoline engine, 3 wheel, 10 ton, w/scarifier and sprinkler, NSN 3895-00-902-8455, w/sprinkler only, NSN 3895-00-952-5840, Huber model E1012M.

Includes index.

Direct support and general support maintenance repair parts and special tools lists : roller, motorized, gasoline engine, 3 wheel, 10 ton, w/scarifier and sprinkler, NSN 3895-00-952-5840, Huber model E1012M, w/sprinkler only, NSN 3895-00-902-8455.

Includes index.

Operator, organizational, direct support and general support maintenance manual : compressor reciprocating, air, handtruck mounted; gasoline engine driven 5 CFM, 175 psi, (C & H Distributors model 20-902/3), NSN 4310-01-055-0594.

"25 May 1979."

Organizational, direct support, and general support maintenance repair parts and special tools list : compressor, reciprocating, air, handtruck mounted, gasoline engine driven, 5 cfm, 175 psi (C&H Distributors model 20-902), NSN 4310-01-055-0594.

"9 March 1990."

IG II(3) 902 - Decree honoring the sacred officials of Zeus Soter - stoichedon

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Teaching and learning science and mathematics through technology practice

In this chapter we review studies of the engagement of students in design projects that emphasise integration of technology practice and the enabling sciences, which include physics and mathematics. We give special attention to affective and conceptual outcomes from innovative interventions of design projects. This is important work because of growing international concern that demand for professionals with technological expertise is increasing rapidly, while the supply of students willing to undertake the rigors of study in the enabling sciences is proportionally reducing (e.g., Barringtion, 2006; Hannover & Kessels, 2004; Yurtseven, 2002). The net effect is that the shortage in qualified workers is having a detrimental effect upon economic and social potential in Westernised countries (e.g., Department of Education, Science and Training [DEST], 2003; National Numeracy Review Panel and National Numeracy Review Secretarial, 2007; Yurtseven, 2002). Interestingly, this trend is reversed in developing economies including China and India (Anderson & Gilbride, 2003).