Tank, combat, full-tracked, 105-mm gun, M1 (2350-01-061-2445) General Abrams, turret.

Pt. 1 of 3.

Tank, combat, full-tracked 105-MM gun, M1 (2350-01-061-2445) General Abrams turret.

"May 1984."

Tank, combat, full-tracked, 105-MM gun, M1 (2350-01-061-2445) general abrams, hull. organizational maintenance manual.

"Reprint which includes change 1,2,3,4,5,6,7, and 8."

Tank, combat, full tracked, 105-mm gun, M1 (2350-01-061-2445) general abrams hull. organizational maintenance manual.

"30 April 1981."

Tank, combat, full tracked : 105-mm gun, M1 (2350-01-061-2445) general abrams hull : organizational maintenance manual.

"30 April 1981"--Vol.2.

Crew checklist for tank, combat, full tracked, M1 (2350-01-061-2445) General Abrams.

"November 1983."

Intermediate direct support and intermediate general support maintenance manual : tank, combat, full-tracked, 105-mm gun, M1, (2350-01-061-2445) and tank, combat, full-tracked, 105-mm gun, IPM1, (2350-01-136-8738), General Abrams hull.

"September 1988"--Vol. 1.

Unit maintenance manual : tank, combat, full-tracked, 120-mm gun, M1A1, (2350-01-087-1095), General Abrams, hull.

"January 1988"--Vol. 4.

Planning for transit system reliability using productive performance and risk assessment

Urban transit system performance may be quantified and assessed using transit capacity and productive capacity for planning, design and operational management. Bunker (4) defines important productive performance measures of an individual transit service and transit line. Transit work (p-km) captures transit task performed over distance. Transit productiveness (p-km/h) captures transit work performed over time. This paper applies productive performance with risk assessment to quantify transit system reliability. Theory is developed to monetize transit segment reliability risk on the basis of demonstration Annual Reliability Event rates by transit facility type, segment productiveness, and unit-event severity. A comparative example of peak hour performance of a transit sub-system containing bus-on-street, busway, and rail components in Brisbane, Australia demonstrates through practical application the importance of valuing reliability. Comparison reveals the highest risk segments to be long, highly productive on street bus segments followed by busway (BRT) segments and then rail segments. A transit reliability risk reduction treatment example demonstrates that benefits can be significant and should be incorporated into project evaluation in addition to those of regular travel time savings, reduced emissions and safety improvements. Reliability can be used to identify high risk components of the transit system and draw comparisons between modes both in planning and operations settings, and value improvement scenarios in a project evaluation setting. The methodology can also be applied to inform daily transit system operational management.

Planning for transit system reliability using productive performance and risk assessment

Urban transit system performance may be quantified and assessed using transit capacity and productive capacity for planning, design and operational management. Bunker (4) defines important productive performance measures of an individual transit service and transit line. Transit work (p-km) captures transit task performed over distance. Transit productiveness (p-km/h) captures transit work performed over time. This paper applies productive performance with risk assessment to quantify transit system reliability. Theory is developed to monetize transit segment reliability risk on the basis of demonstration Annual Reliability Event rates by transit facility type, segment productiveness, and unit-event severity. A comparative example of peak hour performance of a transit sub-system containing bus-on-street, busway, and rail components in Brisbane, Australia demonstrates through practical application the importance of valuing reliability. Comparison reveals the highest risk segments to be long, highly productive on street bus segments followed by busway (BRT) segments and then rail segments. A transit reliability risk reduction treatment example demonstrates that benefits can be significant and should be incorporated into project evaluation in addition to those of regular travel time savings, reduced emissions and safety improvements. Reliability can be used to identify high risk components of the transit system and draw comparisons between modes both in planning and operations settings, and value improvement scenarios in a project evaluation setting. The methodology can also be applied to inform daily transit system operational management.

Editors' introduction : literacy, learning & culture

We come together as editors to prepare an introduction to this international volume at a time of economic turbulence, new uncertainties about the future, and a growing demand on the part of most governments for further alignment of education with the economy. Literacy, in particular, is in the vanguard, for literacy only too frequently is positioned as a proxy for education. What are the purposes of literacy teaching and how is it to be achieved? What counts as literacy in ‘new times,’ in ‘participatory culture’ where people ‘believe their contributions matter, and feel some degree of social connection with one another’ (Abrams and Merchant, Chapter 23)? How can everyone be included as critical citizens of the world in whatever definition of literacy we endorse? What fresh perspectives, new ways of thinking, and good ideas for the understanding of literacy are out there? What are the possibilities for the future? An exploration of these kinds of questions and their answers, however tentative, provides us, we believe, with our best defense against the uncertainties of our age. In some respects this is our overall purpose in the volume, to explore our understanding and future possibilities by bringing together critical reviews of the major theories, methods, and pedagogical advances that have taken place in the past 20 years in the field of literacy research at the primary/elementary school level. Each chapter in the volume is newly written for the Handbook while overall the book is intended to be a distillation of key thinking and theory which offers new directions for research in literacy. It aims to revisit current interpretations, make novel connections, frame new possibilities, and encourage researchers to pursue innovative and compelling lines of inquiry...