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K-8 SS-39 - History

K-8 SS-39 - History

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(SS-39: dp. 392 (surf.), 521 (subm.); 1. 153'7", b. 16'8"; dr. 13'1"; s. 14 k. (surf.), 10.5 k. (subm.), cpl. 28; a. 4 18" tt.; cl. K-8)

K~ (SS-39) was launched 11 July 1914, by the Union Iron Works, San Francisco, Calif., under subcontract from Eleetric Boat Co., Groton, Conn.; sponsored by Mrs. John W. Lewis, wife of the first commanding offlcer; and commissioned 1 December at Mare Island, Lt. Lewis in command.

K-8 departed San Francisco 26 December with K-7 for training operations along the coast of southern California. Returning to Mare Island 4 June 1915, she sailed 3 Oetober for duty in the Hawaiian Islands, arriving Pearl Harbor 14 Oetober. For more than 2 years she operated with K - , K-4, anti K-7, developing and perfecting submarine techniques in diving, torpedo firing, and underwater tacties. Ordered to return to West Coast 31 October 1917, she arrived San Pedro 12 November and proceeded 27 November for patrol duty out of Rey West.

Arriving Rey West 8 January 1918, she conducted patrols from Rey West to Galveston, Tex., during the remaining months of World War I. Departing Galveston 21 November, she returned to Rey West to continue experimental operations along the Florida coast until she sailed for Philadelphia 14 April 1919. Arriving 21 April K~8 underwent overhaul before sailing 10 November for Rey West. Upon arrival 3 December she began 7 months of operations in the Caribbean. After returning to Philadelphia 8 June 1920, she proceeded to Annapolis, Md. 19 January 1921, for training operations at the Naomi Aeademy. Steaming to Hampton Roads, Va., 15 February she continued development operations along the Atlantic coast from Norfolk to Cape Cod, returning to Annapolis 4 through 14 April and visiting West Point 24 through 30 May. She conducted experimental maneuvers in the Chesapeake Bay from 4 December to 16 May 1922; trained students out of New London, Conn., from 20 May to 5 September; and returned Hampton Roads 7 September to resume operations in the lower Chesapeake Bay. and de commissioned at Norfolk 24 February 1923. Towed to the Philadelphia Navy Yard 2 September 1924, she was sold for scrapping 25 June 1931.

USS K-8 (SS-39) -->

USS K-8 (SS-39) was a K-class submarine of the United States Navy. Her keel was laid down by the Union Iron Works in San Francisco, California, under subcontract from Electric Boat Company of Groton, Connecticut. She was launched on 11 July 1914 sponsored by Mrs. John W. Lewis, wife of the first commanding officer, and commissioned on 1 December at Mare Island with Lieutenant John W. Lewis in command.

USS K-8 (SS-39)

USS K-8 (SS-39) bila je osma i ujedno posljednja američka podmornica klase K.

USS K-8 (SS-39)

USS K-8 (SS-39)
Državna pripadnost:
Klasa i vrsta Podmornica klase K
Glavne osobine
Dužina 46,9 m
Širina 5,1 m
Gaz 4,0 m
Brzina 14 čv. (površinska)
10,5 čv. (podvodna)
Dubina zarona 70 m

Izgrađena je u brodogradilištu Union Iron Works u San Franciscu. Porinuta je 11. srpnja 1914. i u operativnu uporabu primljena je 1. prosinca 1914.

Operativna uporaba Uredi

San Francisco napušta 26. prosinca kako bi zajedno s K-7 provodila obuku duž obale južne Kalifornije. [1]

Florida Considers Strict Interpretation of History for K-8 Public Schools

By Ari Odzer &bull Published May 20, 2021 &bull Updated on May 20, 2021 at 7:57 pm

What are kids learning about history in Florida’s K-12 public schools? That is about to become a contentious topic.

The state’s Education Commissioner, Richard Corcoran, says teachers should teach facts without “indoctrination” and is proposing a new rule with new standards for the history curriculum.

Critics say the proposal is really designed to stifle discussion of the racism embedded in the nation’s history, known as critical race theory.


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Speaking to a conservative audience at Hillsdale College in Michigan two weeks ago, Corcoran told a story about ordering new textbooks.

“But I didn’t think to say, OK, keep all the crazy liberal stuff out, and so now we literally have them, and they hide it in what’s called social-emotional learning, so it doesn’t say critical race theory, but you could definitely have a teacher who teaches critical race theory,” Corcoran said.

“I think there’s value in understanding the equity and the pressures, the struggles and the sacrifices that have been made in this country, then and now, all of that is part of history,” said Alberto Carvalho, superintendent of Miami-Dade County Public Schools.

Carvalho said the current Florida history curriculum is strong the way it is, but Corcoran’s proposal would limit what could be taught. In part, it says teachers “may not define American history as something other than the creation of a new nation based largely on universal principles stated in the Declaration of Independence.”

“We’re passing a rule this coming month that says for the 185,000 teachers, you can’t indoctrinate students with stuff that’s not based on our standards,” Corcoran said in his Michigan speech.

“I don’t know what the genesis is for this rule, what I can tell you is teachers in Miami-Dade, and board policy in Miami-Dade, protects against any type of biased teaching of any subject,” Carvalho said.

“I think it’s problematic,” said Gary Gershman, professor of history at Nova Southeastern University. “Once you start labeling the ideas as progressive or not progressive or whatever, now it becomes a political issue, and teaching history should be to be a political issue, it should be, here is what happened.”

Gershman sees the proposal as an attempt to sanitize and simplify American history. He points to immigration as an example, saying America has always had strong, anti-immigrant factions, but kids are usually taught only about new arrivals being welcomed at Ellis Island.

“And if you don't include the nuance, if you don’t include the details, you don’t learn the story of America, which is still a great, good story, but you can’t just tell it like a fairy tale, it’s not Cinderella,” Gershman said.

The proponents of these kinds of proposals to teach a more traditional view of American history say kids shouldn't grow up hating America. I asked Gershman if he thought there was merit to that viewpoint.

“I think knowing all the warts is important and sometimes it makes you embrace what happens in the modern era more, it’s like, look where we were and look where we’ve come,” Gershman explained.

Gershman says American history is a massive success story, and as kids get into high school, he says they don’t need to be spoon-fed a sugar-coated version. Rather, they should learn what happened back then to better understand the events of today.

California State History Lapbook Printed (Grades K-8)

"Bargain Books" are brand new items that have minor physical blemishes due to shipping or handling that do not affect the use of the item. All Bargain Books are sold as is and all sales are final (no returns, exchanges or cancellations). Bargain books will remain in shopping cart for up to 12 hours and will then be removed if order is not completed. Orders consisting of regular and Bargain items can be purchased by credit card or PayPal and are shipped together (with two packing slips).

This item is a digital download file and is not a printed or physical product. Upon completion of checkout, you will receive an email with a link for you to download the file and save to your local device. Please note that ebooks and other digital media downloads are not returnable and all sales are final.

Product Description:

Knowledge Box Central is now using their lapbook know-how to make state studies more hands-on and interesting. These studies are available for two age groups, K-8 and 6-12. The content is the same for both age groups, but formatted differently to be age appropriate. This comes in handy because parents can do the same study with different grades.

The study guide for each state includes symbols, songs, landmarks, famous people, regions, recipes, timelines, state history, and more. There are also website suggestions at the end of the study guide for additional information, and it is suggested that you collect pamphlets or brochures about your state as well. This study guide is included in all formats of the Lapbooks and Lapbook Journals. I think the study guides are a big plus for this series because they include the general information you need to fill in the booklets and journal pages. More specific information (governor's name, etc.) can be found at the website resources or in the brochures or pamphlets collected. Also included are instructions and colored illustrations to complete the Lapbooks.

The K-8 Lapbook is available in 3 different formats - pre-assembled, printed, and CD-ROM. In the Pre-assembled format, the lapbook is already built: students simply fill in the information. The Printed format includes the booklets, which must be cut out and glued into folders (you will need to buy folders separately). The CD-ROM format includes pdf files of 31 booklets for you to print, cut out, and glue into the folders you provide. If you are assembling your Lapbook, you will also need scissors and possibly metal brad fasteners, paper clips, ribbon, yarn, stapler, hole punch and decorations of your choosing.

The 6-12 Lapbook Journal comes in two different formats - printed and CD-ROM. The Printed format gives you the formatted pages, ready for the student to write in the information, and the CD-ROM includes pdf files of the pages to be printed and completed. In addition to the Lapbook Journal, you will need 2" 3-ring binder, scissors, glue, stapler/staples, ribbon, hole punch, metal brad fasteners (optional), crayons, or colored pencils. If you printing your pages from the CD-ROM, you will need both white and colored paper and light colored cardstock. Students will complete about 13 journal pages with fill-in or writing assignments, a two-page state report, and 6 booklets to complete.

Whatever your preference for the format, enjoy these state unit studies with all of your children, no matter their age. They make a great state unit study without the need to gather many books. The Pre-assembled and Printed formats aren't reproducible, but the CD-ROM allows you to print what you need for your family.

Bring a global perspective.

Women around the world today are at the forefront of campaigns for the environment, human rights, LGBTQ rights and Indigenous rights. They are leading crusades to decrease violence and bring an end to war. Teachers committed to teaching about equity can connect lessons about world geography or current events to gender equality and female leadership.

The Green Belt Movement of Kenya, founded by Wangari Maathai, is an ideal case study. There are a number of books, fiction and nonfiction, about her work that allow a fine opportunity for critical comparative reading. Students could also explore the website of the Nobel Women's Initiative, which educates about women working for peace, justice and equality around the globe—women such as laureate Shirin Ebadi, lawyer and human rights crusader from Iran, or peacemaker Leymah Gbowee of Liberia. Students can use this site to learn about each movement in its place and time. Studying women's experiences through a global lens presents a more diverse and inclusive view of history.

Persistent women, past and present, belong in the K–8 curriculum. Probing their stories, students gain deeper opportunities to engage with issues of gender justice—during Women's History Month and all year round.

Zeiger is a program director at Primary Source, a global education nonprofit based in Massachusetts.

K-8 SS-39 - History

As you can see, Safford K-8 Magnet School used to be very different. Our school has been standing for quite a while now! The school was originally built in 1888 and was called "The Plaza School."

In 1904, The Plaza School was officially renamed Safford School, in honor of former Governor A.P.K. Safford. Visit the A.P.K. Safford page. Years later, in 1917, the school burned to the ground. It was rebuilt within the year and was opened in time for the 1918-1919 school year. Governor Safford's picture still hangs in the school's lobby today!

A special collection of Safford historical photos and postcards is included in the slide show! Also, be sure to check out our special webpage made in memory of Joseph Wegerer, a Safford student from 1915-1920! Visit the Joseph Wegerer historical page.

Also, be sure to read the Safford classic from 1983, "A Walk Through Time." further down this page!

Back in 1888 the biggest concern parents had was that their children might be subject to Apache raids. That's a lot different from what parents worry about now! The picture from 1919 and the one now are very different, as you can see. It had a wooden fence and old cars used to park on a street that used to exist in front of the school. There is no grass in the 1919 picture and now, it's just the opposite!

You're probably still wondering about the cars parked in front of the school, right? Well, it's true. That road (Fifth Avenue) passed in front of the main building and connected 13th Street to 14th Street. It was even part of the original Tucson parade route! Now it's just a sidewalk that goes to other Safford buildings. Also the schoolyard has also changed. It now has a green grass field during the fall and spring instead of a dirt road.

Those aren't the only things that have changed. Because in 1965 down-town Tucson had only one major building. That one building is now the blue building. But today we have three major buildings. Quite a difference. Armory Park, however, has always been there. You can't see the arch in the 'now' picture, but the trees clearly give it away in both pictures.

While the school has changed, so has the dress fashion. The girls used to dress in knee-high skirts and formal shirts, while the boys wore neat and formal clothing. Check out the way our students dressed back in 1903 in The Plaza School's Third Grade photo! included in the slide show.

Some of our various sports teams over the years can be found in the slide show as well. Some of our many trophies were won by many of these players. Some sports are no longer played in TUSD middle schools, such as swimming, hockey, football, and cheerleading. However, a number of them continue to be played. For example, there are still soccer, track, basketball, and volleyball. If you would like to know more about those teams, please check out the Sports Page!

Also pictured in our slideshow are the cheerleaders that Safford had long ago. In the first picture, you can see how different their uniforms used to look, from the way they appeared afterward. They are so different now that we don't even have any. And the second picture, those cheerleaders are standing where now is Safford's second building.

Pictured in our slide show are some of Safford's students on a field trip and learning about horses. That's one of yesteryear's activities, but now we learn about all the new and current technology. Some classes we have now are computer skills, technology, meteorology, and lots more. Very different from what they learned back then.

There are still many more additions that will be included in future updates. Please check back soon! Also, if you previously attended Safford and would like to share old photos and/or stories with this web page, please contact us by email us. We would LOVE to hear from you!

The Plaza School in 1888, which burned down in 1917.

A postcard of Safford School, 1936.

The way that Safford looked back in 1919.

. and the way that Safford looks today!

Plaza and Mansfield Schools

Safford school when the street was in front.

. and now it's just a sidewalk!

Tucson Rodeo Parade passing in front of Safford School, 1960.

Downtown Tucson back in 1965.

Downtown Tucson today

Check out the knee-high skirts of the 1960s!

Oh, how the fashion has changed!

Swim Team from the Past

Here are some of Safford's past sports teams!

Here are some more of Safford's past sports teams!

Here are even more of Safford's past sports teams!



Field Trip

Note: This article was the result of a combined effort of Mr. Kowalczyk's sixth period Social Studies students here at Safford back in 1983. It is truly one of our school's historical gems!

The year 1918 saw World War 1 drawing to a close. Woodrow Wilson was President of the United States and the League of Nations was on the verge of being formed. If you were to pick up a newspaper you might see stories like "China and Japan Invade Siberia" or "Starving Austrians Turn to Cannibalism." The year 1918 also saw Safford Junior High School open its doors for the first time.

Safford Junior High has been through many years and many names.

In 1888, Plaza school was built for Tucson School District One as a high school on the spot where Safford now stands as "Old Adobe" and "Little Adobe High." In 1904 Plaza school was officially renamed Safford school, after ex-governor A.P.K. Safford, whose picture still hangs in the lobby of the school.

In 1917, a bond election was passed for $100,000 to build Safford Junior High at the corner of 5th Ave. and 13th St. The contract for building Safford was awarded to W.H. Young at the cost of $102,910. The school was completed and accepted by the school board on June 28, 1918.

Originally, the school was to have had 26 rooms, and an unheard of feature, a swimming pool. Newspapers wrote articles criticizing the idea of the idea of a pool and the idea was quickly dropped. They also found a reason to eliminate the boys' showers.

Safford Junior High was a very strong school, but eventually needed some renovations. In 1953, the Harold Ashton Company was awarded $32,623 to repair and modernize the entire school. It was also remodeled in 1956. Showers and locker rooms were installed by Craved Hague Construction Company. In 1961 classrooms were remodeled at the cost of $5,908. The latest remodeling occurred in 1982. The ceilings were lowered, the lockers were painted, a new insulated water boiler was installed, and the whole school was insulated, all at the cost of $1.5 million.

Safford Magnet Junior High School is an historical building which shouldn't be torn down and must always be occupied. Safford celebrated its 85 th birthday in 2003!

A.P.K. Safford was born in Hyde Park, Vermont February 14, 1830. His real name was Anson Peacely Killen Safford. When Safford was only eight years old his parents moved to Crete, Illinois. The schools weren't very organized at the time, so means of education were extremely limited. He had only the advantages of the very common public schools there. His parents were poor and he was obligated to help them with all the labor he could perform on a farm.

When he was twenty years old, he left home and crossed the plains to search for gold in California. Six years later he was elected to the California state legislature and was re-elected in 1858.

He fought hostile Indians in Nevada, and upon his return in 1867 from a two year period spent in Europe, he received an appointment from President Johnson as Surveyor General of Nevada. He held that position until his appointment as governor of the Arizona Territory.

In 1869, he reached Tucson (the capital of the Arizona Territory) on the 20th of July, and at once entered upon his duties as governor.

As governor, Safford was responsible for establishing the public school system in Arizona. Because of this, he is known as "the father of public education" in Arizona.

P.K. Safford is reported to have left Tucson shortly after retiring as governor in 1875. He returned in 1881 to marry Soledad Bonillas, the sister of Ymgeio Bonillas. After living two years in Philadelphia and New York, he became interested in Florida land, and with others, purchased a large piece of land. He was instrumental in founding the city of Tarpon Springs. Safford later died in Tarpon Springs on Dec. 15, 1891.

When not engaged in executive duties in his office, he was leading prospecting parties into mining regions, leading armed parties after hostile Indians, traveling from county to county giving cheerful words to the struggling pioneers in stock raising, farming, and mining. In this way, he traveled thousands of miles on his own expense with no one other than his shotgun.

One of Safford's outstanding alumnus and teachers was Ida Flood Dodge, a well-known and respected woman. She was born in California, but raised in Arizona. She was a teacher and principal at Safford Elementary and other schools for many years.

Ida Flood was an author and a poet. She wrote more poems about Arizona than any other kind of poem, as well as more books on Arizona as on any other subject.

Ida was a teacher at Safford for 33 years and she was a major force in changing the name of the Old Plaza School to Safford.

Ida Flood Dodge died April 7, 1969. She did all that she could to help Safford. Ida was loved and respected by all of the people that knew her.

Another alumnus of Safford is city councilman Roy Laos. "I went there for seventh and eighth grade," Mr. Laos said. "I lived only four blocks away and I walked to school. My parents still live there."

"One of my best memories at Safford was a shop that served only vanilla ice cream. It was soft, sweet, and cold."

"I have to say that Safford was charming. It had class, character, and lots of nooks and crannies. It was all very neat."

In 1981 Safford Junior High became a Magnet School because the district was guilty of segregating minorities.

There were three families who wanted Safford to become a magnet school. They wanted to mix different races together in one school so they could learn from each other.

The magnet program works in many ways. In one way it brings different cultures together. Bringing people together helps them learn about each other and accept each others differences.

People think that Safford Junior High is special because the school has always had special advanced after school activities. Back in 1983, Safford had ten Apple IIs, five TRS-80s, and two Gigis computers. There were also classes in Folklorico and jazz dancing, as well as typing. These classes were offered before and after school.

It is hoped the magnet program will last well into the future. The school wants to continue to attract more students and continue as it has, Safford Magnet Junior High School is a school of the past, a school of the present, and a school of the future.

The Florida Senate

Each district school board, school district superintendent, and teacher shall fully support and cooperate in implementing a well-planned, inclusive, and comprehensive program to assist parents and families in effectively participating in their child’s education.

The parent guide may be included as a part of the code of student conduct that is required in s. 1006.07(2).

It shall be an affirmative defense to any action brought pursuant to this section that the adverse action was predicated upon grounds other than, and would have been taken absent, the employee’s exercise of rights protected by this section.

Material noncompliance is a failure to follow requirements or a violation of prohibitions applicable to charter school applications, which failure is quantitatively or qualitatively significant either individually or when aggregated with other noncompliance. An applicant is considered to be replicating a high-performing charter school if the proposed school is substantially similar to at least one of the applicant’s high-performing charter schools and the organization or individuals involved in the establishment and operation of the proposed school are significantly involved in the operation of replicated schools.

The State Board of Education shall approve or reject the sponsor’s denial of an application no later than 90 calendar days after an appeal is filed in accordance with State Board of Education rule. The State Board of Education shall remand the application to the sponsor with its written decision that the sponsor approve or deny the application. The sponsor shall implement the decision of the State Board of Education. The decision of the State Board of Education is not subject to the Administrative Procedure Act, chapter 120.

The district school board is required to provide academic student performance data to charter schools for each of their students coming from the district school system, as well as rates of academic progress of comparable student populations in the district school system.

Charter schools shall provide annual financial report and program cost report information in the state-required formats for inclusion in district reporting in compliance with s. 1011.60(1). Charter schools that are operated by a municipality or are a component unit of a parent nonprofit organization may use the accounting system of the municipality or the parent but must reformat this information for reporting according to this paragraph. A charter school shall provide a monthly financial statement to the sponsor unless the charter school is designated as a high-performing charter school pursuant to s. 1002.331, in which case the high-performing charter school may provide a quarterly financial statement. The financial statement required under this paragraph shall be in a form prescribed by the Department of Education.

Charter school personnel in schools operated by a municipality or other public entity are subject to s. 112.3135.

Such designation does not apply to other provisions unless specifically provided in law.

(25) LOCAL EDUCATIONAL AGENCY STATUS FOR CERTAIN CHARTER SCHOOL SYSTEMS. — A charter school system shall be designated a local educational agency solely for the purpose of receiving federal funds, in the same manner as if the charter school system were a school district, if the governing board of the charter school system has adopted and filed a resolution with its sponsoring district school board and the Department of Education in which the governing board accepts full responsibility for all local educational agency requirements and if the charter school system meets all of the following:

(a) Includes both conversion charter schools and nonconversion charter schools

(b) Has all schools located in the same county

(c) Has a total enrollment exceeding the total enrollment of at least one school district in the state

(d) Has the same governing board and

(e)𠀽oes not contract with a for-profit service provider for management of school operations.

Such designation does not apply to other provisions of law unless specifically provided by law.

A virtual charter school established under s. 1002.33 is not eligible for designation as a high-performing charter school.

A high-performing charter school shall notify its sponsor in writing by March 1 if it intends to increase enrollment or expand grade levels the following school year. The written notice shall specify the amount of the enrollment increase and the grade levels that will be added, as applicable.

Students at a center must meet the same testing and academic performance standards as those established by law and rule for students at public schools and public technical centers. The students must also meet any additional assessment indicators that are included within the charter approved by the district school board or Florida College System institution board of trustees.

The board of trustees of the Florida Virtual School shall identify appropriate performance measures and standards based on student achievement that reflect the school’s statutory mission and priorities, and shall implement an accountability system for the school that includes assessment of its effectiveness and efficiency in providing quality services that encourage high student achievement, seamless articulation, and maximum access.

The Governor shall designate the initial chair of the board of trustees to serve a term of 4 years. Members of the board of trustees shall serve without compensation, but may be reimbursed for per diem and travel expenses pursuant to s. 112.061. The board of trustees shall be a body corporate with all the powers of a body corporate and such authority as is needed for the proper operation and improvement of the Florida Virtual School. The board of trustees is specifically authorized to adopt rules, policies, and procedures, consistent with law and rules of the State Board of Education related to governance, personnel, budget and finance, administration, programs, curriculum and instruction, travel and purchasing, technology, students, contracts and grants, and property as necessary for optimal, efficient operation of the Florida Virtual School. Tangible personal property owned by the board of trustees shall be subject to the provisions of chapter 273.

For purposes of this paragraph, the calculation of “full-time equivalent student” shall be as prescribed in s. 1011.61(1)(c)1.b.(V).

Students with disabilities include K-12 students who are documented as having an intellectual disability a speech impairment a language impairment a hearing impairment, including deafness a visual impairment, including blindness a dual sensory impairment an orthopedic impairment an other health impairment an emotional or behavioral disability a specific learning disability, including, but not limited to, dyslexia, dyscalculia, or developmental aphasia a traumatic brain injury a developmental delay or autism spectrum disorder.

However, a dependent child of a member of the United States Armed Forces who transfers to a school in this state from out of state or from a foreign country due to a parent’s permanent change of station orders is exempt from this paragraph but must meet all other eligibility requirements to participate in the program.

The commissioner’s order suspending payment pursuant to this paragraph may be appealed pursuant to the same procedures and timelines as the notice of proposed action set forth in paragraph (b).

The inability of a private school to meet the requirements of this subsection shall constitute a basis for the ineligibility of the private school to participate in the scholarship program as determined by the department.

Any and all information and documentation provided to the Department of Education and the Auditor General relating to the identity of a taxpayer that provides an eligible contribution under this section shall remain confidential at all times in accordance with s. 213.053.

The inability of a private school to meet the requirements of this subsection shall constitute a basis for the ineligibility of the private school to participate in the scholarship program as determined by the Department of Education.

The commissioner’s order suspending payment pursuant to this paragraph may be appealed pursuant to the same procedures and timelines as the notice of proposed action set forth in paragraph (b).

The portfolio shall be preserved by the parent for 2 years and shall be made available for inspection by the district school superintendent, or the district school superintendent’s agent, upon 15 days’ written notice. Nothing in this section shall require the district school superintendent to inspect the portfolio.

The department shall suspend the payment of funds under ss. 1002.39 and 1002.395 to a private school that knowingly fails to comply with this subsection, and shall prohibit the school from enrolling new scholarship students, for 1 fiscal year and until the school complies.

Contracts under subparagraph 1. or subparagraph 2. may include multidistrict contractual arrangements that may be executed by a regional consortium for its member districts. A multidistrict contractual arrangement or an agreement under subparagraph 3. is not subject to s. 1001.42(4)(d) and does not require the participating school districts to be contiguous. These arrangements may be used to fulfill the requirements of paragraph (b).

(e)�h school district shall:

1. Provide to the department by October 1, 2011, and by each October 1 thereafter, a copy of each contract and the amounts paid per unweighted full-time equivalent student for services procured pursuant to subparagraphs (c)1. and 2.

2.𠀾xpend the difference in funds provided for a student participating in the school district virtual instruction program pursuant to subsection (7) and the price paid for contracted services procured pursuant to subparagraphs (c)1. and 2. for the district’s local instructional improvement system pursuant to s. 1006.281 or other technological tools that are required to access electronic and digital instructional materials.

3.𠀺t the end of each fiscal year, but no later than September 1, report to the department an itemized list of the technological tools purchased with these funds.

Submariners World

The drone was unveiled on Thursday during a ceremony attended by Iranian Defense Minister Brigadier General Ahmad Vahidi.

High altitude and long flight range are two other distinguishing features of the new Iranian UAV.

Iran has made important breakthroughs in its defense sector in recent years and attained self-sufficiency in producing important military equipment and systems.

In August 2010, Iran unveiled its first indigenous long-range drone, Karrar, which is capable of carrying out bombing missions against ground targets, flying long distances at a high speed, and gathering information.

Shahed 129, characterized by a 24-hour nonstop flight capability, was another indigenously produced drone introduced in September 2012.

On December 17, 2012, Commander of the Islamic Revolution Guards Corps (IRGC) Navy Rear Admiral Ali Fadavi said Iran had launched the production line of the ScanEagle drones, adding that the IRGC naval and aerospace divisions were employing the UAVs.

India to commission its first supersonic naval fighter squadron of MiG-29K jets

India on Saturday will commission its first-ever squadron of naval supersonic fighters, the MiG-29K "air superiority" jets, which will eventually operate from the decks of aircraft carrier INS Vikramaditya ( Admiral Gorshkov) as well as the indigenous aircraft carrier (IAC).

Defence minister AK Antony will do the honours at the ceremony at the naval airbase INS Hansa in Goa, which will also mark the diamond jubilee celebrations of the fleet's "air arm" of the force. While celebrations are certainly in order, it also underlines the lack of long-term strategic planning and timely decision-making in the country.

The MiG-29Ks — the first 16 of the 45 fighters ordered from Russia for over $2 billion will constitute the INSAS 303 "Black Panthers" squadron — began arriving in India a couple of years ago but the 44,570-tonne Gorshkov will be ready for delivery only by end-2013 after being refurbished in Russia for $2.33 billion.

Similarly, the 40,000-tonne IAC being built at Cochin Shipyard will not be handed over to the Navy anytime before 2018, derailing the force's long-standing ambition to operate two full-fledged carrier battle groups (CBGs) by 2015. The 65,000-tonne IAC-II, in turn, remains merely on the drawing board as of now.

As earlier reported by TOI, India's only solitary carrier, the 54-year-old INS Viraat, is currently out of action while undergoing yet another life-extension refit. Moreover, it has only 11 Sea Harrier jump-jets left to operate from its deck, with no replacement of the fighters possible.

All this when the recent Pentagon report on China's growing military might holds Beijing is pursuing a robust carrier building programme after inducting its first carrier, the, the 65,000-tonne Liaoning, in September last year. "China is likely to build multiple aircraft carriers over the next decade," it said.

China, of course, will take some years to master the highly-complex art of operating its J-15 fighters from a moving airfield on the high seas and then transforming the entire package into a potent offensive weapons platform. India, in contrast, has been in the business of operating "flattops" for five decades now, commissioning as it did its first carrier INS Vikrant with SeaHawk jets way back in 1961.

It has long been realized that CBGs prowling on the high seas project power like nothing else on the globe. It's no wonder that as part of its impending pivot towards Asia-Pacific, the US plans to deploy at least six of its 11 CBGs — each American carrier is over 94,000 tonne and capable of handling 80-90 fighters — in the region. Asia-Pacific has emerged as the new strategic theatre for rivalry between US and China, with India too jostling for space with the latter in the Indian Ocean region.

However, India will be able to deploy two potent CBGs only after 2018 when INS Vikramaditya and IAC are able to operate together. This, however, does not detract from the sheer capabilities of the MiG-29Ks. With mid-air refuelling and an extended combat radius of operations as well as BVR (beyond visual range) and guided anti-ship missiles, MiG-29Ks will provide a "four-fold capability jump" over the Sea Harriers, say officers.

The MiG-29Ks, with a range of 1,300km and a service ceiling of 58,000-feet, are capable of STOBAR (short takeoff but arrested recovery) operations. They are armed with R-73 and RVV-AE guided air-to-air missiles, Kh-35E anti-ship missiles, KAB 500KR/OD TV guided bombs and S-8KOM rockets.

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