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ASVAB-Automotive-and-Shop ASVAB Section 4 : Automotive & Shop Information syllabus |

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ASVAB-Mechanical-Comp ASVAB Section 3 : Mechanical Comprehension
ASVAB-Automotive-and-Shop ASVAB Section 4 : Automotive & Shop Information
ASVAB-Electronic-Info ASVAB Section 5 : Electronic Information
ASVAB-Mathematics-Knowledge ASVAB Section 6 : Mathematics Knowledge
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ASVAB Section 4 : Automotive & Shop Information
Question: 198
Pouring cold water on an overheated engine __________.
A. reduces damage caused by overheating.
B. makes no difference.
C. should only be done by a qualified mechanic.
D. could cause the engine block to crack.
Answer: D
Question: 199
A two-cycle engine will normally be found on __________.
A. small cars
B. large diesel trucks
C. trucks, vans, and some cars
D. snowmobiles, chainsaws, and some motorcycles
Answer: D
Question: 200
The difference between a single-acting and an opposed piston engine is __________.
A. Single-acting piston engines wear longer.
B. Opposed piston engines have cylinders set in a V-shape.
C. Single-acting piston engines have one piston per cylinder and opposed piston engines have two.
D. Single-acting piston engines are used with carburetors and opposed piston engines are used with fuel
Answer: C
Question: 201
A gauge shows the complete loss of oil pressure while driving.
The best action is to __________.
A. Stop by the gas station when convenient to top off the oil.
B. Pull over immediately and investigate the problem.
C. Drive directly to a repair garage.
D. Assume everything is fine and continue driving as usual.
Answer: B
Question: 202
In an overhead valve system (OHV), what mechanism opens and closes the valves?
A. rocker arms
B. camshaft
C. valve rotator
D. electrical energy from the alternator
Answer: A
Question: 203
If a car’s ignition system, lights, and radio don’t work, the part that’s probably malfunctioned is the __________.
A. cylinder block
B. water pump
C. carburetor
D. battery
Answer: D
Question: 204
The primary purpose of piston rings is to __________.
A. seal the combustion chamber and allow the pistons to move freely.
B. connect the piston to the crankshaft.
C. allow fuel to enter the piston cylinder.
D. provide lubrication to the piston cylinder.
Answer: A
Question: 205
Connecting rods connect the piston to the __________.
A. flywheel
B. fuel pump
C. crankshaft
D. battery
Answer: C
Question: 206
If an alternator overcharges the battery, a likely explanation is __________.
A. The governor has malfunctioned.
B. The voltage regulator isn’t working properly.
C. The ignition coil has overheated.
D. The battery-acid solution is low.
Answer: B
Question: 207
A primary advantage of the electronic ignition system over conventional ignition systems is __________.
A. the electronic ignition system is less expensive to repair.
B. the electronic ignition system provides a higher voltage.
C. the electronic ignition system allows for use of a lower octane fuel.
D. All of the above.
Answer: B
Question: 208
Overheating the engine can cause all of the following problems EXCEPT __________.
A. burned engine bearings
B. enlarged pistons
C. melted engine parts
D. improved fuel efficiency
Answer: D
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Military Information syllabus - BingNews Search results Military Information syllabus - BingNews Course Syllabus Information

Research indicates that syllabi can increase student motivation and create equitable learning environments through transparency about key expectations for student learning and engagement. Consistent with the University’s Course Syllabus Policy, all courses at Saint Louis University are expected to have a syllabus, and all syllabi are expected to provide students with basic information about key aspects of the course.

Below are the required syllabus components for all SLU courses, as well as recommended syllabus components and other considerations that can enhance syllabi. Click the down arrows next to each header to expand the text and learn more. 

Please note: Academic units and programs (like the University Core) may require you to include additional information in your syllabus. Please check with program leaders if you need information about additional, program-specific syllabus content you should include. 

Required Syllabus Components

The University's Course Syllabus Policy aims to ensure that all students have access to consistent information about their courses and about University-level policies. The policy identifies nine components that must be a part of every course syllabus. These nine components constitute a minimum; academic units may require additional components, and instructors may choose to include other information. The policy specifies the information that must be included in every course syllabus, but it does not dictate a particular format or order for how this information is presented in a syllabus.  Academic units may require additional components to be included in course syllabi, and individual instructors certainly will want to add other course-specific information, as well. Required syllabus statements are available as a module in the Canvas Commons, for those who wish to import the statements directly into their Canvas courses. Click here for a printer-friendly version.

1. Course Information

a. Course number/section
b. Course meeting time(s) [if applicable]
c. Location [if applicable]
d. Pre-requisites/Co-requisites [if applicable]
e. Catalog Course Description

2. Instructor Information

a. Instructor name (including TA and peer instructors, if applicable)
b. Where, when, and how to contact the instructor

3. Learning

a. List course learning outcomes, objectives, and/or competencies

4. Required Materials and/or Equipment

a. Textbooks and/or course texts
b. Other materials and/or equipment (e.g., calculators, art supplies, lab safety equipment, medical equipment, hardware requirements, software access, virtual proctoring requirements, digital storage devices, special clothing, musical instruments, etc.)

5. Evaluation and Grading

a. List of components on which students will be evaluated (e.g., exams, projects, essays, participation, presentations, etc.)
b. Grading scale(s) governing the course
c. Policy on late or missing work/exams
d. Penalties on missed classes and/or tardiness [if applicable]
e. Catalog Course Description

8. Disability Accommodations

Insert and/or link to the required Disability Accommodations Syllabus Statement
Note: Due to accreditation requirements, regulatory differences, and/or location-specific resources, the School of Law, the School of Medicine, and SLU Madrid have their own standard language for syllabus statements related to disability accommodations. Faculty in those units should seek guidance for syllabus requirements from their dean's office.

9. Title IX

Insert and/or link to the required Title IX Syllabus Statement
Note: Due to accreditation requirements, regulatory differences, and/or location-specific resources, the School of Law, the School of Medicine, and SLU Madrid have their own standard language for syllabus statements related to Title IX. Faculty in those units should seek guidance for syllabus requirements from their dean's office.

Recommended Syllabus Components

In addition to the nine required components listed above, many instructors also find it useful to include information about or guidance on a range of other topics. The following list is drawn from common practices at SLU, as well as from the literature on effective syllabus construction and on creating inclusive courses that support student learning and success. This list is by no means exhaustive or in order of priority. Note: For some academic units, items on this list also may be required. Click here for a printer-friendly version.

Other Course Information
  • An expanded description of the course, its priorities, key concepts, etc.
  • Course schedule with due dates for assignments, exams, reading, and other activities
  • Disclaimer about the possibility of changes to the course schedule
Information about Learning Activities/Assignments
  • Description of informal learning activities students will engage in (e.g., informal in-class activities, participation expectations, service-learning experiences, etc.)
  • Articulation of the link between course assignments/activities and state learning outcomes, objectives, and/or competencies
Additional Information about Academic Honesty
  • Unit-level academic honesty policies and practices [if applicable]
  • Course-specific guidance on academic honesty
  • Statements of professional ethics or codes of conduct [if applicable]
Other Course-Specific Information
  • Insert a basic needs security syllabus statement (like this one, which was developed at SLU to alert students to campus resources for things like food and shelter insecurity)
  • Course etiquette/civility policies or other expectations about interactions between and among members of the class
    • With a significant number of SLU courses now being conducted via various distance education modalities, a University-wide recommended syllabus statement on distance education etiquette is warranted. This statement is recommended for all syllabi for all courses at all locations (except the Madrid Campus) offered by the colleges/schools and other academic units reporting to the University Provost.
  • Information about what will happen in cases of inclement weather
  • Information about relevant safety/security protocols and procedures (e.g., location of eye wash stations, active shooter response, etc.)
  • Distinction between "excused" and "unexcused" absences [if applicable and consistent with University attendance policy]
  • Statement that student work in the course may be used in course/program assessment
  • Information about requirements for experiential/off-campus learning (e.g., liability waiver, background check, internship learning contract, service expectations, etc.)

Other Considerations for Course Syllabi

Below are additional suggestions drawn from the literature on effective syllabus construction and adopted by some SLU instructors. The Reinert Center for Transformative Teaching and Learning can assist instructors who wish to learn more about items on this list. The Reinert Center website also may provide additional information about these considerations. Click here for a printer-friendly version.

Consider Adding a Graphic Syllabus

A graphic/visual representation of the major components of a course can help students connect to the larger purpose of a course and/or to better understand the relationships among the components of the course. Learn more about the content of a graphic syllabus here.

Share your Teaching Philosophy

Sharing a brief description of your philosophy of teaching can give students a way of understanding what they will experience in your course and why.

Articulate What Constitutes Engagement in Your Course

Explaining what constitutes successful "engagement" or "participation" in your course helps to make those expectations explicit and visible for all learners. This can be especially helpful for first-generation and international students, as well as others whose backgrounds may not have prepared them well to understand the "hidden rules" of successful academic engagement.

Share Tips for Success

Consider sharing tips for how to be successful in the course. For example, you might provide guidance on effective study strategies for your particular content area or tips for how to read course content effectively. Generic study or reading strategies may not work for your particular discipline or the kinds of concepts or texts you teach. Being transparent about what successful students do in your course or your discipline can help students meet your high expectations.

Wed, 14 Jun 2023 00:34:00 -0500 en text/html
Panel on Assessment of Military Information Sciences No result found, try new keyword!This panel, one of 11 to be organized over 2022-2024 to review individual technical competencies covered by the Army Research Laboratory's R&D portfolio, will focus on assessing work related to ... Thu, 06 Jul 2023 09:01:00 -0500 text/html Standard 1. Course overview and information


1.0: A Getting Started / Start Here welcome is provided and easily found when student first enters course site.

By welcoming students to the course and providing context for what they will be learning, the instructor sets the tone for success from the start of the course. As the orientation to the online course, the Getting Started / Start Here / Welcome section/video is a great place to explain the course layout, expectations, and organization; ensure that students are familiar with the learning management system; and that they have all of the proper hardware and software of the course. The instructor can use it to provide explanation for all of the necessary handouts, information, and course materials that they would typically introduce on the first day/week of a face-to-face class. In essence, this is the students’ first impression of the instructor and the course. The course welcome does the following:

  • Helps establish instructor presence
  • Introduces the purpose and structure of the course
  • Provides guidance and direction to ensure that students will get off to a good start in the online space, preventing confusion and frustration


1.1: An Orientation or Overview is provided for the overall course and in each module. Students are informed how to navigate the course, what tasks are due, and netiquette guidelines.

Simunich et al. (2015) found that courses with high levels of findability, based on careful development and placement of course information materials, have a direct impact on student perceptions of course quality, experience, and successful learning outcomes.

Creating an area in the course for Course Information/Syllabus materials (this could also be within a Getting Started module) provides the opportunity to present course information in well-labeled smaller chunks of information for the students to easily access and review. The intent is to enable students to find varied, discrete course information details easily and quickly with a scan of document heads and subheads, or one or two clicks, rather than having the information buried in obscure nested folders/documents, or a convoluted and lengthy syllabus .pdf.

Students benefit from knowing what they are about to learn, as well as the scope of work and time commitment expected from them. Therefore, each online course should provide both a course overview as well as an overview page at the start of each module. Such information helps students become self-directed and assuages any anxiety of starting a new class and/or module. See Standard Objective 4.0 for more information on Module Overviews. The course overview can be provided in the Start Here / Getting Started orientation module, syllabus, and/or via a welcome video. It should prepare students for what, when, where, and why they will be learning, and relay the same type of information that is provided in the first day of a face-to-face class and syllabus. The course overview/orientation section may include any of the following:

  • Course Map
  • Netiquette and Interaction Guidelines
  • Communication Expectations
  • Description of How Lecture will be Delivered
  • Course Layout and Navigation
  • Contacts and Help
  • Icebreaker/Introductory Discussions
  • Required Technical Skills
  • Learning Management System Tool Usage / How-Tos
  • Homework Manager Program Registration Information
  • Vendor Accessibility Statements


1.2: An accessible, printable syllabus is available to students.

Empowering students to remain on track is a core teaching goal, and the more information provided in advance, the fewer problems and obstacles students will encounter. Providing an accessible syllabus in a format that is available for students to access at their convenience is a key element of clear course design.

While you may use the WebCampus Syllabus tool, many students prefer a document that they can print and refer to offline, or keep for their records. Producing a syllabus in a format that is readable and printable (not editable) is the goal. PDF and HTML file formats are recommended over DOC formats.


1.3: Course includes links to relevant campus resources and policies on plagiarism, computer use, filing grievances, accommodating disabilities, information technology resources, etc.

Students should be able to connect to their campus through their online courses, and that includes connecting to student services, policies, and procedural guidelines. Easy access to online student supports and services such as technical help, orientation resources, tutoring services and other available online student supports and services will limit frustration, and enable students to find and access the help they need, when they need it. Connecting online students to support services and resources at the course level will also open opportunities to explore available services, and more fully use those services to their benefit. Perhaps most importantly, providing such information helps create an environment where students feel they have access to you, their classmates, resources, and help–and a place where their questions can get answered.

Policies that students are expected to comply with need to be communicated and course links to associated student services offices within the University should be provided. Links should bring the students to:

This information can be added to the course syllabus, and introduced by the instructor in the course welcome, or course information documents.


1.4: Course information indicates how content will be delivered (e.g., video, text, audio) and describes methods for accessing all course materials.

Students must be informed on how course content will be provided and delivered so they can plan appropriately and determine if the course is right for them. For example, some students may need asynchronous lecture material in order to succeed, while others may prefer synchronous lectures. Providing this information at the start of the course will help students determine whether staying in the course is the right action for them.

In asynchronous online courses, lectures and course materials may be provided in different formats, such as written notes, video, or interactive tools. Providing a succinct explanation in the syllabus and/or Getting Started materials of what students can expect at the start of class is vital in digital courses, since there is much variation in lecture delivery and methods. Importantly, students will also need to know that they can access learning materials, interactions, and assignments at any time and asynchronously. The main premise is that there is no requirement for everyone to be in the same place online at the same time.

If you plan on locking material and/or using timed release features in your course, you must also notify and explain to students your parameters and what they must do to access content. See Objective 3.1 for further explanation.


1.5: Course provides contact information for instructor, department, and program.

In addition to providing this information in the syllabus, including a contact information page in the course site opens opportunities for students to contact and interact with course instructors, as well as department and program administrators. This includes information on the best method of contact (e.g., WebCampus messages, email, department website, etc.) and office hours. Opening avenues for communication and providing easy access to those channels supports learner-instructor interaction, and facilitates engaging in supportive contact and interaction, a key component of social presence (Garrison et al., 2000). See Standard Objective 5.5 for more information on how including such information also provides students multiple opportunities to provide descriptive feedback on course design, course content, course experience, and ease of online technology.

Mon, 08 Aug 2022 05:38:00 -0500 en-us text/html
Supplemental Syllabus Supplemental Syllabus

Establishing Connection...

Sat, 15 Aug 2020 07:21:00 -0500 en text/html
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At, we know what it means to serve. Our Tricare, pay and other military benefits updates and military news stories are reported by community insiders who know exactly what you need and what you care about.

Delivered straight to your inbox,’s newsletters, including the Military Report and veteran and active-duty insiders, provide a free, weekly wrap-up to help you keep track of updates and changes. Go here to manage your account or subscribe.

Looking for news and information to make your veteran or military life the best it can be? Visit’s news section for the latest changes that will impact your veteran and military life.

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Wed, 18 Sep 2019 05:30:00 -0500 en text/html Mishap Damaged F-16 Fighting Falcon from Top Gun Command, Navy Confirms

An F-16A Fighting Falcon jet from the command of the Navy's most demanding fighter air combat course, known as Top Gun, was recently damaged in an aviation incident in California, according to the service.

The mishap happened at Naval Air Station Lemoore, California, on Sept. 25 during recovery, resulting in damage to the "left tire or main mount," a Navy spokesperson told The Naval Safety Center listed it as a Class A mishap, a category of incidents that cause $2.5 million or more in damages, or a destroyed aircraft.

There were no significant injuries, according to the Navy. The F-16A was assigned to the Naval Aviation Warfighting Development Center but was on detachment to the Lemoore air station, according to the spokesperson.

Read Next: Tricare Costs Are Going Up Again in 2024

The Naval Aviation Warfighting Development Center in Fallon, Nevada, is home to the Strike Fighter Tactics Instructor Course, widely known as Top Gun. The Navy describes its Top Gun course as the "most demanding air combat syllabus found anywhere in the world."

Top Gun was established in 1969 as the U.S. Navy Fighter School.

The demanding aviation school was made popular with the 1986 hit movie "Top Gun" starring Tom Cruise as a naval aviator with the call sign Maverick. Cruise reprised his role in the 2022 sequel "Top Gun: Maverick."

Prior to 2015, the Naval Aviation Warfighting Development Center was known as the Naval Strike and Air Warfare Center.

The F-16A is a single-seat fighter aircraft that serves in an adversary role in aviation combat training, according to the Navy. However, the service could not confirm at the time of publication whether the aircraft involved in the mishap was serving as an adversarial fighter.

The Navy had 10 Class A aviation mishaps as of the end of September, according to data from the Naval Safety Center. There were 16 Class A aviation mishaps in fiscal 2022.

The Naval Safety Center's data on Class A mishaps includes both manned and drone aviation platforms.

Class A aviation mishaps over the last two years are fewer than the peak over the past decade of 17 in 2014.

The F-16A incident is currently under investigation and the Navy could not provide any further information, a service spokesperson told

-- Shawn Snow is a freelance reporter and Marine veteran. He previously reported for Military Times covering the Marine Corps and overseas operations. He is on X @ShawnSnow184, and can be reached at

Related: Testing of Navy SEALs May Unveil Scale of Performance-Enhancing Drug Use -- and Unleash Legal Battles

Story Continues
Wed, 08 Nov 2023 07:09:00 -0600 en text/html
Raigad Military School, Mumbai

This page gives information about Raigad Military School, its address and location, academic information, infrastructure and facilities etc...

Raigad Military School is a Co-Educational school affiliated to CBSE syllabus. Raigad Military School is located in Mumbai,Maharashtra. The school was established in the year 2004 and is managed by Raigad Military School.

Location of Raigad Military School

Raigad Military School spreads across about 11001 sq.M

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Raigad Military School has Library facility constituting , Periodicals, Dailies, Reference Books, Magazine, and with about 2100 books.

Sun, 26 Apr 2015 15:34:00 -0500 text/html
Concerning study reveals easy access to data of our military service members
Prev Next

COLORADO SPRINGS — As consumers try to better defend themselves from fraud and the constant threat of identity theft, we’re following up on a latest study that shows the personal information of our military members is easy to access and it could pose a national security threat.

According to a latest report from Duke Universitythe personal information of U.S. military service members is being advertised by data brokers and researchers say it’s being sold for as little as 12-cents a person.

Things like names, phone numbers addresses, names of children, relationship status, net worth, and credit rating, could be acquired according to the study. Researchers say they bought records for nearly 50,000 service members for $10,000.

”I’m an Air Force veteran. My fifth week of basic training was September 11th, a pretty interesting day," said Rodney Gullate Jr. "Then I got out of the Air Force and started pursuing my career in IT and cyber.”

At the National Cybersecurity Center in Colorado Springs, he is providing his unique experience as both a military veteran and cybersecurity professional.

”Big data they don’t care. They care about money," said Gullate Jr. "They are just going to keep doing whatever it takes to exploit us.”

He says the latest study from Duke University showing how easy it is to access and purchase the data of military service members should get our attention.

”That information is an asset to our adversaries," said Gullate Jr. "You better believe that cyberwarfare component is coming. The AI warfare component is coming.”

While the specifics of this study detail the impact on military members and their families, he warns bad actors might just want the information to gain access to more targets.

”They can use you as leverage to get to other people. So they attack your social media account and they’ll use that to reach all of your friends list as you,” he said.

United States senators on both sides of the aisle have already come out saying there needs to be changes in policy to better protect the data of both civilians and our military service members. Gullatte Jr. says it’s important that we do our part to speak up too.

”Reaching out to these legislators and telling them what these issues are, sharing those articles of things that are happening, and sharing concerns," said Gullatte Jr. "For us who are professionals in this field, it’s going to our legislators and saying hey we’re here to help.”

According to NBC Newsthere are European countries that have established strict regulations on the collecting, packaging, buying and selling personal information. Meanwhile, here in the United States aside from some limitations on medical data and information on children, our lawmakers haven’t moved on a general data privacy bill.

If you'd like to take a closer look at the Duke University study that is inspiting these important conversationsyou can follow this link.


Watch KOAA News5 on your time, anytime with our free streaming app available for your Roku, FireTV, AppleTV and Android TV. Just search KOAA News5, obtain and start watching.

Copyright 2023 Scripps Media, Inc. All rights reserved. This material may not be published, broadcast, rewritten, or redistributed.

Wed, 15 Nov 2023 23:33:00 -0600 en text/html
HBSE Class 10 Syllabus 2023-24: obtain PDFs for all Subjects

HBSE Syllabus for Class 10: This article covers HBSE Syllabus in full detail for all Class 10 subjects. You can use the PDF obtain links attached below, to view syllabuses for all your subjects and save them for future reference. The HBSE Class 10 syllabus 2023-2024 is primarily for students of the current academic year 2023-2024 who are also potential aspirants for Class 10 Board exams in 2024. Haryana Board Class 10 Syllabus 2023-2024 will direct students in the right method of preparation. 

Download HBSE Class 10 Syllabus2024

Haryana Board Syllabus Class 10: Haryana Board has now released its Class 10 Syllabus for academic session 2023-24. Here, we have attached detailed syllabuses for all Class 10 subjects. Please, use the PDF obtain links to save the syllabus for future reference. This syllabus will assist you in your preparation for HBSE Board exam 2024.

In-detail syllabus for subjects along with the question paper design for the BHSE Board exam 2024 are present here. You can view the syllabus in either English or Hindi, at your convenience. The syllabus for the HBSE Class 10 Board exam has been segregated into three parts. The annual examination for all the core subjects will be for 60 marks, practical assignments will be for 20 marks and internal assessments will be for 20 marks. The syllabus will enhance your preparation strategy thus paving the way for getting higher marks in the examination. 

Shiv Khera

The syllabus also known as the curriculum happens to be the most basic and essential study material in preparation for the HBSE Class 10 board exam. It will not only provide students with the right information about what is to be studied but will also assist them in creating a perfect preparation strategy for the exam. 



 Annual Examination


Practical Assessment


Internal Assessment


We have provided you with links to Syllabuses for all Class 10 Subjects. Click on the link beside your subject and obtain it for future reference. In order to score well in the HBSE Board exam 2024 students will have to perform well in all internal assessments and practical assessments, along with Annual Examinations. 

Preparation for board examinations is a crucial element for scoring good marks. Students should not only focus on the syllabus and trial papers for the current year but previous year question papers should also be looked into. They play an equally important role in perfect preparation for Board Exams. In fact, students should pay attention to all the study resources made available to them by the HBSE education board. 

Also Find:

HBSE Class 10 & 12 Syllabus(2023-2024)

Tue, 14 Nov 2023 23:27:00 -0600 text/html
Rashtriya Military School, Bangalore Urban

This page gives information about Rashtriya Military School, its address and location, academic information, infrastructure and facilities etc...

Rashtriya Military School is a Boys school affiliated to CBSE syllabus. Rashtriya Military School is located in Bangalore Urban,Karnataka. The school was established in the year 1946 and is managed by Ministry Of Defence Government Of India.

Location of Rashtriya Military School

Facilities provided by Rashtriya Military School

Swimming Pool, Indoor Games, Gymnasium, Music Rooms, Hostel , Health and Medical Check up

Rashtriya Military School has Library facility constituting , Periodicals, Dailies, Reference Books, Magazine, and with about 19200 books.

Tue, 03 Apr 2018 00:58:00 -0500 text/html

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