Danforth Technical School - Tech Tatler Yearbook (Toronto, Ontario Canada)

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Renamssance story of Art by I Buscema Il2TAl As I study the endless arch1tecture of the past I am 1nsp1red by the mass1ve CArtl structures wh1ch have w1thstood the test of t1me The 1nd1v1dual1ty of workmansh1p has made great des1gners and art1sts throughout the centures Arch1tecture TH the past has had a sp1r1tual feellng and solemness around 1tself One bel1eves therefore that there lS some type of power 1n the evolut1on Rena1ssance 1n part1cular TS the rev1val of art and learn1ng un Europe lH the l5th and l6th centur1es Rena1ssance arch1tectural character1st1cs were of spec1al beauty The appearance TS qu1te spac1ous It was arranged 1n a spec1al manner regard1ng symmetry the parts were on oppos1te s1des of ax1al l1ne The orders are class1c and were used to decorate facades or used doors and wlndows were spanned by sem1 c1rcular arches or l1ntels They were also enclosed by a class1c arch1trave The Wall surface was constructed of ashlar masonry 1n regular courses an somet1mes rust1cated The style g1ves a hor1zontal feel1ng unl1ke the goth1c The dome was ra1sed on a h1gh drum and the latter ornamented w1th columns The old Roman barrel and cross vaults were used Ornament was founded on class1cal mythology There were three great 1nvent1ons of the l5th century dun powder the mar1ners compass and pr1nt1ng Gun DOWUGY changed the means of warfare The marmners compass led to the d1scovery of Cape of Good Hope oy O1az Cl486l and Amer1ca by Columbus Cl492l wh1le Vasco De Gama sa1led around the Cape Il497l and started a route to Ind1a Pr1nt1ng by movable type was accompl1shed by Koster of Harlem Cl483l Gutenburg at Mayene Cl442J and caxton 1n England Cl477l Copper plate engrav1ng also was used to help spread knowledge of arch1tectural forms Gal1leo Cl564 l642l changed the sc1ent1f1c outlook of the world by dlSCOV6YlnQ that the earth was not the centre of the un1verse A number of arch1tects of Italy were Bramante whose work lS of great ref1nement KS PTECFOJ Raphael who was one of the world s greatest pa1nters CV1lla Madamal M1chele Angelo who was a sculptor an art1st and an arch1tect KS1steen Chapell Vango who was an art1st a sculptor an arch1tect and a carver In conclus1on Rena1ssance arch1tecture lS a spec1al art form wh1ch has beauty and feel1ng Now you may see therefore why the h1story of arch1tecture lS 1mportant to me Babys1tt1ng on Fr1day Morn1ng- by Joanne Suddard QTOHAJ On Fr1days our class QIOHAJ babys1ts for the fwrst two per1ods of the day We babys1t ch1ldren from l1ttle bab1es to f1ve year ch1ldren at about 9 T5 a m or 9 30 a m After they have dropped off the1r ch1ldren,they go to a sew1ng class 1n our school and we get ass1gned a ch1ld We start the day off by f1rst lett1ng the ch1ld play Then we let them do art work Ccutt1ng past1ng mak1ng dolls colour1ng etc J After clean1ng up after the art work we take the ch1ldren to the washroom for a dr1nk when they come back they play or some students read the1r ch1ld a story I always f1nd that those two per1ods go so fast Babys1tt1ng lS helpful for the students as we as the k1ds It lS a great course 1f the student lS plann1ng to be a daycare or kwndergarten teacher It lS also good 1f you plan on hav1ng ch1ldren of your own Electr1cal Theory Essay by Cra1g Sw1nnerton CllTG when I selected to maJor 1n electr1c1ty as my ma1n course at Danforth I never real1zed the number of select1ve top1cs the course would cover I m f1nd1ng lt a well presented course and I feel conf1dent that lt w1ll benef1t me greatly 1n my future endeavours 1f I concentrate and cont1nue to pursue my amb1t1ons to be an electr1c1an As a Grade ll student I have been 1ntroduced to a var1ety of electr1cal appl1cat1ons regard1ng electr1c1ty Some 1tems I ve found very 1nterest1ng 1n the past three years such th1ngs as the theor1es of Ohm s Law Parallel Ser1es C1rcu1ts also Electro Magnet1sm Faraday s Law Generator Pr1nc1ples Alternat1ng Current theory and D C Generators We must not forget class exper1ments such as the exper1ment on Ver1f1ng relat1onsh1ps of Ohm s Law also the study of res1stance 1n ser1es parallel c1rcu1ts and the study of voltage and current character1s TH a ser1es or parallel c1rcu1t study of electr1cal theory lS alternat1ng Current A C Th s lS the abbrev1ated form It means the current changes d1rect1on and magn1tude at regular 1ntervals Th1s chang1ng of d1rect1on f1rst 1n a pos1t1ve C+J and then TH a negat1ve I J d1rect1on lS called alternat1ng current when deal1ng or explor1ng the theor1es of A C we analyse 1n depth th1ngs such as Res1stancdr on A C and how lt effects the flow of current 1n a c1rcu1t We d1scuss lnductance that lS the It property of a dev1ce or c1rcu1t wh1ch opposes any change TH the d1rect1on of a current through t Also that the un1t of 1nductance lS the Henery and we are 1nformed that the symbol for 1nductance TS the letter L Furthermore we also study pure capac1tance 1n A C wh1ch means the abll1ty of a dev1ce wh1ch can store or hold the charge from the ClFCUlt As a conclus1on to th1s essay I should add that learn1ng to calculate formulas are a valuable and 1mportant part of th1s electr1cal course and a s1gn1f1cant amount of t1me lS spent TH class work1ng TH th1s area - . l Hi . ' ' . . u a . I I X - m ' 9 ' . 1 . . l , I . . , ' ' . . . , , , . . I I ' ' . ' Il . . . . . , I , - - - ll - ' . . A . , I . . ' ' 3 - W , - , . .. I - , ' . . A . n a . l . 3 ' - . ' , ' . ' I . l .Z ' rf , ' . , . , '. . I I , ' I 11 . . . . , fx . . . . . . , p , , , . . . 2 4 . . ' l X 9 , . . N' 4 9 . S QA 9 . l 0 s n I . D . . . . S . I , , . . . y . ' . ' ' ' 1 I , . I , Q . . - 3 . . . ' ' . StruCtUfa11y in arcades. The olds. The mothers bring their An example of current class ' : . . ' ' I '- ' ' , : . . ' . . I ' I . I . q .n n W - . . . . . . ll ' , d . . . . ? ' ' - . . . . . . If . I . , . . - . . . E' I ' , .9 9 .9 . ' 'I . ' , . . . I - , t a . ' . I lv , u . 0 . , . I . ' . . ' ' . . . I . . C , I . . . . g - -I , n a u - . - - ' ll ' . ' i . ' I Q . . . - ' ' , I . . . . . ,,,, I , I . . . I ' . . '. . I . . 1 . I a Q 1 , . . . , . 1 . . ' ' , .

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P'-'Z School Prom -1 I980 Q ik At Fantasy Farms 41' 'f gi 1 'fy J

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6 n I i I ot Addicted by Denny Zezelic Cl2TK2l One of my greatest interests in the automobile. It is a cinating piece of machinery t doesn't receive the ognition it should. It is bably one of the most ful things man has created for iety's use. It is used ly, from going to the corner re to transporting cargo by ck across the country. I first got interested in s when I was about fifteen rs old. One day I purchased ouple of hot rod magazines a store located in a plaza. first I just browsed through looking at the colourful tures of cars bearing ChY0m9 erchargers protruding strously atop the custom hood cially manufactured with a e which is big enough to it the blower to stick up gasp for the extra volume of needed for the powerful pressors to operate sufficiently. I perused the colourful tographs,I noticed three cars t stuck out from the rest in hotograph that was taken in ifornia on a strip famous urday night cruisers, Van levard. Among the common ros, Vettes and all show no G.M. products stood three eteen sixty-eight Plymouth drunners. The reason that s group of cars attracted my ention was because my father the identical model car. s made me a little excited very, very interested in my her's car. while I was ding up on Dodge and Plymouth s, I turned the age of sixteen. ot my license and then ceeded to pester my father to me on his insurance. He did. for Nuys A much needed brake job and r new tires were needed on the st. I approached my father ling him that I would pay for se items if I could be partners h him on the car, meaning that ould use it much more often . Now that I owned half of it ecided to slap some L-60-I5 s on the rear with a set of riel heavy-duty hi-jacker air cks needed to raise the rear the vehicle in order to clear tires on the ear. Then for Eed traction I installed a set Lakewood traction bars Qvincing my father that all of se modifications would give n better traction on the street just in case he wanted to drag somebody. He didn't know what I meant by that but he kept complaining to me that for some unknown reason whenever he was at some stoplight, that some guys and even a few girls would roll down their window and start to mumble something but he couldn't hear them because their cars were so loud for some reason he didn't know. Then all of a sudden when the lights dropped the maniacs would leave the line with their engines screaming and their rear tires would literally leave their trademarks in the pavement. I told him that they were mad at him because he had such a rare car compared to theirs. Nell, I had to tell him something. That car is now in the bone- yard. Plymouth, bless it, but it hooked me and I'm addicted to power and speed. Causes of world War I by Tain Liu IIITMID world war I had a great many events and happenings that made history. Every country around the globe has experienced the direct or indirect effects of this War before it started or even at its end. Most colonies and inferior countries were taken over by more powerful countries to serve military and other purposes, during the approach of war, militarism existed thus involving all the minor countries. To summarize the causes of World Nar I, I will briefly describe the main events of the countries involved. The main factor began from the unification of Germany, by the great German Chancellor known as Bisnmrckwho adopted the policy of Blood and Iron to achieve his aim. By waging wars with Denmark and Austria, he was able to unify Germany, making it a powerful state. His victorious war against French left the French people humiliated. Germany was now one of the most powerful countries in Europe. But in the two decades before l9l4 events seemed to move towards an inevitable and tragic climax. The origins of the tragedy lay in the nationalist organization of Europe in the mid-nineteenth century. The emergence of a united Italy and united Germany radically altered the traditicnal balance of power. For the ensuing two decades, Europe was able to accommodate itself to this new situation, largely because of the careful approach by Bismarck Generally speaking after the humilation of the French, Eismarck pursued a policy of restraint, seeking to preserve the general European peace on which he realized the preservation of the new German Empire depended. He signed special treaties with Austria and ,ussia thus preventing trouble which occurred between thw two countries. This Bismarckian pattern befan to break down after his dismissal in the year l890. The young emperor William II took over the power and a total new policy followed. New problems emerged which Bismarck was not forced to deal with. Among Austria and Russia, Germany, which is now under William II, sided with Austria, leaving Russia isolated. with that treaty, Germany set out for Norld power. Germany's sea powers were improved and modernized. This action proved a threat for the Britains. The result was that Britain and Russia allied with French thus forming the Triple Entente. Meanwhile Germany, Austria, Hungary and Italy formed the Triple Alliance. There was confrontation between these two powers until war broke out when the assassination of the Austrian heir occurred. with this incident Austria set out to settle scores with Serbia giving them an ultimation. Russia, who regarded herself as a protector of the Serbians mobilized with the prospect of revenge on Austria. The French government did not restrain its ally. Ultimately, all the powers mobilized and war was declared. To conclude on World war I we cannot justify who actually was responsible for the war. In many ways, war in lDl4 seemed to have come by accident. Events have moved beyond the control of statesman responsible for guiding policy, and when the final crisis broke, they could devise no peaceful solution. Each country involved could be blamed one way or another and no one power bears the full responsibility for the catastrophe.