The main part of the firepower of the Russian rocket and artillery troops are multiple launch rocket systems (MLRS). These systems allow the mobile to take a firing position, quickly produce a massive war opponent in a short period of time and leave the place of the volley before the commission of the enemy retaliation. Multicharge reactive systems defines the simultaneous destruction of targets at significant areas, and volley fire provides a sudden and high effect against the enemy. The prototype of the modern systems was the mlrs rocket launcher BM-13 Katyusha ", entered service June 21, 1941. By the same author: Herbalife. Group designers as part ii Gvaya, vn Galkovskiy, ap , Alexander Popov and others on the basis of a lorry and a launcher for missiles RS-132 was created reactive system BM-13.

Katyusha had 8 guides flute type with two rows of shells. Firing range BM-13 reached 8470m, the volley was carried out for the 7-10sekund, machine weight without shells – 7,2 m. Rocket systems in the Great Patriotic War, well proven and postwar period from 1945 deals with the development of scientific-production association "Fusion". In 1963, for service made "Grad", developed on the basis of the vehicle chassis URAL-375D or URAL-4320 with 40 stilling 122mm caliber. Maximum firing range – 20,5 km. Head of the projectiles "Castle" have different functions: high-explosive warheads are designed to engage manpower (in the first fragments formed during the explosion sleeve in the second – before backfilled inside); thermobaric affects manpower, light armored vehicles and fortifications; incendiary warhead is designed to create mass lesions fires (burning time of about 3min at temperature of up to 20000S); agitation warhead designed to spread leaflets.

(PRETTO, Nelson) Prof. Fernando Cardona – PRETTO, Nelson. Education and technological innovation: one to look at on the Brazilian public politics. Brazilian magazine of Education. May the August. 1999. Available in: access in 20-04-2009 the text searchs to construct atravsde social and technological examples the necessity of if stopping and reflecting on oprocesso of currently present teach-learning in Brazil. ffer their opinions as well.

According to Pretto, this if finds unbalanced and disoriented completely ahead of the tendnciassociais found in ' ' new gerao' ' of individuals. These, completamenteinterligados and accustomed to a fragmented and full communication of ruptures, not in the text of the message, but in the agility of consultation, analysis and consolidaodo knowledge. For Pretto, the MEC, main potential agent of paradigmtica transformation of this process, nosomente for being the arm of the State in the conduction of the politics in the sector daeducao, but for the fact of being able to act as articulador of weight in elaboraode a proper scene, diametrical acts of opposing form pontuando ediscursos projects that they show clearly, according to Pretto, of that, or this totalmentesem route, obsolete without vision some for where the society this walking, or estaem one total internal descoordenao enters some public beings who soresponsveis for the formularization of the public politics in currently practical nopas. The text is presented divides ahead in 3partes of equal importance in the quarrel of the education of the inovaestecnolgicas, and still more, of the evolution of the society as a whole. In the first part of the article, oautor detaches the characteristic nothing uncommon of the social being to search oestabelecimento of relationships, and more than nets. These, declared embusca of conectividade, chances – commercial or social. Of igualmodo, the search for the technological evolution also has been a socialimportante landmark in the present time. Oparadigma appears then of the Internet suggesting that now we live in one ' ' society in linking between oselementos of the net -, the homogeneity coherence between the entrances and exits decade member of the net -, the isotropia to enxergar the net with one all -, anodalidade if detma a mere conjectural affirmation, but denounces of eexemplificada prompt form the disparity enters the teach-learning paradigm atualmentepresente in the schools that do not obtain to absorb, or to prepare the individual for, onovo world-wide social scene of interconnection and speed.