Missile - Early Development

Early Development

See also: History of rockets

The first missiles to be used operationally were a series of missiles developed by Nazi Germany in World War II. Most famous of these are the V-1 flying bomb and V-2, both of which used a simple mechanical autopilot to keep the missile flying along a pre-chosen route. Less well known were a series of anti-shipping and anti-aircraft missiles, typically based on a simple radio control system directed by the operator. However, these early systems in World War II were only built in small numbers.

Read more about this topic:  Missile

Other articles related to "early development, early":

Sequoyah Hills, Tennessee - History - Early Development
... In 1907, several Knoxville businessmen established the Cherokee Country Club on Lyon's View Pike, and erected a clubhouse on a hill with a commanding view of the river valley and the Great Smoky Mountains beyond ... This original clubhouse was eventually demolished, and replaced with the current building, designed by the noted Knoxville architectural firm Baumann and Baumann, in 1928 ...
Spider-Man: Turn Off The Dark - History - Early Development
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Audium (theater) - Early Development
... McEachern's experimental electronic music performances in the late 1950s and early 1960s ... Early presentations were done at University of California Extension (1960), San Francisco State College (1962) and San Francisco Museum of Art (1963 ... These early performances were done with "portable systems" that had about 8 to 16 speakers ...

Famous quotes containing the words development and/or early:

    Understanding child development takes the emphasis away from the child’s character—looking at the child as good or bad. The emphasis is put on behavior as communication. Discipline is thus seen as problem-solving. The child is helped to learn a more acceptable manner of communication.
    Ellen Galinsky (20th century)

    We have good reason to believe that memories of early childhood do not persist in consciousness because of the absence or fragmentary character of language covering this period. Words serve as fixatives for mental images. . . . Even at the end of the second year of life when word tags exist for a number of objects in the child’s life, these words are discrete and do not yet bind together the parts of an experience or organize them in a way that can produce a coherent memory.
    Selma H. Fraiberg (20th century)