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within 5 feet of any cooking appliance where grease, smoke, and other decomposed compounds from cooking could build up on the surface of the carbon monoxide sensor and cause the alarm to malfunction. 2. Bathrooms or the other rooms where |
long-term exposure to steam or high levels of water vapor could permanently damage the carbon monoxide sensor. 3. Very cold (below 40 degrees Fahrenheit) or very hot (above 100 degrees Fahrenheit) rooms. The alarm will not work properly under these |
installing a carbon monoxide alarm. Do not place the alarm within five feet of household chemicals. If your alarm is wired directly into your home's electrical system, you should test it monthly. If your unit operates off a battery, test |
the alarm weekly and replace the battery at least once a year. Avoid placing your alarm directly on top of or directly across from fuel-burning appliances. These appliances will emit some carbon monoxide when initially turned-on. Never use charcoal grills |
inside a home, tent, camper or unventilated garage. Don't leave vehichles running in an enclosed garage, even to 'warm up' your car on a cold morning. Know how to respond to a carbon monoxide detector. If your alarm sounds, immediately |
open windows and doors for ventilation. if anyone in the home is experiencing symptoms of carbon monoxide poisoning-headache, dizziness or other flu-like symptoms, immediately evacuate the house and call the fire department. Don't go back into the house until a |
fire fighter tells you it is okay to do so. If no one is experiencing these symptoms, continue to ventilate, turn off fuel-burning appliances and call a qualified technician to inspect your heating system and appliances as soon as possible. |
Because you have provided ventilation, the carbon monoxide buildup may have dissipated by the time help responds and your problem may appear to be temporarily solved. Do not operate any fuel-burning appliances until you have clearly identified the source of |
the problem. A carbon monoxide alarm indicates elevated levels of carbon monoxide in the home. NEVER IGNORE THE ALARM. The safety experts urge consumers to recognize the danger signs of carbon monoxide before any harm can come to them or |
Here is how it was done in 1810...By a mechanical wiz, not a beginner - now show us how you'd do it with a few motors and a controller And I don't think that you'd put that old mechanical doll in the "simple" category? Simple it was not. Just imagine what it took to program it by cutting brass cams |
for each degree of freedom... Amazing is what I would call it. Now, back to the original problem - is this robot supposed to write random phrases or just a couple pre-programed things? One of the tough parts would be the math - first, mathematically describing the path for the tip of the arm and then sorting out all of |
the joint angles as a function of time to get it to trace the desired path. One way around the math would be to build the arm with position sensors and then just move the arm by hand along the desired paths and record the angles. Then, the recorded values could be used as the target positions for your arm |
controller (a simple PI controller is likely to be adequate if you didn't try to move the arm too fast). Create tables of time / position pairs to describe the paths for the arm. If the arm was built with servos - that makes it more difficult to record the "training" movements because all the feedback is inside the ser... |
themselves. So, you would have to open up the servos and run wires back from the potentiometers to your micro-controller to record the servo positions as you train it. (And translate from the voltage from the pot to the pulsewidth sent to the servo to get that position - another training exercise where you command vari... |
Sign up to save your quiz points or they’ll be gone Prepare Your Classroom to Learn with a Tablet. Learning the musical alphabet notation and where each note is on the piano keyboard in relation to the two and three black keys. Learning the musical alphabet A through G and |
Federal and state laws emphasize the importance of parents/guardians as key decision makers in the educational process. Child Study Team personnel share many common skills such as child advocacy, understanding of school functioning, knowledge and implementation of special education law, case management, transition plan... |
a different perspective based on the training and skills of each profession. School Psychologists are specialists with training and expertise in psychology as it is applied to education. They use their training and skills to collaborate with parents/guardians, educators, and other professionals to ensure that every chi... |
school organization and effective learning to help students realize their academic and social potentials. They tailor their services to the particular needs of each child and each situation. School Psychologists are trained to assess and counsel students with behavioral, emotional, and educational concerns through cons... |
of a School Psychologist employed by the district Board of Education. The psychological assessment should include standardized and functional appraisals of a student’s current cognitive, intellectual, adaptive, social, emotional and behavioral status in the context of his/her environments. The assessment should include... |
a testing situation. School Social Workers provide unique services to students and their families, helping the students attain maximum benefits from their educational programs. The School Social Worker's knowledge of social, emotional, cultural and economic differences among children and families enable them to be the ... |
Workers promote and support students' academic and social/emotional well-being. Through sound school social work practice, the School Social Worker is able to enhance the full educational and individual potential of all students and eliminate barriers to learning by being pro-active within the academic community and pr... |
be the responsibility of a school social worker employed by the district board of education. The social assessment shall include observation of the student and communication with the student's parent(s)/guardian(s). It shall also include an evaluation of the student's adaptive social functioning and emotional developme... |
LABDIEN [Hello]! My name is Hannah Rosenthal, and I am the Special Envoy to Monitor and Combat Anti-Semitism at the U.S. Department of State. In Latvian, envoy means “Īpašā sūtne”. |
Thank you for inviting me here today to speak to you about the importance of diversity and respect for others. I am always eager to speak to young students because |
so much of my work depends on your help. As the Special Envoy, it is my job to monitor anti-Semitic incidents and combat such intolerance. “Anti-Semitism” simply means hatred for |
Jewish people. I monitor anti-Semitic incidents such as vandalism of religious places, anti-Semitic speech, and even violence against Jews. But the truth is, I am in the relationship-building business. I |
am here today to tell you that young people and students can have an impact and do what I do. We must all share and strive for the same mission: |
to combat hate and intolerance to create a more peaceful and just world. In order to fight hatred, we must begin with respecting the dignity of every individual, regardless of |
his or her beliefs. In fact, our differences make us human. You may have heard about the concept of the “Other,” or in Latvian, “svešinieks”. There are individuals in this |
world who would like us to view some people as outside the larger human family. The desire to stamp out or suppress or ostracize certain individuals because of who they |
are, how they worship, or who they love is an obstacle for all members of society. Intolerance prevents us from creating a just and peaceful society. Meanwhile, we, as society, |
must not stand by idly. When we stand by passively, we also pay a price. Terrible things can happen when intolerance and racism take hold in a society, across a |
continent. Hitler’s Nazi ideology called for racial purity and targeted the Jews as an Other that needed to be exterminated. Some of you may know that yesterday communities around the |
world observed Yom HaShoah, or Holocaust Remembrance Day. Yom HaShoah is a day to remember the victims of the Holocaust and to commemorate the individuals – including some Latvians -- |
who risked their lives to save the Jews. I understand Latvia has its own official Holocaust Remembrance Day on July 4. While we officially commemorate the Holocaust on these days, |
we must carry their lessons with us every day. We must stand against attitudes that value some individuals below others. We must expand the circle of rights and opportunities to |
all people – advancing their freedoms and possibilities. Intolerance is a moral, a political, and a social problem. But it is also a solvable one. It is not unchangeable. We |
are not born hating. Somewhere we learn to hate. We can, in fact, make hatred and intolerance something of the past. But this demands our attention. It’s not easy work, |
but it is urgent work. At the U.S. Department of State (which is like the Foreign Ministry in Latvia) I work within the Bureau of Democracy, Human Rights and Labor. |
The primary and overarching goal of the Bureau is to promote freedom and democracy and protect human rights around the world. We are constantly strengthening our policies and pushing ourselves |
and others to break down former walls of intolerance. Over the past three years, Secretary of State Hillary Rodham Clinton has made the human rights of lesbian, gay, bisexual, and |
transgender people – “LGBT” in shorthand -- a priority of our human rights policy. As Secretary Clinton emphatically stated, “Gay rights are human rights and human rights are gay rights.” |
In the United States, we are inspired by the idea that all human beings are born free and equal in dignity and rights. The United States has a strong multi-ethnic |
heritage. Over the course of centuries, many people have immigrated to the United States in hopes of a better life with more opportunities. We embrace this diversity and continue to |
uphold these values in our everyday lives, actions and laws. I am learning that Latvia too has a diverse and multicultural history. Various tribes -- the Livs, the Letts, and |
the Cours -- lived here for many centuries. People from Belarus, Germany, Russia, Sweden, Ukraine, and many other places have played an important part in Latvia’s history. Jews have also |
contributed to Latvia’s heritage since the sixteenth century. In the eighteenth century, a Jewish man named Abraham Kuntze invented the famous Rigas Balzam (Latvia’s signature liquor). Latvia’s Jews backed the |
independence movement in the early twentieth century, with hundreds volunteering for service in the Latvian Army and fighting heroically during the war for independence. Latvia’s Jews thrived during the independence |
period of the 1920s and 30s, serving in parliament and helping write Latvia’s constitution. Zigfrids Meierovics, the first Foreign Minister of Latvia, and twice Prime Minister, had a Jewish father. |
Sadly, when the Soviets arrived in Latvia in 1940, they shut down Jewish institutions and seized Jews’ property. When the Soviets deported tens of thousands of Latvians to Siberia, hundreds |
of Latvian Jews were deported as well. And then, just over one year later, the Holocaust followed and approximately 70,000 of Latvia’s Jews – almost 90 percent – were murdered |
by the Nazis and their accomplices. And yet, the Jewish people survived in Latvia. In the 1980s and 90s, Latvia’s Jews once again supported Latvian independence from the Soviet Union, |
lending their efforts to those of the Popular Front of Latvia. Jews stood on the barricades in 1991. Today, Jews – along with all other Latvians -- are free to |
practice their faith and to celebrate their culture in a free Latvia. Latvian society is richer, and more diverse, because of the contributions of all these people. Of course, neither |
Latvia, nor the United States, is perfect. There are people in both of our countries who do not believe in diversity and respect in every society. However, if we condemn |
their words of hate, we can spread the message of dignity and respect. Anti-Semitism and other forms of hatred attack the very idea that every individual is born free and |
equal in dignity and rights. But Jews, Christians, Muslims and all religious communities are all part of the same family we call humanity. As a child of a Holocaust survivor, |
anti-Semitism is something very personal to me. My father was arrested – on Kristallnacht, the unofficial pogrom that many think started the Holocaust – and sent with many fellow Jews |
to prison and then to the Buchenwald concentration camp in Germany. And he was the lucky one – every other person in his family was murdered at Auschwitz. I have |
dedicated my life to eradicating anti-Semitism and intolerance with a sense of urgency and passion that only my father could give me. At the State Department, we are trying to |
make human rights a human reality. As the Special Envoy to Monitor and Combat Anti-Semitism, I have recognized that this will not be possible without the help of you, our |
youth and future leaders. Last year my colleague Farah Pandith, the Special Representative to Muslims Communities, and I launched a virtual campaign called “2011 Hours Against Hate,” using Facebook. Perhaps |
you have heard of it? We are asking you, young people around the world, to pledge a number of hours to volunteer to help or serve a population different than |
their own. We ask that you work with people who may look different, or pray differently or live differently. For example, a young Jew might volunteer time to read books |
at a Muslim pre-school, or a Russian Orthodox at a Jewish clinic, or a Muslim at a Baha’i food pantry, or a straight woman at an LGBT center. We want |
to encourage YOU to walk a mile in another person’s shoes. And while our goal was to get 2011 hours pledged, at the end of last year youth all over |
the world had pledged tens of thousands of hours. The campaign was, in fact, so successful that we continued it into 2012. Thanks to a group of British non-governmental organizations, |
we are now also partnering with the London Olympic and Paralympic Games! In January, the London Olympic and Paralympics approved our application to have 2012 Hours Against Hate branded with |
the Olympics logo. We can now leverage the energy surrounding the 2012 Olympics to encourage athletes and fans alike to participate in combating hate and pledging their time to help |
or serve someone who is different from them. Farah and I have met hundreds of young people – students and young professionals – in Europe, the Middle East and Central |
Asia. They want to DO something. And I have a feeling that YOU want to DO something too. Last summer, Farah and I met with youth and interfaith leaders in |
Jordan, Lebanon, and Saudi Arabia, and discussed reaching out to others, increasing tolerance and understanding among different religious groups, and addressed intolerance in their textbooks and lessons. Last month we |
traveled to Albania to encourage students from Tirana University and the local Madrasah to participate in 2012 Hours Against Hate. We held a panel discussion on the importance of religious |
diversity, and encouraged Albanian youth to live up to their country’s important legacy of acceptance and courage: Albania was the only country that saved all of its Jews during the |
Holocaust. Really, we have just begun. So while I fight anti-Semitism, I am also aware that hate is hate. Nothing justifies it – not economic instability, not international events, not |
isolated incidents of hate. Since the beginning of humankind, hate has been around, but since then too, good people of all faiths and backgrounds have worked to combat it. The |
Jewish tradition tells us that “you are not required to complete the task, but neither are you free to desist from it.” Together, we must confront and combat the many |
forms of hatred in our world today. Where there is hatred born of ignorance, we must teach and inspire. Where there is hatred born of blindness, we must expose people |
to a larger world of ideas and reach out, especially to youth, so they can see beyond their immediate circumstances. Where there is hatred whipped up by irresponsible leaders, we |
must call them out and answer as strongly as we can – and make their message totally unacceptable to all people of conscience. Thank you again for inviting me here |
January 23, 2007: The paper by researchers at Yale, the University of Winnipeg, Stony Brook University, and led by University of Florida paleontologist Jonathan Bloch reconstructs the base of the primate family tree by comparing skeletal and fossil specimens representing |
more than 85 modern and extinct species. The team also discovered two 56-million-year-old fossils, including the most primitive primate skeleton ever described. In the two-part study, an extensive evaluation of skeletal structures provides evidence that plesiadapiforms, a group of archaic |
mammals once thought to be more closely related to flying lemurs, are the most primitive primates. The team analyzed 173 characteristics of modern primates, tree shrews, flying lemurs with plesiadapiform skeletons to determine their evolutionary relationships. High-resolution CT scanning made |
fine resolution of inaccessible structures inside the skulls possible. "This is the first study to bring it all together," said co-author Eric Sargis, associate professor of anthropology at Yale University and Assistant Curator of Vertebrate Zoology at Yale's Peabody Museum |
of Natural History. "The extensive dataset, the number and type of characteristics we were able to compare, and the availability of full skeletons, let us test far more than any previous study." At least five major features characterize modern primates: |
relatively large brains, enhanced vision and eyes that face forward, a specialized ability to leap, nails instead of claws on at least the first toes, and specialized grasping hands and feet. Plesiadapiforms have some but not all of these traits. |
The article argues that these early primates may have acquired the traits over 10 million years in incremental changes to exploit their environment. While the study did not include a molecular evaluation of the samples, according to Sargis, these results |
are consistent with molecular studies on related living groups. Compatibility with the independent molecular data increases the researchers' confidence in their own results. Bloch discovered the new plesiadapiform species, Ignacius clarkforkensis and Dryomomys szalayi, just outside Yellowstone National Park in |
the Bighorn Basin with co-author Doug Boyer, a graduate student in anatomical sciences at Stony Brook. Previously, based only on skulls and isolated bones, scientists proposed that Ignacius was not an archaic primate, but instead a gliding mammal related to |
flying lemurs. However, analysis of a more complete and well-preserved skeleton by Bloch and his team altered this idea. "These fossil finds from Wyoming show that our earliest primate ancestors were the size of a mouse, ate fruit and lived |
in the trees," said study leader Jonathan Bloch, a vertebrate paleontology curator at the Florida Museum of Natural History. "It is remarkable to think we are still discovering new fossil species in an area studied by paleontologists for over 100 |
years." Researchers previously hypothesized plesiadapiforms as the ancestors of modern primates, but the idea generated strong debate within the primatology community. This study places the origins of Plesiadapiforms in the Paleocene, about 65 (million) to 55 million years ago in |
the period between the extinction of the dinosaurs and the first appearance of a number of undisputed members of the modern orders of mammals. "Plesiadapiforms have long been one of the most controversial groups in mammalian phylogeny," said Michael J. |
Novacek, curator of paleontology at the American Museum of Natural History. "First, they are somewhere near primates and us. Second, historically they have offered tantalizing, but very often incomplete, fossil evidence. But the specimens in their study are beautifully and |
spectacularly preserved." "The results of this study suggest that plesiadapiforms are the critical taxa to study in understanding the earliest phases of human evolution. As such, they should be of very broad interest to biologists, paleontologists, and anthropologists," said co-author |
Mary Silcox, professor of anthropology at the University of Winnipeg. "This collaboration is the first to bring together evidence from all regions of the skeleton, and offers a well-supported perspective on the structure of the earliest part of the primate |
family tree," Bloch said. The research was supported by grants from the National Science Foundation, Field Museum of Natural History, Yale University, Sigma Xi Scientific Research Society, Natural Sciences and Engineering Research Council (Canada), University of Winnipeg, the Paleobiological Fund, |
Crime and Personality: Personality Theory and Criminality Examined Keywords: Criminality Personality Theory Criminal Personality Crime And Personality Criminology Psychopathy The search for the criminal personality or super trait has captured |
both the minds and imaginations of academics and the wider community (Caspi et al., 1994). Partly, this is due to a stubborn aversion to the notion that normal, regular people |
rape, murder, or molest children (Barlow, 1990). Secondly, there is a desire for simple, straightforward answers (Bartol, 1991). Generally, personality theorists endeavor to put together the puzzle of the human |
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