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Battery requirements The handset requires power source of two rechargeable NiMH batteries, size AAA 1.2V 650mAh. IF THE INCORRECT TYPE OF BATTERIES ARE USED, A WARNING MESSAGE WILL BE DISPLAYED. WARNING : The electrical network is classified as dangerous according to criteria in the standard IEC 60950. The only way to power down this product is by unplugging the power supply from the electrical outlet. Ensure the electrical outlet is located close to the apparatus and is always easily accessible. CAUTION : RISK OF EXPLOSION IF BATTERY IS REPLACED BY AN INCORRECT TYPE. Never use non-rechargeable batteries; use recommended type supplied with this telephone. NiMH batteries must be disposed of in accordance with the applicable waste disposal regulations. Safety precautions Do not allow the handset to come into contact with liquids or moisture. Do not open the handset or base station. This could expose you to high voltages. Do not allow the charging contacts of the charger or the battery to come into contact with extraneous conductive materials. There is a slight chance that the telephone could be damaged by an electrical storm. It is recommended that users unplug the phone from the USB socket and the phone line from the phone wall socket during a storm. Do not use the handset in an explosive hazard area such as where there is gas leaking. Young children should be supervised to ensure that they do not play with the telephone. Because the phone works by sending radio signals between the base unit and the handset, wearers of hearing aids may experience interference in the form of a humming noise. We advise that this phone should not be used near intensive care medical equipment or by persons with pacemakers. Your phone can interfere with electrical equipment such as answering machines, TV and radio sets if placed too close. It is recommended that you position the base unit at least one meter from such appliances. ...
Arya aids the future entrepreneurs by inculcating the required skills sets, running various developments programs, which in turn helps them to realize their potential as well as their risk taking capabilities.
Interactive software (software with which a person iteratively interacts in real time) has changed in fundamental ways over the last 35 years. The “online” systems of the 1970s have, through a series of intermediate transformations, evolved into today’s web and mobile applications. These systems solve new problems for potentially vastly larger user populations, and they execute atop a computing infrastructure that has changed even more radically over the years. The architecture of these software systems has likewise transformed. A modern web application can support millions of concurrent users by spreading load across a collection of application servers behind a load balancer. Changes in application behavior can be rolled out incrementally without requiring application downtime by gradually replacing the software on individual servers. Adjustments to application capacity are easily made by changing the number of application servers. But database technology has not kept pace. Relational database technology, invented in the 1970s and still in widespread use today, was optimized for the applications, users and infrastructure of that era. In some regards, it is the last domino to fall in the inevitable march toward a fully-distributed software architecture. While a number of band aids have extended the useful life of the technology (horizontal and vertical sharding, distributed caching and data denormalization), these tactics nullify key benefits of the relational model while increasing total system cost and complexity. In response to the lack of commercially available alternatives, organizations such as Google and Amazon were, out of necessity, forced to invent new approaches to data management. These “NoSQL” or non-relational database technologies are a better match for the needs of modern interactive software systems. But not every company can or should develop, maintain and support its own database technology. Building upon the pioneering research at these and other leading-edge organizations, commercial suppliers of NoSQL database technology have emerged to offer database technology purpose-built to enable the cost-effective management of data behind modern web and mobile applications.
Chapter 2 Basic Drawing and Editing Tools In this chapter you learn how to use the basic drawing and editing tools that apply to almost all types of elements. These tools also include alignment lines, temporary dimensions, snaps, and the Properties palette. You learn how to select elements for editing. You also learn how to move, copy, rotate, mirror, and array elements. This chapter contains the following topics: General Drawing Tools Editing Elements Basic Modifying Tools 2–1 Basic Drawing and Editing Tools 2.1 General Drawing Tools Learning Objectives Use contextual Ribbon tabs, the Options Bar and Properties as you draw and modify. Draw elements using draw and pick tools. Use drawing aids including alignment lines, temporary dimensions and snaps. When you start a drawing command, the contextual Ribbon, Options Bar, and Properties palette enable you to set up features for each element you are placing in the drawing. As you are drawing, several features called drawing aids display, as shown in Figure 2–1. They help create designs quickly and accurately. Figure 2–1 Contextual Ribbon In the Select panel, click (Modify) to finish the command and return to the main tab at any time. When you select a command, the Ribbon displays the Modify tab with the contextual tools. For example, when you click (Wall), the Modify | Place Wall tab opens, as shown in Figure 2–1. The Modify tools are always displayed to the left of the Ribbon and the contextual tools to the right with a green panel title. © 2013, ASCENT - Center for Technical Knowledge®
Background Following the Three Mile Island Unit 2 accident, the U.S. Nuclear Regulatory Commission (NRC) developed a plan (NUREG-1050 – August 1985) to resolve the severe accident generic issue. This plan identified that utility commitment to excellence in risk management, including prevention and mitigation, is key to protection of public health and safety; it also identified the need for new severe accident research. The requirements for an Accident Management Program were outlined by the NRC in SECY 88 012, which included accident management strategies, accident management training, calculation aids, instrumentation requirements, and utility organization and decision making for severe accidents. In 1992, the Electric Power Research Institute detailed a technical basis for severe accident management in TR 101869. Following issuance of that report, each of the three Owners Groups (Westinghouse [WOG], Combustion Engineering [CEOG] and Babcock & Wilcox [B&WOG]) developed generic severe accident management guidance (SAMG) support material that served as a framework for each utility’s SAMG program. In a docketed letter to the NRC, each utility committed to implementing and maintaining a plant-specific SAMG program based on the Owners Group products. Based on implementation questions, the CEOG subsequently developed additional computational aids for its SAMG and the WOG issued a Revision 1 to its SAMG. These SAMGs are one of the bases for the International Atomic Energy Agency (IAEA) requirements in Safety Guide No. NS-G-2.15. After the Fukushima Daiichi accident in 2011, the NRC issued a draft procedure for inspection of the utility Severe Accident Management programs. These inspections will be conducted as part of the reactor oversight process and will focus on the utility’s periodic maintenance of and training on the SAMG. In addition, the NRC and the Institute of Nuclear Power Operators are reviewing the scope and content of the current SAMG programs in the United States with respect to insights learned from the Fukushima Daiichi accident to determine the extent to which program upgrades are appropriate.
anchor block is toward the top. When the brakes are applied, the lining surface pressure tends to force the shoe to adjust its position on the block and center itself in the drum. This centering action takes place on light, or heavy brake application and is continuous with drum expansion. The anchor plate aids in keeping the shoes properly aligned at the self-centering block. Adjusting D vie -Consists of a "star wheel" adjusting screw and stud assembly mounted between the lower ends of the two brake shoes (similar to BendixDuo-servo brake shoe assemblies). Adjusting screw spring serves a dual purpose, holding the shoes against notches of adjusting screw, and binding against ratchet on screw to serve as a screw lock. ADJUSTMENTS: Place car on stands so that all four wheels are free. Check master cylinder and see that fluid level is lA" below top of cylinder. Place parking brake handle in fully released position. Adjust as follows: Rambler Brake P dal Fr Travel Adjustment: Adjust the brake pedal play V4" to lA" by rotating the master cylinder piston pushrod to brake pedal attaching eccentric bolt. Studebaker & Packard Brake P dal Free Travel Adjustm nt: Loosen locknut on brake pedal-to-master cylin-...
SAMPLE QUESTIONS The examination for a taxi cab driver license may include questions on geography, map reading, address location, planning routes, TLC Rules and Regulations and other related areas. Some questions on the examination are "open-book," meaning that you are allowed to use a map and an address locator when answering these questions. Some of the questions on the examination are "closed-book," meaning that you are allowed no external aids when answering these questions. Questions dealing with TLC Rules and Regulations are generally closed-book, as are some questions dealing with the geography of the NYC area. The sample questions given below are intended as samples only. Although the subject matter of the questions given here might not be on the actual test, they will show you a sample of the style of some questions you can expect on the test. Though only 25 questions are presented here, there will be more than 25 questions on the actual test. OPEN BOOK: USE YOUR MAP AND ADDRESS FINDER FOR QUESTIONS 1-5. MULTIPLE CHOICE QUESTIONS: WRITE THE LETTER ( a,b,c or d ) OF THE BEST ANSWER ON YOUR ANSWER SHEET. CHOOSE THE BEST ANSWER FOR EACH QUESTION. THERE IS ONLY ONE BEST ANSWER FOR EACH QUESTION.
Signs and symptoms do not exist as an island by themselves, but must be looked at in the greater context of the entire clinical picture. All the patient’s information such as age, past medical history, prior surgeries, behavioral risk factors, and other data help us to intelligently complete the diagnostic puzzle. Classic presentations taken directly from authoritative textbooks often predominate on board exams. In real life, patients frequently skip the book and present with their own collection of complaints and findings, often differing from the classic by varying degrees. This list of signs and symptoms discussed is taken directly from the Model for the Clinical Practice of Emergency Medicine. GENERAL PRESENTATIONS Altered mental status Altered mental status (AMS) is a relative term, and includes many distinctly different clinical states such as delirium, dementia, coma, and psychiatric conditions. Delirium is abrupt in onset, and characterized by a fluctuating course of confusion and disordered attention. It may be caused by infection, dysfunction of a variety of organ systems, an acute neurologic event, hypoxia, hypoglycemia, and a variety of drugs and medications. Table 1-1 lists the classic diagnosis to consider when evaluating altered mental status in conjunction with certain other complaints or findings. TABLE 1-1 Classic Diagnosis with Altered Mental Status Clinical Presentation of AMS and … Visual or auditory hallucinations Auditory hallucinations Insulin or oral hypoglycemics Fruity smell on breath Alcohol smell on breath Consider… Delirium Psychiatric causes Hypoglycemia Ketosis / Hyperglycemia Alcohol intoxication Hypoglycemia Head trauma Confabulation Thiamine deficiency Headache Acute CNS event or infection Carbon Monoxide Pinpoint pupils Narcotic use Pontine bleed Infants/ Children Accidental ingestion Hypoglycemia Intussusception Young adults Substance abuse Elderly / demented patients Urinary tract infection Polypharmacy Depression Unequal pupils Head trauma / herniation Brain aneurysm Focal neurologic findings Acute CNS event, abscess Enlarged thyroid Myxedema coma Fever Meningitis, encephalitis Brain abscess (HIV?) Sepsis Seizure Heat stroke Cocaine intoxication Very high fever, add … History of seizures Supratherapeutic drug levels Post-ictal state Head trauma Asterixis, liver disease Hepatic encephalopathy Chronic Renal Failure Acid Base disorder Electrolyte disturbance History of COPD / CHF / MI Hypoxia History of HIV / AIDS Brain abscess Toxoplasmosis Cryptococcus Hypotension Acute cardiac event Hypoxia Sepsis Trauma Drug ingestion Syncope
Components of a comprehensive oral examination include assessment of: • General health/growth • Pain • Extra oral soft tissue • Temporomandibular joint • Intraoral soft tissue • Oral hygiene and periodontal health • Intraoral hard tissue • Developing occlusion • Caries risk • Behavior of child Based upon the visual examination, the dentist may employ additional diagnostic aids (eg, radiographs, photographs, pulp vitality testing, laboratory tests, study casts).7,36 The most common interval of examination is six months; however, some patients may require examination and preventive services at more or less frequent intervals, based upon historical, clinical, and radiographic findings.5,7,16-18,37-42 Caries and its sequelae are among the most prevalent health problems facing infants, children, and adolescents in America.1,43 Carious lesions are cumulative and progressive and, in the primary dentition, are highly predictive of caries occurring in the permanent dentition.44-46 Reevaluation and reinforcement of preventive activities contribute to improved instruction for the caregiver of the child or adolescent, continuity of evaluation of the patient’s health status, and repetitive exposure to dental procedures, potentially allaying anxiety and fear for the apprehensive child or adolescent.47 Caries-risk assessment Risk assessment is a key element of contemporary preventive care for infants, children, adolescents, and persons with special health care needs. Its goal is to prevent disease by identifying and minimizing causative factors (eg, microbial burden, dietary habits, plaque accumulation) and optimizing protective factors (eg, fluoride exposure, oral hygiene, sealants).48 Caries risk assessment forms and management protocols simplify and clarify the process.24,49,50 Sufficient evidence demonstrates certain groups of children at greater risk for development of early childhood caries (ECC) would benefit from infant oral health care. 22,28,51-53 Infants and young children have unique caries-risk factors such as ongoing establishment of oral flora and host defense systems, susceptibility of newly erupted teeth, and development of dietary habits. Children are most likely to develop caries if mutans streptococci are acquired at an early age. 51,54 The characteristics of ECC and the availability of preventive approaches support age-based strategies in addressing this significant pediatric health problem.54 ECC can be a costly, devastating disease with lasting detrimental effects on the dentition and ...