APPENDIX J Smog Check OBD II Reference (Testability Issues) Appendix J provides information and test instructions about known OBD II functional test difficulties. Technicians must familiarize themselves with the information contained in this Appendix and follow the specified test instructions when conducting a Smog Check inspection on any vehicle listed. Please watch for Appendix J updates on the Smog Check website or via ET Blasts. If other problems or solutions arise concerning the testing
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I’d like to discuss two things in my additional essay (1) My undergraduate GPA and (2) A few gaps in my work experience. First and foremost‚ I want to talk a little about Bits Pilani and how Indian schools approach undergraduate education. The Birla Institute of Technology and Science(BITS‚ Pilani) admits students through a competitive online exam‚ which tests in Mathematics‚ Physics and Chemistry. Of the hundred thousand plus applicants that take the admissions test every year‚ only the top 1‚000
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development from the onset of puberty to maturity. Main idea 1. Cognitive changes ( Andres Martin and Fred R.Volkman‚2007‚page 282) 2. Physical changes (David R. Shaffer and Katherine Kipp‚2010‚page 242) 3. Emotional development (David A. Wolfe and Eric J. Mash‚ 2006‚ page) Supporting Ideas 1. Cognitive changes -Teenager’s brain may be responding with more of gut reaction than an executive or more thinking kind of response. -Not really think through the consequences or outcomes. -Difficult to completely
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Juvenile and Adult Courts: A Comparative Analysis Although the current juvenile justice system in many states now closely resembles the adult criminal justice system‚ they remain two separate systems of justice‚ founded on different philosophies. Generally speaking‚ while the adult criminal justice system emphasizes the punishment of criminals‚ the juvenile justice system is based on the rehabilitation of juvenile offenders. In the early twentieth century‚ the Progressives began to perceive children
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References: - Karanes C‚ Nelson G O‚ Chitphakdithai P‚ Agura E‚ Ballen K K‚ Bolan C D‚ Porter D L‚ Uberti J P‚ King R J‚ Confer D L.(2008) Twenty years of unrelated donor hematopoietic cell transplantation for adult recipients facilitated by the National Marrow Donor Program. BIOLOGY OF BLOOD AND MARROW TRANSPLANTATION 14 (9): 8–15. Lindvall O‚ Kokaia Z. (2006) Stem cells for the treatment of neurological disorders
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Adult learning Psychological theorists agree that adult learning is most effective when an individual’s social context coincides with real life application. Adult learning differs from children’s learning in that it is self-directed‚ problem-centered‚ experience based‚ and more often relevant to life. These theories have been discussed by researchers and scholars with hope to link them to life skills and social cognitive abilities. Importantly‚ the construction of morality during development is a
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young people must be held accountable for serious crimes‚ the juvenile justice system exists for precisely that purpose. Funneling more youth into the adult system does no good and much harm. Juveniles are not adults‚ and saying so doesn’t make it so. Besides‚ we don’t really mean it: When we try them in criminal court‚ we don’t deem them adults for other purposes‚ such as voting and drinking. We know they’re still minors — they’re developmentally less mature and responsible and more impulsive
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1.2. Characteristics of adult learning Education of children is compulsory‚ formal and standardized. Adult learning is voluntary and intentional. The aim of adult education is the independent self-directed learner. Adults tend to resist a learning process which is incongruent with their self-concept as autonomous individuals and does not correspond to their needs and interests. Adult learning is learner-centered What children learn in school should be useful to them — but later in life. Child
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Should Juveniles be tried as Adults? There are many controversies that surround juveniles being rehabilitated rather than going through the adult justice system‚ but studies show that juveniles are not fully developed to be tried as an adult. One of the main questions that it always boils down to is “should juveniles be tried as adults?” in my opinion juveniles should not be tried as adults because of their age. First‚ I believe that juveniles should not be tried as adults because their mentalities
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characteristics‚ positive and negative‚ of the non-traditional student. The article relays that many non-traditional students are adults who have been in the workplace for an extended period. As stated‚ there is much adult learning theory that comes from the "organizational development field (OD) field . . ." and the article gives four principles that characterize adult learners (Knowles‚ 1974). These principles point out some of the good characteristics of this category of people‚ one of which is
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