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Sunday, December 25, 2011
Radon Mitigation kit
Saturday, December 3, 2011
College and the Autistic Student
Autism, a neurological-based developmental disability, affects an estimated one in 166 people, according to a 2004 study by the Centers for Disease Control Prevention. Both children and adults with Autism typically show difficulties in verbal and nonverbal communication, social interactions and leisure or play activities, according to the Autism Society of America. Autism affects individuals differently and to varying degrees.
Experts agree on the following advice upon detection of Autism:
1. Seek immediate treatment for your child.
2. If possible, find someone to work with the child at least 20 hours a week, i.e. a therapist, teacher, parent, grandparent or someone from your church or group. Look for progress after one month.
3. Do not allow the child to sit and watch TV all day. Get them engaged and play as many games as possible that require taking turns.
4. New parents learning they have an autistic child must recognize immediately that they cannot do it all by themselves. They should immediately contact Autism societies or chapters to find resources, join support groups and talk with other families about their experiences.
5. Help the child to develop their areas of strength, particularly among high-functioning students with Asperger's Syndrome (a neurobiological condition characterized by normal intelligence and language development with deficiencies in social and communication skills), and get them job experiences during high school.
Marshall University in Huntington, West Virginia is one of the few colleges in the US that has a special program in their Autism Training Center, which works with Autism spectrum disorders like Aspergers. Although many colleges have counselors and staff familiar with Autism, only Marshall has a program tailored specifically for autistic students. The program serves three of the university's 16,360 students and may eventually accommodate 10; it will remain small by choice.
"The goal is not for all students with Autism to attend Marshall, but for the program to become a model for other colleges," says Barbara Becker-Cottrill, the Center's director. "The true goal is for students to have the ability to attend the university of their choice. Our work will be working with other universities on how to establish a program such as this on their own campuses."
Kim Ramsey, the Marshall program's director, had this to say, "The problem is, social and daily living issues are interfering."
This is not to be confused with a special education program. Like all students, they must meet and maintain the university's academic standards. The Center offers tutoring, counseling, a quiet space to take exams, and help in the navigation of the bureaucracy and social world of college, i.e. how to schedule classes, join clubs, buy books and replace ATM cards that don't work.
In a recent issue of the bimonthly, Asperger's Digest, Lars Perner, an assistant professor of marketing at San Diego State University who has Asperger's Syndrome, said, "How many college students have forms of Autism is impossible to determine as many go undiagnosed or are simply perceived as a little bit strange. The exact cause is unknown, although both genetics and environmental factors are suspected of playing a role. Some of these students might be able to get into college because of fairly strong academic credentials and a reasonable academic showing. That may not mean they will be able to stay in college." Perner is also the author of a college selection guide.
Sadly, most autistic students either drop out or don't even apply to college because they have difficulty with such tasks as doing all the paperwork, time management, taking notes and sitting for exams. Stephen Shore, who is finishing his doctoral degree in special education at Boston University and has been diagnosed with atypical development with strong autistic tendencies, said, "More programs like Marshall's were needed. I think they would do much better and there would be a much higher rate of success if this type of program were available elsewhere." However, as researchers learn more about Autism and public school services for Autism improve, more autistic students will graduate from high school and be academically, socially and emotionally prepared for college.
College Selection - Your Number One Priority
The following must be considered, but only after the family has visited the campus and is convinced their student will be able to "survive" at that school:
1. Accommodations: If proper accommodations are not made available to the student, then it would be futile to attend that particular college.
2. Curriculum: Ideally, there will be enough areas of interest for the student.
3. Setting: Urban or rural, close to home or far away, and a large or small student body are all issues that must be factored in.
4. Cost: Last but not least; like the 5th C when searching for that perfect diamond - is the cost. Paying for college is actually the easy part, because no matter what, you can borrow the money! And never lose sight of the fact that all the financial aid in the world is useless without that coveted admission ticket!
Some other criteria that should be particularly important for autistic students include:
1. A highly structured academic program
2. A second-to-none disabilities services program (or its equivalent)
3. A willingness to be flexible
4. Support for individual needs and a centralized counseling center
Experience with Autism is helpful, but the most important characteristics of the disabilities services program and counseling center are the commitment to providing individualized support and a willingness to learn about each student's disability and needs. Because of the learning differences of students with high functioning Autism/Asperger's Syndrome, they often benefit from tutoring, organizational and personal support services.
Sometimes, a smaller school is easier for students who learn better in a smaller and quieter environment. For students who will find the degree of independence and organization required for living at college to be intimidating, it can be helpful to live at home for the first year or two of college, and gradually make the transition to more independent living. Some colleges offer cooperative education programs, in which students alternate between taking academic courses and working in related jobs. Such programs have the ability to help students explore potential careers and develop essential work skills.
Academic Assistance and Accommodations
In college, students are given the responsibility of advocating for themselves. They can receive support from the disabilities services program or not, but they will have to be able to make many decisions for themselves.
In many colleges, the disabilities services program will write a letter to relevant professors indicating that a student has a disability and may need special accommodations. This letter might be the student's responsibility to give to the professor, or it might be sent out to each professor. In either case, it is then likely to be the student's responsibility to follow up with the professor and request specific help.
Many students will need coaching and support in order to do this. Some counselors may be willing and able to help, others will not. In many instances, it will be necessary and helpful to have a tutor. The disabilities service center will usually be able to assist with the required services.
Academic accommodations have been helpful as well as necessary for some students with Asperger's High Functioning Autism because they need a little longer to process information and organize responses. This can mean that they will take a little longer in responding to questions in class and should receive the required extra time on quizzes, tests and exams. Due to difficulties in processing and screening sensory information, a distraction-free environment may be important for ongoing studying and for taking exams.
Seating is often important in lecture halls. Sitting at or close to the front and sometimes in the center of the row, can make it easier to hear and understand. Some students find it easier to sit near the front but in an aisle seat, so that they have a bit more room to spread out and are less likely to be bumped.
Seating is sometimes on a first-come, first served basis daily, or for the entire semester. If this is the case, students should get to their first class early, or try to make preparations in advance. Some professors prefer assigned seating for the entire semester. In that case, students may need to talk to the professor in order to arrange for their special seating needs.
Some professors include class participation as a component of the grade and require recitals in front of the class and/or working together as part of a group. Such class requirements can be challenging for students with difficulties in oral communication or working together with others. In anticipation of this, students should be advised to talk to the professor about their disability early in the semester in order to attain special accommodations, if necessary, and the support and understanding of the professor which is always necessary.
Getting Organized
Most students with Autism spectrum disorders need clear, systematic organizational strategies for academic work and most likely for all other aspects of daily living. Calendars, checklists and other visual strategies for organizing activities should be developed with the student.
Course Selection
Many students with Asperger's/High Functioning Autism will excel in courses that draw on factual memory and/or visual perceptual skills. An intuitive counselor or advisor can help guide the student to a curriculum that will capitalize on his or her strengths and interests.
The most difficult and challenging courses are those that require abstract verbal reasoning, flexible problem solving, extensive writing, or social reasoning. Such courses may be valuable to take, but could require extra time and support.
In her book, Pretending to be Normal, Liane Willey, an adult with Asperger's Syndrome, recommends taking courses in communication and psychology in order to improve social understanding and skills. "It is often wise," she advises, "to audit a course if it would take a long time to master the material."
A somewhat relaxed class load is often the best course of action, especially during the freshman year when everything is new. For some students, a reduced course load can help keep the stress levels more manageable.
A related issue is that many students with Autism need extra time for thinking about problems and for completing work. This means they will need more time than most students for reading and doing assignments. This should be taken into account in planning a student's course load so they will not be overwhelmed, which could have adverse consequences.
Social Groups and Activities
For some students, living on their own may be overwhelming as they often need more support than most freshmen for making social connections. All campuses have organized social groups and activities. Most students with high functioning Autism/Asperger's will enjoy participating in some of these, but will need guidance with finding the right groups and introductions.
Always consider the student's strengths and interests when looking for groups and activities. It might be beneficial to have someone, perhaps an older student, a mentor or advisor point out groups that would be of interest and help with the initial steps of becoming a participant. It may also be possible to mobilize other resources through Student Services, residence advisors and service organizations on campus.
Dorm Life
For many students with high functioning Autism, it is preferable to have a single room. This will provide a sanctuary where they can control their environment, focus on their work and daily activities without distraction, and not be forced to engage in social interaction all the time. Having a roommate can be highly stressful, and most experts agree that to be without one initially is the best choice. However, it is strongly recommended to have a mentor nearby.
When the student is in agreement, it can be helpful to inform the residence staff of their disability and the areas in which support may be needed. It is best if the student can discuss their disability with peers. It can also be helpful to meet with other students in adjacent rooms to discuss why their behavior may appear to be odd at times.
The Daily 9-5
It will prove most helpful to identify the likely pitfalls and provide the student with written guidelines and checklists in addition to advance preparation and training. The following are various aspects of daily life on the average college campus.
1. Meal plans and their rules; where to eat at non-meal times
2. Laundry
3. Spending money; budgeting
4. Using a campus ID and/or charge card
5. Dorm rules
6. Handling fire drills at any hour, especially in the middle of the night
7. Using communal bathrooms
8. Transportation
9. Campus maps
10. Locating security personnel
11. Finding rest rooms
12. Using an alarm clock
13. Campus mail, e-mail and instant messaging usage
14. Library hours and how to get help from a librarian, and for that matter, anyone else
15. Lecture hall procedures
16. Learning about and participating in dorm activities
17. Student health services
18. Medical, non-medical emergencies and non-emergency procedures
19. First aid and how to take care of oneself during a minor illness (including how to get liquids and food when they're under the weather)
20. Finding time for physical exercise is important for many, not only for health reasons but also to help with stress management.
Plan Far In Advance
Thinking about these issues years in advance is necessary; doing something about it is mandatory! As part of the Individualized Education Plan process, each student should have a transition plan to learn the skills necessary for college. Many important skills that will facilitate success in college can be taught and practiced at home and while the student is still in high school. It is important that the student understand what his or her learning needs are, and the types of accommodations that will be helpful.
In college, students will probably find it helpful to talk to advisors and professors about these issues. This will be easier to do when it has been practiced in the more supportive environment of the home and the high school. At home, high school students should be learning and practicing daily living and independence skills so they will be able to be successful in college...
For further information about Autism and to view country artist Mark Leland's emotionally charged video, "Missing Pieces," a song for Autism, please visit Frinkfest.com [http://www.frinkfest.com], and the following:
The PARIS database contains details of all colleges known to The National Autistic Society that cater for students with autistic spectrum disorders. It is available at http://www.info.Autism.org.uk and is updated regularly. If you require further information please contact the NAS Information Centre.
Tel: + 44 (0)20 7903 3599 or 0845 070 4004.
http://www.about-disability.com/disability-aids/college-financial-aid-disabled-student-99.html College financial aid for disabled students.
A Few Resources
There are brief discussions of college-related topics in Liane Willey's book, Pretending to be Normal, and in A Parent's Guide to Asperger Syndrome & High-Functioning Autism, by Sally Ozonoff, Geraldine Dawson, and James McPartland.
Aquamarine Blue 5: Personal Stories of College Students with Autism, edited by Dawn Prince-Hughes, has 12 essays and an appendix of tips. A recent addition is Succeeding in College with Asperger Syndrome: A Student Guide, by John Harpur, Maria Lawlor, and Michael Fitzgerald.
Eric Clearinghouse on Disabilities and Gifted Education, One of their many useful articles, ERIC EC Digest #E620, is "Selecting a College for Students with Learning Disabilities or Attention Deficit Hyperactivity Disorder (ADHD)."
A web site from the United Kingdom, University Students with Autism and Asperger's Syndrome, has many helpful links and some interesting articles by university students with Autism spectrum disorders.
North Carolina State University has a useful guide on transitioning from high school to college on their web site. Edmonds Community College and the University of Washington Autism Center.
Experts On The Subject
Dr. Ami Klin, http://www.info.med.yale.edu/chldstdy/Autism/staff.html
Dr. Klin is the Harris Associate Professor of Child Psychology and Psychiatry at the Yale Child Study Center, Yale University School of Medicine, and Yale - New Haven Hospital, New Haven, CT. He obtained his Ph.D. from the University of London, and completed post-doctoral fellowships in developmental psychopathology at the Yale Child Study Center. He coordinates psychological evaluations at the Yale Child Study Center Developmental Disabilities Clinic, and the diagnostic, neuropsychological, and social cognitive assessments of three large, federally-funded program projects focused on behavioral and neurobiological aspects of Autism and related conditions. Dr. Klin is also Chief of Psychology at the Child Study Center.
His research activities focus on psychological and biological mechanisms impacting on socialization, particularly as these mechanisms are expressed in individuals with Autism and related severe social disabilities. These studies include novel techniques such as the new eye-tracking laboratory that allows researchers to see the world through the eyes of individuals with Autism, as well as to measure their patterns of viewing of naturalistic social situations. He is the author of over 80 publications in the field of Autism and related conditions. He is also the co-editor (with Drs. Fred Volkmar and Sara Sparrow) of a textbook on Asperger Syndrome, published by Guilford Press, and the third edition of the Handbook of Autism and Pervasive Disorders.
Carol Gray, http://www.thegraycenter.org
President of the Gray Center, Gray initiated and developed the use of Social Stories with students with autistic spectrum disorders, and has written several articles, resources and chapters on the subject. Gray co-authored the first article describing Social Stories, entitled Social Stories: Improving Responses of Students with Autism with Accurate Social Information, published in Focus on Autistic Behavior in April of 1993. Shortly thereafter, Gray edited the first book of Social Stories, The Original Social Story Book (1993), followed by New Social Stories (1994), which is now under the title, The New Illustrated Social Story Book (revised 2000).
Gray has written several chapters on the topic of Social Stories, including: Teaching Children with Autism to "Read" Social Situations, in Teaching Students with Autism, Methods to Enhance Learning, Communication, and Socialization, a text edited by Dr. Kathy Quill (1995, Delmar Publishers Inc.); Social Assistance, in Higher Functioning Adolescents and Young Adults with Autism, edited by Dr. Ann Fullerton (1996, Pro Ed Inc.); and Social Stories and Comic Strip Conversations, in Asperger Syndrome or High Functioning Autism? a text in the Current Issues in Autism series, edited by Dr. Eric Schopler, Dr. Gary Mesibov, and Dr. Linda Kunce (1998, Plenum Press).
Most recently, Gray has edited My Social Stories Book, a collection of Social Stories specifically written for young children. In addition, Gray has extensively researched the topic of bullying. Gray's Guide to Bullying looks at bullying as it relates to people with ASD (The Morning News, winter 2000, spring 2001 & summer 2001). She has also worked on a curriculum to teach students how to avoid violence.
Gray has developed a variety of other resources addressing additional topics related to the education of children and adults with autistic spectrum disorders. She is the author of What's Next? Educating Students for Success in the Community (1992), Taming the Recess Jungle (1993), and Comic Strip Conversations: Colorful, Illustrated Interactions with Students with Autism and Related Disorders (1994). She is also the editor of The Jenison Autism Journal (formerly The Morning News), an international newsletter that shares information among those working on behalf of individuals with autistic spectrum disorders. Gray is the recipient of the 1995 Barbara Lipinski Award for her international contribution to the education of children with autistic spectrum disorders.
Stephen Shore, http://www.Autismasperger.net
Diagnosed with "Atypical Development with strong autistic tendencies" Stephen Shore was viewed as "too sick" to be treated on an outpatient basis and recommended for institutionalization. Nonverbal until four, and with much help from his parents, teachers and others, Stephen Shore completed his doctoral degree in special education at Boston University with a focus on helping people on the Autism spectrum develop their capacities to the fullest extent possible.
In addition to working with children and talking about life of the Autism spectrum, Stephen presents and consults internationally on adult issues pertinent to education, relationships, employment, advocacy, and disclosure as discussed in his book Beyond the Wall: Personal Experiences with Autism and Asperger Syndrome and numerous articles. He also serves on the board of the Autism Society of America, as board president of the Asperger's Association of New England and is on the Board of Directors for Unlocking Autism, the Autism Services Association of MA and the Asperger Syndrome Coalition of the US.
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Thursday, November 3, 2011
A Guide to Digital Night Vision - Using the Latest Pulsar and Yukon Digital Night Vision Devices
The evolution of Night Vision
Everyone has seen though a night vision device before in some form or another, whether it's through an actual handheld device, or through the eyes of a movie star in a spy film on TV
This grainy green blurred image is synonymous with Generation One night vision which often were ex military products from the Eastern Bloc and were unreliable and not the best in terms of performance.
These devices were very fragile and had a short life span as they were easily burnt out with light ingress from sources such as daylight, car headlights, torches etc
With a limited viewing range, the original Gen 1 night vision devices required a powerful ambient life source such as starlight, or an infrared light source to be able to see to any distance.
These image intensifier type devices have evolved using better quality image intensifier tubes and electronics into Generation 2 and now Gen 3 devices which give incredible viewing performance to long distances, but at an eye watering price and still with the restraints found in the original devices.
They were still dependent on the fragile image intensifier tubes, and could not be used in daylight, which poses a problem when you have to zero your rifle before a night hunting as zeroing at night is not the safest form of shooting!
With the advent of Digital Night Vision along came a range of devices with Gen 2 performance, at a fraction of the cost.
Digital Night Vision
Digital Night Vision does not rely on a fragile image intensifier tubes and instead used a CCD sensor much like you would find in a Digital SLR camera, and an electronic circuit board which processes the images onto a LCD screen which is viewed through the eye piece as a crisp black and white image.
This is not only easy on the eye at night, but offers a much sharper resolution and finer detail viewing than the old image intensifier green image.
Combine this technology with a high power Infrared or laser illuminator and you will have a viewing device capable in many circumstances of viewing between 250 and 400meters and beyond.
As there is no intensifier tube to "burn out" you can use these devices during the day as a handheld monocular or in the form of the Pulsar Digisight, a weapon sight that you can zero during the day, and even hunt with in daylight
At night however they come into their own.
Take the Yukon Ranger Pro handheld monocular for example, this device will allow viewing out to 400meters perfectly clearly, and is ideal for monitoring wildlife, or for security applications.
We recently had a customer buy a Ranger Pro to take to Kenya on safari, and he contacted us to say that at night he watched a pride of lions only a hundred meters from their lodge.
Whether you are viewing wildlife through a handheld monocular, or hunting at night, the ability to watch wildlife without using a light source is such an advantage.
These devices use a high power infrared illuminator to enhance the image when there is not enough starlight or ambient light.
As infrared is invisible to the eye, you can view wildlife without them knowing you are there, which is a big advantage when hunting compared to hunting with a riflescope and a high power white light lamp.
Recording what you see
Devices such as the Yukon Ranger and Pulsar Digisight for example, have an onboard video out, which allows you to connect the device to a television or a recording device such as the Yukon Mobile Personal Recorder.
You can then record the footage you view, which is brilliant for watching nocturnal animals such as badgers, foxes and otters.
You can then replay the footage on your PC or television back at home, and keep the memories of a safari trip night time expedition for ever.
The Truth is Out There...
Digital Night Vision such as the Yukon Ranger with its onboard recording facility, has become the favourite tool in the UFO watchers arsenal.
You Tube is full of suspected UFO's captured on these devices, and as they use infra red, a whole new perspective of viewing is released with digital night vision.
Whether or not little green men exist, or the objects are shooting stars or research aircraft, the footage captured by the UFO enthusiasts on the Yukon Ranger has to be seen to be believed.
Types of Digital Night Vision
Pulsar Recon X550 Handheld Monocular
The Pulsar Recon X550 Night vision devices features a greater range of view (up to 500m) due to a more sensitive CCD array and advanced program technology employed.
Recon X550 is a compact and lightweight digital NV scope which is designed for hunting, security purposes and wildlife viewing at long ranges.
Recon X series nightvision features a greater range of view (up to 500meters) than the Recon models due to a more sensitive CCD array and advanced program technology employed in this model - Sum Light
Traditional NV devices emit the image to your eye using green light, which many believe to be the most comfortable viewing colour at night. Digital Night vision emits the image in black and white, however the Recon X 550 has a LCD Emission control system allowing you to choose the preferred LCD display colour.
Yukon Ranger and Yukon Ranger Pro
Yukon Advanced Optics has staked its claim for leadership within this field by offering a new line of Digital NV Ranger models that cover several performance and price categories.
The Ranger's high magnification, increased observation range and stealth IR illuminator are just a few characteristics that separate Yukon's Ranger from the rest of the market.
Ranger Pro is designed to be the most powerful and versatile unit available, complete with a rugged body packed with a sizeable amount of innovations. By integrating Yukon's well known Dual IR technology, which extends the traditional IR range into a capable multi zone unit, the Ranger satisifies even the most demanding applications. Yukon Ranger features up to 250meters detection and the Yukon Ranger Pro up to 650meters detection
Pulsar Recon R Handheld Monocular
The Pulsar Recon R series of Digital Night Vision scopes are equipped with a built in appliance which allows video recording and photography immediately during observation.
This footage can then be played back on the device or on an external monitor. Ideal for wildlife safaris where you want to capture memories, or for security purposes for court or police viewing at a later date.
The recordable Recon's are available as the Recon X550R with a viewing range of up to 500meters, or the Recon 550R with a viewing range of up to 250meters.
Both units feature a Video Output/Input facility as well as the LCD Emission control system to select viewing colour.
The Recon R devices use an SD memory card to record footage, and can be used during the day as a 5x monocular or at night as a night vision device.
Pulsar Digisight N550 Digital Night Vision Weapon Sight
The long anticipated Pulsar N550 is a revolution in night vision and is designed to fit firearms and airrifles for hunting at night.
Features market leading image resolution combined with switchable reticles and one shot zero, has made the N550 THE most wanted product in our marketplace.
Traditional NV tubes meant that shooting during the day was not an option, and you had to switch to a day scope should you wish to use your rifle during the day, with the N550 you can shoot during the day as well as at night, as the high performance CCD sensor and digital image processing is compatible with sunlight and Infrared at night.
A Video out facility allows you to record your evenings hunting, by streaming footage to a personal media recorder.
With a detection range of 400meters, the N550 is ideal for centrefire rifles for vermin control at night over long ranges, as well as for rimfire and air rifles for small vermin control in barns and around the farm etc
Built in IR illumination allows you to use the N550 in complete darkness, although a high power IR flashlight can be added to boost the detection of the unit further.
The future of Night Vision is here
With Digital Night Vision, the performance of high end NV Gen 2 and Gen 3 products is available to the consumer at a price of between £300 and £1000 depending on spec, which will allow you to view wildlife at night, without them ever knowing you were there.
Tuesday, October 18, 2011
Vernier Physics Sensors and Probes, Radiation Monitor
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Brand : Vernier Software & Technology | Rate : 
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Post Date : Oct 18, 2011 13:40:16 | Usually ships in 1-2 business days
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Digital Radiation Monitor (Vernier) - The Digital Radiation Monitor consists of a Geiger-Mueller tube and a digital rate meter mounted in a small, rugged, plastic case. The unit is battery operated and can be used with or without a computer for measurement of alpha, beta, and gamma radiation. It can be used to explore radiation statistics, measure the rate of nuclear decay, and monitor radon progeny. -- Specifications ** -- Sensor: LND 712 (or equivalent) halogen-quenched GM tube with a mica end window, 1.5 to 2.0 mg/cm2 thick. Rated at 1000 counts per minute using a Cesium-137 laboratory standard. ** -- Power: One 9-volt alkaline battery provides a battery life of 2000 hours at normal background radiation levels. -- Accuracy: ±10% typical, ±15% max. (mR/hr and "Sv/hr modes) ** -- Dimensions: 150 x 80 x 30 mm (5.9" x 3.2" x 1.2") ** -- Weight: 225 g (8 oz) with battery installed -- Energy Sensitivity: 1000 CPM/mR/hr referenced to Cs-137 ** -- Audio Output: Chirps for each count (operational in audio mode onlyÐcan be muted) ** -- Temperature Range: Ð20¡C to 50¡C ** -- Operating Range: ** -- mR/hr: 0.001 to 110 ** -- CPM: 0 to 350,000 ** -- Total: 1 to 9,999,000 counts ** -- "Sv/hr: 0.01 to 1100 ** -- CPS: 1 to 3,500
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Hitech - Two 9V Lithium-Ion Batteries and Charger Set
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Post Date : Sep 04, 2011 22:50:24 | Usually ships in 1-2 business days
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Hitech Rechargeable Li-Ion 9V Batteries and Charger Set lets you save money. Compared to lithium, alkaline, or heavy-duty 9V batteries, the Hitech Li-ion set is cost-saving and more enviromentally friendly. You may recharge the batteries up to 500 cycles, and Li-ion batteries are free of memory effect. Battery is 7.4V-8.6V after full recharge. A full recharge cycle takes about 2-3 hours.
9V are used in various toys, two-way radios, testers, smoke alarms or gas detectors, RC controllers, electric instrument effect pedals and active pickups, electric clock backups, wireless microphones, high-power mini fans, etc.
Do you need even more batteries? Send us an e-mail before you buy so I can activate the listing.
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Friday, August 26, 2011
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Kidde SL177i Fyrnetics Hardwire Strobe Light for the Hearing Impaired, Interconnectable
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The Kidde SL177I is a 120VAC wire in unit that provides a visual warning when part of an interconnected system. This unit can be directly connected with Kidde smoke alarms, heat alarms and carbon monoxide alarms. This unit provides a visual alert of danger for the hearing impaired, but they have no detection means and must be used in conjunction with operating smoke, heat or carbon monoxide alarms.
Wednesday, August 17, 2011
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Checkpoint IIa Radon System Alarm
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This radon system fan monitoring device provides audible and visible warnings when the radon fan ceases to operate. Ideal addition to a radon mitigation system that is not being inspected regularly.
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Saturday, August 6, 2011
Topical Workshop on Low Radioactivity Techniques - LRT 2010 (AIP Conference Proceedings / High Energy Physics)
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Post Date : Aug 06, 2011 16:05:15 | Usually ships in 1-2 business days
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LRT2010 is the third workshop in the series on low radioactivity materials and techniques, which is the most fundamental part of rare-event physics detectors, such as for solar neutrinos, dark matter, double-beta decay, and long half-life phenomena. Topics include global surveys of low background facilities, detectors and shielding techniques, ultra-low background purification techniques, cleaning and contamination control, low background construction and fabrication, and background calculations and simulations.
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Wednesday, August 3, 2011
Monday, August 1, 2011
Radon Measurements using CR-39 Based Detectors: Implications for Uranium Ore Analysis and Risk Assessment of the Lung Cancer
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Post Date : Aug 01, 2011 19:56:59
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Over the last several decades, there has been an increasing interest in the measurement of radon and natural radioactivity throughout the world. One of the main reasons behind this is that both are health hazards and their measurement plays a critical role in monitoring of the human health. In this regard, an overview of radon is given wherein topics related to its origin, sources, dosimetry, etc. are described. Solid State Track Detectors are briefly discussed along with discovery of new etchants. From the measured radon and natural radioactivity levels in soil and building materials of the Bahawalpur Division of Pakistan, annual effective dose and excess lung cancer risk have been calculated. A mathematical model has been developed for radon exhalation rate. Determination of Uranium contents in ore samples using CR-39 based radon detectors has been discussed.
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Saturday, July 30, 2011
Radon Measurements by Etched Track Detectors: Applications in Radiation Protection, Earth Sciences and the Environment
!±8± Radon Measurements by Etched Track Detectors: Applications in Radiation Protection, Earth Sciences and the Environment
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Post Date : Jul 30, 2011 16:25:05 | Usually ships in 1-2 business days
| Price : $96.00Post Date : Jul 30, 2011 16:25:05 | Usually ships in 1-2 business days
Exposure to radon gas, which is present in the environment naturally, constitutes over half the radiation dose received by the general public annually. At present, the most widely used method of measuring radon concentration levels throughout the world, both in dwellings and in the field, is by etched track detectors - also known as Solid State Nuclear Detectors (SSNTDs). Although this is the most widely used method and is also the simplest and the cheapest, yet there is at present no book available on the market globally, devoted exclusively or largely to the methodology of, and dealing with the results obtained by, the SSNTD technique. The present book fills this important gap in the coverage of radon measurements. Individual chapters of the book are contributed by some of the most prominent and active research workers in the world in the SSNTD discipline as well as in the field of radon measurements.
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