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4 The lights of a rear mounted lighting system shall be capable of being seen and distinguished from a distance of 500 feet to the rear of the vehicle during normal daylight. 5 Rear mounted lighting systems shall not project a glaring or dazzling light. Idaho StatutesTITLE 49MOTOR VEHICLESCHAPTER 9VEHICLE EQUIPMENT 49 921. REAR MOUNTED ACCELERATION AND DECELERATION LIGHTING SYSTEM. 1 Every motor vehicle, trailer, semitrailer, truck tractor, and pole trailer used in the state may be equipped with an auxiliary lighting system consisting of:a One 1 green light to be activated when the accelerator of the motor vehicle is depressed;b Not more than two 2 amber lights to be activated when the motor vehicle is moving forward, or standing and idling, but is not under the power of the engine. 2 An auxiliary system shall not interfere with the operation of vehicle tail lamps and shall not interfere with the operation of vehicle signal lamps and signal devices. The system may operate in conjunction with tail lamps or signal lamps and signal devices. 3 Only one 1 color of the system may be illuminated at any one 1 time, and at all times either the green light, or amber light or lights shall be illuminated when the tail lamps of the vehicle are not illuminated. 4 The green light and the amber light or lights, when illuminated, shall be plainly visible at a distance of five hundred 500 feet to the rear. 5 Only one 1 system may be mounted on a motor vehicle, trailer, semitrailer, truck tractor, or pole trailer; and the system shall be rear mounted in a horizontal fashion, at a height of not more than seventy two 72 inches, nor less than twenty 20 inches. 6 On a combination of vehicles, only the lights of the rearmost vehicle need actually be seen and distinguished as provided in subsection 4 of this section.
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This type of failure is most often associated with severe snagging of 1830 the front, impact side wheel at a joint, splice, or transition that results in the wheel being pushed into the fire wall and toe pan area of the occupant compartment. While such behavior was rarely observed when testing with large passenger sedans under NCHRP Report 230, the short front overhang of the pickup truck exposed the wheel and made snagging contact between the wheel and structural components of barriers a common occurrence. Evaluation Criterion D of NCHRP Report 350 states that Deformations of, or intrusions into, the occupant compartment that could cause serious injuries should not be permitted. Because the extent of deformation that can cause serious injury was not defined, this criterion was subjective in nature. Testing houses routinely had internal and external discussions regarding the magnitude and location of deformation that should constitute a pass or fail. To reduce the level of subjectivity associated with evaluating this criterion, the FHWA established a 6 inch threshold for occupant compartment deformation or intrusion. This threshold subsequently became the standard by which testing houses evaluated occupant compartment deformation. While MASH adopts a similar quantitative approach, it significantly relaxes the failure threshold established by FHWA. The revised criteria are founded largely on work performed by the Insurance Institute for Highway Safety and the National Highway Traffic Safety Administration NHTSA. NCHRP study 22 1402 documents the establishment of these criteria. 8 inches.
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Parent engagement also decreases chronic absenteeism, or missing more than twenty days of a school year. When teachers engaged with parents through home visits, for example, student absences dropped by 20%. Even after accounting for grade level and previous absences, students with engaged parents report less days of school missed overall. Two way communication between parents and teachers commits students to daily attendance and raises class participation levels. Students arent the only ones who benefit from family engagement: parents and teachers do, too. Teachers can prepare parents to help with homework or academic concepts. And engaged parents tend to think highly of teachers, which improves teacher morale. Knowing more about a students family life can also help teachers prepare lessons that better fit that students needs or interact more efficiently with families. And because students receive more support, classrooms with engaged parents perform better as a whole. When parents and teachers team up, everyone wins!Its never too late to build the foundations for parent teacher communication in schools. But the sooner you do, the more equipped your students will be to reach their academic potential.