2GIG GC2 Panel User Guide

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GC2 Panel User Guide ENGLISH (International) WIRELESS SECURITY SYSTEM WARNING: OWNER’S I NSTRUCTION NOTICE Not to be removed by anyone except occupant THIS PAGE INTENTIONALLY LEFT BLANK CONTENTS System Overview. 5 Features . 5 Basic Operation . 6 Sensor Types/Zones . 6 Smoke, Heat, and Freeze Protection . 6 Burglary Protection . 6 User Codes . 6 Alarms . 6 Messages . 6 Trouble Alerts . 6 Wireless Sensors . 6 Control Panel Features . 7 Main Display Screens . 8 Home Screen . 8 Security Screen . 8 Ready to Arm Screen. 8 Menu Screen . 8 Status Screen . 8 Burglary Protection . 9 Sample Floor Plan . 9 Sensor Status. .10 checking for closed Sensors . .10 Viewing Each Sensor’s Status. .11 Dealing with a Sensor False Alarm. .11 Sensor Bypassing. .12 Force Bypass All Sensors. .12 Bypassing/Un‐Bypassing Sensors. .12 Stay Mode . .13 Entry Delay in Stay Mode . .13 Quick Exit in Stay Mode . .13 Silent Control in Stay Mode . .14 Arming to Stay Mode . .14 Away mode . .15 Exit and Entry Delays in Away mode . .15 Exit Delay Restart. .15 Silent Control in Away Mode . .15 Quick Exit in Away Mode . .16 Auto Stay Mode. .16 Arming to Away Mode . .16 Disarming the System . 17 Disarming from Stay Mode. 17 Disarming from Away Mode. .18 If a Burglary Alarm Occurs . .18 Burglary Alarm Siren . .18 Alarm Memory . .18 Optional 2‐Way Voice Communications . .19 Key Fob: Arming and Disarming. .19 Arm with a Key Fob . .19 Disarm with a Key Fob . .19 Activate the Emergency Alarm. .19 Activate the Auxiliary Output. .19 Wireless Keypad: Arming and Disarming . ..

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System Programming Guide 1728Ex: V2.4 1738/U2: V2.1
SYSTEM PROGRAMMING GUIDE 1728EX: V2.4 1738/U2: V2.1 DEFAULT INSTALLER CODE 0000 / 000000 (see section [281] on page 17) DEFAULT SYSTEM MASTER CODE 1234 / 123456 (see section [301] on page 17) HOW DO I ENTER PROGRAMMING MODE? STEP 1: Press [ENTER] STEP 2: Enter your [INSTALLER CODE] STEP 3: Enter 3-digit [SECTION] you wish to program STEP 4: Enter required [DATA] DECIMAL AND HEXADECIMAL PROGRAMMING TABLE What Do I What Do I See? Value or Action Press? 10-Zone LED 16-Zone LED LCD Values 1 to 9 [1] to [9] [1] to [9] [1] to [9] [1] to [9] A (hexa only) [0] [0 (10)] [10] 0 B (hexa only) [STAY][STAY] [11] B C (hexa only) [BYP][BYP] [12] C D (hexa only) [MEM][MEM] [13] D E (hexa only) [TBL] / [TRBL][TBL] [14] E F (hexa only) [PG] / [FNC1][PG] [15] F Exit Without Saving [CLEAR] [ENTER] flashes [ARM1] & [STAY1] flash “SECTION [ ]” Erase Current Digit [FORCE] Displays next digit or next section Save Data (hexa only) [ENTER] Advances to the next section TROUBLE DISPLAY Press the [TBL] or [TRBL] key to view the Trouble Display. Please note that the keypad can be programmed to emit a BEEP every 5 seconds whenever a new trouble condition has occurred. Press the [TBL] or [TRBL] key to stop the beeping. [1] - No Battery or Low Battery [8] - Timer Loss** [2] - Wireless Transmitter Low Battery [9] - Tamper or Zone Wiring Failure* [3] - Power Failure [10] - Telephone Line Monitoring Failure [4] - Bell Output Disconnected [11]/[STAY] - Fire Loop Trouble* [5] - Maximum Bell Current [12]/[BYP] - Module Loss [6] - Maximum Auxiliary Current [13]/[MEM] - Wireless Transmitter Supervision Loss* [7] - Communicator Report Failure [16]/[FORCE] and [TBL]/[TRBL] flashes - Keypad Fault * press the illuminated key ([9], [STAY] or [MEM]) to view which zones are causing the trouble.
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Bloc Party Gets Intimate on New LP
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Weather and Climate
The Evolution of the T2L Science Curriculum Over the last four years, the Teach to Learn program created 20 NGSS-aligned science units in grades K-5 during our summer sessions. True to our plan, we piloted the units in North Adams Public Schools, and asked and received feedback from our science fellows and our participating teachers. This feedback served as a starting point for our revisions of the units. During year 2 (Summer of 2015), we revised units from year 1 (Summer/Fall 2014) and created new units to pilot. In year 3, we revised units from years 1 and 2 and created new units of curricula, using the same model for year 4. Our understanding of how to create rich and robust science curriculum grew, so by the summer of 2018, our final summer of curriculum development, we had created five exemplar units and established an exemplar unit template which is available in the T2L Toolkit. We made a concerted effort to upgrade all the existing units with exemplar components. We were able to do much, but not all. So, as you explore different units, you will notice that some contain all elements of our exemplar units, while others contain only some. The fully realized exemplar units are noted on the cover page. We did revise all 20 units and brought them to a baseline of “exemplar” by including the Lessons-At-A-Glance and Science Talk elements. Grade 3 Weather and Climate T2L Curriculum Unit Weather and Climate Earth and Space Science/Grade 3 In this unit, students will learn about the importance of our sun, how the earth moves in relationship to the sun, why different places on the earth are impacted differently by the sun, the concept of energy as it relates to heat and light, and the importance of energy exchange between the Earth and the sun.
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466-1873 Rev J ) May 2003 *(,QWHUORJL[ ZZZ*(,QWHUORJL[FRP Part No: 60-875 60-910 (Not investigated for use by UL) Doors & Motion System Windows Sensors Status HOME SECURITY Arm Disarm 1/2 3/45/6 7/8 9/0 CODE Chime Doors Motion Time Sensor On Off HOME CONTROL Bypass Lights EMERGENCY FIRE POLICE AUX Test Weekly Simon Security System Installation Instructions FCC Notices FCC Part 15 Information to the User Changes or modifications not expressly approved by GE Interlogix can void the user’s authority to operate the equipment. FCC Part 15 Class B This equipment has been tested and found to comply with the limits for a Class B digital device, pursuant to part 15 of the FCC Rules. These limits are designed to provide reasonable protection against interference in a residential installation. This equipment generates, uses, and can radiate radio frequency energy and, if not installed and used in accordance with the instructions, may cause harmful interference to radio communications. However, there is no guarantee that interference will not occur in a particular installation. If this equipment does cause harmful interference to radio or television reception, which can be determined by turning the equipment off and on, the user is encouraged to try to correct the interference by one or more of the following measures: • Reorient or relocate the receiving antenna. • Increase the separation between the equipment and receiver. • Connect the affected equipment and the panel receiver to separate outlets, on different branch circuits. • Consult the dealer or an experienced radio/TV technician for help.
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28 Established 1961 Tuesday, March 20, 2018 Lifestyle Gossip Fifth Harmony announce hiatus ifth Harmony are going on hiatus. time to learn and grow creatively and The ‘Work From Home’ hitmakers - really find out footing as individuals. In Fwhich are comprised of Ally Brooke, doing this we are allowing ourselves to Normani, Dinah Jane and Lauren Jauregui gain new experiences, strengths and per- - have decided to go on a break, six years spectives that we can bring back to our after they formed on US TV show ‘The X Fifth Harmony family.” The ‘Worth It’ hit- Factor’, in order to focus on solo projects. makers - whose fifth member, Camila They announced in a statement: Cabello, quit in December 2016 - went on “Reflecting on the past six years since we to thank fans for their support and prom- started on ‘X Factor’, we’ve realized just ised that concerts they have scheduled in how far we’ve come and we appreciate 2018 will still be going ahead as planned. everything so much, more now than ever. The statement concluded: “To our “We’ve really had one hell of a memorable Harmonizers, thank you for everything we journey together and can’t begin to have been able to build as Fifth Harmony. express our gratitude to y’all for coming With your love and encouragement we along with us on this wild ride!” “After six will continue to build on ourselves, sup- years gong hard, non stop, we also real- port one another in everything we do, and ized that in order to stay authentic to our- keep making you proud, each other proud selves and to you, we do need to take and ourselves proud.
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Jessica Hopper on girl groups p 25 The most popular gassy Jewish lesbian on the Web CHICAGO’S FREE WEEKLY | THIS ISSUE IN FOUR SECTIONS p 10 FRIDTheAY, JAN 6, 2006 | VOLUME 34, NUMBER 15 Best Movies andJonathan RosenbaMusicum, p 1 J.R. Jones, p 17 ofA 15 -music2005-critic pileup, p 19 McSweeney’s reprints a lost Chicago writer, a Roscoe Village businessman says he’s being PLUS harassed for speaking up, the music scene rallies around a veteran soundman, and more. Section One Letters 3 Reviews Music 25 Columns One Kiss Can Lead to Another: Girl Group Hot Type 4 Sounds Lost and Found, Evie Sands’s Any On the Trib on the war Way That You Want Me The Straight Dope 5 Books 27 Literally scared to death? Triksta: Life and Death and New Orleans Rap by Nik Cohn, The Riddle of the The Works 8 Traveling Skull by Harry Stephen Keeler A row in Roscoe Village Plus Our Town 10 What Are You Wearing? 15 A podcaster to watch; how the City Council Aay Preston-Myint spends its money; have Virgin, will travel January 6, 2006 Ink Well 31 This week’s crossword: Subscription Descriptions ON THE COVER: JIM NEWBERRY (MADGE), COURTESY BERTHA MCNEAL (THE VELVELETTES) The Best Film of the Past Two Years And 24 more picks from what the industry thought us yokels could handle in 2005 By Jonathan Rosenbaum o choose the best movies of 2005 is to compromise. I T limit my list of candidates to ﬁlms that have screened in Chicago, but I could easily ﬁll it with movies that haven’t screened in the U.S.
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White Racial Identity and Anti-Racist Education: a Catalyst for Change by Sandra M
White Racial Identity and Anti-Racist Education: A Catalyst for Change by Sandra M. Lawrence and Beverly Daniel Tatum Although race and race- results. While some findings reveal related issues permeate and that White teachers have more influence every social institution, positive feelings about people of any White teachers currently color after participating in teaching in schools have had little multicultural courses and programs exposure to a type (Bennet, Niggle & of education in For Whites, the process Stage, 1990; Larke, which the impact involves becoming aware of Wiseman & Bradley, of race on one’s “whiteness,” accepting 1990), it seems that classroom practice this aspect of one’s identity as few of these and student socially meaningful and programs have had development was personally salient, and the ability to systematically ultimately internalizing a influence either examined (Sleeter, realistically positive view of prospective or 1992; Zeichner, whiteness which is not based current teachers' 1993). Some on assumed superiority. views about teacher education themselves as racial programs have responded to this beings or to alter existing teaching disparity by providing teacher practices (McDiarmid & Price, education students with courses 1993; Sleeter, 1992). dealing with multicultural issues as Even though the number of well as with experiences in diverse studies that point to successful classroom settings. Similarly, multicultural and anti-racist some school districts have courses continues to be low, we provided school faculty with believed that what we were doing multicultural professional in our courses with our students development workshops and was more successful than what we programs. Despite these pre- and had read about in formal studies.
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Album Top 1000 2021
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Thesis Writing Deliverables (Pdf)
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The Core of Antitrust and the Slow Death of Dr. Miles
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