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FORTUNE -- At this year's 33rd edition of Spain's ARCOmadrid contemporary art fair, it was pretty easy to tell where you stood in the art world hierarchy. If you visited over the weekend, you were one of a diminished group of 100,000 or so civilians who forked out between 20 and 40 euros ($27.50 and $55) to bask in art that ran from canonized names like photorealist painter Richard Estes to up-and-comers like Mexican installation artist Héctor Zamora. But if you attended on Wednesday or Thursday, you were likely one of the 400 or so rich folks and art institution bigwigs who'd been invited to Spain, your trip paid in full, in the hopes that you might drop some serious dough on art. All major art fairs have VIP programs designed to attract big spenders. But ARCO's dedication of 20% of its 4.5 million euro budget to inviting buyers and promoting the fair overseas shows how Spain's economic crisis -- now more than five years old -- has forced the fair to turn its attention from national m
Reading and understanding centrifugal pump curves is key to proper pump selection, and to their reliable and efficient operation. This Tech Brief examines how pump curves can provide data about a pump’s ability to produce flow against certain head, shows how to read a typical centrifugal pump curve, and provides information about pump efficiency and brake horsepower. Pumps are the workhorses of any drinking water distribution or wastewater collection system. They operate 24 hours a day, 365 days a year getting water to homes and business, and removing wastewater from them. A correctly sized pump will work efficiently for many years, saving a system money and energy. An incorrectly sized pump can fail if it’s too small or result in unnecessary expense if it’s too big. Pump curves provide a way to see the correct size a pump should be for specific conditions. Pump Terminology Before discussing specific details, it helps to understand typical terms associated with pump curves: Impeller—the moving element in a pump that drives the liquid. Volute—the spiral-shaped casing surrounding a pump impeller that collects the liquid discharged by the impeller. Head—a measure of the pressure or force exerted by water expressed in feet. Centrifugal pump curves show pressure as head, which is the equivalent height of water with specific gravity = 1. Static Head—the vertical height difference from the surface of a water source to the centerline of the impeller. The vertical height difference from the centerline of the impeller to the discharge point is called discharge static head, while the vertical height difference from the surface of the water source to the discharge point is known as total static head. Total Head / Total Dynamic Head—the total height difference (total static head) plus friction losses and demand pressure from nozzles etc. (total discharge head) = total dynamic head. Capacity/Flow—the rate of liquid flow that can be carried, typically measured in gallons per minute (gpm). Net Positive Suction Head—how much suction lift a pump can achieve by creating a partial vacuum. Atmospheric pressure then pushes liquid into pump. A method of calculating if the pump will work or not. Cavitation—cavities or voids in liquid. Bubbles take up space leading to a drop in pump capacity. Collapsing bubbles can damage the impeller and volute, making cavitation a problem for both the pump and the mechanical seal. Specific Gravity—the weight of liquid in comparison to water at approximately 20° C (SG = 1). Specific Speed—a measure of the function of pump flow, head, and efficiency. Vapor Pressure—the force exerted by the gas released by a liquid in a closed space. If the vapor pressure of a liquid is greater than the surrounding air pressure, the liquid will boil. Viscosity—a measure of a liquid’s resistance to flow (i.e., how thick it is). The viscosity determines the type of pump used, how fast it can run, and with gear pumps, the internal clearances required. Friction Loss—the amount of pressure / head required to force liquid through pipes and fittings.
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Steps in the 2014 National Merit® Scholarship Competition 1,500,000 Entrants. In October 2012, U.S. high school students who took the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT®) and met other program participation requirements entered the 2014 competition for National Merit Scholarship Program recognition and scholarships. Nearly all program participants (entrants) were juniors who planned to enter college in 2014. NMSC uses PSAT/NMSQT Selection Index scores (the sum of critical reading, mathematics, and writing skills scores) to determine 50,000 high-scoring participants who qualify for program recognition. In April 2013, NMSC asked high school principals to identify any errors or changes in the reported eligibility of their high scorers (students whose scores qualify them for recognition). PARTICIPANTS WHO QUALIFY FOR NATIONAL MERIT PROGRAM RECOGNITION 34,000 Commended Students. In late September 2013, more than two-thirds of the 50,000 high scorers will receive Letters of Commendation in recognition of their outstanding academic promise, but they will not continue in the competition for National Merit Scholarships. However, some of these students may be candidates for Special Scholarships provided by corporate and business sponsors. 16,000 Semiﬁnalists. In early September 2013, nearly a third of the 50,000 high scorers will be notiﬁed that they have qualiﬁed as Semiﬁnalists. Semiﬁnalists are the highest-scoring entrants in each state. NMSC will notify them through their schools and provide scholarship application materials explaining requirements to advance in the competition for National Merit Scholarships to be offered in 2014. 15,000 Finalists. In February 2014, Semiﬁnalists who meet academic and other requirements will be notiﬁed that they have advanced to Finalist standing. All National Merit Scholarship winners (Merit Scholar® awardees) will be chosen from this group of Finalists based on their abilities, skills, and accomplishments.
The Psychological Effects of Global Warming on the United States: And Why the U.S. Mental Health Care System Is Not Adequately Prepared ©Perrush / Fotolia.com National Forum and Research Report February 2012 Kevin J. Coyle, JD and Lise Van Susteren, MD, National Wildlife Federation Climate Education Program With Support from the Robert Wood Johnson Foundation Copyright © 2011 National Wildlife Federation Preface Dear Friends and Colleagues, Having the reality of the destructive forces presented by climate change fully register with people, so they will to act with the needed urgency, is indeed a challenge. And, while the physical and environmental effects of global warming are studied and described, what has rarely been addressed, and is as compelling a topic as any, are the psychological impacts. This report aims both to fill in the gap in our awareness of the psychological impacts of climate change, and by exposing the emotional side of the issue, to find the place in our hearts that mobilizes us to fly into action, forewarned, determined, relentless. It also is a call for professionals in the mental health fields to focus on this, the social justice issue of all times, with their capacity to work through denial and apathy, to bring insight and commitment before it is too late. The language of science is, admittedly, not a stirring call to action. Scientists are by nature cautious, and restrained. While this report does not aim to present the forum participants as flame throwers, for this work to accomplish a primary goal, the reader will need to feel something in reading it. The language used here, and some of the questions asked, may feel uncomfortably probing, as they pierce our armor. After all, most of us want to be patriotic, to be optimist about the future. But we need to fully confront certain realities. If we continue the adolescent-like disregard for the dangers we are being warned of, driving green house gasses up with only casual concern, there will be consequences. As our world begins to unravel and our role is undeniable, all eyes will be on us. Questions beg to be asked: • What will the rest of the world think of us? • Where will we be safe? • How will we feel about ourselves? The interplay between the climate realities we likely face and the potential psychological fallout from them was the subject of a conference convened in Washington D.C., in March 2009. A highly respected group of experts offered insights. Their thoughts, recommendations and supporting evidence are presented in this report. We extend our heartfelt thanks to the RWJ Foundation and to our forum participants. We also note the sad death of forum participant and friend Dr. Jerilyn Ross. She added her characteristic straight talk, practical knowledge, and bright intellect to the discussion. Sincerely, Lise van Susteren, MD, Forensic Psychiatrist Kevin J. Coyle, JD Vice President for Education The Psychological Effects of Global Warming on the United States The Psychological Effects of Global Warming
BAHASA INGGRIS : XII IPA/IPS : 90 menit Mata Pelajaran Kelas/ Program Waktu Choose A, B, C, D, or E for the correct answer. Listening Section In this section of the test, you will have the chance to show how well you understand spoken English. There are three parts to this section with special directions for each part. Part I Questions 1 to 5 Directions: In this part of the test, you will hear some dialogues or questions spoken in English. The dialogues or questions will be spoken two times. They will not be printed in your test book so you must listen carefully to understand what the speakers say. After you hear a dialogue and the question about it, read the five possible answers and decide which one would be the best answer to the question you have heard. Now listen to a sample question. You will hear: Man : How about exercising tomorrow morning? Woman : Alright. Pick me up at 6. You will also hear: Narrator : What will the man do? You will read in your test book: a. Do exercise at 6. b. Go with six women. c. Take exercise alone. d. Leave the woman alone. e. come to the woman’s house. The best answer to the question is “Come to the woman’s house.” Therefore, you should choose answer (e). 1. a. She cut herself quite badly. b. She wasn’t given any help. c. She cried while slicing onions. d. She sliced the onions hurriedly. e. She was going to make fried rice. 2. a. Do his assignment b. See a book fair. c. Buy a history book. d. Offer the woman a book. e. Go to the woman’s house. 3. a. To buy a novel. b. To read a novel. c. To lend a novel. d. To go to a bookstore. e. To finish reading a novel. 4. a.1 b.2 c.3 d.4 e.5 Latihan Soal UN dan Ujian SNMPTN /PTS 2012/2013 1 5. a.1 b.2 c.3 d.4 e.5 PART II Questions 6 to 10 Directions: In this part of the test, you will hear a statement or a question spoken in English, foolowed by four responses, also spoken in English. The statement or question and the responses will be spoken two times. They will not be printed in your test book, so you must listen carefully to understand what the speakers say. You have to choose the best response to each statement or question. Now listen to a sample question: You will hear: Woman : Good morning, John. How are you? Man : …… You will also hear: a. I am fine, thank you. c. Let me introduce myself. b. I am in the living room. d. My name is John Travolta. 6. 7. 8. 9. 10. The best answer to the question “How are you?” is choice (a), “I’m fine, thank you.” Therefore, you should choose answer (a). Mark your answer on your answer sheet. Mark your answer on your answer sheet. Mark your answer on your answer sheet. Mark your answer on your answer sheet. Mark your answer on your answer sheet. Part III Questions 11 to 15 Directions: In this part of the test, you will hear several monologues. Each monologue will be spoken two times. They will not be printed in your test book so you must listen carefully to understand what the speakers say. After you hear a monologue and the questions about it, read the five possible answers and decide which one would be the best answer to the questions you have heard. 11. a. b. c. Goose hunting An unfaithful dog An unusual accident d. A mathematics teacher e. Chambers Country Policeman 12. a. b. c. Arthur Houston Labrador d. Perry Price e. Joe LaRive Latihan Soal UN dan Ujian SNMPTN /PTS 2012/2013 2 13. a. b. c. It lies on high land. It is densely populated. It lies on a flat low plain area. d. The climate is hot and humid. e. It is at the mouth of the Ciliwung River. 14. a. b. c. James’ pet dog Muggs’ characteristics Muggs’ strange behavior d. The night when Muggs died e. Browny, the Cocker Spaniel 15. a. b. c. Andre Muggs James d. Browny e. George This is the end of the listening section Reading Section Text 1 is for number 16 Miss Ratu, I’m going to have a business trip to Surabaya and Jakarta. I’d like to go by train from here to Surabaya this afternoon and spend two days there. Then I’d like to fly to Jakarta and stay there for three nights. 1. Please book an executive class train ticket and seat reservation to Surabaya. 2. Please book single room with bath for three nights (Wed 1, Thurs 2, Fri 3) at Sulthan Hotel, Jakarta Selatan. Thanks, Raja 16. What is the message about? A. B. C. D. E. Mr. Raja’s request to his secretary. Ratu’s plan to Surabaya. A business trip to Surabaya. Mr. Raja’s schedule to Jakarta. A reservation for a train ticket. Text 2 is for number 17 Hi, Guys! 78 shs will hold a Fund Raising Activity next month. It is intended to help victims of earthquake in several areas in Aceh. Everyone who is interested in this activity, please join us. You are also invited to donor your used clothes. For further information, please contact Teuku as the chief program cocoordinator at his office or to the following numbers: 021- 7996070 081318777056 17. What is the activity for? A. Collecting used clothes B. Helping their raising activity C. Joining fund raising activity D. Helping victims of earthquakes E. Inviting neighbor to donor used clothes Text 3 is for number 18 The University of Australia The University of Australia has an international reputation for educational professionals and applied research. It is Australia’s largest university, with six campuses, including a specialized technology campus. The university places particular importance on the quality of its teaching and learning programs, and on its working links with industry, business and government. 18. Which information is NOT TRUE about the University of Australia? Latihan Soal UN dan Ujian SNMPTN /PTS 2012/2013 3 A. B. C. D. E. It has an international educational reputation It also has a specialized technology campus It has six technology campuses It is Australia’s largest university It has good relation with industry Text 4 is for number 19 and 20 Quake Rocks Southern Philippines Philippines: A 5,3-magnitude earthquake struck the southern Philippines on Thursday, the U.S. Geological Survey said, but there were no reports of casualties or damage. The undersea quake struck at 11:20 a.m. (03200 GMT) around 96 kilometers south east of the southern city of General Santos on the island of Mindanao, the U.S. agency said. The quake was felt in various cities in Mindanao but was not large enough to cause any major damage or panic, said the Philippine Institute of Volcanology and Seismology (Phivolcs). The archipelago nation, made up of more than 7,000 islands, sits on the Pacific “Ring of fire” where continental plates collide, causing frequent seismic and volcanic activity. (Adapted from the Jakarta Post, December 2008) 19. How do we know that the quake was not considered as a big one? Because .... A. It was an undersea quake B. There was no victims or damage C. The quake was less than 5,3 magnitute D. The distance was deep down the sea E. The quake rocked the center of Mindanao, ...
A reasonably competent amateur mechanic, using only basic hand tools, should be capable of fitting the Geartronics indicator in less than 1 hour. Step 1. Remove the screw at each side of the seat and remove the riders seat. Remove the 2 screws in front of the fuel tank. Lift the front of the tank and support at approximately 45° to gain access behind the engine. Step 2. Remove all screws securing the left hand lower fairing and carefully remove the panel to expose the bike frame. Note that there are 2 different sizes of screws! Remove the single screw & clip securing the insert panel located to the left of the instrument cluster. The centre of the clip should be pushed in, allowing the outer part to be pulled out. Step 3. Locate the gear position sensor connectors with reference to the photo below. Close up of gear position sensor connector The connectors are 3 pin white triangular, and have pink blue & black wires. Separate the 2 connectors by inserting a small screwdriver into the releasing latch and pulling the housings apart. DO NOT pull on the wires to separate the connectors as damage may result. Step 4. Plug the connectors on the Geartronics loom into the two connectors you separated in step 3. Run the Geartronics loom alongside the existing loom on the left hand side frame. Secure with the cable ties supplied in the kit. Step 5. The Geartronics control box should be fitted behind the fuse box located under, and in front of, the left handlebar. The control box should be mounted with the connector at the bottom so as to reduce the possibility of water ingress. Step 6. Route the display cable up and along the top of the instrument cluster and secure the display housing to the top of the cluster using double-sided adhesive tape provided. Take care not to make sharp bends in the display cable, as it is quite fragile. Step 7. Making the power connections: The black earth wire should be secured under the lower left hand instrument cluster screw as shown in the photo below. The red wire for the 12v supply can be connected to any convenient ignition switched feed. On the year 2000 model illustrated, it was found that the most convenient supply was that going to the front light cluster. The front light wiring harness connects to the main loom using a black rectangular connector located to the left of the fuse box. The 12v supply was found on the thick orange/red wire. Other year models may use a different colour code and if in doubt, reference should be made to the appropriate service manual. Splice the red wire into the lighting power feed using the 3M ‘Scotchlok’ connector provided. Step 8. Testing the display: check that the bike is in neutral and turn on the ignition. The display should read ‘N’. The function of the standard neutral lamp should be unaffected. If possible select 1st and 2nd gears and confirm that the display reads correctly. It will be unlikely that the other gears can be selected unless the engine is running, but if the display is reading correctly in Neutral and 1st then it is fair to assume that all is functioning correctly. Step 9. Ensure that no wires have been trapped or incorrectly routed, then replace the insert panel, the fairing and the seat. Remember that the fairing is secured using two different types of screw! Step 10. Finally, road test the bike to ensure that the display is reading correctly in all gears. The display should be easily visible, both from under the screen with you head down, or through the screen with you head up.
Institution Information Name of Institution Providence College Address 1 Cunningham Square Providence, Rhode Island 02918 http://www.providence.edu/academics/departments/professional-studies/Pages/default.aspx (401) 865-2247 Dr. Brian McCadden, Dean of the School of Professional Studies email@example.com Webpage Telephone Education Program Contact E-Mail Address Program Information Program Type Undergraduate Degree Graduate Degree Non-degree Certification BA, BS MAT, MAT: Providence Alliance for Catholic Teachers (PACT),MED, CAGS Teacher Certification Program Approved Program Certification Areas Program Level Date of Approval Program Type Initial Teacher Certification Areas All Grades Music Education Elementary Education Middle Grades English Middle Grades Mathematics Middle Grades Science Middle Grades Social Studies Secondary Grades Biology Secondary Grades Chemistry Secondary Grades English Secondary Grades French PK-12 1-6 5-8 5-8 5-8 5-8 7-12 7-12 7-12 7-12 Current Expiration Undergraduate 2001 1989 2000 2000 2000 2000 1979 1979 1979 1979 2010 2010 2010 2010 2010 2010 2010 2010 2010 2010 2014 2014 2014 2014 2014 2014 2014 2014 2014 2014 X X X X X X X X X X Graduate X X X X X X X X NonDegree X X X X X Secondary Grades History Secondary Grades Italian Secondary Grades Mathematics Secondary Grades Physics Secondary Grades Spanish Special Education: Elementary/Middle Special Education: Middle/Secondary 7-12 7-12 7-12 7-12 7-12 K-8 7-12 1979 1979 1979 2006 1979 1979 1979 2010 2010 2010 2010 2010 2010 2010 2014 2014 2014 2014 2014 2014 2014 X X X X X X X X X X X X X X Administrator Certification Areas Building Principal PK-12 1986 2010 2014 X Support Professional Certification Area Reading Specialist/ Consultant School Counselor PK-12 PK-12 2006 1989 2010 2010 2014 2014 X X X X X X X