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PERFOMANCE BOOST The Freescale* MPXV4115V pressure sensor is the ideal part for automotive vacuum sensing needs such as those found in the brake booster application. Prepared by Marc Osajda Automotive Sensor Marketing Motorola – Toulouse, France Advanced braking systems are becoming increasingly common in today’s automobiles. Higher level systems and technology now being used in “brake assist systems” (BAS) in several European cars, have made it possible for more efficient and intelligent braking systems. A key functional application block found in these braking systems that has advanced with this technology surge, is the vacuum brake booster function. Here are a few driving factors behind the need and use of the brake booster, which helps ensure a safer braking system. Independent Systems: In current gasoline engine cars, the engine’s intake manifold generates the vacuum for the brake booster. This system works fine with one exception. The amount of vacuum in the brake booster is unknown by the braking system. Thus the amount of amplification is also unknown. If heavy braking is needed, there is no possibility for the brake system to interact with the intake manifold if additional amplification is required. The manufacturer’s interest for having the vacuum generated by an auxiliary vacuum pump is that the brake system can manage the amount of vacuum as required, on demand. This in turns gives it the ability to perform amplification on its own, giving it complete independent from the engine’s operating condition. The auxiliary pump is also able to provide higher amounts of vacuum whenever necessary. In situations calling for heavy braking, the pressure will naturally decrease in the brake booster, also causing a decrease in the amplification during braking. With an external pump it is possible to maintain, or even increase the amplification during a heavy braking phase. Smart Safety: Wheel blocking due to high-braking force is controlled by the Anti-Lock Brake System (ABS). However, it has been observed that in many cases, drivers do not...
Introduction Everybody knows that when you press your foot on the brake pedal the vehicle is supposed to stop. But how does the pressure from your foot get to the wheels with enough force to stop a heavy vehicle? In the following sections, we will study the systems and components required to allow brakes to work effectively. Course Objectives Upon completion of this course, technicians should understand and be able to apply their knowledge of: • • • • • • • • • • • • Brake functions and components Split hydraulic systems Master cylinder operations Balance control systems Power brake booster systems Disc brake operation Micrometer reading Drum brake operation Brake fluids Brake bleeding operations Brake lines and hoses Basic diagnosis Using the Job Sheets As you proceed through the online module, on some pages you will find links that will open a window with a printable procedure or job sheet containing hands-on lab activities based on the NATEF standards related to the content you are studying. When you come upon a procedure or job sheet link, click on it and print the job sheet for completion in the shop. See your instructor for guidance in completing the job sheets. Some jobs sheets will require supplemental materials such as a vehicle service manual, equipment manual, or other references. Brake System Functions Automotive brakes are designed to slow and stop a vehicle by transforming kinetic (motion) energy into heat energy. As the brake linings contact the drums/rotors they create friction which produces the heat energy. The intensity of the heat is proportional to the vehicle speed, the weight of the vehicle, and the quickness of the stop. Faster speeds, heavier vehicles, and quicker stops equal more heat. Automotive brake systems can be broken down into several different sub-systems (fig. 1): • Apply system • Boost system • Hydraulic system • Wheel brakes • Balance control system • Warning system (fig. 1) Base Brake Systems .
driveshaft series 6Q – 175 – 250 I N S TA L L AT I O N - O P E R AT I O N - M A I N T E N A N C E M92-1442B I SSU E D 4/2013 R EAD AN D U N D E R STAN D TH I S MAN UAL PR IOR TO OPE RATI NG OR S E RVICI NG TH I S PROD UCT. Before installing the driveshaft, be sure the motor and Geareducer are on level bases and that their shafts are in reasonable alignment. Note match numbers on the driveshaft flanges and remove the yokes. Coat the motor shaft and Geareducer shaft with “Thred-Gard” (Crane Packing Co.) or similar lubricant. Place the key halfway in motor and Geareducer shafts, then install yokes as shown in Figure 4. Use a rubber mallet or wood block when tapping yokes to prevent damage. Tighten each yoke set screw against key. Align match numbers on tube and yoke flanges and bolt the tube and flange assembly to the Geareducer yoke while supporting the motor end of the tube and flange assembly. Progressively tighten bolts to 60 ft·lbƒ (82 N·m) torque. Slide the motor so that motor yoke can be bolted to the tube and flange assembly without pushing or pulling on the bushings. Align match numbers and bolt the motor yoke to the tube and flange assembly. Progressively tighten bolts to 60 ft·lbƒ (82 N·m) torque. The distance between tube and yoke flanges should be as shown in Figure 4.
REVISED SEPTEMBER, 2011 This book is designed for instructional use only for authorized Nissan North America, Inc. and Nissan dealer personnel. For additional information contact: Nissan North America, Inc. Technical Training P.O. Box 685001 Franklin, TN 37068 © 2011 Nissan North America, Inc. All rights reserved. No part of this publication may be reproduced in any form without the prior written permission of the publisher. Nissan North America, Inc. Training Department Technical Training Revised Printing: September, 2011 This manual uses post consumer recycled fibers Training Department Technical Training Nissan North America, Inc. reserves the right to alter specifications or methods at any time.
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FIF~ Forthe Game. Forthe World. Ta THE MEMBERS OF FIFA Circular no. 1352 Zurich, 4 April 2013 SG/mfa/ial Bidding for D FIFA D FIFA D FIFA D FIFA D FIFA the following FIFA World Cups: U-17 Women's World Cup 2016 U-20 Women's World Cup 2016 U-17 World Cup 2017 U-20 World Cup 2017 Beach Soccer World Cup 2017 Dear Sir or Madam, FIFA is pleased to open the bidding for the above-listed FIFA World Cups. We invite all member associations to join the bidding process by completing and submitting the attached Declaration of Interest form. When reviewing the information, please bear in mind that while you may bid for more than one event, FIFA will only award one event per bidding association. FIFA World Cups open for bidding: FIFA U-17 Women's World Cup 2016 The development of football for girls and women has long been one of FIFA's top priorities. This is the "youngest" of FIFA's competitions. A major milestone was reached in 2008 when the inaugural FIFA U-17 Women's World Cup was held in New Zealand, marking the first time ever that men and women had the same youth tournament structure in football. The creation of this event (with 16 teams) has encouraged member associations to further develop women's football at youth level and to set up teams in even younger age graups. In addition, this tournament has enjoyed support fram different sectors of society in its host countries. For example, the last edition of the tournament in Azerbaijan 2012 was also a commercial success as four national companies, representing the main industries in the country, came on...
Benefits and Challenges of Women's Football ... Lower injury rate in women's football than in men's ... In Women's World Cups, most goals are scored at the... Health and Fitness of the female football player Football for Health....Health for Football Benefits and Challenges of Women’s Football Women’s Football • Great form of exercise – Physical benefits – Psychological benefits – Social benefits Women’s Football • Getting faster and more physical – – – – Up to 13km covered during a 90 minute game 10-20% of this at high speed Constant changes of speed and direction Average intensity 70-85% HRmax* Women’s Football • Injury and illness possible but often preventable • Lower injury rate in women’s football than in men’s – 2.2 injuries per game v 2.7 • Mostly contusions, strains or sprains • Lower limb the most common site – Ankle, knee and thigh Gender Differences
Suzuki Hayabusa Gen 2 Upper Fairing Removal. This can be used to take off the panels to get to the fuse block, Gauge Cluster, changing bulb, anything behind ... Suzuki Hayabusa Gen 2 Upper Fairing Removal. This can be used to take off the panels to get to the fuse block, Gauge Cluster, changing bulb, anything behind the upper cowl. Step 1: Remove these bolts on both sides of the bike. 4mm Hex 2nd Step Remove these plastic pin (both side) by inserting a small flat head screw driver and popping it up. Step 3: Remove this bolt located center and below the triple Tree. Step 4: this piece should easily pop out. Notice that there is another push pin hidden? Step 5: Remove this pin by pushing the center. (Both sides) Suzuki Hayabusa Gen 2 Upper Fairing Removal. This can be used to take off the panels to get to the fuse block, Gauge Cluster, changing bulb, anything behind the upper cowl. Step 1: Remove these bolts on both sides of the bike. 4mm Hex 2nd Step Remove these plastic pin (both side) by inserting a small flat head screw driver and popping it up. Step 3: Remove this bolt located center and below the triple Tree. Step 4: this piece should easily pop out. Notice that there is another push pin hidden? Step 5: Remove this pin by pushing the center. (Both sides)
Sample Resume for the College Application Process RESUME for JOE/JILL COLLEGE 2201 N. Locust Wahoo, NE 68066 (402)443-4332 e-mail: esu2.esu2.ne.us SSN:123-23-3444 (for college use only, otherwise omit. Always keep your SNN safe.) PERSONAL DATA: (for sports only, otherwise omit) Height: Weight: Birth Date: EDUCATION: Wahoo High School 2201 N. Locust Wahoo, NE 68066 Graduation Date: May xx, 200X Cumulative GPA: 3.01 on a 4.0 scale unweighted Cumulative Rank: 29 of 59 students ACT Composite: 21 Special Academic Classes or Qualifications: Honors American Government - 11 ACTIVITIES, HONORS & AWARDS: Academic Honors and Awards: Quiz Bowl Team: Co-Captain, 12; team placed 1st at SCC-Beatrice Competition Athletic Awards: Football: 9, 10, 11, 12 Lettered: 10, 11, 12 Dramatic Arts: One Act Play: 10, 11 – Lead Actor in “Education Questor” Music: Visual Arts: Dana College Art Contest: 2nd Place: 11; 1st Place: 12 Spanish Club: Elementary Program; 12 Other: Boy Scouts: Eagle Scout OFFICES/LEADERSHIP POSITIONS HELD: 4-H Club: Member: 9, 10, 11; Vice President: 11 COMMUNITY SERVICE: JuniorMates: Mentor: 11, 12 HOBBIES: Fishing, Computer Games, Billiards: 4th Place International Billiards Competition in Minneapolis, MN, Traveling (Costa Rica with Spanish Club, 11), Play the Harmonica, Kazoo and Jew’s Harp. WORK: May 200X to Present Corner Grocery, Wahoo, Nebraska -- Stock Boy. Supervisor: Joe Citizen Duties: stocking shelves with canned foods and produce; cleaning up spill; helping customers find items. Job Skills: punctual, conscientious, hard-working Note: Students may wish to create a business card with some of the important information from their resume, so they can hand it to college reps at college fai rs. May wish to include ACT scores, college major, and GPA & Rank ...
SAMPLE RESUME TEMPLATE We have given you an outline of a sample resume as a GUIDE ONLY. It is intended to be read in conjunction with the Careers Centre handout on ‘Resume Writing’ which can be downloaded from the Careers Centre web site. In order to MAKE YOUR APPLICATION COMPETITIVE AND UNIQUE, you should take into account your own experience and background and compile your resume in a way that you feel best reflects those. This may mean that the length of your resume varies. YOU MAY FIND THAT YOU NEED TO: • change the order of the headings • change the wording of the headings • leave some sections out that are not relevant to you or • add new sections (such as “Major Projects” or “Awards and Achievements” or “Leadership”) to capture certain experiences you have had. Also, bear in mind that employers will sometimes state what they want in a resume for a specific job application. They might specify length of resume, content required, number and type of referees required etc. In this instance, you should ALWAYS MEET THE EMPLOYER’S REQUIREMENTS for the specific job application.