How To Stop Running Out Of Time On SAT Reading

How To Stop Running Out Of Time On SAT Reading SAT / ACT Prep Online Guides and Tips Feeling pressed for time on any test is extremely frustrating. It’s even worse on tests like the SAT and ACT because they’re so lengthy: if you run out of time on a section, you don't get the relief of "Well, at least I'm done with the test" because you have to move right on to the next section. Since you can’t stop time (probably?) and, except for some special circumstances, can’t get extra time, you'll need another solution to help you avoid running out of time. So what strategies can you use? I’ll discuss the top misconception students have about running low on time on the SAT Reading section and strategies to avoid running out of time. First, however, I want to do a quick run-through of the timing for SAT Reading- after all, in order to stop running out of time on the section, you first must know its basic layout. We have an in-depth explanation of this in another article, but in case you don't have the time to read it through I've written up a summary below. feature image credit: 12 sec by Peter, used under CC BY-SA 2.0/Cropped from original. How Long Is the SAT Reading Section? The new SAT Reading section is the first section of the SAT and consists of 52 questions over 65 minutes. You'll answer these questions based on the contents of six passages (four single passages and a set of shorter paired passages) spanning three different subject areas (U.S. and world literature, social science, and natural science). Two passages in each SAT Reading section will also be accompanied by charts or graphics that you'll have to look at to answer a few of the questions. (If you want more specifics, we go into all this in much more detail in our article on what's actually tested on SAT Reading). SAT Reading questions come in eight main flavors: Big Picture: Questions about the main point of the passage. Detail/Little Picture: Questions about a specific line or lines in the passage. Inference: Questions that ask you to interpret the meaning of line or two in a passage. Words In Context: Questions that ask for how a word is used in a particular instance in the passage. Function: Questions that ask how a phrase, sentence, or paragraph functions in the larger context of the paragraph or passage. Author Technique: Questions that ask about the passage's tone or style; you'll often be asked to compare and contrast different authors’ techniques. Evidence Support: Questions that ask you what specific evidence supports the correct answer to a previous question. Data Intepretation: Questions that ask you to analyze and answer questions about the charts and graphics accompanying the passage(s). The #1 Reading Misconception The number one thing I've heard when it comes to the SAT Reading is something along the lines of "I’m a slow reader, so I’ll never be able to finish the SAT Reading section in time and I won't be able to bring my reading score up". FALSE. Excelling on the SAT Reading section is not just about reading speed- otherwise, it would be called the SAT Speed Reading section (or something like that). If you read a lot, or read quickly, that may give you a little bit of an edge, especially with big picture questions that require you to synthesize information from the whole passage. If you’re a slow reader or don’t read a lot, you might be reading this and thinking "Well, great. I’m already starting from behind." But reading quickly in no way guarantees that you will excel on the SAT Reading, or even that you won’t be rushed. There are several different ways to approach passages in SAT Reading, and the optimal strategy for one person may be the worst possible idea for another. In reality, the key skill to doing well on the SAT Reading section is the ability to skim text while retaining meaning. If you're a slow reader, you can learn to skim through practice. If you're a fast reader, you must be aware that SAT Reading is very different from light fiction reading; you'll need to practice to get the important points from the SAT passage. So how do you avoid being rushed and running out of time on SAT Reading, even if you are a slow reader? Practice, practice, practice! Practicing isn't just the way to get to Carnegie Hall (as the old music joke goes)- practicing the SAT will help you get better at taking the SAT. But it's not enough to practice in any way you can think of- you must practice/study effectively. When studying for SAT Reading, there are three main strategies you should use to focus on to get better at finishing the section in time. Strategy 1: Practice Monitoring Your Time The first step to improving your ability to finish the Reading section without running out of time is to keep track of your time. The two ways to do this are by recording how long you're taking to answer each question and, during the test, being aware of how much time you have left until the end of the section. Know How Long You’re Taking on Each Question If you find you’re taking too much time on a question, mark it and come back to it in review. But what is "too much time?" Well, it depends on your target score, or the score you are aiming for on a particular section; therefore, when preparing for the SAT Reading, you must know your raw and scaled target scores. Why does this matter? If you’re aiming for a lower target score, you can skip more questions, and spend more time on the questions you do answer. Remember, the SAT Reading section consists of 52 questions over 65 minutes: if you’re spending more than one minute 15 seconds per question, you’re going to run into problems, just by the simple math (bonus practice). This 75 seconds-per-question time constraint only applies, however, if you are aiming for a perfect or near-perfect score and need to give every question a fair shot. If you're aiming for a Reading score of 30/40, you can guess on the hardest 25% questions and focus your answering energies on easier questions (although of course which questions these are will be different for everyone). Only aiming to get a 30 on Reading also means you get more time to spend on the questions you are answering. If you only need to get around 36 questions right to reach your target score, then you can spend up to 23 seconds more on each question (36 questions in 65 minutes vs 52 questions in 65 minutes- even more math!). Read our article on getting a 30 on SAT Reading for more strategies like this. Know How Much Time You Have Remaining During the Test This doesn’t necessarily mean dividing up the time beforehand, as in, "Okay, I have 65 minutes with six passages to read (four single, one set of paired) and 52 questions to answer, so I should spend 12 minutes on each single passage and questions and 14 minutes on the paired passages and questions and then I’ll have three minutes to go over everything at the end." Those calculations (a) hurt my brain, and (b) take up way more time than they’d save. Instead, get used to keeping an eye on the clock. You'll need to be able to balance reading the passages with answering questions on them- don’t let one passage suck up all of your time and force you to scramble to get through the rest of the passages and questions. I personally try to check the time only after I've finished skimming a passage and after I've answered all the questions on that passage (even though my initial instinct is to constantly be time-checking). You'll need to figure out what works best for you, but my advice is to avoid checking the time more than once every few questions- otherwise, you'll end up wasting time trying to save time. If you find that you have zero concept of time when you’re practicing answering questions, you can practice with a stopwatch set to go off at five minute increments. Just remember that you won’t actually be able to do this on test day (although the test proctors may give verbal warnings at 10 minutes left and five minutes left). Other SAT Reading Time Monitoring Strategies When looking over the test, mark questions you end up spending a long time on as well as the ones you’re not sure about. Really break down what stumped you about the questions you spent too much time on as well as the ones you got wrong or were uncertain about. Was it the wording of the question? The type of question (paired passage, big picture, inference)? Were you just tired and misread the passage, so you didn't see the answer? Is there a pattern to the questions you're running out of time on? All of this data is valuable fodder for your test prep process: establishing a feedback loop of testing, reviewing your mistakes, and testing again. It is essential not to skip over the middle step of reviewing your mistakes thoroughly. (For more on this, read my article on the best way to review mistakes on the SAT.) Not sure running out of time is your only issue? Read the section on understanding your high level weaknesses in this article. Great! Time left for a beer! by Mike Schinkel, used under CC BY 2.0/Cropped from original. Pace yourself to avoid RUNNING out of time. Strategy 2: Practice Reading Passages and Answering Questions No, practicing SAT Reading questions over and over won’t necessarily make you a faster reader. But it will make you better at reading the passages in a way that will help you answer the questions more efficiently. Because every person processes information differently, I can't dictate the best way for you to read the passages. However, if your current approach isn't working, you might want to consider switching it up. There are three main approaches to choose from: #1: Read the whole passage in detail. This is really only a good strategy if you are both a quick and thorough reader. It's probably the worst option if you're already worried about running out of time. #2: Read the questions first. Determine which details you look for in the passage by reading the questions first, then jumping back to the passage to find the answer. #3: Skim, then attack the questions. Quickly read through the passage to get a sense of its content, structure, and purpose, then approach the questions. Finally, return to the passage to get any more detailed information required by specific questions. The more familiar you get with SAT Reading passages and questions, the more you'll be accustomed to the test and the better you’ll know what to pay attention to and when to use which strategy. For instance, if you read the questions first, if a question has specific lines associated with it (e.g. "In lines 10-38"), only read those specific lines to answer it; do not pull your answer from the rest of the passage. On the other hand, if you skim first, get used to noticing words and phrases like "however" and "in contrast." These words are important because they indicate a change in tone, as in: "Despite the fact that the viola has a long and noble history, negative stereotypes about violas (and violists) abound in modern day classical music communities." You'll find more strategies, as well as more detailed information on why you might want to choose one approach over the others, in our article on the best way to read the passage on the SAT Reading section. More Passage-Reading Strategy Suggestions The passage you read first can make a big difference if you tend to run out of time. Scan through all the passages in the section and see if any subject matter looks easier to tackle for you and then start with those, rather than taking the section in order. That way, you won’t be rushing through and getting things wrong on passages you should get and can with a clear mind devote yourself to passages that are more difficult for you. You can also see if bubbling in all your answers at the end helps (read more about this in the Quick Tip section of our perfect scorer article). This strategy is only helpful, however, if you can make sure to leave a good two to three minutes at the end of the section to do this, since you don’t want to run out of time before you bubble in answers that you got (the ultimate in frustrating). If you can think of other ways to keep yourself from running out of time on SAT Reading (perhaps by using some mindfulness techniques to focus?), that is also great. As always, you should only use strategies that work for you. Chess game by Kamil Porembiński, used under CC BY-SA 2.0/Cropped from original.Think about which strategies will work for you. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! Strategy 3: Practice Taking SAT Reading as Part of the Whole SAT There’s knowing the material on the SAT Reading section...and then there’s building up the stamina to make it through. Fortunately, the SAT always presents the sections in the same order: Reading, Writing, Math (No Calculator), Math (Calculator), and the optional essay. This predictability gives you an advantage when prepping, because you can actually simulate test-date conditions when you take full-length practice tests by taking everything in the correct order. It's important to take at least some practice tests all the way through in the correct order so that you can get used to what it feels like to take the full test. Reading is always the first section, so you'll probably always have the most energy to spend on it, but you'll need to be careful not to burn through all your reserves with the Reading section, only to find that you're too drained to perform well on the rest of the test. Another thing to keep in mind is that you’ll most likely be taking the SAT on a Saturday morning. Be extra sure to do some practice Reading sections in the morning (especially if you’re not a morning person!) to give yourself a good idea of your energy levels at that time of day. If you’re more sluggish in the mornings in general, your reading speed will probably also be slower. It's okay to take some or most of your practice tests in the afternoon if that's when you have the most time, but exclusively doing this may not give you an accurate picture of how quickly you can complete the SAT Reading section under real test conditions. Do You Qualify for Testing Accomodations? If you really have trouble with reading in time-constrained situations, you might qualify for special testing accommodations. It's unlikely that prepping for and taking the SAT will be the first time you notice you have major problems with reading; however, it may be the first time you won't be able to compensate for it in other ways (like spending hours and hours on homework and extra credit to make up for low test scores). The College Board does offer accommodations on the SAT for eligible students with documented issues. You can get more information here on the steps you'll need to take in order to get accommodations on testing day. But a word of warning: Accommodations are far more likely to be granted to students if their special circumstances have been documented for a longer period of time. CollegeBoard tends to be leery of students who get diagnosed with something or other just in time to take the test, since the students might be stretching the truth in order to get extra time. How can you avoid getting caught in red tape and having your accommodations held up? Plan and apply for special accommodations early, if at all possible- the request process alone can take up to seven weeks. If you're in middle school or early high school and are having serious problems with reading when compared to your peers, get psycho-educational testing then, rather than waiting. If for whatever reason you couldn't apply for special accommodations until recently (for instance, if you only just developed a hearing or visual impairment), make sure it's clear to the person documenting your conditionwhy you're only doing something about this now. Also, while this documenter will provide you with information to send on to the CollegeBoard, the College Board may also want you to explain why you applied for special accommodations only recently, so it’s good to have an explanation ready. How to Improve Pacing on SAT Reading: A Recap #1: Take timed practice tests and monitor your time. #2: Get comfortable with taking the SAT Reading so you can use strategies effectively #3: Make sure you take entire practice tests in sequence a few times so you know what to expect. #4: If you think there’s a bigger problem that's causing you to run out of time on the SAT Reading, get psycho-educational testing as early as possible to confirm it and see if you are eligible for special accommodations on the SAT. Now, go forth and read! What’s Next? Want more strategies for avoiding a time crunch? Read about the 9 ways to buy time on the SAT. How can you figure out what’s tripping you up on SAT Reading? Check out our detailed analysis of each question and passage type. We also have more in-depth information on figuring out what approach to reading the passage works for you in another article. Learn more about the format of the SAT with our article on the timing and content of each SAT section. For more on how to master SAT Reading, read our guide to getting a perfect Reading score. You might also be interested in our ultimate guide to SAT Reading, which lists all of our articles on SAT Reading, along with a brief description of what's in each article. Want to improve your SAT score by 160 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

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Static Var Compensator to Improve Profile Voltage

Static Var Compensator to Improve Profile Voltage Implementation of Static Var Compensator to Improve Profile Voltage On transmission System 70kV-150kV APJ Pasuruan Abstract System requirements for power is growing in line with the needs in line with population and industrial electricity consumption, so there is an alternative to maximize the utilization of the transmission line, one of them with equipment Flexible Alternating Current Transmission Systems (FACTS). Hardware FACTS device in this research one of which is a Static Var Compensator (SVC) to maintain the stability of the voltage remains constant at face value by injecting reactive power into the system can be controlled. Tool OCP contained in the software Electrical Transient Analysis Program (ETAP) is used to determine the location and capacity of SVC by applying the Genetic Algorithm (GA). To test the proposed method, the system standard IEEE 14-bus and the 70kV-150kV transmission system 12 bus APJ Pasuruan used for simulation in this study. From the analysis of 12 buses can be evidenced by the placement and capacity SVC in Bangil2 bus with a capacity of 43.2 MVAr Qc can raise the pr ofile of the voltage to fall within the permitted margin of 0.95 p.u. to 1.05 p.u. Reviewed Bangil2 bus, bus Bulukandang, buses and bus Pandaan Sukorejo.serta can reduce the power of 10.158 MW and MVAr be 9.9966 45.048 44.660 MW and MVAr. Index Terms Static Var Compensator, Profile Voltage, ETAP Power Station, 70kV-150kV Transmission System. IN RECENT YEARS, the needs of the electric power system in Indonesia continues to increase along with the demand for electricity and the increase in population and industrial electricity consumption. In this case the development and construction of new plants and transmission lines are needed to meet the needs of the growing burden. Akantetapi it is determined based on the consideration of environmental and economic factors. In addition to the prohibitive cost, the construction of new transmission lines also require a very long time[1].So there is an alternative to maximize the utilization of transmission lines, one of which is by using equipment Flexible Alternating Current Transmission Systems (FACTS)[2]. FACTS devices of several types of devices, Static Var Compensator (SVC) is widely sudah digunakan around the  world, including in Indonesia itself has been applied in the GI Jember. Based on the standard PLN, the voltage value allowed on electric power system ranging from 0.95 to 1.05 pu of nominal voltage[3]..SVC Can maintain the stability of the voltage remains constant at a value nominalnya by injecting reactive power into the system can be controlled. Installation SVC at one point or some places could increase the value of the voltage profile and reduce power losses (losses)on the power system[4]. FACTS concept device was introduced by the Electric Power Research Institute (EPRI) in late 1980. Where the FACTS device can increase the capacity of the transmission system and control the flow of power (loadflow)is flexible[5].On the other hand FACTS devices can also reduce the cost of electrical energy generation and improve voltage stability of the transition state(transient)[6] [7]. Therefore, this paper will discuss the placement and the determination of optimal capacity SVC for voltage profile improvement 70-150 kV using Genetic Algorithms in the software ETAP Power Station A. System Modeling Electricity Modeling electric power system is defined as a network system consisting of components or electrical equipment such as generators, transformers, transmission line, and a load interconnected and establish a system.[8] [9] B. Generator model Generatorsare modeled as a PV bus. Which generator terminal voltage at a constant value. This is because the generator using AVR (AutomaticVoltageRegulator) to regulate the voltage on the bus. On the bus references (SlackBus), generator dioprasikan by rating voltage and phase angle const ant. In mathematical equations active power (MW) and reactive power (MVAr) generated by the generator can be written as follows: (1) . (2) Where: Pg and Qg=Active and reactive power is delivered terminal generator. Vt = terminal voltage generator ÃŽÂ ´ = generator phase angle Eq= internal voltage generator Xd and Xq = synchronous reactance C. Power Transformer Power transformer of the power system can be expressed mathematically by the equation: .. (3) (4) Where: E = Voltage (pu) F = frequency N =Number of turns = maximum fluxsi From the equation it can be seen that the mechanical power transformer primary and secondary winding is not connected, but electrically interconnected by electromagnetic induction. D. Transmission Line Transmission lines are represented in accordance with the class of transmission. Representation of the transmission line based on the distance is divided into three parts, namely: 1. Short Transmission (l km / 50 miles) 2. The transmission medium (80 km / 50 mi 3. Transmission length (l> 240 km / 150 miles) Figure 1. the equivalent circuit transmission line short Figure 2. the equivalent circuit transmission line medium and length of Short the transmission line, has a channel length of less than 80 km (50 miles) assumed that the capacitance value can be ignored and only the taking into account the value of the resistance (R) and inductive reactance (XL).With assumed in a balanced (balanced), the transmission line can show by using the equivalent circuit of the phase with resistance value (R) and inductive reactance (XL)which are connected in series (series impedance), which can be seen in Figure 2.1. While in the middle of the transmission line, the transmission line has a length of 80 km (50 miles) and 240 km (150 miles). In the middle of the transmission line, the capacitance conductor can not be ignored so that the conductor can be modeled using the equivalent circuit of one phase in the form of nominal à Ã¢â€š ¬ which can be seen in Figure 2.2. But for a long transmission line, capacitance and impedance conductive assumed contained on all the conductors to the limit of infinite. E. Electrical load In power systems, there are two kinds of modeling the load is static load and dynamic load. 1) Model Static Load Static load model is a model that represents active and reactive power as a function of the bus voltage and frequency. Static load in response to changes in voltage and frequency is reached quickly, so it tends to steady-state condition. Static load models are typically used for components such as resistive loads and lighting loads, and is also sometimes used to approach the dynamic components. 2) Model Load dynamic Dynamic load model is a model that represents the active power and reactive follow the dynamics of the system variables, so that the condition can change at any time. F. Drop Voltage The Drop Voltage is the amount of voltage that is missing on a conductor. The voltage drop across the power line is generally proportional to the length of the channel and the load, and inversely proportional to the cross sectional area of the conductor. The magnitude of the voltage drop expressed either in percent or in the amount of Volt. G. Static Var Compensator Static Var Compensator or called SVC is one of the FACTS equipment Device consisting of a reactor component with a large set of inductive reactive power compensation and capacitor as a source of reactive power, power electronics equipment as well equipped as a switching device. Broadly speaking, the function of which is to preserve SVC (controller) voltage stability remain constant at its face value. SVC is a generator / load connected shunt static VAR where output is set for the exchange of inductive or capacitive currents in order to maintain or control the power system can be varied. TCR (Thyristor Controlled Reactor) at the fundamental frequency can be treated as a variable inductance . (5) Where, XV is a variable reactance SVC while XL is the reactance caused by the fundamental frequency without control thyristor and ÃŽÂ ± is the angle of ignition so that the total equivalent impedance of the controller can be expressed in: .. (6) Value rx = XC / XL is given by the controller limit ignition angle limit of value fixed in accordance with the design. control law The steady state contained in the SVC typical VI characteristic figure 2.3 is .. (7) where V and I are rms voltage and current magnitude and Vref is the reference voltage. Typical values for slope XSL is 2 to 5%, tehadap SVC base; The value is necessary to avoid passing the limit of bus voltage variation is small. A typical value controlled voltage range of Vref.[11] [12] Figure 3. V I characteristics instate SVC steady H. Power Flow method By using the Newton Raphson method to analyze the power flow by forming a non-linear algebraic equations of power flow calculation can be determined by performing a comparison between the voltage change in voltage angle and the magnitude of the voltage with active power changes and reactive power (k)).[11]In the mathematical equations of power flow can be written as follows: (8) Where: is the value of active power (MW) is the value of reactive power (MVAr) I. Software ETAP Power Station ETAP (Electric Transient and Analysis Program)is a software full-graphics that can be used to design and test the condition of the existing electric power system. ETAP can be used to simulate the electrical power system offline in the form of a simulation module, monitoring the operation data in realtime, simulation, real time system optimization, energy management systems andsimulation of intelligent loads hedding. ETAP is designed to handle a variety of conditions and electric power system topologies both in the consumer side of the industry as well as to analyze the performance of the system at the utility. software Thisis equipped with facilities to support the simulation of such networks AC and DC (AC and DC networks),the design of cable networks, grid earth (groundgrid), GIS, panel design, arc-flash, coordination of protective devices (protective devices coordination /selectivity),and AC / DC control system diagram. ETAP Power Station also provides a library that will simplify the design of an electrical system. library This can be edited or can be added to the information equipment. This software works by plant (project).Each plant must provide modeling support equipment associated with the analysis that will be performed. For instance generator, load data, channel data, etc. A plant consists of a sub-set of the electrical system that require special electrical components and interconnected. In Power Station, each plant must provide a data base for that purpose. ETAP Power Station can be used to describe a single line diagram graphically and conduct some analysis / study of the Load Flow Short Circuit, the motor starting, harmonics, transient stability, protective device coordination, and Optimal Capacitor Placement.[13] A few things to note in working with ETAP Power Station are: One Line Diagram, shows the relationship between the components / equipment so as to form an electrical system. Library, information about all of the equipment that will be used in the electrical system. Data electrical and mechanical equipment details / full can simplify and improve the results of simulation / analysis. The standard is used, usually refers to the IEC or ANSI standards, the frequency of the system and method the method used. Case Study, containing parameters parameters related to the method of study to be performed and format of analytical results. Completeness of data from each element / component / electrical equipment on the system that will be very helpful analyzed the results of the simulation / analysis can approach the actual operational state.[13] J. Genetic Algorithms on OCP tool within ETAP Optimal Capacitor Placement (OCP) is one of the tools in the software ETAP Power Station which uses genetic algorithm for optimal capacitor placement. Genetic Algorithm is an optimization technique that is based on the theory of natural selection. An algorithm starts with the generation solutions with the diversity to represent the characteristics of the overall search space. By mutation and crossover characteristics that both have to be taken to the next generation. The optimal solution can be achieved through repeated generations. The most common method is based on a rule of thumb followed by running multiple power flow studies for fine tuning size and location. multiple power flow for fine tuning size and location. K. Objective Function The objective of the placement problems SVC is to improve the voltage profile and reduce the total power losses in power systems installed. The objective function is obtained from two terms. The first is the placement of SVC with the approach of the capacitor and the second is the total power loss. The objective function associated with the placement of the capacitor consists of a total power loss and the capacity of the capacitor. In general, the optimal capacitor placement and capacity can be written in the following equation [14]: .. . (9) Subject to: .. (10) .. (11) Where: P loss= Total power loss J = Total Bus = Placement capacity capacitors on the bus j Vj= voltage rms at bus j V min= minimum voltage is allowed (pu) V max= maximum voltage that allowed (pu) = maximum capacitor capacity permissible = minimum capacity capacitor bank L. Operatinal Constraint Along the feeder are required to remain within upper and lower limits after the addition of capasitors on the feeder. Voltage constrains can be taken into account by voltage. M. Placement of Static Var Compensator placement static var compensator used approach OCP. OCP is the optimal capacitor placement that exist in software ETAP power station which will be described in research methodology. Optimal placement of capacitors in the power system has many variables including the capacitor capacity, optimal placement, voltage and harmonics. Where in determining placement and optimum capacity, types of capacitors can be adjusted based on conditions on the ground. Namum considering these variables, making optimal placement becomes very complicated. So as to simplify the analysis, the type of capacitor can be assumed as follows: 1. The system is in equilibrium (balanced) 2. All types are considered constant load N. Capacitors Capacity Capacitors In determining capacity, used capacity started based standard smallest capacity of capacitors and multiples thereof. So based on these standards, the capacity of the capacitor can be used as a discrete variable. and will be used as the capacity of the SVC. In the analysis of the placement and the determination of the optimum capacity of capacitors to improve voltage profile and reduction in power losses, papers It uses the standard IEEE as a reference point in the implementation process and workmanship. Testing and research with survey data obtained from PT. PLN (Persero) APP TJBTB Probolinggo. With the data obtained, it can be simulated transmission system APJ Pasuruan 70 kV and 150 kV using software ETAP Power Station. Simulations can be done in the form of power flow or Load Flow, which is to know the profile of the voltage, active power, reactive power and losses that occur in the system 70 kV and 150 kV After conducting a study of power flow it is known conditions of the bus who suffered voltage drop (under voltage).If there are conditions that decrease the bus voltage below the allowable margin (0.95 A. Flow studies Flowused in the preparation of this study are as follows: Start Drawing single line diagrams. Input data: data generator, a data channel, the data load. Running the simulation Load Flow using Method Newton Raphson To check whether the voltage on the system is at the permitted margin of 0.95 à ¢Ã¢â‚¬ °Ã‚ ¤ V à ¢Ã¢â‚¬ °Ã‚ ¤ 1.05 pu If NoPerform simulation process OCP bus to get anywhere into optimal location for placement of the capacitor which is then replaced by the value of the capacitor SVC. Once the process OCP is complete, plug SVC finished. Return to Step 4 If Yes go to step 8 Results and Analysis of the results Done. Flowchart Figure 4. Flowchart solving A. Modeling transmission system 70kV 150kV APJ Pasuruan using software ETAP Power Station Before running simulation modeling is required in advance PLN APJ Pasuruan sisitem transmission using software ETAP Power Station from pictures in the can when the survey. Modeling Single line diagramis done using software ETAP Power Station and to enter all of the data supports five image simulasi. Transmission system70kV -150kV APJ Pasuruan is still in the shade APP Probolinggo with 12 bus and were able to generate 632.4 MW power P and Q 391,92 MVar of PLTGU. Total peak load on the transmission system APJ Pasuruan P 327.75 129.8 MW Q MVar. Source: PT PLN TJBTB APP Probolinggo Figure 5. Single line diagram APP system probolinggo B. Generating Data transmission line system 70kV 150k APJ Pasuruan Table 1. Data Capable of Generating Power transmission system 70kV 150kV APJ Pasuruan cellspacing=0 cellpadding=0> Source: PT PLN TJBTB APP Probolinggo C. Load data transmission systems 70kV 150kV APJ Pasuruan Table 2. Data transmission system peak load of 70kV 150kVAPJ Pasuruan Line Transmission Transformer P (MW) Q (MVAr) GRATI Trafo1- 60 MVA 12.6 3:22 BUMICOKRO Trafo1- 50 MVA 39.15 11.82 Trafo2-60MVA 46.8 16:12 GONDANGWETAN Trafo1-60MVA 31.42 8:56 Trafo2-30MVA 22:24 5.82 Trafo3-60MVA 23:06 8:18 BANGIL1 Trafo1-60MVA 27.26 6.94 Trafo1-20MVA 16.74 6:04 REJOSO Trafo1-20MVA 2.86 3:25 Trafo2-30MVA 2:45 6 Trafo3-35 MVA 8:21 2.1 PIER Trafo1-50MVA 21.89 11:52 PANDAAN Trafo1-30MVA 17:28 4.94 Trafo2-20MVA 10.66 2.65 Trafo3-30MVA 25.8 9.6 SUKOREJO Trafo1-30MVA 17:42 6:06 BULUKANDANG Trafo1-60MVA 24.4 6.93 Trafo2-20MVA 8.66 2:44 PURWOSARI Trafo1 -60MVA 13.85 7.61 Source: PT PLN TJBTB APP Probolinggo (peak load data) D. Line transmission data in system 70kV 150kV APJ Pasuruan Table 3. Line transmissiondata in system 70kV 150kV Pasuruan From To Circuit Distance (KM) Type Conductor GRATI GONDANGWETAN 1 21.069 ACSR ZEBRA GRATI GONDANGWETAN 2 21.069 ACSR ZEBRA GONDANG-WETAN BANGIL 1 16.805 ACSR DOVE GONDANG-WETAN BANGIL 2 16.805 ACSR DOVE BANGIL PANDAAN 1 8,700 ACSR Ostrich BANGIL PANDAAN 2 8,700 ACSR Ostrich BUMICO-KRO BANGIL 1 6200 ACSR ZEBRA BANGIL SUKOREJO 1 16,000 ACSR PIGEON BANGIL MOLDY-DANG 1 24 770 ACSR DOVE BANGIL PIER 1 6200 ACSR ZEBRA BANGIL PIER 2 6200 ACSR ZEBRA GONDANG-WETAN PIER 1 10 866 ACSR ZEBRA GONDANG-WETAN PIER 2 10 866 ACSR ZEBRA PIER PURWOSA-RI 1 22 422 ACSR ZEBRA PIER PURWOSA-RI 2 22 422 ACSR ZEBRA GONDANG-WETAN REJOSO 1 10 487 ACSR DOVE GONDANG-WETAN REJOSO 2 10 487 ACSR DOVE Source: PT PLN TJBTB APP Probolinggo E. Modelling single line transmission system diagram 70kV 150kV APJ Pasuruan Creating modeling a single line diagram70KV transmission systems 150kV APJ Pasuruan on software ETAP Power Station is the first step in the analysis. Where in this modeling will be included all the data technical data which includes capacity, generation, channel, transformer, step-up the transformer and the load. Figure 6 Modelling Single Line Diagram of the transmission system 70kV 150kV APJ Pasuruan F. Simulation Load Flow using Software ETAP Power Station on the conditions of the base case Simulation load flow is intended to determine the initial condition of the system, determine the value of the voltage rating on every bus, knowing that the power in each channel and obtain the value of active and reactive power on the bus. Insimulation load flow thisusing methods Newthon Rhapson. Figure 7. After the run with load flow in base case conditions. Table 3. Profile voltage conditions of the base case No. BUS ID V(pu) 1. BANGIL 1 0.9568 2. BANGIL 2 0.9299 3. BULUKANDANG 0.9497 4. BUMICOKRO 0.9517 5. GRATI GITET 0.1000 6. GONDANGWETAN 0.9713 7. GRATI 0.9992 8. PANDAAN 0.9174 9. PIER 0.9610 10. PURWOSARI 0.9586 11. REJOSO SUMMIT 0.9700 12. SUKOREJO 0.9216 Figure 8. Graph voltage profile condition of base case Based on the load flow inconditions basecase aboveand have been known to occur outside the voltage breach margin the permitted of 0.95 pu to 1 05 pu in Bangil2 bus, bus Bulu kandang, Pandaan bus, and the bus Sukorejo, it can be improved voltage profile by using analysis of Optimal Capacitor placement (OCP) for placement and capacity SVC. G. Placement Analysis

Risk of Schizophrenia Essay

Over the last few decades Schizophrenia has become embedded in mainstream vernacular as any behavior or emotional response that is out of touch with reality. However even with its popularity heightened through movies and headline news stories, schizophrenia is still one of the most enigmatic and least understood disorders of the brain. With current research focused on the role of neurobiology and functioning on a cellular level, investigative analysis has merited new innovations towards its source, however a single organic cause for the disorder still eludes scientists. Although the foundation of the affliction is still unknown, its effects are well documented and over the next few pages will show the changes in the brain as the disease develops, and how those alterations impact the rest of the body and alter various other functions throughout the viscera. The term Schizophrenia was first coined in 1911 by Swiss psychiatrist Dr. Eugen Bleuler and translates from the original Greek as schizo (split) and phrene (mind), making a literal translation of split-mind, in reference to the disjointed thinking of those with the disease (Johnstone, 1994). Although the term was first used in the early twentieth century, according to scholars a ‘madness’ was described in The Ebers Papyrus, a collection of ancient Egyptian medical papers dating back to 1550 BC, which accurately depicts some of schizophrenia’s symptoms (Johnstone, 1994). With its possible documentation over three millennia ago and its symptoms documented in a myriad of medical journals throughout history, the disorder itself is very rare. Those who are at the highest risk of manifestation are offspring whose parents are both schizophrenic, although even at this rate the risk of manifestation is about forty-six percent. Globally however its prevalence is about 0.9 percent or fifty-eight million people worldwide (Hollandsworth, 1990). According to James G. Hollandworth of the University of Southern Mississippi, schizophrenia is primarily characterized by a disintegration of reality perception, consciousness, and thought process which results in a debilitated proficiency in social and professional faculties (Hollandworth, 1990). While schizophrenia can most arguably be classified as a predominantly genetic affliction, there are others factors which can contribute to its development even without a genetic predisposition. These elements include birth defects such as hypoxia and low birth rate, neuroanatomical anomalies, viral infections, along with low IQ and cerebral  atrophy (Hollandsworth, 1990). While these components in themselves are not sufficient enough to cause the disorder, they result in an increased risk for developing the disease. One theory for the cause of schizophrenia that has been studied with great validity is the dopamine hypothesis. This theory postulates that schizophrenia is caused by an overabundance of the dopamine-dependent areas of the brain causing an imbalance that affects the entire system (Hollandsworth, 1990). For this reason many of today’s schizophrenia treatment drugs inhibit dopamine receptor activity in an attempt to return it to its natural equilibrium. Although even with advances in modern science and new drugs being developed every day, the illness is still only treatable and its symptoms still emerge even with proper medication. Even with its origin unknown, scientists have discovered several chromosomes which when damaged or mutated, greatly increase the risk of developing schizophrenia. The chromosomes in particular that act as catalysts are chromosome numbers twenty-two, six, and eleven (Klar, 2004). Chromosome six contains several genes that are linked with immune response which has given rise to the belief that schizophrenia has some association with weakened disease fighting agents. While damage to this chromosome may be linked to the source of the ailment, it may only be the jump starter that kicks off the path to developing the illness. For as scientists know, a lacking immune response caused by chromosome damage can theoretically leave the body vulnerable to infection, which are facilitators that can bring about the emergence of the disorder (Hollandsworth, 1990). Chromosome twenty-two on the other hand is linked with the dopamine hypothesis as this area houses enzymes that aid in transporting neurotransmitters. These neurotransmitters, mainly catechol-O-methyltransferase (COMT) and proline dehydrogenase (PRODH) are essential for the breakdown of dopamine. Any disruptions in this particular area can trigger an overabundance or shortage of dopamine, potentially resulting in developing positive or negative schizophrenia symptoms (Chakravarti, 2002). Lastly, chromosome eleven has been associated with schizophrenia on the grounds of genetic translocation, or a chromosome abnormality caused by faulty rearrangements of various strands of DNA. These faults can occur in any number of genes, however during this process it occurs at times pivotal to cell division, making it easy for genes to be incorrectly rearranged (Klar, 2004). When this happens  it can potentially inhibit the development of lateralization of brain function and act as a precursor not only schizophrenia, but other forms of mental illness as well as cognitive impairments (Klar, 2004). Once the subject has developed schizophrenia it affects the brain in very specific ways. When the disorder itself first begins to emerge its early symptoms manifest themselves in a period called The Prodormal Phase (Neale &ump; Oltmanns, 1980). During this phase, which occurs anywhere from six to thirty months before the disease truly emerges, the person may experience social withdrawal , dysphoria, and irritability. As the disorder progresses the symptoms may become more intense, and newer or ‘positive’ symptoms may begin to surface. These positive symptoms can include visual and auditory hallucinations, delusions, and disorganized thought processes. In severe cases of thought process deterioration or cognitive slippage, a person can develop schizophasia or ‘word salad’ where a person’s speech is completely incoherent with no understandable thought or message. Following the positive symptoms of the illness, ‘negative’ symptoms can appear as well. These symptoms are aspects of the person’s personality that have been negated by the disease. They are most commonly expressed by the person’s flat or expressionless demeanor, apathy, very little displayed emotion, and continued peculiar behavior (Hollandsworth, 1990). After schizophrenia has completely manifested itself, the patient is usually classified into one of four types. These types are paranoid, disorganized, catatonic, and undifferentiated. Those in the paranoid group display an obsession over their delusions or ha ve hallucinations specifically related to a certain subject or idea, and are usually the most functional of all schizophrenics (Johnstone, 1994). Disorganized types are typically ones who display little emotion and act in a disjointed and inarticulate manner, while catatonic schizophrenics are merely ones who appear in torpor and display lethargic indolence. The undifferentiated type however is hybrid of the three previous types and is a miscellaneous combination of all their symptoms combined (Johnstone, 1994). While the outward symptoms may be relatively easy to recognize, inside the brain is a totally different matter. Schizophrenia can cause structural changes in the brain even though a specific cause for these changes is still unknown. These changes in brain structure are illustrated by larger ventricles, a thicker corpus collosum, a decrease in dendrite  spines in the frontal lobe, disordered hippocampal pyramidal cells, and a shrinkage of the cerebellar vermis, which is mainly responsible for perception. In some studies malformed neuronal migration has been observed which can lead to disjointed thoughts as well as an overall shrinkage of the hippocampus and amygdala (Johnstone, 1994). Due to these changes, a person suffering from the disorder can have reduced functioning in the frontal lobe which can affect their logic and critical thinking skills as well as their ability to successfully plan ahead. This reduced functioning is displayed in the Wisconsin card sorting test, which is administered to measure possible brain damage and assess the functioning of the frontal lobe. Schizophrenics who participate in the test show an inability to successfully transfer their attention to the rules of the exam once they begin. Functional imaging has also shown a lack of activity in the right hemisphere of the frontal lobe during their partaking, which does not increase as the task is administered. It is also shown that in a study by a Dr. Nagy in 1963, that of 260 cases of schizophrenia, roughly fifty-eight percent of the group had some form of cerebral atrophy (Johnstone, 1994). On a cellular level schizophrenia symptoms are thought to be caused by an overabundance of neurotransmitters released between neurons. These neurotransmitters, mainly dopamine and serotonin, in excess can cause hallucinations and delusions which are referred to as ‘positive’ symptoms. Too little of these neurotransmitters however can result in lack of emotion and motivation which mirror the ‘negative’ symptoms of the disorder. Another type of cell affected by schizophrenia is the pyramidal cell in the prefrontal cortex, or the forehead area of the brain. These cells, which are a type of neuron that serve primarily as excitation units in the prefrontal cortex, are shown to have a decrease in basilar dendrite numbers. These basilar dendrites arise from the base of the pyramidal cell’s soma, and with a decrease in their numbers it can indicate a shortened synaptic surface area resulting in possible fallacious thought processing (Broadbelt, Byne, &ump; Jo nes, 2002). Pyramidal cells in the hippocampus are also known to be affected by the disorder can and cause many of the cells in that area to be thrown into disarray, causing cognitive malfunctions. The treatment of this disorder can vary greatly depending on the person; however dopamine inhibiting antipsychotics are a very popular remedy. Although prevalent, these  medications are not perfect and many scientists claim there is still no concrete connection that schizophrenia is exclusively a result of faulty dopaminergic transmissions (Neale &ump; Oltmanns, 1980). It has also been noted that many of the dopamine inhibiting drugs serve only to combat the positive symptoms and leave many of the negative symptoms such as emotional absence unaffected. Another treatment that is still widely used, but much less common is electroconvulsive therapy or shock therapy. This treatment is still very controversial but there has been success in treating schizophrenia symptoms completely, although many patients relapse within six months. Studies have also indicated that although this treatment can be effective there are risks of permanent brain damage. According to Dr. Peter Breggin (2008), a psychiatrist at the State University of New York, shock therapy in animal testing showed statistically significant brain structural abnormalities when compared to animals without it. His study showed the electrical shocks caused changes in the nerve cell walls causing gliosis, or a profound increase in the number of astrocytes in impaired areas of the central nervous system (Breggin, 2008). In conclusion, schizophrenia is unique disorder that affects the brain in many ways, yet manifests itself differently from person to person. As there is no tangible rubric for how the disorder will impact the person, it can be a difficult illness to treat. Its effects on the brain, from enlarged ventricles to a decline in dendrite spines, shows the major impact the illness can have on living a normal life. Although the disorder afflicts just over fifty-eight million people worldwide it is still devastating to those who are affected and while the medical community makes leaps and bounds in understanding the disease, a cure is still far from the horizon. With psychology grant money from universities being invested predominantly in neuropsychology, perhaps sometime in the near future scientists will be able to fully understand this illness and find a successful and permanent cure for it.

Social Anxiety And The New York Essay - 987 Words

As a child, it can be hard to accept new things at a fast pace. When I was younger, I moved many times from state to state. Born in Maine, moving to Maryland, Ohio, back to Maryland, New York, and finally to Wyoming. The first four moves were back to back, making it only to first grade by the time I got to New York. As a child, it was hard for me. I couldn’t make friends, couldn’t get attached to things. I lived in Pembroke, New York for three years, making it the longest that I ever lived somewhere. I got to attach to people and make new friends, but that obviously came to an end. I moved to Wyoming after third grade ended; feeling as though I could die of my loss. I developed social anxiety, and I didn’t want to make friends anymore. I refused to lose something again. Now, it’s present day, and my social anxiety has gotten a little more lax. How and why? Well, that’s what the story is about. 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Obesity A Common Problem - 990 Words

Obesity has become a common problem in society. The main debate now, is why it has suddenly become so prominent and how we can help lower the obesity rate in future generations. There are many different beliefs surrounding obesity and this article is one of the more controversial ones. Included in this article are different types of experiments and evidence that are meant to sway the audience in to agreeing with the author, even if that means mocking and criticizing the evidence and theories he disagrees with. We have always believed that obesity was caused by a lack of exercise and a healthy diet, but this article challenges that. Written by David Berreby, â€Å"The Obesity Era† is an article that delves deeper in to obesity and the scientific theories behind it. The author explains that â€Å"for the first time in human history, overweight people outnumber the overfed† (Berreby). 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