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Last two golds on the line for Biles
DOHA: Simone Biles of the USA has two more chances to add to her hefty medal haul on the second day of the women’s apparatus finals at Aspire Dome on Saturday.
Biles, who has already won three golds and a silver in Doha, is the top qualifier on balance beam and floor exercise which will conclude the women’s competition of the championships.
Even for a gymnast as even-keeled as Biles, balance beam can be the most unpredictable of the four apparatus. She led qualifications but fell in the All-around final.
The 21-year-old ranked first over team-mate Kara Eaker in balance beam qualifications, but she isn’t making room in her collection for another gold just yet.
“Beam is a very mental event, so you have to bring your A-game that day and have the right mindset,” said Biles, who won balance beam gold at the 2014 and 2015 Worlds. “It’s really up for grabs because I’ve been in beam finals where everyone kind of falls apart. You never know.”
2016 Olympic balance beam champion Sanne Wevers of the Netherlands, who qualified in fourth place for the balance beam final behind third-ranked Zhang Jin of China, is seeking her first world title.
The elegant Wevers more than compensates for her lack of explosive difficulty by racking up points through her unique and bonus-yielding connections.
Wevers has also mastered the art of improvisation so she can still score big when her routine doesn’t go according to plan.
“It’s more like I the way I train,” Wevers said. “If something goes wrong, I think, ‘What do I need to do?’ It becomes second nature for me.”
On floor exercise, Biles’ overpowering performance in qualifications placed her 1.233 points above second-ranked Mai Murakami of Japan.
Biles, a three-time champion on that floor exercise, is optimistic that she can finish her championships with a golden flourish. | http://worldgymdoha18.com/contentpage.aspx?article=Last-two-golds-on-the-line-for-Biles |
Any doubt that Simone Biles is one of the greatest athletes of all time was laid to rest at the 49th FIG Artistic Gymnastics World Championships in Stuttgart, Germany. The 22-year-old dominated the competition, which took place from October 4 to October 13, 2019, winning gold in five of her six events. Biles' career total of 25 medals, 19 of which are gold, now exceed Belarus gymnast Vitaly Scherbo's 23 medals, making Biles the most decorated gymnast — male or female — at the World Championships.
“Every year, it feels better and better just because we’re adding to the legacy,” Biles said. “I feel like I never think of records. I just go out there and do what I came to do, which is compete for the country.”
Biles' winning streak began on Tuesday, October 8, when she helped the American women's gymnastics team take home their fifth consecutive world championship title, tying a record set by Romania from 1994 to 2001. “It means the world to me,” Biles later said. “For my fifth, that’s kind of unheard of, so it was really exciting. But we finished strong, and we gave it our all. It’s super exciting that we had the opportunity to do this.”
With her 21st medal at the World Championships — the most for a female gymnast — secured, Biles turned her attention to the all-around title, which she has dominated since 2013. On Thursday, October 10, the young gymnast outperformed 23 competitors in four disciplines to become the first and only woman to win five all-around world titles. With a combined score of 58.999, Biles outscored silver medalist Tang Xijing of China by an astounding 2.1 points.
The amazing gymnast continued to dominate in the individual events. On Saturday, October 12, Biles won the vault by more than half a point averaging 15.399 for her two attempts. On Sunday, October 13, she outpaced fellow US gymnast Sunisa Lee by a full point, in the floor routine, and her balance beam score of15.066 was six-tenths of a point ahead of silver medalist Liu Tingting of China. The only event Biles failed to medal in was the uneven bars in which she placed fifth.
Biles' wins are even more incredible because of her increasingly intricate and complicated routines. Her double-twist somersault on the balance beam during the 2019 US Championships in August was so difficult that the Women's Technical Committee of the International Gymnastics Federation (FIG) did not give the athlete the extra credit it deserved. The committee argued that doing so would encourage inexperienced gymnasts to attempt it, leading to serious injuries.
Given the low score, the gymnast decided not to incorporate the move — dubbed Biles in her honor — to her balance beam routine at the Stuttgart World Championships. However, she did introduce a never-before-done triple twisting double somersault to her floor exercise. Now called Biles II, it is the fourth skill named after her— two on floor and one each on beam and vault!
When asked how she continues to perform at these unprecedented levels, Biles said, "I really don't know how I do it sometimes. Sometimes I wonder how I do it. I feel like it's just like not me. I wish I could have an out-of-body experience to witness it because sometimes I think I'm going crazy."
Resources: CNN.com, NPR.org, Guardian.com
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614 Comments
- sophia2023about 2 monthsAmazing
- majestic_tiger16 months*admiration
- angelo10405056 monthsI am impressed
- kathybooklover8 monthsamazing!
- bluebunny32010 months🌻Awesome!!!
- kenialicy11 monthsI love her so much! #AMAZING
- deafgirlhistory12 monthsGo Simone Biles!!!!
- basketballanime12 months#impressed
- melody32910 monthsYes I think you are right 👍😊
- kbf1234about 1 yearmy legs would hurt after that so i'm impressed! | https://www.dogobooks.com/2019/10/14/simone-biles-shatters-more-records-at-the-2019-gymnastics-world-championships |
While riding mountain bikes in technically demanding conditions is by no means easy, if we take the movements of the rider’s body on the bike, along with the mechanics of the bicycle itself, and strip everything down to the most basic elements, the task (or tasks) of riding can usually be seen as quite simple.
Likewise, when riding, if we simply allow our bodies to work the way that they function best, allow our bikes to work the way that they are designed to work, and effectively manage our momentum down the trail instead of forcing things and fighting the laws of physics… Well, most of us would be riding very well!
Riding works like many things in life that at first seem complicated and overwhelming: once we break down the complications and see something at their most fundamental level, things start to make sense.
Unfortunately, a lot of riders complicate things with misinformation and subsequent bad technique. Often, learning to ride the bike properly is as much about un-learning bad habits and “getting out of your own way” as it is about acquiring new skills.
By understanding the way things work (balance) and simply allowing them to do so (with good position on the bike), we’ll be able to use one of our most important tools to its fullest potential.
In this article, we’ll get into how body position on the bike affects our sense of balance and how when we’re in proper position, we can allow this very important sense of balance to shine like a diamond. Also, we’ll see how incorrect bike positioning can render our sense of balance ineffective.
The first thing that I’d like to address is how our sense of balance actually works. Of course, my intent is to relate this information to mountain biking, not to reach the deepest depths and specifics and intricacies of human anatomy and physiology. So, if that’s an argument that you’d like to have, please save it for another time. (Preferably a time when you and I are sitting behind a couple of cold beers that you purchased.)
The first element of our balance system is made up of motor and sensory receptors known as proprioceptors. There are many types of proprioceptors, but basically, the receptors that are afferent (going to the brain) are transmitters within our muscles, joint cavities, tendon/muscle junctures, etc., that sense where our bodies are at in space. Some sense the angle of extension or flexation within our joints, some sense the amount of force or the rate of force being applied in a stretching muscle. The messages that these receptors send, when combined, and “computed,” with the other elements of our balance system by our brain and “reflex centers,” then send out messages to muscles in the body to make adjustments, counteract, readjust, etc, to make sure that the movements of the body are actually effective and controlling the movement of the body in the manner desired. This is obviously an extremely important chunk of riding the bicycle.
The next part of our balance system is the vestibular system that resides in our inner ears. This system senses movements in the forms of acceleration, deceleration, rotational movement, the force of gravity, etc., via the movement (or non-movement) of fluid and gunk in various cavities.
And the third part of balance is our vision. This makes sense because so much of effective balance depends upon determining where our bodies are at in space, and so much of vision is about determining what and where “space” actually is. The vestibular system also monitors head movement to ensure proper vision.
So, what about body position? There are many, many reasons why we need to maintain proper body position on the bike and maintaining proper balance is only one of them. We can’t go into all of them here. I like to say that body position is the “foundation” of riding. Nothing else can be built until the foundation is laid down. And just like building an actual structure, if this foundation is not built properly, you will run into problems later on.
Now here’s where things get really… simple? Yes, simple. When we break things down, the human body, from a motion standpoint, really only performs combinations of a few basic movements. All of these movements originate at our core (trunk of your body–the thing that your arms and legs connect to). In recent years, much of training for athletics has moved from throwing around super heavy weights and getting as “strong” as possible to, first and foremost, focusing on the ability to stabilize the core and effectively use strength, power, and fitness. Without a strong and balanced core from which all body movement originates, you’re dead in the water. (If Lou Ferrigno has crappy balance, he’s going to stink up the local MTB trails because even though he has incredible-hulk-power, he won’t be able to effectively apply it to handling the bike.)
So, we need to maintain a position on the bike that allows our body to maintain balance of the core. (I say, “allow” because we can’t voluntarily control our sense of balance). And this position is what I call the “athletic position of the human body” and it can be seen in the accompanying photo (you will also see this in pretty much all other sports: a tennis player waiting to return a serve, a baseball shortstop, a football linebacker, the list goes on). | https://shouldersofgiants.com/2015/11/13/balance-and-body-position-on-mountain-bikes/ |
Simone Biles Shatters More Records At The 2019 Gymnastics World Championships
Any doubt that Simone Biles is one of the greatest athletes of all time was laid to rest at the 49th FIG Artistic Gymnastics World Championships in Stuttgart, Germany. The 22-year-old dominated the competition, which took place from October 4 to October 13, 2019, winning gold in five of her six events. Biles' career total of 25 medals, 19 of which are gold, now exceed Belarus gymnast Vitaly Scherbo's 23 medals, making Biles the most decorated gymnast — male or female — at the World Championships.
“Every year, it feels better and better just because we’re adding to the legacy,” Biles said. “I feel like I never think of records. I just go out there and do what I came to do, which is compete for the country.”
Biles' winning streak began on Tuesday, October 8, when she helped the American women's gymnastics team take home their fifth consecutive world championship title, tying a record set by Romania from 1994 to 2001. “It means the world to me,” Biles later said. “For my fifth, that’s kind of unheard of, so it was really exciting. But we finished strong, and we gave it our all. It’s super exciting that we had the opportunity to do this.”
With her 21st medal at the World Championships — the most for a female gymnast — secured, Biles turned her attention to the all-around title, which she has dominated since 2013. On Thursday, October 10, the young gymnast outperformed 23 competitors in four disciplines to become the first and only woman to win five all-around world titles. With a combined score of 58.999, Biles outscored silver medalist Tang Xijing of China by an astounding 2.1 points.
The amazing gymnast continued to dominate in the individual events. On Saturday, October 12, Biles won the vault by more than half a point averaging 15.399 for her two attempts. On Sunday, October 13, she outpaced fellow US gymnast Sunisa Lee by a full point, in the floor routine, and her balance beam score of15.066 was six-tenths of a point ahead of silver medalist Liu Tingting of China. The only event Biles failed to medal in was the uneven bars in which she placed fifth.
Biles' wins are even more incredible because of her increasingly intricate and complicated routines. Her double-twist somersault on the balance beam during the 2019 US Championships in August was so difficult that the Women's Technical Committee of the International Gymnastics Federation (FIG) did not give the athlete the extra credit it deserved. The committee argued that doing so would encourage inexperienced gymnasts to attempt it, leading to serious injuries.
Given the low score, the gymnast decided not to incorporate the move — dubbed Biles in her honor — to her balance beam routine at the Stuttgart World Championships. However, she did introduce a never-before-done triple twisting double somersault to her floor exercise. Now called Biles II, it is the fourth skill named after her— two on floor and one each on beam and vault!
When asked how she continues to perform at these unprecedented levels, Biles said, "I really don't know how I do it sometimes. Sometimes I wonder how I do it. I feel like it's just like not me. I wish I could have an out-of-body experience to witness it because sometimes I think I'm going crazy."
Resources: CNN.com, NPR.org, Guardian.com
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376 Comments
- tahasv2Thursday, January 16, 2020 at 3:38 pmWOW!!!
- belle7Thursday, January 16, 2020 at 1:58 pmshes my idol
- animalloverdiyThursday, January 16, 2020 at 12:38 pmSO COOL! AMAZING PERSON!
- h8erluverThursday, January 16, 2020 at 9:48 amOMG she is awesome ! Iv'e been in gymnastics for two years and I still don't know how to do that
- michaelbtwWednesday, January 15, 2020 at 1:21 pminsane
- pijovepu-156856033829Monday, January 13, 2020 at 12:28 pmOMG
- sylviab285Sunday, January 12, 2020 at 12:26 pm........I am speechless
- norahsFriday, January 10, 2020 at 8:02 amSHE IS AWESOME! SHE IS MY INSPIRATION!
- bookworm923Friday, January 10, 2020 at 8:02 amShe is awesome!!!!!! She can do so many things I can't.
- bobypandas123Wednesday, January 8, 2020 at 8:49 amShe is soooooooo good!! | https://www.dogonews.com/2019/10/14/simone-biles-shatters-more-records-at-the-2019-gymnastics-world-championships |
Kui Yuanyuan (Simplified Chinese: 奎媛媛; born June 23, 1981) is a former artistic gymnast from China who competed in the 1996 and 2000 Olympic Games.
Kui won the floor exercise at the 1996 World Artistic Gymnastics Championships, becoming the first Chinese woman to do so. She then competed at the 1996 Summer Olympics, finishing 4th with the Chinese team. She recorded the highest score of the entire Olympics on the balance beam, a 9.875 during the team optionals, and in doing so, became the only gymnast to top the 9.862 scored three consecutive times by Olympic balance beam champion Shannon Miller. However, a fall from the beam during the team compulsories (resulting in a score of 8.925) prevented Kui from making the beam finals. She also failed to make the floor exercise final, despite her world title on that event.
Kui went on to win two bronze medals at the 1997 World Championships, with her team and on the balance beam. The balance beam result was controversial: Kui performed the most difficult routine of all the competitors in the final—including a full-twisting back layout, as well as three split leaps to a back handspring and two layout step-outs—but finished .012 behind Romania's Gina Gogean. She lost the silver medal to Svetlana Khorkina of Russia in a tie-breaker. The results prompted the president of the International Federation of Gymnastics to publicly chastise the judges.
The following year, Kui won two gold medals at the 1998 Asian Games in Bangkok and two medals at the World Cup Final. In 1999, she had an injury and could not compete. She recovered in time for the 2000 Olympics, where she hoped to win the individual gold medal on the balance beam that eluded her in 1996. However, she injured her knee while vaulting during the preliminary round of competition and could not compete in the finals. She admitted that it was emotionally devastating for her to watch her teammate Liu Xuan take the beam gold.
The Chinese team finished 3rd, but the medal was stripped by the International Olympic Committee in 2010 after one of the team members, Dong Fangxiao, was found to have been underage during the competition.
After retiring from gymnastics, Kui had surgery on her knee. She began studying French at the Beijing University of International Business and Economics, but dropped out after a few semesters. In March 2006, she married her boyfriend of two years, a football player. A year later, she gave birth to a daughter.
Kui remains close friends with former teammates Peng Sha (her daughter's godmother) and Bi Wenjing. | https://alchetron.com/Kui-Yuanyuan |
Where did the circle come from? – We all know = 3.14… or 22/7 However, few of us know how that number can be obtained. Our “basically memorized” school system is pretty bad. In fact, explaining it is quite easy and makes us understand the logic behind it. Not all teachers can or want to teach things like this. Many creative and intelligent children do not want to be teachers. At the end, many who become teachers are mediocre. Having a teacher who is creative, smart and has good communication is a privilege.
I admit that education now only wants to be simple and what is important without knowing the process. I still remember always asking how did you get this? The answer was that I just followed the time, I just didn’t know and in the end I was labeled a fool
But to be honest, after I lived a long time and went through a series of questions that I kept to myself until I found the answers, I immediately felt “this is how it is in books”
But when I found the answer I wanted, I was very satisfied
Where did the Phi Circle come from?
*simple:
To understand , please look at the image below.
is obtained by dividing the circumference by the diameter of the circle itself. No matter how big/small the circle is, the ratio remains the same: 3.14…
To prove it, you can make a loop of thread / cable freely. Then, take one more thread to measure the diameter.
If so, try to take the thread to measure the diameter and calculate the circumference of the circle. The steps are as shown below.
It’s that simple, there are many formulas and other mathematical notations that are easy to understand, but we usually just memorize them right away.
Now, it will be easier for us to imagine formulas that use , for example:
Circle area: r^2
Cube volume: 4/3 r^3
Or even the formulas we see in probability and statistics here.
Another way:
In the past, at Mts, they were taught to look for “π” (pi/phi) using the algebraic system
So here’s what it’s like (sorry if it’s wrong and complicated haha):
– Make a circle from cardboard (try to be symmetrical) with a random diameter (free)
– Take 1 strand of thread and then circle the circle that was made earlier
– Now just calculate how long the diameter is by folding the circle earlier, fold it 2 symmetrically
– Here we already have 2 numbers, namely the diameter and the circumference of the circle, then we can start solving the problem
But we know that with manual calculations, the circumference and diameter are not always in the right numbers (special numbers) so the results are sometimes not as accurate as the existing formula, more or less 80%-99% similar to the existing formula.
For example, let’s take a special number
Perimeter (C) = 44 CM
Diameter (d) = 14 CM
We have to find out why with a diameter of 14 CM the circumference is 44 CM, because the diameter number is smaller than the circumference, we have to increase the value of the diameter by adding or multiplying it.
Now we describe with algebra, why algebra? because it is adapted to its function to solve mathematical problems.
Let’s try one sentence:
How many numbers are needed (n) when multiplied by the diameter (d) of the circle, the result is the circumference (C) of the circle itself?
We describe:
n × d = C
Means
n = C d
We lower the numbers:
n × 14 CM = 44 CM
Means
n = 44 CM 14 CM
There we know that the number needed for the diameter multiplier is called “n”, now “n” is symbolized by “π” (pi/phi)
and believe me any number 1 or number 2 as a real number is only limited to “approaching” we do not know for sure what is 1 or what is 2 which essentially forms it but if you use anti-realist theory 1 is “ADA” because “ADA” is not 1, the concept of one and multiple from alain badiou
A fun fact about is that can be written to an infinite number of times. Any combination may be there, your date of birth, when you will meet your soulmate, until the day you die can be written there.
. | https://alltechnolog.com/where-did-the-circle-come-from/ |
The distance around a circle is called its circumference. The distance across a circle through its center is called its diameter. We use the Greek letter (pronounced Pi) to represent the ratio of the circumference of a circle to the diameter. In the last lesson, we learned that the formula for circumference of a circle is: . For simplicity, we use = 3.14. We know from the last lesson that the diameter of a circle is twice as long as the radius. This relationship is expressed in the following formula: .
The area of a circle is the number of square units inside that circle. If each square in the circle to the left has an area of 1 cm2, you could count the total number of squares to get the area of this circle. Thus, if there were a total of 28.26 squares, the area of this circle would be 28.26 cm2 However, it is easier to use one of the following formulas:
or
where is the area, and is the radius. Let's look at some examples involving the area of a circle. In each of the three examples below, we will use = 3.14 in our calculations.
Example 1: The radius of a circle is 3 inches. What is the area of the circle?
Solution:
= 3.14 · (3 in) · (3 in)
= 3.14 · (9 in)
= 28.26 in
Example 2: The diameter of a circle is 8 centimeters. What is the area of the circle?
8 cm = 2 ·
8 cm ÷ 2 =
= 4 cm
= 3.14 · (4 cm) · (4 cm)
= 50.24 cm
Example 3: The area of a circle is 78.5 square meters. What is the radius of the circle?
78.5 m = 3.14 · ·
78.5 m ÷ 3.14 · ·
25 m = ·
= 5 m
Summary: Given the radius or diameter of a circle, we can find its area. We can also find the radius (and diameter) of a circle given its area. The formulas for the diameter and area of a circle are listed below:
or
Exercises
Directions: Read each question below. Click once in an ANSWER BOX and type in your answer; then click ENTER. After you click ENTER, a message will appear in the RESULTS BOX to indicate whether your answer is correct or incorrect. To start over, click CLEAR. Use = 3.14 to calculate your answers. | https://www.mathgoodies.com/lessons/vol2/circle_area |
In this article I will show you how to convert 819 nautical miles into centimeters. Throughout the explanation below I might also call it 819 nmi to cm. They are the same thing!
How to Convert Nautical miles to Centimeters
A nautical mile is greater than a centimeter. I know that a nmi is greater than a cm because of something called conversion factors.
Put very simply, a conversion factor is a number that can be used to change one set of units to another, by multiplying or dividing it. So when we need to convert 819 nautical miles into centimeters, we use a conversion factor to get the answer.
The conversion factor for nmi to cm is:
Now that we know what the conversion factor is, we can easily calculate the conversion of 819 nmi to cm by multiplying
185200 by the number of nautical miles we have, which is 819.
So, the answer to the question "what is 819 nautical miles in centimeters?" is 151678800 cm.
Nautical miles to Centimeters Conversion Table
Below is a sample conversion table for nmi to cm:
|Nautical miles (nmi)||Centimeters (cm)|
|0.01||1852|
|0.1||18520|
|1||185200|
|2||370400|
|3||555600|
|5||926000|
|10||1852000|
|20||3704000|
|50||9260000|
|100||18520000|
|1000||185200000|
Best Conversion Unit for 819 nmi
Sometimes when you work with conversions from one unit to another, the numbers can get a little confusing. Especially when dealing with really large numbers.
I've also calculated what the best unit of measurement is for 819 nmi.
To determine which unit is best, I decided to define that as being the unit of measurement which is as low as possible, without going below 1. Smaller numbers are more easily understood and can make it easier for you to understand the measurement.
The best unit of measurement I have found for 819 nmi is nautical miles and the amount is 819 nmi. | https://worksheetgenius.com/unit-converter/convert-819-nmi-to-cm/ |
How do you find the circumference of a clock?
EXAMPLE 1 Finding the Circumference of a Circle
Find the circumference of the clock. Use 3.14 for . C d Write formula for circumference. ≈ 3.14(25) Substitute 3.14 for and 25 for d.
What is the diameter of the clock?
12 inch clocks are 12 inches diameter, 18 are 18 inches diameter, 24 clocks are 24 inches diameter etc! Make sure to get a battery that is over 1.3v for the large wall clocks. The larger hands take a lot of energy so a better battery will last longer. Lithium batteries are said to last a long time in clocks.
What is the diameter and radius of a clock?
Since the diameter of the clock’s face is 6 inches, radius r=(6/2)=3 r = ( 6 / 2 ) = 3 inches.
What is the radius of a clock?
A clock is shaped like a circle with a radius of 12 inches.
What is the circumference of Ferris wheel?
The “Ferris” wheel as it became known reached a maximum height of 80 m (264 ft) above the ground, with a diameter of 76 m (250 ft) and a circumference of 240 m (790 ft).
What is the size of a standard clock?
Generally, a clock will be between six to eighteen inches (about 15 cm to 45 cm). A smaller clock might measure around 8.5 inches (21 cm), and a medium clock sits around 12 to 24 inches (30 to 60 cm), while a larger clock can be between 24 to 32 inches (60 to 81 cm).
What best describes the circumference of a circle?
In geometry, the circumference (from Latin circumferens, meaning “carrying around”) is the perimeter of a circle or ellipse. That is, the circumference would be the arc length of the circle, as if it were opened up and straightened out to a line segment.
Which of the following is the radius of the circle?
What is Radius of Circle? A circle is a collection of points on a two-dimensional plane, which are equidistant from the center point ‘O’. The distance from the center point to any endpoint on the circle is called the radius of a circle.
What is the circumference of 5 peso coin? | https://tomcarterwatch.com/time/question-what-is-the-circumference-and-diameter-of-a-clock.html |
The sector of a circle is a partition of that circle. A sector extends from the center, or origin, of the circle to its circumference and encompasses the area of any given angle that also originates from the center of the circle. A sector is best thought of as a piece of pie, and the bigger the angle of the sector, the bigger slice of pie. Each side of the segment is a radius of the circle. You can find the radius of both the sector and the circle by using the sector's angle and area.
Double the area of the segment. For example, if the segment area is 24 cm^2, then doubling it results in 48 cm^2.
Multiply the sector's angle by π, which is a numerical constant that begins 3.14, then divide that number by 180. For the example, the sector's angle is 60 degrees. Multiplying 60 by π results in 188.496, and dividing that number by 180 results in 1.0472.
Divide the area doubled by the number obtained in the previous step. For the example, 48 divided by 1.0472 results in 45.837.
Find the square root of that number. For the example, the square root of 45.837 is 6.77. The radius of this segment is 6.77 cm.
References
About the Author
Chance E. Gartneer began writing professionally in 2008 working in conjunction with FEMA. He has the unofficial record for the most undergraduate hours at the University of Texas at Austin. When not working on his children's book masterpiece, he writes educational pieces focusing on early mathematics and ESL topics. | https://sciencing.com/radius-sector-7411750.html |
The UPSC EPFO is set to conduct the examination for the recruitment of Enforcement Officer under the Ministry of Labour & employment on 4th October 2020. The notification for this exam has been released after almost 3 years thus spiking the interest of the candidates. A large number of candidates are expected to appear in the examination. Many would be the ones appearing for the first time. In such cases, one question that crosses their mind is what will the paper be like? Well, to answer this we have come with UPSC EPFO Enforcement Officer previous year paper PDF to give you an idea of what it is going to be like.
Previous year paper not only helps in understanding the pattern but also guides your preparations accordingly. Here we will be covering a few topics like UPSC EPFO EO Previous year questions PDF, how previous year questions papers are useful and how to prepare for the enforcement officer exam.
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1. UPSC EPFO Enforcement Officer Previous Year Paper
The previous year paper can be downloaded by clicking on the link provided below:
Get UPSC EPFO Enforcement Officer Study Notes Here
Since the UPSC EPFO phase I Exam is a written test, the tests conducted are held under different set names. What we have included here is a ‘Set A’. The pattern for the rest of the set remains the same the only thing that varies are the questions. These can be different from each other depending on sets.
2. UPSC EPFO EO Previous Year Paper -: Sample Questions
For your UPSC EPFO Exam preparation, you can practice the following sample practice questions based on UPSC EPFO Enforcement Officer Previous Year Question Paper. Here you go:
Q1) Who is the author of the work, “Evolution of Provincial Finance in British India: A study in the Provincial Decentralization of Imperial Finance?
a) Dadabhai Naoroji
b) Dr. BR Ambedkar
c) M.N. Roy
d) Jawaharlal Nehru
Q2) Which of the following is the appropriate question tags in the sentence, “Anyone can make mistakes, _____?
a) isn’t it?
b) shall they?
c) can’t they
d) is it?
Q3) Which one of the following publications was started by Khan Abdul Ghaffar Khan in 1928?
a) Pakhtun
b) Khudai Khitmadgar
c) Young India
d) India Awakens
Want to SOLVE More Questions – Attempt a FREE UPSC EPFO EO Mock Test Here
Q4) Which of the following is not a constitutional body?
a) The Election Commission of India
b) The Finance Commission
c) The Official Languages Commission
d) The National Commission for Women
Q5) As per the traditional approach, the expense to be matched with revenue is based on?
a) Original Cost
b) opportunity cost
c) replacement cost
d) cash cost
Q6) In the context of Accounting, the term IFRS stands for :
a) International Financial Reporting Standards
b) Indian Financial Reporting Standards
c) Indian Financial Reporting System
d) International Financial Reporting System
Q7) Work Committee, safety committee and canteen management committee are the examples of?
a) workers’ participation in management
b) workers’ education schemes
c) workers’s cooperatives
d) workers’ suggestion schemes
Q8) Which of the following is not a trade union security measures?
a) Closed Shop System
b) Agency Shop System
c) Open Shop System
d) Union Shop System
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Q9) Which of the following gases has the highest solubility in water?
a) Chlorine
b) Ammonia
c) Carbon Dioxide
d) Nitrogen
Q10) Which one of the following is hardware?
a) Powerpoint
b) Control Unit
c) Printer Driver
d) Operating System
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Q11) What is the maximum number of the spherical ball for radius 1 cm each that can be placed inside a cubical box of height 10 cm?
a) 25
b) 125
c) 250
d) 1000
Q12) The area of the smallest circle which contains a square of area 4 cm square inside is:
a) 3.14 cm square
b) 2* 3.14 cm square
c) 3* 3.14 cm square
d) 4*3.14 cm square
Download the complete set of questions based on UPSC EPFO Enforcement Officer Previous Year Paper here:
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- Gives a brief description of the exam pattern and the types of questions that can be expected.
- Aspirants appearing for the first time are hugely benefitted by Previous year question papers. It helps them understand the topic that has been asked in the exam.
- Going through the paper also allows one to plan their studies and pick on the important topics for the exam.
- Solving the UPSC EPFO EO previous year questions gives an insight on what the paper will look like and how it will be this time (a brief idea). – Attempt Free Questions Now
- The biggest factor is it induces confidence in the individual to appear for the UPSC EPFO enforcement officer 2020 exam.
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What you need for your linen fabric baskets:
Obviously, you will need linen fabric. I love and am using this particular linen blend that is actually a tablecloth from Ikea. But you can use any linen you like – or even other fabrics! Stiffer, heavier weights are better but I’ll talk about that in a moment.
I kept my linen basket in one color but this would be fun in two-tone or two different fabrics.
Next, you might need some iron-on interfacing. If you’re using a light weight fabric such as cotton, you should use heavy-weight interfacing. Also, if you’re making a very small basket, it might stand up on its own but as you’re making them bigger, you’ll definitely want the interfacing. For thicker fabrics you can use light-weight interfacing. If you’re using a super heavy-weight fabric you might not need it.
Of course, you’ll need regular sewing supplies such as good scissors, a measuring tape, a long ruler, thread, pins, and ideally a sewing machine, even though you could theoretically sew this by hand.
How to make the linen basket:
Cutting the linen fabric:
This is how I like to start this project. I try to find a plate, bowl, or any other evenly round object that is a good size for the bottom of this round basket.
Now, using a pencil, trace the outline of this round object onto your fabric 2 times and cut it out WITH about ½ inch seam allowance.
Next, we’ll have to use some math. Don’t worry, I am not a math wizard at all. If I can figure this out, you can, too!!
We need to calculate how wide our side panels will have to be. For that, measure the diameter of your round bottom and multiply that by 3.14 (the pie number).
In my case that was 18 cm (7 inches) x 3.14 = 56.5 cm (22.2 inches). The last number is your length. To determine the height, find out how high you want your basket to be and add some if you’re like to fold it over. In my case, I went with 25 cm (9.8 inches).
So the 2 pieces that I cut were 27 cm (10.6 inches) x 58.5 cm (23 inches).
When cutting, though, always make sure to add about ½ inch seam allowance on all four sides!!
Next, cut 2 rectangular and 2 round pieces the same size as your fabric from the interfacing (confession: I didn’t have enough for the round pieces, so I didn’t do that). Iron on the interfacing according to the instructions. | https://www.hometalk.com/44391916/linen-fabric-basket-tutorial?offset=undefined |
Discovering multiplication following counting, addition, and subtraction is good. Children learn arithmetic through a organic progression. This advancement of discovering arithmetic is often the subsequent: counting, addition, subtraction, multiplication, and lastly section. This declaration results in the issue why understand arithmetic within this pattern? Most importantly, why learn multiplication after counting, addition, and subtraction just before division?
The subsequent details answer these questions:
- Young children find out counting initial by associating graphic physical objects using their fingertips. A concrete example: The number of apples exist from the basket? Much more abstract example is when aged are you?
- From counting numbers, the following rational move is addition accompanied by subtraction. Addition and subtraction tables can be quite valuable training assists for children since they are aesthetic tools creating the move from counting simpler.
- Which ought to be acquired after that, multiplication or department? Multiplication is shorthand for addition. At this point, youngsters have got a firm knowledge of addition. Consequently, multiplication will be the after that reasonable kind of arithmetic to learn.
Overview basics of multiplication. Also, evaluate the fundamentals the way you use a multiplication table.
Let us review a multiplication example. Using a Multiplication Table, flourish a number of times a few and obtain a solution twelve: 4 by 3 = 12. The intersection of row 3 and column several of a Multiplication Table is 12; 12 will be the answer. For kids starting to understand multiplication, this really is effortless. They may use addition to resolve the problem hence affirming that multiplication is shorthand for addition. Case in point: 4 by 3 = 4 4 4 = 12. It is really an excellent introduction to the Multiplication Table. The additional benefit, the Multiplication Table is visible and demonstrates straight back to understanding addition.
Exactly where should we commence studying multiplication using the Multiplication Table?
- Initially, get acquainted with the table.
- Get started with multiplying by a single. Begin at row number 1. Relocate to line number one. The intersection of row one and line the first is the perfect solution: 1.
- Repeat these methods for multiplying by 1. Multiply row one by posts a single via a dozen. The replies are 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, and 12 respectively.
- Replicate these techniques for multiplying by two. Flourish row two by posts 1 through 5. The answers are 2, 4, 6, 8, and 10 respectively.
- We will bounce ahead. Repeat these techniques for multiplying by several. Increase row 5 various by columns one particular by means of a dozen. The solutions are 5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, and 60 respectively.
- Now we will improve the degree of difficulty. Recurring these methods for multiplying by a few. Increase row three by columns one particular via 12. The solutions are 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, and 36 respectively.
- In case you are comfortable with multiplication so far, use a analyze. Fix the subsequent multiplication issues in your thoughts then evaluate your answers towards the Multiplication Table: grow 6 and 2, increase 9 and 3, multiply a single and eleven, increase a number of and four, and flourish several as well as two. The trouble answers are 12, 27, 11, 16, and 14 respectively.
If you obtained 4 out from 5 troubles appropriate, make your very own multiplication tests. Calculate the solutions in your head, and appearance them while using Multiplication Table. | https://www.printablemultiplication.com/printable-multiplication-chart-to-20/ |
To get a circle’s area by diameter, you need to know the diameter first. The following steps will explain how this is done.
Start by getting the diameter of the circle. Get the circle’s circumference and divide this by pi. Next you have to divide the diameter by two to get the radius. If the circle has a 13 inch diameter, divide 13 by 2. The result is 6.3, which is the radius. Next, multiply the radius by itself. This will square the radius.
In this case you should multiply 6.5 by 6.5. The result is 42.25 inches. Multiply this number by 3.14 (pi). This is the area of the circle. By multiplying 42.25 sq in by 3.14, you will get 132.665 square inches. This is the circle’s area.
To clarify, the circumference of a circle is the shape’s boundary length. Suppose you shape a wire into a circle. The wire forming the circle boundaries is the circumference. The circumference is also known as the perimeter.
The area is the square units within the circle. Assume you have a piece of paper shaped into a circle. If you want to color it red, the area you paint on is the area.
Simply put, an area refers to the extent of a shape or 2D surface. It can be seen as a material with a specified thickness. Another way to describe an area is the amount of paint required to conceal a surface. The shape of an area can be determined by comparing its shape to squares of a specific size.
radius is 5, its diameter is 10. Deduct the circumference off the perimeter. The result is the diameter. If the circumference is 30, its perimeter is sixty.
Deduct the number and the result is 6. The circumference should be multiplied by two. Divide the number by pi. The result is the diameter. If the circumference is 25, multiply it by 2. The result is fifty. Divide this by pi. The result is 15.915. This is the diameter.
There are now calculators that can get area by diameter. They are available on the Internet. These are free and can be used by anyone. Just make sure to input the proper numbers. Otherwise the results will not be valid. | http://www.dimensionsinfo.com/area-by-diameter/ |
A radical is basically a fractional exponent and is denoted by the radical sign (√). The expression x2 means to multiply x by itself (x × x), but when you see the expression √x, you're looking for a number that, when multiplied by itself, equals x. Similarly, 3√x means a number that, when multiplied by itself twice, equals x, and so on. Just as you can multiply numbers with the same exponent, you can do the same with radicals, as long as the superscripts in front of the radical signs are the same. For example, you can multiply (√x × √x) to get √(x2), which just equals x, and (3√x × 3√x) to get 3√(x2). However, the expression (√x × 3√x) can't be simplified any further.
Tip #1: Remember the "Product Raised to a Power Rule"
When multiplying exponents, the following is true:
The same rule applies when multiplying radicals. To see why, remember that you can express a radical as a fractional exponent. For example,
or, in general,
When multiplying two numbers with fractional exponents, you can treat them the same as numbers with integral exponents, provided the exponents are the same. In general:
Example: Multiply √25 × √400
Tip #2: Simplify the Radicals before Multiplying Them
In the above example, you can quickly see that
and that
and that the expression simplifies to 100. That's the same answer you get when you look up the square root of 10,000.
In many cases, such as in the above example, it's easier to simplify numbers under the radical signs before you perform the multiplication. If the radical is a square root, you can remove numbers and variables that repeat in pairs from under the radical. If you're multiplying cube roots, you can remove numbers and variables that repeat in units of three. To remove a number from a fourth root sign, the number must repeat four times and so on.
Examples
1. Multiply √18 × √16
Factor the numbers under the radical signs and put any that occur twice outside the radical.
2. Multiply
To simplify the cube roots, look for factors inside the radical signs that occur in units of three:
The multiplication becomes
Multiplying like terms and applying the Product Raised to Power Rule, you get: | https://sciencing.com/tips-for-multiplying-radicals-13712203.html |
How long does fill take for a pump with a volume flow of 200 l per minute fill a cube-shaped tank up to 75% of its height if the length of the cube edge is 4 m?
- The wooden
The wooden block measures 12 cm, 24 cm, and 30 cm. Peter wants to cut it into several identical cubes. At least how many cubes can he get?
- Into box
How many cubes with an edge of 2.5 cm fit into a box measuring 11.6 cm; 8.9 cm and 13.75 cm?
- Thousand balls
We have to create a thousand balls from a sphere with a diameter of 1 m. What will be their radius?
- Clay balls
How many clay balls with a radius of 1 cm can be made from a ball of clay with a radius of 8 cm?
- Identical cubes
From the smallest number of identical cubes whose edge length is expressed by a natural number, can we build a block with dimensions 12dm x 16dm x 20dm?
- Cannonballs
Of the three cannonballs with a diameter of 16 cm, which landed in the castle courtyard during the battle, the castle blacksmith cast balls with a diameter of 10 cm, which fit into the cannons placed on the walls. How many cannonballs did the blacksmith c
- The excavation
The excavation for the city sewer was 38 m long, 2.2 m wide, and 3 m deep. a) How many cubic meters of soil were dredged b) How many journeys had to be made by one car when removing the soil, if they loaded an average of 4.5 m of cubic soil on each journe
- Wax candles
A company makes wax candles in the shape of a cylinder. Each candle has a diameter of 4 inches and a height of 7 inches. If the company used 7561.12 in3 of wax, how many candles did it make? Use 3.14, and do not round your answer
- Cheops pyramid
The Pyramid of Cheops is a pyramid with a square base with a side of 233 m and a height of 146.6 m. It made from limestone with a density of 2.7 g/cm3. Calculate the amount of stone in tons. How many trains with 30 twenty tons wagons carry the stone?
- Winch
The steel rope has a diameter of 6mm and a length of 20m. We are winding on drum width 60mm, starting diameter 50mm. What is the final diameter after winding?
- The cube
The cube has an edge of 25 cm. We cut it into small cubes of 5 cm long side. How many of these little ones left when we build a new cube of 20 cm in length?
- The number
The number of 1 cm cubes required to make 4 cm cube is?
- Cube cut
In the ABCDA'B'C'D'cube, it is guided by the edge of the CC' a plane witch dividing the cube into two perpendicular four-sided and triangular prisms, whose volumes are 3:2. Determine in which ratio the edge AB is divided by this plane.
- Allan
Allan keeps tropical fish. His aquarium is 4 feet long, 1 foot wide, and 2 feet tall. Each fish needs at least 0.5ft³ of water. What is the maximum number of fish that he can keep in the aquarium? Please show your solution. Please
- Bricks pyramid
How many 50cm x 32cm x 30cm brick needed to built a 272m x 272m x 278m pyramid?
- Inscribed sphere
How many percents of the cube volume takes the sphere inscribed into it?
- Cubes into cuboid
How many 12 centimeter cubes fit into the block (cuboid) with 6dm, 8,4dm and 4,8?
- A residential
A residential colony has a population of 5400 and 60 litres of water is required per person per day. For the effective utilization of rain water, they constructed a water reservoir measuring 48m × 27m × 25m to collect the rain water. For how many days, th
- Water block
A block with a 50 cm2 base is filled with water 5 cm under the edge. How many can sugar cubes with 2 cm edge be thrown into a container that overflow water?
Do you have an interesting mathematical word problem that you can't solve it? Submit a math problem, and we can try to solve it. | https://www.hackmath.net/en/word-math-problems/division?tag_id=64 |
This question paper consists of 30 questions divided into four sections - A, B, C and D. Section A contains 6 questions of 1 mark each. Section B contains 6 questions of 2 marks each, Section C contains 10 questions of 3 marks each. Section D contains 8 questions of 4 marks each.
1. If x = 3 is one root of the quadratic equation x2 – 2kx – 6 = 0, then find the value of k.
2. What is the HCF of smallest prime number and the smallest composite number ?
3. Find the distance of a point P(x, y) from the origin.
4. In an AP, if the common difference (d) = –4, and the seventh term (a7) is 4, then find the first term.
5. What is the value of (cos2 67° – sin2 23°) ?
6. Given Δ ABC ~ Δ PQR, if AB/PQ = 1/3, then find ar ΔABC / ar ΔPQR.
7. Given that √2 is irrational, prove that (5 + 3√2) is an irrational number.
8. In Fig. 1, ABCD is a rectangle. Find the values of x and y.
9. Find the sum of first 8 multiples of 3.
10. Find the ratio in which P(4, m) divides the line segment joining the points A(2, 3) and B(6, –3). Hence find m.
11. Two different dice are tossed together. Find the probability :
(i) of getting a doublet
(ii) of getting a sum 10, of the numbers on the two dice.
12. An integer is chosen at random between 1 and 100. Find the probability that it is :
(i) divisible by 8.
(ii) not divisible by 8.
13. Find HCF and LCM of 404 and 96 and verify that HCF × LCM = Product of the two given numbers.
14. Find all zeroes of the polynomial (2x4 – 9x3 + 5x2 + 3x – 1) if two of its zeroes are (2 + √3) and (2 – √3).
15. If A(–2, 1), B(a, 0), C(4, b) and D(1, 2) are the vertices of a parallelogram ABCD, find the values of a and b. Hence find the lengths of its sides.
OR
If A(–5, 7), B(–4, –5), C(–1, –6) and D(4, 5) are the vertices of a quadrilateral, find the area of the quadrilateral ABCD.
16. A plane left 30 minutes late than its scheduled time and in order to reach the destination 1500 km away in time, it had to increase its speed by 100 km/h from the usual speed. Find its usual speed.
17. Prove that the area of an equilateral triangle described on one side of the square is equal to half the area of the equilateral triangle described on one of its diagonal.
OR
If the area of two similar triangles are equal, prove that they are congruent.
18. Prove that the lengths of tangents drawn from an external point to a circle are equal.
19. If 4 tan θ = 3, evaluate
OR
If tan 2A = cot (A – 18°), where 2A is an acute angle, find the value of A.
20. Find the area of the shaded region in Fig. 2, where arcs drawn with centres A, B, C and D intersect in pairs at mid-points P, Q, R and S of the sides AB, BC, CD and DA respectively of a square ABCD of side 12 cm. [Use π = 3.14]
21. A wooden article was made by scooping out a hemisphere from each end of a solid cylinder, as shown in Fig. 3. If the height of the cylinder is 10 cm and its base is of radius 3.5 cm. Find the total surface area of the article.
OR
A heap of rice is in the form of a cone of base diameter 24 m and height 3.5 m. Find the volume of the rice. How much canvas cloth is required to just cover the heap ?
22. The table below shows the salaries of 280 persons :
|Salary (In thousand Rs.)||No. of persons|
|5-10||49|
|10-15||133|
|15-20||63|
|20-25||15|
|25-30||6|
|30-35||7|
|35-40||4|
|40-45||2|
|45-50||1|
Calculate the median salary of the data.
23. A motor boat whose speed is 18 km/hr in still water takes 1hr more to go 24 km upstream than to return downstream to the same spot. Find the speed of the stream.
OR
A train travels at a certain average speed for a distance of 63 km and then travels at a distance of 72 km at an average speed of 6 km/hr more than its original speed. If it takes 3 hours to complete total journey, what is the original average speed ?
24. The sum of four consecutive numbers in an AP is 32 and the ratio of the product of the first and the last term to the product of two middle terms is 7 : 15. Find the numbers.
25. In an equilateral Δ ABC, D is a point on side BC such that BD = 1/3 BC. Prove that 9(AD)2 = 7(AB)2
OR
Prove that, in a right triangle, the square on the hypotenuse is equal to the sum of the squares on the other two sides.
26. Draw a triangle ABC with BC = 6 cm, AB = 5 cm and ∠ABC = 60°. Then construct a triangle whose sides are 3/4 of the corresponding sides of the Δ ABC.
27. Prove that :
28. The diameters of the lower and upper ends of a bucket in the form of a frustum of a cone are 10 cm and 30 cm respectively. If its height is 24 cm, find :
(i) The area of the metal sheet used to make the bucket.
(ii) Why we should avoid the bucket made by ordinary plastic ? [Use π = 3.14]
29. As observed from the top of a 100 m high light house from the sea-level, the angles of depression of two ships are 30° and 45°. If one ship is exactly behind the other on the same side of the light house, find the distance between the two ships. [Use √3 = 1.732]
30. The mean of the following distribution is 18. Find the frequency f of the class 19 – 21.
|Class||11-13||13-15||15-17||17-19||19-21||21-23||23-25|
|Frequency||3||6||9||13||f||5||4|
OR
The following distribution gives the daily income of 50 workers of a factory :
|Daily income (in Rs.)||100-120||120-140||140-160||160-180||180-200|
|Number of workers||12||14||8||6||10|
Convert the distribution above to a less than type cumulative frequency distribution and draw its ogive. | https://www.cbsesyllabus.in/study/cbse-class-10-mathematics-question-paper-2018 |
Area of an Annulus Calculator
Area of an Annulus (Ring) Calculator: Understanding the step by step procedure of computing the area of an annulus helps the students to solve the math questions easily in their assignments and exams. Area of an Annulus Calculator is a free and handy tool that gives the exact solution within seconds. This calculator aims to save the valuable time of the students while solving the tough math problems. You need to enter the outer radius, inner radius of an annulus circle in the input fields and also select the units, hit on the calculate button to find the area in a short span of time.
Here are some samples of Area of an Annulus calculations
Go through the further modules to get the full fledged knowledge on how to solve the area of an annulus (ring) easily with the help of solved examples. However, you will also learn what is an annuluar ring and formula to find the area of an annulus.
Annulus Ring Area Formula
The formula for area of an annulus is given below
Area of an annular ring is A = π * (R² - r²)
Where, R is the radius of an outer circle.
r is the radius of an inner circle.
If you know diameter of annulus circle,
Area of an annulus (ring) is A = (π / 4) * (D² - d²)
Where,
d is the diameter of inner circle.
D is the diameter of outer circle.
Steps to Calculate the Area of an Annular Ring
Have a look at the manual procedure to calculate the annulus ring area in the below sections. Follow these simple steps and guidelines to get the area of an annulus using the formula.
- Get the inner circle radius and outer circle radius from the question.
- Square the radius of both circles.
- Find the difference of outer circle square and inner circle radius.
- Multiply the obtained value with π.
- The result is called area of an annulus (ring).
Examples of Annulus Ring Area
Example 1: Find the area of the path, where the path is 16 cm wide, surrounds a circular lawn whose diameter is 360 cm?
Solution:
Given that,
Width of the path = 16 cm
Diameter of inner circle = 360 cm
Radius of inner circle (r) = diameter / 2 = 360 / 2 = 180
Radius of the outer circle (R) = 180 + 16 = 196
Area of annulus = π * (R² - r²)
A = 3.14 * (196² - 180²)
= 3.14 * (38416 - 32400)
= 3.14 * 6016
= 18890.24
∴ Area of an annulus is 18890.24 cm².
Example 2: If the area of an annulus is equal to 1092 inches and its width is equal to 2 inches, then find the radius of both inner and outer circles?
Solution:
Given that,
Area of annulus = 1092 inches
Width of annulus = 2 inches
Width is equal to R - r
R - r = 2
R = 2 + r
The formula to calculate area of an annulus A = π * (R² - r²)
= π * (R - r) * (R + r)
Substitute the values in the above formula.
1092 = π * (2 + r - r) * (2 + r + r)
1092 = 2π * (2r + 2)
1092 = 4π * (r + 1)
= 3.14 * 4 * (r + 1)
= 12.56 * (r + 1)
1092 / 12.56 = r + 1
86.94 = r + 1
r = 86.94 - 1
r = 85.94
R - r = 2 inches
R - 85.94 = 2
R = 2 + 85.94
= 87.94
So, the radius of outer circle is 87.94 inches, radius of inner circle is 85.94 inches.
Areavolumecalculator.com is an ultimate website that offers all free math concepts calculators for assisting the students and every single person out there regarding geometric volume, area, surface area, other concepts.
FAQ's on Annulus Area
1. What is meant by annulus?
Annulus is an region basically defined as the shape out of two circles. It is formed by two concentric circles. The region covered between those concentric circles is called annulus or annular region.
2. What is the area of an annulus ring?
Area of an annulus (ring) is defined as the area that is covered between the concentric circles. It can be obtained by finding the area of an inner circle meaning smaller one and area of an outer circle meaning bigger one. Subtract those two values to get the final result.
3. What are the examples of Annulus ring?
Some of the annulus ring examples are dough-nut, finger-ring, and others.
4. What are the formulas to find the inner circle, outer circle radii?
Radius of outer circle R = √(r² + (A) /( π))
Radius of inner circle r = √(R² - (A) /( π))
Where, A is the area of annulus and π is 22 / 7. | https://areavolumecalculator.com/annulus-area-calculator/ |
A right solid is a three dimensional geometric object with a base that is either a circle or a regular polygon. It may come to a point or have a flat top. The flat top must be identical and parallel to the base, and the sides are then perpendicular to them. If instead the solid is pointed, a line from the point to the center of the base must be perpendicular to the base. These objects make up the geometric categories of the pyramid, prism, cylinder and cone. Their volumes are proportional to the area of the base multiplied by the height.
If the base of the object is round, calculate the area of this circle by squaring the radius (or squaring the diameter and dividing by four). Multiply the result by Pi (approximately 3.14). This is the area of the circular base of the cylinder or cone.
If the base of the object is an equilateral triangle, calculate its area by multiplying the length of one side of the triangular base by the square root of 3 and then divide by 4. This is the area of the base of the three-sided pyramid or prism.
If the base is a square, find its area by multiplying the length of the side by itself (squaring it). This is the area of the base of the square pyramid or prism.
Multiply the area of the base by the height of the solid.
If the solid is a prism or a cylinder this result is the volume. Prisms and cylinders have tops and bottoms that are parallel to each other and sides that are perpendicular to the two ends. Prisms have polygon bases while cylinders are round.
For example, a prism has a square base that is 8 inches by 8 inches and it is 6 inches high. The area of the base is 8 inches squared or 64 square inches. The volume is 6 inches times 64 square inches or 384 cubic inches.
If the solid is a pyramid or a cone, divide the result of step 4 by three to find the volume. Pyramids have polygons for bases, and cones are round. Both types of objects have side surfaces that come to a point rather than having flat tops.
For example, a cone is 4 inches high and has a base that is 10 inches across. Its radius is 10 divided by 2 equals 5 inches, so its area is 5 squared times Pi which is approximately 3.14 times 25 or 78.54 square inches. The volume is 4 inches times 78.54 square inches divided by 3 which is about 104.72 cubic inches.
References
- “CRC Standard Mathematical Tables and Formulae”; Daniel Zwillinger; 2002
About the Author
Don Patton began writing after retiring from an engineering career in 2006. He holds a Bachelor of Science in electrical engineering from the University of California at Berkeley and continued with graduate study in software engineering. | https://sciencing.com/volume-right-solid-5880943.html |
Question:
- Intelligence
- Cross Cultural
- Sensation and Perception
- Consciousness
You then need to apply each of these two (2) psychological concepts, theories or processes to the discipline/professional area you are studying. Answer the following questions:
- how does the psychological concept, theory or process explaina particular behavior or issue in your discipline/profession?
- how could the psychological concept, theory or process beused to improve that particular behavior or issue?
Sample Draft Solution:
PSY 141 Assignment: Introduction To Psychology B
The humanitarian and the community studies mainly provide the opportunity for the students in learning, critically analyzing and applying the concepts of the human service delivery in the field of humanitarian aid, social and community engagement (Green et al., 2017). The individuals get scopes of being employed for service delivery in the field of humanitarian aid, social as well as community engagement. The workers mainly need to develop the essential knowledge as well as skills required in working with the individuals as well as groups not only from the indigenous communities but also for the different disadvantaged and generalized communities of the nation (Sue et al., 2015). The individuals working in the fields need to develop an in-depth knowledge in the domains of the psychology, sociology as well as in the human behaviors ethics and even cross-cultural communications skills. They also need to develop awareness for not only the indigenous culture and knowledge but about the different cultures of the people who reside in the nation besides the non-indigenous Australians. This assignment would thereby focus on two important concepts like cross-cultural skills as well as perception and sensation. It will show how the two concepts help in overcoming various issues in the domain and how the skills can be developed in order to improve the condition of the disorder.
Cross-cultural competence can be defined as the ability of the individuals in understanding, communicating and interacting effectively with people across different cultures. Researchers are of the opinion that cross-cultural competence by every social and community worker should comprise of being aware of the individual’s own point of view and developing attitudes that helps in successful and sensitive handling of the cultural differences among the various clients who need support (Fisher et al., 2015). Cross-cultural competence mainly helps in allowing the social an community workers to become more attuned with and sensitive for different individuals, family and different group specific needs, values, beliefs and attitudes. This is done in order to provide more culturally competent interventions, services as well as supports that align with the cultural traditions, perceptions as well as inhibitions of the different clients coming from different backgrounds.
Researchers are of the opinion that cross-cultural competence is mainly about the will and actions for building a proper understanding between people (Mason et al., 2018). They also need to be open and respectful for the different cultural perspectives that would be required for strengthening of the cultural security and helps in working towards equality and the opportunity. Relationship building is fundamental to cross-cultural competence and is therefore based on the foundations of understanding each other’s expectations and attitudes and subsequently building on the strengthening of each other’s knowledge (Ochs & Scheiefflein, 2017).
From this concept, there arises the importance of another concept called the sensation and the perception. These two concepts are intimately related but they may be seen to play different roles how one individuals perceives the world. Sensation refers to the procedures of sensing the environment through proper touch, taste, sight, sound as well as smelling. This information is sent to the brains in the raw form and in this arena, the perception is seen to play roles. Perception is the way by which individuals are seen to interpret these sensations and thereby participates in making sense of everything surround them (Truong et al., 2014). Therefore, in a summarized form, sensation has been explained by researchers as the passive processing of the bringing in the information from outside world into the body and then to the brain. This process is termed as passive by many researchers because an individual does not have to engage actively in the sensing procedure. It can be defined as the active process of selection, organization and interpretation of the information that is brought to the brain by the senses.
The nation of Australia has become egalitarian in nature. This means that the nation believes in respecting equal rights and opportunities of all the residents of the nation irrespective of their background, class, ethnicity, race and religion. Moreover, the nation is trying its best to ensure equality among all members of the nation so that every person gets the full potential to love successful and healthy lives (foley & Matlin, 2015). However, the outcomes that had been reported shows a different result and failing of the close the gap campaign had been seen to be one of the biggest example. The Aboriginal Australians are seen to still facing disadvantages and the huge gap in the health status between the Aboriginal Australians and the non-indigenous Australians is one such example.
One closely analyzing the causes of the failures of the different campaigns for not only the Aboriginal Australians but also of the different culturally and linguistically diverse communities, important data has been found which is extremely important for the individuals working as health professionals and social and community workers of the nation (Mather, 2016). It has been found that considerations and participations of the representatives of the communities is one such cause. Due to absence of the participation, the western health and community workers are not able to understand exactly their needs and requirement. Another main cause is the improper incompetent cross-cultural communication that takes among the professionals and that of the communities and clients who need support. Even data has suggested that the professionals exhibit improper verbal and non-verbal communication skills that do not align with that of the culturally diverse communities. Examples can be provided in case of the cross-cultural incompetency to shed more light on the issues. | https://ulcius.com/2020/02/12/psy-141-assignment-introduction-to-psychology-b/ |
American Councils for International Education is a nonprofit NGO creating educational opportunities that prepare individuals and institutions to succeed in our interconnected world. Being immersed in other countries and cultures enables individuals to grow personally and professionally while empowering them to address—and solve—the world’s most complex political, economic, and social challenges.
From developing the first exchanges of Eurasian and American students and scholars, to current initiatives supporting collaborative education between the U.S., Asia, Africa, Eurasia, the Middle East, and South America, American Councils designs and implements cultural, professional, and academic programs in regions of the world deemed critical for U.S. economic competitiveness and national security. These programs are underpinned with thorough research that ensures their quality and integrity. Our participants become culturally aware citizens of the world, contributing to mutual understanding and successful international collaboration.
MISSION
A leader in international education, academic exchange, language acquisition and assessment, and research, American Councils prepares individuals and institutions to succeed in an increasingly interconnected and rapidly changing world.
VISION
American Councils is helping to build a world of globally competent citizens, successful institutions, and responsible nations.
FUNDERS AND PARTNERS
American Councils has been entrusted with over half a billion dollars in competitive grant awards from government agencies and charitable foundations. We are enabled and empowered to further our mission to provide greater access to educational opportunities across the globe thanks to funding from sources including the U.S. Department of State, the U.S. Department of Education, Library of Congress, National Endowment for Humanities, Carnegie Corporation of New York, USAID, The Defense Language and National Security Education Office, The U.S. Russia Foundation, U.S. Society Foundations, and many foreign governments and their ministries of education.
OUR CULTURE
The Nonprofit Times has ranked American Councils as one of the top 50 nonprofits to work for in the entire United States. Headquartered in downtown Washington, D.C., American Councils is at the epicenter of culture, politics, and knowledge. The organization’s vision is to build a world of globally competent citizens, successful institutions, and responsible nations – a vision made possible by American Councils’ strong tradition in empirical research, educational assessment, and rigorous program evaluation. These capacities, coupled with the organization’s highly diverse, multilingual and multicultural staff, have assured American Councils’ reputation over the years as a thought leader in the field of international education and immersion learning. | http://americancouncils.md/about/ |
A global citizen is someone who is aware of and understands the wider world and their place in it. They take an active role in their community, and work with others to make our planet more equal, fair and sustainable. Global citizenship helps young people to: Build their own understanding of world events.
A global citizen is someone who is aware of and understands the wider world – and their place in it. They take an active role in their community and work with others to make our planet more peaceful, sustainable and fairer.
Global Citizenship nurtures personal respect and respect for others, wherever they live. It encourages individuals to think deeply and critically about what is equitable and just, and what will minimise harm to our planet.
A global citizen is someone who sees themselves as part of an emerging sustainable world community, and whose actions support the values and practices of that community. Many people today identify with being global citizens as more and more aspects of their lives become globalized.
By working abroad, graduates have more opportunities to take on new roles, advance their careers, and build a global network. Developing a global mindset and having an understanding of international practices can give students a leg-up in the expanding global community.
Use the following tactics to make your students global citizens: Empower your students as leaders and teachers. … Remind your classroom that global citizens teach, listen and learn from each other. Incorporate global stories into your curriculum.
including respecting others, obeying rules and laws, and setting a good example to others. Global citizens feel a sense of responsibility to help when the rights of others are violated, no matter where in the world they live. difference. When individuals join with others, local action can create global change.
While the concept of global citizenship is not a new one, it is becoming ever more important in our expanding and increasingly interconnected world. … The ability to question one’s own perspective on the world and to practice tolerance and understanding for other cultures is vital for critical thinking.
With a global citizenship education, young people are able to solve problems, make decisions, think critically, communicate ideas effectively and work well with others. This not only helps them personally and educationally but eventually professionally as well.
Global citizenship is about the shared human experience. It acknowledges and celebrates that, wherever we come from and wherever we live, we are here together. Our well-being and success are ultimately interdependent. … Diversity, interdependence, empathy and perspective are essential values of global citizenship.
Global citizens believe that all people are equal. They do not think of some groups or individuals as superior or inferior to others. Global citizens accept differences and do not react with hostility to people who are different from them. Global citizens are willing to help and cooperate with others.
The distinction among Filipinos in our law is only between naturalized and natural-born Filipinos. … For some of us, it is our family history that made us “global”: Filipinos with non-Filipino ancestry; naturalized Filipinos who were formerly foreigners; and dual citizens from birth.
Global citizenship, defined as the awareness of other cultures and contributing and working towards community improvements, is a primary characteristic of 21st century learning. Learning through experience is undoubtedly the most thorough way to partake in the global citizenship movement.
In fact one of the major goals of global citizenship education is to help learners to attain an individual, national, and global identity so they will be able to participate actively in solving international problems such as opposition, war, AIDS, global poverty, etc.
Such skills as problem solving, communication and collaboration, and cross-cultural awareness are all relevant individual benefits to the global era in which we now live. Through experiences like an EF educational travel tour, students can be on the road towards global citizenship.
Conduct a classroom discussion on aspects of good citizenship, such as: obeying rules and laws, helping others, voting in elections, telling an adult if someone is a danger to themselves or others, and being responsible for your own actions and how they affect others. … No one is born a good citizen.
Citizenship is taking charge of our own fate and developing things that may never have been thought of before – someone has to do it. Citizenship is being innovative. A good citizen is trustworthy. A trustworthy person always does the right thing and does not lie or cheat ones way through life.
Firstly, it makes generally a positive society, good citizens make our society a better place by improving the environment that they live in. … A big part of being a good citizen is the ability to be able to challenge injustice and helps to enable fairness.
Respect cultural, gender, faith and other differences. Become more aware of the world beyond our own. Understand our responsibilities as members of the global community. Embrace our roles in protecting our planet for a sustainable future.
Under the 1987 Philippine Constitution, Article IV, Section 1, it states that: … Those whose fathers or mothers are citizens of the Philippines; Those born before January 17, 1973, of Filipino mothers, who elect Philippine citizenship upon reaching the age of majority; and. Those who are naturalized in accordance of law.
Among those challenges are lasting traditions of isolationism and noncritical patriotism in the society, terminological vagueness and ambiguity, curricular instability of global and global citizenship education, and lack of administrative support. | https://daitips.com/what-does-it-mean-to-be-a-global-citizen-essay/ |
Written by Dr. Sarah Easter, assistant professor of management at Abilene Christian University.
In 2005, Thomas L. Friedman, a New York Times columnist and Pulitzer Prize-winning journalist, declared that the world was flat. The thesis of his wildly popular book The World Is Flat: A Brief History of the Twenty-first Century argued that globalization started nearly five centuries ago, when European traders crossed the Atlantic Ocean looking for the West Indies, and opened up North and South America to Western expansion. Since then, our world has progressively “flattened” as international economic access becomes easier and easier. What’s distinct about globalization in the 21st-century, however, is who’s doing it. Unlike earlier eras driven by countries and companies, in our contemporary era, individuals do the globalizing, pushed by networks that make us “all next-door neighbors.”
Every year since 2005, Friedman’s predictions prove more and more accurate. The rise of widespread access to the Internet and communication networks has rendered markets, competition, and cultural exchange more porous and open. Globalization remains the dominant trend of our economies—the world continues to flatten.
Living And Working In A Globalized World
As a result of this, we live and work in a hugely interconnected world. What happens politically, economically, or culturally in one part of the world ultimately has repercussions, positive and negative, for us all. A recent and very pertinent example of this notion is the pandemic, which significantly affected locally and internationally-based organizations alike as well as citizens located around the globe.
One of the pandemic’s most significant impacts on international business and everyday living for Americans was the sprawling, multi-year chaos in supply chains around the world. As modern consumers, Americans had grown used to the ease of accessing groceries, electronics, and countless goods because of the interwoven supply chains that have developed over the last century between countries and multinational corporations as our world flattened. But, due to an unprecedented array of factors—worker shortages, poorly anticipated buyer behavior, and increased safety measures—production and delivery of goods came to a halt, leading to historically long wait times and gaps in our supply chains. Globalization had delivered contemporary consumers access to goods and services that would overwhelm people even just a century ago, but the pandemic demonstrated that our global business networks are not invulnerable.
The pandemic exposed gaps in our economies. Frustration with various aspects of our supply chain and international economies continues to grow. So, even though globalization may seem inevitable—the future is hardly certain. Many open-ended questions remain:
- How does our increasingly globalized world affect businesses, locally and abroad?
- How can businesses work to be a force for good globally?
- What impacts do supply chains have on businesses and individual consumers?
- What are the benefits and challenges of working in remote, cross-cultural teams?
- How do political and legal landscapes influence organizations attempting to do business internationally?
These questions demonstrate that much progress is still needed in international business. Our markets need improvement. Strong, capable leaders are needed to shepherd the next generation of international companies and businesses through rocky, uncertain times.
Obtaining A Global Perspective
Do you want to be part of this next generation of strong, capable business leaders? If this excites you and you’re interested in learning how to navigate our flattening world, ACU’s MBA with a concentration in International Business could be a great fit for your professional goals—preparing you to live and work in today’s highly connected markets. This concentration explores our evolving business environment, including multinational management, logistics and business practices, to develop and enhance leadership skills for roles in the U.S. and abroad.
Because this globalization trend is unavoidable in the business world and impacts day-to-day work life. Even organizations that operate within one country context, such as US-based firms, are becoming increasingly complex, as a greater number of individuals identify with more than one national culture, referred to as biculturals, and hybrid and remote cross-cultural teams become commonplace. Obtaining a global perspective and learning how to navigate this new ‘flat’ business world is essential for your success.
To equip students for this reality, classes like International Business, teach how today’s businesses can craft organizations (and individuals) that effectively work within and across cultures. Our Global Supply Chain Management course educates you on the massive web of contemporary supply chain economics and impart skills for the design and implementation of lean supply chains through managing global sourcing and procurement systems. Also, the International Finance class focuses on the structure and opportunities for multinational firms in our evolving world, through understanding of the international monetary system, and balance of payments. All of these curricular offerings are designed to offer students cutting-edge education in global business so they are ready to thrive in a rapidly changing world.
Whether you are interested in advancing your current job, or beginning a new career, obtaining a strong foundation in international business will strengthen your understanding of the global dimensions of business and provide you with the knowledge and tools to be an effective and meaningful manager and citizen in today’s interconnected world.
Ready to take your next steps? Get more information here or call 855-219-7300.
About the Author
Dr. Sarah Easter is an assistant professor of management at Abilene Christian University and she teaches the International Business course in the ACU Online MBA Program. She received her PhD in international management, with an emphasis in sustainability and cross-cultural management, from the University of Victoria in British Columbia, Canada. Dr. Easter lived and worked in Vietnam as a business development advisor for a social enterprise and she has been involved in leading student groups on study abroad trips with strong cross-cultural elements to Honduras, Costa Rica, England, and Germany. She is passionate about teaching international business and helping students to understand the significance of a global perspective of business. | https://acu.edu/2022/06/06/being-a-global-citizen-in-a-globalized-world/ |
Last week at the World Renew board meetings I had the opportunity to participate in an abbreviated Cultural Intelligence Building Workshop led by the Office of Race Relations. During the introduction I learned that much of it is based on David Livermore's work (David Livermore is the author of Serving with Eyes Wide Open, a book that our office recomments for everyone going on a work trip). So right away my antennae was up for possible orientation material for volunteer groups.
However, as we explored stereotypes and identified American cultural values and Canadian cultural values versus our own, it became apparent that even in American/Canadian relations cultural intelligence is important! I was also reminded of the time that I was leading an orientation workshop and we reviewed a number of things about Latin American culture . . . and then went through a list of American cultural values. A number of people in the audience said that the American cultural values did not describe them . . . and then made the connection that maybe the list of Latin American values didn't really apply to individuals in that country either. Hmmm. So we can be cross cultural even in our own culture!
David Livermore explains Cultural Intelligence this way:
Few of us need to be convinced we’re living in a multicultural world. But many approaches to cross-cultural effectiveness are either way too simplistic (“Smile, avoid these 3 taboos and you’ll be fine”) or way too complex (“Don’t go anywhere until you’re a cross-cultural guru.”). Cultural intelligence offers a better way.
Cultural intelligence is described as the ability to be effective across various cultural contexts—including national, ethnic, organizational, generational, ideological, and much more. The research reveals four capabilities that consistently emerge among individuals who are effective in culturally diverse situations:
1. CQ DRIVE: They possess a high level of interest, drive, and motivation to adapt cross-culturally.
2. CQ KNOWLEDGE: They have a strong understanding about how cultures are similar and different.
3. CQ STRATEGY: They are aware and able to plan in light of their cultural understanding.
4. CQ ACTION: They know when to adapt and when not to adapt when engaging cross-culturally.
The definition in bold caught my attention. How many of our churches are wrestling with differing contexts of organization, generation, and ideology right in their own congregation? This is applicable even without considering issues of ethnicity. Would learning how to identify these differences and work through them increase harmony within our churches and neighborhoods? Make more effective outreach globally and locally? How can we increase our cultural intelligence?
What do you think?
I always appreciate your perspectives on short-term missions. Keep up the good work of promoting cross-cultural sensitivities!
Thank you Donna, glad to know that they are appreciated! (and being read :-)
We love your comments! Thank you for helping us uphold the Community Guidelines to make this an encouraging and respectful community for everyone. | https://network.crcna.org/topic/church-strategy-mission/global-mission/cultural-intelligence-crucial-short-term-mission-teams |
The concept of Global Citizenship has been growing for a number of years, catalysed in recent years by the crystallisation of the 4th Industrial Revolution.
The watershed of 2007 not only made the 18th Century Industrial model of education and skills redundant but also ushered in an age of hyper-connectivity experienced by so many. With this has come a re-imagining of what it means to be a Global Citizen, what such citizenship may entail and with that what attributes, capacities and skills may be required to posses Global Competence. H.G.Wells in the wake of the Great War of 1914-1918 became a leading voice of his time questioning the old order and offering up a model of a Globalised civilisation.
Today the discussion around Global Citizenry is driven by thought leaders and global organisations including The World Economic Forum, the OECD and Oxfam. While education systems are highly context-specific, consensus is emerging globally on key principles and core features that can best meet the challenges and maximise the opportunities of the 4th Industrial Revolution and with it the pressing need for Global Citizenship.
Education—as a process of engaging actively with learning throughout one’s life; cradle to the grave—has tremendous potential to prepare individuals for this new global reality and, if carefully designed and implemented, combat inequality and unlock the potential of individuals and entire economies at the local, national and Global levels.
We believe that it is the duty of an education to,
enable all learners to know enough about themselves, others and the world to find out more;
enable all learners to build the cognitive and social means to master a lifetime of learning;
enable all learners to develop and practice a range of cognitive, interpersonal and intrapersonal skills which they can develop, hone and synthesise across subject and context specific boundaries throughout their lives; and
enable all learners to question, to be self motivated, self regulated and to be aware of how they, others and the world ‘works’.
This ‘future-ready’ orientation of education serves not only to effectively prepare the individual for the World but to ensure that this is done in such a manner that that individual interacts with the World throughout their lives in a fruitful and interdependent manner; what can be viewed s Global Citizenship.
Marking the importance of attaining Global Citizenry, the PISA Governing Board in 2013 decided to explore an assessment of Global Competence as part of the 2018 PISA assessment cycle. This move is one of several in the OECD’s establishment of its Education 2030 framework, which rests upon four propositions:
The evolution of the traditional disciplinary curriculum should be rapidly accelerated to create knowledge and understanding for the 21st century.
The skills, attitudes and values that shape human behaviour should be rethought, to counter the discriminatory behaviours picked up at school and in the family.
An essential element of modern learning is the ability to reflect on the way one learns best
Each learner should strive to achieve a small set of key competences, such as the competence to act autonomously. A competence is the ability to mobilise knowledge, skills, attitudes and values, alongside a reflective approach to the processes of learning, in order to engage with and act in the world.
Whatever may be said of the TALIS PISA tests, their influence and outcomes when the OECD and PISA speak the World listens.
In the paper ‘Global competency for an inclusive world’ (2016) the OECD give a very clear and well researched justification for the need to develop Global Competency as a means of preparing learners politically, socially and economically for an unknown future. To enable such a complex competency to become tangible, measurable and ultimately realised at the Global level the OECD ‘proposes to deconstruct the macro domain of global competence into “dimensions” which are in turn broken down into distinct “components” that can then be measured.’
The definition of Global Competence proposed by the OECD for PISA has similarities to those drawn together by organisations in address to the question what is Global Citizenship?
OECD: ‘Global competence is the capacity to analyse global and intercultural issues critically and from multiple perspectives, to understand how differences affect perceptions, judgments, and ideas of self and others, and to engage in open, appropriate and effective interactions with others from different backgrounds on the basis of a shared respect for human dignity.
The Global Citizens’ Initiative: ‘[a] global citizen is someone who identifies with being part of an emerging world community and whose actions contribute to building this community’s values and practices.’
Oxfam: ‘A Global Citizen is someone who:
is aware of the wider world and has a sense of their own role as a world citizen
respects and values diversity
has an understanding of how the world works
is outraged by social injustice
participates in the community at a range of levels, from the local to the global
is willing to act to make the world a more equitable and sustainable place
takes responsibility for their actions.’
University College London: ‘Understanding the challenges our world faces – and contributing to the solutions.’
The OECD recognises that there are multiple approaches to defining Global Competence. For example, other definitions of global competence (and similar terms) from different regions of the world focus less heavily on the individual as central to the definition, and give more emphasis to aspects such as relationships between people (Deardorff, 2009; UNESCO, 2013). Common across all definitions is the recognition of the multidimensional nature of global competency. Three dimensions required to engage in productive and respectful relationships with people from different cultures (a fundamental facet of Global Citizenship and Competency) should be grounded in recognised dimensions of learning representing knowledge and understanding, skills, attitudes and values of multiple cognitive and non-cognitive components. To these end the OECD recognises,
Knowledge and Understanding: ‘Global Competence requires knowledge and understanding of global issues, as well as intercultural knowledge and understanding.’
Skills: ‘Global Competence requires numerous skills, including the ability to: communicate in more than one language; communicate appropriately and effectively with people from other cultures or countries; comprehend other people’s thoughts, beliefs and feelings, and see the world from their perspectives; adjust one’s thoughts, feelings or behaviours to new contexts and situations; and analyse and think critically in order to scrutinise and appraise information and meanings.’
Attitudes: ‘Globally competent behaviour requires an attitude of openness towards people from other cultures or countries, an attitude of respect for cultural otherness, an attitude of global- mindedness (i.e. that one is a citizen of the world with commitments and obligations towards the planet and towards other people irrespective of their particular cultural or national background), and an attitude of responsibility for one’s own actions.’
Values: ‘valuing human dignity and valuing cultural diversity are explicitly included as critical filters through which individuals process information about others’ differences and the world, and are key references for critical and informed judgement.’
We at Liberated Learning embrace the principles outlined above and have designed our model for a ‘future-ready’ education ecosystem to facilitate the emergence of a Global Competency for all learners, no matter their starting point. | https://www.liberated-learning.co.uk/post/an-education-for-global-competency |
In our increasingly globally interconnected world, understanding and appreciating the sociocultural context within which individuals make their decisions is critical to developing successful partnerships.
The collection of chapters in this volume illustrates how advances in information and social media technologies, as well as modeling and simulation tools, combined with the social sciences, can be leveraged to better understand how sociocultural context influences decision making.
The chapters in this volume were contributed by leading experts from academia, industry, and government and provide:Insights into cross-cultural decision making based on recent international events, with grounding in an historical contextDiscussions of cutting-edge modeling techniques used today by professionals across multiple organizations and agenciesDescriptions of specific cross-cultural decision making tools designed for use by laypeople and professionals Case studies on the role of cross-cultural decision making grounded in current events and (in many cases) military applications. | https://www.speedyhen.com/Product/Joseph-V-Cohn/Modeling-Sociocultural-Influences-on-Decision-Making--Und/19757736 |
Committed to fueling awareness and implementation of the UN Sustainable Development Goals (SDGs) across the university, UC Davis Global Affairs created an SDG Internship so that students could more directly advance these goals by harnessing larger campus involvement toward their achievement. Due to the COVID-19 pandemic, this internship is currently taking place 100% remotely.
The inaugural SDG Interns are Christal Juarez, a fourth-year anthropology major in the College of Letters and Science, and Jeanett Lor, a fourth-year human development major in the College of Agricultural and Environmental Sciences. Through the SDG framework, which provides concrete steps to achieve sustainable development across the planet’s economic, social and environmental dimensions, these interns are working with a shared global ethos and connecting with people throughout the world who are also dedicated to their fulfillment.
Lor wasn’t actually aware of the UN SDGs until she took the class Education for International Understanding while studying abroad at Seoul’s Yonsei University in fall 2019.
“I think studying abroad in South Korea and learning more about education in a global context—along with the SDGs—really sparked my passion for being more engaged in global affairs,” she says. And with the objectives for the course honing in on cross-cultural understanding and global awareness, the SDGs were an ideal fit for the content.
“One of our main assignments was a research project to identify an SDG that could be most effectively addressed by education,” says Lor. “I became increasingly interested in the SDGs while conducting research for this project. So when I came across the Global Affairs SDG Internship offering, I knew I had to take advantage of the chance to further engage with them.”
Juarez also learned about the SDGs while studying abroad in Switzerland through the summer program The Politics of Global Inequality, which included visiting international organizations in Geneva like UNESCO.
“The vitality of their work resonated with me deeply, but since then I’ve struggled with how I could do more to contribute,” says Juarez. “Because the SDG internship outlined potential projects for collaborating on these goals, I knew I wanted to be a part of the team to make that happen.”
In addition to teaching Juarez about global responsibility, the internship has put these lessons into practice by connecting her with like-minded students and faculty from around the world.
Collaborating Virtually and Internationally
“Many of the conferences, webinars, and gatherings that were happening outside of Davis have gone virtual, which means I’ve actually been able to participate in events that may have otherwise been limited to me geographically,” says Juarez. “So I’m grateful for the new opportunities that arise even during periods of hardship.”
One such event: the 24-Hour Webinar on Earth Day. Hosted by the Sustainable Development Solutions Network (SDSN), Juarez was able to listen in on programming from the world’s leading climate experts during two different sessions, which was incredibly significant for her.
“The fifth session was actually in Spanish as it was led by SDSN South America, so I felt delighted to engage in global learning in my first language,” she says. “Additionally, COVID-19 has provided a new and urgent global framework to think through, as many of us—despite geographical location—are experiencing a similar situation. So these social, economic, and environmental circumstances have given us all a new way to consider the significance of the SDGs.”
One of her first projects as an SDG intern has been to identify how UC Davis faculty, students and the wider community can actively contribute to advancing the SDGs. Another project entails researching how a voluntary university review of the SDGs may be conducted at UC Davis and sent to the UN.
“I believe this idea is phenomenal,” says Juarez. “The UN relies significantly on countries’ voluntary reviews to report their progress and impact with the SDGs. At this time there have not been any completed voluntary university reviews that we are aware of from universities in the U.S. As we all know, universities are amazing sites for innovation and collaboration, and I truly think our campus is capable and willing to work toward this project once the plan has been developed.”
Together, Juarez and Lor have remotely delved into researching the only cities in the U.S. that have reported a voluntary local review: New York and Los Angeles.
“Both have been great to research into as we start to get an idea for how we may apply such a project to UC Davis,” says Juarez.
For Lor, the “remote” aspect of the SDG internship has also opened up new opportunities to interact on a larger level with the global community. Currently, she is most focused on SDG 3, which aims to ensure healthy lives and promote well-being for people of all ages.
“Due to all that is happening right now with COVID-19, I think this goal is really important because the whole world is affected by this pandemic, both physically and emotionally,” she says. “It would be a lot more effective right now for the world to come together and try to solve the issue together instead of placing the blame and responsibility on one another. In order for societies to prosper and for the world to continue harmoniously, people have to promote and protect the health of not only themselves but everyone around them.”
For Juarez, SDG 4—Quality Education—has always touched home.
“I am a first-generation college student and soon to be a college graduate, so I intensely understand and recognize that the opportunities to pursue education are not always available, and in some places, they are scarce. Even in cases where education at all levels is available, it is evident that even the best educational systems have a long way to go to provide quality education for all students and families across gender, race, language, and economic lines.”
All in a Day’s (Remote) Work
Juarez and Lor meet weekly over Zoom with their internship supervisor Jolynn Shoemaker, director of global engagements in Global Affairs, and are also directly supporting collaboration with Camille Kirk and the team in the Office of Sustainability.
“One of the most important things I’ve learned from having a remote internship is that it requires you to manage your time well,” says Lor. “Although I discuss projects and ideas with the internship coordinators and my fellow intern, it is my responsibility to decide how and when I complete my tasks.”
For Juarez, the remote aspect of the SDG internship has also provided her with flexibility and self-direction, regardless of schedule changes or project modifications.
“This has been great for me because I feel that I am not missing out on any important discussions and that my presence is valued,” she says. “As students, we all know that we reach peak work weeks and sometimes less busy weeks. So this internship has been really beneficial for me because I feel like I am being heard and have control over my internship routine.”
In addition, the interns have taken it upon themselves to regularly check in with each other, splitting tasks accordingly and comparing work for uniformity.
“So far, interning remotely—while not what I imagined—has been monumental in my own understanding of how to work collaboratively in a virtual setting,” Juarez says.
Thanks to this collaborative effort both interns now recognize how incredibly effective the SDGs are when taken as a roadmap that individuals and communities can implement in ways that meet their respective local, regional and national needs, regardless of their geographical location.
“Because the world has become so interconnected in all aspects, the SDGs are so important,” Lor says. “I think it is everyone’s responsibility to make the world a better place and start living together more peacefully, and the SDGs provide a way to do this.”
About Global Affairs at UC Davis
Global Affairs brings the world to UC Davis, welcoming more than 10,000 international students, scholars and leaders, and hosting programs that inspire global curiosity, understanding and engagement. Compelled by the valuable outcomes of thinking globally, we make transformative opportunities a reality by supporting the thousands of students and faculty learning and researching internationally—and by facilitating collaborations that tackle the world’s most pressing challenges through more than 150 global partnerships.
Putting our vision of a UC Davis community that engages, thrives, and leads in this interconnected world into action, Global Affairs is in pursuit of an ambitious goal: Global Education for All. | https://globalaffairs.ucdavis.edu/news/global-aggies-lessons-from-a-virtual-sustainable-development-goals-internship |
By: Assoc. Prof. Dr. Nahrizul Adib Kadri
Growing up in the 1980s and 1990s, I have always accustomed to hearing “Kong Hey Fat Choy” being exchanged among my Chinese neighbours in the leading up to, and during, the Chinese New Year. And in all my naivety, I have always thought the celebratory words mean something along the lines of “Happy New Year”, in the same veins of “Selamat Hari Raya”, “Merry Christmas”, or “Happy Deepavali” being wished to each other during the respective celebrations.
And towards the end of the 1990s and the start of 2000s, the words “Gong Xi Fa Cai” are becoming more ubiquitous; and again, in my Mandarin-challenged mind, I have always thought, “Oh, there is a modern way of wishing Happy Chinese New Year now.”
The world at that time was a changing landscape in so many fronts: the internet is starting to become useful with ‘Google’, ‘Apple’ is no longer just the name of a fruit, and we can now grow a sheep using just its mother’s (?) cells. Assuming “Gong Xi Fa Cai” as a modern way of wishing “Kong Hey Fat Choy” during the Lunar Chinese New Year seems so fitting with the times.
How was I wrong in so many fronts.
Although “Kong Hey Fat Choy” and “Gong Xi Fa Cai” do mean the same thing, but it did not refer to the expression being modernised! The former is in Cantonese, and the latter in Mandarin. And the literal meaning is not even close to “Happy New Year”, it is “Congratulations and may you be prosperous!”.
And to my dismay, I found out quite recently, that “Gong Xi Fa Cai” is actually better used in combination with another expression: “Xin Nian Kuai Le”, which literally means “New Year Happiness.”
Why am I disappointed with myself? Let me digress.
Living in a multicultural society since birth, having Chinese and Indian friends at school, I innocently thought that I knew enough about their culture to be able to live harmoniously and work together in building the country towards a better future. But as I have shown in the above scenario, I do not actually even understand the commonly uttered celebratory expressions of the Lunar New Year.
Perhaps tolerance alone is not enough to flourish in a multicultural society like ours. We need an additional ‘secret’ ingredient. Can we perhaps look at old civilizations for clues? Surely Malaysia is not the only multicultural country in the whole history of mankind, right?
A quick internet research showed that the Mughal Empire, which existed in India from the 16th to the 19th century, was a diverse and multicultural society. The empire was ruled by Muslim emperors, but the population was made up of a mix of Hindus, Muslims, and other groups, such as Sikhs, Jains, and Buddhists. The Mughals were known for their tolerance of different cultures and religions, and made efforts to incorporate elements of different cultures into their own.
For example, the Mughal emperors patronized the arts and architecture, which resulted in the blending of Islamic, Indian, and Persian styles. The Mughal courts were cosmopolitan, with people from different backgrounds and cultures serving in important positions. They also allowed different religious communities to practice their faith and live according to their own customs.
However, it is important to note that the Mughal Empire was not a perfect society and there were also instances of religious and cultural discrimination. For example, Hindus were sometimes viewed as second-class citizens and there were restrictions placed on their religious practices. Also, in some cases, the emperors imposed taxes on non-Muslims. While the Mughals made efforts to be inclusive and tolerant, there were also instances of religious and cultural discrimination.
And this is where understanding must come in. Understanding and respecting each other’s cultures and backgrounds can certainly be an important step towards creating a harmonious multicultural society. When people understand and appreciate the diversity around them, it can lead to greater acceptance and less mistrust between different groups.
Efforts can be made to promote cultural understanding through education, such as incorporating the history and culture of different groups into the curriculum, and encouraging students to learn about and appreciate different cultures. (Quick trivia: did you know that we celebrated the biggest Thaipusam outside of India?)
Interactions and exchange programs between different cultural groups can also help to break down stereotypes and build understanding. Also, having leaders and politicians who represent different cultural groups and actively promote diversity and inclusiveness can be important in promoting a harmonious multicultural society.
It is important to note that tolerance alone is not enough to ensure a harmonious multicultural society, but it is a necessary ingredient. Tolerance means that people are able to accept and respect different cultures and beliefs even if they do not agree with them, but it does not mean that people are actively trying to understand and appreciate them. A society that is truly inclusive and harmonious requires both tolerance and a genuine effort to understand and appreciate different cultures.
So to all my Chinese friends and acquaintances: 恭喜发财,新年快乐! | https://www.umresearchplus.com/tolerance-is-essential-but-it-must-go-with-understanding/ |
Clients who have a better grasp of and sensitivity to other cultures feel more at ease. In a therapeutic relationship where you feel heard and acknowledged by your therapist, it is much easier to open up without fear of being judged. The multicultural approach takes into account factors other than your country of origin or religion.
Discussions on cross-cultural counseling and cultural competency in the genetic counseling profession stress the importance of both the patient’s and the counselor’s cultures in a counseling session. When working with patients and peers, a culturally competent counselor should be conscious of the effect of his or her own cultural values on the relationships.
Multicultural counseling is essential for a variety of reasons, one of which is to assist people working in therapeutic settings in developing stronger connections with their patients and being more sensitive to concerns relating to their experiences of culture and ethnicity.
When considering therapy techniques for a client, a culturally competent counselor takes into account all elements of the client’s worldview. While providing services, the counselor must also be conscious of his or her own personal prejudices, views, and attitudes.
Cultural identification refers to the sense of belonging that one has to a certain group of people, and it encompasses factors such as race or ethnicity, socioeconomic position, religion, sexual orientation, gender identity, and ability. When it comes to therapy, cultural identity may play a role.
Being aware of the social and cultural context will assist you in forming an alliance with the woman or couple with whom you are working and will assist you in determining appropriate ways to communicate in terms of how you ask questions, how you approach sensitive issues, and how you facilitate the process of problem-solving with whom you are working.
It is a proven truth that when a client’s counseling procedure is aligned with her cultural values and beliefs, she responds more positively. When a counselor and a client come from the same cultural background, it is rare that cultural prejudice will occur.
Culture is a complicated thing.A shared worldview is formed as a result of collective knowledge, common ideas, shared values, shared language, shared institutions, shared symbols, and shared imagery.These systems have a significant influence on the field of psychotherapy.Because of the complexity of their interactions, treatment will have to be adapted to each individual and their specific situation and environment.
In some cases, unconsciously held judgmental and discriminatory attitudes can result in poor therapeutic outcomes. Therapists must be willing to delve into their own cultural and ethnic roots in order to have a deeper understanding of their own cultural identity, beliefs, and values, among other things.
What is the impact of cultural differences on the counseling encounter? People from diverse cultural origins experience distinct stages of psychosocial development. Because cultures differ in their views on significant life issues, there is no one-size-fits-all approach to the most frequent disorders.
Race, ethnicity, and culture may all have an impact on a client’s sense of self and life circumstances. A client’s mental health, as well as his or her relationship or personal troubles may be influenced by a variety of other characteristics such as gender and gender identity, sexual orientation, age, socioeconomic situation, religion, and ability.
Investigate and become aware of your own culture, and be willing to confront your own prejudices. Inquire about and pay attention to the cultural background of the client’s story. This should be accomplished through the use of a multilayered conceptualization approach. While listening to the client’s history, identify any instances of trauma being normalized and call it out as such.
The propensity to understand and appraise occurrences in terms of the specific values, beliefs, and other qualities of the society or group to which one belongs, rather than in terms of the facts themselves. This may occasionally lead to people forming views and making conclusions about others before they have had any genuine contact with those individuals (see prejudice).
When emics and etics are confused for one another, culture bias can arise as a result. Impeded etics is the result of making the mistaken assumption that actions are universal across cultures. This occurs when a cultural construct from one culture is incorrectly transferred to another.
Cultural Competence in Social Work Practice: A Call to Action Social workers are likely to come with ideas, beliefs, and traditions that they are not familiar with in their job. They can learn to manage cultural differences in order to assist clients in overcoming barriers to getting health care and other services through cultural competency training.
Those seeking to become culturally competent counselors must be open-minded and know that valuating and respecting cultural differences involves a commitment to continuous learning as well as the ability to make solid ethical judgements in a variety of cultural situations, among other things. | https://www.bacpsl.co.uk/therapy/how-does-culture-affect-counseling.html |
Asian Cultural Center of Vermont, Inc. (ACCVT) is an educational resources agency dedicated to connecting people through the arts and cultures of Asia. These connections come through festivals, films, forums, exhibitions, presentations, and other community learning/sharing opportunities. ACCVT roles vary depending on the activity and may include one or more of the following: coordination, collaboration, liaison, and promotion. There are ACCVT activities for all ages and a wide variety of groups, including institutions, corporations and other organizations, individuals, families, elementary, middle and high school students and school staff, preschool and early childhood, home schooling families, college and adult, seniors, multi-generation groups, community centers, and youth groups.
ACCVT’s scope aims to be continental, celebrating cultures of countries and peoples from the Pacific to the Mediterranean and from Siberia to Indonesia, and including the Eurasian Caucasus region. This celebration of cultures seeks to promote the following …
* improved cross-cultural understanding,
* making the world a better place,
* promoting cross-cultural approaches for the care and respect of the natural world – the land, the sea and the air,
* consider a variety of approaches to community-based problem solving,
* promoting and celebrating recent, present and future investment in the arts and culture industry as an economic engine,
* acknowledging and celebrating cross-cultural solutions across the various sectors of the economy;
* support and promote forums, through dialogue and exploration, to consider culture in its many aspects through…
- the arts, the design of creative solutions, the appreciation of skill and craft
- language, interaction and communication;
- customs, values, tradition, change, health and well-being;
- the economy and approaches to community economic health;
The overarching goals of Asian Cultural Center of Vermont (ACCVT) consist of a fivefold interconnected approach:
- promoting greater understanding across different cultures;
- communicating and engaging with others through arts, language and culture;
- gaining mastery through hands-on activity;
- celebrating with exploration and dialogue;
- recognizing, honoring and exploring the value and relevance of the arts and cultures of peoples across Asia from the Pacific to the Mediterranean and from the Arctic to the Indian Oceans
-
These goals are powered by a vision of individuals and institutions drawing from the beauty and wisdom of Asian visual and expressive arts to create peace and prosperity.
Visit the ‘Contact’ page for inquiries, comments and questions and to be notified of upcoming events. For further information about events, programs and policies related to the Asian Cultural Center of Vermont (ACCVT), contact ACCVT Executive Director Adam Silver, (802) 257-7898, ext.1. As a 501(c)(3) tax exempt nonprofit corporation, ACCVT strives to provide and promote public events and activities that are either free or within the means of all, accessible and supportive for all. To volunteer, or to invest in what ACCVT is doing, visit the ‘Support’ page or contact the Executive Director by phone or email.
An explanation of the Asian Cultural Center of Vermont, Inc. (ACCVT) logo:
Above, in black, the character for ‘people’, also serving as a roof. All Asian cultures under the common roof of people connecting with each other. Below, in green, the character for ‘door’: entering the door of learning about Asian culture with the base of operations in the Green Mountain State of Vermont. | http://accvt.org/about/ |
In 2014, the Department of Education published guidance on promoting British values in schools to ensure young people leave education prepared for life in modern Britain and these values were first set out in the ‘Prevent’ strategy in 2011.
Democracy – Students, parents and staff have many opportunities for their voices.
The Rule of Law- The importance of rules and laws, whether they be those that govern our company or our country, are referred to and reinforced often, such as in classrooms and when reflecting on behaviour choices.
Individual Liberty – Alongside rules and laws, we promote freedom of choice and the right to respectfully express views and beliefs. Through the provision of a safe, supportive environment and empowering education, we provide boundaries for everyone to make choices safely.
Mutual Respect – We work in an area which is greatly culturally diverse and we are proud to promote and celebrate our different backgrounds and beliefs.
Tolerance of Different Faiths & Beliefs – This is achieved through enhancing pupils understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity.
With these in mind, we aim to:
- Help students to become valuable and rounded members of society who treat others with respect and tolerance, regardless of background.
- Promote the basic British values of democracy, the rule of law, individual liberty and mutual respect and tolerance for those of different beliefs and faiths to students.
- Ensure young people understand the importance of respect and leave education fully prepared for life in modern Britain.
- Celebrate difference and promote diversity.
- Encourage an understanding of the difficulties other cultures face where such values are not respected.
We are also taking action to:
- Embed different materials about democracy and how the law works into different curriculum areas.
- Ensure that all our students have a voice that is listened to and valued and demonstrate how democracy works through promoting and encouraging students to feedback to us through Student Surveys.
- Use opportunities such as general elections, current news and debates to promote British values and help students to argue and defend different points of view.
- Actively consult with our students to gather student views and feedback on our key policies that effect the student body.
- Encourage student participation in working with the wider community and celebrate key events such as Holocaust Memorial Day and Armistice Day to gain an understanding of how British values have evolved.
- Encourage students to become responsible learners and to actively participate in their own learning and development. | http://www.starttraining.co.uk/about/british-values/ |
United Nations Secretary-General Ban Ki-moon:
Message on the International Day of Tolerance
16 November 2014
VIENNA, 16 November (United Nations Information Service) - We live in an era of rising and violent extremism, radicalism and widening conflicts that are characterized by a fundamental disregard for human life. There are more people displaced by fighting today than at any period since the end of the Second World War. Innocent lives are being lost in senseless clashes around the world. The youngest victims are robbed of their childhoods, conscripted and abused, or even kidnapped simply for wanting an education.
Democratic and peaceful societies are not immune from prejudice and violence. There is growing hostility and discrimination towards people crossing borders in search of asylum or opportunities denied to them at home. Hate crimes and other forms of intolerance mar too many communities, often stoked by irresponsible leaders seeking political gain.
I have strongly urged world leaders to protect people from persecution and to encourage tolerance for all regardless of nationality, religion, language, race, sexuality or any other distinction that obscures our common humanity.
The International Day of Tolerance is an opportunity to reaffirm our commitment to work for the recognition and protection of universal human rights and fundamental freedoms that is so essential to lasting peace.
The United Nations is committed to strengthening tolerance by fostering mutual understanding among cultures and peoples. This imperative lies at the core of the United Nations Charter as well as the Universal Declaration of Human Rights. Promoting tolerance is also a key objective of the International Decade for the Rapprochement of Cultures being observed through 2022. And the United Nations Alliance of Civilizations is paving the path to greater cross-cultural understanding.
On this International Day of Tolerance, I call on all people and governments to actively combat fear, hatred and extremism with dialogue, understanding and mutual respect. Let us advance against the forces of division and unite for our shared future. | https://unis.unvienna.org/unis/en/pressrels/2014/unissgsm583.html |
When Dorinda Carter Andrews was a high school teacher, she was her own worst critic about how issues of culture, power and privilege impacted her teaching. She devoted time and energy toward reflective practice and trained to be a more effective multicultural educator. Now an associate professor at Michigan State University (MSU), Carter Andrews shared in last month’s MI Toolkit article strategies to become a more effective multicultural educator which, she says, is “not an option but a must” to serve all student demographics.
Yong Zhao, presidential chair and associate dean for Global and Online Education at the University of Oregon and former MSU distinguished professor, is another big proponent of multicultural education that is grounded in the traditional American virtue of diversity. He is a supporter of fostering creativity and encouraging students to become entrepreneurial job makers, instead of job seekers, after college.
According to Zhao, increasing numbers of American education reformers relate international test scores to equity, and seek to acquire the Asian education model of structured, standardized curricula. He believes this suppresses creative learning and innovative entrepreneurship. Rather, he says, educators should focus on America's traditional values, develop a global mindset, and embrace the multiculturalism that presides in America's schools and districts.
The United States is a country built by immigrants where different cultures and languages have coexisted. In schools, promotion of multiculturalism is essential. The world economies are becoming increasingly intertwined through advancement of technology, and Zhao suggests educators should appreciate and use the reality of globalization to seek new opportunities.
Multicultural educators understand students in non-stereotypical ways, and acknowledge that cultures influence them in different ways. As Carter Andrews shares, culturally responsive educators build on the cultural strengths of their students, and challenge injustices of culturally diverse societies. They make sure students of all cultural backgrounds receive the same opportunities and feel connected.
Multicultural educators are fully aware of the need to know their own cultural identities first in order to understand their students'. The "ABCs of cultural understanding and communication" is an effective tool for educators looking to increase their understanding of students' cultural identities. At the Visible Learning conference, which took place on July 17 – 18, 2014, in San Diego, California, authors of this tool presented this tool, prefacing it with the common stereotype that the majority of teachers are white females from middle-class homes unable to connect with students from diverse cultural backgrounds.
The "ABCs of cultural understanding and communication" stands for autobiography, biography and cross-cultural analysis. This tool invites educators to reflect on their own cultures by writing autobiographies, widen their understanding of others' by interviewing other teachers or their students and writing their biographies, and then identify and unpack any cognitive dissonance they had about cultural differences by conducting a cross-cultural analysis using tables and Venn diagrams. The tool creates a safe and productive community for teachers to better understand themselves in relation to their multicultural students and helps them to recognize the diverse cultural capital in their students.
International school consultant Franklin CampbellJones says multicultural educators should engage students so they start to appreciate others. "An educator who takes on multicultural perspectives is someone who deeply cares about people, and is very curious about what the other person has to bring," CampbellJones said, "As an educator, I'm fundamentally interested in advancing students' intellectual, social and educational growth, and maintaining the environment where my students engage with others' cultures."
One way to engage students in multicultural ways is to introduce global issues. Teachers may start the class by discussing international news. TeachUNICEF, a website filled with global education teacher resources, has lesson plans on the crisis in Syria designed to help prepare students for global citizenship. Districts looking for Chinese language teachers could receive help from the Confucius Institute at Michigan State University. World history or Chinese language teachers can take advantage of a grant from the Center for Chinese Studies (CCS) at University of Michigan, which offers stipends for teaching materials that increase awareness of Chinese culture. This grant from the American Immigration Council funds projects that provide education about immigrants and immigration.
Many people believe that America's greatest asset is its diversity, a diversity that allows creativity to thrive and paves the way for global entrepreneurship. As educators we have an opportunity to celebrate diversity and use it to enrich and expand our students' global perspectives. | http://msuk12connect.org/articles/student-learning/201-multicultural-educators-make-global-citizen-students |
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CROSS-CULTURAL COMMUNICATION: THE IMPORTANCE OF PROMOTING CROSS-CULTURAL UNDERSTANDING IN LANGUAGE EDUCATION
In Classical-Humanist models of language education, culture traditionally occupied a prominent position. More recent models have tended to stress the behavioural aspects of culture, and in particular its role in communication. Indeed, the concept of ‘culture’ has become a valuable component of foreign-language programmes in recent years. This article attempts to show what teachers of English as a foreign language can do to raise their students’ awareness of cultural factors.
^ is the term used to describe sensitivity to the impact of culturally induced behaviour on language use and communication. ‘Cross-cultural awareness’ in this article covers some of the aspects of British life, beliefs, values, as well as everyday attitudes and feelings conveyed by language.
Although cross-cultural interaction is one of the fastest-growing areas of language study, the systematic study of cross-cultural interaction may be new for many teachers. In normal speech situations the speaking skills and the listening skills are interdependent. It is impossible to hold any meaningful conversation without understanding what is being said and without making oneself understood at the same time. To facilitate the development of cross-cultural communication skills Alan Maley suggests modifying ‘seven goals of cultural instruction’ [2, 41]:
1. To help students to develop an understanding of the fact that all people exhibit culturally-conditioned behaviours.
2. To help students to develop an understanding that sociable variables such as age, sex, social class, and place of residence influence the ways in which people speak and behave.
3. To help students to become more aware of conventional behaviour in common situations in the target culture.
4. To help students to increase their awareness of the cultural connotations of words and phrases in the target language.
5. To help students to develop the ability to evaluate and refine generalizations about the target culture, in terms of supporting evidence.
6. To help students to develop the necessary skills to locate and organize information about the target culture.
7. To stimulate students’ intellectual curiosity about the target culture, and to encourage empathy towards its people.
These ‘seven goals of cultural instruction’ must be kept in mind as we do our lesson planning, and it’s important to incorporate them into the following practical teaching principles:
One of the chief tasks for a language teacher is to promote cross-cultural interaction in the classroom by using different activities in the context of teaching English as a foreign language. Some activities focus on the lifestyles of people in English-speaking cultures, and on what people in these cultures do in common situations (for example, employment, dating, shopping) that are part of their everyday experience.
Information-oriented activities are designed to raise awareness of culturally-appropriate behaviour in English-speaking countries, as well as activities involving experiential learning and awareness of the students’ own culturally-influenced behaviour.
Other activities allow students to increase awareness of the students’ own culturally-influenced values, as well as the cultural values and attitudes of people in English-speaking cultures, and finally, to explore and to share their own experiences of the target culture.
Every culture offers distinct options, and exhibits distinct patterns associated with areas of everyday life such as employment, housing, and shopping. As increasing numbers of learners have the opportunity to travel, work and study in English-speaking countries, they need to become aware of the lifestyles of people in these cultures. The activities used in the classroom are intended not only to reveal information about the lifestyles current in English-speaking cultures and the patterns usually followed by members of these cultures, but also to encourage comparison and discussion of how these options and patterns may be similar to or different from those in the students’ culture. In this way, students arrive at a deeper understanding of both English-speaking cultures and their own, and they are better prepared to communicate with native speakers and handle the everyday situations they are likely to encounter in the English language environment.
Teachers should require their students to use authentic sources of information such as newspaper advertisements, TV and radio programmes, video films and the Internet resources to gather information and deduce facts about everyday life in English-speaking countries. In other activities, such as ‘Is it true that …?’ students are given the opportunity to evaluate their own perceptions of everyday cultural patterns in English-speaking countries and to modify any misconceptions they may have.
In the contemporary teaching of English as a foreign language, more and more attention is being paid to culturally appropriate behaviour – what native speakers of English say and do in specific social situations. Video, the Internet and the British press are widely used to encourage students to become more aware of the subtleties of cultural bahaviour.
Linguistic studies in the field of pragmatics (the ways in which language use is influenced by social context) have heightened awareness of the degree to which cross-cultural communication is affected by culturally-related factors. Such factors include people’s expectations regarding the appropriate level of formality and degree of politeness in discourse.
British people are often thought to be reserved – quiet and not showing their feelings – and to “keep a stiff upper lip” – to accept bad luck or unpleasant events without appearing upset. They are also thought to use understatement – to talk in a way which makes things seem less serious or important than they really are. However bad things get, the true Briton knows that it doesn’t do to make a fuss. The British way of dealing with a disaster is to refuse to take it too seriously, to dismiss it with a droll joke or euphemism. The proper responses are “Oh, well. Can’t be helped. I was going to replace it/them anyway”. Or “Never mind. It could have been worse” [1, 19].
As far as the true Briton is concerned, it is very bad form to crow about one’s successes. The British take modesty a step further into actual self-disparagement. This is simply a question of good manners. In order not to be written off as a ‘big head’, one must learn to play down his or her accomplishments. In Russia, for example, if you rise to the pinnacle of your profession you will tell your friends: “They wanted the most talented and dynamic person they could get, so they hired me”. This would be very bad form in Britain, where you should say: “Oh I just happened to be in the right place at the right time. Luckily, they’ve accepted me!”
The whole point of social life here is not to antagonize others. The Britishers are guided by the rule ‘Don’t go on about the size of your nest-egg or how gifted your children are; instead, pull a face and tell us how your recent holiday was ‘an absolute nightmare’. You’ll soon be drawing on an inexhaustible fund of sympathy and commiseration’ [1, 20].
It is all too common these days in England, especially in big cities like London, to hear rail travellers grumbling into their mobiles about delays, cancellations and failed trains. ^ apologise for the late running of this train, which is due to the length of the journey. All of them at some time have sat on a train, wondering why it’s not moving or the lights have suddenly gone out. But it’s all too easy to criticise and to forget that the railways have had to deal with years of under-investment. Getting from A to B is not the straightforward business it used to be. At least they can now listen to a cheerful recorded announcement informing passengers of the driver’s name, the reason for the delay. It’s advised to stop grumbling, sit back and enjoy the ride. Or, rather, the wait. I myself faced a similar problem when my friend and I took a train to Cambridge at Liverpool Street Station in London on Saturday, January 20th last year. The problem was that the train broke down in the middle of our way and we had to change for a replacement rail service bus which brought us to another station from where we boarded another train that eventually brought us to Cambridge. So, an hour’s journey turned into a few hours’ one. The best expression to learn and use in such situations is ‘Take your time, driver, we’re not in a hurry’.
Cricket is not merely a sport, but part of the English soul, and visitors should treat it with the quiet respect. Although the general aim of the batting side is to score runs and the bowling side to take wickets, the main priority for all is to enjoy a pleasant afternoon in the fresh air and work up an appetite for tea. It should be treated not so much as a contest, but as a shared activity, like building a bonfire or putting up a tent. Cricket is a common topic of earnest conversation in pubs and places of work, particularly in the summer. Even if you never play or watch a match it is recommended that you familiarize yourself with some basic cricketing terms in order not to be socially and culturally disadvantaged, Perkins is out – caught in the slips off the bowling of Glover for 9. Or, what a splendid cover drive by Wilkins! [1, 8].
The foreign visitor invited to a British home for a meal should be aware of the precise terminology they use to describe what they eat and when they eat it. This is to avoid the embarrassment of arriving a few hours early or late, too hungry or not hungry enough.
Lunch: almost certainly in the middle of the day at 12.30 – 13.00. May consist of anything from sandwiches to a three-course meal.
Dinner: in the south of England around 7 or 8pm, or up North probably a hot meal in the middle of the day.
Tea: could be sandwiches, tea and cake at 4pm, or up North a hot meal around 5.30pm.
High tea: a larger meal than tea, probably involving pork pie and sliced beetroot at around 5.50pm.
Supper: used by metropolitan sophisticates to mean dinner (braised ptarmigan and halloumi patties with a blueberry coulis, etc) eaten fairly late in the evening at 10pm; to humbler folk, a bedtime snack such as cheese biscuits with a hot milky drink.
And, of course, your idea of typical English meals would be incomplete without the so-called ‘Full traditional English breakfast’ which is a very substantial meal indeed: fried sausages, grilled mushrooms, grilled tomatoes, bacon, fried eggs, baked beans, black pudding, fried bread, a pot of tea. Learners of English may be misled by the name ‘Black pudding’ as it isn’t a pudding but boiled pig’s blood in the shape of a sausage. I myself hadn’t known what it was like before I tried it on my back from London on board the plane. Too fatty, for my liking. But tastes differ, of course.
Don’t confuse the full traditional English breakfast with the Typical English breakfast: porridge, cereal, fruit, cornflakes, orange juice, tea or coffee.
As everyone knows, the right word at the right moment can make all the difference to a successful social encounter. Fortunately, there is one word in particular that will endear the visitor to Brits of all ranks and conditions. This acme of adjectives is lovely. It makes no difference whether you’re being invited to admire the speaker’s new hair-do, flowering shrubs, sitting-room curtains or grandchildren – they will all, inevitably, be lovely. It is not enough that you both know everything is lovely, it must be stated, emphatically, with a rising intonation on the first syllable. But despite the versatility of this little word, it is important to observe the speaker’s facial expression and tone of voice to determine his or her attitude to the news they are imparting. This is to avoid pragmatic errors such as the following:
Hostess: And this is a photo of my late husband, who was gored by a warthog on our honeymoon in Bongandanga.
Visitor: Oh, lovely! [1, 15].
A respect for privacy is one of the most esteemed social virtues in Britain, and those who offend against it are branded ‘nosey Parkers’. Householders in foreign lands may sit outside their front doors, shelling peas and chatting to the world at large, or else hang from their balconies calling down to passers-by in the street. Such behaviour which is rather common for us, Russians, makes the British deeply uneasy. The semi-detached suburban house has a garden back and front, but it is an unwritten rule never to sit in the front garden. That would appear to invite casual conversation with every passing person.
By culture most people understand ‘culturally-influenced beliefs, virtues and perceptions’, especially as expressed through language. A lot of people might say nowadays that the British are losing their traditional virtues of modesty, inhibition, irreverence, reserve, tolerance, irony, fair play, nostalgia and eager inebriation [3, 7]. But something is sure to survive. I mean, there’ll always be fish and chips on the menu. And there’ll always be a Royal Family, won’t there? And the British will always be proud of their Britishness and teachers of English as a foreign language must promote cross-cultural understanding – awareness of their own culture, as well as that of the target language. | http://rudocs.exdat.com/docs/index-8005.html?page=4 |
There are several causes that lead to the high heat of PCB:
1. Component Malfunction Causing Dissipation
One common cause of high heat in a PCB is that one component within the PCB malfunctions and dissipates, failing to generate the amount of power it typically produces. When this happens, the surrounding components have to generate more power to compensate. Generating more power leads to the risk of overheating.
2. Through-Hole Interference
Through-hole components and heat-sink components are the components of the PCB that supply power. They generate heat and dissipate it into the air. If a heat sink is soldered incorrectly, or if a different component of the PCB is interfering with the through-hole, the other components will generate more heat than usual to compensate. This scenario also leads to a risk of overheating.
3. Surface-Mount Device Distance
Surface-mount devices (SMDs) connect to the PCB in the same way through-hole components do. They allow for a smoother flow of current through the through-hole and heat-sink components. But the through-hole components and the SMDs must be positioned at the correct distance from one another. If they are too far away, the current will have farther to travel. The extra time it takes the current to travel can cause the receiving components stay cool for too long. When that happens, other components may overheat to compensate.
4. High-Frequency Circuits
High temperatures are particularly likely in applications that make use of high-frequency circuits. The reason is that the generation of more power naturally produces more heat.
Radio-frequency circuits, for example, represent a fast-growing sector in PCB engineering. These circuits are highly complex but have many useful applications, from wireless security in medical and industrial products to smart phones. These high-frequency circuits tend to generate tremendous amounts of heat, so special design techniques are necessary for these types of PCBs.
5. Lead-Free Solder
As a whole, the PCB industry is moving toward the restriction of hazardous substances (RoHS). RoHS PCBs use lead-free solder, and lead-free solder requires high temperatures so it can flow freely.
How to prevent high temperature of PCB?
1. Heat Sinks
A PCB is basically a heat-generating factory because of all the heat-producing components it contains. The PCB needs some way to dissipate all that thermal energy. Generally, the answer involves heat sinks. Heat sinks dissipate the heat safely so it will not build up and damage the board.
2. Fans
Most electronic devices contain fans for cooling, and part of the purpose of those fans is to help cool PCBs. Cooling fans disperse heat out of electronic devices while letting cool air in, helping to prevent overheating and extend the PCB’s lifespan and performance.
3. Considering Materials and Components
Choosing heat-resistant materials is one of the most effective strategies for reducing heat in a PCB. For example, heavy copper PCBs constructed with thick copper plates make excellent choices for their durability and ability to withstand high temperatures. They handle higher levels of currents, resist higher temperatures for longer amounts of time and provide for stronger connection points than standard PCBs. For these reasons, they are particularly useful in automotive, aviation, heavy machinery and power converter applications and other heavy-duty environments.
If you are going to learn more PCB professional knowledge or want to order PCB products, please click our homepage or instant quote to custom our products. | https://pcbknow.com/what-are-5-common-causes-of-pcbs-high-heat/ |
Temperature is an important element of safety, reliability and performance in printed circuit boards (PCBs). High temperatures can quickly lead to malfunctions and permanent damage.
Several circumstances can introduce heat into the workings of a PCB. A component mounted to the PCB might produce excessive heat. An external element — for example, another component in a complex system like an aerospace system or medical application — might generate excessive heat. Heat might build up in the PCB because of inadequate ventilation. Or during PCB assembly, the heat produced during drilling and soldering might cause undue thermal stress on the components and lead to defective boards.
Whatever the reason, engineers need ways to manage heat to ensure that PCBs can survive the high thermal stresses they will inevitably encounter. What are some effective PCB heat dissipation techniques and ways to prevent PCB temperature rise? We’ll answer these questions in more detail below.
Why Is Monitoring PCB Temperature Important?
Monitoring PCB temperature is critical because high temperatures can alter the structure of the PCB and diminish its performance or cause it to break down.
PCB temperature measurement is also critical because the problems that result from high temperatures do not remain localized. They can quickly spread to other components of the PCB and cause a cascade of malfunctions and damage.
Excessive heat in a PCB can cause the following types of damage:
Loss of structural integrity: Excessive heat can damage the integrity of a PCB. The layers of a PCB are highly sensitive to fluctuations in temperature, and when they get too hot or cold, they expand and contract. Excessive heat can lead to warping in the lengths, widths and thicknesses of different PCB layers.
Disruption of circuit lines: Excessive heat can result in circuit damage as well. Circuit lines expand and change shape when they overheat. Once this happens, the circuits become susceptible to frequency shifts, distortions and straight losses. Their conductor impedance can also shift from its standard value of 50 ohms. Millimeter-wave circuits and microwave circuits, in particular, have tiny, delicate components that can easily sustain damage if they expand and deform at high temperatures.
Incompatible rates of material expansion: The detrimental effects noted above are compounded by the fact that different materials expand at different rates. A PCB has two basic types of layers: dielectric layers and conductive metal layers. Because they contain different materials, they expand differently in response to heat. So an overheating PCB may experience further damage as the different types of layers pull apart.
Oxidation: Oxidation of PCB components is also a concern at high temperatures. Exposed dialectic material in PCBs does not have protection against oxidation if it does not have a protective laminate coating. In that case, the material may rust after exposure to high heat. Loss of transmission lines and a higher dissipation factor often result.
How to Measure PCB Temperature
Before you measure PCB temperature, it’s essential to determine the primary heat source in the PCB — typically the microcontroller or microprocessor — as well as to locate the temperature sensors.
It’s also necessary to find the ground (GND) pins, which are usually attached to the substrate of the heat source. A large percentage of the heat generated in a PCB moves to the temperature sensor through these GND pins. Because the pins connect to the substrate, they have the least thermal resistance of any component of the PCB between the temperature sensor and the heat source.
Once you have these pieces of information, temperature monitoring can begin. PCB temperature measurement typically involves three different steps:
Place a ground plane between the temperature sensors and the heat source.
Connect the GND pins of each temperature sensor to the heat source’s ground plane.
Make sure the temperature sensors and the heat source remain close to each other on the PCB.
Following these steps will allow you to measure the temperatures of the primary heat source — and thus of the PCB as a whole — with accuracy and precision.
How Much Heat Can a PCB Stand?
How much heat a PCB can stand depends on the materials it is composed of. Materials with optimal thermal properties provide reliable resistance against the effects of high heat, whereas some materials stand up less reliably to high temperatures. The metric known as glass transition temperature (TG) helps indicate this resistance. For instance, FR-4 has a TG of about 135 degrees Celcius.
PCBs are typically defined as high-temperature PCBs if they can withstand temperatures of 150 degrees Celsius. Some high-temperature PCBs may be able to withstand even higher heats, but boards manufactured from materials with less heat resistance will be able to operate safely only at much lower temperatures. High-temperature PCBs are becoming more and more common in applications such as automotive and industrial applications WHERE extreme temperatures are part of the working environment.
Common Causes of High Heat in a PCB
These are a few common causes of high heat in a PCB:
1. Component Malfunction Causing Dissipation
One common cause of high heat in a PCB is that one component within the PCB malfunctions and dissipates, failing to generate the amount of power it typically produces. When this happens, the surrounding components have to generate more power to compensate. Generating more power leads to the risk of overheating.
2. Through-Hole Interference
Through-hole components and heat-sink components are the components of the PCB that supply power. They generate heat and dissipate it into the air. If a heat sink is soldered incorrectly, or if a different component of the PCB is interfering with the through-hole, the other components will generate more heat than usual to compensate. This scenario also leads to a risk of overheating.
3. Surface-Mount Device Distance
Surface-mount devices (SMDs) connect to the PCB in the same way through-hole components do. They allow for a smoother flow of current through the through-hole and heat-sink components. But the through-hole components and the SMDs must be positioned at the correct distance from one another. If they are too far away, the current will have farther to travel. The extra time it takes the current to travel can cause the receiving components stay cool for too long. When that happens, other components may overheat to compensate.
4. High-Frequency Circuits
High temperatures are particularly likely in applications that make use of high-frequency circuits. The reason is that the generation of more power naturally produces more heat.
Radio-frequency circuits, for example, represent a fast-growing sector in PCB engineering. These circuits are highly complex but have many useful applications, from wireless security in medical and industrial products to smartphones. These high-frequency circuits tend to generate tremendous amounts of heat, so special design techniques are necessary for these types of PCBs.
5. Lead-Free Solder
As a whole, the PCB industry is moving toward the restriction of hazardous substances (RoHS). RoHS PCBs use lead-free solder, and lead-free solder requires high temperatures so it can flow freely.
How to Prevent High Temperatures in a PCB
As we have seen, preventing a PCB temperature rise is critical. But how can you reduce heat in a PCB? Engineers can employ a few different PCB heat dissipation techniques:
1. Heat Sinks
A PCB is basically a heat-generating factory because of all the heat-producing components it contains. The PCB needs some way to dissipate all that thermal energy. Generally, the answer involves heat sinks. Heat sinks dissipate the heat safely so it will not build up and damage the board.
2. Fans
Most electronic devices contain fans for cooling, and part of the purpose of those fans is to help cool PCBs. Cooling fans disperse heat out of electronic devices while letting cool air in, helping to prevent overheating and extend the PCB’s lifespan and performance.
3. Considering Materials and Components
Choosing heat-resistant materials one of the most effective strategies for reducing heat in a PCB. For example, heavy copper PCBs constructed with thick copper plates make excellent choices for their durability and ability to withstand high temperatures. They handle higher levels of currents, resist higher temperatures for longer amounts of time and provide for stronger connection points than standard PCBs. For these reasons, they are particularly useful in automotive, aviation, heavy machinery and power converter applications and other heavy-duty environments.
Many PCBs contain FR-4, which, though it is useful as a flame retardant, cannot tolerate extremely high temperatures. Knowing that a PCB contains FR-4 in its construction can allow engineers to design circuits that will not generate more heat than the material can withstand.
Materials such as RF materials — used in radio-frequency circuits — and polyamide are also sensitive to high temperatures. Polytetrafluoroethylene (PTFE) is extremely common in RF boards, but it can smear under the heat of drilling, and the smear is very difficult to remove. These materials are not as common in PCBs as FR-4, but engineers should use caution in their designs if they are working with these materials as well. Making use of a high-temperature laminate in these situations is highly recommended.
4. Increasing Plate Thickness and Width
In PCBs, thicker plates tend to conduct heat less effectively than thinner ones. They require more power to reach high temperatures, so with the right engineering, they can help reduce the risk of overheating, warping and disruption.
5. Applying Laminates
Applying laminates is another way to prevent damage from high temperatures. High-temperature PCB laminates can prevent overheating by offering heat protection for the PCB’s components.
High-temperature laminates should have the following protective properties:
Glass transition temperature (TG): Glass transition temperature refers to the temperature at which polymers shift thermodynamically from rigid to soft. High-TG PCBs offer superior protection.
Time to delamination: High heat can delaminate a PCB laminate over time. The best laminates will take a long time to become delaminated at high temperatures.
Moisture absorption: PCB laminates should have dependable, protective moisture-absorption capabilities. If the PCB will operate in an air-controlled environment like a laboratory, moisture absorption may not be a high priority. But if the PCB will operate in an environment where it may become exposed to the elements, adequate moisture-absorption capabilities are critical.
Decomposition temperature (TD): Decomposition temperature refers to the temperature at which 5% of the laminate’s mass is lost because of decomposition. A high decomposition temperature offers superior protection.
Z-axis expansion: Z-axis expansion refers to the expansion of the material along the z-axis as a percentage of the coefficient of thermal expansion. Lower z-axis expansion also offers superior protection.
6. Aligning CTEs
The coefficient of thermal expansion (CTE) measures how much a material expands when exposed to high temperatures. In PCB design, it’s ideal for the dielectric layers to have a similar CTE to that of the copper layers. That way, if the layers expand, they do so in a uniform way that leads to minimal damage.
In a multilayer stack, if CTEs are not aligned, the layers will expand at radically different rates, which can cause warping and disruption. If this uneven expansion occurs during PCB assembly, the misalignments can also cause serious problems for drilling.
Choosing PCB materials with lower CTEs helps prevent overheating. For example, PTFE filled with woven glass or microglass fibers has excellent electrical characteristics, but it also has a high CTE. So this material is a poor choice when thermal toughness is a top priority. On the other hand, PTFE filled with ceramic has a lower CTE and performs much better at high temperatures, though it loses a little in electrical characteristics.
7. Maintaining Adequate Spacing
Determining component spacing on a PCB can be a tricky process. When board components are too close together, crosstalk may result — that is, different components may begin interacting with each other in undesirable ways. These unwanted interactions lead to something known as the skin effect. When the skin effect occurs, trace resistances increase, leading to resistive losses and adding heat to the circuit. The skin effect is particularly common with high-frequency PCBs, so engineers must take extra care with component spacing to keep the boards from overheating.
8. Integrating Heat Pipes Correctly
Heat pipes in a PCB can help disperse heat as well. The liquid in the pipes can absorb heat and prevent it from damaging the components of the board.
9. Maximizing RTI and MOT
Relative thermal index (RTI) and maximum operating temperature (MOT) are two relevant measurements engineers should pay careful attention to in the design of PCBs.
RTI indicates the highest temperature that a material can handle without undergoing changes to its properties or a reduction in its performance. MOT refers to the highest temperature that a particular circuit board configuration can withstand without undergoing changes to its properties or diminution of its performance. Engineers should keep both these measurements in mind in the design of PCBs and choose materials and circuit components with robust heat resistance as determined by these metrics. | http://goldphoenixpcb.biz/html/Support_Resource/arc_9300.html |
Modern electronics use high power components like high-performance processors, MOSFETs, high power LEDs, IGBTs, etc. We know there is a trend in electronic industries to make these components smaller but this results in the creation of thermal hotspots. High temperatures at PCB thermal hotspots could result in device failure. Hence PCB thermal management techniques must be carried out in PCBs.
Thermal performance is one of the most critical factors to consider while designing electronic products. To combat heating issues, PCB designers need to incorporate techniques that reduce the impact of heating. It means that designers need to learn the cooling methods used in electronic devices and need to know techniques to reduce heat dissipation internally.
In this blog post, we will discuss the following topics:
What are PCB thermal management and thermal modeling?
Thermal modeling is a critical tool that is used to conduct thermal failure analysis. It gives designers a good understanding of various thermal issues associated with their circuit design. Also, it helps in choosing proper cooling methods and PCB design techniques.
PCB designers can figure out the optimum design and positioning of different components in the layout using suitable modeling software. Thermal modeling enables the designer to efficiently figure out the following aspects- heat flow pattern, heat sink design, and cooling methods for active devices.
Here we have mentioned several PCB thermal management techniques to reduce heating in your PCB.
12 PCB thermal management techniques to reduce PCB heating
Identifying thermal hotspots and high-current traces
To fabricate a thermally stable PCB, thermal effects must be studied during the designing phase itself. The first step in thermal design is to identify the hotspots. Thermal modeling or thermal simulation techniques are used to find hotspots. Also, current flow analysis must be done along with it, because high-current traces cause heat generation.
The proper geometrical arrangement of components and high-current traces enables even distribution of heat. High-current traces must be routed away from thermally sensitive components such as sensors and Op-amps.
Copper thickness and width of traces
The thickness and width of the copper pad or traces play a significant role in PCB thermal design. Copper trace thickness should be adequate to provide a low impedance path for current passing through it. This is because the resistance of copper traces and vias accounts for significant power loss and heat generation particularly when they bear high current density. Therefore sufficient trace width and thickness are recommended to reduce heat generation.
Pad design for PCB thermal management
- Just like trace thickness, pad thickness is also important. Heat is dissipated directly towards the top copper layer. Therefore, the top copper pad must have sufficient thickness and area to provide enough heat spreading.
- If the PCB design has heat sinks in it, they are usually mounted on the bottom copper pad. Then the bottom copper pads should have sufficient coverage to allow optimum heat transfer to the heatsink.
- The component pins are soldered to the PCB supported by pads. The component is directly connected to the pad which results in very low thermal resistance to the PCB. A special welding pad that is thermal pads is used on the circuit board. This pad is only connected with thin bridges to the copper surrounding pour.
- The solder paste used to connect the component footprint with the thermal pad should be minimal. Too much solder paste under the thermal pads can result in the floating of components on a pool of molten solder during reflow. When this happens, the component package tends to move. The solution to the floating package problem is to optimize the solder paste volume.
Placing of high power components in PCB
For better heat dissipation, high power components such as processors and microcontrollers should be placed at the center of the PCB. If a high power component is mounted near to the edge of the board, it will accumulate heat at the edge and raise the local temperature. But if the device is placed at the center of the board, heat will scatter over the surface in all directions. Thus the surface temperature of the PCB would be lower and dissipates easily.
Also, make sure you have placed high-power components away from sensitive devices and keep the proper spacing between two high-power devices. Try to place high-power components evenly across the PCB.
PCB thermal vias design
Thermal vias are heat-conducting copper barrels that run between the top and bottom of the board. Such vias are good thermal conductors that transfer heat away from critical electronic components. These vias are typically used to facilitate rapid heat dissipation away from surface mount devices (SMD).
Suppose there is no space for a cooling system on top of the PCB, as in the case of an integrated sensor, indicator, or a packed board with numerous components. The simplest way to dissipate heat would be through thermal vias to the cooling system (heat sink or heat pipes).
Designers can use thermal vias for vertical heat transfer >between conductive layers. The number of thermal vias under BGAs or processors should be determined by the designers considering the heat dissipation range and surface area. Standard thermal via dimensions are as mentioned below:
- Diameter is 12 mil (0.3 mm) placed on 25 mils (0.64 mm) grid spacing.
- Standard copper plating thickness is 1 mil (25 μm)
- No via filling
Heat sink
The heat sink is a cooling method that transfers dissipated heat from PCB components into a cooling medium. Heat sink works on the principle of conduction which states that heat transfers from an area of high thermal resistance to an area of low thermal resistance. The heat also flows from high-temperature areas to low-temperature areas and the amount of heat flow is directly proportional to the temperature difference. The heat sink draws heat away from the PCB to fins that provide a larger surface area for faster heat dissipation.
Designers can choose a suitable heat sink for their design based on several factors. For example, the thermal resistivity of material used, the velocity of cooling fluid inside the sink, the thermal interface material used, the number of fins and spacing between fins, the mounting technique used, etc.
Heat pipe integration
Heat pipes are cooling devices recommended for higher temperatures applications such as in rockets, satellites, and avionics. The heat pipes are mostly available in a hollow cylindrical shape, but it can be made into any shape conveniently.
Heat dissipated from various devices is transferred to the liquid inside the heat pipe and vaporizes the liquid. The vaporized liquid condensate at the condenser end and returns to the evaporator through the wick structure by capillary action. This cyclic process ensures the dissipated heat to flow away from the PCB.
Designers should consider a heat pipe that entirely covers their heat source and should be able to bend as per your design requirements. There is a wide range of heat pipe working fluids available, from cryogens to liquid metals. Working fluid selection depends on the temperature range of the circuit and the fluid’s chemical compatibility with the container and the wick of the heat pipe.
Thicker PCB boards
For smaller devices, cooling methods like a heat sink, heat pipes, cooling fans are not an option at all. In such cases, the only option is to increase the thermal conductivity of the board and spread the generated heat. Thick boards with a comparatively larger surface area can dissipate heat quickly.
The thermal conductivity of a PCB is determined based on the coefficient of thermal expansion (CTE) of the materials used and its thickness. Designers must give extra attention to choosing material for each layer in the PCB stackup. When the coefficient of thermal expansion of the various materials used in different layers is mismatched, upon repetitive thermal cycling, fatigue occurs to reduce the thermal conductivity. Copper plating in vias and solder balls are more vulnerable to damage under high thermal cycling.
Integrated cooling methods
Integrated cooling methods are used to achieve higher coefficients of heat conductivity compared to a traditional heatsink & fan setups. The concept is to blow a cooling agent through dedicated vias directly to the bottom of the processors or BGAs or any heating components.
The number of vias should be determined by the designer, depending on the thermal criteria of the mounted component. A single via is considered first, more can be added on-demand which depends on the velocity of the cooling fluid, and the surface area of the component.
There are also other kinds of integrated cooling methods, for example, the inboard cooling method illustrated above. In this method, a heat exchanger is incorporated inside the board itself. Since no external heat sink or cold plate is required, the PCB assembly steps and the weight of the final product is reduced. But these coolers require a very high thermal via density around the cooling channels.
Cooling fans
We have gone through several cooling methods in this article, like heatsinks, heat pipes, thermal vias, etc. All these techniques exchange heat through conduction, which in many cases is not enough. The cooling fan uses convective heat transferring method that offers the designer a much efficient method for getting the heat away from components.
The efficiency of the fan depends on the ability to push a specific volume of air from the device and the compatibility of placing a fan. Designers must consider things like friction, size, noise, cost, operation, power requirement, etc while selecting the fan. But the fan’s primary purpose is to push a volume of air, which means capacity is the superior factor in choosing a cooling fan.
Soldering concentration
The soldering thickness of device joints should be even and ambient to reduce heat accumulation on the component leads. Extra care should be given while soldering near vias. There is a chance for the solder to overfill the hole leading to bumps on the bottom of the board and this reduces the contact area of the heat sink.
PCB designers have two options to avoid the overflow of solder. The first one is to decrease the diameter of the via below 0.3mm. The smaller the vias, the surface tension of the liquid solder inside the via is better able to counter the force of gravity on the solder.
The second option is the process called tenting. It involves covering the pad of the via with a solder mask to prevent the solder from flowing down to the via.
Read more: How To Achieve Perfect PCB Soldering
Peltier heat pump / Thermoelectric coolers (TEC)
Time to upgrade to advanced techniques in PCB cooling. Thermoelectric cooling or Peltier heat pump methods use the Peltier effect for cooling. Peltier effect is the reverse of the generation of thermal steam. These devices can cool components to sub-ambient temperatures.
TECs are used where the component temperature should be kept at a particular level. For example CCD cameras (charge-coupled devices), laser diodes, microprocessors, night-vision systems, etc. TECs offer accurate temperature control and faster response. Designers can use a combination of TECs with air cooling or liquid cooling techniques to extend the conventional air cooling limits for high-power dissipating processors. Commercial Peltier pumps cover a range of ceramic face sizes from 3.2 × 3.2mm² to 62 × 62mm² at the cooling side, from 3.8 × 3.8mm² to 62 × 62mm² at the base (heated side).
Thermal simulations of PCB
A detailed thermal simulation helps to precisely find the temperature of a thermal hotspot in a PCB. Thermal simulation is the color-scale map of temperature in the heating region obtained under different conditions. The unit of temperature in the simulation is always degrees celsius(°C). The color-scale maps are obtained by calculating the temperatures of thousands of points from the PCB.
Why perform thermal simulation?
- To locate thermal hotspots in order to avoid the risk of device failure
- Identify the possible reliability of dielectric material with various CTE values
- Improves product reliability
- Thermal simulations can reduce the cost of implementation by reducing engineering delays, field failures, and product iterations.
- Improving performance and communication between the engineering and electrical teams
Also read: What is Thermal Profiling in PCB Assembly
Designers can use a combination of some or all of the above heat transfer techniques. The easiest way to increase the efficiency of a component is to reduce the amount of heat dissipated in the first place. But irrespective of how much success you achieve in using cooling methods, you can always improve the reliability of your design by reducing the heat dissipation in your board.
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In my previous column I expressed some of the key issues that we consult on regarding the all-important subject of thermal management. These were based on the many questions fielded by our technical support team. I cannot emphasise enough how maintaining reliable temperature control of components will significantly extend the performance and lifetime of your devices. It is a critical process, which is best factored in during the design stage to avoid unnecessary costs and to also save time when scaling up to full scale production.
This month I will be delving deeper into thermal management chemistries and the processes you should follow in order to achieve a successful outcome. I’d also like to focus on some of the problems you are likely to face when applying a thermal management material, and overview some of the thermal bonding and resin materials that are available, their thermal conductivity and how to achieve the most efficient heat transfer. But let’s start with an issue that many of you will encounter at some stage in your product development work – pump out.
I want to avoid pump-out – how can I achieve this?
Pump out can occur when a device is subject to rapid temperature changes resulting in the expansion and contraction of the interface surfaces, thus producing a pumping effect. This motion can cause such pastes to be squeezed or pumped out from the interface gap, reducing the thermal transfer performance. In order to tackle issues with pump out, it is first important to understand the application conditions and material requirements involved.
Temperature extremes and rate of change of temperature are important factors that will determine the choice of thermal interface material; for example, if operating temperatures are likely to range between -50°C and 200°C, a silicone based thermal paste would be the go to option. It is important to consider the type of product used, for instance, a thermal paste compared to a thermal phase change material are entirely different entities. If we take one of our phase change materials, for example, the silicone-free TPM350, it is similar to a thermal paste in the sense that it is a non-curing, non-bonding product but it eliminates the mess and inconsistencies associated with pump-out. Phase change materials offer efficient thermal transfer, along with enhanced performance with thermal shock cycles and greater thermal protection where temperature spikes can occur, due to their ability to store and release thermal energy (latent heat) during the phase change process. Once heated above their softening temperature the phase change materials alter to a liquid/gel like state that perform equally as well as, sometimes even better than a thermal grease.
Thermal pastes are often designed to be applied in as thin a layer as possible. They improve the contact between the device and its heatsink by eliminating air gaps and ensuring that the full surface contact area is available for heat transfer. There is, however, a critical thickness which determines maximum thermal transfer with minimal thermal resistance, and while this will depend on the ‘roughness’ of the substrates and required spacing, it is generally between 30 and 100 microns. It’s always advisable to refer to the manufacturer’s instructions in order to apply the correct amount of thermal management product and test thoroughly under realistic accelerated conditions using the actual unit where possible.
Do I really need to use a thermal management product?
Keeping a long story short, the simple answer is yes! During use, some electronic components can generate significant amounts of heat. Failure to effectively dissipate this heat away from the component and the device can lead to reliability concerns and reduced operational lifetimes. It is in such cases that thermal management measures need to be taken for heat transfer efficiency, to prolong the working life and to ensure all components operate within their ideal temperature range for maximum performance.
Thermal management products come in many shapes and sizes…..
In my previous columns, I have explored a number of thermal management materials including gap pads, thermal pastes and phase change materials. So, in this column, I’m going to expand on the use of thermal bonding and encapsulation products. Thermal bonding materials can be used as interface materials either for thermal conductivity alone or to secure the heatsink or electronic component in place. In addition, such curing materials can be used for filling gaps and providing some structural support. By way of example, Electrolube’s Thermal Bonding System (TBS) is a two part epoxy bonding system, which utilises metal oxides to provide high thermal conductivity whilst being electrically insulating. The bonding system is useful in the manufacture of heatsink assemblies where piggy back arrangements are applied and where the manufacture design of heat sinks does not allow for welding or brazing techniques to be employed due to complexity or geometry of the fins. Coming back to our main topic, the fact that these types of products are ‘curing systems’ means that in general they do not experience the same issues of pump-out as a non-curing product. With bonding products, it is important to test the strength of the bond during the operational use of the device to ensure the bond strength and physical properties of the product, such as coefficient of thermal expansion, allow the product to perform consistently over the lifetime of the device.
Thermally conductive potting compounds are resins designed to encapsulate components or ‘pot’ the entire PCB unit, dissipating heat away from the electronic components and in the process, offering additional protection from environmental elements such as water or chemicals. For certain types of heat generating circuitry such as power supplies and LEDs, it may be beneficial to encapsulate the device in a heat-sink enclosure using a thermally conductive potting compound. The potting compounds provide excellent resistance to extreme temperatures, chemicals, shock and vibration. There are a number of thermally conductive encapsulation products available, largely based on epoxy, silicone and polyurethane technologies and with varying levels of viscosity. These thermal management solutions are particularly suitable for circuitry exposed to the harshest environments and provide high protection whilst enabling even heat distribution to increase the device lifetime.
It’s all about thermal conductivity, or is it?
This is commonly misunderstood but to be frank, it’s not all about thermal conductivity. The reason being because thermal conductivity values are measured from bulk material to give a comparison of one product to another. They are not a true reflection of the performance in final application. That is related to the thermal resistance under the exact conditions of use. Don’t be fooled by high thermal conductivity values, these can be misleading due to the many options of testing available. In addition, a high thermal conductivity product may also have a high thermal resistance if it cannot be applied correctly in a thin film at the interface. Any excess material or non-uniform application will result in a variation of heat distribution across the interface, thus leading to inefficient heat transfer.
How do I achieve the most efficient heat transfer?
As a rule of thumb, apply thin, uniform layers with the minimal amount of product required to remove all air gaps but leave no excess of material. Remember, the heat sink is far more conductive than the thermal interface material. The job of the interface material is to remove air so that the heat sink can efficiently transfer heat away from the component/device.
When it comes to the choice and applications of thermal management materials, there’s a great deal more to discuss, and over the following months I hope to provide more useful tips and design advice that will help you in your quest for reliable circuit protection. | https://electrolube.co.nz/knowledge_base/how-to-avoid-pump-out-and-achieve-efficient-heat-transfer/ |
Electronic devices are becoming more and more complex as the years go by. This means that the printed circuit boards (PCBs) must be designed with precision and care to ensure that the end product is successful. The most important thing to remember is that high-power circuits are not just a single component but a system. The system has to be designed with consideration for all its components, including the circuit board, electronic devices, thermal management, and power supply.
Some of the applications and end-products that require high-power circuit design are:
- Industrial power supply
- Servo motors
- EV charging
The following are some examples of high-power circuit design:
- A charging system used for EV batteries
- A projection TV that needs at least 300 watts of electricity
- Heat management systems for spacecraft
- Projection screens with more than 3000 lumens
- Thermoelectric coolers that require 5 kW of power
High-Power Considerations for Design
High-power applications are those that require a lot of power to operate. This is usually because they are used in devices that need to be able to run for a long time without being plugged in.
High-power circuits are defined as having a voltage or current of an order of magnitude higher than that used in a low-power circuit. Designers must ensure that the circuit operates at the proper voltage and current and has enough cooling and safety provisions. The following are aspects that need to be considered in the high-power design.
Thermal management
High-power electronics have a larger heat flux than low-power electronics, so it is important to consider thermal management in high-power designs. This heat needs to be managed for the circuit board not to overheat and fail. Thermal management can be achieved using a combination of passive and active cooling methods. Passive cooling includes using materials with low thermal conductivity, such as plastics or ceramics, which are used for insulating purposes. Active cooling includes using fans or liquid coolers to dissipate heat from the circuit board.
Materials
The material commonly used in PCBs is FR4, with high power applications, the material properties become more important than less demanding applications because of the increased thermal stress. The material properties most commonly connected to this application are high Tg as well as high Td Stable Coefficient of thermal expansion (CTE, value of expansion when heated) and in some cases a high Comparative tracking Index (CTI, value of ability to resist unwanted current flow between traces).
Solder mask
The solder mask is a protective layer that is applied to the surface of the PCB. It protects the copper from corrosion and contamination. The solder mask technique can be classified into two types: wet and dry. Wet solder masks are applied by dipping or spraying a liquid solder mask onto the board surface, while dry solder masks are applied as a sheet polymer onto the board surface. High power PCB design requires special consideration for solder mask technique because high power boards are more susceptible to corrosion and contamination than low power boards. While dry film offers a more consistent coating, dry films have become less common in mainstream fabrication.
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Most high-power PCBs will use some type of design that fall into one of two categories: layout or reference design. Layout refers to how the components are laid out on the PCB, while reference designs are usually done with specific layouts in mind. The layout of the PCB board needs to be designed in a way that it can handle the high power components and also reduce noise generation. Some rules need to be followed when designing a high-power PCB board. These rules are:
- The ground loops should be minimized as much as possible.
- The voltage should not exceed the maximum voltage rating of any component on the board.
- Noise generation should be minimized by using low inductance tracks and low capacitance vias.
- The board should be designed to support heat dissipation.
- The board should be designed to reduce the chances of electrostatic discharge (ESD) damage.
- Any traces that are not critical must be protected with a ground plane.
Component placement
The high power component placement is a design technique that is used to reduce the thermal resistance of the PCB. This technique is used when there are high-power components on the PCB. This can be done in two ways:
- The first way is to place the components close to each other and use a small copper area for heat dissipation.
- The second way is to place the components far from each other and use a large copper area for heat dissipation.
Trace width and thickness
The thickness of the copper traces is determined by the power that will be applied to them. The higher the power, the thicker the trace needs to be. The width of a trace is determined by its function. Internal traces are narrower than external ones because they are not exposed to outside interference. Ground planes are wider than internal or external traces because they need to dissipate more heat and have a larger surface area for grounding purposes.
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The first thing to consider is heat dissipation. The higher the power, the more heat will be generated, and the more heat will need to be dissipated from the board. This means that you will need to use larger copper areas, more vias, and thicker layers of insulation material to keep your board from overheating. There is also a possibility to incorporate copper coin technology into the design. You can learn more about this emerging technology here.
How Do You Maintain Safety and Reliability Within Design Parameters?
The following are some precautions that should be taken into account when designing a high power PCB:
- The design should be done by an experienced engineer who knows the effects of high power on the PCB design while also consulting with their PCB supplier.
- The design should take into account the effects of heat on the components and layout.
- The design should take into account the effects of electromagnetic interference (EMI) on other devices near the device being designed.
- The design should take into account any potential hazards that may arise due to over-voltage or over-current conditions, such as fire, smoke, or explosion.
- The design should comply with RoHS and IPC standards for safety and reliability as well as CE, CCC, and UL Certifications. | http://butteryspread.com/index85.html |
A semiconductor manufacturing company has little control over the system in which its parts are used. However, the system in which the IC is mounted is critical to overall device performance. For custom IC parts, the system designer often works closely with the manufacturer to ensure that the system will meet the thermal requirements of a high-powered device.
This early interaction ensures that the IC will meet the electrical and performance criteria, as well as function well within the customer’s thermal system. Many large semiconductor companies sell devices as catalog parts with no contact point between the manufacturer and the final application. For these cases, the companies offer a few general guidelines to help achieve a good passive thermal solution for the IC as well as the system.
Exposed pad
A common semiconductor package type is the exposed pad or PowerPAD-style package. In this package, the die is mounted to a metal plate called the die pad. This die pad supports the die during fabrication and serves as a good thermal path for the heat to travel away from the device.
When the exposed pad of the package is soldered to the PCB, the heat canquickly travel out of the package and into the PCB. The heat is then dissipated through the PCB layers and into the surrounding air. It is common for exposed-pad-style packages to conduct approximately 80% of the heat though the bottom of the package and into the PCB. The remaining 20% of the heat is dissipated from the device leads and sides of the package. A nominal amount of heat, less than 1%, is dissipated from the top of the package. For these exposed-pad packages, a good thermal PCB design is important to ensure proper device performance.
Fig. 1: PowerPAD design showing thermal path.
Thermal performance
The first area of PCB design where thermal performance can be improved is in PCB device layout. Whenever possible, high-power components should be separated from one another on the PCB. This physical separation of high-power components allows the maximum amount of PCB area around each high-power component to aid in heat transfer.
Care should also be taken to separate temperature-sensitive components from any high-power components on the PCB. Whenever possible, high-power components should be located away from the corners of the PCB. A more central PCB location makes it possible to maximize board area around high-power components for thermal dissipation.
Figure 2 shows two identical semiconductor devices: components A and B. Component A, located at the corner of the PCB has a die-junction temperature that is 5% hotter than that of component B, the more centrally located component. The corner location of component A is thermally limited due to the decreased board area immediately adjacent to the component available for thermal dissipation.
Fig. 2: Impact of component placement on thermal performance. The component at the corner of PCB has a higher die temperature than the centrally located component.
The second area, and most thermally critical aspect of PCB design, is construction. A general rule of thumb is the more copper in the PCB, the better the thermal performance of components in the system. Mounting a semiconductor device on a huge block of liquid-cooled copper is ideal. Since this mounting option is impractical for most applications, other PCB changes can be used to improve thermal performance.
For most applications today, the overall size of the system is shrinking, which is having a negative impact on thermal performance. A larger PCB has more area for heat transfer as well as more flexibility to provide adequate space between high-power components.
Whenever possible, maximize the number and thickness of copper ground layers in the PCB. Ground layers are typically high in copper mass and serve as excellent thermal paths to spread heat across the full area of the PCB. Routing layers also serve to increase the overall percentage of copper available for heat transfer.
However, the routing is often electrically and thermally isolated, limiting its impact as a potential thermal dissipation layer. Routing the device ground to as many ground layers as electrically possible also helps to maximize heat transfer. Thermal vias located in the PCB below the semiconductor device help to carry heat down into the buried layers of the PCB as well as to the backside of the board.
The top and bottom layers of the PCB are prime locations to improve thermal performance. Using wider traces for routing away from high-power devices provides a heat path for thermal dissipation. A dedicated heat-spreading plane is an excellent way to dissipate heat on a PCB. A heat-spreading plane is typically located on the top or backside of a PCB and is thermally connected to the device with direct copper connection or thermal vias.
In the case of inline packages (packages with leads on only two sides), the spreading plane can be located on the topside of the PCB and have a “dog-bone” shape (a profile as narrow as the package in the center with larger connected copper area away from the package). For a quad package (leads on four sides), the spreading plane must be located either on the backside or buried within the PCB.
Fig. 3: An example of a dog-bone-style land pattern for a dual-inline package.
Increased spreading plane size is an excellent way to improve thermal performance of a PowerPAD style package. Varying the spreading plane size can have significant impact on thermal performance and is often included in product datasheets in table format.
However, it can be difficult to quantify the impact of additional copper on a custom PCB. Some web-based calculators exist that allow the user to select a device and vary the copper land pad size to estimate the impact on thermal performance for a non-JEDEC PCB. Tools such as these highlight the impact of PCB design on thermal performance. For quad-packages, the topside land pad is often limited to just the area below the exposed pad of the device, in this instance, buried or backside layers are the preferred method for additional cooling. For dual-inline packages dog-bone-style-style land patterns can be used to dissipate heat.
Finally, a larger PCB housing system can be used for cooling as well. Screws used to mount the PCB can serve as efficient heat flow paths to the system chassis when the screws are thermally connected to spreader and ground planes. The number of screws should be maximized to the point of diminishing returns when compared to transfer effect and cost. Metal PCB stiffening plates can provide an additional cooling area when connected to the heat-spreading plane. For applications where the PCB is enclosed in a housing or other enclosure, a cavity filler material provides improved thermal performance over an air-filled enclosure. Cooling solutions such as fans and heat sinks are also common ways to cool a system, but often require additional space or design modifications to optimize cooling potential.
Selecting a good IC device and package solution is only a small part of a well-designed thermal system. The thermal performance of the IC depends heavily on the PCB and the ability of the encompassing thermal system to quickly move heat away from the IC device. By implementing some of the passive cooling methods highlighted above, it can be possible to greatly improve the thermal performance of a system. ■
Sandra Horton is a packaging engineer at Texas Instruments. | https://www.electronicproducts.com/pcb-cooling-techniques-and-strategies-for-ic-packages/ |
Temperature is a major design constraint for any system that generates heat, including automotive, aerospace, telecom, industrial, and lighting applications. Even a system that is 90% efficient still has to dissipate 10% of its power as heat. Excessive heat can substantially reduce the operating life of lithium batteries and LEDs, and thermal runaway can require a system to be powered down or even cause it to fail.
A common approach to managing heat is through active cooling. The heat is transferred through the air in the system and mechanical measures such as fans dissipate the heat. Fans, however, generate noise, consume power, increase cost, and lower reliability. Passive thermal management reduces heat by conducting it out of the system, typically by spreading it over part of a metal enclosure. Effective passive thermal management can eliminate the need for active cooling (see Figure 1).
Figure 1: (a) Fan-based cooling: Active cooling requires mechanical measures to dissipate heat, such as fans that generate noise, increase cost, and lower reliability. (b) Pad-based thermal conduction: Passive thermal management reduces heat by conducting it out of the system, typically by spreading it over part of a metal enclosure. Effective passive thermal management eliminates the need for active cooling.
Too often, thermal management is left as a design-for-manufacturing consideration. The electrical design team’s primary focus is on functionality. They make sure the processor has enough performance and sufficient memory to meet real-time application requirements. With the current emphasis on small form factor and energy efficiency, size and power are part of their considerations. The design is then passed to the PCB designer, who lays out the board and takes into account issues like signal integrity, noise, and EMI.
Once the PCB is done, this “finished” design is passed to the mechanical engineer whose job it is to fit the board into a physical enclosure. In many designs, this is the first time that thermal management is seriously considered. With tight space constraints, time-to-market pressures, and limited budget remaining, mechanical engineers can find themselves with a real challenge to overcome.
The thermal management challenge
There are many factors that make transferring heat out of a system difficult to implement effectively:
- Electrical isolation: A metal enclosure can transfer heat out of a system only if there is an electrically conductive material to bridge the gap between the heat source and the enclosure.
- Uniformity: Thermal conductivity depends upon how uniformly the heat source is connected to the conductive material. It’s important for thermal materials to offer a selection of thicknesses to ensure there will be good contact when stack up tolerance is taken into consideration (see Figure 2).
- Compressibility: There may not be enough space in the enclosure when the door is closed or between subsystems to fit certain types of conductive materials. Thermal management, in this case, requires some level of compressible material to accommodate space constraints.
- Ease of assembly: Thermal materials that require manual installation increase assembly complexity and cost while introducing potential reliability issues. Ideally, thermal materials need to be implemented by automated assembly systems. An important factor to consider for automated systems is how to apply thermal materials without making a mess, such as preventing a dispensed grease from spreading into other parts of the system.
- Cost: Difficult thermal challenges limit options, increasing the cost to address them. Cost is even more of an issue when the electrical design team has utilized the majority of the monetary budget and made choices that make managing heat transfer more challenging.
Figure 2: Thickness is important to ensure good contact: Thermal materials should come in a selection of thicknesses to ensure there will be good contact when stack-up tolerance is taken into consideration.
Designing with a thermal budget in mind
There are several budgets that engineers track during the various design phases: cost, signal integrity, noise, power. By acknowledging these constraints earlier in the design process, engineers are able to make decisions that conserve or expend budget as a tradeoff for some other benefit. For example, selecting a higher-performance receiver relaxes RF-signaling layout constraints. Alternatively, more rigorous layout allows a lower-cost receiver to be used.
Electrical design teams take price, performance, power, time to market, ease of use, and many other factors into account when selecting components and developing a system architecture. When thermal management is not considered early in the design process, this means that engineers have little awareness of the impact their choices have for the mechanical design team. Optimizing their choices without taking thermal issues into account can create time-consuming and expensive temperature management problems later that ultimately delay product time to market, add to assembly complexity, increase system cost, and negatively impact reliability.
The key to managing heat optimally is understanding the available options. Thermal management involves much more than thermal grease, heat sinks, and fans. Just like a noise or power budget, a thermal budget can be used to choose between different tradeoffs — cost versus performance versus assembly complexity versus ease of use, and so on. There is significant investment and innovation in thermal management technology, just like other areas of electronics. For some engineers, the breadth of options available are surprising. And with these options, engineers can choose the tradeoffs that best meet their application and market requirements.
For example, Fujipoly, a leader in thermal technology and innovation, has a wide portfolio of thermal technologies including gap filler pads, putty type gap fillers, two-part cure-in-place gel, non-curing form-in-place gel, thin-film materials, and greases, to name some (see Figure 3). These materials range from general-purpose to high-performance, and many components meet IETF, ISO, and automotive certifications. Each material offers different advantages and tradeoffs. Grease compounds, while messy, are a low-cost option that provides good performance. Pads provide high performance, and putties are useful where compressibility is important.
Figure 3: Different types of thermal materials: Thermal materials including gap filler pads, putty type gap fillers, two-part cure-in-place gel, non-curing form-in-place gel, thin-film materials, and greases, each offer different advantages and tradeoffs.
Many of these materials work well with automated assembly systems. Fujipoly has developed thermal pads that can be used by robots and pick-and-place machines by overcoming issues with pads being soft, tacky, and having a carrier film that needs to be removed. Continuing research with integration partners is being done to transform other by-hand solutions into materials that work well in automated settings. Fujipoly also leads innovation in next-generation thermal technology with advances like thermal pads that provide additional EMI absorption for applications that need it.
Fujipoly has extensive experience with thermal management and can help engineers select the optimal technology and implementation for their application. For example, larger pads appear to be the best choice for ease of use. However, Fujipoly can provide pads die cut in a number of custom shapes directly to manufacturers. Such custom pads are optimized for the job they need to accomplish, providing the right amount of compression and more effective heat transfer at a lower cost.
An important aspect of Fujipoly’s thermal offerings is expert technical support. Applications engineers are available to help with overall thermal design. Beyond selecting the right materials, they can help with size and shape optimization, as well as assembly considerations and thermal testing. There is also a quick turnaround for samples to help engineers meet tight deadlines.
Thermal design is an essential part of designing reliable electronics systems. By considering thermal issues earlier in the design cycle, design teams can avoid creating major problems for mechanical engineers when time is short and money is tight. However, with an understanding of the many thermal materials and options available, mechanical engineers have the flexibility to make optimal tradeoffs and address even the most challenging thermal issues on time and within budget. | https://nike--trainers.co.uk/rethinking-thermal-design-utilizing-your-thermal-budget-to-your-best-advantage.html |
Figure 3 Uniform disk Uniform rod 3) Figure 3 illustrates a physical pendulum comprising a uniform disk having mass M and radius R and a rod having the length R and mass M. The disk is pivotally m...
Level II: Oscillation A physical pendulum made from a cylinder of mass M and radius R attached to a rigid rod of mass M and length 2R, and pivots from one end of the rod. A.) Draw the Freebody diagram then start with the torque equation, and verify that the rigid pendulum will oscillate. B.) Determine the angular frequency and period of oscillation the physical pendulum. C.) Write the 0 as a function of time equation for the physical pendulum...
A torsion pendulum is made from a disk of mass m = 7.2 kg and radius R = 0.74 m. A force of F = 43.1 N exerted on the edge of the disk rotates the disk 1/4 of a revolution from equilibrium. 1) What is the torsion constant of this pendulum? 2) What is the minimum torque needed to rotate the pendulum a full revolution from equilibrium? 3) What is the angular frequency of oscillation of this torsion pendulum?...
2. As shown below a uniform disk of radius R 10.0 cm and mass M 0.850 kg is attached to the end of a uniform rigid rod of length L = 500 mm and mass m = 0.210 kg. Take positive θ in the counterclockwise direction, and positive angular velocity ω as into the page. Assume small angle deflection (a) When the disk is suspended from a pivot as sown what is the period of its motion? (b) If this...
In the figure below, the pendulum consists of a uniform disk withradius r = 10 cm and mass 435 gattached to a uniform rod with length L = 500 mm andmass125 g.(a) Calculate the rotational inertia of thependulum about the pivot.1kg·m2(b) What is the distance between the pivot and the center of massof the pendulum?2 m(c) Calculate the period of oscillation.3 s
A system of two bodies consisting of a rod of mass m and length L, and a disk of mass M and radius R, moves in the x-y plane. The disk rotates about the axis attached to the rod at a distance b from its axis of rotation. The absolute angular velocity of the rod is 2, and the angular velocity of the disk relative to the rod is @. Determine the ratio E/Ho of the kinetic energy E of...
M,R a = 0 14. A body consisted of an uniform rod of mass m and length L, and a disk of mass M and radius R can rotate about the axis z. At the beginning the body is in the horizontal position and rests. On the body acts only the gravity force. Determine the linear momentum P, and the angular momentum K relatively to point O when the body is in the vertical position, as shown. m. X P2=?...
3. A merry-go-round (uniform disk) of mass M = 125 kg and radius R = 1.5 m is rotating initially wi = 12 rad/s. A person (we'll call the person a thin uniform rod) of mass m = 65 kg and height h= R initially stands over the rotation axis. The person decides to lie down with feet at the center and head at the outer edge (see figure). Since the person is a "thin rod', we can ignore the...
A uniform circular disk whose radius R is 32.0 cm is suspended as a physical pendulum from a point on its rim. (a) What is its period of oscillation? __ s (b) At what radial distance r < R is there a point of suspension that gives the same period? __ cm in the book.. it gives me a hint: ..... the period of oscillation is given by T = 2pi sqrt(I/mgh), where I is the rotational inertia of the...
A playground ride consists of a disk of mass M =40 kg and radius R=1.6 m mounted on a low-friction axle (see figure below). A child of mass m=22 kg runs at speed v =2.6 m/s on a line tangential to the disk and jumps onto the outer edge of the disk. R We were unable to transcribe this image
A rod of length L and negligible mass is attached to a uniform disk of mass M and radius R (see figure below). A string is wrapped around the disk, and you pull on the string with a constant force F. Two small balls each of mass m slide along the rod with negligible friction. The apparatus starts from rest, and when the center of the disk has moved a distance d, a length of strings has come off the...
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Self-promotion: Authors have the chance of a link back to their own personal blogs or social media profile pages. | https://www.homeworklib.com/questions/767709/figure-3-uniform-disk-uniform-rod-3-figure-3 |
A "couple" is a set of opposing, equal magnitude, and distinct lines of action acting forces. When a couple applies force to a rigid object, the couple generates a torque that is independent of the axis' location. The illustration depicts two forces working perpendicular to the tire wrench on a pair. Find an equation for the torque the pair produces when the axis passes through and is perpendicular to the tire. (a) point A, (b) point B, and (c) point C. Explain your responses in terms of the force's magnitude F and the length. Loof the spanner
(1999) As shown above, a uniform disk is mounted to an axle and isfree to rotate without friction. A thin uniform rod is rigidlyattached to the disk so that it will rotate with the disk. A blockis attached to the end of the rod. Properties of the disk, rod, andblock are as follows.
Disk: mass = 3m, radius = R, moment of inertia about centerID = 3/2
Rod: mass = m, length = 2R, moment of inertia about one endIR = 4/3
Block: mass = 2m
The system is held in equilibrium with the rod at an angle0to the vertical, as shown above, by a horizontal string ofnegligible mass with one end attached to the disk and the other toa wall. Take m = 37 kg, R =0.63 m, and
(a) Determine the tension in the string.
(b) Determine the following for the instant immediately after thestring is cut. | https://plainmath.net/93752/suppose-you-have-a-100-ml-cup-a-300-ml-c |
‘Music is a universal language that embodies one of the highest forms of creativity’ (The National Curriculum).
At Dauntsey Academy Primary School, our music curriculum inspires self-expression and creativity and encourages our pupils on their musical journeys as well as giving them opportunities to connect with others. We encourage a life-long love of music by exposing our pupils to diverse musical experiences and igniting a passion for music. By listening and responding to different musical styles, finding their voices as performers and composers, they become confident, reflective musicians. Our pupils will understand the legacy of music of the many musicians in history as well as identifying the opportunities of their own contribution to the world of music.
Skills
At DAPS we intend our curriculum to develop pupils who:
- Can sing and use their voices individually and in a group
- Create and compose music on their own and with others
- Use technology appropriately when composing
- Have opportunities to learn a musical instrument
- Understand and explore how music is created, produced and communicated
- Listen to, review and evaluate the work of great composers and musicians from a range of historical periods, genres, styles and traditions
- Enjoy and have an appreciation of a range of different musical styles e.g. Classical, Jazz, Hip Hop, Pop, Rock etc. | https://www.daps.wilts.sch.uk/Music/ |
CURATOR:
Released:2008-11-15
GENRES:
http://www.wfmu.org/playlists/shows/29319 Banzai is a Brooklyn quartet formed in 2004. Their music is fun, energetic, happy, exciting and eclectic! With influences from jazz, hip-hop, country, film music, electronic, funk, classical and pop, in addition to the myriad of styles heard in the underbelly of modern rock music. Banzai melds creativity with
accessibility, while taking pride in their noted lack of stylistic definition.
» READ MORE
Radio Program
Live at WFMU on Keili's Show on 11/15/2008
UPLOADED: 12/04/2008
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The songs in this album are licensed under: | https://freemusicarchive.org/music/Banzai/Live_at_WFMU_on_Keilis_Show_on_11152008 |
Instruments:
Piano, Guitar, Saxophone, Banjo, Clarinet
Music Genres:
Classical, Jazz, Pop, Popular
Fullerton, California
Larry Salzman grew up in Chicago Illinois he began his studies on snare drum at 7 years old. For his 10th birthday he received his first official drum set. At an early age he was influenced by
Instruments:
Drums/percussion
Music Genres:
All Styles
Costa Mesa, California 92627
Robert Slack is a leading Timpanist/Percussionist in the Southern California area. Winner of a national audition for a percussion position in the Pacific Symphony in 1990 he then became the
Instruments:
Percussion, Drums, Marimba, Timpani, Vibraphone
Music Genres:
Classical, Jazz, Pop, Rock
Alta Loma, California 91737
The majority of my musical training has been private. I have played professionaly but much prefer teaching. I have taught piano and music theory in Alta Loma CA since 1983. My studio averages
Instruments:
Piano, Voice, Recorder, Kindermusik, Dulcimer
Music Genres:
Classical, Youngchild, Kindermusik
Whittier, La COunty,
Instruments:
Drumset/ Percussion
Music Genres: | https://privatelessons.com/music-lessons/san-bernardino%2Cca/percussion |
Canterbury’s diverse instrumental music program provides students with the opportunity to follow and develop their passion of music through a variety of performance opportunities. These include fall, winter and spring concerts, several “pop up” performances throughout the campus, as well as off-campus performance opportunities. Additionally, we offer a variety of academic music electives such as Computer Music, Contemporary Music Theory and Making Music With Logic Pro and Improvisation. Students focus on improvisation and ensemble play.
Contemporary Music Band
The Contemporary Music Band consists of a select group of our most dedicated musicians who are given the chance to pursue in-depth study of a variety of contemporary music styles including R&B, Pop, Jazz and Rock titles. Music students of intermediate or higher level audition for membership, and the band performs regularly throughout the year on the Canterbury Stage as well as perform at off campus venues.
Sample Repertoire
Ain’t No Mountain High Enough Ashley Simpson
Perfect Ed Sheeran
Hallelujah Leonard Cohen
Dust in The Wind Kerry Livgren
Valerie Amy Winehouse
Don’t Know Why Norah Jones
Superstition Stevie Wonder
Uptown Funk Bruno Mars
Jazz, Rock, Pop Ensemble
The Jazz, Rock, Pop Ensemble gives a larger group of musicians the opportunity to perform modern music while honing their craft. Students focus on learning to improvise and playing in a rhythm section. This ensemble plays a fall, winter and spring concert.
Sample Repertoire
Can’t Stop This Feeling Justin Timberlake
Brown Eyed Girl Van Morrison
Any Way You Want It Steve Perry, Neil Schon
Long Train Runnin’ Tom Johnston
Locked Out Of Heaven Bruno Mars
Rock Band
The Rock Band gives musicians of all levels the chance to pursue guitar, bass, drums, and perform a variety of rock styles. The group performs at fall and spring concerts as well as open mic events throughout the year.
Sample Repertoire
Thinking Out Loud Ed Sheeran
Higher Ground Stevie wonder
Mr. Jones Black Crows
Don’t Stop Believing Journey
Let It Be The Beatles
Orchestra
The Orchestra gives students the opportunity to prepare and perform a repertoire in a variety of genres ranging from classical to pop. The group is open to beginner through advanced level students as they gain experience playing in a large group setting.
Sample Repertoire
Palladio Karl Jenkins
River Flows In You Yiruma
How Does A Moment Last Forever Alan Kenken
Skyfall Adele
Chamber Ensemble
In Chamber Ensemble is an audition based performing ensemble. Students have the chance to practice and perform a variety of music genres in small groups. In addition to performing in large fall and spring concerts at the end of each term, students have the opportunity to perform and be showcased at other Canterbury events. | https://www.cbury.org/arts/instrumental-music |
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Title/Composer
Jesus Never Fails, Pt. 3
feat.
Milton Biggham
/
Georgia Mass Choir
/
Rita Youngblood
Milton Biggham
Spotify
Jesus Never Fails (Part II)
feat. | https://www.allmusic.com/artist/kenneth-rouche-mn0001243830 |
Book Description :
Tracing the diverse streams of American popular music from the 1920s to the present, The Pop, Rock, and Soul Reader: Histories and Debates addresses such questions as: How did the musicians who made the music explain it? Who listened to popular music and why? What was the major impression madeby it on society at large? Why do some types of popular music still matter today?In this richly textured and chronologically organized anthology, well-known scholar David Brackett brings together more than 100 readings from a diverse range of sources and by writers who have played an integral part in the development of popular music criticism. He includes articles frommainstream and specialized magazines, scholarly journals, and newspapers, as well as interviews and autobiographies of musicians and other music industry insiders. Representing a wide variety of time periods, styles, and genres--and including groundbreaking criticism on disco, hip-hop, rap, andtechno--the selections introduce students to important social and cultural issues raised by the study of popular music. Topics covered include the role of race, class conflict, gender roles, regional differences in the reception of popular music, and the relative value of artistry versus commerce.Extensive editorial introductions and headnotes supply context for the selections, provide links between different eras and genres, clarify the issues raised by the documents, and explain their historical significance. An ideal text for courses in popular music history, The Pop, Rock, and SoulReader: Histories and Debates will also be of interest in courses on American music, American studies, media studies, history, and sociology. | https://www.mewsie.org/textbook/the-pop-rock-and-soul-reader/ |
No faculty members match your search.
Vicente Avella
Spencer Bambrick
Jonathan Feist
Jack Freeman
Jerry Gates
Jim Horan
Joseph Mulholland
Ben Newhouse
Sujay Pandit
Danielle Riendeau
Susan Rogers
Dr. Tom Rudolph
David Valdes
Gabriele Vanoni
Elizabeth Wong
David CarrollMusic Production
Since graduating SAE (School of Audio Engineering) in 2010 and pursuing a career in live music and production David has cemented a solid resumé, working with a variety of clients such as Janelle Monaé, Kali Uchis, Jidenna, Hurray for the Riff Raff, and others. Having mixed a variety of genres and styles is what he believes to be the key to a lasting career in audio engineering. Pop, rock, indie, hip-hop, electronic, jazz, and classical are well within his mixing vernacular and having worked with legends and current pop stars alike has helped craft his understanding of what it takes to achieve the results his clients are looking for. | https://online.berklee.edu/faculty/david-carroll |
Access to Energy for Sustainable Human Development. Project analysis with renewable energy and communal management models in rural areas.
Directors: Alejandra Boni / Laia Ferrer
Departament Enginyeria Mecànica
Energy services are crucial for eradicating poverty, improving human welfare and raising living standards. Thus, providing appropriate and reliable modern energy and sanitation services using secure and environmentally sound technologies, in conformity with socioeconomic needs and cultural values, is essential in the race for sustainable development. Autonomous systems based on the use of renewable energies (RE) have proven suitable for providing affordable, reliable, safe, and high-quality energy and sanitation services to isolated communities. Taking this into consideration, the objectives of this thesis are to investigate the contributions of the Human and Sustainable Development (HSD) approach to the analysis of RE projects in isolated rural areas in developing countries and understand how these projects to provide access to energy in impoverished rural areas should be developed according to the paradigm of HSD. Regarding the first objective, it is considered that, generally, these types of technology projects are designed, implemented and evaluated following strategies consistent with utilitarian approaches, focused on the generation of new resources. However, to analyze the impact of these projects on the lives of the people, in this thesis we use an approach that allows us to extend the analysis on several key dimensions of development that should be considered in the process of these projects. In particular, we have used the HSD approach, which considers that technological projects in rural areas should not only be aimed at increasing levels of access to affordable, reliable, secure and high quality energy, as well as improving the quality of the environment, including the immediate environment in homes, but also at strengthening the autonomy and empowerment of people, expanding their opportunities and freedoms. This approach has been used in six projects to provide access to energy in Andean communities in Peru, carried out by the NGO Practical Action, which consider only RE and community management models. To analyse these projects against the precepts of HSD approach, a special methodology has been designed, incorporating tools to collect data related to the context and individual conversion factors affecting people's capabilities, with particular emphasis on the gender component. Regarding the second objective, based on the results of the analyses, recommendations have been made to overcome barriers and difficulties identified for such projects to truly be catalysts of HSD. Additionally, a management model has been designed to handle any number of different technologies, considering the lessons learned from this research, which has been implemented in a project that includes 6 types of technologies simultaneously, and whose sustainability has proven satisfactory. | https://www.upc.edu/ccd/en/research/phds/access-to-energy-for-sustainable-human-development-project-analysis-with-renewable-energy-and-communal-management-models-in-rural-areas |
Please use this identifier to cite or link to this item:
http://publications.jrc.ec.europa.eu/repository/handle/JRC45992
|Title:||A Step into the Unknown - Feed-in Tariff for Energy Saving|
|Authors:||BERTOLDI PAOLO; REZESSY Silvia|
|Citation:||Proceedings of the 2007 ECEEE Summer Study vol. 1 p. 93-102|
|Publisher:||ECEEE|
|Publication Year:||2007|
|JRC N°:||JRC45992|
|URI:||http://www.eceee.org/conference_proceedings/eceee/2007|
http://publications.jrc.ec.europa.eu/repository/handle/JRC45992
|Type:||Articles in periodicals and books|
|Abstract:||Over the last decades there has been a heated debate about the comparative advantages of quantity versus price policy instruments in the field of sustainable energy (see definitions in the paper). In renewable electricity generation (RES-E) these mechanisms are represented by renewable quota systems coupled with tradable green certificates, and by feed-in tariffs (FITs), respectively. Recently the interest of energy efficiency policy makers has also been drawn by quantity policy instruments. In a few European countries white certificate schemes have been introduced, which combine energy savings obligations with tradable certificates for energy savings from verified projects. Following the promising results delivered by feed-in tariffs for the support of RES-E, it could be interesting to explore the feasibility and possible set up of a feed-in tariff for end-use energy savings. The paper takes as a point of departure the comparative analysis of quantity systems versus price systems with regard to RES-E. It builds on the theoretical debate of ¿prices-versus-quantities¿ and reviews the results achieved by instruments from these two categories in RES-E. The paper reviews other more recent financial support schemes used for end-use efficiency and energy savings such as wire charges and demand response bidding. Taking into account the particularities of end-use energy efficiency projects, the paper subsequently discusses the feasibility and implications of introducing a feed-in type of support for end-use energy efficiency and energy savings. The paper finally discusses the viability for integration of a feed-in tariff for energy savings with a renewable one with the aim of achieving maximum cost effectiveness and improving the coherence of sustainable energy systems. The paper is intended to open a larger debate on a possible FIT for energy savings, and in particular on some theoretical and practical implementation issues, such as measurement.|
|JRC Directorate:||Energy, Transport and Climate|
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Items in repository are protected by copyright, with all rights reserved, unless otherwise indicated. | https://publications.jrc.ec.europa.eu/repository/handle/JRC45992 |
Insights and lessons are provided in this publication from a technical assistance project on building livable cities across Asia and the Pacific through the future cities approach.
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Improving Lives of Rural Communities Through Developing Small Hybrid Renewable Energy Systems
Case studies highlight experiences of six pilot projects on the development of small hybrid renewable energy systems in Asian rural areas and small isolated islands.
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Tapping the Unreached: Nepal Small Towns Water Supply and Sanitation Sector Projects─A Sustainable Model of Service Delivery
This booklet highlights key features of successful delivery of water and sanitation services in small towns in Nepal, sector reforms, and lessons learned in designing water supply and sanitation projects.
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Lessons from ADB Transport Projects: Moving Goods, Connecting People, and Disseminating Knowledge
From in-country to cross-country connections, whether by land, air, or water, transport is a key ingredient that enables nations to achieve economic and social development goals.
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Integrated Solid Waste Management for Local Governments: A Practical Guide
Improving solid waste management is crucial for countering public health impacts of uncollected waste and environmental impacts of open dumping and burning.
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Water Safety Planning for Urban Water Utilities: Practical Guide for ADB Staff
This handbook provides guidance on integrating the Water Safety Plan approach into ADB's urban water projects to facilitate compliance with global good practices.
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Guidelines for Estimating Greenhouse Gas Emissions of ADB Projects
Developing Asia has the world’s fastest-growing rate of greenhouse gas emissions, particularly from power generation. This provides additional guidance for ADB clean energy projects.
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Irrigation Subsector Guidance Note: Building Blocks for Sustainable Investment
This guidance note will help define core areas of support and set the course for ADB's country partnership strategy investments in irrigation and assists.
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Guidelines for the Economic Analysis of Projects
Guidelines for ADB staff, consultants, and officials of developing member countries in assessing project proposals for economic viability and financial sustainability.
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Public Financial Management Systems - Viet Nam: Key Elements from a Financial Management Perspective
This report documents Viet Nam’s financial management systems covering the areas of budgeting, funds flow, accounting and reporting, and auditing systems.
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Enabling Inclusive Cities: Tool Kit for Inclusive Urban Development
Guidance for ADB staff and development partners in planning, designing, and implementing projects to support an integrated approach to inclusive urban development.
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Taking the Safe Route
This publication shares lessons from ADB's experience in embedding HIV education during highway construction in the People's Republic of China.
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Guidelines for Estimating Greenhouse Gas Emissions of Asian Development Bank Projects: Additional Guidance for Transport Projects
Transport contributes almost a quarter of global energy-related carbon dioxide emissions, mostly coming from developed countries. However, vehicle emissions in developing countries are also growing due to rapid motorization.
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Guidelines for Climate Proofing Investment in the Water Sector: Water Supply and Sanitation
This methodological approach assists project teams in managing climate change risk in the context of water supply and sanitation investment projects.
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Manual for Undertaking National Urban Assessments
This manual provides guidelines for conducting rapid urban assessments guided by ADB’s Urban Operational Plan 2012–2020 which outlines ADB’s support to its members in developing their urban economies.
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Monitoring, Reporting, and Verification Manual for Clean Development Mechanism Projects
ADB's Clean Development Mechanism has successfully supported mitigation actions through carbon finance. However, it requires robust monitoring, reporting, and verification to ensure the social and environmental integrity of projects. | https://www.adb.org/publications/guides?page=3 |
During the last past months, the ACCESS Coalition found out the need to start mobilizing best practices and sharing relevant knowledge among the ACCESS members. For this, the ACCESS learning group (composed by Practical Action, energypedia, GERES, IIED and the Wuppertal institute) wants to initiate a series of Smart-Webinars, starting with productive use of energy as this is a highly relevant topic for the ACCESS Coalition.
Energy Access: the role of civil society in the area of productive uses.
This webinar will focus on the productive uses of energy (PEU) and the role of Civil Society Organizations in promoting PEU. Two case studies will highlight experiences from Kenya: Practical Action will focus on milling and ice-making for making a mini-grid viable and Rainforest Alliance will present their experiences of promoting local briquettes manufacturing in tea industries. The webinar will also include a presentation from ACCESS Coalition about its strategy for 2019-2021.
This webinar is the first in a series of webinars that targets knowledge sharing from CSOs operating in energy access for other CSOs and beyond. Please join us!
Jacqueline is the coordinator for the ACCESS Coalition (Alliance of CSOs for Clean Energy Access). She has more than seven years of experience in designing and implementing energy projects and programmes. She is also experienced in enabling strategic partnerships in Kenya and beyond aimed at strengthening the uptake of renewable energy technologies and policy influence around energy planning and delivery.
Shadrack is the Programme Manager for Renewable Energy at the Rainforest Alliance. He has worked in energy access projects in various institutions, focusing on productive uses of energy, energy efficiency, energy financing as well as enabling policies for renewable energy adoption. Shadrack is a Certified Energy Manager under the US Association of Energy Engineers. He has worked with United Nation Industrial Development Organization (UNIDO) where he implemented a micro-grid power project in an irrigation scheme.
ACCESS is a global coalition of 65 CSOs and practitioners whose mission is to advocate for people living in poverty to have access to safe, reliable and affordable energy, and for environmentally sustainable and efficient energy systems globally. Most ACCESS members are practitioners and civil society groups based in sub-Saharan Africa, in countries with high levels of energy poverty. Although Sub-Sahara is the main priority area for ACCESS, some of ACCESS members also operate in Asia and Latin America.
This page was last modified on 18 April 2019, at 11:15. | https://energypedia.info/wiki/Energy_Access_Webinar_Series_2019 |
This blog is also available in Portuguese, Spanish, and Russian.
Authors: Dhanusha Nirmani, Alex Regan, Annette Ozaltin, Ravi P. Rannan-Eliya
The Linked Immunisation Action Network (Linked) brought together nearly 60 immunisation and primary health care practitioners from 10 middle-income countries (MICs) – Armenia,… Continued
Mobilizing the Military Medical Services for COVID-19 Response: How Sri Lanka’s Joint Civil-Military Efforts Relieved Health Workers and Ensured Continuance of Routine Immunisation
Author: Christina Shaw
Governments around the world have relied on an arsenal of strategies to combat the COVID-19 virus, while simultaneously trying to meet the demands of routine immunisation activities. One such strategy used in many regions to support national health systems was the deployment of emergency responders, military, and other security personnel. These groups can play a crucial role in strengthening emergency response capacity,… Continued
Overcoming Immunisation Workforce Challenges Due to COVID-19
This blog is also available in Portuguese, Spanish, and Russian.
Author: Elizabeth Ohadi
The Linked Immunisation Action Network hosted a podcast with health workforce experts to discuss the global health workforce challenges that have arisen as a result of the COVID-19 pandemic.… Continued
National Immunization Registers – Recent Experiences in Supporting COVID-19 Vaccination and Integrating Adult and Child Vaccination Delivery
This blog is also available in Portuguese, Spanish, and Russian.
Authors: Ravi P. Rannan-Eliya, Institute for Health Policy
The COVID-19 pandemic, which will remain a significant challenge for all health systems in the years ahead,… Continued
Hesitancy on the Frontline: Lessons Learned in Preparing for and Responding to Health Care Worker Hesitancy
This blog is also available in Portuguese, Spanish, and Russian.
Authors: Regina Madanguit, Felicity Pocklington, Michael Coleman, Sherine Guirguis, and Amel Benzerga
To help you address specific vaccine hesitancy and demand issues in your country, you can sign up for a one-on-one meeting with Common Thread.… Continued
Transitioning from Donor Support: Lessons Learned from Nigeria’s Gavi Transition Plan Development
Authors: Dr. Faisal Shuaib, Akachi Mbogu, Muhammed Sheriff, Dr. Bassey Okposen, Dr. Murtala Bagana, Dr. Garba Bakunawa, Fatima Ambashair Kyari, Dr. Owens Wiwa, Dr. Sebastian Ilomuanya
Nigeria, like most low and middle-income countries, is supported by donors to fill the gaps in the health system. This support ranges from technical and managerial assistance to reach global and country strategic goals,… Continued
How to Maintain Routine Immunization During COVID-19? Experiences from Armenia, Georgia, and Uzbekistan
Author: Eka Paatashvili
Over this last year, countries around the world have been forced to focus most of their efforts on fighting the COVID-19 pandemic, potentially leaving other health priorities, including routine immunization, to fall by the wayside. To understand COVID-19’s full impact on routine immunization, we must look at how countries have modified routine immunization service delivery and financing and trends in vaccine coverage.… Continued
Takeaways from LNCT’s Virtual Workshop on Financing and Managing Resources in Decentralized Contexts
LNCT’s virtual workshop on the topic of financing and managing resources in decentralized contexts took place over three days in late April 2021. The purpose of this workshop was to help countries understand the implications of decentralization for immunization coverage and equity for both routine immunization and COVID-19/emergency response and to offer action-oriented problem-solving support for specific decentralization-challenges identified by country participants.… Continued
Combating Vaccine Hesitancy through Storytelling: Four Key Insights on the Power of this Persuasive Approach
This blog is also available in Portuguese, Spanish, and Russian. | https://www.linkedimmunisation.org/blog/ |
The Doctor of Philosophy in Political Science degree provides students with the knowledge, skills and abilities to understand and participate in the political systems of the United States and the world. This degree provides a broad perspective on experiences, international and domestic, from both theory and practice.
This degree builds a strong foundation in the expert knowledge of the political world. The emphasis area of American Politics and Public Administration analyzes political science through the American context. It focuses upon institutional characteristics, behavioral aspects, bureaucracy and management. The emphasis area of Comparative Politics and International Relations compares countries and regions and examines the international system and its processes. The emphasis area of Public Policy focuses upon policies created and implemented in political systems and uses analytical method to evaluate current public policies, political actors’ behavior, political events, and institutional arrangements within a diverse world.
Building upon this fundamental knowledge, our curriculum ensures that students will define, design and carry out original scholarly research projects in political science. In addition, they will be able to make clear and effective oral and written of their work in public presentations, including scholarly presentations to academics at professional political science conferences. Students will also leave this program ready to teach at a university level and to engage in professional research.
Our goal is to train students to be active, engaged, and informed participants in the global system who can not only understand the world around them but also shape and influence it.
Student Learning Outcomes
Core Outcomes
1. Conceptual and Analytical: Students should have an expert knowledge of the political world, including contemporary political thought, and public policies, and be able to use key concepts and analytical approaches from political science.
- Evaluate the strengths and limitations of a variety of significant analytical approaches used in political science.
- Analyze, synthesize and evaluate the interconnectedness and interdependence of the human experience on a global scale.
- Develop a disciplinary emphasis as well as a foci in environment, development or diversity politics to an expert level of knowledge.
- Devise an expert research design.
- Gather original data.
- Analyze the data and explain the research findings.
- Write the findings in a scholarly publishable-quality original dissertation that evaluates the effectiveness of the project and the implications of the findings and contributes to the field.
- Students will demonstrate expert writing skills and be able to summarize and explain scholarly political science articles.
- Analyze and critique the material read /discussed.
- Suggest and discuss alternative possibilities and outcomes.
- Students will defend their dissertation at an oral defense that presents the project, summarizes the findings, and analyzes the implications as well as effectiveness of the project.
- Students will be able to communicate at an expert level with other academics in the field of political science, including presenting their own research work at academic conferences.
- Demonstrate professional behavior in terms of demeanor, personal presentation, ethics, and civic participation in experiential learning, classrooms settings and at professional conferences.
- Acquire the skills and knowledge base to understand the importance of and options for environmental sustainability and its tenuous relationship to economic development in local and global terms.
- Critically reflect upon the nature and consequences of diversity (e.g. race, gender, class, ethnicity, religion, culture, nation), and develop an understanding of how this diversity both alters and is altered in a world characterized by increasing global interaction. | https://catalog.nau.edu/learningoutcomes/details?plan=POSPHD&catalogYear=2122 |
Agora, GIZ, and other partners hold China-EU Conference on Clean Energy Transition at 2021 Taiyuan Energy Low-Carbon Development Forum
On 4 September, the 1st China-EU Conference on Clean Energy Transition successfully took place as a sub-forum of the 2021 Taiyuan Energy Low-Carbon Development Forum in Shanxi, China’s traditional coal region. Thorsten Herdan, Director-General of the Energy Policy Department of the German Federal Ministry for Economic Affairs and Energy (BMWi) and Wu Wei, Vice Governor of Shanxi Province delivered opening remarks for the event. The purpose of the event was to share German and European energy transition experiences, exchange on future energy policy directions, and discuss solutions for the sustainable transition of coal regions as well as the strategic transformation of energy companies. The event attracted around100 of government and business representatives as well as experts and academics in the area of energy transition in China and Europe.
Together with Agora Energiewende, GIZ and its Chinese partner Southern Power Grid Energy Development Research Institute organized the event under the framework of the Sino-German Energy Transition project, implemented by GIZ and its partners on behalf of BMWi. The event focused on three key areas of China-EU coal transition solutions: the transition of energy private sector, the hydrogen economy, and distributed renewable energy.
At the event, world-leading energy corporates such as Total and Siemens shared their transition experiences and insights on how local companies engaged in the coal industry chain can develop their transition strategies, including boosting technology innovation, exploring new business models and finding economic growth areas. Experts from Chinese and international thinks tanks, investment and consulting companies shared insightful opinions during the panel discussion on Clean energy transition strategies for coal corporates in the industry chain.
Experts from China, Germany and other leading international energy think tanks shared and discussed the significance of hydrogen on the pathway towards a low-carbon energy transition, the experience and lessons learned from the development of green hydrogen both in China and Europe, and suggestions for the development of China’s hydrogen industry with focus on green hydrogen.
To address the topic on distributed renewable energy development, Wang Hao, Senior Project Manager of the GIZ implemented Sino-German Energy Partnership shared the German experience by introducing the German Renewable Energy Act, the business model of citizen energy cooperatives which largely promoted the development of distributed renewable energy in Germany.
The Taiyuan Energy Low Carbon Development Forum is a professional forum approved by the State Council in 2016 and has been successfully held for four sessions so far. It has become a high-level international energy dialogue platform for sharing updated scientific and technological achievements and deepening international energy cooperation.
Provincial energy transition is one of the thematic focus in the framework of the Sino-German Energy Transition Project aiming at transferring German clean energy transition experience to Shanxi province, especially in coal transition. Agora Energiewende is leading the project from the German side, focusing on clean energy transition dialogues. By engaging provincial actors, including government, research institutes, corporate sector in dialogues on regional coal transition, energy transformation and exchanging ideas and scenarios on achieving carbon neutrality, Agora will summarize the take-home messages from the events and deliver a summary report on provincial coal transition. | https://transition-china.org/energyposts/fostering-chinas-regional-coal-transition-solutions-through-sino-german-cooperation/ |
This document is designed to support EPI managers and their teams in the implementation of EIR-related information systems, using the various experiences compiled at the global level – and, especially, in the Region of the Americas – as a foundation.
Within this context, the main objectives of this document are as follows:
1) To generate knowledge related to information systems and immunization registries for immunization program managers at the national and subnational levels;
2) To provide teams, EPI managers, and experts in health information systems with relevant background and experiences for development, implementation, maintenance, monitoring, and evaluation of EIR systems, so as to support planning of their implementation;
3) To provide technical, functional, and operational recommendations that can serve as a basis for discussion and analysis of the standard requirements needed for development and implementation of EIRs in countries of the Region of the Americas and other regions;
4) To serve as a platform for documentation and sharing of lessons learned and successful experiences in EIR implementation.
This document is structured into three major sections: background; EIR planning and design; and EIR development and implementation, taking into account the relevant processes and their structure. The content of the chapters is supported by a literature review of aspects related to EIR requirements and summarizes the experiences of the countries of the Region of the Americas and other regions that already have EIRs in place or are at the development and implementation stage. Many of the experiences presented herein have been shared during the three editions of the “Regional Meeting to Share Lessons Learned in the Development and Implementation of Electronic Individualized Vaccination Registries,” held in 2011 in Bogotá (Colombia), in 2013 in Brasilia (Brazil), and in 2016 in San José (Costa Rica), in addition to ad hoc meetings held by the Pan American Health Organization/World Health Organization (PAHO/WHO), Member States, independent consultants and other agencies such as WHO, BMGF, CDC, PATH, ECDC, AIRA, among others.
We appreciate the technical and financial support from the Bill and Melinda Gates Foundation. | https://www.technet-21.org/en/community/discussions/data-f/electronic-immunization-registry-practical-considerations-for-planning-development-implementation-and-evaluation |
SHANGHAI, June 6, 2010 -The World Bank launched two new reports on wind power today. The reports, titled “Regulatory Review of Offshore Wind in Five European Countries” and “Strategic Guidance,” present examples and options for consideration by China in meeting the challenges of offshore and large scale onshore wind power development.
In recent years, China’s achievements in wind power development have exceeded expectations and planning targets. Wind power development in China has made remarkable progress particularly during the 11th Five-Year Plan period (2006–2011). By the end of 2009, China had the third largest installed capacity of wind power in the world, and a market growing at a rate that is likely to be the largest in the world in the coming years. The Government plans to scale up onshore wind in resource-rich regions of the country, undertake pilot intertidal projects, and initiate development work on medium- and deepwater offshore wind farms.
"China’s achievement is impressive and the scale-up strategy is sound. The World Bank is honored to be associated with this important renewable energy development and is partnering with the National Energy Administration (NEA) to support implementation of the Government’s vision," says Gailius Draugelis, World Bank’s Energy Sector Coordinator for China.
An overview of lessons learned from international experience in large-scale wind power development, and practical implementation guidance for future wind power development in China was the focus of a recent joint initiative of the NEA and the World Bank. This resulted in the two reports, which were launched at the China Offshore Wind Conference in Shanghai.
With that in mind, “Regulatory Review of Offshore Wind in Five European Countries” provides a detailed description and evaluation of the regulatory approaches that various countries in Europe have taken to develop offshore wind energy. Based on the evaluation of experience to date, the report makes recommendations for the regulation of offshore wind in China.
The second report, “Strategic Guidance”, builds on the lessons learned from international experience, provides technical guidance for offshore and large-scale onshore wind development in China, and presents a roadmap with institutional, preparatory, demonstration and research and development tasks. The report stresses that a key component of success will be ensuring that wind farms are built in places where some key requirements are present. The report identifies the following as the main principles for the efficient development of wind resources:
- Confirmation of wind characteristics
- Adequate project design and proven turbines
- Assurance of regulatory clarity, predictability and adequate incentives
- Availability of skilled staff for design, manufacturing, and operations and maintenance
- Getting grid planning and development right.
"The development of large wind power bases, as well as intertidal and offshore wind farms, poses technical, operational, and financing challenges," says Dejan Ostojic, Sector Leader, World Bank’s East Asia and Pacific Region, Infrastructure Unit. "The Government of China is well aware of these challenges, and recognizes the importance of having the appropriate policy and regulatory frameworks in place. The World Bank is committed to working with the Government to complement its efforts for ensuring a sustainable energy future."
In addition to the two World Bank reports prepared with the support of the Australian Agency for International Development (AusAID) and the Asia Sustainable and Alternative Energy Program (ASTAE), other studies on various important aspects of wind power development are under way as part of the China Renewable Energy Scale-Up Program (CRESP), a joint program of the Government of China, World Bank, and Global Environment Facility (GEF) for renewable energy policy development and investment. Examples of relevant studies supported under CRESP include assessment of wind resources in potential wind farm sites in coastal provinces, research into construction technologies for offshore and intertidal wind farms, as well as detailed research and studies on the integration of wind farms into the grid and the operation of a system with large wind power capacity. | https://www.worldbank.org/en/news/press-release/2010/06/06/world-bank-offers-implementation-guidance-offshore-large-scale-onshore-wind-power-development-china |
Email:
Bank details of the University of Oldenburg
Recipient:
University of Oldenburg
Account:
IBAN: DE46280501000001988112
BIC: BRLADE21LZO
Please note: in Germany the account number has now been replaced by the IBAN.
Bank:
Landessparkasse zu Oldenburg
Bloherfelder Straße 129
26129 Oldenburg
GERMANY
Note to recipient:
For identification of your payment please use the given format:
5520121561 / 72005000 / Family name
Biogas Workshop 2015
Biogas Workshop 2015
4-days International Workshop on
Mass Dissemination of Domestic Biodigesters
in Developing Countries –
from Technology to National Programmes
April 15th to April 18th, 2015
at the Hanse-Wissenschaftskolleg / University of Oldenburg
The Master Course Postgraduate Programme Renewable Energy at the University of Oldenburg will be holding its annual workshop on mass dissemination of domestic bio-digesters in developing countries.
This year the workshop will start 15th April (Wednesday afternoon) and will go on till 18th April (Saturday afternoon).
Long term experience will be presented by specialists of bio-digester programs in (South-East) Asian countries. Our dedicated experts from SNV Netherlands, Jan Lam and Felix ter Heegde, have been working in several biogas-programs tailored to rural areas of developing countries for more than 30 years. The workshop includes practical sessions in which you get in touch with a bio-reactor and you will experience handling and working with biogas. There will be time also for discussion sessions and networking.
Programme
Here you can access the Biogas Workshop Programme 2015.
The Topics
The main topics that are going to be covered in this workshop are:
- The biochemical anaerobic fermentation process by Prof. Rabus, Microbiologist, Univ. Oldenburg (requested)
- Lam Jan (Renewable Energy Advisor-SNV) & Steven von Eije (Advisor Renewable Energy for EnDev Biogas project - SNV) will give extensive presentations on the following topics:
- Biogas for development and domestic biogas
- Biogas Plant Designs
- Plant functioning, dimensioning and proper sizing
- Appliances for domestic biogas (stoves, lamps and household use)
- Practical implications and lessons learned
- Programme functions, instutional framework and cost analysis (Investment & Revenue)
- Biogas in Carbon offset projects and GHG emissions
Workshop fee:
Students/PhD students: 100,-€
Oldenburg Students: 50,-€
Other: 500,-€
Fees include workshop reader, excursion to biogas plant, come-together dinner, refreshments and cookies during the days of workshop
Registration
You may register by sending an email to with the following information:
- Mr. / Ms.
- First Name
- Last Name
- Date of Birth
- Country
- Contact address
- Company / Institution
- Students: Please add your students id as an attachement
- Tel. / Fax.
Venue and Accommodation
Oldenburg offers convenient hotels and hostels with good price. For more information about the city, transport and accommodation click here. | https://uol.de/en/ppres/cooperations-and-events/biogas-workshop-2015 |
In the context of our accelerating and transforming economic and energy systems, renewable energy auction systems have contributed in some manner to stimulating the renewables sector over the past decades. This is mainly due to the lower costs of new technologies, useful for emerging countries lacking investment resources, but also to the political implementation of this auction mechanism by becoming a model instrument for clean energy.
To understand renewable energy auction systems and mechanisms, we conducted an analysis to lay elements of designing a methodology support of conducting renewable energy auctions in the scope of country experiences (Brazil, South Africa, Turkey, India and Germany) in order to identity the more or less effective auction system and sort the mechanisms and processes that could be replicated in other countries, contributing to the acceleration of the renewable energy market. Based on the results, we then drew up a methodology to support auction developments, particularly useful in developing countries. To ensure its relevance, we tested it on the case of Kazakhstan. | https://thebridgetank.org/en/2022/01/07/the-bridge-tank-report-renewable-energy-auctions-in-kazakhstan-in-light-of-brazil-south-africa-turkey-india-and-germany/ |
This report outlines a technical overview towards deployment of PV systems for rural health facilities in developing areas. The demand and supply of energy in health facilities is analyzed, and international standards are presented. Technical and economic aspects of different power generation options are discussed.
IEA PVPS publishes a new report on "PV Business Models for Emerging countries". This report intends to provide the reader with ideas about how the issue of financing could be addressed. Six case studies of innovative business models and financing mechanisms are presented, ranging from pico-sized systems to large-scale PV plants including grid-connected as well as off-grid PV systems.
With decreasing PV prices, PV / diesel hybrid minigrids attract significant attention from institutions in charge of rural electrification and donor agencies - to mitigate fuel price increases, deliver operating cost reductions, and offer higher service quality than traditional single-source generation systems. The combining of technologies provides interesting opportunities to overcome certain technical limitations. This publication aims to present the state of the art situation of PV / diesel hybrid systems for rural electrification and to highlight the main remaining issues – from the design, technical and implementation perspectives.
A new generation of small PV systems for lighting and communication The concept of pico PV systems and their application in real-world circumstances are explained. The importance of understanding the dynamics of the demand side of this market is clearly elaborated, as are the nature and supply of the products, their economics, and experience with various business models. There are clear lessons for the roles that should be played by governments, donor bodies and others in the markets for pico PV products and services, essentially as providers of appropriate institutional frameworks and information.
This report outlines the various common problems experienced in rural water supply project implemented by experts from the water and sanitation sector and projects implemented by experts from the field of photovoltaic energy. It is desirable to promote closer collaboration and enhanced information exchange between the water sector and the renewable energy sector to benefit from the solutions already developed for the identified problems. Recommendations have been developed to improve the sustainability of rural water supply system projects and to support the institutional and planning frameworks involved in rural water supply programs.
In 2008 major outputs of Task 9 work since 1999 on PV were compiled together with information on other renewable energy technologies in a synthesis document: Renewable Energy Services for Developing Countries In support of the Millennium Development Goals: Recommended Practice & Key Lessons This document contains: - A comparison of strengths and weaknesses of small- scale hydro, small wind turbines and solar PV for rural electrification - Details on appropriate policy environment, finance solutions and models - Examples of tools to improve the design and implementation of rural electrification projects - Six case studies in Africa, Asia and South America - Key lessons on policy, finance, project implementation, monitoring and evaluation. | http://iea-pvps.org/index.php?id=158 |
While the public sector and public finance will be core to the implementation of the SDGs, it is widely acknowledged that the private sector and capital markets must also play a key role. This report furthers SDGs 8, 12 and 17 by seeking to inspire major players in the investment value chain to build a market for mainstream SDG investments, with enough scale, liquidity and diversification to attract large institutional investors and finance a broad set of private- and public-sector activities in support of the SDGs.
While most businesses understand and recognize their responsibility for the health and safety of their employees, few have connected the dots between their business actions and health outcomes in the market place, in society more generally and in the supply chain. This report outlines concrete actions for companies to embed health and empowerment in their policies, systems, and operations, advancing SDGs 3, 8 and 13.
Contributing to SDGs 1 and 8, this report discusses how the adoption of pro-growth policies tends to result in lower levels of poverty, especially through opportunities for job creation. In particular, it calls for policies that promote greater access to credit and the protection of minority investors in order to reduce such levels of poverty.
Companies often struggle to identify and implement meaningful action to address risks to trade union rights in their global value chains. This resource helps companies assess where and why they might face heightened risks to trade union rights and showcases eight examples of how real companies have approached trade union rights in practice. The report contributes to SDGs 8 and 10.
This report provides guidance for companies to take concrete actions to integrate women's health and empowerment in their policies, systems, and operations, furthering SDGs 3, 5 and 8. The framework is based on lessons learned from consultations with companies, non-governmental organizations, and women's health programs in order to provide best practices for investing in workplace women's health and empowerment.
This guide explores the role of corporate finance and investments in scaling finance for the SDGs, including how FDI, financial intermediation and public-private partnerships can be a source of finance for less liquid SDG investments that cannot be invested directly by portfolio or institutional investors. This includes providing access to finance in countries with less developed financial markets or for SDG solutions that are too small or illiquid to attract portfolio investors. The report contributes to SDGs 8, 16 and 17.
Elsevier,
Current Directions in Water Scarcity Research, Volume 2, 2019, Pages 195-210
This book chapter addresses goals 1, 8 and 15 by focusing on rainfall index, which links insurance payouts to historical rainfall data from reliable weather gauging stations, and how it relates to crop and livestock losses. The system works in such a way that if the data shows that the rainfall amount is below the threshold, the insurance pays out. If implemented effectively, it has the potential to revolutionise access to formal insurance by smallholders.
Elsevier,
Drought Challenges - Chapter 21: Drought adaptation when irrigation is not an option: the case of Lincoln Co., Colorado, USA
Current Directions in Water Scarcity Research, Volume 2, 2019, Pages 311-323
This book chapter addresses goals 6, 8 and 13 by documenting experiences that many dryland agricultural regions can expect to encounter in coming decades as changing climate, demographic characteristics, and socioeconomic factors take hold.
Elsevier,
A Comprehensive Guide to Solar Energy Systems - Chapter 24: Global Growth Trends and the Future of Solar Power: Leading Countries, Segments and Their Prospects
A Comprehensive Guide to Solar Energy Systems With Special Focus on Photovoltaic Systems, 2018, Pages 469-484.
This chapter addresses goals 11 and 8 by examining the growth of solar photovoltaic power across regions and countries, as well as offering some predictions as to how and where future development will take place. | https://sdgresources.relx.com/goal-8-decent-work-and-economic-growth?page=9 |
Auctions for contracts to develop power-generation capacity have emerged as an essential policy instrument for many countries to promote the transition to renewable energy sources and technologies. This six-volume guide from the International Renewable Energy Agency (IRENA) notes more than 60 countries using renewable energy auctions by 2015, mainly in order to attract competition and drive down costs.
Renewable Energy Auctions: A Guide to Design aims to advise policy makers on the implications of different approaches to such auctions. The set – structured around key auction design elements – offers choices and recommendations to support optimal decision-making in different contexts. Auction designs can emphasise cost effectiveness, supply security or socio-economic development objectives.
IRENA’s first study on the topic, Renewable Energy Auctions in Developing Countries (2013), highlighted lessons from developing countries that have implemented auctions, namely Brazil, China, Morocco, Peru and South Africa. The report analysed various design options and provided recommendations to policy makers on the best practices for implementation. Another IRENA report, Adapting Renewable Energy Policies to Dynamic Market Conditions (2014) reiterated the importance of auctions in contemporary electricity markets.
Building on these earlier publications, the guide presents the main trade-offs involved in auction design decisions (e.g. between reducing entry barriers and discouraging underbuilding, or between design simplicity and specifying technology or location preferences) and suggests ways to find the right balance for each jurisdiction.
Participation only by bidders with sufficient capacity to implement projects at the contracted price in the given timeframe, as well as contributing to broader development goals.
The second volume contextualises auctions within the larger realm of renewable energy support schemes. It presents an outlook on recent international trends in renewable energy policies, highlighting the role auctions play in many electricity markets worldwide. This analysis is complemented by an overview of the main strengths and weaknesses of energy auctions.
Responsibility for demand-side commitments, which includes evaluating the factors that assure project developers the creditworthiness of the auctioneer.
Instruments to promote socio-economic development.
Payment rules, establishing how the project developer will be remunerated after winning the contract. | https://cvdvn.net/2018/04/04/renewable-energy-auctions-a-guide-to-design/ |
Despite significant natural potential for renewable energy in Argentina and the political intention to generate 8% of electricity from renewable sources by 2017, by 2016 the share was only 1.95%. Although this aggregated picture appears unfavourable, several diverse initiatives promoting the development and application of decentralised renewable energy technologies are in place across the country. The aim of this study is to characterise those initiatives promoting decentralised renewable energy and to assess their potential role in inducing the wider transformation of the Argentinian energy system. To achieve this, we apply conceptualisations for the development of sociotechnical niches and use qualitative research techniques to characterise the sociotechnical dynamics of the decentralised renewable energy sector in Argentina. A niche in an advanced stage of development, in which lessons are systematically aggregated in networks, was identified and examples of generic lessons being used to frame new projects or programmes were also found. In addition to considering the internal niche development processes, we investigate how external factors affect the development of the niche. Finally, we suggest two possible development pathways by which the niche might exert stronger influence on the broader sustainability transformation of the Argentinian power system.
Finding the niche : a review of market assessment methodologies for rural electrification with small scale wind power (2020)
The mass roll out of solar PV across the Global South has enabled electricity access for millions of people. In the right context, Small Wind Turbines (SWTs) can be complementary, offering the potential to generate at times of low solar resource (night, monsoon season, winter, etc.) and increasing the proportion of the total energy system that can be manufactured locally. However, many contextual factors critically affect the viability of the technology, such as the extreme variability in the wind resource itself and the local availability of technical support. Therefore, performing a detailed market analysis in each new context is much more important. The Wind Empowerment Market Assessment Methodology (WEMAM) is a multi-scalar, transdisciplinary methodology for identifying the niche contexts where small wind can make a valuable contribution to rural electrification. This paper aims to inform the development of WEMAM with a critical review of existing market assessment methodologies. By breaking down WEMAM into its component parts, reflecting upon its practical applications to date and drawing upon insights from the literature, opportunities where it could continue to evolve are highlighted. Key opportunities include shifting the focus towards development outcomes; creating community archetypes; localised studies in high potential regions; scenario modelling and MCDA ranking of proposed interventions; participatory market mapping; and applying socio-technical transitions theory to understand how the small wind niche can break through into the mainstream.
Electricity generation requires water. With the global demand for electricity expected to increase significantly in the coming decades, the water demand in the power sector is also expected to rise. However, due to the ongoing global energy transition, the future structure of the power supply - and hence future water demand for power generation - is subject to high levels of uncertainty, because the volume of water required for electricity generation varies significantly depending on both the generation technology and the cooling system. This study shows the implications of ambitious decarbonization strategies for the direct water demand for electricity generation. To this end, water demand scenarios for the electricity sector are developed based on selected global energy scenario studies to systematically analyze the impact up to 2040. The results show that different decarbonization strategies for the electricity sector can lead to a huge variation in water needs. Reducing greenhouse gas emissions (GHG) does not necessarily lead to a reduction in water demand. These findings emphasize the need to take into account not only GHG emission reductions, but also such aspects as water requirements of future energy systems, both at the regional and global levels, in order to achieve a sustainable energy transition. | https://epub.wupperinst.org/solrsearch/index/search/searchtype/authorsearch/author_search/%22Ortiz%2C+Willington%22/start/30/rows/10 |
There are 733 results.
Energy relevant and ecological monitoring studies of demonstration buildings, which were built in the framework of the program "Haus der Zukunft".
Energy relevant and ecological monitoring studies of demonstration buildings, which were built in the framework of the program "Haus der Zukunft". The user acceptance should also be levied and displayed
Energy Services as an Integral Part of the Distribution
Concept development for the implementation of efficient energy services as part of grid connected energy supply to increase energy end-use efficiency.
Energy services for the optimised summer utilization of district heating systems
Development of practicable energy services for the summer utilization of district heating systems with reference to existing technologies to improve the efficiency and potentialities for the integration of renewable energy.
Energy system - Industrial region
Analysis of success factors, restrictions and risks on the development and implementation process caused by the system integration of renewable energy technology in industrial regions with higher energy demand.
Energy-self-sufficient district Güssing
Development of a concept that shows the possibility of changing the energy supply of a district from fossil to 100% renewable energy carrier
Energy-Sponge-Bruck (Energieschwamm Bruck an der Mur)
The aim of the exploration-study for the urban region Bruck/Oberaich "Energieschwamm Bruck" or "Energy-Sponge-Bruck" was to establish clear and stringent basics for a flexible development of the future energy system. Therefore an energy development concept as well as a cadaster for short-term implementation measures had been applied. The structured, Bruck-based approach acts as framework for a general energy-conception-method, valid for small and medium urban regions with 10,000 to 20,000 inhabitants.
Energy-Sponge: The Building as an Energy-Sponge - Electricity In - Heat Out
Innovative, dynamic control concepts shall be developed which enable (air) heat pumps in combination with PV- or renewable grid electricity to use the building mass of a multi-familiy house as heat storage. User acceptance shall be evaluated and possible business models shall be developed.
Energy2POG - Hybrid Energy Cluster Pogusch - Renewable energies and cost-efficient operation
The aim of the project is the design, optimisation and demonstration of a hybrid energy supply system as well as optimised material flows for a restaurant and hotel business in an exposed location. The concept allows the integration of material flows into the heat and energy supply system.
EnergyCityConcepts - Methods and concepts for the implementation of sustainable energy systems in cities
Two concrete model regions (small city Gleisdorf and urban city quarter Salzburg-Schallmoos) will be developed and tested using new methodical approaches (interdisciplinary urban and regional energy planning, modeling and simulation). Therefore, it is aimed to substantiate scenarios and concepts for the implementation of defined targets on technical, ecological and economic criteria.
EnerPHit-green concept Modernisation of a historic building with application of an aerogel insulation plaster
This demonstration project shows the comprehensive modernization of a historic building within the constraints of a regional protection zone. By using the Aerogel high-performance insulating plaster, a comprehensive energy-efficient building refurbishment had been realized without changing the outer appearance of the façade.
Enerspired Cities - open and harmonized infomation basis for energy oriented urban planning
In "Enerspired Cities" the concept for an automized junction of judicial secured access regulation to (geo-)energy data is elaborated. This will be adapted to the specific situations in the cities of Innsbruck, Salzburg and Vienna and implemented in dedicated pilot applications. The declared aim is the support of urban planning, monitoring and research by an easy and transparent access to base data coming from various sources for a wide range of users.
ENUMIS - Energetic effects of urban manufacturing in the city
The project examines the challenges of urban manufacturing (UM) from the energy perspective and shows opportunities arising from the implementation of UM concepts for the future design of sustainable energy systems for cities.
Environmental, Material Flow and Sustainability Management Accounting - Offensive diffusion in adult education
Diffusion of the "Factory of Tomorrow" project line on environmental and material flow cost accounting (EMA and MFCA) for corporate and national system boundaries, as well as related tools for sustainability accounting in existing post graduate studies.
EOR - EASEY Online Rating - a roadmap of a free of charge online service for small businesses
Preparation tool for the bank rating; model and indicators - concept for communication and technological options.
EPIKUR – Energy efficiency potential of intelligent measures of urban densification
The present research proposal focused on the possibility, implications and consequences of "inwards urban expansion" through densification of the existing urban tissue. In this context, densification is not only approached through known and common aspects of building regulations and guidelines, but in view of what is actually possible to achieve.
Essential oils instead of neurotoxic substance - protection from pest by the use of innovative application of pheromones
Corn production in Europe is seriously threatened by a new pest. Highly toxic insecticides are currently the only means of control. Biological signals (Semiochemicals) offer an environmentally friendly alternative, which is yet to be made available for corn as for many other crop plants.
Establishment of a "Sustainability Label for repair-friendly constructed electr(on)ic household appliances (brown and white goods) as a shopping guideline for consumers"
The scope of the project comprises the development of criteria for a Sustainability Label for repair-friendly constructed appliances, marketing and PR activities with a focus on producers and consumers, training of auditors and labelling of at least one product.
Evaluation of mechanical class room ventilation systems in Austria and generation of a planning guideline
Accumulation of technical solutions and practical experience of schools (kindergarten) with mechanical ventilation systems and identification of how pupils and teachers accept the systems.
Evaluation of solar-thermal energy stores using a uniform and marketable system of characteristic numbers
Comparison of solar-thermal energy stores A clear and uniform system of characteristic numbers enables a cost-saving comparison of the efficiency of solar-thermal energy stores of different technologies for the first time and gives important impulses for the market.
Evaluation of temperature differentiation on a room-by-room basis in passive house apartments
In the passive house Utendorfgasse a room–by-room temperature control was installed in 11 apartments. The experiences were evaluated from a technological and from a sociological point of view. | https://nachhaltigwirtschaften.at/en/projects/?subsites=Nachhaltig+Wirtschaften&page=13 |
As a follow up to the awareness campaign on rural energy for policymakers in Eastern Africa, held in Arusha, Tanzania in June last year, SmartVillages Initiative has launched a Smart Villages and Practical Action off-grid village energy workshop in Nepal.
The Arusha workshop explored the East African/Tanzanian environment for village energy, local case studies, challenges and opportunities, with a view to formulating policy recommendations for policymakers, funders, NGOs and other stakeholders in that region.
The Smart Villages Kathmandu Workshop held on April 10th was directed at learning “from the Nepalese expertise in off-grid energy provision that might help other countries in South Asia and beyond. In particular, mini-hydro was identified as an under-utilised technology with massive global potential,” Communications Officer of SmartVillages, Meredith Thomas, said in a release.
The workshop brought together a cross-section of participants in the Nepali off-grid energy sector.
Co-leader of the Initiative, John Holmes, stated: “Energy provision is on the agenda for the new Sustainability Goals and both ourselves and Practical Action are looking to provide policy guidance on how best to reach ‘last mile’ remote off-grid communities. Holding workshops in key regions enables us to gain a better understanding of local solutions and experience that might yield broader lessons.”
The workshop’s agenda harped on the necessary conditions that would ensure that development benefits flowed directly from energy access. “It also sought to develop an appreciation of the distinctive challenges encountered in Nepal and how they have been overcome,” the statement added.
The Nepalese Government-run centre, the Alternative Energy Promotion Centre, including other stakeholders in the private sector, shared their experiences in promoting off-grid renewable energy projects.
The discussions that followed dwelled on rural electricity access transformation “by use of market mapping to identify barriers to the development of village mini-grid markets and possible interventions.”
The workshop also identified that “small hydroelectric plants installed on naturally occurring rivers and streams, were seen as a promising technology.”
The Nepal Micro Hydropower Development Association said that the technology had successfully generated approximately 28MW of electricity in Nepal, adding that a total of 2,900 micro-hydro plants of different sizes and capacities, had been installed and grants access to 350,000 households.
The workshop provided new insights from the experiences of installing micro-hydro mini-grids in remote villages in Nepal.
“We also received an update on the initiatives being taken to catalyse productive enterprises at the village level enabled by access to electricity,” Holmes explained.
Further, the discussion delved into the mini-grid ownership model and the respective roles of the community and private sector in its implementation as well as the importance of integrating energy access initiatives with the development of local productive enterprises.
Participatory Market System Development, formulated by Practical Action, was proposed as a tool to identify barriers to the development of markets that is able to produce high-value energy-enabled goods and services. “This approach has implications for the future of the 1.3 billion people worldwide who lack access to electricity,” the statement concluded. | https://www.environewsnigeria.com/off-grid-scheme-underlines-role-mini-hydro-nepal/ |
Webinar Series: Sustainable Energy in Humanitarian Settings
Productive Uses of Energy (PUE) in Humanitarian Contexts - This webinar will provide an overview of different types of PUE activities in displacement settings, followed by two case studies from Kenya and Rwanda. SELCO Foundation will introduce the topic and Practical Action and Energy for Impact will then share their experiences and lessons learned from Rwanda. SNV Kenya will discuss their market-based approach from Kenya. Read more...
Thurs 29 Oct at 11:00 a.m. CET (Registration link)
Solar hybrid systems generate power using a solar power generator like photovoltaic (PV) modules and additional renewable energy sources (e.g.,) and/or a supplementary generator.
In remote rural areas, that are not connected to the national electricity grid, village mini grids consisting of PV hybrid systems might be less costly than grid extension. They can replace batteries and fuel electricity generators and reach more people than single solar home systems (SHS).
During the day, when the Sun is shining, the photovoltaic modules generate electricity that directly powers appliances or can be stored in a battery bank. At night or during days without sunshine the stored energy can be used. The supplementary generator makes the system reliable, offering the possibility of producing power at any time. Therefore, solar hybrid systems can offer alternating current (AC) power for 24 hours a day. | https://energypedia-test.energypedia.info/index.php?title=Solar_Hybrid_Systems&direction=prev&oldid=266582 |
With the growth of renewable energy sources, microgrids have become a key component in the distribution of power to localized areas while connected to the traditional grid or operating in a disconnected island mode. Based on the extensive real-world experience of the authors, this cutting-edge resource provides a basis for the design, installation, and day-by-day management of microgrids.
Professionals find coverage of the critical aspects they need to understand, from the initial planning and the selection of the most appropriate technologies and equipment, to optimal management and real-time control. Moreover, this forward-looking book places emphasis on new architectures of the energy systems of the future. Written in accessible language with practical examples, the book explains advanced topics such as optimization algorithms for energy management systems, control issues for both on-grid and island mode, and microgrid protection. Practitioners are also provided with a complete vision for the deployment of the microgrid in smart cities.
is a faculty member at the University of Genoa.
Microgrid Design and Operation is a practical guide full of deep expertise to help facilitate the design, implementation, and effective management of microgrids. As a member of the International Sustainable Campus Network (ISCN), The University of Genoa shares their real-world experiences from implementing the first low voltage Smart & Sustainable Microgrid in Italy. We recommend this resource to those seeking practical examples to successfully adopt microgrid technology and advance sustainability performance on campus.
The importance of fostering the technological evolution focused on renewable energy sources towards the sustainability is of crucial interest for human beings. The role of universities in this process is essential. Successful planning of microgrid at university campus, which is main goal of the book by professor Federico Delfino and his scientific team, should considerably influence community engagement in making decisions on university-sponsored sustainable energy projects. The experience gained by professor Federico Delfino and his team proved that regional initiatives and good practices could boost national and international initiatives and enforce synergic effects focused on clean energy production and energy savings. The Kielce University of Technology is an example of how good practices developed by Italian scientific team could find followers in other countries acting towards sustainable energy system at university campus. I truly believe that increasing network of partnership universities that allow sharing knowledge and good practices, as described in the book, contributes to raising awareness in society of sustainable development prompting increased demand for clean energy production and energy savings. | https://uk.artechhouse.com/Microgrid-Design-and-Operation-for-Smart-Cities-P1955.aspx |
In the Dutch Climate Agreement, renewable (and/or eventually low carbon) hydrogen is been considered essential to decarbonise the society. However, a support market mechanism will be required to compensate the higher costs of the production and/or consumption of this renewable type of energy compared to traditional fossil alternatives. In this paper, existing voluntary and mandatory schemes that are used to introduce renewable energy in the electricity, gas and transport fuel sector are assessed in order to address lessons and critical points of attention that should be taken into account in the way hydrogen could be supported and introduced effectively. Two voluntary schemes (the Dutch RES-E GO’s by CertiQ and Dutch green gas GO’s by Vertogas) and two mandatory schemes (the Dutch fuel blending obligation and the Norwegian-Swedish electricity quota) are assessed based on pre-determined characteristics in order to compare the reliability of these schemes, the tradability of certificates, the accumulation of support, the effects on deployment, the way the schemes are introduced and the perceived risks.
The generalized lessons and points of attention that can be concluded from the assessment are the following:
Guarantee of reliability
Tradability of certificates
Allowance in cumulation of support schemes
Effects on investments and deployment
Introduction of schemes
Perceived risks
Based on the comparisons between the assessed schemes, it could be concluded that the voluntary schemes assessed mainly focus on the deployment of the most cost effective carbon reduction technologies, while the mandatory schemes give more guidance and security that certain types of end-use applications or sectors could become decarbonized. The voluntary schemes have uncertainty in the actual deployment (depending on how much deployment can be supported with the determined budget), while the mandatory schemes have more uncertainty in the costs calculated towards the end-users. The advantage of ‘the user pays’-principle via the same mechanism, is that subsidies cannot ‘leak away’ due to differences in national policies. However, more careful attention should be paid to the introduction and the perceived reliability of the scheme.
With regards to the implementation of a hydrogen admixing scheme, all lessons concluded above are essential to take into account with regards to considerations of the systems design and desired purposes. Obviously, although analysed carefully, the experiences based on assessed energy admixing regimes are not fully interchangeable and comparable with the situation and purposes that a hydrogen admixing policy could have. The assessment is a case study, and the case of hydrogen will differ with its own characteristics. However, the generalized lessons can be taken as critical points of attention that should be used and analysed further when it comes to the question of how renewable hydrogen can be introduced to decarbonize the energy system. | https://zenodo.org/record/5566782 |
What drives farmers’ decision-making? To inform effective, efficient, and legitimate governance of agricultural soils, it is important to understand the behaviour of those who manage the fields.
The impacts of climate change are increasingly viewed as global security risks, which will have far-reaching implications for both human and renewable natural systems. Most climate–conflict research has focused on East Africa and sub-Saharan Africa. The SIPRI Insights paper, Climate change and…
Payments for ecosystem services (PES) schemes have been increasingly implemented in developing countries where gender-related inequalities are generally prevalent. A randomized field trial in Kenya revealed the impacts of participants’ gender in conservation auctions and in environmental performance…
New initiatives like on-farm trials for seed potato production have the potential of benefiting farmers in the arid regions of Rajasthan, India.
Reorienting land degradation towards sustainable land management: Linking sustainable livelihoods with ecosystem services in rangeland systems
In this paper, we assess the causes and extent of land degradation around the world, followed by an outline of the various challenges in implementing a global Zero Net Land Degradation (ZNLD) policy.
Food Tank highlights 16 agroforestry projects that are benefiting farmers, communities, and the environment. | https://knowledge.unccd.int/search?f%5B0%5D=topic%3A399&f%5B1%5D=topic%3A603&f%5B2%5D=topic%3A1280&f%5B3%5D=topic%3A1321&f%5B4%5D=topic%3A2092&f%5B5%5D=topic%3A2162&f%5B6%5D=type%3Apublications&%3Bf%5B1%5D=topic%3A1595 |
Many OECD countries, particularly within the EU, have set ambitious plans for the use of woody bioenergy. While the woody biomass consumed for householduse is most likely to be sourced locally and is quite independent ...
|Jan 2014|
|Prospects for Agricultural Markets and Income in the EU 2013-2023
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This report presents the medium-term outlook of major EU agricultural commodity markets and agricultural income to 2023, based on a set of coherent macroeconomic and policy assumptions deemed most plausible at the time of the ...
|Dec 2013|
|Impacts of biofuel production. Case studies: Mozambique, Argentina and Ukraine
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The objective of this study is to develop and demonstrate a methodological framework to enable an ex-ante assessment of the potential land availability for dedicated energy crops and the potential environmental and socio-economic impacts of ...
|Nov 2013|
|Lessons learned in testing the Global Bio-Energy Partnership sustainability indicators
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In May 2011 the Global Bioenergy Partnership (GBEP) Task Force on Sustainability agreed on a first set of 24 relevant, practical, science-based, voluntary sustainability indicators for bioenergy. Several countries are undertaking pilot projects to test ...
|Nov 2013|
|China's long green march. A study of renewable energy. environmental industry and cement sectors
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In the past 20 years, China’s economy has increased tenfold. This growth has lifted 660 million people out of extreme poverty. However, it has had an environmental cost. China is the world’s largest producer of ...
|Nov 2013|
|An approach to designing energy delivery models that work for people living in poverty
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Access to modern, safe, affordable and sustainable energy is increasingly recognised as crucial for development. Designing the delivery of energy services that can meet the needs and wants of end-users, in particular those of men ...
|Sep 2013|
|Biofuels and food security: risks and opportunities
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This comprehensive overview of the main aspects of the interrelation between food and biofuels synthesizes previous research on the subject. It addresses the causality between biofuels production, global crop commodity prices and eventual implications for ...
|Aug 2013|
|Analysing the effect of biofuel expansion on land use in major producing countries
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Existing estimates on the potential impacts of biofuel production are often based on projections made with models that have limited ability to incorporate changes in land use (notably cropping intensity). This paper studies biofuel expansion ...
|Jul 2013|
|Renewables 2013 Global Status Report
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Renewable energy markets, industries, and policy frameworks have evolved rapidly in recent years. The Renewables Global Status Report provides a comprehensive and timely overview of renewable energy market, industry, investment, and policy developments worldwide. It ...
|Jun 2013|
|Guidance Manual Smallholder Certification in Biomass Supply Chains
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The purpose of this manual is to provide guidance to companies and others, such as NGO‘s, governments and standard certification/verification organizations, that wish to work with certified smallholders in biomass supply chains. The manual is ... | http://www.globalbioenergy.org/bioenergyinfo/sort-by-date/ar/?page=3&ipp=10&tx_dynalist_pi1%5Bpar%5D=YToxOntzOjE6IkwiO3M6MToiNSI7fQ== |
Introduction to Software and its types:
Software is a set of instructions/programs because they are made to perform specified works within the computer. Thus we are going to learn about software and its types.
Thus, various types of software are the medium through which a user interacts with hardware or different physical parts of the computer and can perform a personalized task.
There are various software to be installed within the computer to perform various operations easily. They are basically subdivided into 2 types:
- System Software
- Application Software
System Software and its types:
System software is one type of computer software. because it is designed to make direct interaction between the user and the hardware. Thus they are the interface between the user and the computer.
One of the most common examples for system software can be an Operating System (OS) such as Windows, Linux, Mac OS. The OS manages the whole computer such as file management, storage management.
There are various examples for a system software which are explained below:
- Operating System
- Compiler
- Assembler
- Interpreter
- Linker
- Loader
Operating System:
Operating System is an interface between the user and the various components of the computer (Hardware).
It can perform various operations such as memory management, device management, process scheduling, file management, protection, and security.
Compiler
A compiler is a system software tool that converts the High-Level Language into Machine understandable language that is Machine Level Language.
The compiler can convert the entire code to the machine code in one. Because the codes need to be converted into machine level language`. Compiler is used to convert various High-Level Languages for example C, C++, Java, etc..
Assembler:
An assembler is another system software tool which converts the Assembly Language into the Machine Language.
An Assembly Language is a low-level programming language that can give instructions to the computer.
Assembly Language is easily understandable by the computer as compared to High-Level Language.
Interpreter:
An interpreter converts the High-Level Programming Language into the machine code.
The only difference between the compiler and interpreter is that the interpreter checks the program line by line. Thus, the interpreter and compiler are similar to each other.
Thus an interpreter is slower than Compiler. An interpreter can be used in High-Level Language such as Python.
Linker:
A linker is used to link the various object modules undoubtedly made in different High-Level Language. Therefore, the linker links the various object modules.
Modules are in distinct languages but when they are converted into the machine code they are the same.
When the modules are converted to the machine code, then these codes need to link. Thus, this linking of different object modules can be done using Linker.
Loader:
Loader loads the linked object modules because to combine various object modules linked together. They are subdivided into 2 categories based on there working that is Absolute Loaders and Relocating Loaders.
Absolute loaders thus loads the linked objects to the memory location specified in the object modules decided at the time of loading.
Relocating loaders thus loads the linked objects to any location in the memory.
They also need additional information to be stored in the linked object module. Thus it can be seen that the information regarding the relative addresses of the memory locations has to be stored in the linked object modules.
Application Software and its types:
Application Software is another type of software that needs to be installed according to the user. Hence, these software’s are designed for a special operation to be performed within the computer.
Application Software are of various types such as games, management system, control system. Therefore, they are used in various fields to improvise the working of the system.
For example, a company uses tools to store data of its employees and customers.
There are various application software that are used nowadays such as Microsoft Office, Adobe Photoshop, Corel Draw.
Application software includes tools such as graphics tools, media tools, editing tools, Report management tools. | https://techeprogrammer.com/software-and-its-types/ |
Programming language,
Definition of Programming language:
-
A system of precisely defined symbols and rules devised for writing computer programs.
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Coded language used by programmers to write instructions that a computer can understand to do what the programmer (or the computer user) wants. The most basic (called low-level) computer language is the machine language that uses binary (1 and 0) code which a computer can run (execute) very fast without using any translator or interpreter program, but is tedious and complex. The high-level languages (such as Basic, C, Java) are much simpler (more English-like) to use but need to use another program (a compiler or an interpreter) to convert the high-level code into the machine code, and are therefore slower. There are dozens of programming languages and new ones are being continuously developed. Also called computer language.
How to use Programming language in a sentence?
- The programming language preferred was a fifth generation language that our company had never used in a professional context so we were happy to try it.
- If you have someone in your office that is good with programming language they can come up with new ways to save you time.
- I could not work on that certain computer because I did not know the programming language , or how to use it. | https://howtodiscuss.com/t/programming-language/14124 |
Every high level programming language is either a compiler-executed or an interpreter-based programming language. That means, the source code written by the developers is either interpreted or compiled.
Compiler executes the whole program at a time while the interpreter executes instructions line by line. In this article, we will talk about Python interpreter and its working along with some secrets that a lot of Python developers are also not familiar with.
What is a Python interpreter?
Python is an interpreted programming language written by Guido van Rossum. We call it an interpreted programming language because it executes every Python-based instructions line by line.
It can understand Python syntaxes and tokens written in a high-level language and can make it understandable to the computer. Python employs code modules, which are convertible rather than having a single long list of code that works for functional programming languages.
The classic implementation of Python is called "CPython."
There are two ways Python can interpret the code written in it. One way is through the interactive mode that is having a Python prompt & the other way is through the script mode.
Internal working of Python:
In many books and websites, it has been written that Python is an interpreted programming language. It is partially true. That is because of the internal working, which remains abstract, or you can say a mystery to a lot of Python developers and programmers.
Python does not convert its source code into machine-level instruction, which other programming languages do so that the computer hardware can understand it. Rather, it transforms the entire code into something called the byte code.
So, within Python, as an abstract form, the compilation takes place, but that compilation does not bring the entire code to machine level or assembly level as done by other compilers like C and C++.
Also, note that bytecode and assembly level instructions are not the same. The main distinction between these 2 is that bytecode gets generated within a virtual machine and for a virtual machine (intermediary system software), whereas, assembly language gets created for a CPU (so that it becomes easy and stepwise to make the hardware understand its binary form).
Every time a Python programmer executes their code, the compilation part gets accomplished first. It then generates a byte code, & internally, this byte code gets transformed by the Python Virtual Machine (PVM) that understands the underlying architecture and platform (operating system) to run the program with the desired output.
Stepwise representation of the Python Interpreter’s internal working:
- The Python's complete high-level instruction or source code is being read by the python compiler. Then the syntactic phase verifies whether the instructions are properly formatted, i.e., it verifies the syntactic structure of each line within the program. In case, any error encounters, it instantly stops the translation and pops up with an error message.
- In case there is no error, i.e. if the complete python instruction or source code is free from the syntax error, the compiler will translate the high-level instructions into its equivalent intermediate language called "Byte code."
- That byte code is then delivered to the Python Virtual Machine (PVM) that is actually the python interpreter. PVM helps in converts the Python's byte code into machine level instructions or binary-equivalent code. If any error occurs in this interpretation stage, then the conversion halts showing an error message.
Conclusion:
Hope this article has given you a crisp idea of what Python interpreter actually comprise of. Also, this article gave a clear understanding of the overall phases that the Python interpreter uses to perform the overall compilation and interpretation of high-level instructions using PVM. | https://www.stechies.com/python-interpreter/ |
What is assembler in C with example
The Assembler is a software that transforms assembly language instructions into machine code. It takes basic computer commands and converts them into binary code that a computers processor can use to carry out its basic operations.
What is the job of an assembler
Assemblers read blueprints, schematics, or assembly instructions to determine whats needed at their workstations before beginning the job in order to produce components by assembling parts and subassemblies.
Does C have an assembler
Use the basic asm command: __asm__ (assembler instructions) in C to complete the task. Assembler instructions are represented by a single string or a set of strings, one for each line of assembler. Each line must be terminated correctly for the particular assembler being used.
Why do we need assembler
The Assembler is used to convert programs written in Assembly language into computer-understandable machine code. The source program, which is an input to the Assembler and contains assembly language instructions, is the output of the Assembler.
What happens when C program is compiled
The compiler creates some files with the same name as the C program file but different extensions whenever a C program file is compiled and run.
What is the difference between C and assembly language
Software written in assembly performs better than software written in C because assembly instructions depend on the architecture of the processor, whereas C code can be reused easily across platforms and provides source code specific to a processor.
What is an interpreter in C
A computer program known as an interpreter, in computer science, is one that runs code written in a programming language or scripting language without first compiling it into a machine language program.
What is assembler compiler and interpreter
Assembly language is translated into object code by assemblers, which produce a single machine code instruction for each assembly instruction as opposed to compilers and interpreters, which produce many machine code instructions for each high-level instruction.
Does C need a compiler
Because C is a mid-level language, a compiler is required to turn it into executable code that can be run on our machine.
What is assembly language example
What is compiler and assembler
The distinction between a compiler and an assembler, both of which are relevant in the context of program execution, is that a compiler is used to translate high-level programming language code into machine language code, whereas an assembler translates assembly level language code into machine language code.
What is role of assembler in execution of C program
Operating systems further assist C language assemblers to execute the program by providing services to linker and loader. Operating systems further assist C language assemblers to produce input and output for the source module. Operating systems also conduct memory management for the C language assembler.
What are the different types of assembly language
The three that are currently most widely used are ARM, MIPS, and x86. MIPS is popular on IBM CPUs and is found on systems like Macs, some video game consoles, and a few Im sure Im missing. x86 assembler is used on Intel PCs. ARM is used on many cell phones and many embedded systems.
What is the difference between assembler compiler and interpreter
A compiler is a piece of software that transforms high-level programs into machine code; an interpreter is a piece of software that translates high-level programs into machine code; and an assembler is a piece of software that transforms programs written in assembly code into machine code.
What is an opcode in C
Opcodes, also known as operation codes, are the numeric codes that store the instructions given to the computer system. Opcodes are the first portion of an instruction that instructs the computer what function to perform.
What skills do you need to be a assembler
Assembler skills and qualifications
- a good ability to communicate.
- Ability to lift and operate large electrical machinery requires physical fitness.
- excellent coordination between the hands and the eyes.
- a good ability to communicate.
- being able to use a soldering machine.
- Technical documentation creation and interpretation skills.
Is an assembler a hard job
Assembly jobs are typically in a fast-paced environment that requires accuracy and attention to detail, so its important that you can manage your stress levels and stay focused. Youll need to have good eye-hand coordination and manual dexterity.
What does an assembler do at a factory
Assemblers assist in the fabrication, upkeep, and repair of component parts and finished goods. They must also keep their workspaces organized and adhere to specific instructions in order to meet safety and quality standards. | https://shotsbypriiincesss.com/qa/what-does-an-assembler-do-in-c.html |
Once upon a time there were three different ways to implement a programming language, and typically a given language was implemented in only one of these ways. Compiled languages were translated into machine language. An assignment statement would pretty reliably get translated into a piece of code ending in a memory store or a register load. An addition expression would pretty reliably get translated into a piece of code ending in a machine ADD instruction.
But compilation was a lot harder to do for languages such as Lisp that didn’t have fixed declared types. In Lisp an addition expression requires some runtime decision making to decide exactly what it means at that point in the code on that particular execution. So we had interpreted languages which were translated into code for a virtual machine and then we had an interpreter which would execute this virtual machine code.
And finally there were the scripting languages which were not translated at all. Instead an interpreter would read the text representation of the program and interpret it directly.
Over time a lot of these distinctions have faded. A lot of scripting languages are now translated into a VM language and interpreted. A lot of languages that started out as interpreted languages now have compilers and those that still have interpreters sometimes also have just-in-time (JIT) compilers which compile the VM code into machine code. There are even interpreters that interpret compiled languages like C for use in debuggers and related tools.
The tradeoff between compilers and interpreters is that compiled code tends to be faster while interpreted code tends to be more portable. Interpreted code is more portable in the sense that you have to write just one portable program --the interpreter itself-- and then every machine that has an interpreter can execute the VM code, which is the same for all machines.
Interpreters typically have a execution loop which reads each VM instruction, figures out what the instruction means, and then does what the VM instruction says to do. It isn’t unusual for it to take dozens of machine instructions to execute one VM instruction. On the other hand, VM instructions tend to do more than machine instructions do so the interpreted language needn’t be dozens of times slower than compiled. As a rule of thumb, interpreted programs tend to be about an order of magnitude slower than compiled programs.
JIT is designed to give the best of both worlds --you build a compiler into the interpreter and then you can have portable compiled code. But taking a VM that was designed for an interpreter and compiling it is not an ideal solution because there are different requirements for a VM language that is to be interpreted vs. one that is to be compiled. A VM language that is to be interpreted should be compact so that the VM code itself does not take up so much of the data cache. The VM should be designed so that instructions can be analyzed quickly and efficiently so that the interpreter loop can be fast. Finally, the VM language should be high-level, letting you do a lot of work with a smaller set of instructions. This helps out with the data cache and also means that you have fewer instructions to interpret so there is less overhead from the interpreter loop. Also, a high-level interpreted language means that more work is done as part of the interpreter code which is compiled and therefore faster.
By contrast, a VM that is meant to be compiled has none of those requirements. A VM for compiling should be low-level to support low-level optimization and this is in conflict with the requirement for interpreted VMs to have high-level code. Also, the requirements for compact code and quick analysis of instructions suggests that you need a stack-based VM or a VM with a small fixed set of registers. This is not compatible with a compilable VM --at least not a portable one, which can be compiled for machined with greatly varying numbers of registers and greatly varying register characteristics.
So a VM designed to be portable and to be compiled rather than interpreted looks a lot different from a VM designed to be interpreted. I know of two different VM architectures designed to be portable and to be compilable. One project called Tendra was based on a format called ANDF --the Architecture-Neutral Distribution Format. Unfortunately, Tendra never gathered much of a following and it has largely died out.
A more recent and very active project is LLVM which is gaining steam very rapidly. In my view, this sort of technology should have been adopted a decade ago but there was just no stopping the juggernaut that was Java and the JVM. Still, things are looking up with LLVM and I have high hopes for more efficient portable programs in the near future. | http://www.unobtainabol.com/2013/09/compilers-interpreters-and-portability.html |
An interpreter is a software program that converts a man-made language that has syntax and strict grammar called a programming language into instructions that make computers perform specific actions. Many of these operations together are what end up as software applications we use daily.
Another program that does this is called a compiler. The main difference between an interpreter and a compiler is when and how they do this conversion. A compiler will convert these instructions once into a program very similar to the apps you have on your computer and you can double click them to run them at any time. Interpreters on the other hand will directly convert these instructions into something the computer understands, which means you will always need the interpreter in other to run the software you have created.
Use cases and Examples
Because interpreters run through the instructions and do not produce a program you can execute later, It makes it perfect for scenarios where you need to interact with the computer and see its output in realtime, an example of this is shell scripting.
Most programming languages used for developing web applications use interpreters and this is mostly because web applications usually require making changes multiple times in the development process so much so that developers don't want to be sitting around waiting for a compiler to provide an executable program before testing to see if the everything works as intended. This is mostly true for large web applications.
With that being said interpreted programs are generally slower than compiled programs purely based on the fact that interpreters will have to convert the instructions each and every time you want to get the computer to perform some operation, whereas compilers convert your instructions once into a program and thats about it.
Here is another article for you 😊 "BrainFuck Interpreter using method chaining" | https://www.eddymens.com/blog/what-is-an-interpreter |
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CS 110 Intro to Computer Science I Sami Rollins [email protected] Fall 2006
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Introduction What is computer programming? What is this class about? Who should take this class?
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Administrative Information Class web page
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Computer Hardware Main memory Secondary memory CPU Input devices Output devices
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Computer Software Operating system –Examples? Applications –Examples?
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Application Execution Hard Disk (Secondary storage) Main Memory CPU Input Output
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Computer Programs At the lowest level – machine instructions –00000111000 One step up – assembly language –ADD A More user friendly – high level languages –C = A + B; –Examples?
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Compiled Languages Some languages are compiled or translated directly into machine instructions High-level Code Compiler Machine Instructions
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Interpreted Languages High level language must be translated into a language the computer can understand High-level Code Interpreter Output
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Java High-level Code Compiler Output Interpreter (JVM) Bytecode
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Writing Programs Understand requirements Write an algorithm Implement your algorithm Debug and test your code
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What is an algorithm? A specific set of instructions An algorithm to make a PBJ sandwich?
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Getting Started Linux –A tutorial: http://www.ee.surrey.ac.uk/Teaching/Unix/http://www.ee.surrey.ac.uk/Teaching/Unix/ –Commands: ls - list files (ls) cd dest - change directory (cd.., cd cs110) pwd - print current directory (pwd) mkdir dir_name- make a new directory (mkdir cs110) cp src dest- copy file (cp hello.py anotherhello.py) rm file_name - remove file (rm oldprogram.py) mv src dest - move file (mv hello.py anotherhello.py)
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Hello World -- interactive pinot:~/teaching/cs110/test_py srollins$ python Python 2.3.5 (#1, Mar 20 2005, 20:38:20) [GCC 3.3 20030304 (Apple Computer, Inc. build 1809)] on darwin Type "help", "copyright", "credits" or "license" for more information. >>> print "Hello, world!" Hello, world! >>>
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Hello World -- non-interactive #Name: Sami Rollins #Filename: hello.py #My first python program print "Hello, world!"
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Errors You WILL have errors in your programs Syntax Errors –Compiler/interpreter doesn’t understand code –Ex. – prit “Hello, world!” –Sometimes error messages don’t match problem Logic –Program runs, but doesn’t do what you want –Ex. – print “Helol, world!” –Can be hard to track down
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Exercises 1. Write a program to display the following: * ** *** **** ***** 2. Now try the following: ***** **** *** ** *
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Scripting languages had been in existence before many conventional or traditional programming languages. The idea emanated in the 50s when mainframes were the computer system in use then. They were not so interactive as today’s computers are, so scripting languages were developed to process jobs then. Many jobs were processed in batches due to the non-interactive mode of mainframes, so scripting languages were written to execute task in batches called Batch processing. It was during that era that IBM’s JCL (Job Control Language) was developed and was used to control batch processing.
The first interactive shells were developed in the 1960s to enable remote operation of the first time-sharing systems, and these used shell scripts, which controlled running computer programs within a computer program, the shell. Calvin Mooers in his TRAC language is generally credited with inventing command substitution, the ability to embed commands in scripts that when interpreted insert a character string into the script.
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Multics was one of the earliest project. Louis Pouzin wrote an early processor for command scripts called RUNCOM for CTSS around 1964. Stuart Madnick at MIT wrote a scripting language for IBM’s CP/CMS in 1966. He originally called this processor COMMAND, later named EXEC. Multics included an offshoot of CTSS RUNCOM, also called RUNCOM. EXEC was eventually replaced by EXEC 2 and REXX (Restructured EXtended eXecutor).
Interpreted Language
Scripting Languages are interpreted, one of the main benefits of interpreted languages is that they require no compilation. The language is interpreted at run-time so the instructions are executed immediately. Errors in an interpreted program will result in the execution of the code to be halted.
Interpreted languages also have a simple syntax which, for the user:
– makes them easy to learn and use
– assumes minimum programming knowledge or experience
– allows complex tasks to be performed in relatively few steps
– allows simple creation and editing in a variety of text editors
– allows the addition of dynamic and interactive activities to web pages
Also, interpreted languages are generally portable across various hardware and network platforms and scripts can be embedded in standard text documents for added functionality.
Unlike a compiler, an interpreter checks syntax and generates object code one source line at a time. As the interpreter executes each line of code at a time the programmer is able to see the results of their programs immediately which can also help with debugging (correcting errors). Compiler, Interpreter and Assembler are all Language Translator – they translate from high-level languages (compiler or interpreter) or assembly language (assembler) to the machine readable format (Machine Language) before program execution.
Types of Scripting Language
Glue Language: A glue language is a programming language (usually an interpreted scripting language) that is designed or suited for writing glue code – code to connect software components. They are especially useful for writing and maintaining:
– Custom commands for a command shell
– Smaller programs than those that are better implemented in a compiled language
– “Wrapper” programs for executable, like a batch file that moves or manipulates files and does other things with the operating system before or after running an application like a word processor, spreadsheet, data base, assembler, compiler, etc.
– Scripts that may change
– Rapid prototypes of a solution.
Job control languages and shells: JCL or Job Control Language is a programming language designed to control how jobs are executed by the computer processor. JCL is a language used to construct statements that identify a particular job to be run and specify the job’s requirements to the operating system under which it will run.
Shell: a shell is a user interface for access to an operating system’s services. In general, operating system shells use either a command-line interface (CLI) or graphical user interface (GUI), depending on a computer’s role and particular operation.
Application-specific languages: An application-specific scripting language can be viewed as a domain-specific programming language specialized to a single application. Languages of this sort are designed for a single application; and, while they may superficially resemble a specific general-purpose language (e.g. QuakeC, modeled after C), they have custom features that distinguish them. Emacs Lisp, while a fully formed and capable dialect of Lisp, contains many special features that make it most useful for extending the editing functions of Emacs.
GUI scripting: with the advent of graphical user interfaces, a specialized kind of scripting language emerged for controlling a computer. These languages interact with the same graphic windows, menus, buttons, and so on that a human user would. They do this by simulating the actions of a user. These languages are typically used to automate user actions. Such languages are also called “macros” when control is through simulated key presses or mouse clicks.
Extension/embeddable languages: A number of languages have been designed for the purpose of replacing application-specific scripting languages by being embeddable in application programs. The application programmer (working in C or another systems language) includes “hooks” where the scripting language can control the application. These languages may be technically equivalent to an application-specific extension language but when an application embeds a “common” language, the user gets the advantage of being able to transfer skills from application to application. A more generic alternative is simply to provide a library (often a C library) that a general-purpose language can use to control the application, without modifying the language for the specific domain.
Importance of Scripting Language
Scripting languages are useful in achieving the following purposes;
1. They are used to interface different applications i.e connecting two or more applications together, major function of glue scripting languages.
2. They are used to develop Shell (Command Line Interface (CLI)) to interact directly with the processor.
3. They are used to design simple and very interactive GUI (Graphic User Interface) interface.
4. Scripting languages are used in developing suitable web applications.
5. General purpose scripting languages such as Python, Perl, Ruby, PHP etc are used to program development environments (DE).
6. They are used in designing embedded systems or applications. | https://constative.com/business/computer-programming-introduction-to/ |
In this post you understand an interpreter, it’s a role and working. Also, you are able to know the difference between interpreter vs compiler. How they are different?
So Let’s begin.
What is Interpreter?
An interpreter is a set of logic written in any programming language that helps us to develop other program or application. Basically, It converts human-readable programming source code into machine language i.e. 0’s and 1’s.
The interpreter converts human-readable source code into machine language at run time. It does not create any object file.
It reads code line by line and this is the only reason it is slower than a compiler.
An interpreter examples
There are many languages run on an interpreter. You can consider PHP, ruby and python. They all run on it.
An Interpreter job
The interpreter or compiler both have similar jobs. They convert human-readable program source code into machine language.
A compiler is faster than an interpreter but if we consider memory management; interpreter wins because it does not create any object file.
What is a compiler?
A compiler reads whole-program source code written by a programmer and compiles it. It also shows you logical, syntax errors if any.
If you are a programmer, many times you see few syntax or logical errors occurs in your programming code. These errors are shown by compiler of that programming language.
A compiler reads whole-program code in one time and compiles it. It is very fast as compared to an interpreter.
It is also responsible to read source code and converts it into output assembly code or executable code.
A compiler also converts human-readable source code into a machine language and vice versa for showing output or result of a program.
You can read complete details about Compiler and its phases here.
An interpreter vs compiler
Do you know that
Java is a programming language that usages both compiler and interpreter. The Java code itself is compiled into Object Code. At run time, the JVM interprets the Object code into the machine code of the target computer.
You can also read
- Keywords in C Language [Full List]
- What is a computer program and programming
- Comments in C: How to use in a program?
- Assigning Values to Variables in C Language
- What are identifiers in C language
Hope that you understand the difference between compiler and interpreter. Please feel free to ask your questions in below comment section. | https://coursesafter12th.in/interpreter-vs-compiler/ |
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- Messages about the personal life of individuals except celebrities are not allowed. In case of celebrities, people have the freedom within limits to talk about their life, but at your own legal risk.
- Spam, copy right violation, harassing messages, Nudity and sexually explicit material, Violent or bullying behavior, hate speech are some of the topics we do not allow.
- Any content or topic that editors feel inappropriate may be removed.
- Do not post responses for the purpose of bringing your thread to the top.
- Avoid starting threads with no useful topic.
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Welcome to the Limeade Community forum! These forums are here to provide users of the Limeade platform with a friendly environment where they can discuss and share ideas, insights and tips and tricks. To benefit the most from the Limeade Community, Limeade asks that all users adhere to the following Code of Conduct.
Before posting, please review and familiarize yourself with this Code of Conduct. Each user is responsible for upholding these standards when posting in the Limeade Community. Please note that the following list is not exhaustive and may not address all manner of inappropriate or offensive behavior. As such, moderators reserve the right to address any behavior that they find inappropriate.
Best Practices for a Strong Community
- Be respectful, tolerant and welcoming to members of all background and experience levels. Treat all fellow user with respect and courtesy
- Contribute helpful and constructive answers, comments or feedback
- Use appropriate language and tone; no foul language or inappropriate comments
- Be clear and stay on topic
- Make sure to post questions or topics under the most relevant category
- Be trustworthy and not misleading
- Use the voting feature to support ideas
- Keep discussions professional and appropriate
- Be helpful to other members and don’t be afraid to ask for help in return
- Encourage and lift each other up
- Have fun!
What is Not Allowed
- Do not bully or harass any member in the community
- Do not use hate speech or discriminate against any member in the community
- Do not post any sexually explicit or inappropriate content or media
- Do not spam or post advertisements
- Do not post any copyrighted or illegal content
- Do not threaten any members of the community, even as a joke
- Do not use the voting feature to attack members or down vote them out of a conversation
- Do not impersonate any other person or lie about your identity
- Do not fox members or solicit them for personal or contact information
- Do not use the forum if you are be under 18 years of age, The required age to use the Limeade platform is 18 years or older
- For privacy reasons, do not post your own personal or contact information in the community
Consequences for Inappropriate Behavior
Limeade reserves the right to immediately remove posts that do not conform to the Community Code of Conduct without warning. Furthermore, Limeade can also temporarily or permanently suspend or ban users who intentionally, repeatedly, or otherwise violate the rules outlined in this Community Code of Conduct. | https://support.limeade.com/hc/en-us/articles/360042155091-Code-of-Conduct |
Code of Conduct - Forum
Welcome to the Dragonball Online - Global Forums. To ensure that your stay is as pleasant and constructive as possible, we require all forum members to read and agree to this Forums Code of Conduct.
Our Philosophy:
- Keep it clean
- Keep it civil
- Stay on topic
- Be responsible
- Share your knowledge
- Report posts for removal if they violate these standards
The Dragonball Online - Global Forums are intended to provide Dragonball Online - Global players with a friendly environment to exchange information, get the latest news, share community-created content, interact with Dragonball Online - Global staff members, and discuss Dragonball Online with other members of the community. The forums also furnish a place to report game bugs directly to the developers and support team and, when needed, to follow up on account or support issues. This Code of Conduct explains the behavior that is expected of all community members. Your use of the Dragonball Online - Global Forums constitutes acceptance of this Code of Conduct.
- Read the forum before asking a question. There’s a good chance your question has already been answered.
- Use the search function before posting. This will focus the discussion and facilitate a response.
- Stay on topic and create a new post for tangentially related topics.
- Do not cross post. Post your message once in the appropriate sub-forum and nowhere else; otherwise it will be locked or removed without warning.
- Use a relevant thread title that clearly expresses the subject of the thread.
- Avoid frivolous and duplicate postings.
- The official language of this forum is English . Please post and respond in that language only.
- Do not post in all capital letters; do not use “leetspeek,” excessive punctuation, colored text, alternating lower case and capital letters, etc. Please refrain from these and other similar attention-seeking tactics to draw attention to your post. Let your post stand on its own merits.
- Do not spam. This includes bumping threads or making posts that lack content.
- Be respectful. Be pleasant to forum members, staff members, and moderators.
- Do not use profanity, insults, or personal attacks. If you have a problem with another member, contact a moderator.
- Do not submit “trolling” posts or threads. We define “trolling” as commenting in a manner intended to elicit overly strong negative and emotional responses for mere shock value, attempting to derail threads, persistently posting off-topic, or engaging in personal attacks on another forum member. Accounts made with the sole intent to “troll” will be terminated.
- Do not engage in personal attacks against forum members or in character assassination. Posts that attack another member, that single out a player for ridicule, or that accuse someone of inappropriate in-game actions will be removed without notice. In-game violations should be reported directly to our Support Team. If you believe that using the support system did not result in a sufficient or timely response, you may post your concern in the Support section of the forums.
- Do not debate Customer Support decisions or actions. Threads or posts designed to announce, appeal, or contest your own or another player’s suspension or account termination—be it forum or game account—will be removed without notice.
- Do not post about locked, deleted, or otherwise moderated threads or posts. Moderation happens for a reason. A staff member or moderator may lock a thread before posting in order to promptly curtail continued comments. If you have yet to see a comment by a staff member on a locked thread, please wait for the comment to appear and do not post a new thread on the subject.
- Do not circumvent the word filter. The Support Forum, like the game, is filtered for appropriate language. Any attempt to circumvent this filter will not be tolerated including the use of “creative spelling” or of forum names or signatures that contain a word that is censored by the prohibited words filter.
- Do not post petitions, “I demand an answer” threads, conspiracy threads, or comments about circumventing the rules.
- Do not post on behalf of a suspended or banned user.
- Do not post legal action threads. Using the forums or PMs to encourage, promote, endorse, or incite any kind of legal action against the company or any individual is strictly prohibited. Such content will be removed, and the author’s posting privileges will be permanently revoked.
- If you wish to report a post, use the Report Post button located on the post in question. Please, do not create a new forum thread linking to posts or threads that you feel should be moderated. Reported posts will be reviewed by the moderator staff and addressed as necessary.
- You are responsible for making sure that your account information, particularly your email address, is current and complete.
- All forum content is permitted or removed at the discretion of Dragonball Online Global.
You further agree not take any action, upload, post, email, or otherwise transmit any content that:
- infringes or violates any third party rights;
- violates any law or regulation;
- transmits real-life personal information about other players or Dragonball Online - Global personnel;
- which insultingly refers to other characters, players, Dragonball Online - Global personnel, or groups of people;
- involves the use of illegal drugs or performing illegal activities;
- is harmful, threatening, abusive, harassing, tortuous, defamatory, vulgar, obscene, libelous, invasive of another’s privacy, hateful, or is racially, ethnically or otherwise objectionable;
- that insultingly refers to any aspect of sexual orientation pertaining to themselves or other players;
- which insultingly portrays major religions or religious figures;
- which promotes hatred of any kind, including that based on nation, race, religion, age, sex, gender orientation, or culture.
- that refers to violent sexual acts or real life violent actions, pornography, inappropriate references to human anatomy or bodily functions, gratuitously offensive content, or content which refers to violence in any capacity that is not directly related to the game world;
- would violate any right or duty under any law or under contractual or fiduciary relationships (such as inside information or proprietary and confidential information learned or disclosed as part of employment relationships or under non-disclosure agreements)
- advertises any businesses, organizations, or websites; shows unreleased in-game items, equipment, or areas that have been unlocked via hacking into client data files
In addition, you agree not to do any of the following:
- Impersonate any person.
- Upload, post, email or otherwise transmit any unsolicited or unauthorized advertising, promotional materials, “junk mail,” “spam,” “chain letters,” “pyramid schemes,” or any other form of solicitation;
- Attempt to gain access to a password, other account information, or other private information. Remember: Dragonball Online - Global personnel will NEVER ask for your password. Do not reveal your password, reminder words, or billing information to anyone;
- Advertise or solicit the sale or trade of a Dragonball Online - Global account; advertise or solicit the sale or trade of any account or item related to another game; advertise or solicit the sale of gold or items for real world currency; promote or aid in any such transaction;
- Improperly use the customer support ticketing system or make false reports to Dragonball Online - Global staff members;
- Provide false information or intentionally hide any information when registering for your Dragonball Online - Global account;
- Post profanity or otherwise objectionable content in your profile.
- “Stalk” or otherwise harass another member.
- Evade ban by creating another Account. | https://forum.dboglobal.to/index.php?thread/5-code-of-conduct-forum/ |
Lex Community Guidelines
We encourage our community members to report any content on Lex they believe violates our Community Guidelines.
We adhere to a zero tolerance policy towards hate speech of any kind. We reserve the right to delete posts at our own discretion. Failure to adhere to these guidelines will result in being banned from our platform.
Be Respectful
Lexers engaging in racism, transphobia, biphobia, fatphobia, ableism, sexism, religious discrimination or hate speech of any kind will be removed from the app. Harassment and bullying will not be tolerated. Microaggressions and/or exclusionary language will be taken seriously and in some cases result in a permanent ban.
If you are discussing sensitive topics, please include a Content Warning.
Be Empathetic
Our community represents many backgrounds, perspectives and experiences. Be respectful of thoughts and opinions that may be different from your own.
No Solicitation
For the safety of yourself and others, we do not permit the sale of goods or services, including the promotion of paid events, sale of tickets, crowdfunding, or fundraising. This includes any post outwardly asking people for money.
Be Original
Use your own material! If you’re using someone else’s words or content in your post or profile, please credit your sources.
Be Yourself
Posing as another individual, creating fake/scam accounts, or lying about being 18+ will result in immediately being banned from Lex. Predatory behavior or catfishing of any kind will not be tolerated.
Be Honest
Be truthful about the information you share on Lex. Check your sources and do not knowingly spread misinformation.
Follow The Law
We do not tolerate illegal activity of any kind and will, in certain cases, report cases to relevant legal authorities.
Lex Photo Guidelines
Please respect the following guidelines when you upload your photo:
- Keep consent in mind; no nudity, including nipples, pornography, or otherwise sexually explicit content
- No images of minors, even if they're in the background or blurred
- No violence, weapons, offensive, or illegal content
- No images that are not yours
If you see an image on Lex that violates these guidelines, please report that file and select 'Inappropriate photo' as the reason so that our moderators can review it as quickly as possible. | https://help.thisislex.app/article/50-lex-community-guidelines |
Forums Policy and Guidelines
These forums are accessible to all Comcast customers. Membership and posting privileges are currently available only to Business Internet customers who have activated their account online at businessclass.comcast.net. We invite you to join in and discuss a variety of topics. Membership within the Business Community is both a privilege and a responsibility. Becoming a registered member of the Business Community means agreeing to abide by a few simple Forum rules and guidelines as outlined below:
Please Do:
1. Be Polite
These forums are designed to build a positive and thriving peer-to-peer help community. Positive, constructive comments and questions that are on topic will help maintain a positive spirit on these forums. Please give the same consideration and tolerance to others that you would like to receive from them.
2. Use a descriptive topic subject
This will ensure that others who can help will see your post more easily and will improve your chances of receiving a response. As an example, if you have a question about not receiving email, do not use "email" as the subject title of your post. Instead, use a subject title like "not receiving email with Windows Mail".
3. Ask questions
No question is considered silly or "dumb." We're here to help, so please ask away!
3. Stay on topic
Remember that these forums are to be used for help. Always stick to the original topic that was stated by the person who started the thread. If you have a suggestion or comment that is on a different topic, please start a new thread within the appropriate forum.
4. Be comprehensive
Please include as much information to describe your question or issue as possible. Generally speaking, try to include details of your computer (i.e. operating system, Internet browser, email program, etc.) and any error messages you may see. Also, keep checking back on any questions/issues you post as others may request more details to be able to provide you an answer.
5. Utilize the ‘Report Abuse to Moderator’ function
Available on each post to alert an administrator to any trolling or flaming posts.
6. Use good netiquette
Finally, please practice good "netiquette." This includes respect for others, refraining from typing in ALL CAPS, avoiding flame wars, refraining from "bumping" threads (i.e.., posting for the sole purpose of moving a thread to the top of a forum page), using non-generic thread titles that indicate the subject of the thread, and keeping posts civil at all times. Together, we can make the community safe and fun for everyone!
7. Check back for replies to your post(s)
Because of the nature of forums, you will find that your question may not get answered right away. Make sure you check back on your post periodically for a few days to allow others to answer your question. Also, forum members here will answer your question here in the forums - they will not personally email you any answers so please do not add your email address to your post expecting an answer to be sent to you.
Please Don’t:
1. Post personal information in the forums
Please do your best to keep your identity and personal information safe. This includes:
- Your full name
- Your telephone number
- Your Physical/Mailing Address
- Email addresses
- Credit Card numbers
- Account numbers
- Other personally identifiable information
2. Use Profanity
Please keep your posts clean. Our forums have an automated profanity filter to block out inappropriate language. Please do not circumvent it by finding colorful ways to approximate or disguise those words. If you are caught trying to bypass the filters in any way, your posting privileges may be revoked.
3. Post inappropriate images, usernames, profiles, signature lines, and avatars
Posts containing images with inappropriate or inflammatory content will be removed. This may include photos that are on-topic and/or of historical significance, i.e., gory photos of lynching's, war battles, etc.. Images containing nudity (real or drawn) are also not permitted and may result in the loss of posting privileges. Also, inappropriate usernames, member profiles, signature lines, or avatars may result in removal, warnings, and bans.
4. Post Threats
Posting threatening comments towards anyone is not appropriate. This includes, but is not limited to, threats of physical violence and threats of malicious activities. Threatening comments will likely lead to the loss of posting privileges. The sending of threatening Private Message (also known as a PM) that may include, but is not limited to, threats of physical violence and threats of malicious activities. Private Message of this nature will likely lead to the loss of posting privileges.
5. Malicious Content
Posting content designed to disrupt or interfere with the operation of another member’s computer is not permitted. This may include, but is not limited to, linking to viruses and linking to pages that hijack browsers. Posting this brand of content will likely lead to the loss of posting privileges.
6. Illegal Content and/or Activities
Illegal Content posts, e.g. Pirated Software and/or requests, how-to's on obtaining any content without a legal purchase, will be removed. Posts with Illegal Activities such as circumventing Site Banning, e.g. Business Class Forums will be removed. Additionally, Circumventing Comcast Forum banning will result in immediate permanent banning. Please keep personal conversations in the Forums Private Messenger. This includes threads/messages aimed at only a select member or group of members, your personal forum status (leaving, arriving, rank, and warnings), other's personal forum status ("Where is ______?"), etc..
7. Troll or spam
Trolls are individuals who start inflammatory threads or post rude or offensive messages for the purpose of disrupting a discussion or to upset other forum participants. Trolling behavior includes purposely harassing a particular member, employee, moderator, or administrator, sending them rude or unwanted private messages, etc.. This may include emails and/or phone calls to Comcast, Comcast employees or any variation of, Lithium, Lithium employees or any variation of. Trolls risk having their posts removed and may be banned from participating in the forums. Similarly, repeated posting of a message (or very similar messages) multiple times is considered spamming and is prohibited. This includes posting for the sole purpose of gaining a higher post count or rank. Spamming may also include, but is not limited to, any of the following.
8. Use Inappropriate content
Messages containing religious, racially, or sexually offensive content, profanity, insults, or other inappropriate content will be removed; the member’s posting privileges may also be revoked.
9. Post advertisements or solicitations
The Business Class Help & Support Forums are not to be used for trading/swapping, selling or advertising non-Comcast products, services, or other online venues. This includes multilevel marketing schemes and soliciting funds or other donations for what may or may not be a charitable cause. Members who post referral links to these sites will have their posts/signatures edited and may be subject to banning. Community memberships created solely for such purposes will be banned.
10. Insult (flame) other Community members
We ask all members to discuss issues and disagree with other posters without resorting to or responding with insults, whether they are blatantly offensive or subtle and indirect. Responding to an insult with an insult makes a poster as guilty of flaming as the original poster. Flaming is the act of posting messages that are deliberately hostile and insulting. These types of posts are not allowed and can result in the immediate revocation of one’s forum posting privileges.
Please Note: By having an account and utilizing these forums, you have hereby agreed to the rules, policies, and guidelines contained within this document as well as any other posted documents throughout the community. The Business Class Community are subject to the Subscriber Agreement at http://www.comcast.net/terms/subscriber and the Acceptable Use Policy at http://www.comcast.net/terms/use. The use of 'remove', 'removal' or 'removed' may be substituted for 'edited' or 'deleted' at anytime. Comcast forum "official employees", "moderators" or "administrators" reserve the right to remove any post and/or topic that we deem inappropriate or disruptive to the Business Class Community. These Guidelines Can Change Without Notification. | https://forums.businesshelp.comcast.com/conversations/forum-community/forums-policy-and-guidelines/5fe0a527c5375f08cd6dba00 |
A Community of Practice (CoP) is defined as: “A group of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.”(1) CoP’s are usually informal, self-organising, and span across departments with members distributed throughout an organisation.
To that end, communication within the online CoP must be supportive and encouraging for all participants to develop their knowledge and confidence within palliative care practice. The National PEPA team has created the following information to create understanding and guide each person to comment on PEPA post-placement activity blogs.
Supportive Feedback Information
House Rules
The CoP page is an open forum and to ensure everyone can participate without being exposed to inappropriate content, offensive language or discriminatory views we have put some house rules in place below.
NB. If you have health-related questions or are in an emergency situation, please call Triple Zero (000) (if calling from within Australia). This forum is not designed to address emergency calls or provide direct healthcare advice.
Comment Policy
By commenting within the CoP page you have agreed to adhere to the following Comment policy.
While this is an open forum, it is also a supportive learning-friendly one, so please keep your comments polite and respectful. When contributing, do not post any material that contains:
- hate speech
- profanity, obscenity or vulgarity
- comments that could be considered prejudicial, racist or inflammatory
- nudity or offensive imagery in profile pictures
- defamation to a person or people
- name calling and/or personal attacks
- comments whose main purpose are to sell a product
- comments that infringe on copyright:
- spam comments from individuals or groups, such as the same comment posted repeatedly on a profile
- personal information about you or another individual (including identifying information, email addresses, phone numbers or private addresses)
- false representation of another individual, organisation, government or entity
- promotion of a product, business, company or organisation
PEPA/IPEPA retains the right to remove any content that does not comply with our Comment Policy or that the PEPA National team deems inappropriate.
Privacy
PEPA/IPEPA does not collect, maintain, or disseminate information you provide to this website. However, links and references to CoP content will be made in PEPA social media channels from time to time.
Although you may voluntarily contribute to PEPA/IPEPA with the intent to share the information with others on the CoP page, to protect your privacy, please do not disclose personal information about yourself or others.
PEPA/IPEPA does not collect personally identifiable information such as your name, address, or telephone number from this website. PEPA/IPEPA will not contact you directly via phone, mail, or email attempting to solicit information from you unless you request contact through a private message or via email, or you have previously signed up to receive email updates.
Frequently Asked Questions
Q: Who manages the CoP page?
A: The PEPA National Project team in collaboration with the PEPA/IPEPA jurisdictional team members manage the content, posts and updates published on the CoP page. Content is moderated by a person with appropriate expertise to monitor the quality of the information posted. Internet users posting comments on this blog should not be considered as health professionals.
Q: Why was my comment / post removed?
A: We expect participants on this site to treat each other with respect. As such, we sometimes remove comments for a variety of reasons. Sometimes the language or tone of the comment is offensive. Other times the comment is simply off topic, and not relevant to the discussion to which it was posted.
Q: Can I share or copy material from the CoP page?
A: Yes. You can share CoP posts with others as this is how we network our messages.
Q: Who can see what I write on the CoP page?
A: Because our PEPA/IPEPA website CoP page is a public page, any comment or post will be visible by anyone who looks at our site. Users do not have the ability or access to erase their own comments.
Q: How does the information on the CoP page complement PEPA networking?
A: Comments posted on this Blog are intended to support, not replace, the relationship that exists between a PEPA placement participant and experienced palliative care specialist healthcare worker / professional.
Reference: 1. Wenger E, McDermott R, Snyder W. (2002). Cultivating Communities of Practice: A Guide to Managing Knowledge (Harvard Business School Press, Boston, MA). | https://pepaeducation.com/supportive-feedback-guide/ |
Hello everyone,
Welcome to the Win-Raid Forum!
This forum has been primarily designed for advanced users, with a passion for technology, who want to understand, optimize & improve their systems. It thus focuses mostly on those with a certain level of knowledge who can calculate the risks of their work.
How to help us so that we can help you:
1. Read the related thread carefully, before posting.
2. Post into the correct topic related sub-forum with a short, but meaningful title.
3. Avoid fully quoting a previous post, delete some or use the “@username” feature.
4. Don’t send private support requests or help via PM or Email for non-sensitive topics.
5. Don’t post the same issue in multiple places. Write one (1) thread/post per problem only.
6. Make sure you first read the entire Forum Rules by clicking the equivalent tab at the top.
Enjoy our Forum!
Plato (a.k.a. plutomaniac)
Rules
The forum team is not responsible for any user-generated content and accounts. Content submitted express the views of their author only. Any inappropriate or infringing content may be removed upon administration decision and/or valid 3rd-party communication.
Do not use the forum to submit or link to any Content which is defamatory, abusive, hateful, threatening, spam or spam-like, likely to offend, contains adult or objectionable content, contains personal information of others, risks copyright infringement, encourages unlawful activity, or otherwise violates any laws.
1. Treat other members with the RESPECT they deserve. Treat others like you would like to be treated.
2. Do not create threads that already exist. Use the forum SEARCH function and thoroughly read the related thread before posting.
3. Do not post threads with titles or text in all CAPITALS. It is considered shouting and usually rude.
4. Insulting and flaming or personal attacks against forum staff will NOT be tolerated.
5. This is a “Safe for Work/Family” only forum. Do not post any inappropriate (NSFW) material.
6. Do not create the same thread in different forums or the same post in different threads.
7. Do not post multiple times in the same thread before someone replies. Use EDIT instead.
8. Do not hijack other threads with your issue/question, unless it is exactly the same.
9. Always write descriptive thread titles that reflect the actual issue/question, NOT “Help me please” or similar.
10. Donations are NOT used as a form of payment for providing help. Requesting money for asking or providing help is NOT allowed.
11. Remember when people help you, they are doing so for YOU, for FREE. Be patient and ask nicely. Otherwise, move on.
12. This is an ENGLISH only forum. Respect that we probably don’t know your language and you probably don’t know ours.
13. Do not create multiple accounts and do not create or use “shared” accounts. Each person is unique, so should their forum profile.
14. Do not post or link to documents and/or tools which are marked as Confidential, Restricted, Private, are part of a commercial license etc.
15. Do not quote entire posts or discussions but ONLY the part you’re answering to. Delete the rest or simply use the @username feature.
16. Anything that is even closely related to advertising, self-promotion or unrelated to the forum’s theme is considered SPAM.
17. Any modified driver must be clearly marked as such, include the source/modder and NOT involve any binary/signature components.
18. Do not publicly discuss illegal use and hacking of software, firmware and/or tools to cause harm, impersonate, bypass paywalls etc.
19. Private support requests or help via PM or Email for non-sensitive topics are NOT allowed as it does not help the entire community.
These terms may be changed at any time without prior notice. | https://winraid.level1techs.com/t/welcome-to-the-win-raid-forums/7 |
The City of Virginia will determine, at its discretion, how its web-based social media and website resources will be designed, implemented and managed as part of its overall communication and information sharing strategy.
Posting Guidelines (Including 3rd Party Requests)
1. Content shall not include comments that are offensive, inflammatory, or spam. Postings may include, but are not limited to:
- City-sponsored events
- Community events
- Community updates such as emergency water-shutoffs, detours, etc.
2. Postings may not include:
- Commercial sales or events
- Garages sales or items for sale for profit
- Events hosted that are not community events
- Political commentary
3. City will respect proprietary information, content, and confidentiality. Credit shall be given to appropriate persons when required.
Answering/Moderating Comments & Questions Received
If comments are allowed on City social media sites, account administrators shall reply to questions and comments in a timely manner, when a response is appropriate.
City of Virginia’s staff with administrative rights will not edit any posted comments. However, comments posted by members of the public will be removed if they are abusive, obscene, defamatory, in violation of the copyright, trademark right or other intellectual property right of any third party, or otherwise inappropriate or incorrect. The following are examples of content that may be removed by City staff before or shortly after being published:
- Potentially libelous comments
- Obscene or racist comments
- Personal attacks, insults, or threatening language
- Plagiarized material
- Private, personal information published without consent
- Comments totally unrelated to the topic of the forum
- Commercial promotions or spam
- Hyperlinks to material that is not directly related to the discussion
City retains the right to moderate all comments and posts on City owned social media pages and websites.
Where moderation of comments is an available option, comments from the public will be moderated by City staff, with administrative rights, before posting. Where moderation prior to posting is not an option, sites will be regularly monitored by City staff.
City is not required to allow comments and may remove this feature at any time.City social media sites, websites, and other electronic platforms may be modified or removed by the City at any time and without notice. | https://www.virginiamn.us/live/data_practices/socialmediapolicy.php |
Yesterday, Audiovisual Media Authority (AMA) was informed about a press release made yesterday the organization OMONIA, Saranda branch, in response to the damaging of memorial plaque dedicated to a figure described as the “Greek ethnic minority solder”.
What is most interesting is that OMONIA’s press release, in addition to calling the reaction of Media Authority, blames and attacks media for this act. In particular, it draws the attention to a historical background content recently aired in Top Channel TV, by the journalist Marin Mema. The journalists and media content prepared by them are not subject to hostile or extremist attacks or assaults by political means or blackmailing.
This is counterproductive. The TV program in concern does not contain any hate or discrimination speech, but it presents some historical document and records about certain characters and events.
The facts and opinions of journalists cannot be challenged with hostility, mixing the problems of public order with the need for freedom of speech and expression. It cannot be done either by making political or dogmatic, out of context evaluations that carry past and present rancor, by calling for attacks against and limitations to the mission and independence of media- basic dimensions for every institution and democratic society.
The attitude of OMONIA unequivocally justifies the absurd case where the authorities of the neighboring country declared the journalist Marin Mema a persona non grata, simply because he published on the television channel, where he works, a reportage on Albanians in Greece, based on researched data and documents.
Therefore, such public position of OMONIA towards the audiovisual media and journalists is for us an inappropriate, inadequate and extreme conduct.
AMA remains committed to preventing and avoiding hate and discrimination speech of any kind in audio and audiovisual broadcasting that promote hostility among peoples or that are instrumental to the treatment of minorities in Albania.
AMA is making an appeal to the Albanian State institutions, in particular to the Ministry of Europe and Foreign Affairs, to use all its legal and institutional instruments in an attempt to ensure and guarantee the free movement of Albanian journalists practicing their profession in favor of freedom of speech and free thinking. | http://ama.gov.al/gazetaret-dhe-permbajtjet-mediatike-qe-ata-pergatisin-nuk-mund-te-sulmohen-dhe-anatemohen-me-qendrime-ekstremiste/?lang=en |
Blog Comment Policy
Comments are welcomed and encouraged on this site, but there are some instances where comments will be or deleted or simply never approved. Comments are a privilege, not a right. Violations of this policy may result in comments being deleted and/or commenters being blocked from access to commenting or to the blog entirely.
- All Rights Reserved: The blog owner reserves the right to edit, delete, move, or mark as spam any and all comments. Blog owner has the right to block access to any one or group from commenting or from the entire blog.
- Links: Linking or planting backlinks are subject to the approval of admins. Any attempt to plant backlinks will result in the deletion or prevention of said links being approved.
- Thank You Comments: Superficial comments that appear to be an attempt to get a backlink or get past comment moderation will be deleted.
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Blog posts
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Earn Six Figures Shooting Real Estate PhotographyWith Google searches for “the process of buying a house” going up 950%, according to CNBC, now might be a great time to think about Real Estate Photography.
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Photography Lighting Equipment & Setups: The Essential Guide with Chris KnightNothing is so fundamental to studio portraiture as light. Light is the language photographers use to communicate who our subject is and what we want the viewer to understand about them, or us. Part of every photographer’s career is the lifelong study of light, which is why consistently going back to the fundamentals is always a good idea.
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How Does CGI Compare To Photography?
When you look at a photo, what do you see? For most people, the answer is a physical representation of reality. But what about CGI? What if I told you that the images from a camera are really no different than a render? In this blog post, I'm going to compare photography and CGI and explore the differences between the two. | https://proedu.com/en-tw/pages/blog-comment-policy |
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Pamoja is a fresh face in the skincare industry, taking an honest approach and wanting to hero fresh and sustainable ingredients. The brand is built around a Swahili influence which can be seen throughout our pattern usage. This coupled with the brand ethos for transparency and clarity of ingredients allowed us to craft a brand that truly reflected its purpose. Using this style we managed to hero the ingredients within the product and what they treated, whilst still maintaining a style very much consistent with Swahili art.
What’s Unique?
The use of pattern and design as a way to illustrate the products used throughout packaging materials. | https://packagingoftheworld.com/2020/05/pamoja-skincare.html |
Precise strategic brand alignment is the cornerstone for growth and sustainable success. Especially in times of digitalisation, brands need a convincing, communicable added value to be able to position themselves successfully in competition. The core idea and relevant unique selling propositions of the brand should be clearly experienced by all stakeholders. The power of a brand can unfold when a seamless, customer-oriented experience is created at all points of contact. | https://www.leitwerkzuerich.com/english/communication/ |
"OSEA is the story of a long line of women inspired by the sea."
-As told by OSEA Founder, Jenefer Palmer
"One night she had a dream that the ocean had healed her."
Elsa and Frank sitting in the snow before swimming in the freezing Long Island Sound, 1938.
Jenefer, the young archaeologist, 1974
Jenefer and a friend floating in mineral hot springs in Afghanistan.
Jenefer 9 months pregnant with Melissa on the coast of Washington.
Jenefer and Melissa off the coast of Orcas Island.
Our communal family on Orcas Island.
Jenefer and David enjoying a mud treatment.
Playing in our yard in Malibu...
Our family bathtub, outside of course!
Our family: Jenefer, Melissa, David, Mary & Steve.
Jenefer collecting seaweed in Patagonia.
My family’s relationship with the sea and seaweed can be traced back to an accident that happened nearly ninety years ago. My grandmother, Elsa Reuschle was one the very first female chiropractors in the U.S. In 1928 she fell and tore several tendons in her leg. A staunch European immigrant, she knew that regardless of her injury, she had to continue to work through the Great Depression to support her family. The endless hours on her feet, treating patients proved to be too much and resulted in her being bedridden for months. One night she had a dream that the ocean had healed her. The next morning, at sunrise she insisted that my grandfather Frank take her to down to the beach near their home in Long Island, NY. Although it was a cold morning in the middle of December(!)--he carried my grandmother a mile on his back so that she could swim in the frigid waters.
Elsa continued swimming daily and within a few weeks her leg had healed. She attributed her astonishing recovery to the full spectrum of minerals and trace elements present in the seawater and the abundance of seaweed found in the Long Island Sound. She began collecting mineral-rich Fucus (Bladderwrack algae) to make seaweed poultices for her patients. Convinced of the sea’s healing powers, Frank joined Elsa on her daily swim and by the 1930’s, my grandparents had started one of the first Polar Bear Clubs in New York City. The two of them continued to swim every day of their lives and lived well into their 90’s.
Following in my grandmother’s footsteps, I studied various holistic healing modalities including Polarity Therapy, Acupressure, Shiatsu, and Biodynamic Cranialsacral Therapy. I developed a significant private practice in Malibu with celebrity clientele. In 1981, I was asked to be the Spa Director at historic Murrieta Hot Springs, then the premier destination health spa of Southern California. I curated innovative treatments for the spa such as Ayurvedic body wraps, herbal based aromatherapy salt glows, underwater lymphatic massage, and soothing seaweed wraps with essential oil essences.
As spa director, I was responsible for researching new skincare products to complement our healing treatments. I was outraged to learn that the majority of products contained toxic synthetic ingredients and some were even carcinogenic. Another revelation for me was that there was little correlation between the price of these products and the cost and quality of their actual ingredients. A close look at labels showed that many luxury brands contained cheap fillers, dyes and fragrances. That's when I knew I wanted to change the game.
OSEA was born from my desire to create active, organic and non-toxic luxury skincare products. Products that actually deliver results by nourishing the skin with potent, bioavailable ingredients. As my grandmother taught me and chemistry confirmed, seaweed is a nutrient-dense superfood. Seaweed, the star ingredient in OSEA products, contains powerful bioavailable minerals and nutrients that are readily absorbed and utilized to rejuvenate skin. I infused my formulations with plant-based active ingredients and organic essential oils from the earth’s own garden that have been used to beautify skin for centuries. The synergy between seaweed, organic essential oils and nutrients creates powerful anti-aging solutions and effectively reduces the appearance of blemishes and oily shine.
OSEA started in the early 90’s in my kitchen sink! I had dishes on one side, while I was measuring and mixing my formulations on the other. I taught myself basic chemistry and refined my skills with the help of cosmetic chemists. We launched our line in 1996 at Fred Segal, in Los Angeles. Despite our immense growth, OSEA remains a family-run business. My husband Steve and children, Melissa, Mary and David are involved in every aspect of OSEA. Whether it’s in search of new natural ingredients, running our social media campaigns, or sourcing the most eco-responsible packaging–OSEA is a family affair.
And as for the sea, it remains today what it has always been for the women in my family: the primary source of our ingredients and our inspiration.
Welcome to the OSEA family.
Bathe in the Sea of Life,
Our family: Jenefer, Melissa, David, Mary & Steve.
Jenefer collecting seaweed in Patagonia. | https://oseamalibu.com/pages/our-family |
Dook is a small, artisanal company based in Edinburgh, Scotland. We make salt soap in small batches using organic ingredients, essential oils and natural colours. Each batch is mixed and poured by hand resulting in distinctive, high-quality hand and body soap.
Sustainability and plastic reduction is central to our manufacturing and retail approach. The main oils used in the soap are organic and from sustainable sources. Plastic is kept to a minimum during manufacture and all our packaging and shipping materials are made out of exclusively recycled and recyclable materials.
Dook is a brand which couples a luxury beauty product with a sustainable lifestyle. We’re keen to collaborate, share and spread the bubbles far and wide, do get in touch – we’d love to hear from you.
Helen
... And what's the name all about? | https://dookofedinburgh.com/pages/about |
First, sales leaders indicate that attaining sales quotas remains a challenge because: 1) Too many deals in pipelines are ending up at no decision - Today’s resource constrained / risk averse buyer is failing to see why the proposed project should be a priority, mostly because sales reps have not communicated and quantified the high cost of “do nothing”.
5 quick tips to writing better proposals (RFP responses)
Confluent Forms
MAY 27, 2009
We're frequently asked for any tips we might have for people writing proposal responses to Requests for Proposals (RFP) that they've received. After finding us through the RFP Database , seeing the abundance of RFPs that it contains, and knowing that all of those RFPs are open competitions, the natural question is "if I'm going to spend time writing a proposal it has got to be a winner". It's one of the quickest and easiest things you can do to set the tone for the remainder of your proposal. If you can do that you're halfway to a winning proposal. Doubtful!
Building Your Proposal Storyline
E-Quip
OCTOBER 29, 2013
The best proposals tell a story. So how do you tell a story with a proposal? But a proposal? As I usually do, I encouraged the team to develop a compelling proposal storyline. Resolution: We propose an expedited, collaborative planning and design process that will also facilitate reaching agreements with surrounding local governments. million. your solution).
E-Quip Blog: What Is Your Proposal's Core Theme?
E-Quip
MARCH 28, 2011
What Is Your Proposals Core Theme? The best proposals have a story to tell. Thats the proposal theme, a central narrative that presents the key benefits your firm has to offer. Its the unifying storyline that weaves all proposal elements into a cohesive message. Proposal experts say that a compelling theme is the most important feature of your proposal.
Five Steps to Find and Own Your Differentiators
Hinge Marketing
FEBRUARY 10, 2014
When firms decide to identify their differentiators, the story tends to take a certain predictable shape. At the end of such a meeting, the folks at these firms usually come away imagining that they’ve isolated their differentiators – but they haven’t. That leads to a glut of false differentiators. Choose an approach to differentiation. Better Approach.
E-Quip Blog: Proposal Planning Questions
E-Quip
MARCH 18, 2011
Proposal Planning Questions. If youre poring over the Request for Proposals trying to learn what the client really wants, youre looking in the wrong place. Ive yet to see an RFP that provided the most important information I needed to write a winning proposal. Yet amazingly, many proposals are prepared with little more insight than what can be gleaned from the RFP.
E-Quip Blog: Are Your Proposals User Friendly?
E-Quip
SEPTEMBER 10, 2012
Are Your Proposals User Friendly? recently reviewed an important proposal for one of my engineering firm clients. Ive certainly seen many proposals of similar scope that were far less efficient. Do you think a client would spend that much time reviewing a proposal? So if clients dont read our proposals, if they skim them instead, why do we not prepare them accordingly?
E-Quip Blog: Don't Let Personal Preferences Dictate Proposal.
E-Quip
APRIL 1, 2011
Dont Let Personal Preferences Dictate Proposal Standards. As an erstwhile proposal specialist, I prefer sewer lines running down the middle of the street instead of along the side in the grass. Yet I routinely find technical professionals dictating to their marketing colleagues what proposal standards should be because its what they like or what theyve always done. Posted by.
The Best Proposal Differentiator That Almost Everyone Ignores
E-Quip
MARCH 4, 2014
"How many of you think that clients read your entire proposal?" No hands went up among the approximately 80 engineers, architects, and marketers in the room. Why, then," I questioned, "do you make it so hard for them to do that?" I then projected on the screen several sample pages from A/E proposals. Over the years I''ve asked many clients how they review proposals.
Spotlight on Staff Bios as a Marketing Tool
Marketri
JANUARY 17, 2012
As a B2B marketer with a focus on the professional services industries, I can’t stress enough the importance of “selling” people over services in this battle for differentiation. In fact, the staff makes up every point of differentiation, expertise, background, specific niches, relationships. differentiation Staff bios Video bios Marketing Strategy
How to Make Your SOQs More Client Focused
E-Quip
APRIL 1, 2015
I''ve written in this space before about the importance of making the client the central character in your proposal narrative. think client focus has been the single most important differentiator in my compiling a 75% win rate over the last 25 years. Typically the most client-focused section of your proposal relates to the project approach. Don''t give up yet!
Responding to What the RFP Doesn't Say
E-Quip
AUGUST 20, 2013
At some point—usually in the shortlist interview since proposals generally avoid the issue—the client will be assessing whether they think they''d like to work with you. If you explicitly describe in your proposal how you deliver exceptional client experiences, you''re likely to be the only one of the competing firms to write about it. Is your proposal designed accordingly?
Proposals: Two Chances to Shine
E-Quip
FEBRUARY 20, 2009
But in reviewing hundreds of proposals over the years, I've noted a remarkable sameness about them. If you consider the latter a priority, let me suggest two things you can do to distinguish your proposal from almost everyone else's : (1) make your proposal prominently client focused and (2) make it skimmable. Never, ever start your proposal by talking about your firm.
5 Questions To Ask Before Sending Out That Sales Proposal
Sales Prospecting Perspectives
SEPTEMBER 2, 2010
” The pitch is feature and not value focused and then a proposal is given to the prospect, often times without even hearing what the prospect’s full set of needs are. Not shockingly, close rates are usually low when the sales process is less complex than that of the ice cream man selling to a toddler. (He always got me with the Choco Taco ) Here are a couple of questions to ask, pre-proposal, that will ensure your prospect is ready to move forward. 1) Do they believe in your industry? Do not go into a proposal wondering if you are number 2. Happy Hunting
Winning proposal: start from champagne & work backwards
Confluent Forms
NOVEMBER 24, 2009
Writing proposal responses to a RFP can be a mind-numbing affair, and after responding to a few lengthy and complex RFPs, it's easy to fall into bad habits. One of those bad habits is approaching the RFP by trying to demonstrate how you can fulfill the requirements of the RFP, the other is writing a proposal that nobody wants to read. Yes, we know, we gave you advice that you need to work towards demonstrating that you fulfill RFP requirements in writing a successful proposal. Bring the excitement to your proposal by leading off with an unconventional executive summary.
E-Quip Blog: Leading in Uncertain Times
E-Quip
NOVEMBER 14, 2011
Leadership has always been a critical differentiator in our business, but never more so than over the last three years. Proposals. (14). Monday, November 14, 2011. Leading in Uncertain Times. The lingering uncertainty from the worse financial collapse since the Great Depression will continue for the foreseeable future. So the need for effective leadership remains acute. Posted by.
Content Is The Key To Social Selling Success
B2B Marketing Insider
JULY 22, 2015
This is the secret sauce to beat and differentiate yourself from the competition. Differentiate Yourself From The Competition. How differentiated would that approach make you? Rest Forever Peacefully (or Request For Proposal). Content marketing is the key to open the door to your social selling success. However, we do all of that with content. Are they finding you?
A Failure to Communicate Value
The ROI Guy
APRIL 3, 2014
By Mark Schlueter & Tom Pisello It''s the responsibility sales and marketing, not the customer , to prove the value of your proposal. If you wait for your customer to do it – the deal likely stalls, as IDC reports that 65% of buyers don’t have the knowledge, research or tools needed to translate your proposal into value impact. So be provocative.
Simple Strategy to Turn Lost Sales Into Sales Success
Jill Konrath's Fresh Sales Strategies Blog
OCTOBER 19, 2013
Competition was everywhere, undercutting their proposals. What differentiates them from other sellers is their approach to the setbacks (or ugly frogs) they invariably encounter in selling. The other day I was at the Olive Garden talking to a prospective client over lunch. He was telling me about all the challenges his sales organization was facing. Can you clone her? Right?”.
Building a Growth Strategy for the Undifferentiated Firm
Hinge Marketing
FEBRUARY 24, 2016
As easy as that initial undifferentiated climb can be, executing a sustained growth strategy when you aren’t differentiated can be near impossible. Differentiation is one of the most poorly understood pillars of professional services marketing. Many execs still believe differentiation isn’t a necessary component of overall growth. What is a differentiator?
Closing the Sale: Why the Best Firm Doesn’t Always Win
Hinge Marketing
AUGUST 24, 2015
They never even asked you for a proposal. Your Proposal Is Not Convincing. Some firms are given the opportunity to bid, but the proposal they submit fails to win the business. They likely request proposals from three to five firms. It follows that the proposal that is easiest to read and digest is often the one that wins the sale. We have all had the experience.
Tying ROI proposals to Unique Strategic Value
The ROI Guy
AUGUST 5, 2009
Any way you look at it, as ROI proposals become required, its important to not only quantify unique value, but to begin to differentiate your proposals with a core connection to the organization. Rick Page, founder of The Complex Sale Inc., and author of Make Winning a Habit ( McGraw -Hill, 2006) points out in this article how ROI is an absolute requirement, however since it is becoming common, a key is to not only quantify the savings and benefits, but convert the abstract dollar savings into something the company can dig into, strategically. link]. ROI TCO Value Selling
Tying ROI proposals to Unique Strategic Value
Tom Pisello
AUGUST 5, 2009
Any way you look at it, as ROI proposals become required, its important to not only quantify unique value, but to begin to differentiate your proposals with a core connection to the organization. Rick Page, founder of The Complex Sale Inc., and author of Make Winning a Habit ( McGraw -Hill, 2006) points out in this article how ROI is an absolute requirement, however since it is becoming common, a key is to not only quantify the savings and benefits, but convert the abstract dollar savings into something the company can dig into, strategically. link]. ROI TCO Value Selling
The Three E's of Boosting Sales Productivity
The ROI Guy
MAY 1, 2014
We recently attended the SAVO Summit in Chicago, a gathering of over 600 leading sales enablement, sales and marketing analysts, executives and partners (including Alinean) to share the latest research, exchange ideas and learn new best practices. The current strategies of revenue growth via hiring more sales reps and throwing a ton of training and content at them are less than productive.
E-Quip Blog: Does Service Excellence Pay?
E-Quip
JANUARY 7, 2011
My research and experience lead me to believe that service excellence is the best differentiation strategy available to the average A/E firm. Taming the Proposal Monster. Proposals. (14). Friday, January 7, 2011. Does Service Excellence Pay? Ive long been a passionate advocate for the value of delivering exceptional client service. Thats substantial! Sound too good to be true?
50+ Statistics Designed to Influence B2B Marketing Budgets in the New Year
KoMarketing Associates
DECEMBER 8, 2015
Hopefully, the performance metrics associated with your organization’s marketing programs have yielded success and validation for tactics proposed at the beginning of the year. For the proposing new tactics and ideas, it is critical to have resources on hand in the investigative process and to provide support in development. It is that time in the year again. Demand Generation.
From a Business Case to a Case for Change
The ROI Guy
OCTOBER 21, 2015
Traditional Business Case typically tallies the costs, benefits and risks of a proposed solution. Without it, your proposal will not get approved, however, 2 out of 3 buyers indicate they don’t have the knowledge, metrics and models to produce the business case on their own, so they rely on you to stand up and deliver. And why is it important to focus on “Do Nothing” first?
Your Unique Value: Solution Focused versus Challenge Centric?
The ROI Guy
SEPTEMBER 22, 2014
Many times, when organizations try to articulate the differentiating value of their solutions, they start with a “solutions first approach”, communicating each feature they perceive as a differentiator and the value these features might deliver. What your marketing and sales enablement teams might not fully realize is that: Product / service differentiators are fleeting, especially today where new product launches are faster than ever before and solutions are quickly commoditized. Engage too late and price may be the only differentiator there is. SiriusDecisions).
Forbes Insights: Value First
The ROI Guy
MARCH 28, 2016
Although helping sales reps consistently find the right content for each selling situation is deemed important and is garnering much attention / investment, it’s not the top way to create higher performing reps and drive the most revenue. High performers have a need and desire to help a customer solve a problem, to create value for them. But you fail if you are just talking about yourself.
How to Rejuvenate a Troubled B2B Brand
Great B2B Marketing
MARCH 18, 2015
The downside is that few people know about you – the upside is that you can start with a fresh and differentiated brand position. Make sure what you are proposing resonates with both the target audience and online searchers. Two months ago, I wrote an article titled The Economic Value of Your Company Brand. The first major category is where you change the name and everything else.
Learn What AEC Clients Want, Straight from the Source
Hinge Marketing
NOVEMBER 24, 2015
They want brevity because they are busy, and most of the “padding” in those larger proposals is just fluff to boost the firm’s egos. The private developer praised two construction firms specifically for always producing concise 30-page proposals regardless the project size. Proposals should never be the first time an potential clients hears your firm’s name.)
Unique Selling Propositions Are a Myth
B2B Marketing Unplugged
SEPTEMBER 8, 2014
Now this notion of a unique propositi on has been sucked up into the much different discussion about brand differentiation. Differentiation is not necessarily unique, nor is it necessarily a starting point. Lots of brands have discovered how to differentiate themselves along the way, and many have ended up in a spot far away from where they started. Why?” I said.
For Sale, Not On Sale - The True Cost of Discounting and What to Do About It
The ROI Guy
JUNE 29, 2015
lack of substantial differences in your solutions and sales / marketing approach are leading you and your competitors to make price the key differentiator. Your proposed investment likely pales in comparison to the cost of not solving the problem, so the key is quantifying this delta. Your ability to dramatize and quantify the contrast between status quo costs and your proposed solutions’ pricing can help motivate the decision and certainly reduce early price pressure. So how bad has it become? At a 60% discount, your $10M in revenue actually could have been 2.5 Why You?
What Kind of Print Collateral Does My Staffing Firm Need?
Haley Marketing
JANUARY 29, 2016
sell sheet with a client focus offers a great way to market your company quickly to potential clients at conferences, as a leave-behind after a sales call, or even to mail alongside a proposal. These can be used to market explanations of niché portions of your company, explain processes or provide clear market differentiation, and explain who you are. Here are a few: Sell Sheets.
Call To Action: Close Your Buyer Journey Gaps
CMO Essentials
JULY 2, 2015
Time and again, organizations focus on the middle stage of the buying process, missing the tremendous opportunities to differentiate at the very beginning and end of the journey. The information you provide here will help buyers determine how your solution differentiates from similar alternatives. However, our buyer is not so discerning. Stage 1: The Purchase Trigger.
B2B Sales Cycle: 4 steps to avoid the wasteful ‘no decision’
B2B Lead Generation Blog
JUNE 17, 2012
Similar to cannon fodder, except the resource being sacrificed is the sales rep’s time, since organizations with a large procurement process often require a minimum amount of bids, and may have already made a decision but are simply looking to fill that mandate). “If a sales professional says, ‘I submitted a proposal,’ and your customer says, ‘I got a price quote,’ that’s a sign of misaligned perceptions and selling-buying cycles,” says Dickie. How you sell is how you’ll differentiate yourself,” Dickie notes. That’s more than one in every four deals! No deal = broken sales cycle.
Creating Stronger Brand Value Wins More Business
Hinge Marketing
MARCH 29, 2016
This visibility can include displaying your logo prominently on the jobsite, at select conference/events, on your website , through social media and even in proposal materials. He was stymied because the junior staff, while technically excellent, did not communicate the firm’s differentiators as clearly as he could. If you are among them, you are certainly not alone.
This Week in Content Marketing: Does Dollar Shave Club’s Content Launch Have Transparency Issues?
Junta 42
NOVEMBER 21, 2015
We propose to clear up the confusion by clearly differentiating between content, promoted content, and native advertising. PNR: This Old Marketing with Joe Pulizzi and Robert Rose can be found on both iTunes and Stitcher. Next, another pundit is hating on native advertising , but it’s not clear what he’s asking us to do instead. This week’s show. Content marketing in the news.
The new ABCs of Selling: Always Be Challenging!
The ROI Guy
OCTOBER 24, 2014
Buying Experience is THE Differentiator Did you know that 53 % indicate customer experience in the sales process is more important than brand, product, service and price in creating meaningful differentiation and customer loyalty? 58% disengage because sales reps are not able to help them solve business challenges and articulate the value of proposed solutions (Qvidian).
Your Teleprospecting Question Workbench
Sales Prospecting Perspectives
MAY 21, 2014
Will you be scheduling a new meeting with them, or sending over a proposal based on today’s conversation? If you agree to send a proposal, do some initial factfinding or forward some research as soon as you get back to the office. Great questioning skills and the ability to interpret the answers you hear is one of the core differentiators that top sales guides possess over others.
It Just Takes Longer. Your Sales Cycle in 2013?
The ROI Guy
APRIL 18, 2013
Justify the gain , proving that your proposed solution can deliver a good return on investment (ROI) Why You? Prove you are not the same , differentiating your solution from the competition, but quantifying total cost (TCO) and value advantages Reduce the Risk – Your customers are wary of wasting precious resources and making any mistakes. For more information, click here.
How do you Develop and Communicate your Unique Business Benefits?
The ROI Guy
AUGUST 19, 2014
While buyers are scrutinizing proposals with a keen eye on value / ROI, the average rep still reverts to a less than effective product centric sales pitch – focusing on your product, features and price vs. the buyer challenges and the differentiated value you can deliver in helping overcome these challenges. If you answered “Yes”, you are not alone. Benefit Categories?
The Most Important Force for Increasing Leads and Sales
Webbiquity
MAY 13, 2014
In the physical world, minimizing friction is how Elon Musk’s proposed hyperloop could transport commuters at speeds approaching 600 miles per hour. human voice on the other end of the line can be both a powerful differentiator and friction-reducer. A version of this post previously appeared on MarketingProfs. Photo Credit: LGEPR via Compfight cc. Low online visibility. | http://www.b2bmarketingzone.com/differentiation/proposal/ |
,
Jessica Zhang
Product Number:
9B18AC056
Publication Date:
06/10/2019
Revised Date:
09/12/2018
Length:
9 pages (5 pages of text)
Product Type:
Case (Pub Mat)
Source:
Ivey
In 2014, Guccio Gucci SpA (Gucci), a flagship brand of the Kering group, was struggling with its operating profit and human resources. By December 2014, the company had experienced three consecutive quarters of declining profits. In addition to the company’s financial issues, its president and chief executive officer (CEO) and its creative director had abruptly left the company. On January 15, 2015, a new CEO took over and faced several decisions. He needed to decide whether or not to reposition the brand and whether to hire internally or externally for a new creative director—related decisions that would strongly influence the brand’s position in the market and its appeal in the future.
Learning Objective:
This case is designed for use at the undergraduate level in marketing and strategy courses. It can be used to address core marketing concepts including, but not limited to, positioning, value propositions, core competencies, and brand equity. This case explores the personal luxury goods market as well as several marketing strategies and options for repositioning a brand. After completion of the case, students will be able to:
understand the core value propositions of each tier of the luxury goods market;
determine the value proposition of a luxury brand, using case concepts;
identify the difficulties with repositioning in the luxury goods segment;
discuss the balance between new revenue growth opportunities and brand dilution; and
understand the interplay and importance of a digital marketing strategy.
Issues:
luxury brand
,
fashion
,
positioning
Disciplines:
Marketing, International
Industries:
Retail Trade
Setting:
Italy, Large, 2015
Intended Audience:
Undergraduate
Price:
$5.30 CAD / $5.00 USD Printed Copy
$4.50 CAD / $4.25 USD Permissions
$4.50 CAD / $4.25 USD Digital Download
Add to Cart
Save to Favourites
Associated Materials
Translations:
English
(10 pages)
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