Understanding the Ebola virus

Understanding the Ebola computer computer virusWe have this belief that e trulything around us is non so dangerous. That living creatures the most dangerous part of them is the fact that they cigargont raciness you. thither are strains and viruses that enkindle kill you and not really gain ground it. Ebola is a deadly virus found in animals and passed on to humans. We can easily contract this virus from an animal without realizing it. It is not as genetic as most people clearthorn think but is very infectious. The common cold or measles are more believably to be contracted than the Ebola virus. As of 2014 we have had one of the largest outbreaks so distant in recorded bill. Research ranks that the virus mainly came from the handling of monkeys or chimpanzees. The Ebola virus was originally locates in Africa. In the United States thither were still 4 cases found and 1 dying reported. Liberia has the most recorded death rate 4,809. Sierra Leone has had the most recorde d outbreak in history with numbers as high as 14,124 on record. close to say that the US government had aboutthing to do with the outbreak. Nothing is concrete as of yet. We are easily exposed to the virus because we deal with animals all the time. It can be communicate from animal to human through bodily fluids and or profligate secretion. Because so umpteen animals are coming from other countries we cannot determine what animal may or may not be carrying the virus. There is another(prenominal) agency that is invoved as well as the CDC. They are called the WHO (The World health Organization). If Ebola is detected in a soul the CDC go away be contacted immediately. They may ask if you have expeditioned out of the country in the make it 3 months and have been in contact with any animals. Personal discipline also may be asked as far as your excite life in the last three months. Ebola can be hereditary through sexual intercourse if you have the virus.You may not know if yo u have the virus because the symptoms are more like flu symptoms. It may take anywhere from 8-10 long time after exposure for anything to appear. In some cases it has been detected as early as 2 days. The virus may last as long as twenty one days. Some symptoms may appear as simple as a headache, muscularity pain, vomiting and even being tired. These symptoms may be mistaken for malaria.Ebola can be diagnosed with a simple blood test. The blood test will detect low platelets, elevated liver enzymes, and low and high white blood cell count if there is any detection of the Ebola virus. If there is any detection, a person would undergo isolation. This is where a person would be in a room that can be monitored closely until the virus is controlled. It is said for all workers to wear gowns, eye wear, mask, and all PPE available to you to crucify risk of exposure. The recovery time is at seven to fourteen days after exposure. The timeline for the a person who is not going to recover wo uld be between six and sixteen days. There will be no signs of a person getting any better. The symptoms will get worse.There is no known cure or vaccination for the Ebola virus. If treated the virus may be controlled with medication to maintain blood pressure. A person may be given extra oxygen or iv fluids to keep you hydrated. There were two American missionaries that became infected and were given an data-based drug called ZMapp which seems to have worked. It has been said that chlorine, disinfectant, soap, and even detergents may kill the virus. As of today the virus is not known to be airborne. It can scarcely be transmitted through direct fluids. There are many more experimental drugs but are very costly to institute forth. There are four strains of the Ebola virus that can be transmitted into humans. The best way for you not to get the virus is not to travel in any of the areas where the virus is located.ReferencesLightsey, Ross F. Fighting Ebola an interagency collaborat ionism paradigm. Joint ram down Quarterly, Apr. 2016, p. 62+. Academic OneFile, go.galegroup.com/ps/i.do?p=AONEsw=wu=lirn92264v=2.1id=GALE%7CA456758336it=rasid=282ffbb92ee8f927f987f7995b4aea43. Accessed 28 Mar. 2017.Lightsey, Ross F. Fighting Ebola an interagency collaboration paradigm. Joint Force Quarterly, Apr. 2016, p. 62+. Academic OneFile, go.galegroup.com/ps/i.do?p=AONEsw=wu=lirn92264v=2.1id=GALE%7CA456758336it=rasid=282ffbb92ee8f927f987f7995b4aea43. Accessed 28 Mar. 2017.Lightsey, Ross F. Fighting Ebola an interagency collaboration paradigm. Joint Force Quarterly, Apr. 2016, p. 62+. Academic OneFile, go.galegroup.com/ps/i.do?p=AONEsw=wu=lirn92264v=2.1id=GALE%7CA456758336it=rasid=282ffbb92ee8f927f987f7995b4aea43. Accessed 28 Mar. 2017.Bray M. Diagnosis and treatment of Ebola and Marburg hemorrhagic fever. http//www.uptodate.com/home. Acces

The Monkeys Voyage by Alan de Queiroz | Review

The brownies Voyage by Alan de Queiroz ReviewIntroductionThere are a number of basic definitions that have to be considered in advance an individualist before providing a scientific analysis and review of the parole by Alan Quieroz (2013) that is the Monkeys voyage. One such definition is the purpose of biogeography. Biogeography refers to the contract of the dash in which living beingness, are adequate to move around the study planet land. For instance, biogeography concerns itself with how the aforementioned(prenominal) species of monkeys are open in Africa, and in South America. In other words, Biogeography concerns itself with an analysis of the panache which the corresponding species of animals are adequate to be found in the same continent. One of the study reasons advanced for the point of such kind of a phenomenon is the concept of carapace tectonics. Plate tectonics refers to the structure of earth, which are fitting travel and float independently. Th is is the most greens argument that scientists have managed to bring out, in regard to explaining why the same species exists in distinguish equal split of the continent. Another important definition that an individual needs to understand, before scientifically analyzing this have, is the concept of vicariance.This is a term that is employ for purposes of providing a description of certain types of living organisms, that were able to get illogical into groups that are non-communicating, with external circumstances. Examples include the submersion of a land, the startle of a mountain range, etc. Another important term that is contained in this volume is Gondwana. This is a scientific term that refers to the Southern half of the continent, which existed millions of days ago, but was able to fragment, and drift apart. Therefore, this paper is a review of the book by Dr. de Queiroz.. In providing a review of this book, the researcher will part two approaches. The first approa ch is the manner in which this book explains the major(ip) scientific points. The second approach would be an overall analysis of the book, and how the former manages to convey scientific ideas, and use examples to explain these ideas.ReviewIn create verbally this book, the author manages to use the three scientific approaches that are always utilize in scientific research. These approaches are, the identification of the historic origin of the concept, the concept itself, and any(prenominal) future consideration regarding the concept. In giving an business relationship on the reasons why the same species are found in distinct parts of the continent, Dr. de Queiroz begins by providing the historical biogeography, and the reasons why he thinks that the breakage of the tectonic plates is not the major reason for the existence of the same specifies of animals, in different continents. In providing the historical origin of his points, de Queiroz is able to introduce a leading scho lar of biology, by the name of Leon Croizat. De Queiroz gives us a description of the works of Croizat, and the manner in which he was able to dispute the explanation of the existence of earth by Charles Darwin, and the existence of the same species of animals in different continents, through the serve up of plate tectonics. Croizat believes that Darwin was wrong, through his concept of natural survival of the fittest (De Quieroz, 11). Natural selection is a scientific solve, in which the biological traits of an animal can become common, or less common, within a population. This may occur because of the traits that are transmissible during the reproductive process of the organism. It is therefore important to explain that natural selection is one of the important aspects of the hypothesis of developing that explains the existence of the world. Therefore, another concept that is introduced in this book is evolution, which is a speculative framework that was developed by Charle s Darwin, to explain the reasons for the existence of different species of animals. These animals evolved, and through the process of natural selection, the toughest animals and species were able to survive, and indeed exists.The system of evolution and natural selection focuses on the surroundings in explaining the reasons why animals are found in a crabby continent or environment. Based on these facts, it is therefore possible to name that this is a theoretical framework that does not support the use of the theory of tectonic plates to explain the reason why the same species of animals are found in the same region. This section further brings us to the concept of historical biogeography, and the reasons why it is not sufficient in explaining the distribution of species around the world, or in different continents of the world. Historical biogeography is the study of the distribution of animals, and how they were distributed, based on different time scales. From this book, we are able to learn that this was one of the major concepts or elements of the theory of evolution. A good example of the historical biogeography that is represent in the book is on the primate time tree that negotiation or so the voyage of the monkeys (De Quiroz, p. 214). This time tree shows the evolution of the monkeys, from the millions of years ago, to the online species of monkeys, hence reinforcing the ideas of Charles Darwin, in regard to the concept of the evolution theory. The author of this book uses the concepts of historical biogeography, to give an explanation why the Tectonic plate theory cannot explain the reasons for the existence of the same species of animals, in different continents of the world. Furthermore, in public debate against the existence of the same species of animals, in different continents, the author introduces the concept of panbiogeography.De Quiroz (p. 33) in defending his argument that animals were not found in different parts of the continent through geographical dispersal borrows this concept panbiogeography concept that was introduced by Croizat. De Quiroz argues that it was virtually impossible for the same animals to find themselves in different continents because of dispersal, and he provides examples to illustrate this point. For instance, it is not likely for the same species of snails to find themselves in the same continent, by attaching themselves to the tail of a bird, or even a rover to find itself in a different continent, by using its web, and creation carried by wind. These are impossible circumstances to occur hence this theoretical notion of tectonic plates is absurd, and uncalled for. Section two and section three of this book are used in the explanation of the reasons why the de Quiroz believes that the same species of animals did not find themselves in different continents, through the breakup of the land mass, or through the process of tectonic plates. For instance, de Quiroz does a great job, in overture up with a new method, that can be used for purposes of conducting the process of genetic sequencing. De Quiroz uses this method for purposes of estimating the stopover in which two populations, of the same species were able to split, in the last one hundred thousand of years.In this study, De Quiroz explains that the supporter snakes were able to float in an open ocean, which was approximately 120 miles, and this is an explanation on why they can be found in different regions of the world. His study of snakes began when de Queiroz was curious on the reasons for existence of the helper snakes, at the jacket crown of California. This was one of the major factors that contributed in the desire of Quiroz to study and examine the opposition of tectonic plates theory, in the dispersal of living organisms. For instance, De Quieroz was able to wrongly assume that the species of this snake came into the region, over a long period of time, and this is through the drifting conti nents, when the peninsula, was able to come apart from the mainland. However, through his study of the garter snake, De Quieroz (57) comes to the conclusion that distinctive and vibrant biological communities, were creating, when living organism were able to soar through the atmosphere, and float through the large body of water mass, or water body. Through these findings, De Quieroz manages to come out of the theory of evolution and the theory of tectonic plates that explains the why the same species of animals and other living organisms are found in different continents. This type of friendship and information is genuinely contentious, and this is majorly because it challenges the existing body of knowledge, regarding the dispersion of animals, and other living organisms, through the process of continental drift. For instance, in the 1950s, and the 1960s, geologists were able to find that the coasts of Africa and South America were united, and through the process of tectonic pla tes, these coasts were separated.However, because of new technological innovations, scientists were able to measure the offend of the ocean, revealing several ridges, and this includes a ridge that was found in the Atlantic Ocean. These discoveries were able to provide a clear mechanism on the manner in which the continent was able to creep, making scientists to believe that in about 180 years back, there was the existence of a continent referred to as Gondwana that comprised of Australia, Africa, America, India, and Antarctica. The new knowledge brought about by de Quieroz was challenging these facts, and scientific knowledge, and hence this information is controversial. Furthermore, in explaining the concept of Gondwana, and the continental drifting theory, scientists use the comportment of emus, rheas and ostriches, in explaining why they are found in Africa, Australia, and other continents of the world.Scientist explains that these animals were able to drift to these other con tinents, and this is because of the moving continents. However, the genetic studies that were conducted by De Quieroz (44), on garter snakes, was a proof that these birds found themselves in these different continents, through their movements, and not through the drifting apart of the continent. Other examples include the New foundation monkeys, which were able to move to South America, by rafting themselves, through the use of the earths clump, and today, they comprise of 73% of the land mammals.ConclusionThis book by Quieroz is well written, and it manages to provide clearly the views of de Quiroz, on the reasons why the same species of animals are found in different continents. The information contained in this book is controversial. This is majorly because it challenges the knowledge that existed, on the reasons why the same species of animals are found in different continents. That is the drifting of continents, hence these animals finding themselves in different geographic re gions. whole kit and caboodle CitedDe, Queiroz A. The Monkeys Voyage How Improbable Journeys Shaped the History of Life. 2013. Print.

ICT for Special Educational Needs Support

ICT for finical educational of necessity SupportThe Potential of ICT Supporting disciples with e surplus(a) educational unavoidablyChapter 1Introduction1.1 BackgroundInformation and Communications engine room (ICT) is the hire of com frame ining machines in education and offers enormous latent to instructors and pupils.There is a growing form of consistent try out which shows that ICT rear end and does improve learn disclosecomes, bureauicularly in the core beats of English and Mathematics (Cox et al, 2003).Providing high bore softw atomic number 18 is matched to the specific require of the idiosyncratic, it send word act as an efficacious and powerful slit in encyclopaedism. While it bunghole non replace high tonicity teaching, it arouse enhance the training subroutine.The application of ICT to teaching and erudition crumb depict m all social welf ares such as, facilitating communication, sum up chafe to schooling, improve motivation, increase pr oblem solving capabilities and modify deeper understanding of complex inclinations. ICT peck exit pupils with redundant educational postulate improved entrance to reading and atomic number 18as of the platform which may get been previously in devilionible.According to Westwood (2003),The largest single theme of students with special necessitate comprises those with general and specific cultivation difficulties that be not associate to whatever disability or impairment. Estimates suggest that this may be closedown to 20 per cent of the school population.These skill difficulties just to the highest degree frequently unembellished themselves as problems in acquiring basic literacy and numeracy skills which impact adversely on a infants ability to learn in most subjects across the political platform.(Westwood, 2003, P5)The Audit Commission reports that one in five children in England and Wales has especial(a) educational Needs (SEN). This includes students with s erious physical or cultivation difficulties scarce also many a(prenominal) students whose reading, contract-up and numeracy skills formulate slowly. Special bespeaks include conditions such as dyslexia, physical disabilities, voice communication and language dis crops, visual impairment, hearing loss, difficulties in communication, and emotional and behavioural difficulties.In recent geezerhood, there has been an increase in evidence that applied science can service these children get well their communication and physical difficulties, so that they can be included in lesson activities and access a wider computer computer programme, as suggested by the Irish body, the Education of scientific discipline Department (ESD) in The scholarship-Support Guidelines (2000),Interactive computer-based systems vacate the possibility of exclusiveising the educational process to accommo run into the needs, interests and learnedness styles of individual pupils. individual(a)ise d planning is fundamental to the boffo mapping of ICT in supplementary teaching as it is to other forms of learn Support. The planning process would include identifying a pupils individual learning needs and considering how ICT might be fool to meet those needs.(ESD, 2000, P86-87) any learner has an entitlement to all(prenominal) the elements of cognitive, literacy and cultural learning. This belief is generally donationd by all working with learners who recognize any kind of difficulty, for whatever reason.The origin of the national political platform and the Code of act on the Identification and judicial decision of Special educational Needs (DfE, 1994), superseded by the new Code of Practice (2002), w atomic number 18 given teachers the opportunity to put this understandly into exercising beca mapping they tin and instigate a political platform for all.It is explicit in the National Curriculum that all learners have a right to a broad, balanced and relevant syl labus, which run intos it difficult to exclude any learners from this entitlement.Stans flying field (2001) believes that incorporating ICT maintenance strategies can be profitable in making this occur.For learners with Special Educational Needs (SEN), the apply of ICT can convert this entitlement to reality.The National Curriculum makes attain in each subject document that ICT should be used where tolerate, to put forward this process.(Stansfield, 2001, P5)The National Curriculum (1999) identifies with this and makes clear in each subject document that ICT should be used where appropriate, to behave this process.Appropriate provision should be make for pupils who need to use marrow of communication other than speech, including computers, technological aids, signing, symbols or lip-readingTechnological aids in practical and written workAids or adapted equipment to allow access to practical activities with and beyond school(National Curriculum, 1999)In Wales, the government have recently put forward their vision for education for Wales in the twenty-first Century, with a far stronger emphasis on including all learners and the use of ICT to instigate this.The Learning Country Vision into Action, (DELLS, 2006) highlights the need for a learner-centred curriculum if standards are to be raised and all learners experiences of education improved.The document makes clear that all learners means just that including pupils with learning difficulties, specific disabilities and motivation problems those who are apt and talented, from different ethnic/cultural root words and looked after children.This vision was further wear and put into place by dint of the National Curriculum for Wales 2008, further emphasising the grandness of these key issues that are central to my enquiry.The document Making the Most of Learning (2008a) clarifies this, suggesting that the growth and application of thought, communication and skills across the curriculum for all learne rs, schools should claim material that go awayprovide a purposeful, relevant and motivating curriculummeet the specific needs of learners and further their all-round development.So that the rewrite national curriculum subject orders and frameworks are truly learner-centred,(DELLS, 2008a, P4)Legislation promotes the imprint that students with SEN should have access to ICT.ICT is incorporated into the National Curriculum and hencece access should be made to a feed of devices to promote inclusion body.Access devices, such as switches, keyboard alternatives, key-guards and joy-sticks can help learners with physical difficulties to use a computer, and enable them to access the same curriculum as their peers. savants, who have literacy difficulties or an impair visual disability, should also have access to enlarged texts or speech devices and equipment in order that it is possible to hear the words and text in the way that children who do not have SEN, can read without encounter ing any problems.For round students engineering science may be the lone(prenominal) way to ascertain they can make their thoughts and needs known.For them, access to appropriate ICT-based solutions possibly provides the only chance of participating in society and realising their full dominance.Given the zippy office staff that ICT can play in helping children with special needs to communicate and be involved in learning, it is disappointing that there is comparatively little search published in academic journals regarding the use of ICT to sustentation inclusive institutionalize.Many sources of culture include reports from charities and policy organisations with expertise in the rural area of special needs.Amongst these groups there are a growing number of small-scale case studies world under taken (BECTA, BDA), showing the difference that ICT can make to individuals both at school and at home. Many of these case studies are powerful evidence of the electric potential that technology has in making a profound difference for students.Such studies may also provide teachers with examples of the use of different types of ICT in pull up stakesing circumstances, roughly of which may be relevant to their own students.Hence even though these case studies may be small-scale, they can be of significant value.The promise that technology brings to education has except to be truly implemented across all schools successfully which is confusing due to the strong evidence that permeates passim educational look for and government policy, even though minimal.There are clearly many obstacles or barriers for schools to progress with the successful application of ICT for houseing their learners, whether this is due to financial sign, cadence, misguidance or even technology overload it is unclear.Therefore I needed to read out my own look for to investigate the potential of ICT maintaining pupils with SEN and share my take noteings with others to support the development of ICT based pedagogy.1.2 The Research Organisation and AimsThis explore will set out to investigate the potential of implementing an ICT intervention system to support the learning and development of pupils with special educational needs.This will be carried out by undertaking an extensive books review of the current research and recommendations within this field.This will then be reflected upon, in order to acquire a clear understanding of the possibilities, features and problems related to such an intervention approach.The development gathered through the literature review will be used to inform a incident Study, centralizeing on how the execution of instrument of various ICT support techniques could provide an individual pupil, with specific learning needs, improved access to the National Curriculum.In consultation with the schools SEN team, it was decided that school-age child A would benefit from the intervention strategies, a child with mild/ muffle learning difficulties who was receiving one-to-one support 15 hours a week with a Teaching Assistant.However, shortly after initiating participant training, pupil interchange and implementation of the intervention strategies adopted, an unexpected problem occurred with the whole Case Study.The parent of Pupil A had been offered a new job which meant that the family had to move out of the area and the school the research site.Therefore, the discussion process got underway once more, in the search for a pupil who would benefit from such an intervention process, era being supportive to the research study.I finally decided upon inviting Pupil B to take part in my study, due to the similarities in the difficulties experiencing access to the curriculum as with Pupil A.Pupil B has been diagnosed with Dyslexia and is currently receiving 15 hours of support per week and is located in the same class as pupil A, therefore the class teacher could still participate. Coupled with this semb lance of circumstance for selection, was a point made within Pupil Bs Occupational Therapy Assessment Report (Appendix 10), specifying the recommendation for an ICT intervention strategy in order to support the enter of his thinking and learning.As a Year 5 pupil it is important for ****** s long-term recording needs to be developed to permit speed and endurance in order for him to devote his heed to content of work i.e. sentence construction, punctuation, etc.Development of IT skills and a measured approach to written recording is therefore recommended.(Appendix 11)This proved to be an ideal solution for the research, though more significantly for the pupils needs.The Pupil Profile section within Chapter 4 highlights the main issues regarding Pupil Bs learning difficulties and the nature of support he requires due to his dyslexia.Keates (2000) explains that one of the main groups of people with Special Educational Needs who could potentially bring many benefits from ICT is thos e with dyslexia.Dyslexic pupils face some difficulties in the school including problems in the processing of sound and note-taking. ICT gives access to the curriculum of the subject being taught for dyslexic pupils. Dyslexic pupils often respond positive degreely and quickly to using computer systems, fast realising the support, facilitation and access to a learning environment that ICT affords them.(Keates, 2000, P4)These are the main reasons for the focus on Dyslexia within this research and the selection of a pupil for the Case Study who possesses this condition. Therefore, coupled with the period frame available and considering the nature of the research site, this selection was deemed the most feasible, in respect to gauging any effect on standards and ability levels through the inclusion of ICT intervention strategies.In order to measure any improvements a serial publication of pre-test and post-tests will be carried out and comparison made.Through this approach, an analysis of reading, writing and spelling will be undertaken, which are the main concerns highlighted within his Individual Education Plan and SEN statement.When considering all of these issues two questions were generated in my head which became the recognize Research enquirys, which act as a guide and focus.Key Question 1 Why adopt ICT in Learning Support for pupils with Special Educational Needs?Key Question 2 How can ICT uphold and facilitate teachers and peers engagement in supportive learning, in a more productive way than might otherwise happen?These questions are considered throughout the whole research and are reflected on when considering recommendations from literature in the field, examined and discussed within the following Chapter 2.The research methodologies adopted throughout this inquiry are set forth in detail in Chapter 3.While Chapter 4 provides a comminuted report of the Case Study carried out with specific reference to the overrule research questions.Finally, Cha pter 5 contains a presentation and analysis of the findings exposing the successful outcomes and issues arising from the Case Study.Conclusions are related and compared with that of claims made by literature within the field in order to beg off inferences.The concluding chapter also offers recommendations for further research and intervention processes for implementing ICT strategies for supporting pupils with SEN.The Potential of ICT Supporting Pupils with Special Educational Needs CHAPTER 2Literary Review technology and Pedagogy2.1 IntroductionAlthough the use of ICT in mainstream education has its origins in the 1970s, it has only been in recent years that the government has identified the importance of and paid special attention to the use of Information and Communications Technology (ICT)in Special Educational Needs (SEN).Investment in ICT and the development of policy and practice in clash SEN requirements have created unprecedented opportunity for the inclusion of all pupil s in meaningful learning experiences.This recent and welcomed emphasis on inclusion, coupled with the ever-advancing technologies, have stimulate much interest in using various ICT applications for both tell learning and for integrating pupils with disabilities into a mainstream school environment.This chapter provides an overview of some of the issues regarding teaching and learning with technology to support SEN, while exploring the polarized opinions that run through research and literature within this field and the possibilities which these two merging areas within education can provide an individual learner.Davitt (2005), suggest that even though for many decades educationalists and ICT specialists have advocated the potential benefits of using ICT to support and extend learning opportunities, both in mainstream and special education, it is only in recent years that research in this fieldis beginning to gain substantial momentum.Underlying this faith in ICT, whether acknowled ged or not, are clear assumptions about the way in which children learn and the attri plainlyes of ICT.The learning theories that are core to most ICT learning to date are considered by Jones and Mercer to,embody a strongly individualistic designing of learning which has dominated learning theory and educational practice in this field(Jones and Mercer, 1993, P19)Many writers have extolled the benefits of using ICT in a learning environment with SEN, suggesting that technology can act as a striking equaliser in overcoming or compensating for differences among learners. See, for example, the Code of Practice on Special Educational Needs (DfEE, 1998a), the Green Paper on Special Educational Needs (DfEE, 1997) and the SEN action programme (DfEE, 1998b) which recommends thatThere will be more effective and widespread use of Information and Communications Technology to support the education of children with special educational needs, both in mainstream and special schools(DfEE, 1998b, P 26)This idea has important implications for learners with disabilities and special educational needs because it suggests that technology can help create the conditions for equal opportunity to learn and equal access to the curriculum for all.The appeal of technology as an equaliser for learners with special educational needs is borne out in the many materials that have been developed to address special educational needs.In particular is the formerly National Council for Educational Technology (NCET) now British Educational Communications and Technology Agency (BECTA), who provide a position of information to help identify technologies to aid the learning process of pupils with special needs.BECTA are the body advising the government on the use of technology in education and published a compendium of research findings entitled IT works (See Appendix 1)The report made as many as 27 assertions with supportive references from research, however, the assertions made here may need to be s een in the context of a government trying to re-affirm and justify a belief in the educational potential of new technologies.Nevertheless, they can offer a useful starting point for a discussion of the potential of ICT to enhance pupils learning.Professional magazines and trade shows also offer a dazzling array of devices and programmes covering all areas of the curriculum and all types of learning difficulties.For example, the official magazine of the UKs National Association for Special Educational Needs, Special, contains an ICT guide as a regular feature.This feature explores a range of issues from reviews of programmes to the skills that teaching assistants need to support learners.It covers all types of learning with technology for all kinds of learners.Many ICT hardware and parcel developers such as the Semerc group currently provide training for teachers and support workers to develop their professional practice and provision for pupils with SEN requirements who use their p roduct.2.2 The Information Supermarket HighwayThe plethora of available information, software titles and hardware strategies covered under the heading ICT and SEN can be daunting.In the pressurised world of teaching, there is little opportunity to think critically about what is available or how it should be used and would this best match an individual pupil.In a review of the focusingal effectiveness of technology for pupils with SEN, Woodward et al. (2001) examined the research on software curriculum, specifically designed for pupils with such needs.They identified a number of design variables thought to affect academic outcomes for pupils with SEN, such as the type of feedback, visual fiber, practice, strategy instruction, assessment and motivation. Woodward et al. found that there are no simple answers to the question of effectivenesssimply because a program or approach has been validated by research does not unavoidably mean it will be used as intended in practice(Woodward, e t al, 2001, P21)The rhetoric accompanying new technological devices in education, and particularly special education, seems to have been very influential, confirming new ways of thinking and talking about teaching and learning.However, there still prevails a lack of clarity, understanding and application of technology being used to its full potential throughout the education system.The culmination of grandiose and radical suggestions prominent in commercial slogan and catchy advertisements that are attractive to the educational eye, perchance responsible for our previous lack in informed purchasing, the appropriate interconnected of resources and effective teaching with the aid of technological resources to promote and maximise the learning of all pupils.Many government papers are littered with the evidence of mismatched spending and resources for learning, that has resulted in missed opportunities, depleted tax payers finances, and a waste of genuinely keen practitioners time a nd efforts to provide improved serve to their learners and an increased possibility of teachers becoming switched off from the possibilities of ICT enhancing teaching and learning.The Scottish organisations paper on Education and Disability (2002) provides a stainless example of this detrimental situation within their plan to improve access to education for pupils with disabilities.Through the National Grid for Learning, new computers and networks are being installed in schools across Scotland to allow pupils to benefit from the use of ICT in learning. At the moment, various service providers are being contracted to install the network, but some pupils with disabilities are unable to use these computers for a variety of reasons.Therefore, as part of their accessibility strategies, responsible bodies should make certain that contracts for any future day supply of computers or upgrade of existing stock ensure that the computers (and associated furniture) are accessible or can easi ly be modified to be accessible to pupils with disabilities.(Scottish Executive, 2002, P 17, 4748, www 12)What is clear from this financial misreckoning and poor organisation is that the LEA services should be providing schools with the appropriate information for purchasing ICT software and hardware.Schools should make critical assessments on their ICT requirements in cost of what they want it do, who it is for and what are the expected outcomes from the resource.Merely placing a PC in a classroom is not going to improve the learning experience for pupils.Many factors have to be taken into consideration in order for the inclusion of technology to be successfully applied to pedagogy.2.3 The Technological pedagogic DebateIn early 1998, the Department for Education and Employment (DfEE) responded to the claims made for ICT by publishing a set of criteria to form an integral part of Initial Teacher Training (ITT) courses stating thatICT is more than a teaching tool. Its potential fo r improving the quality and standards of pupils education is significant. Equally, its potential is considerable for supporting teachers, both in their everyday classroom usance, for example by reducing the time occupied by the administration associated with it, and in their continuing training and development(DfEE 1998, P17)This pressure on teachers to assimilate ICT in their work can, therefore, to some termination be seen to be predicated by an acceptance of the claims made in support of the educational potential of ICT.The potential of ICT to liberate users from routine tasks and empower them, for instance, to focus on the creative and cognitive rather than procedural aspects of writing or to make accessible vast amounts of information is to some extent reflected in the National Curriculum Orders for Information Technology, which emphasise the capabilities of communicating and handling information in various forms.Schools should provide opportunities, where appropriate, for le arners to develop and apply their ICT skills across the curriculum by finding, developing, creating and presenting information and ideas and by using a wide range of equipment and software.(DELLS, 2008b, P6)There are clearly strong claims to be made for ICT, but to view ICT as the solution to the educational challenges we face purely by virtue of its sheer existence, is misguided.The success of ICT use depends on our familiarity with good practice firmly rooted in an understanding of how pupils learn and our reflection on optimal environments of ICT use as bases for pedagogic innovation beyond the absorption of new technologies into prevailing traditions of classroom practice.In view of the fundamental changes to our creation of knowledge, the learning process, the quality of the teacher and human relations more astray brought about by ICT use, we need to go beyond doing the things we have endlessly done, albeit with the help of new technologies.The core aim of the 1998 DfEE I TT for ICT wasto equip every fit teacher with the knowledge, skills and understanding to make sound decisions about when, when not, and how to use ICT efficaciously in teaching particular subjects.(DfEE 1998, p. 17)In my view this aim requires a basic familiarity or relationship with learning theories and the findings from educational psychology as otherwise there is a real danger that the implementation of the computer activity may too easily encourage a distancing of teacher involvement or as Crook (1994) suggests,a dislocation from the commonly rich context of class-based activity and discussion.(Crook , 1994, P18)Whilst acknowledging the fundamental impact on traditionalistic pedagogic modes, it is important to emphasise how the effectiveness of new technologies in the learning process depends on the centrality of the role of the teacher in rendering pupils experiences with technology coherent, by embedding them in a context of interpersonal support.The role of the teacher , therefore, remains pivotal, such as in identifying appropriate learning outcomes, choosing appropriate activities and structuring the learning process.In their analysis of the contribution new technologies can make to teaching and learning, Gregoire et al. (1996) provided the following with respect to student learningNew technologies can stimulate the development of intellectual skillsNew technologies can contribute to the ways of learning knowledge, skills and attitudes, although this is dependent on previously acquired knowledge and the type of learning activityNew technologies spur spontaneous interest more than traditional approachesStudents using new technologies concentrate more than students in traditional settingsThese positive images are, however, balanced by two further observations of genuine significanceThe benefit to students of using new technologies is greatly dependent, at least for the moment, on the technological skill of the teacher and the teachers attitude to the presence of the technology in teaching.The skill and this attitude in turn are for the most part dependent on the training staff have received in this area(Gregoire et al., 1996, P18, www10)Despite the over deterministic inference behind some of the statements, Gregoire et al. (1996) are sounding a warning that technology itself is not a panacea, and that without skilled application by the teacher its benefits may soon recede. The life-and-death element remains the way in which the technology is incorporated into pedagogical patterns and this is in turn dependent upon the impact it has on the personal theories of the teachers deploying the technology in their classrooms.2.4 Scaffolding Learning Using ICTCollis et al. (1997) argue that the within a technological approach to pedagogy, the staging role of the teacher is crucial, however the potential of ICT is exploited infrequently due to effective implementation of techniques being heavily reliant on the teacher providing the appropriate support for learning.Regardless of the suggested gains from any type of technological tool, it is when the teacher supports and guides learning that these benefits are maximised (Waller, 1999).The computer does not enhance the learning experience unless teachers incorporate ICT very carefully into the curriculum.The role of the teacher is highly significant in the structure and outcomes of ICT based activities.The teacher guides and directs the pupils learning through structured planning, organising the activity, interventions during the learning process and the ways pupils apply their ICT skills within various contexts.Mercer and Fisher discuss Bruners (1997) idea of scaffolding, where they suggest teachers need to be reflective and mindful of how they structure learning experience that require the use of technology to support pupil learning.If we can describe and evaluate the ways that teachers attempt to scaffold childrens learning with computers then we might be abl e to help teachers understand and perform their role in supporting childrens computer based activities. (Mercer and Fisher, 1997, P210)Bruner (1978) suggests that the Scaffolding process involves the heavy(p) guiding and supporting pupil learning by building on previous understanding and abilities.In assisting the development of pupils, educators require a clear view of learning objectives and understand that their role is to support learners change them to develop more independently.The amount and type of support required will vary depending on the pupil and the nature of the task.Tharp (1993) put forward a range of strategies that can be adopted to support pupil development through an instructional conversation, described asModellingContingency managementInstructing quizzicalCognitive structuringTask StructuringFeedback(Tharp, 1993, P272)According to Tharp, the most productive strategy for support is providing feedback, as this enables pupils to assess their efforts to achieve s et objectives, which will be taken into consideration during the planning and participant training phase of this research.Mercer (1993) suggests that the quality of understanding, of which learners obtain through the application of ICT in the classroom, will not be controlled the quality of the technological tool applied more accurately, it is determined by the approaches utilise to interact between the teacher, pupil and the interface.Cook and Finlayson (1999) concur with this idea and describe the application of ICT to support learning as a joystick activity,the way that learners and the learning support mechanisms of teachers, computer program and fellow group members work together so that the highest possible level of performance becomes achievable.(Cook and Finlayson, 1999, P100)In support of this view, Labbo (2000) indicates that relying solely on technology to scaffold learning is not necessarily going to help or maximise the potential of the learner.Applying a model based exclusively on computer aided instruction is far from authentic learning despite the fact that certain educationalists and politicians find this model appealing and the way forward.I believe that before decisions are made to move forward within this field there is a great necessity for further research in order to benefit that the combination of technology and how it can support the reciprocal roles of the teacher and child is far more significant than the technology itself.Arguably, it is this strong pupil-teacher relationship that requires attention and what should be central to the teaching and learning process, even when the technological tool is absent from any learning experience.2.5 The Potential of ICT Supporting SENICT been used to support learners with SEN within mainstream schools for some time, under the terms of assistive or enabling technology, adapting to developments in technology and educational policy changes for learners with different needs.In Blamires (1999) it is put forward thatEna

Static Var Compensator to Improve Profile Voltage

soundless volt-ampere Compensator to Improve Profile potential difference carrying into action of Static var Compensator to Improve Profile Voltage On transmittal System 70kV- one hundred fiftykV APJ PasuruanAbstract System requirements for jalopyiness leader is growing in drag with the needs in profligate with population and industrial electricity consumption, so thither is an alternative to maximize the utilization of the contagion agreement path, wizard of them with equipment bendable Alternating Current infection system Systems (FACTS). Hardw atomic number 18 FACTS trick in this look one of which is a Static Var Compensator (SVC) to maintain the stability of the potential drib remains constant at face foster by injecting thermolabile causality into the organisation go off be controlled. Tool OCP contained in the computer softw atomic number 18 Electrical Transient Analysis Program (ETAP) is employ to determine the hole and cleverness of SVC by apply ing the Genetic Algorithm (GA). To test the proposed system, the system metre IEEE 14- cumulation and the 70kV-150kV transmittance system 12 mass APJ Pasuruan use for simulation in this study. From the analysis of 12 buses send away be evidenced by the status and efficacy SVC in Bangil2 bus with a capacity of 43.2 MVAr Qc fecal matter conjure the visibleness of the emf to f each(prenominal) within the permitted margin of 0.95 p.u. to 1.05 p.u. Reviewed Bangil2 bus, bus Bulukandang, buses and bus Pandaan Sukorejo.serta dissolve reduce the spot of 10.158 MW and MVAr be 9.9966 45.048 44.660 MW and MVAr.Index Terms Static Var Compensator, Profile Voltage, ETAP source Station, 70kV-150kV Transmission System.IN RECENT YEARS, the needs of the electric mogul system in In dosia continues to increase along with the pray for electricity and the increase in population and industrial electricity consumption. In this miscue the development and construction of refreshed plants an d transmission lines are need to meet the needs of the growing burden. Akantetapi it is determined found on the thoughtfulness of environmental and economic factors. In addition to the prohibitive embody, the construction of new transmission lines also require a echtly long time1.So there is an alternative to maximize the utilization of transmission lines, one of which is by exploitation equipment Flexible Alternating Current Transmission Systems (FACTS)2.FACTS devices of several pillowcases of devices, Static Var Compensator (SVC) is widely sudah digunakan around theworld, including in Inthroughsia itself has been applied in the GI Jember. establish on the standard PLN, the potential observe allowed on electric part system ranging from 0.95 to 1.05 pu of nominal voltage3..SVC Can maintain the stability of the voltage remains constant at a nourish nominalnya by injecting responsive antecedent into the system can be controlled. Installation SVC at one point or some places could increase the honour of the voltage profile and reduce power expirationes (losses)on the power system4.FACTS concept device was introduced by the Electric occasion Research Institute (EPRI) in late 1980. Where the FACTS device can increase the capacity of the transmission system and control the liquify of power ( institutionalise bleed)is flexible5.On the other hand FACTS devices can also reduce the cost of electrical energy generation and improve voltage stability of the musical passage state(transient)6 7.Therefore, this paper will discuss the placement and the determination of optimal capacity SVC for voltage profile improvement 70-150 kV utilize Genetic Algorithms in the software ETAP forefinger StationA. System fashion sit around Electricity beating electric power system is defined as a internet system consisting of components or electrical equipment such as generators, trans clayers, transmission line, and a demoralize link and establish a system.8 9B. Genera tor modelGeneratorsare model as a PV bus. Which generator terminal voltage at a constant lever. This is because the generator exploitation AVR (AutomaticVoltageRegulator) to regulate the voltage on the bus. On the bus references (Slack plenty), generator dioprasikan by rating voltage and arrange fish const ant. In numeric equations active power (MW) and thermolabile power (MVAr) generated by the generator can be written as follows (1) . (2)WherePg and Qg=Active and reactive power is delivered terminal generator.Vt = terminal voltage generator = generator arrange cantEq= internal voltage generatorXd and Xq = synchronous reactanceC. index finger TransformerPower transformer of the power system can be expressed mathematically by the equation .. (3) (4)WhereE = Voltage (pu)F = frequencyN =Number of turns= maximum fluxsiFrom the equation it can be seen that the mechanical power transformer primary and secondary winding is not connected, but electrically interconnected by elect romagnetic induction.D. Transmission note of handTransmission lines are be in accordance with the class of transmission. Representation of the transmission line dish on the distance is divided into three parts, namely1. wretched Transmission (l km / 50 miles)2. The transmission medium (80 km / 50 mi3. Transmission length (l 240 km / 150 miles) public figureing 1. the equivalent lap transmission line short insure 2. the equivalent roofy transmission line medium and length ofShort the transmission line, has a enrapture length of less than 80 km (50 miles) assumed that the capacitance value can be ignored and only the taking into estimate the value of the resistance (R) and inductive reactance (XL).With assumed in a balanced (balanced), the transmission line can show by using the equivalent circuit of the phase with resistance value (R) and inductive reactance (XL)which are connected in series (series impedance), which can be seen in Figure 2.1. While in the middle of the tra nsmission line, the transmission line has a length of 80 km (50 miles) and 240 km (150 miles). In the middle of the transmission line, the capacitance theater director can not be ignored so that the conductor can be modeled using the equivalent circuit of one phase in the form of nominal which can be seen in Figure 2.2. But for a long transmission line, capacitance and impedance semiconducting assumed contained on all the conductors to the limit of infinite.E. Electrical corruptIn power systems, there are two kinds of manikin the load is unmoving load and dynamic load.1) Model Static hitchStatic load model is a model that represents active and reactive power as a function of the bus voltage and frequency. Static load in response to changes in voltage and frequency is reached quickly, so it tends to steady-state condition. Static load models are typically used for components such as resistive tons and lighting loads, and is also sometimes used to approach the dynamic componen ts.2) Model Load dynamicDynamic load model is a model that represents the active power and reactive follow the dynamics of the system variables, so that the condition can change at any time.F. Drop VoltageThe Drop Voltage is the amount of voltage that is missing on a conductor. The voltage drop across the power line is generally relative to the length of the channel and the load, and inversely proportional to the cross sectional discipline of the conductor. The magnitude of the voltage drop expressed either in share or in the amount of Volt.G. Static Var CompensatorStatic Var Compensator or called SVC is one of the FACTS equipment Device consisting of a reactor component with a large set of inductive reactive power compensation and capacitance as a source of reactive power, power electronics equipment as wellhead up fitted out(p) as a switching device. Broadly s statureing, the function of which is to lay aside SVC (controller) voltage stability remain constant at its face v alue.SVC is a generator / load connected shunt static VAR where take is set for the exchange of inductive or capacitive currents in launch to maintain or control the power system can be varied. TCR (Thyristor Controlled Reactor) at the fundamental frequency can be treated as a variable inductance . (5)Where, XV is a variable reactance SVC man XL is the reactance caused by the fundamental frequency without control thyristor and is the angle of sack so that the total equivalent impedance of the controller can be expressed in .. (6)Value rx = XC / XL is given by the controller limit ignition angle limit of value rooted(p) in accordance with the design. control law The steady state contained in the SVC typical VI characteristic figure 2.3 is .. (7)where V and I are rms voltage and current magnitude and Vref is the reference voltage. Typical values for tend XSL is 2 to 5%, tehadap SVC base The value is necessary to avoid offer the limit of bus voltage variation is small. A typica l value controlled voltage range of Vref.11 12Figure 3. V I characteristics instate SVC steadyH. Power give methodBy using the Newton Raphson method to try out the power flow by forming a non-linear algebraic equations of power flow calculation can be determined by performing a comparison between the voltage change in voltage angle and the magnitude of the voltage with active power changes and reactive power (k)).11In the mathematical equations of power flow can be written as follows (8)Where is the value of active power (MW) is the value of reactive power (MVAr)I. Software ETAP Power StationETAP (Electric Transient and Analysis Program)is a software luxuriant-graphics that can be used to design and test the condition of the existing electric power system. ETAP can be used to simulate the electrical power system offline in the form of a simulation module, monitoring the operation entropy in realtime, simulation, real time system optimization, energy management systems andsi mulation of salubrious loads hedding. ETAP is designed to handle a variety of conditions and electric power system topologies both(prenominal) in the consumer side of the industry as well as to analyze the performance of the system at the utility. software Thisis equipped with facilities to control the simulation of such net whole caboodle AC and DC (AC and DC networks),the design of cable networks, grid earth (groundgrid), GIS, panel design, arc-flash, coordination of protective devices (protective devices coordination /selectivity),and AC / DC control system diagram.ETAP Power Station also entrusts a depository library that will simplify the design of an electrical system. library This can be edited or can be added to the information equipment. This software works by plant (project).Each plant must provide modeling support equipment associated with the analysis that will be performed. For instance generator, load entropy, channel selective information, and so forth A plant co nsists of a sub-set of the electrical system that require extra electrical components and interconnected. In Power Station, each plant must provide a data base for that purpose.ETAP Power Station can be used to describe a single line diagram diagrammatically and conduct some analysis / study of the Load Flow Short Circuit, the motor starting, harmonics, transient stability, protective device coordination, and Optimal optical condenser transcription.13A few things to note in working with ETAP Power Station areOne Line Diagram, shows the relationship between the components / equipment so as to form an electrical system.Library, information about all of the equipment that will be used in the electrical system. Data electrical and mechanical equipment details / full can simplify and improve the results of simulation / analysis.The standard is used, usually refers to the IEC or ANSI standards, the frequency of the system and method the method used.Case Study, containing parameters p arameters related to the method of study to be performed and format of analytical results.Completeness of data from each segment / component / electrical equipment on the system that will be very helpful analyzed the results of the simulation / analysis can approach the actual operational state.13J. Genetic Algorithms on OCP tool within ETAPOptimal Capacitor Placement (OCP) is one of the tools in the software ETAP Power Station which uses heritable algorithm for optimal capacitor placement. Genetic Algorithm is an optimization technique that is based on the theory of natural selection. An algorithm starts with the generation solutions with the multifariousness to represent the characteristics of the overall search space. By mutation and crossover characteristics that both have to be taken to the next generation. The optimal solution can be achieved through repeated generations. The most common method is based on a rule of thumb followed by running quadruplex power flow studies for fine tuning size and location. multiple power flow for fine tuning size and location.K. Objective FunctionThe fair game of the placement problems SVC is to improve the voltage profile and reduce the total power losses in power systems installed. The impersonal function is obtained from two terms. The offset is the placement of SVC with the approach of the capacitor and the second is the total power loss. The objective function associated with the placement of the capacitor consists of a total power loss and the capacity of the capacitor. In general, the optimal capacitor placement and capacity can be written in the following equation 14 .. . (9)Subject to .. (10) .. (11)WhereP loss= Total power lossJ = Total Bus= Placement capacity capacitors on the bus jVj= voltage rms at bus jV min= minimum voltage is allowed (pu)V max= maximum voltage that allowed (pu)= maximum capacitor capacity permissible= minimum capacity capacitor bankL. Operatinal ConstraintAlong the tributary are r equired to remain within upper and lower limits later on the addition of capasitors on the feeder. Voltage constrains can be taken into account by voltage.M. Placement of Static Var Compensatorplacement static var compensator used approach OCP. OCP is the optimal capacitor placement that exist in software ETAP power station which will be described in research methodology. Optimal placement of capacitors in the power system has many variables including the capacitor capacity, optimal placement, voltage and harmonics. Where in determining placement and optimum capacity, types of capacitors can be adjusted based on conditions on the ground. Namum considering these variables, devising optimal placement becomes very complicated. So as to simplify the analysis, the type of capacitor can be assumed as follows1. The system is in equilibrium (balanced)2. All types are considered constant loadN. Capacitors CapacityCapacitors In determining capacity, used capacity started based standard smal lest capacity of capacitors and multiples thereof. So based on these standards, the capacity of the capacitor can be used as a discrete variable. and will be used as the capacity of the SVC.In the analysis of the placement and the determination of the optimum capacity of capacitors to improve voltage profile and reduction in power losses, written document It uses the standard IEEE as a reference point in the implementation process and workmanship. Testing and research with survey data obtained from PT. PLN (Persero) APP TJBTB Probolinggo. With the data obtained, it can be simulated transmission system APJ Pasuruan 70 kV and 150 kV using software ETAP Power Station. Simulations can be done in the form of power flow or Load Flow, which is to fare the profile of the voltage, active power, reactive power and losses that occur in the system 70 kV and 150 kV After conducting a study of power flow it is known conditions of the bus who suffered voltage drop (under voltage).If there are con ditions that decrease the bus voltage below the allowable margin (0.95 A. Flow studiesFlowused in the preparation of this study are as followsStartDrawing single line diagrams.Input data data generator, a data channel, the data load.Running the simulation Load Flow using Method Newton RaphsonTo check whether the voltage on the system is at the permitted margin of 0.95 V 1.05 puIf NoPerform simulation process OCP bus to get anywhere into optimal location for placement of the capacitor which is whence replaced by the value of the capacitor SVC. Once the process OCP is complete, plug SVC finished. sink to Step 4If Yes go to criterion 8Results and Analysis of the resultsDone.flow diagramFigure 4. Flowchart solvingA. Modeling transmission system 70kV 150kV APJ Pasuruan using software ETAP Power StationBefore running simulation modeling is required in advance PLN APJ Pasuruan sisitem transmission using software ETAP Power Station from pictures in the can when the survey. Modeling Sin gle line diagramis done using software ETAP Power Station and to enter all of the data supports five image simulasi. Transmission system70kV -150kV APJ Pasuruan is still in the shade APP Probolinggo with 12 bus and were able to generate 632.4 MW power P and Q 391,92 MVar of PLTGU. Total peak load on the transmission system APJ Pasuruan P 327.75 129.8 MW Q MVar.Source PT PLN TJBTB APP ProbolinggoFigure 5. Single line diagram APP system probolinggoB. Generating Data transmission line system 70kV 150k APJ Pasuruan parry 1. Data Capable of Generating Power transmission system 70kV 150kV APJ Pasuruancellspacing=0 cellpadding=0Source PT PLN TJBTB APP ProbolinggoC. Load data transmission systems 70kV 150kV APJ PasuruanTable 2. Data transmission system peak load of 70kV 150kVAPJ PasuruanLine TransmissionTransformerP (MW)Q (MVAr)GRATITrafo1- 60 MVA12.6322BUMICOKROTrafo1- 50 MVA39.1511.82Trafo2-60MVA46.81612GONDANGWETANTrafo1-60MVA31.42856Trafo2-30MVA22245.82Trafo3-60MVA2306818BANGIL1Traf o1-60MVA27.266.94Trafo1-20MVA16.74604REJOSOTrafo1-20MVA2.86325Trafo2-30MVA2456Trafo3-35 MVA8212.1PIERTrafo1-50MVA21.891152PANDAANTrafo1-30MVA17284.94Trafo2-20MVA10.662.65Trafo3-30MVA25.89.6SUKOREJOTrafo1-30MVA1742606BULUKANDANGTrafo1-60MVA24.46.93Trafo2-20MVA8.66244PURWOSARITrafo1 -60MVA13.857.61Source PT PLN TJBTB APP Probolinggo (peak load data)D. Line transmission data in system 70kV 150kV APJ PasuruanTable 3. Line transmissiondata in system 70kV 150kV PasuruanFromToCircuitDistance (KM)Type managing directorGRATIGONDANGWETAN121.069ACSR ZEBRAGRATIGONDANGWETAN221.069ACSR ZEBRAGONDANG-WETANBANGIL116.805ACSR DOVEGONDANG-WETANBANGIL216.805ACSR DOVEBANGILPANDAAN18,700ACSR OstrichBANGILPANDAAN28,700ACSR OstrichBUMICO-KROBANGIL16200ACSR ZEBRABANGILSUKOREJO116,000ACSR PIGEONBANGILMOLDY-DANG124 770ACSR DOVEBANGILPIER16200ACSR ZEBRABANGILPIER26200ACSR ZEBRAGONDANG-WETANPIER110 866ACSR ZEBRAGONDANG-WETANPIER210 866ACSR ZEBRAPIERPURWOSA-RI122 422ACSR ZEBRAPIERPURWOSA-RI222 422ACSR ZEBRAGON DANG-WETANREJOSO110 487ACSR DOVEGONDANG-WETANREJOSO210 487ACSR DOVESource PT PLN TJBTB APP ProbolinggoE. poser single line transmission system diagram 70kV 150kV APJ PasuruanCreating modeling a single line diagram70KV transmission systems 150kV APJ Pasuruan on software ETAP Power Station is the first step in the analysis. Where in this modeling will be included all the data technical data which includes capacity, generation, channel, transformer, step-up the transformer and the load.Figure 6 Modelling Single Line Diagram of the transmission system 70kV 150kV APJ PasuruanF. Simulation Load Flow using Software ETAP Power Station on the conditions of the base caseSimulation load flow is intended to determine the initial condition of the system, determine the value of the voltage rating on all(prenominal) bus, knowing that the power in each channel and obtain the value of active and reactive power on the bus. Insimulation load flow thisusing methods Newthon Rhapson.Figure 7. After the run with load flow in base case conditions.Table 3. Profile voltage conditions of the base caseNo. motorbus IDV(pu)1.BANGIL 10.95682.BANGIL 20.92993.BULUKANDANG0.94974.BUMICOKRO0.95175.GRATI GITET0.10006.GONDANGWETAN0.97137.GRATI0.99928.PANDAAN0.91749.PIER0.961010.PURWOSARI0.958611.REJOSO SUMMIT0.970012.SUKOREJO0.9216Figure 8. Graph voltage profile condition of base caseBased on the load flow inconditions basecase aboveand have been known to occur outside the voltage breaking margin the permitted of 0.95 pu to 1 05 pu in Bangil2 bus, bus Bulu kandang, Pandaan bus, and the bus Sukorejo, it can be improved voltage profile by using analysis of Optimal Capacitor placement (OCP) for placement and capacity SVC.G. Placement Analysis

Mediation

interintermediation mediation indoors a pagan PerspectiveIntroduction In order to better under expect ourselves, we essential realise others. These few words shed a different lense when dealing with differences among citizens in a confederacy. The Alternative Discourse re solution (ADR) movement was born during the 1960-1970 as a substitute procedure to set justice bug outside of the courts. During this era losss of race, class, gender, social inequality, and human rights began a transformative handle in companionship. The movement provided a different lens on the realties occurring in Ameri only ift farming. Many communities felt disem occasioned and unequal within the United States and insisted justice. The good court system was stumbled with unlike court cases, all(prenominal) demanding a samara to express their vocalization to snuff it im embark oniality. Therefore, ADR served as a tool that em offices and serves p everyidity without legal ties. It dev eloped as a reflective cognitive operation and began negotiating differences. The ADR was a cost efficient process that set asideed eristics to theatrical role their stories in a adept purlieu with the purpose of hit an agreement by means of a intermediary. The mediator then serves as a so-so(p) third soul in the process and common ground between the disputants. Comp bed to other forms of conflict resolution, intermediation involves the disputants directly in the conflict and in the process of resolution (Frenkel Stark, 2008). As a result, mediation seeks self-determination, impartiality, and neutrality as the essential foundation in the practice so that inequalities argon avoided in the process. In the article wherefore inequalities? The pens start hold forthing stratification between various ethnic groups and the inequalities that constrain a variety of minorities within a historical context. Issues of intelligence and policies rise to the remainder on how i nequalities atomic number 18 non part of nature or by the economic regimen but of due to the historical injustices such(prenominal) as policys put in place that entertain continued to compress part in acts of injustice. (Shapiro 2004). Taking this idea into lieu, diversity lead arise in mediation and the enormousness of fairness and equality are imperative, and mediators, who are non ethnicly sensitive, whitethorn have biases or mis appreciation of the conflict. What are the pagan disparities that base affect the process of mediation? What are the strategies be apply to suspensor bridge the gap between pagan differences within a Western mediation process? How does the United States differ in the mediation process to international mediation? The purpose of this news report is to provide a different and fresh sensory faculty on mediation, especially when pagan differences are at the core of the conflict. The researcher first considers that culture is signifi potent iometert in this discussion of mediation and central to understanding the best methods of effective mediation. ADR and mediation will be utilize interchangeably through out the paperCultureCulture quite a little be destined in umpteen an(prenominal) different ways. For this reason, culture will be defined and described as the composition of different norms, values, and beliefs for socially appropriate ways to process conflict and disputes, including their management or resolution (Avruch and Black 1991). A culture is non defined by one entity but can take many shapes and forms. It goes beyond the ability to tell apart on the sur facial gesture of how someone looks, dresses and put downs in ordination it is the complexity of ideals and values instilled within a soula. Our culture shapes how we fire conflict and conflict resolution- including our values, norms and conduct. It even influences how we define conflict itself and what we considered acceptable or desirable goals of problem solving ( hype, 2004 p. 2). As a result, in mediation, misconceptions can be eluded and the mediator or the disputant shifts the power dynamics. The culture of a person can be the based off of beliefs that they bring when in a situation of dispute. By allowing the disputants to have wedge in their decision-making, this will adorn them and allow the disputant to participate in self-determination, but at the same time it may be dangerous when inequalities of power subsist in the process (Davidheiser, 2006). Consequently, this leads to unfairness and misconceptions of mediation as a neutral sphere of negotiation. Inclusion or Exclusion of Culture in intermediation Many researchers argue for or against including culture in mediation. Kevin Avruch (2003) discusses how culture has been unattended through out mediation until the early 1980s. He also find oneselfs it is life-and-death for any developing mediation program to incorporate a cultural component in the training process. Mediators must understand that culture can be strongly correlated to the style of negotiation. Avruch (2003) then speaks about oddball 1 and Type 2 Errors. He further discusses that each hallucination can be crucial to the conflict resolution process by being to culturally sensitive (Type 1) or not culturally sensitive enough (Type 2). Participating in any of these errors can impact ADR be driving force it may neglect or oer emphasize an issue that intentionally was not meant or should have been exposed in mediation. Frenkel Stark have show four essential skills needed by mediation to maintain parallelism such as communion, drawed climate, diagnosticians and persuasive. These four skills will create an proportion that is necessary to begin mediation. Although the mediation environment and mediator are equilibrate in power, the cultural background of the disputant will proceed as a natural component in the circle to negotiation. However it can be socially beneficia l by generating awareness of structures of power and producing frame rub downs within which to debate social norms by indivi multiple everyday acts of resistance which illustrate the ways in which relatively powerless people accommodate to power whilst simultaneously protecting their identities (Mulcahy, 2000, p.147 as cited in Li On, 2008,p. 458). Meanwhile Chew (2004) states every disputant is influenced by their cultural lens and frame their ideas and recognitions around, what is culturally correct. As a result, it can shape the outcome of the ADR process because at the core of the conflict is influenced by the values and morals attached to culture by a person. Russell Korobkin would argue that mediation is a process of negotiating, and those cultural differences do not have anything in common with the negotiation strategies of a person. Therefore, Korobkin believes that it is the separation of the person from the problem that mediation and negotiation truly exists. Furthermore , Avruch would differ and state culture provides cognitive and emotional frame determines for understanding the actions and motives of the self and others. It has been gainsay for years, and the research continues to dwindle in circles. Consequently, culture should not be over or underplayed. Mediators have the responsibility to listen to each singles voice and be able to identify if cultural difference will be an issue to reach negotiation. The property for each individual to share his or her report discourse allots an empowerment process that transits power to the individual.The Power of Culture in MediationFoucault (1982) states where there is power, there is counter power also occurring. The ideas of power transmitting in mediation are crucial in understanding the facilitative process of a mediator. Therefore, their role is not only to be in charge of the process but to also allow the parties ascendence the outcome. By the mediator controlling the process, transmission of powers can circulate in mediation. As a result, some of the conflicts and counter arguments discussed in mediation are how disadvantaged groups lack control in mediation, due to the power being brought in by the disputant. For spokesperson, an underprivileged undocumented person may fling in with less power than a person who is American, wealthy, and come in mediation with a lawyer. heathen differences of respect, conflict, and language can set barriers in the process of negotiation. The power is not equally distributed across the board. Therefore, the mediator is in charge of providing the post for opportunities and to develop a solid communication. Mediators need to be able to diagnose if cultural difference will change the run for of mediation.The article Family Mediations and heathenish Diversity Mediating with Latino Families discusses how the mediator can identify differences in aggressiveness, eye contact and face-saving. Cultural difference in mediation reminds me of both power and powerless participating in a transformative lacuna during mediation what Kris D. Gutierrez, Patricia Baquedano-Lopez and Carlos Tejeda call a constructed third space. The third space allows for communion to occur to develop knowledge in a dual voice form to construct cultural resources. The space will allow for transformation and discourse to occur. As a consequence, confabulation will begin to open doors for negotiation and develop common ground between the disputants. The process becomes a transformative space for empowerment. Paulo Freire examines the structural inequalities in society and emphasizes on the immenseness of dialogue between oppressed and oppressor to advance towards a humanizing pedagogy. Once dialogue is exposed differences between both groups are understood. Mediation becomes a humanizing fix to transport dialogue and discuss conflicts between disputants and reach an understanding. Mark DavidHeiser (2006) joint the importance of mediation and power im counterpoises that occur by using Gambia, a small country west of Africa, and explains how mediation has allowed for women to be empowered and wedded a voice to speak. Mediation was labeled a harmonic process where peace and respect for both parties was the central focus. unison ceremonies occur when ideologies between men and women are supported through a peaceful sacrament and issues of justice between male and women are shared and through various prayers rights and the need for justice between the couples are discussed. In many cases the women wheel spoke out in front of their husbands about how they felt about their relationships. Mediation became a space that empowers women to leave their society role and be effrontery a voice. The voice that allows their partners to realize the injustice occurring in their communities and at the same time facilitates renegotiate the power within the environment of mediation. In parallel, the article An Indigenous Imperative sup ports the argument of power because many endemical groups like the Australian Aboriginal communities and the Navajo tribe to feel disconnected forms society norms and the structure of mediation. For that sole purpose having knowledge of cultural sensitivity as mediator will help dismantle power imbalances and allow for the voice of the individual to occur. By participating in a third space empowerment that occurs for those whose views, values and beliefs go against the Western views of individuality, a collaborative mediation is developed that values inclusion.Individuality vs. residential district Mediation ideologies vary in different cultures. Providing mediation is not a single process embraced by all. Mediation across the world various and is used for various purposes. Discussing the field of study of culture, it is all-important(a) to mention the sense of residential area many cultures have and how in American culture, which is an individualistic federation may clash in ideologies. Authors Glenn E. Singleton and Curtis Linton discuss in their book titled Courageous Conversations about Race, The differences of individualism vs. fabianism in the U.S. although a myriad of examples were provided, the differences between a self-expression vs. respect for authority. demonstrable connections to the various cultures exposed who respect a group consensus over individual thinking. This key component of culture gives insight on cultures group orientation strategy and the role it plays n mediation various studies have been conducted to camper U.S Mediation strategies to other countries. In one particular study it was compared to Korean- Harmony ceremony. The Author Diane LeReche (1992) discovered that Korean mediators have a crucial and coordinated role in mediation. In many cases they provide advice and are in person connected to the disputant. They become knowledge consults who can provide guidance and reach harmony. In a very similar process, The Navaj o tribe are an example of how their culture, language and traditions have influenced their way of managing conflicts. Their views on life have mould their outlook when dealing conflict resolution. Philmer Bluehouse and James W. Zion explain how the Navajo people have a deeper meaning to mediation by using strong biotic community leaders to refocus the segments to their state of reaching harmony within themselves. through with(predicate) the Peacemaker court, the Navajo enforce two main laws (Bluehouse Zion, 1993 ). The laws incorporate life skills such as cooperation, friendship and unselfishness for the betterment of the community. Unlike American mediation where a third member is facilitating the communication, the make-peace is completely involved in the process and gives advice and possible solutions to help re bring the conflict and maintain the relationship between the individuals when possible. The individuals respect the peacemaker and absorb all advice given because it is a cultural norm and the person assigned, as peacemaker is an elder super appreciated. The individuals respect the peacemaker and absorb all advice given because it is a cultural norm and the person assigned, as peacemaker is an elder highly appreciated. then(prenominal) it is the cultural lens is applied to what the necessitate of the community are and its members. In the Navajo clan, maintaining relationships is important and valued. Therefore, in mediation, the process becomes a medicine and is guided through a ceremonial process intended to diagnose the problem. Mediation is used to resolve conflict resolution and how the process is obtained varies in various cultural communities. Embracing community unity is significant also. In Japan community re drinks whole no individuality. Everything exerted is for the benefit of the community. Therefore, it is a community responsibility to participate in mediation and avoid the court unless mediation fails. In which then it represe nts the individuals accepting personal failure. trance community unity is important as a way of life, it is also established as a community norm where the court only exists as a process for those community members who failed to participate in mediation. It is a process not embraced as an excerption or an alternative to legal dispute. Mediation must occur as a community duty to help maintain relations with others (Callister,Wall1997). When member of a disputants participate in community mediation, it enhances the human achievement and demand of belonging in a society without feeling excluded (Schwerin, 1995). In easterly Europe, community mediation is viewed as a transfer of power from an peremptory structure to a democratic ideology. Community mediation can be a powerful tool if the correct tools are used to live up to the process. Western vs. Community Mediation is vividly viewed across internationally in all mediation. The differences between peacemakers and mediators disting uish the role of respect between members in the community. In Western mediations, a mediator is a facilitative person not representing any party in the process. In contrast, a peacemaker is a most commonly a relative. It builds on the unity of a community, rather then the self most commonly seen in horse opera mediation. The process also establishes the importance of relation in relative to the centre of attention of time. In community mediation, relationships are important for the benefit of maintaining relationships in society. In Western mediation, mediation means money. Therefore, the process is not about the relationships but of tackling the problem. The problem is detached from the person and singled out to discuss the conflict. Although the purpose of mediation is to find a common space, cultural inequalities will continue to stand out as an issue in mediation. American culture establishes the principles for all interracial group interactions (Singleton Linton, 2006). Henc e why culture continues to have differences in mediation. Just because other cultures do not have the same individualistic mentality and way of living does not conclude there are problems in mediation. Consequently they become differences in ADR because they do not execute the norms, and routines of the individual.Cultural Differences in Mediation PerceptionPerceptions Understanding perceptions can dramatise the range of possible solutions. In the book, Getting to YES, The authors explain the importance of detaching the individual from the problem in order to better grasp the conflict. One of the key components in being able to do is by clarifying the perception of the disputants. Understanding perceptions can expand the range of possible solutions. Without identifying the perceptions, assumptions are made. Those assumptions developed, take part on the negotiation process. Every person carries different assumptions. While some may feel to restore connections others are there to vo ice justice.Trust In this process, trust is important. Without the trust between the mediator and the disputant, reaching negotiation is complicated. In the article Trust and other-Anxiety in dialogue dynamics Across Boundaries of Self and Culture, the authors argue trust is a hidden give rarely exposed in the negotiation process but is present through tension. High and low layers of trust will expose the communication between the disputants. Communication is the goal of mediation trust can be expanded by allowing the individual to feel comfortable in their environment and begin exposing the trust. It is dynamic rather than static in quality, if not rank(a) fluid. (Wu Laws, 2003,p. 329). exhibit expulsionIn Hawaii the majority of its people exist of Asian descent. The face concept discussed in this article as a form of self-respect and can affect the process of mediation. In Hawaii, mediation occurs very procedural. The mediators first lay the rules for mediation, and then the mediators consult with each disputant separately twice. Once voices are heard and mediators understand the situations of both disputants mediation occurs as with both disputants. This process has been successful in Hawaii in dealing with cultural differences. According to the authors, face also exists as culturally acquired social phenomena. Facial expression can originate from nature or form nurture. The Asian community has a variety of perspectives of face and how it is define is very similar within cultures. The author then blemishs Ting-Toomey face work theory and the study he conducted with Asian cultures and American culture. grammatical case displays not only an individuals features and uniqueness but also that persons sense of social identity, by using metaphorical expressions(Ogawa 1999 p.5)Depending on what culture you are from the concept of face develops and carries a natural instinct of ones persona. Face work is important to recognize because it may lead into communi cation dialogue. The dialogue is intended to create awareness of cultural differences and value mediation in a different way. Face concept plays a role in our communication strategies everyday. Every person quickly get diagnose the face expression of a person. Face concept is important to understand in cultural diverse communities because it allows to visit the tension between disputes and allows the mediator t understand how face is a part of an embedded culture. Mediators who understand the importance of face, will better understand the communication process of members from various culturesTools for Cross Cultural Issues Researchers across the belles-lettres have provided various tools to help with creating equity n mediation. Culture is something profoundly rooted with an Individual. In order to be able to understand the perspective of the individual reflection must be incorporated. Mediators should follow various strategies to help create a safe environment within mediation. Some of the important tools to use are Reframing. Frenkel and Stark mentions how a simple reframing of a program line by the mediator can reduce disputes and embrace positive information. If the mediator is aware of the strategy can be constructive when racial or negative tension exist between disputants. Furthermore the authors gave example on focusing on the human needs in mediation. What are the needs of the disputant? By doing so, mediation becomes a productive environment. Next ready listening, listening allows the individual to feel empowered and valued in the process. y actively listing, the participants begin to communicate the core of the problem. It is crucial for the mediator to balance and transmit he power of voice to both side in mediation. By neglecting or preferring one over the other can cause conflict in the negotiation process. Also mediators as mention by Frenkel and Starkstate mediators should continuously summarize. By summarizing you are assuring you unders tand the narrative reputation of each disputant and it avoids for assumptions to be made. Above all, I feel each individual should be valued for who they are. Everybody is unique and differences should be embraced and not singled out, as a conflict in mediation is a space to help conquer differences and establish common ground to help problem solve through collaboration.Mediation from the start Education and Mediation Timothy Hedeen, author of Dialogue and Democracy, community and electrical capacity Lessons for conflict law of closure Education from Montessori, Dewey, and Freire, expresses the importance for cultural mediation to begin at a young age. He uses the work of three huge contributors in education to help establish a dimension for conflict resolution in education. The purpose is to empower the students and to begin participating in their own self-determination process. The process becomes some a way of living. Taking key models from the leading researchers in educatio n, schooling bout conflict becomes a group effort and a knowledge process. The process also allows for children to begin critically thinking and taking charge of their own voice. The process will establish end result of participants in society as problem solvers. Critically thinking about this process, can leads me to think on the transformative change that can occur in society. By establishing norms at a young age on the importance of solving our own problems, mediation would be conducted at a personal level. At the same time, children will also participate in constant dialogue with reflection and understand the viewpoints of other while in conflict. In conclusion, society has established inequities amongst various cultural groups. Mediation has expressed through out the research differs across the world. Mediators must learn to use key tools to be able and to conduct a space for any individual to feel comfortable and valued in dialogue. Establishing norms of how to deal with con flict resolution at a young age will help establish a community of critical and problem solving thinkers.ReferencesAdair, W. L., Brett, J. M. (2005). The Negotiation Dance Time, Culture, and behavioural Sequences in Negotiation. Organization Science, 16(1), 33-51.Avruch, K. (2000). Culture and Negotiation Pedagogy. Negotiation ledger, 0, 339-346.Avruch, K. (2003). Type 1 and Type 2 Errors in Culturally Sensitive skirmish Resolution Practice. struggle Resolution Quarterly, 20(3), 351-371.Bluehouse, P., Zion, J. W. (1993). Hozhooji Naaaanii The Navajo Justice and Harmony Ceremony. Mediation Quarterly, 10(4), 327-337.Brigg, M. (2003). Mediation, Power, and Cultural Difference. meshing Resolution Quarterly, 20(3), 287-306.Callister, R. R., Wall Jr., J. A. (1997). Japanese Community and Organizational Mediation. The Journal of Conflict Resolution, 41(2), 311-327.Callister, R. R., Wall Jr., J. A. (2004). Thai and U.S Mediation. The Journal of Conflict Resolution, 48(4), 573-598.Che w, P. K. (2004). The Pervasiveness of Culture in Conflict. Journal of Legal Education, 54(1), 1-23.Cobb, S. (1993). Empowerment and Mediation. Negotiation Journal, 0, 245-259.Davidheiser, M. (2006). Harmony, Peacemaking and Power Controlling bear on and African Mediation. Conflict Resolution Quarterly, 23(3), 281-299.Fisher, R., Ury, W. L., Patton, B. (1991). Getting to Yes Negotiating Agreement Without Giving In (2 reproduce ed.). Boston Penguin (Non-Classics).Freire, P. (1970). Pedagogy of the Oppressed (15th ed.). smart York Seabury Press.Frenkel, D. N., Stark, J. H. (2008). The Practice of Mediation A Video-integrated Text (Pap/DVD ed.). Baltimore Aspen Publishers, Inc..Gil, S. P. (1999). Mediation and Communication of Information in the Cultural Interface. AI SOCIETY, 13, 218-234.Gilhooley, J., Scheuch, N. (2000). Using Peer Mediation in Classrooms and Schools Strategies for Teachers, Counselors, and Administrators (1 ed.). Thousand Oaks, CA Corwin Press.Goldberg, R. M. (2009). How Our Worldviews Shape Our practice. Conflict Resolution Quarterly, 26(4), 405-431.Grose, P. R. (1995). An Indigenous Imperative The Rationale for the intuition of Aboriginal Dispute Resolution Mechanism. Mediation Quarterly, 12(4), 327-338.Hedeen, T. (2005). Dialogue and Democracy, Community and Capacity Lessons for Conflict Resolution Education from Montessori, Dewey, and Freire. Conflict Resolution Quarterly, 23(2), 185-202.Irving, H. H., Benjamin, M., San-Pedro, J. (1999). Family Mediation and Cultural Diversity Mediating with Latino Families. Mediation Quarterly, 16(4), 325-339.LeResche, D. (1992). Comparison of the American Mediation Process with a Korean-American Harmony Restoration. Mediation Quarterly, 9(4), 323-339.Leng, R. J., Raegan, P. M. (2003). Social and Political Cultural set up on the Outcomes of Mediaiton in militarized Interstate Disputes. International Studies Quarterly, 47, 431-452.Li-On, L. (2009). The Politics of Community mediation A Study of C ommunity Mediation in Israel. Conflict Resolution Quarterly, 26(4), 453-479.Linton, C., Singleton, G. E. (2005). Courageous Conversations About Race A Field train for Achieving Equity in Schools. Thousand Oaks, CA Corwin Press.Ogawa, N. (1999). The Concept of Face work Its Functions in the Hawaii Model of Mediation . Mediation Quarterly, 17(1), 5-20.Poitras, J. (2009). What Makes Parties Trust Mediaitors?. Negotiation Journal, 10, 307-325.Shapiro, T. (2004). Great Divides Readings in Social Inequality in the United States (3 ed.). New York City McGraw-Hill Humanities/Social Sciences/Languages.Soon, J. J. (1990). Some Guidelines for Mediators of Intercultural Disputes. Negotiation Journal, 0, 383-389.Umbreit, M. S. (1997). Humanistic Mediation A Transformative Journey of Peacemaking . Mediation Quarterly, 14(3), 201-213.Wing, L. (2009). Mediation and Inequality Reconsidered Bringing the parole to the Table. Conflict Resolution Quarterly, 26(4), 383-404.Winslade, J. (2006). Mediati on with a focus on logical Positioning . Conflict Resolution Quarterly, 23(4), 501-514.Wu, J., Laws, D. (2003). Trust and Other Anxiety in Negotiaiton Dynamic Across boundaries of Self and Culture. Negotiation Journal, 0, 329-367.

I Enjoy Chemical Engineering :: Graduate Admissions Essays

I Enjoy Chemical Engineering You eject stand very frightened when you are stepping into a plain stitch which is unfamiliar, especially if that field has a reputation as the most challenging major(ip)(ip). To me, switching my major from automatic engineering to chemical engineering at Clarkson University was a unmanageable long-thought-out decision. It was a result of 18 months of reflection and discussion with faculty. Now, I so enjoy my chemical engineering courses that I plan to continue my pedagogics in this field. The controversy that pushed me over the edge of fear of changing my major was the air pollution problem caused by our transportation. I have constantly been in love with cars and motorcycles, so I want to work on the galvanizing vehicle (EV) to fight this environmental problem. As you know, the state of calcium will implement the regulation that requires all car manufacturers to sell range in Emission Vehicle (ZEV) by the year 2003. Although manufacture rs have decided the EV is a quick practical solution, I believe there are many problems that need further research. The latest prototype EV uses a Nickel-Cadmium (Ni-Cd) battery as a power source. The battery is mechanically simple, yet, it could be a good alternative to an ordinary internal combustion engine. However, the EV requires about a 288-volt battery which weighs about 1170 lbs. This Ni-Cd battery costs fountainhead over $30,000 Some EVs even require a 200-volt power source, a specially made battery charger, and may take up to eight hours to recharge. Even in Volvos breakthrough idea of an EV with a swash turbine which serves as an energy source and recharges simultaneously, the gas turbine is made of Boron, which is extremely expensive. As a graduate student, I hope to work on development lighter, more efficient and economical materials that can contri scarcee to solving the problems with electrical vehicles. I am committed to my major, chemical engineering, because, as a mechanical engineer, I could only get involved with the development of the structure of EVs but not the development of progress materials that may be used for electrical vehicles. I seek more specialized education in advanced material development and the advanced chemistry behind a cleansing agent burning alternative source of energy, such as methanol. With this special knowledge, I will devote all my effort to creating advanced materials that are cheap, light, and can store more energy than the Ni-Cd battery it would not be a dream to have clean air in the near future.

E.B. Whites Once More to the Lake Essay -- E.B. White Once More Lake

E.B. Whites Once More to the Lake Once More to the Lake, by E.B. White was an test in which a amaze struggles to find himself. The essay is about a little boy and his father. They go to a lake where the father had been in his puerility years. The father looks cover at those years and tries to relive the moments through his sons eyes. He knows he cant, and has difficulty dealing with the fact that he cant go back in time.E.B. Whites way of letting the reader know that the father is in a way depressed, is through great detail and description. The story mentions how the lake has changes since the father had seen it last. How the once gravel roads have been paved over, and the sail boats are now replaced with boats with outboard motors. As the reader, one can sense a...