Classification Phase Of Induction Generator - 894 Words

NOMENCLATURE d-q stator voltages of induction generator d-q stator currents of induction generator d-q rotor currents of induction generator , stator and rotor resistances per phase of induction generator stator, rotor and magnetizing inductances of induction generator self excitation capacitance per phase of induction generator Angular stator frequency of the induction generator Angular rotor speed (electrical rads/s) of the induction generator moment of inertia friction coefficient, differential operator d/dt DC-link inductance DC-link resistance firing angles of the converter and inverter d-q input voltage of the converter d-q input current of the converter DC-link current inverter output voltage d-q stator voltages of synchronous generator d-q damper winding voltages of synchronous generator field winding voltage of synchronous generator d-q stator currents of synchronous generator d-q damper winding currents of synchronous generator field winding current of synchronous generator st ator resistance of synchronous generator d and q damper winding resistances d and q mutual inductances d and q self inductances rotor speed (electrical rads/s) of the synchronous generator torque input from diesel engine applied and actual fuel flow rate of diesel engine combustion delay time constant time constant and gain of fuel rack position actuator prediction horizon.Show MoreRelatedRenewable Resources Wind Energy Is An Important Factor For The New Era Of Power Quality1568 Words   |  7 Pageswind diesel system is considered in this project. 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Wedding Reception At A Orthodox Baptism - 1035 Words

Over the weekend I had the opportunity to go to a greek orthodox baptism. I am agnostic so outside of weddings I do not attend religious ceremonies and have never attended a baptism before. I am not very comfortable in church settings but this is was an important event because it was a close friends event and I knew is was very important to her. The event was on sunday so on saturday evening I called the mother of the baby to ask what the dress code was, if I should bring anything outside the gift and to get a little idea of what to expect. My friend Breanna mother of Alex who was being baptised told me to dress in a nice cocktail dress and wear comfortable shoes because there is a lot standing during the ceremony. I was not sure what to expect but I certainly did not realize that this was an all day event and as lavish as a wedding reception. The baptism itself lasted an hour and was so different from anything I had experienced. I knew that it was a religious service, that the baby would be splashed with water to absolve the original sin but beyond that everything was new. The priest was really wonderful and before the service began gave a speech that explained what would happen during the service and what it all symbolically meant so that those who were unfamiliar (like me) with this process would feel more included or at the very least at ease. Most of the ceremony was spoken in the greek language but because the priest gave the introduction I felt like I understood the

Social Life Tips for International Students Free Essays

One of the biggest challenges faced by international students and ESL Students, is the obstacle of creating a social life in an unfamiliar place. For many international students, who have travelled from various countries to come to university to study, the thought of making friends can be daunting. However, reaching out and meeting new people is a key part of the university experience and needn’t be something that is feared! Today we look at a few key social life tips you can use to make socialising a little less daunting. We will write a custom essay sample on Social Life Tips for International Students or any similar topic only for you Order Now 1) Always Say Thank You! You’ll be amazed how far smiling and being positive will go. Show people you are helpful, kind and genuine. If someone does something for you, never forget to say thank you, verbally or with a simple note. Small gestures and manners like these go a long way. 2) Use Technology to Connect Sites like Facebook, Twitter and LinkedIn make it easier than ever to connect with others and share your interests. Be sure to stay in touch with any friends you make, and be sure to join in lots of communities and groups to stay in the loop. 3) Get Involved! Sports and hobby clubs are a great way to pursue your own interests with others who share them, allowing you to have fun and meet new people at the same time. Have you considered playing a sportYou can get a workout and form some lifelong bonds with others by seeking out sports teams to play on. 4) Always make time We know it can be tempting to put off socialising, or going out – especially if you are feeling daunted as an ESL student. However, even when you’ve got a ton to do, making time for fun with friends (even if you just meet for dinner) should always be important. It’ll give your brain a rest and let you come back to your work happier and more refreshed. 5) Combine studying with fun University work and having fun don’t have to be mutually exclusive. Study with friends and you’ll get to socialize while learning as well. University can be incredibly stressful so make sure to take a moment to step back now and again and take a breath. It can also be a great time to improve your confidence speaking and writing English. 6) Accept a variety of invitations Take advantage of those moments when people offer you an invitation to do things with them. You could discover a new hobby, meet a great group of people or just have new experiences that open your eyes. It’s easy to get caught up with university, but a big part of the experience is meeting new people, forming friendships and networking with others. Don’t let that fall by the wayside in your academic pursuits. our site offer a range of services that can make it less daunting to be an international student. Or if you ever need to just chat – we’ve a team of professionals at the other end of the phone line who are happy to assist +44 (0)207 060 1205. How to cite Social Life Tips for International Students, Essay examples

Professional Studies in Managing Learning Environments - Samples

Question: Discuss about the Professional Studies in Managing Learning Environments. Answer: An analysis of three theories of classroom managemnet The aim ofclassroom management is establishing as well as maintaining a positive and productive environment for learning that will be providing effective opportunities of learning in respect of its students. As a result, it is essential for beginning teachers to have an understanding of the differentclassroom management approaches as well as their theoretical underpinnings. Effective classroom management is a necessary skill in respect of any new teacher, however, it is an unfortunate aspect that many teachers will be adopting traditional or authoritarian approaches more willingly than innovative evidence-based strategic aspects (Billett, 2013). In addition, the beliefs, attitudes as well as values of a teacher will often be doing the determination of their classroom management strategy and whether they are adopting a single theory, an association of components across multiple theories or continuously adapting to their classroom environment. In this essay, there will occur the analys is of three approaches related to classroom management, which are considered as Goal Centered Theory, Cognitive Behavioural Theory and Assertive Discipline (Bolman, 2017). Goal Cenrered Theory is considered being a classroom management theory proposed by Rudolf Dreikurs, who is considered being an Austrian pyschiatrist and student of psychoeducational theory. Goal Centered Theory is having its underpinnings in Vygotskys socio-cultural theory, which is stating that the students are affected by their social groups as well as a longing to belong. This longing to belong does the motivation of behaviour, often in a negatuve way, via four subsequent stages such as to gain attention in an inappropriate manner, exercising power, exacting revenege as well as doing the display of insufficiency (Getz, 2016). Within Goal Centered Theory, there occurs the actualization of preventing such classroom misbehaviour via different stategic aspects, discussio in the class regarding anticipated behaviours as well as outcomes, building class as well as individual accountabilites, offering choice regarding rules related to classroom as well as academic content, concentrating upon practical outcomes rather than punishment, as well as encouraging effort more willingly than achievement (Getz, 2016). The democratic traits of Goal Centered Theory does the promotion of a learning environment that is considered being positive as well as effective, in which students are having an involvement in their learning as they are having a sense ofself-management as well as self-control, doing the demonstration of their accountability through the fulfilment of their individual requirements without making an interference with the rights as well as requireements of their peers (Salend, 2015). Moreover, Goal Centered Theory does the providing of the platform in respect of the teachers for identifying the motivtion of the student towards misbehaving, along with, assisting students understanding as well as rectifying their individual behaviours (Bolman, 2017). On the other hand, Goal Centered Theory is criticized as not every student is having an inherent urge for belongingness, and as a result, might be having concealed motives for misbehaving. Moreover, teachers who are not experinced might be facing the challenge in doing the identificatio of the reasons behind the misbehaviour of the student, and when there is the requirement of immediate discipline, practical consequences might not get implemented in an appropriate manner. Lastly, the absence of evidence in effectively implementing Goal Centered Theory, does the discouraging of adopting the theory into a classroom management practice (Jones, 2015). Cognitive Behavioural Theory is regarded as a classroom management theory that was made popular by Joseph Kaplan and Jane Carter. Cognitve Behavioural Theory is aiming towards developing the self-management of students as welll as their self-regulation abilities, setting objectives, evaluating their actions as well as emotions, in respect of becoming aware of the influences that will be affecting their behavioural aspects. It is the function of the teacher in helping the students in developing these skills relating to self-management within a facilitative environment for learning, offering a systematic structure of learning that does the promotion of respect as well as outlining behavioural expectations as well as outcomes (Jones, 2015). On the other hand, the critical analysis regarding Cognitive Behavioural Theory is suggesting the aspect of using or misusing the cognitive behavioural methods that is considered to be unethical as well as conflicting across the behavioural as well as cognitive components relating to student management (Getz, 2016). In addition, a key concern relating to the interventions of Cognitive Behavioural Theory is the practicality associated with teaching the students who are lacking the cognitive maturity as well as the self-management abilities that are necessary in controlling their behavioural aspects (Kolb, 2014). Lastly, the distinctive absence of evidence as an efficient method of cognitive training brings into disrepute its legitimacy as a theory of classroom management. Assertive Discipline is considered being classroom management theory developed by the two professional educators, Lee as well as Marlene Canter. There occurs the development of Asserive Discipline on the principle that students are made conscious of the anticipated classroom behaviour as well as the outcomes that will be resulting from non-compliance. Alongwith the anticipated behaviour within the classroom, the teacher must do the establishment as well as enforcement of a set of class rules that are having a clear punishment hierarchy when the rules are not being followed (Kolb, 2014). Moreover, the teacher is required maintaining a forceful method of control over the students while doing the development of respect as well as trust within the classroom by providing assistance to the students, being approachable as well as modelling classroon practices that are considered being positive (Jones, 2015). By making the students have an awareness of the rules as well as outcomes, the Assertive Discipline model does the enabling of a teacher in dealing with students positively, teaching with less interruption as well as avoiding exasperation of getting confronted verbally. With the proper backing of efficient curriculum as well as pedagogy, there occurs the flourishing of effective learning as Assertive Discipline does the creation of a systematic learning environment. Moreover, the development of the teacher-student association via Assertive Discipline will be discouraging misbehaviour as well as do the promotion of success academically (Kunter, 2013). On the other hand, the Assertive Discipline model is having its own weaknesses as well. There is a lack of theoretical evidence for supporting the Assertive Discipline model. It is also being argued that the lack of considering the rights of the student will be affecting the students development relating to self-discipline in a negative manner (Kunter, 2013). Moreover, it is being stated that the Assertive Discipline model is not examining the reason as to why a student is misbehaving as well as has the belief that the aspect of overusing rewards as well as appreciation might be reducing the inner motivation of the student towards leraning(Getz, 2016). It has aslo been critucally stated that the students are only doing the different activities out of compliance that as a result, adversely impacts their welfare as well as development of behaviours related to learning (Muijs, 2014). Goal Centered Theory, Assertive Discipline as well as Cognitive Behavioural Theory can be classified under two major theories of classroom management. Goal Centered Theory is strongly affected by the psychoeducational theories, Assertive Discipline is affected strongly by behaviourist theories, whie Cognitive Behavioural Theory is affected strongly by the psychoeducational as well as behaviourist theories (Liebowitz, 2016). The major distictioh within the three theories are their contrasting point of views regarding the cause related to the behaviour or misbehviour of students (Mulder, 2014). Goal Centered Theory is believing in the fact that the behaviour of the student is driven by the desire for belonging to a group or gaining recognition, Cognitive Behavioural Theory is believing in the fact that the behaviour of the student is self-directed, whereas Assertive Discipline is believing in the fact that the behaviour of the student is the outcome of the lack of a structural aspect a s well as limitations (Liebowitz, 2016) . References Billett, S. . (2013). Learning through work: Emerging perspectives and new challenges.. Journal of Workplace Learning,, 264-276. Bolman, L. G. (2017). Reframing organizations: Artistry, choice, and leadership. New Jersey: John Wiley Sons. Getz, D. . (2016). Event studies: Theory, research and policy for planned events. Abingdon: Routledge. Jones, V. . (2015). Comprehensive classroom management: Creating communities of support and solving problems. Sydney: Pearson. Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. London: FT press. Kunter, M. K. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 805. Liebowitz, J. . (2016). Knowledge management and e-learning. Florida: CRC press. Muijs, D. K. (2014). State of the artteacher effectiveness and professional learning. School Effectiveness and School Improvement, 231-256. Mulder, M. (2014). Conceptions of professional competence inInternational handbook of research in professional and practice-based learning. Amsterdam: Springer. Salend, S. J. (2015). Creating inclusive classrooms: Effective, differentiated and reflective practices. Sydney: Pearson.