Essay Sample on Design After the Internet Revolution

Essay Sample on Design After the Internet Revolution The introduction of the internet has had a huge impact on most peoples lives, a new source of information and communication, and for businesses, a new area of advertising, marketing and a virtual expansion of the shop floor. With the ever changing requirements of businesses and with all the competition that the global network forces on the market, becoming a part of the internet revolution and having a web site that reflects the services and calibre of a business, has become paramount for most companies. Because technology is improving all of the time, the competition has become fierce and the challenge for the graphic designer to use traditional design practices in a digital environment to create attractive and functional web sites has also become competitive. In the early days of the internet, web page construction was a relatively simple process. there was only one browser for viewing pages, and the constraints of the medium meant that the placement of small images in relation to text was the only consideration. As with designing for print, the graphic designers role is to create web pages with the appropriate visual form. Fundamentally the use of colour, text and imagery stay the same, but there is more to web site design than this. A designer must understand the possibilities and limitations of web design as well as the use of interactivity, where pages can respond to the viewers actions. All web publishing is intended to be viewed on screen. This means that the final outcome of the design may be altered slightly by the viewer, depending on which browser they use or by the set up or preferences they may have chosen for their computer. This becomes a new challenge for the designer because they must adapt to make the best of this environment. The most common factors that can affect the way that a web page is viewed are monitor resolutions and the size of the browser window, there are also differences in the way displays are viewed on a Macintosh and on a PC. This becomes a crucial factor when we consider that most designers work on Macs and over 90% of web surfers use a PC. Another key difference between design for print and design for screen, is that most print designs, i.e.. books and magazines are oriented for portrait formats, in contrast, computer monitors are landscape oriented devices. This means that many existing print designs do not directly translate into good web page designs. Although tall web pages can be scrolled, this is a poor answer to a design problem. A designer must be able to carefully plan and create a structured page navigation system and must understand the limitations of their works intended audiences, not just the possibilities. Interactivity is a key element of any web site. A designers role is to make the site dynamic and create an environment that encourages the user to stay and explore areas of the site that provide more information. Web designers must fully understand the concepts of interaction in order to use them appropriately. The simplest form of interaction is a clickable hypertext link, this provides access to a new page by clicking on the text item displayed on screen. A designer may wish to make link items more interesting by using rollover buttons. These work the same way as text links, but are more visual and provide more feedback to the viewer so it is clear that the item is definitely a clickable link. By using a second rollover image, these buttons may appear to change colour, lighten up or become depressed. Whichever form of interaction a designer chooses to use, the key goal is to produce a functional web site that is aesthetically pleasing and inviting to a universal audience. A designer may be called to work upon a varied range of web sites, ranging from educational, cultural and non profit making organisations to commercial and financial companies. Many companies who entered the cyber market-place early are aware that their original web presence may be out dated and require a fresh look. Due to new technology which now offers greater functionality and scope to web sites, the graphic designer can find challenging and varied prospects within the world of internet design. You can also order a custom research paper, term paper, thesis, dissertation or essay on design from our professional custom essay writing service which provides high-quality custom written papers. Here is a list of the most popular essay topics on design: 1. Questionnaire of design activities 2. Network design 3. How good packaging design increase product sales 4. Service design and variety 5. Interior design 6. Web Design for Graphic Design 7. Information Technology Design 8. Design Arguments History 9. The Seventeenth Century and Graphic Design 10. Business Research Design 11. How will the information help me as an interior designer? 12. The Pros and Cons of  becoming a fashion designer 13. Design and Manufacturing in Industries 14. Transportation design process 15. XML | Applications for Business Process Analysis Design 16. Industrial design 17. Industrial revolution and its effects on victorian interior design 18. Designing Profitable Menus 19. Software Design for Telephone System 20. Importance of Emotional Response in Shelter Design 21. Language design implementation 22. Chip Design

Dostoevsky Crime and Punishment Quotations

Dostoevsky 'Crime and Punishment' Quotations Crime and Punishment is a novel by one of the greatest Russian authors, Fyodor Dostoevsky. The novel was published in installments during 1866. Rodion Romanovich Raskolnikov, a poor ex-student in St. Petersburg, who is the main protagonist. Here are a few quotes from the novel. Notable Quotes All is in a mans hands and he lets it all slip from cowardice, thats an axiom. It would be interesting to know what it is men are most afraid of. Taking a new step, uttering a new word is what they fear most.- Fyodor Dostoevsky, Crime and Punishment, Part 1, Chapter 1Why am I going there now? Am I capable of that? Is that serious? It is not serious at all. Its simply a fantasy to amuse myself; a plaything! Yes, maybe it is a plaything.- Fyodor Dostoevsky, Crime and Punishment, Part 1, Ch. 1Why am I to be pitied, you say? Yes! Theres nothing to pity me for! I ought to be crucified, crucified on a cross, not pitied! Crucify me, oh judge, crucify me but pity me?- Fyodor Dostoevsky, Crime and Punishment, Part 1, Ch. 2What if man is not really a scoundrel, man in general, I mean, the whole race of mankind - then all the rest is prejudice, simply artificial terrors and there are no barriers and its all as it should be.- Fyodor Dostoevsky, Crime and Punishment,Part 1, Ch. 2He ran beside the mare, ran in front of her, saw her being whipped across the eyes, right in the eyes! He was crying, he felt choking, his tears were streaming. One of the men gave him a cut with the whip across the face, he did not feel it. Wringing his hands and screaming, he rushed up to the grey-headed old man with the grey beard, who was shaking his head in disapproval. One woman seized him by the hand and would have taken him away, but he tore himself from her and ran back to the mare. She was almost at the last gasp, but began kicking once more.- Fyodor Dostoevsky, Crime and Punishment, Part 1, Ch. 5 Good God! ... can it be, can it be, that I shall really take an axe, that I shall strike her on the head, split her skull open...that I shall tread in the sticky warm blood, blood...with the axe...Good God, can it be?- Fyodor Dostoevsky, Crime and Punishment, Part 1, Ch. 5He suddenly heard steps in the room where the old woman lay. He stopped short and was still as death. But all was quiet, so it must have been his fancy. All at once he heard distinctly a faint cry, as though some one had uttered a low broken moan. Then again dead silence for a minute or two. He sat squatting on his heels by the box and waited, holding his breath. Suddenly he jumped up, seized the axe and ran out of the bedroom.- Fyodor Dostoevsky, Crime and Punishment, Part 1, Ch. 7Where is it Ive read that someone condemned to death says or thinks, an hour before his death, that if he had to live on some high rock, on such a narrow ledge that hed only room to stand, and the ocean, everlasting darkness, everlasting solitude, everlasting tempest around him, if he had to remain standing on a square yard of space all his life, a thousand years, eternity, it were better to live so than to die at once! Only to live, to live and live! Life, whatever it may be!...How true it is! Good God, how true! Man is a vile creature!...And vile is he who calls him vile for that- Fyodor Dostoevsky, Crime and Punishment, Part 2, Ch. 6 Life is real! Havent I lived just now? My life has not yet died with that old woman! The Kingdom of Heaven to her-and now enough, madam, leave me in peace! Now for the reign of reason and light...and of will, and of strength...and now we will see! We will try our strength.- Fyodor Dostoevsky, Crime and Punishment, Part 2, Ch. 7I like them to talk nonsense. Thats mans one privilege over all creation. Through error you come to the truth! I am a man because I err! You never reach any truth without making fourteen mistakes and very likely a hundred and fourteen.- Fyodor Dostoevsky, Crime and Punishment, Part 3, Ch. 1But what can I tell you? I have known Rodion for a year and a half; he is moody, melancholy, proud, and haughty; recently (and perhaps for much longer than I know) he has been morbidly depressed and over-anxious about his health. He is kind and generous. He doesnt like to display his feelings, and would rather seem heartless than talk about them. Sometimes, however, he is not hypochondriacal at all, but simply inhumanly cold and unfeeling. Really, it is as if he had two separate personalities, each dominating him alternately.- Fyodor Dostoevsky, Crime and Punishment, Part 3, Ch. 2 Actions are sometimes performed in a masterly and most cunning way, while the direction of the actions is deranged and dependent on various morbid impressions - its like a dream.- Fyodor Dostoevsky, Crime and Punishment, Part 3, Ch. 3It began with the socialist doctrine. You know their doctrine; crime is a protest against the abnormality of the social organisation and nothing more, and nothing more; no other causes admitted!- Fyodor Dostoevsky, Crime and Punishment, Part 3, Ch. 5If he has a conscience he will suffer for his mistake. That will be punishment - as well as the prison.- Fyodor Dostoevsky, Crime and Punishment, Part 3, Ch. 5It was dark in the corridor, they were standing near the lamp. For a minute they were looking at one another in silence. Razumikhin remembered that minute all his life. Raskolnikov’s burning and intent eyes grew more penetrating every moment, piercing into his soul, into his consciousness. Suddenly Razumihin started. Something strange, as it were passed between them... Some idea, some hint as it were, slipped, something awful, hideous, and suddenly understood on both sides... Razumihin turned pale.- Fyodor Dostoevsky,  Crime and Punishment, Part 4, Ch. 3 I did not bow down to you, I bowed down to all the suffering of humanity.- Fyodor Dostoevsky,  Crime and Punishment, Part 4, Ch. 4Power is given only to him who dates to stoop and take it... one must have the courage to dare.- Fyodor Dostoevsky,  Crime and Punishment, Part 5, Ch. 4I wanted to murder, for my own satisfaction ... At that moment I did not care a damn whether I would spend the rest of my life like a spider catching them all in my web and sucking the living juices out of them.- Fyodor Dostoevsky,  Crime and Punishment, Part 5, Ch. 4Go at once, this very minute, stand at the cross-roads, bow down, first kiss the earth which you have defiled, and then bow down to all the world and say to all men aloud, I am a murderer! Then God will send you life again. Will you go, will you go?- Fyodor Dostoevsky,  Crime and Punishment, Part 5, Ch. 4You ought to thank God, perhaps. How do you know? Perhaps God is saving you for something. But keep a good heart and have less fear! A re you afraid of the great expiation before you? No, it would be shameful to be afraid of it. Since you have taken such a step, you must harden your heart. There is justice in it. You must fulfill the demands of justice. I know that you don’t believe it, but indeed, life will bring you through. You will live it down in time. What you need now is fresh air, fresh air, fresh air!- Fyodor Dostoevsky,  Crime and Punishment, Part 6, Ch. 2 Nothing in this world is harder than speaking the truth, nothing easier than flattery.- Fyodor Dostoevsky,  Crime and Punishment, Part 6, Ch. 4Crime? What crime? ... That I killed a vile noxious insect, an old pawnbroker woman, of use to no one! ... Killing her was atonement for forty sins. She was sucking the life out of poor people. Was that a crime?- Fyodor Dostoevsky,  Crime and Punishment, Part 6, Ch. 7If I had succeeded I should have been crowned with glory, but now Im trapped.- Fyodor Dostoevsky,  Crime and Punishment, Part 6, Ch. 7It was I killed the old pawnbroker woman and her sister Lizaveta with an axe and robbed them.- Fyodor Dostoevsky,  Crime and Punishment, Part 6, Ch. 8Youre a gentleman... You shouldnt hack about with an axe; thats not a gentlemans work.- Fyodor Dostoevsky,  Crime and Punishment, Epilogue 2Some new sorts of microbes were attacking the bodies of men, but these microbes were endowed with intelligence and will ... Men attacked by them became a t once mad and furious.- Fyodor Dostoevsky,  Crime and Punishment, Epilogue 2 How it happened he did not know. But all at once something seemed to seize him and fling him at her feet. He wept and threw his arms round her knees. For the first instant she was terribly frightened and she turned pale. She jumped up and looked at him trembling. But at the same moment she understood, and a light of infinite happiness came into her eyes. She knew and had no doubt that he loved her beyond everything and that at last the moment had come.- Fyodor Dostoevsky,  Crime and Punishment, Epilogue 2They wanted to speak, but could not; tears stood in their eyes. They were both pale and thin; but those sick pale faces were bright with the dawn of a new future, of a full resurrection into a new life. They were renewed by love; the heart of each held infinite sources of life for the heart of the other.- Fyodor Dostoevsky,  Crime and Punishment, Epilogue 2Seven years, only seven years! At the beginning of their happiness at some moments they were both ready to look on those seve n years as though they were seven days. He did not know that the new life would not be given him for nothing, that he would have to pay dearly for it, that it would cost him great striving, great suffering.- Fyodor Dostoevsky,  Crime and Punishment, Epilogue 2 But that is the beginning of a new story – the story of the gradual renewal of a man, the story of his gradual regeneration, of his passing from one world into another, of his initiation into a new unknown life. That might be the subject of a new story, but our present story is ended.- Fyodor Dostoevsky,  Crime and Punishment, Epilogue 2

Report on Companies in East Anglia Essay Example | Topics and Well Written Essays - 750 words

Report on Companies in East Anglia - Essay Example So, students will see from close, the way their own books get printed, as well, as everything else, such as pamphlets, magazines, newspapers and all publishing stuff. Upon organizing this trip, one has to think of some parameters, regarding this business, such as international trade if so. Whether, for example, these companies are export and import companies at the same time, by collaborating with other companies, bigger companies, from which they get new ideas, on the work procedure whether they deal with their own ideas, in regard to their business after having worked longue time offering their innovations (Ashwell Dies, 1976). Also some cultural issues, such as labor force, marketing, relationship between importers and exporter, will be criteria, for them to better understand the history of printing, in the long run, in regard to adaptation to trade rules of today companies in the field. We’ll be choosing 7 companies among the first 10 ones chosen initially. We’ll be choosing the biggest ones, and those who are willing to receiving a group of 25 students from University These companies are: Ashwell Dies, Label-On, Adhesive Label Manufacturer, Label Solutions Limited, Taffeta Label Printing, Plimsoll Label Printing, One-Label Printing, Also, this will be for saving time, and just fewer companies, would be better for the scope of the trip, and paper (Billbord, 1971) later. Labor force should not be big nor too small, so the image that students will get, will be as objective as possible. Also what has to be considered, are the relationships between importers and exporters, whether for example, these companies are doing exports, to Publishing Houses of abroad for example, for printing their material in books or magazines for example, so that students will get deeper to the meaning of one of the big inventions in history that have changed the world, (Bellis, 2011) thus getting post- historical knowledge on one of the ‘’100 most importan t events’’ of the world so far throughout history (Seidi, J. 1999). What also would be also interesting for the future, is whether something even newer on this will be ever discovered by anyone, being specialized in the object, to be â€Å"added† to history of label printing, in the modern world. For example anyone will be ever able to invent something more original, for speed on printing, that this can be a â€Å"case study† for future students. And we also want to consider upon this, whether, any innovations will be implemented, for making this work easier and more comfortable for workers in the future. So, in general what are the perspectives of further development of these six major companies, of East Anglia, serving as statistics finally to the topic and the real status of label manufacturer (Adhesive Label Manufacturer, 2011). The companies, finally chosen for visit, have welcomed students before, and they are too open and willing, to inform then in detail, about past, present and possibilities of the field in the near future. Safety and health conditions, are not

Is the 'Promise' of international institutions really 'false' Essay

Is the 'Promise' of international institutions really 'false' - Essay Example The international institution has not conformed to its agenda maintaining world peace as it has been witnessed that institutions such as IGOs do not include its entire agenda in societal and international issues1. Some institutions relates to issues of economic while ignoring cultural, and security issues. International institutions have encountered several critiques questioning their involvement in world issue. The arguments view these institutions as a basic reflection of power distribution in the world2. They have based their self-interest on calculations of achieving great powers and not possessing independent effects on behavior of the states. This shows that the institutions might be seen to be relevant in spreading norms that are common to states but they still do not enhance interstate peace being that they still need to have complex institutional structure to reduce chances of conflicts among states. Besides, the IGOs that still do not include security issues in their agenda, but majors on fewer issues cannot pursue management of conflicts in a peaceful manner .Therefore, the institutions should avoid creation of groups based on powers of those states so that they can abandon their individual interest and be in position to reach mutual agreement. By doing this the institutions can now receive favorable arguments that they are surely decreasing conflicts among states. These issues have therefore resulted to invention of various theories that are concerned with peaceful conflict resolution among warring states3. There have been several empirical evidences showing that commercial institutional peace research to have done commendable work in ensuring that the incidences of military interstate conflict reduced. This has been made possible through the following way; firstly, commercial institutions haveensured that they increase the opportunity cost of war for various states. Secondly this institution has

Religious teaching Essay Example for Free

Religious teaching Essay Religious teachings offer the only sound basis for moral reasoning. Critically examine arguments for and against this opinion. Morality is the knowledge and practice of what is moral, which may, according to your personal view be instinctive, be associated with religion and culture, or be acquired by reasoning. Most, if not all religions have a human moral code, which follows Gods will. Religious people will consult their religious text, whether it is the Bible, Quran or Torah ect, when making a moral decision. Very often these religious texts will lay out a set of rules or guide lines. In Christianity it is the 10 Commandments, in Buddhism it is the 8 Fold Path. Although these rules do provide a good moral base, if taken to their logical conclusion they are objective and absolute, leaving no room for the flexibility needed in todays society. This is taking a Deontological approach; this is when a person has a set of rules that they consider to be absolutely right. They abide by these rules, as they are more important than the effect or outcome. We can use the example of abortion and the 10 Commandments. These religious laws state that Thou shalt not kill. If taken absolutely this means that abortion is wrong no matter what the circumstances are, even if the child will be born severely disabled or will be born into extreme poverty. For many people moral values are relative to a specific society, time and circumstances, and their moral view can change through changed circumstances, needs, beliefs and knowledge. This flexibility is known as relativism and is the opposite of absolute. This is also known as taking a Consequential approach, when a person looks to the outcome, and decides how to act to achieve that result. They have in mind the aim and believe that actions can be deemed moral if they achieve that aim the end justifies the means. Because of this many individuals often experience conflict in making moral decisions because they have no absolute code of what is right or wrong. There are several different methods subjective morality: Utilitarianism is the view that you decide whether an action is right or wrong by looking at the consequences, and you should choose they action that will produce the most happiness/least-suffering to the greatest number of people. If we consider whether abortion is right or wrong using the utilitarianism view we would have to say that it depends on the individual situation, and whether the baby would be born healthily or not, and whether the baby would be loved, and the number of people affected by the pregnancy, amongst other things. Natural Law states that morality should use the natural form of behaviour, and that humans and society should follow this natural law. Therefore anything that is deemed as un-natural is wrong. This means that in the case of abortion it is always wrong, as pregnancy is a natural occurrence and it should not be ended un-naturally. Social contract theory claims that laws and morals are a human invention upon which we agree to make life better for ourselves. When making a moral decision a person would have to consider the impact upon society and peoples freedom, amongst other things. Once again considering the case of abortion, a person using social contract theory, would consider the effect having a baby would have on their lives, the lives of people around them, and how the life of the bay would be once it is born. I conclude by saying that I think that religious teachings do not offer the only sound basis for moral reasoning. I feel that the individual situation also needs to be considered when making a moral decision as every case has different circumstances. I also feel that although the religious laws do give a good, sound basis for morality the objective and absolute rules stated by religion do not leave room for the flexibility needed in todays society.

Neil Armstrong Essay -- Moon Flying Armstrong Biography Essays

Neil Armstrong When Neil Armstrong was two years old he loved going to the Airport to watch the planes take off and land. He got so excited just watching. When he was five years old he pretended that he was hovering over his bed. He wanted to fly! He loved airplanes and at six years old he had his first airplane ride. He was so smart in school that they moved him from second grade into third grade because he was reading at a fifth grade level. Every airplane book he got his hands on he read. He always liked building model airplanes. When Neil was in high school he worked in the Chemistry lab. In his basement he made a wind tunnel. And on the roof of his garage he built an observatory where he had telescopes to look at the moon and the stars. He learned so much and was so excited that he couldn't wait to fly. He worked in a pharmacy to pay for his flying lessons. When he was only sixteen years old he got his pilots license! He graduated high school and went to Perdue University on a US Navy scholars hip. He learned everything he could about planes and rockets. After college graduation he was a pilot in the Korean War. After the war he went back to Perdue to learn even more. He became a test pilot for experimental X-15 rocket planes which flew to the end of the earth's atmosphere. He didn't want to stop there, he wanted to just keep on going. So in 1962 when NASA was taking applications for astronauts he applied and was accepted. His first mission was on Gemini 8. He and D...

A Format for Case Conceptualisation

Many professional and personal challenges confront practicum students as they work with clients. For example, students must establish a counseling relationship, listen attentively, express themselves clearly, probe for information, and implement technical skills in an ethical manner. Those counseling performance skills (Borders & Leddick, 1987) center on what counselors do during sessions.At a cognitive level, students must master factual knowledge, think integratively, generate and test clinical hypotheses, plan and apply interventions, and evaluate the effectiveness of treatment. Those conceptualizing skills, within the cognitive operations used to construct models that represent experience (Mahoney & Lyddon, 1988), show how counselors think about clients and how they choose interventions. It is highly desirable for instructors of practica to have pedagogical methods to promote the development both of counseling performance skills and conceptualizing skills.Such methods should be d iverse and flexible to accommodate students at different levels of professional development and with distinct styles of learning (Biggs, 1988; Borders & Leddick, 1987; Ellis, 1988; Fuqua, Johnson, Anderson, & Newman, 1984; Holloway, 1988; Ronnestad & Skovholt, 1993; Stoltenberg & Delworth, 1987). RATIONALE FOR THE FORMAT In this article, we present a format for case conceptualization that we developed to fill gaps in the literature on the preparation of counselors (Borders & Leddick, 1987; Hoshmand, 1991).Although many existing methods promote counseling performance skills, there are few established methods for teaching students the conceptualizing skills needed to understand and treat clients (Biggs, 1988; Hulse & Jennings, 1984; Kanfer & Schefft, 1988; Loganbill & Stoltenberg, 1983; Turk & Salovey, 1988). We do not discount the importance of counseling performance skills, but we believe that they can be applied effectively only within a meaningful conceptual framework. That is, wh at counselors do depends on their evolving conceptualization of clients; training in that conceptualization matters.Given the large quantity of information that clients disclose, students have the task of selecting and processing relevant clinical data to arrive at a working model of their clients. Graduate programs need to assist students in understanding how to collect, organize, and integrate information; how to form and test clinical inferences; and how to plan, implement, and evaluate interventions (Dumont, 1993; Dumont & Lecomte, 1987; Fuqua et al. , 1984; Hoshmand, 1991; Kanfer & Schefft, 1988; Turk & Salovey, 1988).Although systematic approaches to collecting and processing clinical information are not new, the case conceptualization format presented here, as follows, has several distinguishing features: 1. The format is comprehensive, serving both to organize clinical data (see Hulse & Jennings, 1984; Loganbill & Stoltenberg, 1983) and to make conceptual tasks operational ( see Biggs, 1988). The components of the format integrate and expand on two useful approaches to presenting cases that are cited often and that are linked to related literature on supervision: (a) Loganbill and Stoltenberg's (1983) six content areas of clients' functioning (i. . , identifying data, presenting problem, relevant history, interpersonal style, environmental factors, and personality dynamics), and (b) Biggs's (1988) three tasks of case conceptualization (i. e. , identifying observable and inferential clinical evidence; articulating dimensions of the counseling relationship; and describing assumptions about presenting concerns, personality, and treatment). In addition, the format makes explicit the crucial distinction between observation and inference, by separating facts from hypotheses.It advances the notion that observations provide the basis for constructing and testing inferences. Thus, the format fosters development of critical thinking that is more deliberate and le ss automatic than the ordinary formation of impressions. The approach is compatible with recommendations that counselors receive training in rational hypothesis testing to reduce inferential errors (Dumont 1993; Dumont & Lecomte, 1987; Hoshmand, 1991; Kanfer & Schefft, 1988; Turk & Salovey, 1988). 2.The format can be adapted to the developmental stage of students by its focus on stage-appropriate components and implementing those components in stage-appropriate ways (Ellis, 1988; Glickauf-Hughes & Campbell, 1991; Ronnestad & Skovholt, 1993; Stoltenberg & Delworth, 1987). As an example, beginning students use the format to organize information and to learn the distinction between observation and inference, whereas more experienced students focus on using the format to generate and test hypotheses. 3. The format is atheoretical, thereby permitting students to ncorporate constructs from any paradigm into their case conceptualizations. In this sense, the format resembles the cognitive s caffolding described in the constructivist perspective (Mahoney & Lyddon, 1988). Rather than being an explicit template through which observations are filtered to conform to an imposed representational model, the format provides an abstract set of cognitive schemas. With the schemas, the student actively fashions a conceptual framework from which to order and assign meaning to observations.Simply put, the format is a generic structure that the student uses to construct his or her â€Å"reality† of the case. COMPONENTS OF THE FORMAT The format has 14 components, sequenced from observational to inferential as follows: background data, presenting concerns, verbal content, verbal style, nonverbal behavior, client's emotional experience, counselor's experience of the client, client-counselor interaction, test data and supporting materials, diagnosis, inferences and assumptions, goals of treatment, interventions, and evaluation of outcomes. Background data includes sex, age, race, ethnicity, physical appearance (e. . , attractiveness, dress, grooming, height, and weight), socioeconomic status, marital status, family constellation and background, educational and occupational status, medical and mental health history, use of prescribed or illicit substances, prior treatment, legal status, living arrangements, religious affiliation, sexual preference, social network, current functioning, and self-perceptions. Initially, students are overwhelmed by the data that they assume need to be collected. Guidance must be provided on how students are to differentiate meaningful from inconsequential information.In our program, for example, we ask students to evaluate the relevance of background data, for understanding clients' presenting concerns and for developing treatment plans. We advise students to strive for relevance rather than comprehensiveness. Presenting concerns consist of a thorough account of each of the client's problems as viewed by that client. This task mi ght begin with information contained on an intake form. We assist students in developing concrete and detailed definitions of clients' concerns by showing them how to help clients identify specific affective, behavioral, cognitive, and interpersonal features of their problems.For example, the poor academic performance of a client who is a college student might involve maladaptive behavior (e. g. , procrastination), cognitive deficits (e. g. , difficulty in concentrating), negative moods (e. g. , anxiety), and interpersonal problems (e. g. , conflict with instructors). Counseling students should also explore the parameters of presenting concerns, including prior occurrence, onset, duration, frequency, severity, and relative importance.We further suggest that students explore how clients have attempted to cope with their concerns and that they examine what clients expect from treatment, in terms of assistance as well as their commitment to change. In addition, students should assess i mmediate or impending dangers and crises that their clients may face. Finally, we instruct students in identifying environmental stressors and supports that are linked to presenting concerns. Verbal content can be organized in two ways. A concise summary of each session is appropriate for cases of limited duration.Alternatively, verbal content can include summaries of identified themes that have emerged across sessions. Occasionally, those themes are interdependent or hierarchically arranged. For example, a client may enter treatment to deal with anger toward a supervisor who is perceived as unfair and, in later sessions, disclose having been chronically demeaned by an older sibling. We teach students to discriminate central data from peripheral data through feedback, modeling, and probing questions. Students need to focus their sessions on areas that are keyed to treatment.For instance, we point out that clients' focal concerns, along with the goals of treatment, can serve as ancho rs, preventing the content of sessions from drifting. Verbal style refers to qualitative elements of clients' verbal presentation (i. e. , how something is said rather than what is said) that students deem significant because they reflect clients' personality characteristics, emotional states, or both. Those elements can include tone of voice and volume, changes in modulation at critical junctures, fluency, quantity and rate of verbalization, vividness, syntactic complexity, and vocal characterizations (e. g. , sighing).Nonverbal behavior includes clients' eye contact, facial expression, body movements, idiosyncratic mannerisms (e. g. , hand gestures), posture, seating arrangements, and change in any of these behaviors over time and circumstances. Instructors can assist students in distinguishing relevant from unimportant information by modeling and providing feedback on how these data bear on the case. As an example, neglected hygiene and a listless expression are important nonverb al behaviors when they coincide with other data, such as self-reports of despair and hopelessness. Clients' emotional experience includes data that are more inferential.On the basis of their observations, students attempt to infer what their clients feel during sessions and to relate those feelings to verbal content (e. g. , sadness linked to memories of loss). The observations provide insights into clients' emotional lives outside of treatment. We caution students that clients' self-reports are an important but not entirely reliable source of information about their emotional experience. At times clients deny, ignore, mislabel, or misrepresent their emotional experience. Students should note the duration, intensity, and range of emotion expressed over the course of treatment.Blunted or excessive affect as well as affect that is discrepant with verbal content also merit attention. To illustrate, a client may report, without any apparent anger, a history of physical abuse. Initially, students can be assisted in labeling their clients' affect by using a checklist of emotional states. We have found it helpful to suggest possible affect and support our perceptions with observation and logic. Empathic role taking can also help students to gain access to clients' experience. Instructors may need to sensitize students to emotional states outside of their own experience or that they avoid.Counselor's experience of the client involves his or her personal reactions to the client (e. g. , attraction, boredom, confusion, frustration, and sympathy). We strive to establish a supportive learning environment in which students can disclose their genuine experiences, negative as well as positive. Students often struggle to accept that they might not like every client. But students should be helped to recognize that their experience of clients is a rich source of hypotheses about feelings that those clients may engender in others and, thus, about the interpersonal world that the clients partially create for themselves.The â€Å"feel† of clients often provides valuable diagnostic clues (e. g. , wanting to take care of a client may suggest features of dependent personality disorder). Sometimes students need assistance in determining whether their reactions to clients reflect countertransferential issues or involve â€Å"normative† responses. We draw on parallel process and use-of-self as an instrument to help clarify students' feelings and to form accurate attributions about the origins of those feelings (Glickauf-Hughes & Campbell, 1991; Ronnestad & Skovholt, 1993).Client-counselor interaction summarizes patterns in the exchanges between client and counselor as well as significant interpersonal events that occur within sessions. Such events are, for example, how trust is tested, how resistance is overcome, how sensitive matters are explored, how the counseling relationship is processed, and how termination is handled. Thus, this component of t he format involves a characterization of the counseling process. Students should attempt to characterize the structure of the typical session–specifically, what counselors and clients do in relation to one another during the therapy hour.They may do any of the following: answer questions, ask questions; cathart, support; learn, teach; seek advice, give advice; tell stories, listen; collude to avoid sensitive topics. Taxonomies of counselor (Elliott et al. , 1987) and client (Hill, 1992) modes of response are resources with which to characterize the structure of sessions. At a more abstract level, students should try to describe the evolving roles they and their clients play vis-a-vis one another. It is essential to assess the quality of the counseling relationship and the contributions of the student and the client to the relationship.We ask students to speculate on what they mean to a given client and to generate a metaphor for their relationship with that client (e. g. , do ctor, friend, mentor, or parent). Client-counselor interactions yield clues about clients' interpersonal style, revealing both assets and liabilities. Furthermore, the counseling relationship provides revealing data about clients' self-perceptions. We encourage students to present segments of audiotaped or videotaped interviews that illustrate patterns of client-counselor interaction.Test data and supporting materials include educational, legal, medical, and psychological records; mental status exam results; behavioral assessment data, including self-monitoring; questionnaire data, the results of psychological testing, artwork, excerpts from diaries or journals, personal correspondence, poetry, and recordings. When students assess clients, a rationale for testing is warranted that links the method of testing to the purpose of assessment. We assist students in identifying significant test data and supporting materials by examining how such information converges with or departs from o ther clinical data e. g. , reports of family turmoil and an elevated score on Scale 4, Psychopathic Deviate, of the Minnesota Multiphasic Personality Inventory-2 [MMPI-2; Hathaway & McKinley, 1989]). Assessment, as well as diagnosis and treatment, must be conducted with sensitivity toward issues that affect women, minorities, disadvantaged clients, and disabled clients, because those persons are not necessarily understood by students, perhaps due to limited experience of students or the â€Å"homogenized† focus of their professional preparation.Diagnosis includes students' impression of clients' diagnoses on all five axes of the Diagnostic and Statistical Manual of Mental Disorders, fourth edition (DSM-IV, American Psychiatric Association, 1994). We guide students' efforts to support their diagnostic thinking with clinical evidence and to consider competing diagnoses. Students can apply taxonomies other than those in the DSM-IV when appropriate (e. g. , DeNelsky and Boat's [1 986] coping skills model).Instructors demonstrate the function of diagnosis in organizing scattered and diverse clinical data and in generating tentative hypotheses about clients' functioning. Inferences and assumptions involve configuring clinical hypotheses, derived from observations, into meaningful and useful working models of clients (Mahoney & Lyddon, 1988). A working model consists of a clear definition of the client's problems and formulations of how hypothesized psychological mechanisms produce those problems.For instance, a client's primary complaints might be frequent bouts of depression, pervasive feelings of isolation, and unfulfilled longing for intimacy. An account of those problems might establish the cause as an alienation schema, early childhood loss, interpersonal rejection, negative self-schemas, or social skills deficits. We help students to elaborate on and refine incompletely formed inferences by identifying related clinical data and relevant theoretical const ructs (Dumont, 1993; Mahoney & Lyddon, 1988).We also assist students in integrating inferences and assumptions with formal patterns of' understanding drawn from theories of personality, psychopathology, and counseling (Hoshmand, 1991). As with their instructors, students are not immune from making faulty inferences that can be traced to logical errors, such as single-cause etiologies, the representative heuristic, the availability heuristic, confirmatory bias, the fundamental attribution error, and illusory correlations; (Dumont, 1993;Dumont & Lecomte, 1987). As an example, counselors tend to seek data that support their preexisting notions about clients, thus restricting the development of a more complete understanding of their clients. We alert students to the likelihood of bias in data gathering, particularly when they seek to confirm existing hypotheses. Furthermore, we demonstrate how to generate and evaluate competing hypotheses to counteract biased information ]processing (Du mont & Lecomte, 1987; Kanfer & Schefft, 1988).Instructors, therefore, must teach students to think logically, sensitizing them to indicators of faulty inferences and providing them with strategies for validating clinical hypotheses as well as disconfirming them (Dumont & Lecomte, 1987; Hoshmand, 1991). The proposed format can accomplish this task because it separates inferences from the clinical data used to test inferences and thus â€Å"deautomatizes† cognitive operations by which inferences are formed (Kanfer & Schefft, 1988; Mahoney & Lyddon, 1988).We have found it beneficial to have students compare their impressions of clients with impressions that are independently revealed by test data (e. g. , MMPI-2); this exercise permits the correction of perceptual distortions and logical errors that lead to faulty inferences. Although students' intuition is an invaluable source of hypotheses, instructors need to caution them that intuition must be evaluated by empirical testing and against grounded patterns of understanding (Hoshmand, 1991). We also model caution and support for competing formulations and continued observation.This approach fosters appreciation of the inexactitude and richness of case conceptualization and helps students to manage such uncertainty without fear of negative evaluation. With the development of their conceptualizing skills, students can appreciate the viability of alternative and hybrid inferences. Moreover, they become more aware of the occasional coexistence and interdependence of clinical and inferential contradictions (e. g. , the simultaneous experience of sorrow and joy and holistic concepts such as life and death).The increasingly elaborate conceptual fabric created from the sustained application of conceptualizing skills also enables students to predict the effect of interventions more accurately. Goals of treatment must be linked to clients' problems as they come to be understood after presenting concerns have been ex plored. Goals include short-term objectives along with long-term outcomes of treatment that have been negotiated by the client and trainee. Typically, goals involve changing how clients feel, think, and act. Putting goals in order is important because their priorities will influence treatment decisions.Goals need to be integrated with students' inferences or established theories and techniques of counseling. In their zeal, students often overestimate the probable long-term aims of treatment. To help students avoid disappointment, we remind them that certain factors influence the formulation of goals, including constraints of time and resources, students' own competencies, and clients' capacity for motivation for change. Interventions comprise techniques that students implement to achieve agreed-on goals of treatment.Techniques are ideally compatible with inferences and assumptions derived earlier; targets of treatment consist of hypothesized psychological structures, processes, and conditions that produce clients' problems (e. g. , self-esteem, information processing, family environment). Difficulties in technical implementation should be discussed candidly. We provide opportunities for students to observe and rehearse pragmatic applications of all strategies. Techniques derived from any theory of counseling can be reframed in concepts and processes that are more congruent with students' cognitive style.To illustrate, some students are able to understand how a learned fear response can be counterconditioned by the counseling relationship when this phenomenon is defined as a consequence of providing unconditional positive regard. In addition, we teach students to apply techniques with sensitivity as well as to fashion a personal style of counseling. Finally, legal and ethical issues pertaining to the conduct of specific interventions must be made explicit. Evaluation of outcomes requires that students establish criteria and methods toward evaluating the outcome s of treatment.Methods can include objective criteria (e. g. , grades), reports of others, self-reports (e. g. , behavioral logs), test data, and students' own judgments. Instructors must assist students in developing efficient ways to evaluate progress over the course of treatment given the presenting concerns, clients' motivation, and available resources. USES OF THE FORMAT We developed the :format for use in a year-long practicum in a master's degree program in counseling psychology. Instructors describe the format early in the first semester and demonstrate its use by presenting a erminated case; a discussion of the format and conceptualization follows. The first half of the format is particularly helpful when students struggle to organize clinical data into meaningful categories and to distinguish their observations from their inferences. The focus at that point should be on components of the format that incorporate descriptive data about the client. Later in their development, when students are prepared to confront issues that influence the counseling relationship, components involving personal and interpersonal aspects of treatment can be explored.As students mature further, components that incorporate descriptive data are abbreviated so that students can concentrate on the conceptualizing skills of diagnosis, inferences and assumptions, treatment planning and intervention, and evaluation. When conceptualizing skills have been established, the format need not be applied comprehensively to each case. Rather, it can be condensed without losing its capacity to organize clinical data and to derive interventions. The format can be used to present cases in practicum seminar as well as in individual supervision sessions. It can also be used by students to manage their caseloads.Also, the format can be used in oral and written forms to organize and integrate clinical data and to suggest options for treatment (cf. Biggs, 1988; Hulse & Jennings, 1984; Loganbill & Stoltenberg, 1983). For example, practicum seminar can feature presentations of cases organized according to the format. As a student presents the data of the case, participants can construct alternative working models. Moreover, the format compels participants to test their models by referencing clinical data. Written details that accompany a presentation are also fashioned by a student presenter according to the format.The student presenter can distribute such material before the presentation so that members of the class have time to prepare. During the presentation, participants assume responsibility for sustaining the process of case conceptualization in a manner that suits the class (e. g. , discussion, interpersonal process recall, media aids, or role play). Supervision and case notes can also be structured more flexibly with the use of the case conceptualization format to give students opportunities to relate observation to inference, inference to treatment, and treatment to outcome (Presser & Pfost, 1985).In fact, supervision is an ideal setting to tailor the format to the cognitive and personal attributes of the students. In supervision, there are also more opportunities to observe students' sessions directly, which permits instruction of what clinical information to seek, how to seek it, how to extract inferences from it, and to evaluate the veracity of students' inferences by direct observation (Holloway, 1988). FUTURE APPLICATIONS AND RESEARCH The format is a potentially valuable resource for counselors to make the collection and integration of data systematic when they intervene with populations other than individual clients.Application of the format to counseling with couples and families might seem to make an already conceptually demanding task more complex. Yet counselors can shift the focus from individuals to a couple or a family unit, and apply components of the format to that entity. By targeting relationships and systems in this way, the format can also be used to enhance understanding of and improve interventions in supervision and with distressed units or organizations.Although research has been conducted on how counselors collect data, few studies have investigated how counselors process information when testing hypotheses (e. g. , Strohmer, Shivy, & Chiodo, 1990). Empirical evidence of the effectiveness of various approaches to the conceptual training of counselors is long overdue. Avenues of inquiry include determining whether the format contributes to the acquisition of conceptualizing skills and to facilitative conditions and techniques thai: may be mediated by such skills (e. . , empathy and clear communication). There are several written measures available with which to evaluate students' conceptualizing skills. Examples of those measures are the Clinical Assessment Questionnaire (Holloway & Wolleat, 1980); Intentions List (Hill & O'Grady, 1985); and Written Treatment Planning Simulation (Butcher, Scofield, & Baker, 1985). Interpersonal process recall of audiotaped and videotaped sessions, case notes (Presser & Pfost, 1985), and direct observation can also be used.Other promising directions for research include comparing the effect of the format with other approaches to training, isolating components of the format that produce the greatest gains in conceptualizing skills, and determining the outcomes when the format is implemented with the use of different instructional strategies and with students at varying levels of development. Finally, investigation into how the format produces cognitive and performance gains would be valuable, particularly if integrated with literature on cognitive development and effective learning strategies.Nonetheless, the format has several limitations. Although students will eventually learn to apply the format more efficiently in their professional practice, it remains cumbersome and time consuming. Explicit and comprehensive application of the format in supervision and in the routine management of individual caseloads is particularly awkward. In those contexts, the format must be applied tacitly as a heuristic, with specific components used more deliberately when obstacles to progress are encountered.For example, focus on a client's affective experience can promote accurate empathy in the student and lead to more helpful interventions. Moreover, given the differences in the cognitive development of students (Biggs, 1988; Borders & Leddick, 1987; Ellis, 1988; Fuqua et al. , 1984; Ronnestad & Skovholt, 1993; Stoltenberg & Delworth, 1987), the format cannot be applied rigidly or uniformly as a pedagogical tool. Beginning students and those who think in simple, concrete terms seem to profit most from learning environments in which instructors provide direction, expertise, feedback, structure, and support.Conversely, more experienced students and those who think in complex, abstract terms learn more readily when instructors fashion auto nomous, collegial, flexible, and interactive environments (Ellis, 1988; Glickauf-Hughes & Campbell, 1991; Ronnestad & Skovholt, 1993; Stoltenberg & Delworth, 1987). Hence, the format must be applied creatively and tailored to students' capabilities, to avoid needless discouragement, boredom, or threats to personal integrity (Fuqua et al. , 1984; Glickauf-Hughes & Campbell, 1991; Ronnestad & Skovholt, 1993; Stoltenberg & Delworth, 1987)

Filter, Power Divider

Outline 1.? Introduction 2.? Literature Review – Transmission Lines (Microstrip Line/ CPW/ SIW) – Resonator, Filter, Power Divider 3. SIW Resonator Designs – Comparison of Transmission Line Performance – Design, Result and Discussion of SIW Resonators 4.? SIW Filter and Power Divider Designs – Design, Result and Discussion of SIW Filter and Power Divider 5. Conclusion and Recommendations 1 Outline 1.? Introduction 2.? Literature Review – Transmission Lines (Microstrip Line/ CPW/ SIW) – Resonator, Filter, Power Divider 3. SIW Resonator Designs Comparison of Transmission Line Performance – Design, Result and Discussion of SIW Resonators 4.? SIW Filter and Power Divider Designs – Design, Result and Discussion of SIW Filter and Power Divider 5. Conclusion and Recommendations 2 1. Introduction †¢? Background O As consequence of the rapid development in wireless communication market, various devices need to integrate wirel ess standards.Demand on wireless devices to support these multi-standard operations with [2]  § Low insertion loss  § sharp selectivity  § Proper compact size  § Low cost O Band-pass filters  § primarily used in wireless transmitters and receivers  § imit the bandwidth of the output signal to the minimum necessary to convey data at the desired speed and in the desired form  § also used in bio-photonic, medical analytical, chemical, pharmaceutical area etc O Power dividers  § passive microwave components used for power division  § Divide input signal into two signals of lesser power. The coupler may be a three port component with or without loss  § usually of the equal-division type, which is 3dB, but unequal power division ratio is also possible [4] 3 1. Introduction †¢? Motivation O Why 60GHz  § First published by Indian physicist J. C. Bose 1895  § In 1947, US physicist J.H. Van Vleck observed that the oxygen molecule absorbs electromagnetic more energ y at 60-GHz than at other frequencies [6]  § Mainly driven by military and space applications 1960s to 1980s [7]  § From mid-1990s, interest in fixed broadband wireless access for last mile connectivity advanced 60-GHz radio technology [8] O Why SIW filter and power divider  § Conventional technologies: either not able to present required performance or too expensive  § SIW: as an attractive technology for low cost, high Q-factor, relatively high power, and high density integration of microwave and millimeter-wave components and sub-systems [10]-[12]. SIW filters have a low in-band insertion loss and a wide stopband performance.  § SIW power dividers not only achieve the small size but also realize transmitting a defined amount of the electromagnetic to another two ports.4 1. Introduction †¢? Objective O Study literature review of structures, applications and analyzing methods of SIW O Investigate the basic structure of different transmission lines by designing reson ators O Extend the synthesis method to design of SIW filter and power divider †¢? †¢? Design and discuss SIW Filter at 60GHz with bandwidth 3 GHz Design and discuss SIW Power divider at 60GHz with 3 GHz Outline 1.? Introduction 2.? Literature Review – Transmission Lines (Microstrip Line/ CPW/ SIW) – Resonator, Filter, Power Divider 3. SIW Resonator Designs – Comparison of Transmission Line Performance – Design, Result and Discussion of SIW Resonators 4.? SIW Filter and Power Divider Designs – Design, Result and Discussion of SIW Filter and Power Divider 5. Conclusion and Recommendations 6 2. Literature Review †¢? Transmission Line O A device designed to carry electric energy from one to another, is used to transfer the output radio frequency energy of a transmitter to a receiver [15]. ? Microstrip Line OOne of the most popular types of the electrical TLs O convey microwave-frequency signals O support a good quasi-TEM wave O In practi cal applications, the dielectric substrate is electrically very thin, which is much smaller than the wavelength 7 2. Literature Review †¢? Coplanar Waveguide (CPW) O Characteristic dimensions of a CPW are the central strip width W and the width of the slots s. GCPW is formed when a ground plane is provided on the opposite side of the dielectric. O CPW is easy to be integrated in the IC design. O Conventional Technologies: †¢? ? CPW GCPW †¢? Substrate Integrated Waveguide (SIW) Mircostrip/CPW/GCPW: small size but not efficient enough in high frequency applications, wavelength at high frequencies are small Retangular waveguide: high Q-factors and power capability but voluminous and difficult for highdensity integration and difficult manufacturing process O SIW is a transition between microstrip and dielectric-filled waveguide.Dielectric filled waveguide is converted to SIW by the help of vias for the side walls of the waveguide [2] †¢? high Q-factor, low insertion loss, and high power capability 8 . Literature Review †¢? Resonator O A device exhibits behavior of oscillating at some frequencies, called its resonant frequencies, with greater amplitude than at others. †¢? †¢? It is used to either generate waves of specific frequencies or select specific frequencies from a signal [4].Resonant frequencies O Quality- or Q-factor is defined as a dimensionless parameter, in terms of the ratio of the energy stored in the resonator to the energy supplied by a generator per cycle, describing how under-damped a resonator is [4]. †¢? The unloaded Q-factor (Qu) [21] 2. Literature Review †¢? Filter O Band-pass filter is a device that passes frequencies within a certain range and attenuates frequencies outside that range [4]. O SIW is constructed with linear arrays of metalized via-holes rooted in the same substrate used for the planar circuit [13]. SIWs, combines the merits of all these structures, microstrip line or coplanar wavegu ide, and rectangular waveguide, are built onto the same substrate. The transition is formed with a comparable straightforward matching geometry between both structures. †¢? Power Divider OPower divider, a passive device used in the field of radio technology, couples a defined amount of the electromagnetic power in a transmission line to another port [27]. O SIW power divider, with optimum frequency selectivity, small size, low cost and high stopband attenuation, have been used for mobile and satellite communications systems. T-junction Y-junction 10 Outline 1.? Introduction 2.? Literature Review – Transmission Lines (Microstrip Line/ CPW/ SIW) – Resonator, Filter, Power Divider 3. SIW Resonator Designs – Comparison of Transmission Line Performance – Design, Result and Discussion of SIW Resonators 4.?SIW Filter and Power Divider Designs – Design, Result and Discussion of SIW Filter and Power Divider 5. Conclusion and Recommendations 11 3. SIW R esonator Designs †¢? Comparison of Transmission Line Performance Microstrip Line CPW SIW 12 3. SIW Resonator Designs †¢? Comparison of Transmission Line Performance Characteristic Bandwidth Q factor Loss Power capacity Physical size Ease of fabrication Integration with other component Cost Waveguide Narrow High Low1 High Large, heavy Hard Hard4 High Microstrip Wide Low High Low Small Easy2 Easy5 Low CPW Wide Low High Low Small Fair3 Easy6 Low SIW Narrow High Low High Small Fair Easy LowAnnotation [4]: †¢? Dielectric of waveguide is air; Skin effect of waveguide is small †¢? Microstrip can use printed circuit board technology †¢? Ground of CPW locates at the top, the discontinuity will affect the result. However, compared to SIW, wire holes are not needed. †¢? Special couplings at the joints are required for waveguide to assure proper operation †¢? Microstrip is susceptible to cross-talk and unintentional radiation †¢? CPW presents greater isol ation than microstrip 13 3. SIW Resonator Designs †¢? Design of SIW Resonators – Substrate dielectric constant (? r) is fixed at 11. Silicon – Copper conductivity of 5. 800Ãâ€"107 siemens/m O Design Strategy of Single-row Via SIW Resonator For a resonant frequency of 60 GHz for the TE101 dominant mode by simply indexing m =1, n = 0, l = 1 [18] The calculation result is L = W = 1. 025mm. 14 3. SIW Resonator Designs †¢? Design of SIW Resonators O Result and Discussion of Single-row Via SIW Resonator Ideal material: Lossless substrate and perfect conductor The loss tangent of AGC and the bulk conductivity of Silicon are both set to be zero. Moreover, perfect conductor layers are placed at most top and bottom of the structure.Similarly, the material of metallic vias is defined as perfect conductor as well. By using as as illustrated earlier, the result is calculated In this ideal case, and involved. Based on the formula, are not radiation Q-factor is 492. 23 15 3. SIW Resonator Designs †¢? Design of SIW Resonators O Result and Discussion of Single-row Via SIW Resonator Non-ideal material: Only with conductor loss For substrate, dielectric loss tangent of AGC and bulk conductivity of Silicon are set to be zero. The copper layers with bulk conductivity of 5. *107 siemens/m are placed at most top and bottom of the structure. Moreover, the material of via is changed to copper as well. By using calculated as as illustrated earlier, the result is In this case, is not involved. Based on the formulas, we can get 16 3. SIW Resonator Designs †¢? Design of SIW Resonators O Result and Discussion of Single-row Via SIW Resonator Non-ideal material: Lossy substrate and non-perfect conductor set the loss tangent of AGC is fixed at 0. 003 and bulk conductivity of Silicon is 0. 02, which means all the loss of substrate is considered in this experiment.Meanwhile, the copper is defined as the material of layers, which are placed at most top and bott om of the structure and via defenses through the substrate. In this experiment, all losses, including radiation loss, non-ideal metal loss and substrate loss are considered here. By using , we have 17 3. SIW Resonator Designs †¢? Design of SIW Resonators – Substrate dielectric constant (? r) is fixed at 11. 9 Silicon – Copper conductivity of 5. 800Ãâ€"107 siemens/m O Design Strategy of Double-row Via SIW Resonator For a resonant frequency of 60 GHz for the TE101 dominant mode by simply indexing m =1, n = 0, l = 1 [18]The calculation result is L = W = 1. 025mm. 18 3. SIW Resonator Designs †¢? Design of SIW Resonators O Result and Discussion of Double-row Via SIW Resonator Ideal material: Lossless substrate and perfect conductor The loss tangent of AGC and the bulk conductivity of Silicon are both set to be zero. Moreover, perfect conductor layers are placed at most top and bottom of the structure. Similarly, the material of metallic vias is defined as perfect conductor as well. By using calculated as as illustrated earlier, the result is In this ideal case, and involved. Based on the formula, are not radiation Q-factor equals to 641. 6 19 3. SIW Resonator Designs †¢? Design of SIW Resonators O Result and Discussion of Double-row Via SIW Resonator Non-ideal material: Only with conductor loss For substrate, dielectric loss tangent of AGC and bulk conductivity of Silicon are set to be zero. The copper layers with bulk conductivity of 5. 8*107 siemens/m are placed at most top and bottom of the structure. Moreover, the material of via is changed to copper as well. By using calculated as as illustrated earlier, the result is In this case, is not involved. Based on the formulas, we can get 20 3. SIW Resonator Designs †¢? Design of SIW Resonators OResult and Discussion of Double-row Via SIW Resonator Non-ideal material: Lossy substrate and non-perfect conductor set the loss tangent of AGC is fixed at 0. 003 and bulk conductivity of Si licon is 0. 02, which means all the loss of substrate is considered in this experiment. Meanwhile, the copper is defined as the material of layers, which are placed at most top and bottom of the structure and via defenses through the substrate. In this experiment, all losses, including radiation loss, non-ideal metal loss and substrate loss are considered here. By using , we have 21 3. SIW Resonator Designs †¢? Design of SIW ResonatorsO Comparison of Single-/Double-row Via Resonator Double-row via structure obviously decreases the loss compared to single-row via. The main difference of Q-factors is the radiation Q-factor, which means the radiation loss is the most affection of the SIW. Conductor and dielectric Q-factor are only slightly changed with the error around 3. 5% from the single- to double-row SIW. Hence, the conductor loss and dielectric loss basically are not significant issue for the losses of the SIW comparing with the radiation loss because of the leakage through the gaps since the presence of gaps in the side walls.These results also match that higher Q-factor indicates a lower rate of energy loss relative to the stored energy, which demonstrates the validity of the experiments and the results. 22 Outline 1.? Introduction 2.? Literature Review – Transmission Lines (Microstrip Line/ CPW/ SIW) – Resonator, Filter, Power Divider 3. SIW Resonator Designs – Comparison of Transmission Line Performance – Design, Result and Discussion of SIW Resonators 4.? SIW Filter and Power Divider Designs – Design, Result and Discussion of SIW Filter and Power Divider 5. Conclusion and Recommendations 23 4. SIW Filter and Power Divider Designs †¢?Design of SIW Filters O Design strategy of SIW filter The proposed filter is constructed based on the SIW resonator at 60 GHz. The filter is designed and simulated using HFSS software. †¢? †¢? †¢? To achieve a -3 dB bandwidth of 3 GHz. To achieve a good passband wi th small insertion loss 15 dB Here in filter structure, length doubles the size which is 2. 250mm and width w remains the same 1. 025mm. 24 4. SIW Filter and Power Divider Designs †¢? Design of SIW Filters O Result and Discussion of SIW filter When increasing the distance between the middle of the vias, the two resonant poles are separated to each other more. 25 4.SIW Filter and Power Divider Designs †¢? Design of SIW Filters O Result and Discussion of SIW filter †¢? †¢? †¢? †¢? Center frequency = 62. 9 GHz. Bandwidth = 3. 4 GHz (60. 8 ~ 64. 2 GHz). Insertion loss = 0. 89 dB within the passband. Return loss = 17. 8 dB within the passband. †¢? Achieve a wide and deep upper-stopband with an insertion loss >15. 0dB. 26 4. SIW Filter and Power Divider Designs †¢? Design of SIW Power Dividers O Design strategy of SIW power dividers The proposed filter is constructed based on the SIW resonator at 60 GHz. The filter is designed and simulated using HFSS software. †¢? †¢? †¢? To achieve a -3 dB bandwidth of 3 GHz.To achieve a good passband with small insertion loss around 3 dB To achieve a wide and deep upper-stopband with an insertion loss >15 dB The proposed Y-junction power divider is a SIW equivalent of a bifurcated waveguide junction fed by a symmetrical step junction. The distance between two discontinues can be optimized to achieve low insertion loss [28]. 27 4. SIW Filter and Power Divider Designs †¢? Design of SIW Power Dividers O Result and Discussion of SIW power dividers †¢? †¢? †¢? †¢? Center frequency = 62. 5 GHz. Bandwidth = 3. 7 GHz (60. 5 ~ 64. 2 GHz). Insertion loss = 3. 87 dB within the passband. Return loss = 10. 5 dB within the passband. †¢? Achieve a wide and deep upper-stopband with an insertion loss >15. 0dB. 28 Outline 1.? Introduction 2.? Literature Review – Transmission Lines (Microstrip Line/ CPW/ SIW) – Resonator, Filter, Power Divide r 3. SIW Resonator Designs – Comparison of Transmission Line Performance – Design, Result and Discussion of SIW Resonators 4.? SIW Filter and Power Divider Designs – Design, Result and Discussion of SIW Filter and Power Divider 5. Conclusion and Recommendations 29 4. Conclusion and Future Works †¢? Conclusion O SIW single- and double-row resonators have been designed and compared.The results matched that higher Q-factor indicates a lower rate of energy loss relative to the stored energy, which demonstrates the validity of the experiments and the results. O W band SIW filter has been designed, evaluated and optimized by HFSS software. The centre frequency of the proposed filter is designed at 62. 9 GHz with a 3 dB bandwidth of 3. 4 GHz (60. 8~64. 2 GHz). O W band SIW power divider has been realized based on the structure of the filter. The power divider is at centre frequency 62. 5 GHz with a 3 dB bandwidth of 3. 7 GHz from 60. 5 to 64. 2 GHz. 30 4. Conclusi on and Future Works †¢?Recommendation for Future Works O The numerical analysis may be done for the proposed structures. O The structures can be fabricated and measured to demonstrate the practical realization of the structures. O The insertion loss the filter may be improved based on further modification. O It is possible to widen the bandwidth of the filter. O Other matching networks may be considered to realize better performance of the filter. O Small and efficient filters may be designed based on the modification of the proposed structure. O Balun may be designed based on the proposed SIW power divider. 31 Thank You! 32

Turn Water Into Liquid Gold With an Alchemy Experiment

Turn Water Into Liquid Gold With an Alchemy Experiment Mix two clear solutions, wait, and watch the liquid turn to gold! This is a simple alchemy project or chemistry demonstration, based on early attempts to make gold from base metals. Materials Solution A 1 gram sodium arsenite50 ml water5.5 ml glacial acetic acid Prepare Solution A by stirring the sodium arsenite into the water. Mix the glacial acetic acid into this solution. Solution B 10 grams sodium thiosulfate50 ml water Prepare Solution B by stirring the sodium thiosulfate into the water. Lets Make Liquid Gold! Pour one solution into the other. The clear solution will turn gold after about 30 seconds. For dramatic effect, keep track of the time and command the solution to turn into gold. You can even use a magic word if youd like. The Chemistry Behind How It Works There is a delayed reaction between the acid and the sodium thiosulfate to release hydrogen sulfide gas. The hydrogen sulfide reacts in turn with sodium arsenite to precipitate tiny crystals of golden arsenious sulfide, which is also known as arsenic trisulfide (As2S3) or orpiment. Both Western and Chinese alchemists experimented with orpiment to try to make gold. Although the mineral can be made to appear metallic under certain conditions, the compound does not undergo any reaction that changes either the arsenic or the sulfur into gold. Still, its a striking demonstration!

Spanish Words Meaning Half

Spanish Words Meaning Half The English word half can be translated to Spanish in several ways, depending on, among other things, what part of speech it is used as. Medio (Adjective) Medio is used as an adjective, and as such it agrees with the noun it refers to in number and gender. Examples El edificio ocupa una media manzana. (The building occupies half a block.) Contiene sà ³lo 103 calorà ­as por media taza. (It has only 103 calories per half-cup.)Es medio hombre, medio vampiro. (Hes half man, half vampire.) Pasaban las horas y las medias horas tambià ©n. (The hours passed, and so did the half-hours.) In some cases, the noun that medio (or one of its variations) refers to can be omitted. Examples Hay tres clases semanales de una hora y media. (There are three weekly classes of an hour and a half.) Necesito una cuchara y media de azà ºcar. (I need a spoonful and a half of sugar.) Medio (Adverb) Medio also is used as an adverb, usually referring to adjectives. In standard Spanish, it is invariable, not changing in number or gender with the adjective it refers to. (In some areas, it is not unusual in spoken Spanish to change the form of medio to agree with the adjective, but such use is considered substandard.) Examples  ¿No ser una de esas mujeres medio locas? (You wouldnt be one of those half-crazy women?) Siempre te veo medio borracho. (I always see you half-drunk.) La tarea est medio hecha. (The homework is half-done.) A Medias A medias is a phrase that can function as either an adjective or adverb. Examples Accesibilidad a medias no es accesibilidad. (Half-accessibility isnt accessibility.) Esa informacià ³n contiene verdades a medias. (The information contains half-truths.) La mirilla me permite ver a medias la silueta. (The peephole lets me half-see the outline.) Comprendo a medias muchas canciones en inglà ©s. (I half-understand many songs in English.) La Mitad La mitad, which often means middle, can also be used as a noun to mean half. Examples El vino rojo reduce a la mitad el riesgo. (Red wine reduces the risk to half.) Replantaremos la mitad del cà ©sped. (We will replant half the lawn.) Cada segundo se crea un blog nuevo, pero solo la mitad permanecen activos. (Each second a new blog is created, but only half remain active.)  ¡Cartuchos de impresora a mitad de precio! (Printer cartridges at half price!)

Brighton Pebbles Ltd Essay Example | Topics and Well Written Essays - 500 words

Brighton Pebbles Ltd - Essay Example The increase or decrease in the cash is important in the sense that it clearly established where the money i.e. cash has been utilised. If we analyze a cash flow statement of any firm, we will notice that it is divided into three different parts i.e. operations, investing and financing. The operating activities section mentions the movement of cash flows into those areas which are mostly related with the generation of profit therefore this section of the cash flow clearly indicates the increase or decrease of cash flows into those activities which can be attributed to the earning of profit therefore the movement or increase of decrease of cash into those areas define how much cash has been spent or earned in those activities. This is more significant than profit and loss because profit and loss changes do not indicate whether and how the money has been spent into operating activities. Similarities, increase or decrease of cash into the investing activities suggest the actual cash out lay been made into investing activities made by the firm. It also further indicates that the cash put into investing activities would clearly define how and where the investment have been made and in what quantity- changes and profit and loss do not indicate such information to the shareholders.