Australian Renewable-Energy Microgrids: a Humble Past, a Turbulent Present, a Propitious Future

AAs the global energy market undergoes a wholesale transformation accelerated by the need to decarbonise, a rapid transition to renewable energy and the mass deployment of distributed energy resources, autonomous energy networks or microgrids are emerging as an attractive mechanism for the delivery of electricity to end users. Yet in Australia, at least, relatively little is known about key aspects of microgrids that are fundamental to their successful deployment, not least the more commercial and economic elements rather than the purely technical. Drawing on the extant global literature on microgrids, this paper explores the most important of these aspects including business models, ownership and investment. Identifying the ambiguity, inconsistency and uncertainty evident in many of the feasibility studies currently in train across Australia, this paper highlights specific areas for future research that need to be addressed if the full potential of microgrids is to be realised in the context of a global energy transition both domestically and internationally.

Designing a Robot for Manufacturing Fiberglass Reinforced Plastic (FRP) Molded Grating

The use of robotics in the industrial environment has, in general, very similar goals. Because of productivity requirements, or due to reliability, industries have been constantly equipping their floor with robots. In that sense, the chapter observed—in a fiberglass company—the chance of using a robot to execute a boring and repetitive task. The task mentioned is, actually, the manufacturing of fiberglass reinforced plastic (FRP) molded grating. To confirm the possibility of using a robot to this job, a cost and time analysis was made about the whole molded gratings manufacturing process. Afterward, research about robotics was taken in parallel with the conception of the robot (named “roving-robot”). Calculations were made to the mechanical project of the robot. Applying computer-aided design (CAD), technical drawing and bill of materials were generated to permit the robot assembling. All of these project steps are presented in this chapter.

SDBD Flexible Plasma Actuator with Ag-Ink Electrodes: Experimental Assessment

In the present work, a single dielectric barrier discharge (SDBD)-based actuator is developed and experimentally tested by means of various diagnostic techniques. Flexible dielectric barriers and conductive paint electrodes are used, making the design concept applicable to surfaces of different aerodynamic profiles. A technical drawing of the actuator is given in detail. The plasma is sustained by audio frequency sinusoidal high voltage, while it is probed electrically and optically. The consumed electric power is measured, and the optical emission spectrum is recorded in the ultraviolet–near infrared (UV–NIR) range. High-resolution spectroscopy provides molecular rotational distributions, which are treated appropriately to evaluate the gas temperature. The plasma-induced flow field is spatiotemporally surveyed with pitot-like tube and schlieren imaging. Briefly, the actuator consumes a mean power less than 10 W and shows a fair stability over one day, the average temperature of the gas above its surface is close to 400 K, and the fluid speed rises to 4.5 m s−1. A long, thin layer (less than 1.5 mm) of laminar flow is unveiled on the actuator surface. This thin layer is interfaced with an outspread turbulent flow field, which occupies a centimeter-scale area. Molecular nitrogen-positive ions appear to be part of the charged heavy species in the generated filamentary discharge, which can transfer energy and momentum to the surrounding air molecules.

Architectural design communication (ADC) in online education during COVID-19 pandemic: a comparison of Turkish and Spanish universities

PurposeThe paper aims to examine the concept of architectural design communication (ADC) for updating design studio dynamics in architectural education during the Covid-19 pandemic. Within this perspective, the changing and transforming contents of architectural education, the thinking, representation and production mediums are examined through the determined components of ADC. There are five components in the study, which are (1) Effective Language Use, (2) Effective use of Handcrafts, (3) Effective Technical Drawing Knowledge, (4) Effective Architectural Software Knowledge and (5) Outputs.Design/methodology/approachThe research method is based on qualitative and quantitative methods; a survey study is applied and the comparative results are evaluated with the path analysis method. The students in the Department of Architecture of two universities have been selected as the target audience. Case study 1 survey is applied to Altinbas University (AU) and Case study 2 survey is applied to Universitat Politecnica de Valencia (UPV) students during the COVID-19 pandemic; ‘19-‘20 spring term, online education.FindingsAs a result, two-path analysis diagrams are produced for two universities, and a comparative analysis is presented to reveal the relationships of the selected ADC components.Originality/valueThis paper fulfills an identified need to study how ADC can be developed in online education platforms.

Needs analysis of English for mechanical engineers in the Vietnamese context

<p>This study examines the English language needs of mechanical engineers in Vietnam. A high demand for proficiency in English is increasing in ASEAN countries, including Vietnam. Vietnam in general and the important field of mechanical engineering, in particular, attracts many foreign investors and multinational organisations and this creates plurilingual and pluricultural workplaces where English is used as a lingua franca. Drawing on sociolinguistic theory, this pragmatic mixed method needs analysis study examines the English language communication needs of Vietnamese mechanical engineers at four workplaces in Vietnam. It investigates the kinds of real-world English skills required by Vietnamese mechanical engineers to function effectively in the workplace, the social factors that affect the use of English and the effects of breakdowns or other issues in communication in English. It draws on needs analysis models which have evolved from English for Specific Purposes, including those devised by Munby (1978) and more recently by The Common European Framework (CEF) Professional Profiles to establish key communicative events. To answer the study’s pragmatic questions about language use for practical purposes in the lingua franca, plurilingual and pluricultural workplace it also borrows from the theoretically eclectic model of the Wellington Workplace Project, a model grounded in the first language context (L1), and other more sociological studies of the relationship of language and power in international workplaces. The study employed questionnaire, semi-structured interview and observation for data collection. Questionnaires were completed by 22 managers of mechanical engineers and 71 professional mechanical engineers. Based on the initial questionnaire analysis, 12 participants from the two groups took part in the follow-up semi-structured interviews. Observations in four worksites provided rich data about the real-world use of English. The findings indicated a high frequency of English language use and the range of real-world English required by Vietnamese mechanical engineers for a range of communicative events including ordering spare parts, interpreting technical drawing and bidding for contracts. Mechanical engineers needed plurilingual and pluricultural competence to negotiate a range of accent, intonation and idiom in the lingua franca and plurilingual context. Minimal use of functional occupational language was sometimes sufficient for communication for the purpose of ‘getting things done’, but not always. Communication issues had financial consequences for the company, sometimes disastrous ones. Looking at the findings through the lens of arising communication issues helped to reveal some of the underlying power relationships in the workplace and some negative impacts on workplace solidarity. These findings demonstrate the urgency of the need for increased English language skills for mechanical engineers in Vietnam and for the wider economy of Vietnam. English was found to function as a source of ‘expert power’ and in a wider implication this revealed a hidden or ‘shadow’ power structure within the workplace affected by English language proficiency. People were empowered when they possessed a good level of English, which could help them save not only their own face but also the face of the company. More positively adaptive communicative strategies helped both mechanical engineers and their managers avoid communication issues. Adapting language for the purpose of ‘getting things done’ in turn interacted with low and high solidarity relationships. There was arguably an acceptance of a level of rudeness or abruptness in these workplace contexts. A high tolerance for the need to negotiate meaning in what could be described as not only a lingua franca but also a ‘poor English’ workplace context was sometimes observed. This tolerance sometimes but not always extended to the mobility of plurilingual repertoires such as code-switching, and some code-switching into Vietnamese was also observed on the part of long-term foreign managers. Humour also emerged as a dimension of high solidarity longer-term workplace relationships between Vietnamese mechanical engineers and foreign managers, even when all parties had limited English. The study argues that understanding why mechanical engineers needed specific types of English and the effect of the social dimensions of this language could help lessen issues in communication. The consequences of miscommunication should be addressed in the English-language training process. Students should be strategically prepared to meet the the high communication demands of the lingua franca and plurilingual workplace which requires both English for technical communication and English for social communication.</p>

Needs analysis of English for mechanical engineers in the Vietnamese context

<p>This study examines the English language needs of mechanical engineers in Vietnam. A high demand for proficiency in English is increasing in ASEAN countries, including Vietnam. Vietnam in general and the important field of mechanical engineering, in particular, attracts many foreign investors and multinational organisations and this creates plurilingual and pluricultural workplaces where English is used as a lingua franca. Drawing on sociolinguistic theory, this pragmatic mixed method needs analysis study examines the English language communication needs of Vietnamese mechanical engineers at four workplaces in Vietnam. It investigates the kinds of real-world English skills required by Vietnamese mechanical engineers to function effectively in the workplace, the social factors that affect the use of English and the effects of breakdowns or other issues in communication in English. It draws on needs analysis models which have evolved from English for Specific Purposes, including those devised by Munby (1978) and more recently by The Common European Framework (CEF) Professional Profiles to establish key communicative events. To answer the study’s pragmatic questions about language use for practical purposes in the lingua franca, plurilingual and pluricultural workplace it also borrows from the theoretically eclectic model of the Wellington Workplace Project, a model grounded in the first language context (L1), and other more sociological studies of the relationship of language and power in international workplaces. The study employed questionnaire, semi-structured interview and observation for data collection. Questionnaires were completed by 22 managers of mechanical engineers and 71 professional mechanical engineers. Based on the initial questionnaire analysis, 12 participants from the two groups took part in the follow-up semi-structured interviews. Observations in four worksites provided rich data about the real-world use of English. The findings indicated a high frequency of English language use and the range of real-world English required by Vietnamese mechanical engineers for a range of communicative events including ordering spare parts, interpreting technical drawing and bidding for contracts. Mechanical engineers needed plurilingual and pluricultural competence to negotiate a range of accent, intonation and idiom in the lingua franca and plurilingual context. Minimal use of functional occupational language was sometimes sufficient for communication for the purpose of ‘getting things done’, but not always. Communication issues had financial consequences for the company, sometimes disastrous ones. Looking at the findings through the lens of arising communication issues helped to reveal some of the underlying power relationships in the workplace and some negative impacts on workplace solidarity. These findings demonstrate the urgency of the need for increased English language skills for mechanical engineers in Vietnam and for the wider economy of Vietnam. English was found to function as a source of ‘expert power’ and in a wider implication this revealed a hidden or ‘shadow’ power structure within the workplace affected by English language proficiency. People were empowered when they possessed a good level of English, which could help them save not only their own face but also the face of the company. More positively adaptive communicative strategies helped both mechanical engineers and their managers avoid communication issues. Adapting language for the purpose of ‘getting things done’ in turn interacted with low and high solidarity relationships. There was arguably an acceptance of a level of rudeness or abruptness in these workplace contexts. A high tolerance for the need to negotiate meaning in what could be described as not only a lingua franca but also a ‘poor English’ workplace context was sometimes observed. This tolerance sometimes but not always extended to the mobility of plurilingual repertoires such as code-switching, and some code-switching into Vietnamese was also observed on the part of long-term foreign managers. Humour also emerged as a dimension of high solidarity longer-term workplace relationships between Vietnamese mechanical engineers and foreign managers, even when all parties had limited English. The study argues that understanding why mechanical engineers needed specific types of English and the effect of the social dimensions of this language could help lessen issues in communication. The consequences of miscommunication should be addressed in the English-language training process. Students should be strategically prepared to meet the the high communication demands of the lingua franca and plurilingual workplace which requires both English for technical communication and English for social communication.</p>

Development of Workshop Work Learning Module and Technical Drawing by Using the EPUB

This study aims to develop a learning module for Workshop Work and Technical Drawing using EPUB for class X TAV students at SMKN 1 Sutera. This research is a series of processes or activities carried out to produce Workshop Work and Engineering Drawing learning modules using EPUB based on development theory. The purpose of developing a workshop work learning module and technical drawings using the EPUB is to produce a valid and practical learning module. The learning module developed is based on the ADDIE development model, which consists of the analysis, design, and development stages. development), implementation (implementation), and evaluation (evaluation). The first stage, analysis, is to analyze before product development is carried out. The second stage, Design, the design stage begins by determining the main concepts contained in the workshop work and engineering drawing subjects. Then the third stage of Development, carrying out product development through designing the components of the learning module, in this development process carried out is conducting validation tests, and practicality regarding products by experts. Furthermore, the fourth stage is Implementation, the implementation stage can be interpreted as a realization step of the design and development stage. The last stage is the Evaluation stage, which is taking action on the treatment of the learning module with EPUB that has been tested. Based on the validation of the learning module that has been carried out on the media expert validator, the value is 0.94 with a valid interpretation. "Furthermore, for material expert validation, the value is 0.89 with a valid interpretation. So it can be concluded that the developed learning module is feasible to use to improve the learning outcomes of the Workshop Work and Technical Drawing Class X TAV Students at SMK Negeri 1 Sutera. After the learning module is declared valid, then it is followed by practicality testing of teacher respondents who obtained the value practicality of 92.49% with very practical interpretation. While the practicality value based on student respondents was 82.39 with practical interpretation. However, overall practicality is very practical.

Kharkiv Art School in the History of One Family’ Three Generations

The present article covers the materials about studies and teaching in Kharkiv educational institutions – the predecessors of the Kharkiv State Academy of Design and Arts (KSADA), participation in the educational process during the 1920s–1950s and the creative achievements of the architect Georgy Ikonnikov (1896–1981), his stepson, printing artist Roman Selivachev (1914–1995), as well as G. Ikonnikov’s granddaughter, Yelena Ganenko (born in 1945). The oldest of our characters studied in the 1910s at the Central School of Technical Drawing (now the Saint Petersburg Stieglitz State Academy of Art and Design) in the 1910s, then participated in the Civil War and in WWI. During the 1920s and 1930s he designed about thirty Kharkiv buildings in collaboration with A. Molokin, P. Krupko, V. Bogomolov. Among his works there are such landmark objects as “Lopan Stairs”, student dormitory “Giant”, National University of Construction and Architecture (former building of the State Insurance), Research Institute of Experimental Veterinary, A. Pushkin Drama Theater, M. Skrypnyk House of Culture, etc. G. Ikonnikov taught in the art schools, headed the architectural and construction department of Kharkiv research institute for industrial projects, which created a number of important enterprises for India, China, Syria and other countries. R. Selivatchov studied at Kharkiv Art Institute (1929–1932), designed the expositions of the Svyatogorsk Museum, and later the “Kyiv-Pechersk Lavra” Reserve, and worked in printing. In 1941 the student of the Kyiv Civil Engineering Institute was drafted into the army. After the war he graduated from Moscow Polygraph Institute. The first and subsequent editions of Ukrainian Soviet Encyclopedias, branch encyclopedic reference books, “History of Ukrainian Art” in six volumes, “Dictionary of Artists of Ukraine”, “Shevchenko Dictionary”, other projects of national importance were designed under his leadership. A lot of them were awarded by the diplomas of International, All-Union and republican book competitions. Among R. Selivatchov’s followers there are graduates of Art and Architectural universities in Leningrad, Kharkiv and Kyiv, members of the National Artists’ Union of Ukraine. However, the desire to be an artist is not always realized. Encouraged by her grandfather, O. Ganenko from childhood posed for his students and dreamed of becoming an artist. One of her portraits decorated the lobby of Kharkiv Art Institute for many years. Finally, she preferred mathematics, taught at Kharkiv University, but remembers unforgettable moments related to Kharkiv Art school.