Youre NOT Doing Enough as a Freelance Writer

I havent landed a writing job yetwhat gives? Ive pitched soooo much, but havent heard back from any of them!!! Why? I spent hours on my writer website, but still, no gigs! Does any of these sayings sound familiar? Like you couldve said them yourself (or have thought them in the past)? Did you know that after the first year of freelance writing, the majority of writers fail? They stop freelancing for good and never go back. (A unicorn died when I learned this!) Being a freelance writer is also being an entrepreneur, and as an entrepreneur, youre going to face extreme highs and big lows. But, thats one of the reasons I LOVE freelance writing! I get to create those big highs if I wanted to and I can mitigate those lows, so they dont affect my bottom line. So, if you just started freelance writing as a beginner, I dont want you to feel defeated or frustrated because you havent landed your first gig. I want to help you because I suspect part of the reason you arent succeeding is that you dare I say it? arent doing enough as a freelance writer. *gasp I knowsounds harsh, doesnt it? Of course, youre doing all that you can! Of course, you only have 1 hour a day to make this work! Of course I know Straight talking here it is possible to make a living as a writer. Im doing it and have been doing it for five years. But, if youre already thinking of the donts instead of the dos, then youre setting yourself up to fail anyways. So, lets turn that around and get you that first freelance writing job. Ill share with you what I feel youre not doing enough and how you can incorporate that in what little time you have to devote to your side hustle. What Freelance Writers Arent Doing Enough Of 1. Youre NOT Pitching Enough One of the biggest ways you can improve your chances of landing your first writing gig is to pitch more often. Many writers that start out send around 200 pitches or less before they land a good gig. Other writers land their first gig immediately. There really is no right amount of pitches to send before you land a gig (I sent around 50 before I landed my first gig). But, if you dont hear back from the pitches you ARE sending, try sending MORE pitches. A good rule of thumb is: 10 pitches a day for 10 days. Whats great about this tactic is that you set a time frame 10 days and the amount you send per day 10. You can adjust this to fit your commitment, but the only thing I suggest is you extend the time frame if you end up lowering the number of pitches you send 5 pitches a day for 15 days. You can also change the format of what a pitch entails. For example, you can also include guest post pitches or podcast pitches along with your job ad pitches and cold pitches. 2. Youre NOT Available Enough Watching Youtube and relaxing! Did you know that I hire ghostwriters and bloggers to help me with my other blogs? Most of the freelance writers are professional and available, but theres always those few that I have a hard time contacting them or they never reply to my emails in a sufficient time frame. When that happens, I dont hire them. I need a reliable and available writer. This doesnt mean you should be at the beck and call of your clients; instead, be prompt when responding to emails 24 to 48 hours is sufficient. This allows for time changes with your clients or potential clients, as well as for the weekend (if you dont email on the weekend which is something I WOULD recommend for new freelance writers). See, my thing is that I want to remove as many barriers as possible for someone to hire me. So, I do my best to reply to leads as soon as they land in my inbox. And you should too! 3. Youre NOT Flexible Enough As a new freelance writer, you have to be open to expanding your niche or services. If youre dead set on writing about history, it might be hard to find the right client. Why not peruse job boards and see whats out there? Pitch to ones that are remotely interesting to you. This is what I did, and it served me well. This can also help you pick up your first writing gig much quicker when you expand your freelance writing niche. How do you expand your freelance writing niche? Look at related topics in that niche. For example, if you want to write about cryptocurrency, you should also be willing to write about home loans or investments. If your niche is mental health, why not also include mindfulness and exercising as topics? By, doing this, you can search for more freelance writing jobs and get a gig! The same goes for your services. Why not add editing or social media graphics as added services to your freelance writing? Prospects who land on your hire me page will see all you offer and may start you out as their editor, and from there you can pitch your writing after you know the client enjoys your editing relationship. 4. Youre NOT Negotiating Enough Sometimes the issue for freelance writers isnt that they cant find a job; its that the job is low paying. *think content mill rates! You can easily change this around by being firm in your negotiations. Try not to bend if a potential client says in their email: That rate is out of our budget. Can you cut your rate in half? Ouch! Some people! Forget what they say and be professional when you respond, Thanks for letting me know, but my rate is (x). If you need a professional writer later on or if your budget increases, feel free to contact me! Boom! Whos the boss now? Standing your ground will give you confidence, and you know what? That will carry with you on your next pitch, and I wouldnt be surprised if you didnt land that gig! The only time I would write for a lower-paying gig is if it can benefit me later one. For example, if the networking potential is greater than the actual gig. Or, if the gig sounds super fun and super easy and it would look good in my portfolio! 5. Youre NOT Reaching Out Enough Many freelance writers think this is a competition and its not! Instead of giving the stink eye to other freelance writers, connect with them and follow them! Share their blog posts and sign up to their email list! Networking its creeping up again! is soo powerful! It is what can increase your income and move you up the income ladder. By doing this, you will see other freelance writers giving away potential gigs if they have a full schedule. Similarly, if youre booked up, you can connect with your list of freelance writers and see if they want to pick up another writing gig. Some of my best freelance writing jobs came from other freelance writers or from their referral! So, how can you connect with more freelancers? Follow them on Twitter Follow them on LinkedIn Join Facebook groups and search for freelancer And connect with other freelancers like graphic designers and coaches! Maximize Your Time as a Freelance Writer What if you have NO time to start this freelance writing business? What if you only have one hour a day or three hours a week to do this? First, list out the most important tasks you need to accomplish: Create three writing samples Pitch 5 times a day for 10 days Start a Twitter profile and follow 10 freelancers Find five companies to cold pitch to Create a pitch template Once you write down your list, next write out how long you think each task will take and plug that into the time you have during the week. This will give you a framework to work off of. You also should get creative on your time. Instead of vegging out after dinner watching your shows, pitch or find businesses to cold pitch to. You might have to nix Netflix for a month to land a few clients! Totally worth it though, right? If you still find this difficult to execute, why not have an accountability partner? It doesnt have to be your husband or wife or a friend; it can be another freelance writer you connected with on Facebook! Reach out to them and see where they are in their freelance journey and see if you can hold each other accountable to grow your biz together! Wrap Up There ya go! Im telling it like it is! I hope this gives you the motivation you need to get up and take action! I want to help you succeed and find that freelance writing job thats right for you! Tell me in the comments what you feel you arent doing enough! Maybe we can brainstorm some ideas on how to increase your productivity so you can land some writing gigs!

Civil War - Battle of Chancellorsville

Civil War - Battle of Chancellorsville Dates: April 30-May 6, 1863 Other Names: None Location: Chancellorsville, Virginia Key Individuals Involved in the Battle of Chancellorsville: Union: Major General Joseph HookerConfederate: General Robert E. Lee, Major General Thomas J. Jackson Outcome: Confederate Victory. 24,000 casualties of which 14,000 were Union soldiers. Significance of the Battle of Chancellorsville: This battle was considered by many historians to be Lee’s greatest victory. At the same time, the South lost one of its greatest strategic minds with the death of Stonewall Jackson. Overview of the Battle: On April 27, 1863, Union  Major General Joseph Hooker attempted to turn the Confederate left flank by leading the V, XI, and XII Corps across the  Rappahannock and Rapidan Rivers above Fredericksburg, Virginia. Passing the Rapidan via Ely’s Fords and Germanna, the Union forces  concentrated near Chancellorsville, Virginia on April 30 and May 1. The III Corps was to join the army. General John  Sedgwick’s VI Corps and Colonel Randall L. Gibbon’s division remained to keep up appearances against the Confederate forces gathered at Fredericksburg. Meanwhile, General Robert E. Lee left a covering force commanded by Major General Jubal Early in Fredericksburg while he  marched with the rest of the army to meet the Union forces. As Hooker’s army worked its way toward Fredericksburg, they encountered increasing Confederate resistance. Fearing through reports of large Confederate force, Hooker ordered the army to stop the advance and concentrate again at C hancellorsville. Hooker adopted a defensive posture which gave Lee the initiative. On the morning of May 2, Lieutenant General T.J. Jackson directed his corps to move against the Union left flank, which was reported to be separated from the rest. Fighting was sporadic across the field throughout the day when Jackson’s column reached its destination. At 5:20 pm, Jackson’s line surged forward in an attack that crushed the Union XI Corps. Union troops rallied and were able to resist the attack and even counterattack. Fighting eventually ended due to darkness and disorganization on both sides. During the nighttime reconnaissance, Jackson was mortally wounded by friendly fire. He was carried from the field. J.E.B. Stuart took temporary command of Jackson’s men. On May 3, the Confederate forces attacked with both sides of the army, massing their artillery at Hazel Grove. This finally broke the Union line at Chancellorsville. Hooker withdrew about a mile and entrenched his men making a  defensive â€Å"U.† His back was   to the river at United States Ford. Union generals Hiram Gregory Berry and Amiel Weeks Whipple and Confederate General Elisha F. Paxton were killed.  Stonewall Jackson soon died from his wounds.  During the night between  May 5-6 Hooker recrossed to the north of the Rappahannock,  due to Union reverses at Salem Church.

An Introduction To Malcolm X And His Life History Essay

An Introduction To Malcolm X And His Life History Essay Malcolm X was a black civil rights leader in the 1960s in the U.S. In the U.S, blacks were segregated by the Jim Crow Laws. Black people did not have equal rights compared to white people in this era. Malcolm X was born on May 19, 1925 in Omaha, which is in the state of Nebraska. In the U.S history, people knew Malcolm X as a violent, black civil rights activist. His idea was that racial separation was the only way to help and improve African Americans’ lives in the U.S because he thought that white people controlled the U.S society completely. Thus, he taught black people that they should have their own society, economy, and community. Also, he taught that white people were devils, who brainwashed black people. He did not believe the idea of whites and blacks in the U.S living together. So, even if other black civil right activists, such as Martin Luther King Jr. helped black people by using non violent resistance, Malcolm X did not participate in their nonviolent civil righ ts movements. Therefore, Malcolm X thought that violence or fighting against whites is the only way of helping and improving black people in the U.S. So, his idea of racial separation was shaped by his earlier life experiences and the Nation of Islam, however, Malcolm X finally realized that the whites and the blacks could live together under God, Allah, after he visited Mecca. Historical Back Ground: African Americans in the south were segregated by the Jim Crow Laws. (Hickman, 2010) The Jim Crow Laws was â€Å"the name of the racial caste system which operated primarily, but not exclusively in southern and border states, between 1877 and the mid to 1960s. Jim Crow was more than a series of rigid anti – Black laws. It was a way of life. Under the Jim Crow, African Americans were relegated to the status of second class citizens† (Pilgrim, 2000). Black people were segregated in restaurants, public restrooms, drinking fountains, etc. In addition, â€Å"many blacks were the victims of mob violence that ranged from being beaten to actually being killed† (Dean, 1994, pp. 9). So, black people were not protected by the law completely in this era. During the 19th century, American Civil Rights movements occurred many times, such as the sitting movement and the bus boycott in Montgomery. Black people tried to have their civil rights in this era, and black people followed famous civil rights activists. There were two famous protesters, Martin Luther King Jr. and Malcolm X, who were against the Jim Crow Laws. They were black, and they were the leaders of the American Civil Rights movements. However, there were some differences between King and Malcolm. Martin Luther King Jr. was a protestant, and he used nonviolent resistance. Many black people followed his idea because nonviolent resistance was a more popular approach in the Civil Rights Movement in this era. On the other hand, Malcolm X’s idea was that black people should create their own wo rld without white people, the rejection of King’s method of nonviolence, and the acceptance of violence as an effective means to realize his goal. So, Malcolm X did not suggest that black people should live with white people.

Present and evaluate J.C. Maxwells version of the Golden Rule as Essay

Present and evaluate J.C. Maxwells version of the Golden Rule as discussed in class and in your reading. (Again, this means discussing the argument) - Essay Example What you do is important; but how you do, what you do is more important. Meaning, the process of living is supreme than achieving success in life. In business, seeking wealth is perfect. What is inappropriate is the intentional manipulation of business practices to deceive others. Desires are not bad; but motivated desires and causing intentional pain to others to secure monetary gains is undesirable. Great business projects are fine, but the prerequisite about such projects is creating noble individuals to implement them. When ethics is the foundation stone of an individual viewed from perception of life as a whole, nothing can go wrong for such an individual. He can be a businessman, politician, bureaucrat, farmer etc. The fundamental rules of ethics will not change, only their application in a particular situation may vary. Scandals originate in the heart. An individual must have a cause to be ethical, the heart to be ethical, and pursue the ethical principles with grit, stamina and heroism, and finally receive the rewards or any other types of accruing results with a balanced mental attitude. Even if the results are not favorable in a given situation, one will have the inner satisfaction of following the Golden Rule of ethics. One has to be truthful at all times and at all costs and avoid ‘pressure, pleasure, power, pride and skewed priorities’, to uphold the Golden Rule. In that ideal situation, societal environment will be

The Developing Business Essay Example | Topics and Well Written Essays - 3000 words - 1

The Developing Business - Essay Example Many organizations refer to sustainability as corporate social responsibility (CSR). Thus, CSR will be used in the essay to refer to social and environmental sustainability. The terms, sustainability and corporate social responsibility refer to the practical contributions that businesses can make to sustainability. Many companies in recent times have incorporated social and environmental sustainability in their financial statements. (Gray, 2006, p.81) said that reporting social sustainability is crucial because the sustainability apprehensions of individuals, communities and governments facilitate shaping the world in which organizations operate.Sustainability reporting at the enterprise level also intends to represent an organization’ssocial, environmental and economic performance. Social sustainability reporting is aimed at reflecting the external costs and benefits of an organization that are not otherwise identified. Conventionally, ‘labour hires capital’ with the prominence on individual, environmental and social profit. On the contrary, capital hires labour with the superseding prominence on making a ‘profit’ over and beyond any advantage either to the industry itself or the employees (Epstein and Buhovac, 2014, pg. 29). These two differences provide a major contrast to how the accountant views of business operation. Another difference that arises is that of the conflicts created by professional values and managerial logic. Accountants view the firm in professional term, meaning any notion that does not involve accounting principles is rendered irrelevant. The CSR function, on the other hand, is based on managerial logic whereby the businesses engross in broad activities so long as profits are recognized from the business endeavours. Theoretical work on CSR accounting has created different theories as to the motivation of firms to report or release information on their CSR actions, many of

Being religious is not a matter of subscribing to doctrines Essay Example for Free

Being religious is not a matter of subscribing to doctrines Essay In oral/first traditions, being religious entails much more than simply subscribing to a set of doctrines.   It is instead a world view, a way of ordering society, and a means of reckoning with the natural and supernatural.   It deals with the unseen and, in the absence of science, does not create boundaries between natural phenomena and the divine or supernatural.   According to Walter Burkert, â€Å"Religion is manifest in actions and attitudes that do not fulfill immediate practical functions.   What is intended and dealt with cannot be seen, or touched, or worked upon in the usual fashion of everyday life. †Ã‚   (Burkert 5) Being religious is not a matter of subscribing to doctrines (which, in Western societies, is separate from science and other aspects of human life), but is instead a complex relationship with the surrounding natural world and with other humans. views in oral/first traditions often establish the links between a people and the forces controlling their lives.   This is especially true with folklore and creation stories, which attest to the links between a people and their divine beings, as with Io in Maori myths or Bumba in Bushongo myths.   In essence, these attest to the people’s close identification with their divinities and stress a kind of organic belonging important to these societies.   (Novak 334-336)   Also, creation myths bind people closely to the sources of their sustenance, showing their reverence for the natural resources on which they depend.   For example, the Pawnee root their origins firmly in corn, their chief food source, and their divinity (â€Å"Mother Corn†) is female; indeed, many oral/first traditions venerate female deities along with the male, attesting to the biological nature of divinity in oral/first traditions.   (Novak 338-339)   Resources are not simply seen as spiri tually inert commodities, as in Western societies, but as vital parts of a world infused with spirits. Folklore also helps to explain natural phenomena, addressing the â€Å"why?† in order to coherently explain and help people cope with powerful events (again in the absence of science), often natural calamities.   (Burkert 112)   Burkert explains that such tales typically start with some human folly, often a broken taboo or conflict, link these to catastrophes (which are, in these people’s views, manifestations of evil), and explain how they are ultimately overcome.   Chains of human wrongdoing, dreadful consequences, and ultimate resolution, says Burkert, create â€Å"a context of sense and [premise] a meaningful cosmos in which people can live in health and at ease. . . .†Ã‚   (Burkert 128)   Evil is attributed to supernatural agents aroused by human wrongdoing and brings punishment by the gods.   However, resolution does not always occur.   In tales akin to the story of Adam and Eve, whose misdeeds in Eden led to their expulsion from it, both the Ya o of east Africa and the Hopi of North America blame human misbehavior for driving God away from themselves.   (Novak 344-346) World views in oral/first traditions not only involve folklore, but they are also rooted in social hierarchies, since hierarchy serves as a means of ordering the world.   According to Burkert, this is virtually universal in world religions and early societies.   (Burkert 81)   In oral/first traditions, hierarchy involves not only simple subjugation to the powerful, such as humiliation and shows of deference, but also adherence to mutual obligations by superior and inferior alike.   These help create a stable, ordered society in which inferiors show deference to superiors and superiors are obligated to protect or otherwise assist those they dominate.   As Burkert asserts, â€Å"Dominance makes possible forms of solidarity not easily encountered elsewhere. . . .†Ã‚   (Burkert 82)   Hierarchy also manifests in showing reverence for natural forces.   Again, Novak’s examples of the Sioux relationship to the bison and the Pawnee reverence for â€Å"Mother Cornà ¢â‚¬  illustrates how oral/first religions clearly recognize their dependence on certain natural resources for their survival, and their world views often place the sources of their sustenance at the top of their hierarchies. (Novak 338-339, 363-372) Another key behavior in such traditions is reciprocal giving, which Burkert considers vital because it â€Å"regulates the standards of justice . . . [and] is an unexceptionable expectation or even obligation of return.   Every gift demands a counter-gift.†Ã‚   In these societies, an unanswered gift is a serious taboo which violates the obligations inherent in hierarchies.   (Burkert 130)   Creating reciprocal obligations in such religions is a means of promoting peace and stability by strengthening mutual social bonds. Ritual often assumes a central place in oral/first traditions because it â€Å"grows out of anxiety and is designed to control it.†Ã‚   (Burkert 36)   Rituals involve confronting some aspect of fear or pain in order to better cope with it, or to appease unseen forces.   One such common ritual is sacrifice (pars par toto, Latin for â€Å"part for all†), which Burkert calls â€Å"a manageable loss in order to gain salvation.†   The author mentions ancient Greek sacrifices to hail (Burkert 34-37), while others involve bodily mutilations (such as finger sacrifice or severing hands).   Another fact of this is sacrificing scapegoats, usually social outsiders or individuals guilty of violating certain taboos. Scapegoats are sometimes blamed for arousing divine wrath, and their sacrifice is a means of restoring safety to a perilous situation.   He grounds this in biology, likening it to distracting predators by leaving behind an expendable part, like foxes gnawing off their paws to escape hunters’ traps.   (Burkert 41)   Similarly, Burkert considers ritual castration a means of defying biology: â€Å"The illusion is that by renouncing procreation men may stay clear of the maelstrom of life and death.†Ã‚   (Burkert 48)   It is also a biological means of enforcing hierarchy, as seen with lower primates A less brutal aspect of this is the sacrificial feast (eating certain venerated foods) and ritualized killing of certain animals (intended to show the being reverence, as with the bison).   Life, according to Burkert, is â€Å"a transient stability depending upon the ‘just’ exchange† (Burkert 155), and showing respect for life-sustaining forces assumes crucial importance.   Another aspect of ritual is the oath, in which words are set in a ceremonial context in order to make them sacred and inviolate.   (Burkert 171-173) Another aspect of behavior in this milieu is the importance of signs, which help divine some aspect of the future, usually through the role of the shaman.   Shamans, who often attain their status through ceremonies or rituals, are basically the mediators between the natural and supernatural, capable of reaching an ecstatic state which gives them divine insights and lets them cross the boundaries that other members of these societies cannot.   An example is the Eskimo shaman, whom Novak claims can achieve a â€Å"fit of mysterious and overwhelming delight† (Novak 355).   In this state, they may see signs by watching people’s behaviors, the weather, objects, and other phenomena in which the future may be divined. These signs basically comprise a kind of unwritten language for interpreting the world, and the shaman acts as a designated translator.   Other signs not limited to the shaman include body markings, such as scars, brands, tattoos, and tooth alteration, which set certain people apart and are not simply arbitrary choices or fashions.   These function as a language (often in the absence of a written language) with deep significance for those who embrace it.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Despite the commonalities one finds among early traditions, such as bonds to the natural world, the presence of shamans, and the importance of hierarchy and mutual obligation, conversion does not appear to be a matter one could take lightly.   In these societies, religion is not simply a set of doctrines which can be substituted for another, but a complex system of relationships to a specific group of people, physical environment, and body of folklore.   They are not rationalized as commonalities between cultures, since people in these societies seldom transplanted themselves lightly from one cultural cosmos to another.   For example, while first traditions all share similar creation stories, the nuances and elements of each will differ from one another, as will the rituals and signs associated with their religions.   Changing entire world views appears not to be a frivolous decision, since the world views in oral/first traditions are so intricate.

In Search Of Excellence: Review :: essays research papers

In Search of Excellence is a book dealing with many different principles of economics and what makes big business' excellent. The first idea that Peters discusses is his chart of the McKinsey 7-S Framework. The graph is very simple but the ideas are fairly complex. In their research, they found that their philosophies were too hard to explain and easily forgettable. They made this Framework to deal with strategy, structure, style, systems, staff (people), skills, and shared values (culture). This has 7 S's (easy to remember) and a graphical representation to visualize. This shows the businessman that the intractable, irrational, intuitive, and informal organization can be managed. For example, anyone assuming that a new manager of a Taco Bell will perform exactly as the old manager did is ridiculous. The organization of workers must adjust and adapt to the new manager's way of business. Another more main topic of the novel is the Eight Basic Principles. Their research had shown that the excellent companies had been based on the basics. The companies had to try to keep things simple. Sometimes, to a big business, it might seem logical that business should be run more complex the larger it is. From their research, this is usually not true. The first pricnciple is a bias for action. This is basically saying "Stop talking and do something about it." When Taco Bell has a rush of customers and their supplies for making food are low, they (usually) don't say "You know what, I have no more cheese" or "Could someone get me some more cheese?" They take action and get the cheese, make it if necessary, and get the problem solved as quickly as possible. The second Principle they deal with is to be close to the customer. This means good service and listening to what the customer has to say. If the producer, Taco Bell, is not in touch with what the customer wants to eat, then the business will most likely fail. Although it also refers to customer satisfaction; quality food made right and curteous service: "Have a nice day and enjoy your meal!" The third principle is autonomy and entrepreneurship. This is the innovation principle. 3M is known for innovation and they welcome the changing and rearranging of old and new products. For example, my dad took 3M's basic arthroscopy pump and redesigned it into an in flow-out flow cannula. This innovation on his part temporarilly set 3M back on its feet in that product line. The fourth basic principle is productivity through people. This deals with the indivdual as the best means for efficiency improvement rather

Knowledge Management Essay

In researching this paper I can’t seem to get away from constantly comparing the difference between what is knowledge and what is information. As a result I continue to look at Knowledge Management synonymously with Information Management. Or rather the terms of knowledge and information of which knowledge is constantly used synonymously with information. As pointed out in many articles this is often the case, and just leads to confusion of what I think Knowledge Management really is about. Furthermore, I am still stuck in the belief that you can manage information but not really the corresponding knowledge that an individual can derive from the information. This is why I found when reading the assigned reading material that T. D. Wilson’s article probably influenced me more that the others. As a result I will try to explain Information Management comparatively with Knowledge Management and answer the posed question and how I think Knowledge Management should be broached with top managers. What is Information Management? According to Wikipedia, â€Å"Information management (IM) is the collection and management of information from one or more sources and the distribution of that information to one or more audiences (Wikipedia Information, 2010). † This can of course be information of many types and can be stored in data form, written form, video form, and many other forms. Typically in the case of IM this information is stored in Information Management systems such as databases, collaboration portals, report tools, and many other types of systems. Information Management is used to store information so that users of the information can gain knowledge from the information as a whole toward an end goal whether that goal is to generate sales for a company or become an expert in widgets. Information is the basis for knowledge. Without it, knowledge doesn’t exist. On the other hand, according to Wikipedia, â€Å"Knowledge Management (KM) comprises a range of strategies and practices used in an organization to identify, create, represent, distribute, and enable adoption of insights and experiences. Such insights and experiences comprise knowledge, either embodied in individuals or embedded in organizational processes or practice (Wikipedia Knowledge, 2010). † The problem I have with this is that you may be able to capture knowledge in written form, for example, but knowledge in this form is only information for another to use to complete a process through instruction and does not imply they understand the information that led to the conclusion. Can it be a sharing of explicit knowledge? Probably; according to Thampi, â€Å"Explicit knowledge (sometimes referred to as formal knowledge) is formal knowledge that can be packaged as information (Thampi, 2008). † Emphasis should be given to â€Å"packaged as information†. He also implies that tacit knowledge (personal knowledge) over time can become explicit once the person matures it into new knowledge and documents it in some form. Knowledge implies understanding of information and knowledge in written form is just that, information. I don’t believe just because the person can read it that knowledge of the underlying information is imparted. According to Li and Song, the relationship between IM and KM consists of â€Å"the two having mutually reinforcing effects† and â€Å"they both attach great importance to information and IT (Li and Song, 2009). † They state under this these relationships that â€Å"Even though KM and IM have different emphases the purpose produced is basically identical† and that â€Å"Knowledge cannot exist without information because it provides raw material and source for knowledge innovation and the pursuit of KM goals (Li and Song, 2009). † Almost sounds like they are synonymous! I think this is the basis for many of T. D. Wilson’s arguments. He states that â€Å"for the fields of information science and information systems, it is clearly necessary for us to distinguish between ‘information’ and ‘knowledge’. Failure to do so results in one or other of these terms standing as a synonym for the other, thereby confusing anyone who wishes to understand what each term signifies (Wilson, 2002). † The result is people believing Knowledge Management is one and the same with Information Management. The capture of knowledge in written form, as I described above, does not imply knowledge of the underlying information to the person reading it. Wilson further comments on this thought by stating, â€Å"Whenever we wish to express what we know, we can only do so by uttering messages of one kind or another – oral, written, graphic, gestural or even through ‘body language’. Such messages do not carry ‘knowledge’, they constitute ‘information’, which a knowing mind may assimilate, understand, comprehend and incorporate into its own knowledge structures (Wilson, 2002). In other words, not everyone reading it will gain knowledge, so maybe Knowledge Management isn’t the right term to use. I also like his argument that everything outside the mind in essence can be defined as data if it contains simple facts, or information, if the data is in a context of relevance to the recipient, and that collections of messages such as papers, e-mails messages, letters in an archive, etc. are generally regarded as information resources, â€Å"thus, data and information may be managed, and information resources may be managed, but knowledge (i. . , what we know) can never be managed, except by the individual knower and, even then, only imperfectly (Wilson, 2002). † I believe Wilson’s arguments are pretty convincing and his research paper is exhaustive and nearly exhausted me! All of the comments and arguments above are not really what this assignment is about but are what helped me draw my conclusions to answer the posed question. Is it a good idea to use the term ‘knowledge management’ in conversations with top managers in our days? I don’t know that even with all the chatter about KM that it’s known well enough by all managers to necessarily use the term in conversations. Top managers may not have enough information about the KM concepts to be comfortable talking about it without some â€Å"knowledge† or expertise on the matter. I think you need to approach the conversations in terms of desired outcomes. After all, knowledge is information applied toward a desired outcome. I believe anytime you talk to your boss or her boss etc. you define your terms upfront. For example; â€Å"We are working on a KM solution that specifically captures the process call takers use to enter sales orders so that we can reduce sales process times. † Although this only captures information for call takers to use to achieve the outcome, and does not necessarily imply they gain knowledge from the information used to capture the process, it clarifies KM in terms top managers can understand and in reverse implies you are providing knowledge to the call takers. Provide the specifics and keep these types of conversations focused on outcomes. The KM concept is clouded by misinterpretation, ambiguous meanings, and directionless efforts. If you define KM by the desired outcomes then yes, you can have an intelligent conversation with top managers. If I fall into the trap of letting someone else define KM in their own mind, based on what I know about KM, I will simply contribute to the ongoing directionless efforts already occurring. Other terms I would consider using that add clarity to the conversation include process, documentation, repeatability, uniform results, and intended outcomes. These terms change the conversation by changing the focus. You can still have a KM conversation by framing KM as the documented processes that provide repeatable uniform results and intended outcomes. This is a long way of saying KM should be used as a conversation starting point but not an end point. Throw out the KM catch phrase then say â€Å"now that I have your attention let’s talk about all the stuff that makes KM work†. While there seems to be relevance to the KM argument there also seems to be a lack of clarity and information on the KM process that distinguishes it in less synonymous terms from IM. Something in my opinion needs to change that clearly states the intent of KM that clarifies exactly what it does; capture implied knowledge based on individuals knowledge and experiences. I believe it is more of a process or experience management technique that falls under IM and would be less confusing to people as well as eliminate synonymous meanings. I do not believe knowledge can be managed but information, processes, and experience can. Bogorad stated, â€Å"By definition, the intent of Knowledge Management is to discover, retain, and disseminate locked-in knowledge across the organization (Bogorad, 2010). † In my opinion the terms locked-in experience or locked-in processes work much better than knowledge. Similarly, Thampi states, â€Å"Processing data can be performed by machine, but only the human mind can process knowledge or even information (Thampi, 2008. ). † What I believe he should have said is; â€Å"Processing data and information can be performed by machine, but only the human mind can process information to develop knowledge. †

Slack Bus And Slack Generator Engineering Essay

The Table below shows input informations of each busbar in the system used to work out the power flow and the simulation consequence harmonizing to direction described in inquiry 1.BusInput Data[ Simulation Result ] BUS 1 plutonium P ( burden ) 100 MW Q ( burden ) 0 Mvar BUS 2 P ( burden ) 200 MW Q ( burden ) 100 Mvar CB of Generation Open BUS 3 1 plutonium P ( Gen ) 200 MW P ( burden ) 100 MW Q ( burden ) 50 Mvar AVR On AGC OffSlack coach and slack generatorIn power flow computation, alone numerical solution can non be calculated without mention electromotive force magnitude and angle due to unequal figure of unknown variables and independent equations. The slack coach is the mention coach where its electromotive force is considered to be fixed voltage magnitude and angle ( 1a? 0A ° ) , so that the assorted electromotive force angle difference among the coachs can be calculated regard. In add-on, the slack generator supplies as much existent power and reactive power as needed for equilibrating the power flow sing power coevals, load demand and losingss in the system while maintain the electromotive force changeless as 1a? 0A ° . In existent power system, when comparatively weak system is linked to the larger system via a individual coach, this coach can stand for the big system with an tantamount generator maintaining the electromotive force changeless and bring forthing any necessary power like sla ck coach. [ 1 ]Bus type ( PQ coach or PV coach )BusBus typeRemarksBUS 2 PQ Bus Generator is disconnected to Bus 2 BUS 3 PV Bus Generator is connected to Bus 3 and the magnitude of electromotive force of generator support invariable by utilizing AVR In general, each coach in the power system can be categorized into three coach types such as Slack Bus, Load ( PQ ) Bus, and Voltage Controlled ( PV ) Bus. The definition and difference between PQ Bus and PV Bus are described as follows ; [ 2 ] PV Bus ( Generator Bus or Voltage Controlled Bus ) : It is a coach at which the magnitude of the coach electromotive force is kept changeless by the generator. Even though the coach has several generators and burden, if any generators connected to the coach modulate the coach electromotive force with AVR, so this coach is referred to PV Bus. For PV coach, the magnitude of the coach electromotive force and existent power supplied to the system are specified, and reactive power and angle of the coach electromotive force are consequently determined. If a preset upper limit and minimal reactive power bound is reached, the reactive end product of the generator remains at the limited values, so the coach can be considered as PQ Bus alternatively of PV Bus. [ 2 ] PQ Bus ( Load Bus ) : It is a coach at which the electromotive force is changed depending on entire net existent power and reactive power of tonss and generators without electromotive force regulator. Therefore, in the power simulation and computation, the existent power and reactive power of the tonss are specified as input informations and consequently the electromotive force ( magnitude and angle ) is calculated based on the above input. The following table specifies input and end product of each coach type in the power system simulation and computation. Bus Type Phosphorus Q ( Magnitude ) I? ( Angle ) PQ Bus Input signal Input signal End product End product PV Bus Input signal End product Input signal End product Slack Bus End product End product Input signal Input signalSystem BalanceEntire Generation & A ; Load DemandBusReal Power ( MW )Fanciful Power ( Mvar )CoevalsLoadCoevalsLoadBUS 1 204.093 100 56.240 0 BUS 2 0 200 0 100 BUS 3 200 100 107.404 50 Entire 404.093 400 163.644 150DifferencePgen – Pdemand = 4.093Qgen – Qstored in burden = 13.644Reason: Real power loss due to opposition of transmittal line and fanciful power storage due to reactance of transmittal line are the grounds for the difference between power coevals and load demand in the system.P ( Losses ) & A ; Q ( Storage ) over the transmittal lineBusReal Power ( MW )Fanciful Power ( Mvar )SendingReceivingLosingssSendingReceivingStoredBUS 1 – Bus 2 102.714 100.650 2.064 56.653 49.773 6.88 BUS 1 – Bus 3 1.379 1.378 0.001 0.4141 ) 0.4131 ) 0.001 BUS 3 – Bus 2 101.378 99.350 2.028 56.990 50.227 6.763 Entire Palestine liberation organizations =4.093Qstored in burden =13.6441 ) Imaginary power flows from Bus 3 to Bus 1. The summing up of existent power losingss and fanciful power storage over the transmittal line are precisely same with entire difference between coevals and burden. Therefore, it is verified that the difference is shown over the transmittal line. ‘Kirchoff ‘ balance as each coach [ 4 ] Bus1 I? P1 = + Pgen1 – Pload1 – P12 – P13 = 204.093 – 100 – 102.714 – 1.379 = 0 I? Q1 = + Qgen1 – Qload1 – Q12 – Q13 = 56.24 – 0 – 56.653 + 0.413 = 0 Bus2 I? P2 = + Pgen2 – Pload2 – P21 – P23 = 0 – 200 + 100.65 + 99.35 = 0 I? Q2 = + Qgen2 – Qload2 – Q21 – Q23 = 0 – 100 + 49.773 + 50.227 = 0 BUS3 I? P3 = + Pgen3 – Pload3 – P31 – P32 = 200 – 100 + 1.378 – 101.378 = 0 I? Q3 = + Qgen3 – Qload3 – Q31 – Q32 = 107.404 – 50 – 0.414 – 56.99 = 0 Harmonizing to the computation supra, as summing up of incoming & A ; surpassing existent power and fanciful power at each coach become zero, it is verified that each busbar obeys a ‘Kirchoff ‘ balance. In add-on, the entire power system is wholly balanced, because entire coevals power ( existent & A ; fanciful ) are equal to summing up of entire load demand and existent power loss & A ; stored fanciful power over the transmittal ( i.e. Pgen – Pdemand = Plosses, Qgen – Qstored in burden = Q stored in system ) as shown above.Voltage Angle and Angle DifferenceAs a consequence of the Powerworld, the electromotive force angle and angle difference are shown in the tabular array below.BusVoltage AngleVoltage Angle DifferenceBUS1 I?1 = 0.00A ° BUS1- BUS2 I?1 – I?2 = 0.00A ° – ( -2.5662A ° ) = 2.5662A ° BUS2 I?2 = -2.5662A ° BUS2- BUS3 I?2 – I?3 = -2.5662A ° – ( -0.043A ° ) = -2.5232A ° BUS3 I?3 = -0.043A ° BUS3- BUS1 I?3 – I?1 = -0.043A ° – 0.00A ° = -0.043A °Power System Analysis -1The tabular array below summarizes coevals and electromotive force angle fluctuation at each coach as coevals at Bus 3 varies from 0 MW to 450 MW by 50MW.Simulation Consequences and ObservationP3 = 0 MW P3 = 50 MW P3 = 100 MW P3 = 150 MW P3 = 250 MW P3 = 300 MW P3 = 350 MW P3 = 400 MW P3 = 450 MW Reactive Power Generation at Bus 3: It is found that reactive power coevals Q3 ( gen ) lessening while existent power coevals P3 ( gen ) addition because Bus 3 as a PV Bus regulates the changeless coach electromotive force magnitude by commanding excitement of the coevals through the AVR. Power Generation at Bus 1: It is found that P1 ( gen ) decreases and Q1 ( gen ) increases at the same time, while P3 ( gen ) additions and Q3 ( gen ) lessening. As the entire load demand in the system keeps changeless ( i.e. Ptotal ( burden ) = 400 MW, Qtotal ( burden ) = 150Mvar ) , any necessary existent power and reactive power for the system balance demand to be supplied by generator ( loose generator ) at Bus 1. Therefore, power coevals P1 ( gen ) and Q1 ( gen ) at Bus 1 alteration reversely compared to power coevals alteration at Bus 3. Voltage Angle Difference: In general, existent power flow is influenced by electromotive force angle difference between directing coach and having coach harmonizing to PR = . Therefore, it is observed that every bit existent power coevals P3 ( gen ) increases existent power flow from Bus 3 to Bus2 addition, consequently voltage angle difference ( I?3 – I?2 ) between Bus 3 and Bus 2 additions. However, lessening in existent power from Bus 1 to Bus 2 due to increase of P3 ( gen ) consequence in lessening of electromotive force angle difference ( I?1 – I?2 ) . In add-on, Real power between Bus 1 and Bus 3 flows from Bus 1 to Bus 3 until P3 ( gen ) range to 200 MW and as P3 ( gen ) addition more than 200 MW the existent power flows from Bus 3 to Bus 1. So, it is besides observed that electromotive force angle difference ( I?3 – I?1 ) is negative angle when P3 ( gen ) is less than 200MW and the difference addition while P3 ( gen ) addition.Power System Analysis -2The tabular array below summarizes the fluctuation of power coevals and electromotive force angle difference at each coach when the burden demand at Bus 3 varies by 50MW and 25Mvar.Simulation Consequences and ObservationP2 = 0 MW Q2 = 0 MW P2 = 50 MW Q2 = 25 MW P2 = 100 MW Q2 = 50 MW P2 = 150 MW Q2 = 75 MW P2 = 250 MW Q2 = 125 MW P2 = 300 MW Q2 = 150 MW P2 = 350 MW Q2 = 175 MW P2 = 400 MW Q2 = 200 MW P2 = 450 MW Q2 = 225 MW Power Generation at Bus 1 and Bus 3: It is observed that as the entire load demand in the system increases due to increase of load demand P2 ( burden ) & A ; Q2 ( burden ) at Bus 2, any necessary existent power for the system balance is supplied by generator ( loose generator ) at Bus 1 sing changeless P3 ( gen ) , so P1 ( gen ) increases. In add-on, any necessary reactive power for the system balance is supplied from Bus 1 every bit good as Bus 3, so both Q1 ( gen ) and Q3 ( gen ) addition. Voltage Angle Difference: It is found that existent power flow addition both from Bus 1 to Bus 2 and from Bus 3 to Bus 2 due to increase of load demand at Bus2. Consequently, both electromotive force angle difference I?1 – I?2 and I?3 – I?2 addition when the power flow P12 and P32 addition. In add-on, when P2 ( burden ) is less than 200 MW, P1gen is comparatively low. Therefore existent power between Bus 3 and Bus 1 flows from Bus 3 to Bus 1 at lower P2 ( burden ) ( less than 200MW ) . On the other manus, while P2 ( burden ) addition more than 200 MW, the existent power flow way alterations ( Bus 1 to Bus 3 ) and the existent power flow additions. Consequently, the electromotive force angle difference I?1 – I?3 alteration from negative to positive and addition. Voltage Magnitude at Bus 2: It is observed that magnitude of coach electromotive force at Bus2 beads due to increase of the load demand at Bus 2.Question 2System Model & A ; Admittance MatrixIn order to build the entree matrix of Powerworld B3 instance, individual stage tantamount circuit can be drawn as below ;omega = R + jx ( r = 0, x = 0.05 )z12 = z21= j0.05 plutonium, y12 = 1/ z12 = 1/j0.05 = -j20 plutonium = y12 z13 = z31= j0.05 plutonium, y13 = 1/ z13 = 1/j0.05 = -j20 plutonium = y31 z23 = z32= j0.05 plutonium, y23 = 1/ z23 = 1/j0.05 = -j20 plutonium = y32 Admittance matrix can be defined as follows ; BUS = Diagonal elements Y ( I, I ) of the entree matrix, called as the self-admittance [ talk slide ] [ 6 ] , are the summing up of all entree connected with BUS I. = y12 + y13 = -j20 – j20 = -j40 plutonium = y21 + y23 = -j20 – j20 = -j40 plutonium = y31 + y32 = -j20 – j20 = -j40 plutonium Off diagonal elements Y ( I, J ) of the entree matrix, called as the common entree [ talk slide ] [ 6 ] , are negative entree between BUS I and BUS J. = – y12 = – ( -j20 ) = j20 plutonium = – y13 = – ( -j20 ) = j20 plutonium = – y21 = – ( -j20 ) = j20 plutonium = – y23 = – ( -j20 ) = j20 plutonium = – y31 = – ( -j20 ) = j20 plutonium = – y32 = – ( -j20 ) = j20 plutonium Therefore, the concluding entree matrix BUS is ; BUS = = The undermentioned figure shows the BUS of the Powerworld B3 instance and it is verified that the deliberate entree matrix is consistent with the consequence of the Powerworld.Power Flow CalculationNodal equation with the entree matrix can be used to cipher electromotive force at each coach if we know all the current ( i.e. entire coevals power and load demand at each BUS ) and eventually the power flow can be calculated consequently. , hence, In this inquiry, nevertheless, simulation consequences of the electromotive force at each coach from the Powerworld are used for the power flow computation as follows ; [ Simulation consequence ]Voltage at each Bus and Voltage DifferenceV1 = 1 a? 0.00A ° plutonium ( BUS1 ) V2 = 1 a? -0.48A ° plutonium ( BUS2 ) V3 = 1 a? 0.48A ° plutonium ( BUS 3 )Voltage difference between BUS 1 and BUS 2V12 = V1 – V2 = 1 a? 0.00A ° – 1 a? -0.48A ° = 3.5 x 10-5 + J 8.38 ten 10-3 = 8.38 ten 10-3 a? 89.76A ° plutonium V21 = V2 – V1 = – V12 = – 3.5 ten 10-5 – J 8.38 ten 10-3 = 8.38 ten 10-3 a? -90.24A ° plutoniumVoltage difference between BUS 3 and BUS 2V32 = V3 – V2 = 1 a? 0.48A ° – 1 a? -0.48A ° = J 16.76 ten 10-3 = 16.76 ten 10-3 a? 90A ° plutonium V23 = V2 – V3 = – V32 = – J 16.76 ten 10-3 = -16,76 x 10-3 a? -90A ° plutoniumVoltage difference between BUS 3 and BUS 1V31 = V3 – V1 = 1 a? 0.48A ° – 1 a? 0.00A ° = – 3.5 ten 10-5 + J 8.38 ten 10-3 = 8.38 ten 10-3 a? 90.24A ° plutonium V13 = V1 – V3 = – V31 = 3.5 ten 10-5 – J 8.38 ten 10-3 = 8.38 ten 10-3 a? -89.76A ° plutoniumLine CurrentCurrent flow from BUS I and BUS J can be calculated by utilizing electromotive force difference and interrelated entree of the line between coachs. [ Iij = yij * ( Vi – Vj ) ]Line current between BUS 1 and BUS 2I12 = y12 x ( V1 – V2 ) = -j20 x 8.38 ten 10-3 a? 89.76A ° = 167.6 ten 10-3 a? -0.24A ° plutonium ( BUS 1 a† Ã¢â‚¬â„¢ BUS 2 ) I21 = y21 x ( V2 – V1 ) = -j20 x 8.38 ten 10-3 a? -90.24A ° = 167.6 ten 10-3 a? -180.24A ° plutonium ( BUS 2 a† Ã¢â‚¬â„¢ BUS 1 )Line current between BUS 3 and BUS 2I32 = y32 x ( V3 – V2 ) = -j20 x 16.76 ten 10-3 a? 90A ° = 335.2 ten 10-3 a? 0.00A ° plutonium ( BUS 3 a† Ã¢â‚¬â„¢ BUS 2 ) I23 = y23 x ( V2 – V3 ) = -j20 x 16.76 ten 10-3 a? -90A ° = 335.2 ten 10-3 a? 180A ° plutonium ( BUS 2 a† Ã¢â‚¬â„¢ BUS 3 )Line current between BUS 3 and BUS 1I31 = y31 x ( V3 – V1 ) = -j20 x 8.38 ten 10-3 a? 90.24A ° = 167.6 ten 10-3 a? 0.24A ° plutonium ( BUS 3 a† Ã¢â‚¬â„¢ BUS 1 ) I13 = y13 x ( V1 – V3 ) = -j20 x 8.38 ten 10-3 a? -89.76A ° = 167.6 ten 10-3 a? -179.76A ° plutonium ( BUS 1 a† Ã¢â‚¬â„¢ BUS 3 )Apparent Power FlowApparent flow from BUS I and BUS J can be calculated by electromotive force at the directing coach and line current. [ Sij = Vi * I*ij ]Apparent Power from BUS 1 to BUS 2S12 = V1* I*12 = 1 a? 0.00A ° ten 167.6 ten 10-3 a? 0.24A ° = 167.6 ten 10-3 a? 0.24A ° = 0.1676 + J 7.02 ten 10-4 plutoniumApparent Power from BUS 2 to BUS 1S21=V2* I*21=1a? -0.48A ° x 167.6 ten 10-3a? 180.24A °=167.6 ten 10-3a? 179.76A ° = -0.1676 + j7.02 x 10-4 plutoniumApparent Power from BUS 3 to BUS 2S32 = V3* I*32 = 1 a? 0.48A ° ten 335.2 ten 10-3 a? 0.00A ° = 335.2 ten 10-3 a? 0.48A ° = 0.3352 + J 2.81 ten 10-3 plutoniumApparent Power from BUS 2 to BUS 3S23=V2* I*23=1 a? -0.48A ° x 335.2 ten 10-3 a? 180A °= 335.2 ten 10-3 a? 179.76A ° = -0.3352 + J 2.81 ten 10-3 plutoniumApparent Power from BUS 3 to BUS 1S31 = V3* I*31 = 1a? 0.48A ° ten 167.6 ten 10-3a? -0.24A ° = 167.6 x 10-3 a? 0.24A ° = 0.1676 + J 7.02 ten 10-4 plutoniumApparent Power from BUS 1 to BUS 3S13=V1* I*13=1a? 0.00A ° x 167.6 ten 10-3a? 179.76A °= 167.6 ten 10-3a? 179.76A ° = -0.1676 + J 7.02 ten 10-4 plutoniumComparison with simulation consequencesThe unit of the above computation consequences is pu value, so in order to compare the consequences with simulation consequences pu value of current and power flow demand to be converted to existent values by utilizing the undermentioned equation sing Sbase = 100MVA and Vline_base = 345kV. [ 3 ] Sactual = Sbase A- Spu = 100 MVA A- Spu Iactual = Ibase A- Ipu = A- Ipu = A- Ipu = 167.3479 A A- IpuCalculation Result and Simulation ResultFlow way & A ; ValueCalculation ConsequenceSimulation ConsequenceBUS 1 a† Ã¢â‚¬â„¢ BUS 2|S12| 0.1676 A- 100 = 16.76 MVA 16.67 MVA P12 16.76 MW 16.67 MW Q12 0.0702 Mvar 0.07 Mvar |I12| 0.1676 A- 167.3479 = 28.0475 A 27.89 ABUS 3 a† Ã¢â‚¬â„¢ BUS 2|S32| 0.3352 A- 100 = 33.52 MVA 33.33 MVA P32 33.52 MW 33.33 MW Q32 0.281 Mvar 0.28 Mvar |I32| 0.3352 A- 167.3479 = 56.0950 A 55.78 ABUS 3 a† Ã¢â‚¬â„¢ BUS 1|S31| 0.1676 A- 100 = 16.76 MVA 16.67 MVA P31 16.76 MW 16.67 MW Q31 0.0702 Mvar 0.07 Mvar |I31| 0.1676 A- 167.3479 = 28.0475 A 27.89 ABUS 2 a† Ã¢â‚¬â„¢ BUS 1|S21| 0.1676 A- 100 = 16.76 MVA 16.67 MVA P21 -16.76 MW -16.67 MW Q21 0.0702 Mvar 0.07 Mvar |I21| 0.1676 A- 167.3479 = 28.0475 A 27.89 ABUS 2 a† Ã¢â‚¬â„¢ BUS 3|S23| 0.3352 A- 100 = 33.52 MVA 33.33 MVA P23 -33.52 MW -33.33 MW Q23 0.281 Mvar 0.28 Mvar |I23| 0.3352 A- 167.3479 = 56.0950 A 55.78 ABUS 1 a† Ã¢â‚¬â„¢ BUS 3|S13| 0.1676 A- 100 = 16.76 MVA 16.67 MVA P13 -16.76 MW -16.67 MW Q13 0.0702 Mvar 0.07 Mvar |I13| 0.1676 A- 167.3479 = 28.0475 A 27.89 A It is found that computation consequences of current flow and evident power flows ( i.e. 28.0475 A and 56.0950 A/ 33.52 MVA and 16.76MVA ) are about 0.5 % higher than simulation consequence ( i.e. 27.89 A and 55.78 A / 33.33 MVA and 16.67 MVA ) which can be considered somewhat different. Difference of the electromotive force angle at each coach between computation ( 0.48A ° ) and simulation ( 0.4775A ° ) could be the ground for this minor difference.Question 3Admittance Matrix and Nodal EquationEntree between two coachsy12 = y21 = -j8 plutonium y13 = y31 = -j4 plutonium y14 = y41 = -j2.5 plutonium y23 = y32 = -j4 plutonium y24 = y42 = -j5 plutonium y30 = -j0.8 plutonium ( BUS3-Neutral BUS ) y40 = -j0.8 plutonium ( BUS4-Neutral BUS )Admittance MatrixYbus ( Admittance Matrix ) = Diagonal elements Y ( I, I ) of the entree matrix, called as the self-admittance [ 2 ] [ 4 ] , are the summing up of all entree connected with BUS I. = y12 + y13 + y14 = -j8 -j4 – j2.5 = -j14.5 = y21 + y23 + y24 = -j8 -j4 – j5 = -j17 = y30 + y31 + y32 = -j08 -j4 – j4 = -j8.8 = y40 + y41 + y42 = -j0.8 -j2.5 – j5 = -j8.3 Off diagonal elements Y ( I, J ) of the entree matrix, called as the common entree [ 2 ] [ 4 ] , are negative entree between BUS I and BUS J. = – y12 = – ( -j8 ) = j8 plutonium = – y13 = – ( -j4 ) = j4 plutonium = – y14 = – ( -j2.5 ) = j2.5 plutonium = – y21 = – ( -j8 ) = j8 plutonium = – y23 = – ( -j4 ) = j4 plutonium = – y24 = – ( -j5 ) = j5 plutonium = – y31 = – ( -j4 ) = j4 plutonium = – y32 = – ( -j4 ) = j4 plutonium = – y34 = 0 plutonium = – y41 = – ( -j2.5 ) = j2.5 plutonium = – y42 = – ( -j5 ) = j5 plutonium = – y43 = 0 plutonium Therefore, entree matrix Ybus is as follows ;Ybus = =Power Flow AnalysisPower flow disregarding transmittal line electrical capacityNodal EquationCurrent from the impersonal coach to each coach are given and entree matrix ( Ybus ) is calculated above. Therefore, concluding nodal equation is as follows ; Ibus = Ybus * Vbus a†¡Ã¢â‚¬â„¢ Vbus = Y-1bus * Ibus = Ybus a†¡Ã¢â‚¬â„¢ ==Voltage AnalysisVoltage at each coach can be derived from the equation ( Vbus = Y-1bus * Ibus ) and Matlab was used for calculate matrix division. ( Source codification is attached in Appendix-1 ) Vbus == V12 = 0.0034 + J 0.0031 plutonium V13 = -0.0277 – J 0.0257 plutonium V14 = 0.0336 + J 0.0311 plutonium V21 = -0.0034 – J 0.0031 plutonium V23 = -0.0311 – J 0.0288 plutonium V24 = 0.0302 + J 0.0280 plutonium V31 = 0.0277 + J 0.0257 plutonium V32 = 0.0311 + J 0.0288 plutonium V41 = -0.0336 – J 0.0311 plutonium V42 = -0.0302 – J 0.0280 plutoniumCurrent flow in the systemCurrent flow from BUS I and BUS J can be calculated by utilizing electromotive force difference and interrelated entree of the line between coachs. [ Iij = yij * ( Vi – Vj ) ] The computation consequence from Matlab is as follows ; I12 = 0.0249 – J 0.0269 plutonium I13 = -0.1026 + J 0.1108 plutonium I14 = 0.0777 – J 0.0840 plutonium I21 = -0.0249 + J 0.0269 plutonium I23 = -0.1151 + J 0.1243 plutonium I24 = 0.1399 – J 0.1511 I31 = 0.1026 – J 0.1108 plutonium I32 = 0.1151 – J 0.1243 plutonium I34 = 0 plutonium I41 = -0.0777 + J 0.0840 plutonium I42 = -0.1399 + J 0.1511 plutonium I43 = 0 plutoniumPower flow in the systemApparent flow from BUS I and BUS J can be calculated by electromotive force at the directing coach and line current. [ Sij ( plutonium ) = Vi * I*ij = Pij + jQij ] The computation consequence from Matlab is as follows ; S12 = 0.0311 + J 0.0175 plutonium S13 = -0.1283 – J 0.0723 plutonium S14 = 0.0972 + J 0.0548 plutonium S21 = -0.0311 – J 0.0174 plutonium S23 = -0.1438 – J 0.0803 plutonium S24 = 0.1749 + J 0.0977 plutonium S31 = 0.1283 + J 0.0780 plutonium S32 = 0.1438 + J 0.0875 plutonium S34 = 0 plutonium S41 = -0.0972 – J 0.0496 plutonium S42 = -0.1749 – J 0.0892 plutonium S44 = 0 plutoniumAdmittance Matrix sing transmittal line electrical capacityHarmonizing to the direction of the Question 3, power system theoretical account can be drawn by utilizing Iˆ tantamount circuit of the lines with capacitive shunt entree ( yc ) of 0.1 plutonium at each side as shown below.Admittance MatrixContrary to tantamount theoretical account in Question 3-1, the current flow through the capacitance in the transmittal line needs to be considered to happen the entree matrix. Therefore, sing the capacitances the current equation with Kirchhoff ‘s current jurisprudence at each coach is as follows ; [ 2 ] [ 5 ] Bus 1: I1 = I12 + I13 + I14 + Ic12 + Ic13 + Ic14 I1 = y12 ( V1-V2 ) + y13 ( V1-V3 ) + y14 ( V1-V4 ) + yc12V1 + yc13V1 + yc14V1 Bus 2: I2 = I21 + I23 + I24 + Ic21 + Ic23 + Ic24 I2 = y21 ( V2-V1 ) + y23 ( V2-V3 ) + y24 ( V2-V4 ) + yc21V2 + yc23V2 + yc24V2 Bus 3: I3 = I30 + I31 + I32 + Ic31 + Ic32 I3 = y30V3 + y31 ( V3-V1 ) + y32 ( V3-V2 ) + yc31V3 + yc32V3 Bus 4: I4 = I40 + I41 + I42 + Ic41 + Ic42 I4 = y40V4 + y41 ( V4-V1 ) + y42 ( V4-V2 ) + yc41V4 + yc42V4 Equation above can be rearranged to divide and group single merchandises by electromotive force. Bus 1: I1 = ( y12 + y13 + y14 + yc12 + yc13+ yc14 ) V1 – y12V2 – y13V3 – y14V4 = Y11V1 + Y12V2 + Y13V3 + Y14V4 Bus 2: I2 = ( y21 + y23 + y24 + yc21 + yc23+ yc24 ) V2- y21V1 – y23V3 – y24V4 = Y21V1 + Y22V2 + Y23V3 + Y24V4 Bus 3: I3 = ( y30 + y31 + y32 + yc31+ yc32 ) V3 – y31V1 – y32V2 = Y31V1 + Y32V2 + Y33V3 + Y34V4 Bus 4: I4 = ( y40 + y41 + y42 + yc41+ yc42 ) V4 – y41V1 – y42V2 = Y41V1 + Y42V2 + Y43V3 + Y44V4 Finally, Diagonal elements Y ( I, I ) and off diagonal elements Y ( I, J ) of the entree matrix are calculated as follows ; = y12 + y13 + y14 + yc12 + yc13+ yc14 = -j8 -j4 – j2.5 + j0.1 + j0.1 +0.1j = -j14.2 plutonium = y21 + y23 + y24 + yc21 + yc23+ yc24 = -j8 -j4 – j5 + j0.1 + j0.1 +0.1j = -j16.7 plutonium = y30 + y31 + y32 + yc31+ yc32 = -j08 -j4 – j4 + j0.1 +0.1j = -j8.6 plutonium = y40 + y41 + y42 + yc41+ yc42 = -j0.8 -j2.5 – j5 + j0.1 +0.1j = -j8.1 plutonium = – y12 = – ( -j8 ) = j8 plutonium = – y13 = – ( -j4 ) = j4 plutonium = – y14 = – ( -j2.5 ) = j2.5 plutonium = – y21 = – ( -j8 ) = j8 plutonium = – y23 = – ( -j4 ) = j4 plutonium = – y24 = – ( -j5 ) = j5 plutonium = – y31 = – ( -j4 ) = j4 plutonium = – y32 = – ( -j4 ) = j4 plutonium = – y34 = 0 plutonium = – y41 = – ( -j2.5 ) = j2.5 plutonium = – y42 = – ( -j5 ) = j5 plutonium = – y43 = 0 plutonium Therefore, entree matrix Ybus is as follows ;Ybus = =Annex-1: Matlab beginning codification and Calculation consequences with MatlabMatlab Source Code% define ego entree and common entree by utilizing admittace between % the coachs ( y12=y21=-j8, y13=y31=-j4, y14=y41=-j2.5, y23=y32=-j4, % y24=y42=-j5, y34=0, y43=0, y30=-j0.8, y40=-j0.8 y12=-8i ; y21=-8i ; y13=-4i ; y31=-4i ; y14=-2.5i ; y41=-2.5i ; y23=-4i ; y32=-4i ; y24=-5i ; y42=-5i ; y34=0 ; y43=0 ; y30=-0.8i ; y40=-0.8i ; Y11=-8i-4i-2.5i ; Y12=8i ; Y13=4i ; Y14=2.5i ; Y21=8i ; Y22=-8i-4i-5i ; Y23=4i ; Y24=5i ; Y31=4i ; Y32=4i ; Y33=-0.8i-4i-4i ; Y34=0 ; Y41=2.5i ; Y42=5i ; Y43=0 ; Y44=-5i-2.5i-0.8i ; % Bus 3 and Bus 4 is non connected, so admittance Y34 and Y43 are equal to zero % define the 4Ãâ€"4 entree matrix ( Ybus ) Ybus= [ Y11 Y12 Y13 Y14 ; Y21 Y22 Y23 Y24 ; Y31 Y32 Y33 Y34 ; Y41 Y42 Y43 Y44 ] ; % In order to specify the nodal equation ( I = Ybus*V ) , the given I needs to specify. i1=0 ; i2=0 ; i3=-i ; i4=-0.4808-0.4808i ; Ibus= [ i1 ; i2 ; i3 ; i4 ] ; % Each coach electromotive force can be calculated by utilizing matrix division ( V= YbusI ) Vbus=YbusIbus ; v1=Vbus ( 1,1 ) ; v2=Vbus ( 2,1 ) ; v3=Vbus ( 3,1 ) ; v4=Vbus ( 4,1 ) ; % Calculate electromotive force difference between coachs v12=v1-v2 ; v13=v1-v3 ; v14=v1-v4 ; v21=v2-v1 ; v23=v2-v3 ; v24=v2-v4 ; v31=v3-v1 ; v32=v3-v2 ; v34=v3-v4 ; v41=v4-v1 ; v42=v4-v2 ; v43=v4-v3 ; % current flow between coachs can be calculated by i12 = y12* ( v1-v2 ) i12=y12*v12 ; i13=y13*v13 ; i14=y14*v14 ; i21=y21*v21 ; i23=y23*v23 ; i24=y24*v24 ; i31=y31*v31 ; i32=y32*v32 ; i34=y34*v34 ; i41=y41*v41 ; i42=y42*v42 ; i43=y43*v43 ; % evident power can be calculated by s12 = v1 * conj ( i12 ) s12=v1*conj ( i12 ) ; s13=v1*conj ( i13 ) ; s14=v1*conj ( i14 ) ; s21=v2*conj ( i21 ) ; s23=v2*conj ( i23 ) ; s24=v2*conj ( i24 ) ; s31=v3*conj ( i31 ) ; s32=v3*conj ( i32 ) ; s34=v3*conj ( i34 ) ; s41=v4*conj ( i41 ) ; s42=v4*conj ( i42 ) ; s43=v4*conj ( i43 ) ; % Real power and Reactive power can be derived by following p12=real ( s12 ) ; p13=real ( s13 ) ; p14=real ( s14 ) ; q12=imag ( s12 ) ; q13=imag ( s13 ) ; q14=imag ( s14 ) ; p21=real ( s21 ) ; p23=real ( s23 ) ; p24=real ( s24 ) ; q21=imag ( s21 ) ; q23=imag ( s23 ) ; q24=imag ( s24 ) ; p31=real ( s31 ) ; p32=real ( s32 ) ; p34=real ( s34 ) ; q31=imag ( s31 ) ; q32=real ( s32 ) ; q34=imag ( s34 ) ; p41=real ( s41 ) ; p42=real ( s42 ) ; p43=real ( s43 ) ; q41=imag ( s41 ) ; q42=real ( s42 ) ; q43=imag ( s43 ) ; % terminalMatlab Calculation Results

Beware of Whom

Beware of Whom Beware of Whom Beware of Whom By Maeve Maddox I just read a mystery by Sue Grafton in which her character Kinsey Millhone mentally corrects a maid who responds to her phone call by asking Who may I say is calling? The Millhone character thinks Whom, sweetheart, Whom shall I say is calling This passage illustrates the fact that even an excellent writer can have trouble with when to use who and when to use whom. In this case, the maid was right and the detective was wrong. If you want to know why, read on. Like most pronouns, who has two forms: a subject form, who, and an object form, whom. To understand the use of pronoun pairs such as who/whom, he/him, she/her, I/me, they/them, and we/us when used with a verb, one must recognize whether the word is being used as the subject of the verb or as its object. Every verb has a subject. The subject is the doer of an action: I sing. We shop in town. Who knows the secret? Some verbs have objects. The object receives the action: The ball hit me. Dont forget us. Whom do you like best? Most of the time we have little trouble recognizing subject and verb because the subject usually comes before the verb and the object comes after it. The difficulty with who/whom arises from the fact that in a question, word order is reversed. We say Where are you going? and not You are going where?, Whom do you like best? and not You do like whom best? Things get really sticky when a sentence contains more than one clause (i.e., more than one set of subject and verb). The maids response is made up of two clauses. That is, it has two verbs: shall say and is calling. The subject of shall say is I. The subject of is calling is who. The clauses can be constructed in various ways: Who is calling, shall I say? Shall I say who is calling? Who shall I say is calling? The irony of Graftons criticism of the maids use of who is that elsewhere in the novel, Millhone doesnt always use whom when it would be appropriate. Conclusion The use of whom as the object form of who is on its way out of the language. More and more educated speakers and writers use who as both subject and object. There doesnt seem to be any reason not to. Who do you want? has become acceptable. Indeed, to the American ear, Whom do you want? sounds excessively proper. Personally, I like to observe the difference between who and whom in my writing, but I rarely do in speaking. Whatever you do, dont use whom as a subject! Ive seen it done, further proof that this particular point of grammar has lost its significance. If you arent sure whether to use who or whom, go with who. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:When to Capitalize Animal and Plant NamesAt Your Disposal

Good and Bad Stress Final Research Paper Example | Topics and Well Written Essays - 500 words

Good and Bad Stress Final - Research Paper Example Professions related to criminal justice are enlisted among the most stressful professions. This is partly because the nature of job exposes the ones involved to all kinds of social and psychological stressors. However, stress in the professions of criminal justice differs from the stress encountered by people in other professions in that the effects of stress don’t show up immediately. In a vast majority of cases, the stress is post-traumatic in type. The highest mean scores of the stressors are experienced by the officers who have been six and ten years of experience in the profession of criminal justice. (Violanti & Aron, 1995). This paper explores the good and bad stresses in the profession of criminal justice. Sleye (1975) has identified two kinds of stress; good stress and bad stress. Good stress is also known as eustress while another name for bad stress is distress. One of the most fundamental traits that makes the good stress experienced by officers in all professions of criminal justice in general and in police in particular different from the good stress experienced by other professionals is that in criminal justice area, it is as bad or even worse as compared to the bad stress. This is because of the fact that the people belonging to the professions of criminal justice are authorized and empowered to provide people with justice. With power comes responsibility. This is the reason why people get higher salaries and more benefits in the professions of criminal justice. However, the same benefits and luxuries associated with these professions sometimes cause huge burden upon one’s conscience if one is not satisfied with one’s performance. â€Å"High points in life can t urn into disasters. You feel guilty, you party, you spend, you gamble, you drink, you go into more debt, and these are the times when you start looking to fool around† (O’Connor, 2010). Bad stress in the criminal justice professions occurs because of several reasons which

Comparison of equity and common law in the field of breach of a Essay

Comparison of equity and common law in the field of breach of a fiduciary duty in a trust - Essay Example In "Junior books v Veitchi (1983) 1 AC 520" recovery of economic loss was imposed as liability. And the elements for constituting negligence such as (a) A duty of care owed by the defendant to the plaintiff (b) A bleach of that duty by the defendant (c) consequential damage suffered by the plaintiff (d) Such damages caused by the bleach are formulated. (Peter de Cruz 320) Equity is the Creation of Courts, it is innovative and it provides various quick remedies such as injunction, rescission, rectification and specific performance. Thus equity is not a separate law but it a supplement to the common law. Discretionary is common feature of equitable remedies. Equity has wider scope than the common law. The common law does not look into the conduct of the parties what is required is the claim has to proved. Once the claim is proved the damages are awarded. The common remedy in common law is awarding of damages. In Common law the courts have limited discretionary functions compared to law of equity. (Terence Ingaman 442) Common Law and equity is distinguished on concept of jurisdiction such as "Equitable property interest", "fiduciary obligation", "Unconsciousness" and "Proprietary remedies", which are the distinct concepts developed by the courts of chancery. 1. Equitable Property Interest. Where the interest in the property is vested under the law of equity such as interest in trust property, the interest of the beneficiary over the property in trust is enforceable not only against the trustee but also against the third party who acquires such property. Therefore the beneficiary interest is conceived as proprietary. The beneficiary is at liberty to convert the beneficial interest into the absolute ownership interest at any point of time. Where the interest in the property is vested under the Common law such as through transfer of property, the interest is absolute and the person can exercise such rights over the property for his sole lawful benefits. Where as in equity a trustee with equitable property right exercise his rights over the property for the benefit of the beneficiary and cannot exercised for his benefit. (Peter Cane 187) 2. Unconscionable Conduct: Chancery courts are conscience. As discussed in earlier topic the liability under the common law is strict liability caused due to reasonable misconduct or tortuous act. The Chancery courts under the law of equity are liberal in granting the remedies extending to suspected conduct. Unconscionable act is related to the strict liability to fiduciary and the negligence is to the strict liability in tort. The common law provides remedies to those subjected to harm due to negligence of others where as the law of equity stretches further and provides the relief against the unfair advantage taken by the others. (Peter Cane 191) 3. Fiduciary obligations: Fiduciary obligations are created in trust. The fiduciary in relation to the trust property must act for the benefit of the beneficiary but not for the benefit