Cost when using photovoltaic cell Essay Example for Free

Cost when using photovoltaic cell Essay Solar energy industry utilizes prize per Watt peak, which is the primary unit of measurement for computing cost. Current prevailing price for solar energy generation is at around $4/Wp. Basically; cost would depend on the total installed cost for the system. Around 40% to 50% of the cost would be for the solar module. A complete system includes the entire required component for a functioning system. As of 2003 a residential system would cost at around $8,000 $12,000 per kWp installed (SolarBuzz, 2006). Based on data, a 1kWp unit would produce differently depending on the location and levels of sunlight. Generated data for Southern California produced 1800 kwh/year while for Northern Germany was 800 kwh/year and 1600 – 2000 kwh / year in India using the same 1kWp unit of solar system. However, gradual improvements on the silicon crystal model of PV cells contributed to a dramatic reduction of the cost of photovoltaic electricity (Cartlidge, 2007). Actual generated power would still depend on the location and prices are variably dependent on the local tariffs. Compared to other existing rates for energy generation distributed solar PV would be 30cents to 50cents/kWh the current rate is still far from the 3 – 5 cents / kWh rate for combined cycle gas turbines. Although there is a promising trend of decreasing rate of generation cost due to decrease in installation cost (Space_Daily, 2005). The amount of roof space needed to roof-mount a solar system is based on the size or generating capacity† or â€Å"rating† of the system you purchase. Most residential systems require as little as 50 square feet of mounting area for a small â€Å"starter† system, or as much as 500-1,000 square feet for a PV array capable of meeting all of a homeowner’s needs. Commercial systems are typically much larger than residential systems. A rule of thumb is that a square foot of single- or poly-crystalline PV module area produces 10 watts of power in bright sunlight. Therefore, a 1000-watt system requires about 100 to 200 square feet of roof area, depending on the type of PV module. The amount of roof area needed also depends on the PV module’s efficiency in converting sunlight to electricity. Table 1 provides approximate roof area requirements as a function of PV efficiency (percent) and rating (watts). Table 1: Roof Area Needed for Various Sizes of PV Systems Although the efficiency (percent of sunlight converted to electricity) varies with different types of PV modules, higher-efficiency modules typically cost more. One of the main barriers to the development of rural electrification markets with photovoltaic is the financing of the high up-front investment of an SHS, which is the critical point for most of the rural households, as well as for many photovoltaic intermediaries. Depending on the size of the local market, taxes the share of locally manufactured components and governmental policy regarding solar technology and rural electrification, an SHS costs between US $500 to US $1,500. Even with the existence of subsidies for the installation of an SHS, such investment costs are much too high compared to the average income of the target households. For this reason, financing schemes allowing payment by installments must be offered they are needed in national electrification programs as in commercial markets. In this connection, micro-finance institutions (MFI) could play an essential role in the dissemination of SHS. This not only represents a solution for the existing barriers regarding the electrification of remote rural households, but also offers new market opportunities for . MFI for example, ill form of rural electricity loans, which additionally offer the convenience of secure guarantees of the hardware, especially the solar panel. PV today is economical only if it does not have to compete with grid electricity. Nevertheless, the technology is only at the beginning of its development and hopes are high for further large cost reductions. At present, however, it is not obvious that the cost of PV can reach present levels of the cost of base load electricity, but it call reach consumer retail prices. Besides development of technology, market expansion is a proven way of bringing down cost. In several countries that take their obligation to reduce greenhouse gases seriously, comprehensive support programs for distributed PV installations have been legislated. One example is the German renewable energy law, which stipulates that utilities have to pay for PV electricity fed into the grid about 0. 5 $/kWh for twenty years. This reimbursement is reduced by 5% each year for new installations in order to stimulate cost reduction (Elwell Komp, 2007). Manufacturing of PV cells undergoes many processes. After producing the solar cells, they have to be transported and assembled. Solar cell usually have a life span of 25 years. After which they are disassembled and transported for proper disposal. A study was conducted to measure the total energy consumed in the manufacture alone of the solar cells. Using the Sharp ND-205U1 module, which cost $850, a forty-four-module order would require $28,900, not including the cost of wires and inverters installed along with the solar modules (Riley Meyers, 2005). Renewable sources in Middle East In the Middle East, governments are pushing for finding an alternative to fossil fuels to meet its energy requirements. Renewable sources are being eyed. Due to the depleting supply of fossil fuels, United Arab Emirates has already undertaken projects in preparation for meeting the required power needed. It is estimated that by 2015, 14% of estimated power requirements would be saved with the utilization of wind and solar energy. By 2050 it is forecasted that almost half of energy requirements of UAE would be supplied by wind and solar energy with PV generation forming the largest percentage of the two (WFES, 2004). Other Middle East countries are likely to follow in their endeavor to preserve the region’s main source of wealth – oil and gas. Syria, Saudi Arabia, Iran Bahrain and Lebanon have already implemented or will be implementing strategies in harnessing these renewable sources abundant in the region (Middle_East_Electricity, 2005). One project initiated in Israel, which aims to provide electricity and water supply in a small rural village in Palestine. Greenstar identified one of the four-target villages Al Kaabneh, West Bank, Palestine. The purpose of the project is to supply electricity with the installation of PV cell system. Before the project was instituted, the village had no electricity and water was not sanitized, thus resulting to health problems as one of the prevalent challenged areas of the village. The locals were taught how to maintain and utilize the PV system installed in their village and care was delegated to them. The project supplied the village with a 100 kW PV generator, which was used to power the village’s health clinic, mosque and school. Aside from the generator, the village was also supplied with a PV powered water pumping and desalination units. Among the lessons learned from the project is that solar energy provides simple solutions to simple electrical needs of small isolated villages where a national grid is rendered superfluous (Greenstar, 1999).

Going Back to the Basics :: Teaching Philosophy Education Essays

Going Back to the Basics Education is a very sensitive topic to discuss among adults. Many adults want the education to be based on a system of ideas that is progressive (which is a system high in the aspect of individuality), some want perennialism (which is the teaching of philosophies that have stood the test of time over hundreds of years), and some, like myself, want to take it back to the way it used to be (essentialism). Education as defined by Webster’s Collegiate Dictionary is â€Å"the action or process of education or being educated.† I believe that the way education was presented in the past worked well and that education should remain to be taught the same. For education to be taught the same as it were in the past, many things have to change. There are too many electives being taught in public schools today, there is too much acceptance on certain things like tardiness, absences, and behavior, there are not severe enough punishments for students who break the rules, and the curricula is too easy. To chance this we need to put a strong work ethic into the children and to do that you need a tough and challenging schedule throughout the schooling process. As a physical educator I would do this by not just rolling out a ball and telling the students to â€Å"play†, but by teaching them certain skills it takes to become a physically fit person. In making a person physically fit, you need to teach them the factors of being fit like: how to eat a healthy diet, how to exercise properly, proper hygiene, and how much sleep to get. I think that the only thing that you get out of education, is what you put in it. To become a smart, balanced, and intelligent person you must put forth all effort in getting an education. To the layperson, education is merely something that needs to be done to get through life and â€Å"to get a good job†, but to me education is making yourself into a better person, and a person who knows what they want out of life. I believe that you need not learn all this extra curricula that is being taught in many of today’s schools like philosophy of ideas, mythology, media, and classes like the printing press. Going Back to the Basics :: Teaching Philosophy Education Essays Going Back to the Basics Education is a very sensitive topic to discuss among adults. Many adults want the education to be based on a system of ideas that is progressive (which is a system high in the aspect of individuality), some want perennialism (which is the teaching of philosophies that have stood the test of time over hundreds of years), and some, like myself, want to take it back to the way it used to be (essentialism). Education as defined by Webster’s Collegiate Dictionary is â€Å"the action or process of education or being educated.† I believe that the way education was presented in the past worked well and that education should remain to be taught the same. For education to be taught the same as it were in the past, many things have to change. There are too many electives being taught in public schools today, there is too much acceptance on certain things like tardiness, absences, and behavior, there are not severe enough punishments for students who break the rules, and the curricula is too easy. To chance this we need to put a strong work ethic into the children and to do that you need a tough and challenging schedule throughout the schooling process. As a physical educator I would do this by not just rolling out a ball and telling the students to â€Å"play†, but by teaching them certain skills it takes to become a physically fit person. In making a person physically fit, you need to teach them the factors of being fit like: how to eat a healthy diet, how to exercise properly, proper hygiene, and how much sleep to get. I think that the only thing that you get out of education, is what you put in it. To become a smart, balanced, and intelligent person you must put forth all effort in getting an education. To the layperson, education is merely something that needs to be done to get through life and â€Å"to get a good job†, but to me education is making yourself into a better person, and a person who knows what they want out of life. I believe that you need not learn all this extra curricula that is being taught in many of today’s schools like philosophy of ideas, mythology, media, and classes like the printing press.

My Sister

I was three years old sitting in my front yard when one of my older sisters friends frantically comes out of nowhere and starts screaming incredibly loud towards me. I was only three, and had no idea what she was talking about. All I remember is her being completely bitter. So I was hopelessly sitting there taking it all in. Which is where my older sister Brooke burst in front of me with extreme anger and starts screaming right back at her and tells her to get lost. I felt so protected and safe by my sister that day, I miss having her around.It all started with this overwhelming feeling of being extremely claustrophobic. We arrived at the crowded airport at exactly five o'clock. Everyone crammed moving shoulder to shoulder. The plane was canceled so we had to stay shoulder to shoulder for two more long torturing hours. Finally, it was time for my big sister Brooke to get on her flight and leave for the extreme BMW ( basic military training). After this I would not be seeing my sister for several months. My sister and I are very close; It was very hard letting her go.As the plane flew miles away tears ran down my face like razor blades, my heart was cracking like someone had Just hit it with a hammer and chisel , and I had that horrible throbbing main in my throat where It hurts to swallow. After several torturous months of crying and praying for my sister, it was finally time to go see her graduate. Standing there In the excruciating sun on the curb waiting for all the airman to Jog by chanting with their running cadences with their powerful booming voices.Finally Brook's flight jogged by and seeing her for the first time after those long months gave me so much happiness and Joy. The ceremony was pretty amazing. All that, Mitt's (military training Instructors) gave long heart filled touching speeches which made my family and I cry. After all hose tears and amazing speeches each airman got granted a united States Alarm Force coin. After the 2 hour ceremony we fi nally got to go see our graduated Airman. My family and I were overwhelmed with Joy and couldn't stop crying.After leaving the Alarm Force base we all went out to eat at a pizza parlor. After filling our stomachs with pizza and soda pop, Brooke told us all about BMW how It was hard and demanding but after a while she started to get used to It. Also how It was really good at times, because of all the new friends and people she had met. Brooke loved BMW and said It was a very good experience. After all the tears Brooke had cried, all the horrible pain she had suffered through, all the hard training she had to endure, all turned out to be worth It.From the time she protected and stood up for me when I was three until now Brooke has never let me down. Brooke Is, and always will be my sister, my airman, and my hero. My Sister By Nicknaming My sister and I are very close; it was very hard letting her go. As the plane flew pain in my throat where it hurts to swallow. After several torturou s months of crying and praying for my sister, it was finally time to go see her graduate. Standing there in The ceremony was pretty amazing.All that, Mitt's (military training instructors) those tears and amazing speeches each airman got granted a United States Air Force family and I were overwhelmed with Joy and couldn't stop crying. After leaving the Air pizza and soda pop, Brooke told us all about BMW how it was hard and demanding but after a while she started to get used to it. Also how it was really good at times, because of all the new friends and people she had met. Brooke loved BMW and said it all the hard training she had to endure, all turned out to be worth it. From the time me down. Brooke is, and always will be my sister, my airman, and my hero.

Character Analysis of Sykes

â€Å"Sweat† still brings to mind the Garden of Eden. Maybe It Is the title, â€Å"Sweat,† that brings to mind Genesis 3:19, â€Å"By the sweat of thy brow shall thou eat†¦ † Or It might be the snake that makes it reflect the Biblical Fall. It is not a mirror image of course. Delia Is not Eve, and Sykes is not Adam. In fact, Sykes seems more like the serpent. Sykes is a callous, brutal, vain, and worthless man. Sykes is an insensitive man who does not care about Deli's feelings.For example, Sykes knows that snakes terrify Delia and yet he takes great pleasure in using this fear against her. He throws his bull whip at her knowing that she will think It Is a snake. When she confronts him saying that he knew that It would scare her he says. â€Å"Course Ah know It! That's how come Ah done it. If you such a big fool data you got to have a fit over a earth worm or string, Ah don't Kerr how bad Ah seeker you. † (353) Sykes is so callous towards his wife and her fear of snakes that he catches a rattlesnake and brings it home in a box as a â€Å"gift.When she demands that he take the snake away, he tells her, â€Å"A whole like Ah Kerr 'bout how you feels Inside uh out. Data snake Alan going' no damn heehaw till Ah gist ready UHF ‘Im HTH go' (358). He even puts the rattler in her clothes hamper while she Is at church on Sunday, knowing that when she gets home from church she will sort out her clothes as she does every Sunday night. Sykes is not a man; he is a brutal bully who is shocked by anyone standing up to him. When Delia stands up to him after meekly taking his abuse for fifteen years, he does not know how to take it.It cowed him and he did not strike her as he usually did† (354). Sykes was stunned by Della standing up to him, and as the bully he was, he backed down and left. During the time period covered by the story, Sykes never actually hits Della. He just threatens to. Hurst tells the reader that Sykes has beate n Della for fifteen years, and the men sitting on the front porch of Joe Slacker's store also comment on how Delia used to be pretty before she married Sykes. Elijah Mostly even tells the other men, â€Å"He done beat huh ‘enough HTH kill three women, let ‘lone change they kooks† (355).At this point, the men's talk turns from Delia to Sykes, and they talk about his arrogance. From this discussion, the reader learns that Sykes Is vain. â€Å"He illus. wax uh overbearing' analog, but since data white ‘Oman from up North done attached ‘IM how to run a automobile, he done got too biggest to live?an' we ought kill ‘IM,† Old Man Anderson advises (355). In addition to the conversation between the men, the reader can also tell that Sykes thinks that he is superior from the way that he speaks to the other men.After Sykes catches the rattlesnake and brings it home, the people from the village begin asking him questions like how he did he catch it. à ¢â‚¬Å"Ma'am a snake charmer an knows how TU handle ‘me. † Sykes tells Thomas (357). When Walt suggests that he should kill the rattlesnake, Sykes tells him, â€Å"New, Walt, VII Jess' don't understand dose diamond' basks lake ad' (357). While Sykes may think that he is better than the other men, they think that he is worthless. When the men on the porch of Joe Clacks store see Delia delivering the laundry that she has washed, JoeLindsey comments on how dependable Delia is and how hard she works. Moss agrees saying, â€Å"She better if she wanted eat. Sykes Jones ant with De shot an' powder law about him. He ant fit HTH carry guts HTH a bear† (355). Joe Clark agrees that Sykes is worthless, but he tells the men, â€Å"Taint no law on earth data kin make a man be decent if it ant in ‘IM† (355). It is Sykes callousness, brutality, and vanity that make him worthless. His insensitivity to Delia whose blood, sweat, and tears have fed and provided for him t hat makes him worse than useless to her.The brutal beatings he eave her have destroyed her beauty, and his constant affairs have made their marriage meaningless. His pride in being a snake charmer backfires on him in the end, when the snake he placed in Deli's laundry basket bites and kills him. Sykes is callous, brutal, vain and worthless and destroys any chance that he might have had in making the home he shared with Delia anything like the Garden of Eden. He has been the cause of his own fall by catching a rattlesnake and bringing it home. While Delia is not Eve, and Sykes is not Adam, their story does seem to parallel the Biblical Fall.

How to Deal with Unprepared Students

How to Deal with Unprepared Students One of the facts that every teacher faces is that each day there will be one or more students who come to class without the ​necessary books and tools. They might be missing their pencil, paper, textbook, or whatever other school  supply you asked them to bring with them that day. As the teacher, you need to decide how you will deal with this situation when it arises. There are basically two schools of thought about how to deal with a case of missing supplies: those who think that students should be held responsible for not bringing everything they need, and those who feel that a missing pencil or notebook should not be the cause of the student losing out on the days lesson.  Lets take a look at each of these arguments.   Students Should Be Held Responsible Part of succeeding not only in school but also in the real world is learning how to be responsible. Students must learn how to get to class on time, participate in a positive manner, manage their time so that they submit their homework assignments on time, and, of course, come to class prepared. Teachers who believe that one of their main tasks is to reinforce the need for the students to be responsible for their own actions will typically have strict rules about missing school supplies.   Some teachers will not allow the student to participate in the class at all unless they have found or borrowed the necessary items. Others might penalize assignments because of forgotten items. For example, a geography teacher who is having students color in a map of Europe  might reduce a students grade for not bringing in the required colored pencils.   Students Should Not Miss Out The other school of thought holds that even though a student needs to learn responsibility, forgotten supplies should not stop them from learning or participating in the days lesson. Typically, these teachers will have a system for students to borrow supplies from them. For example, they might have a student trade something valuable for a pencil that they then return at the end of the class when they get that pencil back. One excellent teacher at my school only lends pencils out if the student in question leaves one shoe in exchange. This is a foolproof way of ensuring that the borrowed supplies are returned before the student leaves the class.   Random Textbook Checks Textbooks can cause a lot of headaches for teachers as students are prone to leaving these at home. Most teachers do not have extras in their classroom for students to borrow. This means that forgotten textbooks typically result in students having to share. One way to provide incentives for students to bring their texts each day is to periodically hold random textbook/material checks. You can either include the check as part of each students participation grade or give them some other reward such as extra credit or even some candy. This depends on your students and the grade you are teaching.   Larger Problems What if you have a student who rarely if ever brings their materials to class. Before jumping to the conclusion that they are just lazy and writing them a referral, try to dig a little deeper. If there is a reason that they are not bringing their materials, work with them to come up with strategies to help. For example, if you think the issue at hand is simply one of organization issues,  you might provide them with a checklist for the week for what they need each day. On the other hand, if you feel that there are issues at home that are causing the problem, then you would do well to get the students guidance counselor involved.

Spanish Punctuation Rules for Beginners

Spanish Punctuation Rules for Beginners Spanish and English are similar enough in their punctuation that a beginner might look at something in Spanish and not notice anything unusual except for a few upside-down question marks or exclamation points. However, there are a few differences, some of them subtle, in the way the two languages are punctuated. Questions and Exclamations As already mentioned, the most common difference is the use of inverted question marks and exclamation points, a feature that is almost unique to Spanish. (Galician, a minority language of Spain and Portugal, also uses them.) The inverted punctuation is used at the beginning of questions and exclamations. They should be used within a sentence if only part of the sentence contains the question or exclamation.  ¡Quà © sorpresa! (What a surprise!) ¿Quieres ir? (Do you want to go?)Vas al supermercado,  ¿no? (Youre going to the supermarket, arent you?)No va  ¡maldito sea! (Hes not going, darn it!) Dialogue Dashes Another difference youre likely to see often is the use of a dash - such as the ones separating this clause from the rest of the sentence - to indicate the beginning of dialogue. The dash is also used to end dialogue within a paragraph or to indicate a change in speaker, although none is needed at the end of dialogue if the end comes at the end of a paragraph. It isnt necessary to start a new paragraph with a change in speaker as is customary in English. These dashes are used by many writers instead of quotation marks, although the use of quotation marks isnt uncommon. Less common still is the use of angular quotation marks, which find more use in Spain than Latin America. -  ¿Vas al supermercado?- le preguntà ³. - No sà ©. (Are you going to the store? he asked her.  ¶I dont know.) Punctuation Within Numbers A third difference youll see in writing from Spanish-speaking countries is that comma and period usage in numbers is reversed from what it is in English; in other words, Spanish uses a decimal comma. For example, 12,345.67 in English becomes 12.345,67 in Spanish, and $89.10 becomes $89,10. Publications in Mexico and Puerto Rico, however, generally use the same number style as is used in the United States. Other less common or less significant differences in punctuation between Spanish and English are detailed in a more advanced lesson on punctuation.

At the Core of Hendrix's Ladyland Experience Essay

At the Core of Hendrix's Ladyland Experience - Essay Example Though it lacks the recording quality and quiet grace of "All Along the Watchtower", it throws out the real Hendrix that was woven through all of his too few albums. The song is rooted in Hendrix's genius for creating open-ended passages that flow out of a simple construction based on few chords. His prolific use of the 9th chords provides the song with a rock-blues sound with an ever-present feeling of tension. As Hendrix overlays his classic guitar leads, he pulls the song back to its blues roots only long enough for the listener to catch up and anticipate the coming resolution. The song is reminiscent of other blues giants of the period such as Butterfield, Mayhall, and Bloomfield but benefits from the addition of the extra musical filigree that only Hendrix possessed. The song is further enhanced by the profound use of multi-tracking, which was still a relatively new concept. By today's standards "Long Hot Summer Night" is rather poorly produced. At times the song is muddy and lacks the clear and crisp sound found on other songs from "The Experience". However, Hendrix's guitar leads remain intact with the hair-raising richness that is immediately identifiable. He handles the neck of his Stratocaster as if it's another appendage. Though few devices are noticeable on the track, Hendrix utilizes slides and bends with an ease that leaves no doubt that Jimi is in charge. The fullness of the amplifiers produce a sound that fills the listener with the liquid metallic smoothness of the finest blues-rock sound ever created. The guitar is rife with the round richness of overtones that we know as Hendrix. The familiar guitar is accompanied by Hendrix on vocals and spotlights his classic combination of defiance, pleading, and poetry. Though Hendrix was often self critical of his own voice, on "Long Hot Summer Night" he provides the harmony on the back up parts as well. His self-consciousness shows through as the back up vocals are often thin and seem out of place with the rest of the high power material. However, the force of Hendrix's poetry is able to overpower the song as the back up passages contain no meaningful lyrical content. It is able to successfully tell the age-old story of struggle and conflict that is as important today as it was then. The lyrics, typical of the period, are laced with psychedelic references that would be out of step today. The song tells of "three sugar walls and two candy cane windows " and serves up images of the surreal world of Hendrix. Yet, these are only lyrical devices that Hendrix uses to set the stage for his story. It is about the troubled "Summer of '68" and the trouble Hendrix was confronting while seeing himself as a musician thrust into a world of business and fame that he privately shunned. It is a song about escaping the twin masters he served, his art and the record label, as we see in his use of contrast as he repeats the line "hot cold summer". When he first introduces the telephone, clearly an annoyance, he says, "the telephone blew its horn". A few lines later, the tension has escalated and now "the telephone is screaming". At this point Hendrix breaks into a guitar solo signaling his escape from the torment and back into his craft, the quintessential Hendrix. The lyrics beg fo r release from the confusion of the earlier verses as he pleads for his