Statistics on ACT Math Strategies for Mean, Medium, Mode

Statistics on ACT Math Strategies for Mean, Medium, Mode SAT / ACT Prep Online Guides and Tips Statistics questions on the ACT are often simpler than the statistics questions you have seen in class. Most all of the statistics questions on the ACT boil down to finding or manipulating means, medians, and modes of a set of numbers. If you are already familiar with these terms, you will have a good head-start on these types of problems. But even if you aren't familiar with these terms, most of ACT stats questions require that you understand and apply just a few key concepts (all of which we will go through in this guide). This will be your complete guide to ACT means, medians, and modes- what they mean, how you'll see them on the test, and how to solve even the most complicated of ACT statistics questions. What is a Mean, Median, or Mode? Before we look at how to solve these kinds of problems, let's define our terms: A mean is the statistical average of a group of numbers. In order to find the mean, we must add up the sum of the numbers in our set and then divide that sum by the amount of numbers in the set. (Note: on the ACT, the question will almost always use the word "average" instead of "mean.") What is the average speed of six runners if their race times were, in seconds: 85, 67, 88, 75, 91, and 80? To find the average (mean), we must find the sum of all the numbers and then divide that number by the total amount, which in this case is 6. $(85 + 67 + 88 + 75 + 91 + 80)/6$ $486/6$ $81$ The mean (average) race time is 81 seconds. The median is the number directly in the middle of a set of numbers, after they have been arranged in numerical order. (Note: the number will be halfway into the set, but is NOT necessarily the mid-value between the largest and smallest number.) For example, take a set of numbers {14, 15, 23, 37, 213}, the median would be 23, as it is in the middle of the set. This is true, despite the fact that 23 is NOT halfway between 14 and 213. If your set has an even amount of numbers, then you must take the mean (average) of both the numbers in the middle. Find the median value of the set of numbers {10, 2, 34, 47, 17, 8}. First, arrange the numbers in order from least to greatest. 2, 8, 10, 17, 34, 47 We have an even number of terms in our set, so we must take the average of the two middle terms. $(10 + 17)/2$ $27/2$ $13.5$ Our median is 13.5 The mode is the number or numbers in a set that repeat(s) most frequently. In the set of numbers {4, 6, 6, 4, 3, 6, 12}, our mode is 6. Even though the number 4 occurred twice, the number 6 occurred three times and is thus our most frequently appearing number. If each number in your set occurs only once, there is no mode. In the set of numbers {3, 11, 7, 23, 19}, there is no mode, since no number repeats. If multiple numbers in a set repeat the same number of times, your set will have more than one mode. In the set {4, 11, 11, 11, 13, 21, 23, 23, 23, 43, 43, 43}, we have three modes- 11, 23, and 43. All three numbers occur exactly three times and no other numbers occur more frequently, which means that we have multiple modes. The more you get used to statistics questions, the more quickly you'll be able to spot your answers. Typical Mean, Median, and Mode Questions Mean, median, and mode questions are fairly simple once you get the hang of how they work. Because these types of questions will appear 1 to 2 times on the test, you will see them in a variety of different forms. But always keep in mind that, no matter how unusual they look, mean, median, and mode questions will always break down to the concepts we outlined above in their definitions. For mean questions, there will be two types- weighted and unweighted averages. Unweighted averages are by far the most common, but you'll need to know how to tackle both. Unweighted Average Unweighted average questions are solved exactly how we found our means above. We simply find the sum of our set and divide this number by the amount of numbers in the set. The monthly fees for single rooms at 5 colleges are $\$ 370$, $\$ 310$, $\$ 340$ 380$, and $\$ 310$, respectively. What is the mean of these monthly fees? F. $\$ 310$G. $\$ 340$H. $\$ 342$J. $\$ 350$K. $\$ 380$ We must find the sum of our terms and divide by the amount of terms (in this case 5). $(370 + 310 + 380 + 340 + 310)/5$ $1710/5$ $342$ We have found our mean. Our final answer is H, 342. Weighted Average A weighted average, on the other hand, puts more emphasis on (gives more "weight" to) some numbers more than others. When this is the case, you must multiply each number in the set by its weight and then add their sums and divide as normal. Let us look at this process in action: In Karen's math class, the final class grade is determined by a combination of quizzes, homework, and test scores. Quizzes make up 30% of the final grade, homework accounts for 25% of the final grade, and test scores account for 45% of the final grade. Each assignment/test has a potential score of 100 points. Karen received a 92 and an 83 on her two quizzes, scores of 100 on her three homework assignments, and test scores of 78, 89, and 98. What is Karen's final grade in the class? First, we must find the average of each type of assignment as normal and then multiply that average by the weight allotted to the assignment. So, to find the number of total points she earns from her quizzes, we would say: $(92 + 83)/2$ $175/2$ $87.5$ She earned an average of 87.5 on her quizzes, but now we must multiply it by the percentage allotted to the quiz scores in terms of her overall grade (the weight). $(87.5)(0.3)$ $26.25$ Her quiz score will contribute 26.25 points towards her overall score. Now let us do the same for her homework. $(100 + 100 + 100)/3$ $300/3$ $100$ The homework is weighted as 25% of the grade, so we must multiply the average by its weight. $(100)(0.25)$ $25$ And again for her test scores. $(78 + 89 + 98)/3$ $265/3$ $88.33$ And again, we must multiply this average by the allotted weight. $(88.33)(0.45)$ $39.75$ Now, simply add them all together to find her final score. $26.25 + 25 + 39.75$ $91$ Karen's final grade in the class will be a 91. Now that we've seen our different types of mean questions, let's look at the other types of statistics questions on the ACT. Most all the statistics questions you'll see on the ACT will be on means/averages, but a few will involve medians. These are generally straightforward, so long as you understand how to find your median. What is the median of the following 7 scores? 42, 67, 33, 79, 33, 79, 21 A. 42B. 52C. 54.5D. 56E. 79 First, let us, as always, put our numbers in ascending order. 21, 33, 33, 42, 67, 79, 89 Since we have a set of 7 numbers, there is a number exactly in the middle of our set. Now that we've put them in order, we can see that the middle number is 42. Our final answer is A, 42. And lastly, mode questions very rarely show up on the ACT. You should still know what a "mode" means in case you do see a mode question on the test, but odds are you'll only be asked to find means and/or medians. Though the questions may appear different, just remember that they are all variations on the same few concepts. How to Solve Mean, Median, and Mode Questions Since you will see these questions multiple time on any given test, it can be easy to rush through them and/or underestimate them. But as you go through your test, remember to keep these ACT math tips in mind: #1: Always (always!) pay attention to exactly what the question is asking You will be asked to find means/averages the majority of the time, so it can become second nature to immediately start finding a mean when you come across an m-word in a math problem. It may seem obvious right now, but the pulse of a ticking clock and the adrenaline in your veins during the test-taking process can make it so that you misread the words in a math question, and try to find the mean instead of the median (or even vice versa). The test makers know how easy it is for people to make these kinds of errors and will provide bait answers to tempt anyone who makes a mistake. Always double-check that you are answering precisely the right question before you start solving the problem (and especially before bubbling in your answer!). #2: Write It Out Take the time to rearrange your set of numbers in order when dealing with medians and modes, and make sure you write out your equations when dealing with means. It can be tempting to solve problems like these in your head, but a single misplaced digit will give you a wrong answer. In order to avoid losing points to careless errors, always take a moment to write out your problem. It will not take as long as you think it will to reorganize your values and it will almost always lead you (quickly) to the right answer. #3: Use PIA/PIN When Necessary If you find yourself stuck on a problem and have some extra time to spare, don't hesitate to use your fallback strategies of plugging in answers or plugging in numbers where applicable. Always keep in mind that it will often take you a little longer to solve a problem using these techniques, but doing so will almost always lead you to the right answer. Practice and technique are required to master any skill, be it statistics questions or silly walks. Test Your Knowledge And now, let's put your knowledge of statistics to the test against real ACT math problems. 1. Tom has taken 5 of the 8 equally weighted tests in his U.S. History class this semester, and he has an average score of exactly 78.0 points. How many points does he need to earn on the 6th test to bring his average score up to exactly 80.0 points? A. 90B. 88C. 82D. 80E. 79 2. 3. What is the difference between the mean and the median of the set {3, 8, 10, 15}? A. 0B. 1C. 4D. 9E. 12 4. To increase the mean of 4 numbers by 2, how much would the sum of the 4 numbers have to increase? F. 2G. 4H. 6J. 8K. 16 Answers: A, B, A, J Answer Explanations: 1. In order to find out how much we need to increase our sum, we first need to find our original sum. Let us represent the original sum with the variable $x$ and use our mean equation to find it. $x/5 = 78$ $x = 390$ Let us use this original sum for our new mean equation with the set of 6 terms. We will represent the missing value with $y$ and set our equation to the needed 80 points. $(390 + y)/6 = 80$ $390 + y = 480$ $y = 90$ We have found the amount necessary to increase our sum in order to get an average of 90 with 6 terms. Our final answer is A, 90. 2. We are told that there are 43 soccer games, so we must find the percentage of each match and multiply this figure by the number of goals per match. For instance, there are 4 matches in which there were 0 goals. Which would give us: $(0)(4/43)$ $(0)(0.093)$ $0$ Now, we need to do the same for all the matches and add them together. $0 + (10/43)(1) + (5/43)(2) + (9/43)(3) + (7/43)(4) + (5/43)(5) + (1/43)(6) + (2/43)(7)$ $0.2325 + 0.2326 + 0.6279 + 0.6512 + 0.5814 + 0.1395 + 0.3256$ $2.79$ Finally, we need to round this number to the nearest 0.1, as we were told to. $2.8$ Our final answer is B, 2.8. 3. The numbers in our set are already in numerical order, so we do not need to rearrange them. Let us find our median: We have two numbers in the middle of our set, because there are an even amount of numbers in our set. This means we must take the average of the two middle numbers. $(8 + 10)/2$ $18/2$ $9$ Now let us also find our mean: $(3 + 8 + 10 + 15)/4$ $36/4$ $9$ We can see that the mean and the median are equal, so the difference between the two is 0. Our final answer is A, 0. 4. We have two different ways to solve this question- using algebra and using PIN. Let's look at both methods. Method 1: Algebra Let us represent both the sum and the mean by the variables $x$ and $y$, respectively in our mean equation. $x/4 = y$ $x = 4y$ Now, let's look at how this changes when we add 2 to to our mean. $x/4 = y + 2$ $x = 4(y + 2)$ $x = 4y + 8$ We can see that we need to add 8 to our previous mean of $4y$. Our final answer is J, 8. Method 2: PIN We could also use plugging in numbers in this case. So let us pick four numbers and find their mean. Let's just say our four numbers are: 3, 4, 6, and 10. (Why those numbers? Why not!) (3 + 4 + 7 + 10)/4 $24/4$ $6$ Now, we want to increase our mean by 2, which would make it: $6 + 2 = 8$ Which means that now we have: $(24 + x)/4 = 8$ $24 + x = 32$ $x = 8$ We can see that we need to add 8 to our sum in order to increase our mean by 2. Our final answer is again J, 8. (Or boy or other gender). Either way, go you! The raptors are proud. The Take Aways Once you know your way around the techniques of finding your means, medians, and modes, you will be able to tackle most any ACT question on the topic. All ACT statistics questions are simply variations on the same theme, so knowing your foundations is essential. As we saw above, there are often multiple ways to solve these types of problems, so don't hesitate to use PIA or PIN if you have the time to spare and if you feel uncomfortable with the algebra. Otherwise, always make absolutely sure you are answering the proper question and don't take for granted that these questions are simple (a careless error will still lose you precious points!). What's Next? You've tackled all there is to know about ACT stats questions and now you're hungry for more ACT math guides...right? Right! Well, lucky for you, we've got guides on all the ACT math topics you could ask for. Need to brush up on your formulas? How about your trigonometry? In the mood to tackle ratios (or set up your own ratios to figure out how many seconds there are in a year)? Browse through our ACT math tab to find what you're looking for. Think you might need a tutor? Look to our guides to find the best ACT tutor for you (and your budget). Running out of time on ACT math? Check out our guide on how to maximize your time (and your points!) before the clock runs out. Looking to get a perfect score? No matter your current level, we've got guides on what to do if you scored lower than you wanted as well as how to get a perfect 36. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

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The production of solar PV modules grew from 11 MW to 135 MW over the same period. In 1982, the government launched the national solar thermal energy programme to promote solar technologies such as parabolic troughs, parabolic dishes and solar power towers for generating grid-interactive power. The programme involved increasing awareness about the use of solar thermal energy as well as encouraging the manufacture of solar thermal equipment. The government even subsidized solar thermal products like water heating systems and solar cookers. Since then, Indias solar thermal energy collector area (a solar thermal collector absorbs sunlight to convert it into heat energy) has increased significantly from 119,000 square metres to over 1.66 million square metres as of March 2007. However the number of solar thermal installations (comprising parabolic troughs, parabolic dishes and solar towers) per 1000 people is still very low at 0.52. The MNRE has targeted installing 5 million square metres of collector area by 2012. In terms of end-use, there was area of solar water heating systems and 0.62 million box-type solar cooker units as of Dec, 2007. Recent government initiatives In June 2008, the prime minister launched the National Action Plan for Climate change (NPACC), which categorically targets an increase in solar based generation in country. As part of the plan, the government has approved the creation of national solar mission on the lines of the Atomic Commission. The mission has a target of adding 1000 MW of concentrated solar power in the next 10 years. Also as part of governments plan for solar energy segment is the launch of a major research and development programme which would enable the creation of more affordable and convenient solar power systems, and promote innovations for storing solar power for sustained, long term use. International cooperation would be an important part of RD programme. The US government recently sent a delegation including fourteen US-based solar energy companies on its first trade mission on solar energy in India. Till date the union government has made various concessions for solar energy development in India. The MNRE in an effort to promote large sized grid-interactive solar power generation projects, recently introduced a generation based incentive (GBI) of Rs 15 per kWh for solar PV and Rs 13 per kWh for solar thermal projects. Solar PV power generation plants with minimum installed capacity of 1 MWp per plant are eligible for the incentive. However, the incentive is available only for maximum cumulative capacity of 10 MWp of grid-interactive solar PV power generation projects in a single state, with the overall project size being limited to 50 MWp. Further, no single entity can achieve GBI for projects of more than 5 MW. The industry has been demanding the removal of the total capacity and per plant limits but, so far , no steps have been taken by the government in this regard. The government has also sanctioned the Development of Solar Cities Programme for the Eleventh Plan Period. The programme will extend support to municipal corporations for preparing and implementing the plan to set up 60 solar cities at investment of Rs 5million, which will enable a minimum of 10 per cent reduction in total demand conventional energy by 2012. The Forum of Electricity Regulators, headed by the Chairperson of the Central Electricity Regulatory Commission, is working on the road map to achieving the NAPCCs target of sourcing 5% of total power generation from renewable sources. Key Success Parameter for Solar Sector Growth: Handling Issues Challenges Despite these efforts, the solar industry still faces a plethora of issues including high production costs, lack of land, inadequate financing options and rising environment concerns. Moreover, despite the government offering many incentives, the industry is demanding more in order to be commercially viable. Policy Hurdles According to project developers, further policy action is required on the solar energy front. There is still a cloud of confusion surrounding the policy framework. Developers have cited issues as lack of clarity regarding the clearances required to set up operations. Others complain that it takes excessive time to obtain the multiple clearances required. Many developers have also faced problems with state governments as the latter have not adhered to the power purchase agreements. There is also strong demand for removing the cap on MNREs GBI. High Costs Despite costs coming down over the years, power generation from solar PV is still four to five time more expensive than fossil fuel-based generation. The estimated cost of generation from solar PV and solar thermal sources in India is Rs 12-20 per KWh and Rs 10-15 per KWh respectively. On the other hand, power from conventional sources can cost as little as Rs 3-4 per KWh. According to industry estimates, the current tariffs for initial 10-year period are not sufficient to make solar projects viable. This combined with project financing at 12-14 per cent with a loan tenor of seven-eight years result in internal rate of return (IRRs) of 6-10 %. Attractive IRRs have been the single most important factor for growth for the solar PV industry in Europe, with developers receiving at least an incremental return of 4-6 per cent over the capital/ financing cost. Several factors have contributed to this trend. With respect to crystalline solar PV-based power production, one of the most significant cost components is the high cost of energy, which constitutes around 11% of the total production cost (for a vertical integrated plant). Energy costs borne by solar power developers in India are especially high as industrial consumers are typically charged higher energy tariff to cross subsidize domestic and agricultural consumers. Interest cost and depreciation are two other important cost components, comprising 15% of production cost. According to a presentation by Rajeewa Arya, Chief Executive Officer, Mosaer Baer Photo Voltaic , project financing for solar power developers is usually granted at an interest rate of 12-14% for a loan tenor of seven-eight years, making solar PV projects ‘unviable. Thin film based solar PV technology is a cheaper alternative to mono or polysilicon based solar PV technologies as it costs less to manufacture thin film modules. 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In India, however cell and module manufacturing is largely carried out domestically, leaving polysilicon and wafers to be imported. This leads to a substantial loss in margins, increases the cost of the solar panel, and thereby increases the cost of the energy generated from solar power. If it is assumed that both the partially integrated manufacturer and vertically integrated manufacturer can sell the module at around Rs 145( based on international pricing of a crystalline silicon module), this gives the vertically integrated manufacturer a margin gain of 42 percentage points over the partially integrated one. There are however , several technical limitations as a result of which partial integration is more feasible than vertical integration. These include unavailability of technology and raw material. A key reason for this is high capital requirement for setting up such manufacturing capacities. In light of this , capital subsidies could boost vertical integration and reduce cost of production. Solar Thermal Advantages of Solar Thermal Power Solar Thermal power exhibits a different set of dynamics from solar PV as energy storage is much easier in the former. Solar thermal power plants have systems for heat storage and , consequently , generate power even after sunset . Solar thermal technologies have the additional advantages of being able to generate electricity right after the construction of collector (in other technologies, there is usually a gap between plant construction and production of electricity , which increases the interest cost to investment made). Limitations of Solar Thermal Technology On the flip side, however the technology has two key limitations. First, while PV systems can be installed in proximity to customers , thereby decreasing transmission and distribution costs, concentrated solar thermal systems require optimal solar conditions and large open spaces, which are only available at a great distance from customers. The second reason, as is explained in a report by McKinsey Consulting, â€Å"The ability of concentrated solar thermal power to cut costs further may be limited because it relies on conventional devices such as pipes and reflectors whose costs will probably fall less significantly than those of materials used in semiconductor-based PVs†. Issues Challenges- Going Forward Overall, solar energy costs can be expected to decrease significantly in the future. Capital costs have already declined over the past two decades, bringing down the cost of solar PV and solar thermal. Costs are projected to continue reducing to eventually compete with fossil fuel prices. With economies of scale and development of new technologies, the industry is targeting to achieve a level of Rs6-8 per kWh in three to five years. Analysts have further advocated that developers undertake cost cutting measures such as sharing operational resources, and building the plant closer to consumers to save on transmission expenses etc. Moreover, a carbon tax on coal based generation could provide a significant boost to CSP technology. Breakthroughs in nanotechnology also promises a significant increase in solar cell efficiencies from current values of around 15% to over 50%, which could subsequently reduce the cost of the solar energy produced. Key Success Enabler for Sustainable Growth in Solar: Growth in Technological Innovations Crystalline silicon The development of crystalline silicon technology took shape in 1976 when the government launched a five year programme focusing on indigenous commercial production of solar cells and modules based on crystalline silicon. Advantages of Crystalline Silicon Crystalline silicon technologies have several advantages. They are tried and tested and relatively more widely available in the Indian market, thus familiarity among groups and producers. Consequently, most applications for solar PV use have been designed on the basis of silicon-based PV characteristics. The technology also has relatively high conversion efficiencies of 15 to 18% for the polycrystalline versions and 17-18% for the monocrystalline version. Hence, they are ideal for locations with space constraints as the size of the panels need not be very large. Issues with Crystalline Silicon On the flip side , however , crystalline solar PV technologies are heavily dependent on pure solar grade silicon which has limited supply. Though accessing high quality of sand for manufacturing silicon is not a constraint in India, production of refined metallurgical silicon is costly , complicated and energy intensive. Crystalline technologies are also expensive, costing $2.4 and $2.15 to produce a 1 Watt monocrystalline and polycrystalline cell respectively. Crystalline technologies consume 8-9 grams of silicon per watt. However, silicon is a scarce commodity in India and these costs end up constituting a large part (40-50%) of the module costs. Over the years though, silicon usage in crystalline technologies (in terms of grams per watt) is expected to reduce. Future outlook of Crystalline Silicon The future of crystalline silicon technologies will be driven by technological advances that will establish new benchmarks in solar PV cell efficiency using materials that can trap a higher proportion of incident spectrum and convert it into useful energy and reduce cost by developing less energy intensive techniques of production and benefiting from decreasing polysilicon prices , and reduces waste. In the future, though other emerging technologies are likely to gain prominence , industry experts expect that solar PV systems based on crystalline silicon will dominate the off-grid applications segment with small rooftop-based installations. Though crystalline technologies monopolize the solar PV market at present, they are expected to slowly be replaced by more cost-effective technologies such as those based on thin film. By 2011-12 , the market share of silicon crystalline is expected to decline to 65-70%. Thin Film Thin film-based solar PV technology is a low cost alternative to crystalline silicon. The market share of thin film technologies currently stands at around 8% but is expected to go up to 35%in the next few years in India. In contrast to silicon crystalline technologies, thin films are expected to be especially important for on-grid applications in India Advantages of using Thin Film The key advantage of thin-film technologies is that they are more cost effective than other crystalline-based solar PV technologies as they require fewer materials and energy. Issues with Thin Film However thin film-based technologies are still at research and evolution stage and have relatively lower conversion efficiency compared to silicon crystalline technologies. There are other future challenges. Although thin film technologies have revealed long-term stability, some degradation has been observed. This is yet to be properly understood and dealt with. Moreover, in the long term , the availability and price of tellurium ( a key raw material in the production of thin films) are likely to become a bigger concern when the production capacity level reaches tens of gigawatts. Solar thermal/ CSP In addition to solar PV, solar thermal technology is also gaining traction in India. For on-grid applications, concentrated solar power (CSP) systems use lenses or mirrors and tracking systems to focus a large area of sunlight into a small beam. This technology is commercially available with over 12 billion units of operation experience. The one drawback it faces is its use of an oil based heat transfer medium, which restricts operating temperature to up to 400 C , resulting in stream of moderate quality. This technology is again suited for grid connected plants but with high temperature process heat requirement. The highest capacity achieved until now for a single unit with this technology is 10 MWe. This technology is ideally suited for stand-alone, off-grid power systems or clustered to larger grid-connected dish parks. The highest single unit solar capacity achieved with this technology is 25 kWe. In some recent designs, a unit size of about 10 kWe has been claimed. However projected mass production goals and costs are yet to be achieved. Status of Solar Thermal in India The cumulative collector area of solar thermal thermal energy in India has grown steadily from 119,000 sq metres in 1989 to more than 2.6 million square metres in December,2008. Though this is substantial increment , the absolute number of solar thermal installations per 1000 people is very low at 0.52. In terms of end-use, there are 2.6 million square metres of collector area of solar water heating systems and 640,000 box-type solar cooker units as of January, 2009. Issues with spread of Solar Thermal The key disadvantage with all concentrated solar power systems is that the hours of power production coincide theoretically with hours of sunshine. However, with some adaptations , such as energy storage , it is possible to control the hours of power production. According to the Ministry of New and Renewable Energy , India has a gross potential of about 30 million square meters of collector area. In fact , in its draft policy , it has target of installing 5 million square metres of collector area till 2012. However, given the current status, a lot of distance is yet to be covered. However there are several key issues that needs to be addressed. Solar thermal power developers have to incur a high initial cost of equipment. Solar thermal equipment also requires a large quantity of space compared to conventional electric equipment. Currently , the number of equipment suppliers, spare part manufacturers and service providers for solar thermal equipment is limited. According to industry players , there is an urgent need for developing supply chain that can bring efficiencies to the system , from design to delivery. Concentrated Solar PV systems In order to tackle the above challenges, the industry is experimenting with concentrated solar PV-based systems, which use mirrors or lenses to focus light onto solar PV cells to produce electricity. This is in contrast to concentrated solar power using parabolic troughs or dishes that use heat from sun to produce steam, which turns an electric generator. Concentrated solar PV systems are so far at an experimental stage. Spanish firm Solfocus is working on a 3 MW concentrated solar PV power plant in southern part of the country. Future Growth Projections of Technological innovations in solar Substantial research is being undertaken to come out with more cost-efficient and conversion-efficient versions of solar power technologies. Researchers are targeting conversion efficiencies between 30% to 60% , while using similar low-cost materials and manufacturing techniques. In the solar PV field, new and emerging technologies are being designed to overcome the shortcomings of thin film such as poor electrical performance while maintaining low production costs. New solar cells made of nano materials are reportedly the next big advancement in the solar PV industry. Nano materials exhibit superior properties , such as high strength and flexibility , and trap more energy than conventional solar PV cells. Leading Companies in Solar Sector Applied Materials Inc.: Key success factors Future Growth projections Applied materials creates and commercializes nanomanufacturing technology that helps produce virtually every semiconductor chip and liquid crystal flat panel display in the world. Applied materials built on that expertise to enter PV cell manufacturing equipment industry and become the number one supplier in 2008 (Source: VLSI Research, Inc.) For crystalline silicon, they have the best-in-class tools with a focus on thinnest wafers , highest productivity and higher efficiency . The Precision Wafering System division offers MaxEdge â„ ¢ using the dual wire concept to enable cutting large loads with thin wire along with wire saw systems for cropping and squaring. The Baccini â„ ¢cell division offers the industry-leading solution in line metallization and test that can handle ultra-thin wafers. Further the companys Aton â„ ¢ offers the highest productivity and cost benefits for ARC deposition and passivation in cell manufacturing. For the thin film market, Applied has developed the SunFabâ„ ¢ Thin Film production line , the worlds first line capable of producing 5.7 square meter solar modules. As PV manufacturers seek to build highly automated , efficient plants, Applied Materials ability to commercialize innovative solar technologies and its unmatched global resources and service network bring the promise of a cleaner, brighter energy future. Future Growth Projections in Solar Energy Sector According to analysts and financial consultants, there may be temporary slowdown in the solar energy sector due to the current economic crisis. Funds have become restricted and companies are looking for safer investments. However the situation is going to turn around with increased government focus. According to industry estimates, the total annual demand for solar energy (including solar thermal systems) in India will rise from current 30-40 MW to 700 MW by 2012 due to falling costs of solar systems. The MNRE is targeting a solar energy capacity of 500 MW by the end of the eleventh plan period. However, this target is expected to be surpassed. By 2017, the MNRE expects Indias solar capacity addition is expected to rise from current 30-40 MW per annum to 70 MW by 2012, driven by decreases in the prices of solar PV. Around 50% of capacity addition is expected to come from solar PV based grid-interactive generation. Solar based generation for the grid is expected to be 25 MW, 50 MW, 75 MW and 100 MW in 2009, 2010, 2011 and 2012. The increase will be partially drawn by generation based incentive, which has already led to companies such as Reliance Industries and Moser Baer expressing interest in setting up grid-interactive solar PV plants worth over 1000 MW. All in all , the Indian solar energy industry is looking at busy times ahead. List of References: http://mnes.nic.in/ http://www.powermin.nic.in/ http://www.projectsmonitor.com/ http://www.indiasolar.com/ren-india.htm Datamonitor- Online Library Resources http://en.wikipedia.org/wiki/Solar_power_in_India http://www.solarpowerindia.com/ http://www.business-standard.com/india/news/ multiple news related to solar power sector http://www.cercind.gov.in/ http://www.crisil.com/research/ Based on Three years of work-experience in power sector related industry contacts Study of various textbooks literature regarding solar energy while I was doing Post Graduate diploma course in Thermal Power Plant engg from an institute under ministry of Power

the dead Essay -- essays research papers

â€Å"The Dead†   Ã‚  Ã‚  Ã‚  Ã‚  Some say that people never change. They may be right, but no one really knows. What people do know is that every living person has one thing in common, something that will never change. Everyone will die, there’s no way around it. Every â€Å"new† and â€Å"old† generation will succumb to the same ghastly fate. The differences in the â€Å"old† generation and â€Å"new† generation sometimes collide in life. The contrast between generations in James Joyce’s â€Å"The Dead† is similar to the contrast in the generations today. The â€Å"baby boomer† generation is the old fashioned generation preoccupied with hospitality and tradition, where as, â€Å"generation x† is the new generation, preoccupied with knowledge and intellect.   Ã‚  Ã‚  Ã‚  Ã‚  The â€Å"old† generation that James Joyce writes about is a generation of â€Å"humanity, of hospitality, of kindly humour†¦Ã¢â‚¬ (pg 127). The qualities of this generation seem to be fading away. The older generation mentions that they no longer know of any singers that were as good as those of the present time. The old generation is to be remembered with â€Å"†¦pride and affection†¦Ã¢â‚¬ (pg 127). The memories of the old will never die and will always be cherished. The old generation is good at keeping in touch with their past. They are proud of their heritage, one of which they mention is their good old Irish hospitality. The qualities of the past are qualities of passion and humanity, differing greatly from the qualities of the new generat...

Essay on Biography of Barak Obama

Research Front Arnab B Chowdhury – Founder and Knowledge Architect, Ninad Consultancy Services www. ninad. in, [email  protected] in When Technology Meets Health Care in Knowledge Society†¦ Aurosiksha: online learning platform for blindness prevention workers â€Å"Intelligence and capability are not enough. There must also be the joy of doing something beautiful. Being of service to God and humanity means going well beyond the sophistication of the best technology, to the humble demonstration of courtesy and compassion to each patient. † – Dr. G Venkataswamy (Founder Chairman – Aravind Eye Care System) Abstract: This case study (www. urosiksha. org) is about two great movements one in Technology (the FOSS) and the other in Health Care – the Aravind Eye Care Systems (AECS) and LAICO that trains blindness prevention workers. At the con? uence of the two is an eLearning platform called Aurosiksha, which is based on Moodle. Aurosiksha seeks to r each out to the global user, share its rich knowledge base, and in the process create a community of lifelong learners. Keywords: FOSS, ICT, LMS, MOODLE, mLearning, Mobile Moodle, AECS, Aravind, Aravind Eye Care System, Vision 2020, WHO, LAICO, Aurosiksha, eLearning Platform, knowledge society, ocial health care. Introduction As we all know, the Free and Open Source Software (FOSS) movement began as a renegade call to what was felt to be increasing restrictions on collaborative development, distribution, and ownership of software[2]. Free software focuses on the philosophical freedoms (a matter of liberty rather than price) it gives to users, whereas open-source software focuses on the perceived strengths of its peer-topeer development model. Openness, coownership, and transparent collaboration continue to drive the FOSS movement. Development, modi? cation, ownership, and redistribution of software could now e cohesively managed by communities of like-minded developers. This also le d to an evolutionary model of copyright and licensing (GPL) ensuring community ownership. The FOSS movement has evolved from the stages of philosophy and licensing into a complex and pragmatic ecosystem for software production and distribution bene? ting humanity globally. FOSS has introduced technological self-reliance, efficient use and sharing of resources, and C SI Communications | June 2012 | 12 collaborative innovation  and development. One of the most signi? cant areas where the FOSS movement has made strides is in the ?eld of education.During the past decade, education has been rapidly reorganized to leverage information and communication technology (ICT) within the classic teaching-learning-assessing cycle. At the foundation of FOSS is a desire for an equitable and open model of access to knowledge. If one of the aims of FOSS technologies is dissemination of educational content, then Aurosiksha is a case in point. The Case Aurosiksha is an online learning management syste m (LMS). An initiative launched recently (25th July, 2011) in its beta version by Lions Aravind Institute of Community Ophthalmology (LAICO), established in 1992 with the support of he Lions Club International, SightFirst Program, and Seva Sight Program. LAICO is Asia's ? rst international training facility for the broad range of blindness prevention workers from India and other parts of the world. It contributes in improving the quality of eye care services through teaching, training, capacity building, advocacy, research, and management consultancy. It offers university-affiliated long-term courses in Eye Care Management, with eye care management programs for directors of eye hospitals, program managers, as well as several skill development courses in the areas of instrument maintenance, community utreach and social marketing, counseling in India, Africa, and South East Asia. LAICO accomplishes this objective within the broader environment of Aravind Eye Hospitals and Aravind Medi cal Research Foundation – all aspects of AECS. Headquartered at Madurai, India, AECS is the world’s largest eye care service provider, which performs 300,000 surgeries per year. Aravind Eye Care was founded and directed by the legendary Padmashree Dr. G Venkataswamy known as Dr. V. Fig. 1: Inspiration and Inspirer www. csi-india. org Fig. 2: LAICO's global reach Designated by the World Health Organization as a Collaborating Centre forPrevention of Blindness, Aravind is studied as a model in prestigious business schools around the world, including Harvard, Stanford, Michigan, IMD-Lausanne, and the Indian Institutes of Management. Currently, LAICO works with over 270 hospitals across the developing world replicating Aravind model of high-quality, low-cost eye care service delivery. Followup studies have shown that several of the programs exposed to the Aravind model have doubled (and in some cases even tripled) surgical productivity and as a result are now ? nancially se lf-sustaining. †¢ †¢ 270+ hospitals (and still growing) that are partnering with Aravind?How do we create courses that cover the broad needs of our trainees that include paraprofessionals, ophthalmologists, eye care program managers, administrators, and others? How do we continue to empower our all-women team of paraprofessionals who form the backbone (about 60%) of Aravind’s workforce? Since †¢ †¢ most of them come from humble, rural background and are trained as assistants and nurses, can this eLearning platform give them the opportunity for continuous training? How can eLearning work consciously toward the empowerment of women and gender equality – an important objective within the Millennium Development Goals?How do we collate, aggregate content to create an interactive Knowledge society The Challenge The real challenge for knowledge society then is in creating equal opportunity in offering the ability to access, to create, to develop, and to ut ilize the right information at the right time in a cost-effective manner. This applies to the public (consumer) as well as the service provider professionals. In this case study, we focus on a decisive initiative with the objective of providing quality training and management skills via the virtual medium for eye care, which is an important area of social health care. †¢ How do we train more than 10,000 lindness prevention workers worldwide, year after year, across Education FOSS ICT Aurosiksha AECS LAICO Education & Management Fig. 3: The case for Aurosiksha C SI Communications | June 2012 | 13 ophthalmic technology evolving so quickly, everyone recognizes the importance of keeping our eye care management skills and knowledge up-todate for the bene? t of our patients. The eLearning solution will allow especially the paramedics to access continuous educational opportunities over the Internet and provide a valuable forum for our members/experts to exchange views and tap into the expertise of their colleagues and fellow olleagues around the world. † Aurosiksha has leveraged ICT in an inclusive way. It is meant Fig. 4: Aurosiksha home page and introduction to provide a one-point Internet access to eye training mechanism that does care training for professionals worldwide justice to the enormous data and with the premise that ‘up to 80% of experiences that Aravind has the world's blindness is avoidable†¦ ’ collected over decades and share it where ‘avoidable blindness is de? ned as with the world so that other blindness blindness which could be either treated prevention professionals and social or prevented by entrepreneurs may feel inspired to nown, cost-effective create Aravinds elsewhere? means’ (VISION 2020 †¢ How do we create a viable way Action Plan 2006to share this ocean of aggregated 2010  © World Health experiences into meaningful content Organization). harvested since 1976? The Solution †¢ How do we instill the Aravind model into our courseware? Especially since Aurosiksha – the the Aravind model needs to be ‘lived’ need of the times and ‘experienced’ as a broad set of LAICO came up values of service, compassion, and with Aurosiksha to self-reliance at its core, along with enhance the reach and management principles that identify quality of education uality care and efficiency that drawn from the rich Aravind stands for? knowledge base that These were perhaps the broad AECS has harvested questions that LAICO asked itself after it since 1976. In this age trained and consulted 60 hospitals in 29 of knowledge society, [1] countries and 213 hospitals in India . its four essential On the eve of the launch of characteristics Aurosiksha, Mr. R D Thulasiraj, Executive digitization, Director (LAICO) said, â€Å"I think this immediacy, is a very important development and virtualization, and underscores the AECS’s commitment globalization – drive to continually enhance the range of nowledge sharing. services we offer to eye care service. With C SI Communications | June 2012 | 14 Aurosiksha was developed and implemented by the LAICO team with the help of instructional designers who joined the AECS as volunteers for the sole purpose of developing its own online educational program. Promoting lifelong learning The goal is to allow all users to take highly engaging and interactive units in order to learn about the theories, techniques, and practical aspects of both clinical and nonclinical management. The idea is to provide an online space where AECS staff can learn, share, and develop their nowledge of providing the best eye care services in all aspects ranging from fundamental concepts to advanced skills using assessed, accredited, and selfre? ective activities and resources. The program The program includes: †¢ Courses & stand-alone sessions: These have been developed by internal and external subject matter experts (SMEs) with the assistance of instructional designers and technicians by using standard training curriculum. They are also assisted by JCPHO, ICO, and other professionals from leading noneye care institutes, such as the Indian Institutes of Management (IIM). Quality Fig. 5: Course on cataract ww. csi-india. org Camstasia studio Moodle environment MOODLE usability Pedagogy Technology: MOODLE Information transfer †¢ Add resources (docs, web links) †¢ Forum †¢ Wiki †¢ Glossary †¢ Lessons †¢ Assignments Communication and interaction Assessment of learning †¢ Tests †¢ Discussion forum Co-creation of content †¢ Quiz (self-test) †¢ Lessons †¢ Assignments †¢ Discussion forum †¢ Wiki †¢ Database Articulate quizmaker Fig. 6: The Moodle-based Aurosiksha environment check is performed by including sessions in Aravind’s acclaimed training program. The material is interactive with voice narration, with short quizzes in between ideos to assess the learning. †¢ Assessment with immediate feedback: Assessment is featured in different ways like an organized discussion forum, Q forum, blogs (students are allowed to create), and exercises/quiz. After quiz/exercises, immediate feedback will be given to the student on each submit. For example, if a student chooses a wrong answer, the feedback will spell out why the answer is incorrect and give the correct answer to ensure learning is happening with each and every activity. †¢ Course completion tracking: The tracking feature controls the student/ teacher to provide a better learning/ teaching experience.The tool gives accurate course completion and grading report. This includes customized reports for the bene? ciaries on the impact side. Selecting the tool – a con? uence of spirit and values LAICO’s systems division began with an open mind and explored various Content Management Systems (CMS) and related technologies (Course Manageme nt Systems) both proprietary and FOSS, such as WizIQ, Joomla! , ConferenceXP (an open-source videoconferencing platform from Microsoft Research), and MOODLE (abbreviation for Modular ObjectOriented Dynamic Learning Environment). Echoing Aravind’s values – quality, compassion, self-reliance – Aurosiksha’s bjectives resonated with Moodle. At its core, Moodle is an educational software grounded in a philosophy of collaborative learning, often referred to as social constructionist pedagogy. Additionally, Aurosiksha’s pedagogical approach matched with that of Moodle. The organization and design of Moodle’s interface supports learners and learning tasks, rather than technology and tools. Moodle presented the ideal vehicle for Aurosiksha. LAICO adapted its knowledge resources to the Moodle mould; customization was minimal. It was a happy con? uence of technology and LAICO vision; both shared the same spirit and values.Moodle is based on a social co nstructionist approach, which helps us understand how learning happens in a group and how learning is a product of innumerable human choices. Moodle was built with elements and tools that embody pedagogical understanding. A Moodlebased course can consist of lessons, including reading materials, activities (such as quizzes and projects), and social events that encourage participation between students. In Aurosiksha, one ? nds the Camstasia Studio software to be integrated in Moodle for quality and streaming-like videos for the audiovisual elements in its courses. Similarly, Articulate Quizmaker andles the self-test modules at the end of the lessons. An open (institutional) learning environment Cloud environment Educational institutional environment WEB PAGES Student ID database se Student information system WEB 2. 0 apps Assessment tools Proprietary and licensed content Collaboration tools Student generated content Personal publishing tools Open content Fig. 7: Open learning environm ent C SI Communications | June 2012 | 15 Fig. 8: Beta users statistics As Aurosiksha grows in terms of content repository, user base, and feedback from users, it will trigger a proportionate scaling in features, tools, and technologies ithin and outside Moodle. The following pointers can be considered for Aurosiksha’s future: †¢ Interoperability: Aurosiksha may want to communicate and share its data with that of other medical research institutions. It also needs to be SCORM-compliant (Sharable Content Object Reference Model). †¢ Deeper reach with low-cost handheld devices and low Internet bandwidth leading to low footprint m-learning: With greater penetration of ICT and hand-held devices ranging from tablets (such as Akash) to mobile phones (voice and short messaging services), a strippeddown version of Aurosiksha can be An open learning environment:Moodle and Aurosiksha Apart from being part of FOSS family and therefore free, Moodle is an Open Source Course Managem ent System (CMS). It is also known as an LMS or a virtual learning environment (VLE) and is very popular among educators around the world as a tool for creating online dynamic web sites for their students. Aurosiksha as the learning arm of LAICO-AECS is an experiment in a similar space, moving from Constructionism to Constructivism – an environment in which human beings don’t just act (Construct) but also make sense of their actions as a group (Constructivist). This happens as humans make sense of reality, learn and reate new knowledge continuously while learning. Effective learning happens while learners are in an actively constructing knowledge mode rather than in a passive reading, viewing, and memorizing mode. The kind of knowledge generated impacts attitudes of learners, which in turn re? ects in their actions (practice). Aurosiksha is a Community of Learners in the making, offering insight and reaching out with a sense of service. Future Direction Aurosiksha, in its beta stage, is currently being tested by over 500 beta testers worldwide that range from paraprofessionals, managers, eye care professionals to faculty members.C SI Communications | June 2012 | 16 Fig. 9: Course creation www. csi-india. org †¢ Mentor-guided courseware †¢ Turnitin (functionality to let the student submit assignments) Acknowledgment Fig. 10: E- and M-learning: logical system architecture †¢ a source of knowledge to especially paraprofessionals on the ? eld. Extensive reach with browserbased handheld devices leading to m-learning: With proliferation of 3G and upcoming 4G, Aurosiksha can be experienced on devices, such as iPhone, iPad, and Android-based phones quite extensively with Mobile Moodle (a set of mobile apps and server components from Moodle). †¢ †¢Right now, Google Analytics and Google Maps are being applied to study the online learning behavior of the beta users. This initiative could be further explored with other statistics gen erated dynamically. Relevant pedagogical applications that can be included (already available in Moodle) are as follows: †¢ Grade report †¢ Timer-based courseware Fig. 11: Google maps: geographical spread of beta users We wish to thank Mr. R D Thulsiraj (Director – Operations, AECS; Executive Director – LAICO) and Dr. R D Ravindran (Chairman and Director – Quality, AECS) for all the insightful and frank conversations we had with them. We thank Prof.R K Shyamasundar (Faculty of Technology & Computer Science – Tata Institute of Fundamental Research) and Mr. M D Agrawal (President – Computer Society of India) for their encouragement. We acknowledge the spirit of FOSS and the World Wide Web (WWW) to continue to grow as active members of the knowledge society they foster. Finally we wish to acknowledge the spirit and values of Dr. G Venkataswamy (Dr. V) that pulsate through everything that Aravind is and does. We bow with deep reverence to the spiritual teachers of Dr. V: Sri Aurobindo and the Mother. References [1] P. Mehta, and S Shenoy, In? nite vision: how Aravind became the orld’s greatest business case for compassion, 1st ed. , Berrett—Kohler Publishers Inc. San Francisco [2] Satish Babu, â€Å"The FOSS Movement and its impact on Education†, CSI Communications, vol. 35, Issue 6, September 2011, pp. 19-20 [3] http://moodle. org/about [4] http://aravind. org/ [5] http://laico. org/ [6] http://aurosiksha. org/ [7] h ttp://en. wikipedia. org/wiki/Free_ and_open_source_software [8] h t t p : //w w w. i f o s s f. o r g /i f o s s f _ library_0 [9] h ttp://www. vision2020india. org / orbiscourse/homepage. htm [10] h ttp://www. vision2020. org/main. cfm? Type=NI=4460 [11] h ttp://www. ats-pyjamas. net / wp-content /uploads/2010/05/ M o o d l e To o l G u i d e fo r Te a c h e rs _ May2010_JS. pdf n Selected among the top 4 papers expressing ‘Collaboration for inclusive growth' at   SEARCC 2011    seminar (South East Asia Regional Computer Confederation, Mumbai, December 2011) [With inputs from Prarthana Kalaskar – Design Principal (Ninad), Remi Boutinet – Outreach Consultant (Ninad), Shwetav Agarwal – Solution Architect (Sri Aurobindo Institute of Culture), LAICO team (Deepa Krishnan – Senior Manager – Operations; Vinoth Palanichamy – Online Manager – Education)] C SI Communications | June 2012 | 17