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HP Board Result 2020: Class 10 Improvement, Compartment Results Out At Hpbose.org

HPBOSE Classes 10 Matric Supplementary Results Declared

New Delhi:

The Himachal Pradesh Board of School Education (HPBOSE) has declared the Class 10 improvement and compartment exam results at hpbose.org. The overall pass percentage in Class 10 HPBOSE improvement and compartment exams is 49.75 per cent. The board had released the HPBOSE Class 10 results on June 9. The overall pass percentage this year in Himachal Pradesh Board Class 10 was 68.11 per cent.

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Students of HPBOSE Class 10 who wanted to Strengthen their marks or placed in the compartment category were allowed to appear for the improvement test, or additional exams and compartment exams in September. As many as 6,136 students registered for the HPBOSE improvement exams. However, only 3,042 students cleared the HP board compartment exams and 2,859 students have again been placed in the compartment category.


HPBOSE Class 10 Supplementary exam Results -- Direct Link

HPBOSE Matric Supplementary exam Results - To Download

Step 1: Visit the official website -- hpbose.org

Step 2: Click on the Results tab

Step 3: On the next window, select 10th (Compartment/Additional/Improvement) Examination Result, September-2020

Step 4: Insert roll number

Step 5: Submit and access HPBOSE Class 10 compartment, additional or improvement result 2020

Around one lakh students had written the HPBOSE 10th Class examination. The board held the Class 10 Himachal Pradesh exams between February 22 and March 19, 2020.

Re-Evaluation Of HPBOSE 10th Compartmennt Result 2020

Candidates who want to apply for re-evaluation or scrutiny of their compartment exam result can apply online at hpbose.org till November 17, 2020. For re-evaluation of each paper, candidates will have to pay a fee of Rs 500 and for re-totaling, a fee of Rs 400 is to be paid.

To apply for re-evaluation, a candidate must score at least 20% in the subject. Offline applications will not be accepted by the board.

Sun, 01 Nov 2020 23:03:00 -0600 en text/html https://www.ndtv.com/education/hp-board-result-2020-class-10-improvement-compartment-results-out-at-hpboseorg
Killexams : ITIL Certification Guide: Overview and Career Paths

The Information Technology Infrastructure Library, better known as ITIL, is the pre-eminent framework for managing IT service delivery around the world. ITIL defines a service lifecycle model that prescribes specific processes and activities during the design, development, delivery, and support of IT services. For the purposes of this discussion, IT services are any IT activities that deliver business value to a company’s end users, customers and other internal or external stakeholders. Examples of IT services include centralized corporate email and corporate websites based on back-end IT processes, such as server and network administration. The current version of ITIL is known as ITIL V3.

By adopting the ITIL framework, companies ensure that their services are delivered according to a set of consistent, well-defined processes that incorporate best practices and processes, resulting in a predictable level of service for users. The benefits of ITIL include reduced cost of service development and deployment, improved customer satisfaction with service delivery, increased productivity from IT personnel, quality improvements, better management metrics of services and increased flexibility in adapting services to changing business requirements.

ITIL Certification program overview

In July 2013, Axelos took ownership of ITIL. It now maintains the ITIL framework and accredits training and examination institutes. Hundreds of ITIL Accredited Training Organizations (ATOs) are available to deliver training, and ITIL certification exams may be administered at the end of a training course or by an Examination Institute (EI), many of which work directly with the ATOs.

ITIL offers five different certification levels:

  • Foundation
  • Practitioner
  • Intermediate (Service Lifecycle and Service Capability categories)
  • Expert
  • Master

Be aware that ITIL uses a credit system for the Foundation through Expert levels, in which each certification earns a certain number of credits. Ultimately, a total of 22 credits is required to achieve ITIL Expert certification. (The ITIL Master has its own set of requirements, which you’ll read about shortly). The following graphic shows the structure of that certification scheme and its corresponding credits.

Credit: Axelos

What is ITIL?

Before you read on for certification details, it’s important to understand how the ITIL IT service framework is structured and what it has to offer.

ITIL was first developed by the U.K. Government’s Central Computer and Telecommunications Agency (CCTA) in the 1980s as a set of standardized best practices for IT services used in government agencies. From that narrowly focused start, ITIL has been adopted, revised and expanded into a comprehensive framework for managing IT service delivery in companies and organizations of all sizes, across all industries and market sectors.

In fact, IT has become a mission-critical service delivery mechanism for companies that rely on complex computing resources to keep their businesses operating and generating revenue. ITIL allows companies to define and implement a documented, repeatable process that assists them in staying focused on the large and small details involved in rolling out new IT services and managing those services afterward.

The ITIL service lifecycle consists of five practice areas or phases, with supporting principles, policies and processes within each phase:

  • Service Strategy: This phase focuses on defining services as strategic assets, and then maintaining and implementing a coherent, deliberate strategy. Service strategy principles address business processes, corporate governance and compliance, policies, corporate culture and decision-making, and ensure that the business is geared for service improvement.
  • Service Design: This phase includes the assessment of business management processes (service level, availability, capacity, etc.) to design and develop new service offerings or Strengthen existing offerings.
  • Service Transition: This phase covers the transition from development to production operations, including testing and quality control.
  • Service Operation: This phase defines how to manage services once they’re in production use. It addresses service operation processes, such as event management, access management, incident response, the application lifecycle and helpdesk support.
  • Continuous Service Improvement: This phase defines new requirements for the preceding phases of ITIL based on operational feedback and service levels. It helps to ensure that policies and procedures are followed, that service level agreements are met and that operational lessons learned are incorporated into existing and future service refinements.

Don’t let the scope of ITIL scare you away from the overall value afforded by this comprehensive lifecycle for IT services. The ITIL framework gives companies the structure and discipline required to design, develop, deliver and manage new or improved services in a timely manner and, most importantly, on a budget. Before ITIL, a lack of service management discipline and expertise led many IT projects to suffer budget overruns, veer off course or fail outright due to scope-creep, mismanagement and a lack of repeatable results. ITIL solves these problems quite nicely. In fact, ITIL is widely regarded as the pre-eminent standard for IT service management frameworks.

ITIL Foundation certification

The ITIL Foundation certification covers the basics of ITIL and is where most newbies start the process of learning ITIL and becoming certified. The certification has no prerequisites, and anyone with an interest in the subject matter can sit for this exam. ITIL Foundation certification exam prep can be accomplished via classroom or distance learning options, as well as via self-study. There is no requirement for you to complete a training course before you sit for the Foundations exam. The Foundation exam consists of 40 multiple-choice questions that must be answered in 60 minutes with a grade of 65 percent, or 26 correct answers, required to pass the exam.

Although the certification covers all the five practice areas of the ITIL service lifecycle, including how the different lifecycle stages are linked to one another, an IT pro who completes the ITIL Foundation level will likely need to complete the Practitioner or Intermediate certification before being able to qualify for service management positions.

ITIL Practitioner

The ITIL Practitioner certification is the newest entry to the ITIL certification scheme. This exam was offered for the first time in February 2016. As the name implies, the ITIL Practitioner certification is based on practical knowledge of ITIL processes and how those principles are implemented in the real world. An ITIL Practitioner can explain how to use the ITIL framework to support business objectives and focuses on organizational change management, communications, and measurement and metrics.

The ITIL Practitioner is considered the next step in the ITIL progression after achieving the ITIL Foundation (which is a prerequisite). It emphasizes the ability to adopt, adapt and apply ITIL concepts in an organization. Although the Practitioner certification is not required for upper-level ITIL credentials, achieving Practitioner certification provides three credits toward ITIL Expert certification. You can prepare for the Practitioner exam through self-study, in-person classroom learning or online and distance learning options. The Practitioner exam is 40 multiple-choice questions and requires a minimum score of 70 percent, or 28 correct answers,  to pass.

The ITIL Intermediate certification is module-based, each of which focuses on a different aspect of IT service management. Relevant modules are categorized as either Service Lifecycle or Service Capability.

The Service Lifecycle modules are:

  • Service Strategy (SS)
  • Service Design (SD)
  • Service Transition (ST)
  • Service Operation (SO)
  • Continual Service Improvement (CSI)

The Service Capability modules are:

  • Operational Support and Analysis (OSA)
  • Planning, Protection and Optimization (PPO)
  • Release, Control and Validation (RCV)
  • Service Offerings and Agreements (SOA)

To enable candidates to meet their own career goals, AXELOS lets you achieve qualification in one category or by choosing modules from both categories. AXELOS recommends that you have at least two years of IT service management experience. Note that you must complete your Intermediate exam preparation by completing a training course offered by an accredited training organization (ATO), i.e., you cannot self-study then sit for the Intermediate exam.

ITIL Expert

The ITIL Expert is an advanced certification that encompasses the breadth and depth of ITIL processes and practices across all ITIL disciplines. ITIL Expert certification is a prerequisite for the ITIL Master certification.

To qualify for the ITIL Expert, you must obtain at least 17 credits from the Foundation, Practitioner and Intermediate modules, and pass the Managing Across the Lifecycle (MALC) exam, earning a total of 22 credits.

ITIL Master

The pinnacle ITIL Master certification demonstrates an ability to apply the ITIL framework in real-world situations. The ITIL Master encompasses all ITIL principles and processes covered in the Foundation through Expert certifications. An ITIL Master must demonstrate complete mastery of the ITIL framework by completing the following:

  • Achieve the ITIL Expert certification
  • Demonstrate at least five years of ITIL experience in a management or leadership role
  • Submit a proposal for a service improvement
  • Submit a work package that demonstrates your ability to apply ITIL principles to a real-world business case, including positive impacts to a business service
  • Successfully complete an interview with an ITIL assessment panel

The cost of the ITIL Master runs about $4,000, which you pay after an EI accepts your initial application. Given the expense of this certification and its stringent requirements, only serious candidates should pursue the ITIL Master. That said, earning this certification indicates you’ve reached the highest level of achievement in your field.

IT professionals who possess an ITIL certification have always been valued by large corporations who have adopted the ITIL framework as an internal IT standard. What is beginning to change is ITIL’s increasing proliferation. Many small- and medium-sized businesses also now recognize the value of employees with ITIL certifications under their collective belts.

As IT becomes more important, SMBs are realizing the biggest benefits of maintaining ITIL-trained personnel on staff. Though no company wants to see IT projects fail, larger companies can usually absorb the loss of productivity, time and money that accompanies a failed IT service project. SMBs may not have the financial luxury of allowing an important IT project to fail owing to poor management and lack of processes. Thus, the value of an ITIL certification may be greater for enlightened companies that cannot afford IT project failures.

The good news about ITIL certification is that it is a valuable skill for almost any IT professional, from system administrators to chief information officers (CIOs). Many large companies have dedicated ITIL coaches or mentors who help shepherd projects through the various steps of the ITIL framework. These ITIL gurus have a wide understanding of the IT landscape and can usually spot trouble with a service design document or implementation plan in a matter of minutes.

ITIL certification is also a valuable credential for IT project managers, who are in the IT service trenches every day. Most project managers are already familiar with the development lifecycle process, so the principles of ITIL come naturally to them. IT managers, architects and engineers might not ever become ITIL Masters, but even a basic knowledge of the ITIL framework can assist with understanding and supporting the ITIL process.

AXELOS provides a Career Paths chart that maps IT service management job roles with skill levels. This chart is handy for certification candidates interested in specific jobs who need to understand how they fit into the ITIL service lifecycle.

ITIL training

Each ITIL certification webpage provides links to relevant study guides and syllabi. Those pursuing the ITIL Foundation certification should read the three-part blog series on preparing for and taking the ITIL Foundation exam. Those who are thinking about pursuing the Intermediate certification should use the ITIL Intermediate Training Navigator to match desired job roles and skills with the appropriate modules.

Formal ITIL training is available in self-paced online courses, instructor-led distance learning and instructor-led classroom classes. The variety of ITIL training offered and the collection of certified companies offering ITIL training ensures that anyone who is interested in learning about ITIL or becoming ITIL certified has an option that fits their learning preferences.

Although non-accredited ITIL training is available, we strongly recommend that you only utilize an ITIL ATO when you pursue ITIL training. Find a complete list of such training providers on the Axelos ITIL website.


Axelos and the ITIL Development Group, made up of more than 2,000 ITIL stakeholders worldwide, began working on an update to ITIL V3 in late 2017. That work continued throughout 2018, and Axelos has announced upcoming changes to the ITIL certifications known as ITIL 4. ITIL 4 will provide sweeping changes to the ITIL certification program to better align with the growing complexity of modern IT. ITIL 4 also changes some of the certification program terms and titles to align with the new ITIL 4 program structure. Here is a look at the new ITIL 4 program overview:

Credit: Axelos

You’ll recognize some familiar terms as well as some new nomenclature incorporated into the ITIL 4 certification scheme. The certification still starts with the ITIL Foundation, and ITIL Master is still the highest level of ITIL certification, but how you get from Foundation to Master now allows two distinct paths, allowing you to choose the certification knowledge areas that best fit your interests and career goals.

The new Foundation exam is scheduled to be released in Q1 of 2019, with additional certification exam updates scheduled to be released in the second half of 2019. You can find more details on how existing ITIL V3 certifications map to the new program structure here: ITIL 4 Program Updates.

Note: We will update this article as the new ITIL 4 exam preparation courses and certification exams are released by Axelos so check back here often to learn more about ITIL 4.

Credit: Ed Tittel

Ed Tittel

Ed is a 30-year-plus veteran of the computing industry, who has worked as a programmer, a technical manager, a classroom instructor, a network consultant and a technical evangelist for companies that include Burroughs, Schlumberger, Novell, IBM/Tivoli and NetQoS. He has written for numerous publications, including Tom’s IT Pro, and is the author of more than 140 computing books on information security, web markup languages and development tools, and Windows operating systems.

Credit: Earl Follis

Earl Follis

Earl is also a 30-year veteran of the computer industry, who worked in IT training, marketing, technical evangelism and market analysis in the areas of networking and systems technology and management. Ed and Earl met in the late 1980s when Ed hired Earl as a trainer at an Austin-area networking company that’s now part of HP. The two of them have written numerous books together on NetWare, Windows Server and other topics. Earl is also a regular writer for the computer trade press with many e-books, white papers and articles to his credit.

Thu, 04 Aug 2022 12:00:00 -0500 en text/html https://www.businessnewsdaily.com/10696-itil-certification-guide.html
Killexams : Product Life Cycle Management Training

Tara Duggan is a Project Management Professional (PMP) specializing in knowledge management and instructional design. For over 25 years she has developed quality training materials for a variety of products and services supporting such companies as Digital Equipment Corporation, Compaq and HP. Her freelance work is published on various websites.

Wed, 18 Jul 2018 06:20:00 -0500 en-US text/html https://smallbusiness.chron.com/product-life-cycle-management-training-3282.html
Killexams : Ph.D. in Community Health Promotion


two people at a UAB wellness promotion boothToday public, private, and governmental health agencies recognize the need for community health promotion and advocacy. In light of initiatives such as Healthy People 2020 and its goal to “increase the quality, availability, and effectiveness of educational and community-based programs designed to prevent disease and injury, Strengthen health, and enhance the quality of life,” the demand for skilled health education certified continues to expand.

The Ph.D. program in Community Health Promotion offers a broad-based curriculum emphasizing biological, behavioral, and socio-cultural determinants of health, as well as interventions and policies aimed at improving community health. The curriculum provides students with the coursework, background, and practical experiences to become leading researchers and practitioners in the broad and rapidly growing field of health education and health promotion.

Students learn the skills needed to work with individuals and communities to assess health needs, and then effectively plan, implement and evaluate culturally appropriate and theoretically based interventions to Strengthen and promote health and lessen unhealthy behaviors by addressing knowledge, attitudes, skills, and beliefs in various settings.

By the conclusion of the program, students are able to conceptualize the theoretical and philosophical basis of health promotion clearly and conduct their own independent research projects. The curriculum prepares students for careers in academia, clinical research, and leadership roles in the community and public health promotion in private industry, as well as non-profit and governmental health organizations.

Health Education Accreditation

Certified Health Education certified (CHES®) are individuals who have met the standards of competence established by the National Commission for Health Education Credentialing Inc. (NCHEC) and have successfully passed the CHES® examination. NCHEC serves to enhance the professional practice of Health Education by promoting and sustaining a credentialed body of Health Education Specialists.

The CHES® credential establishes a national and international standard for members of the profession and ensures prospective employers that an individual has taken the initiative to pursue additional certification, and is proficient in evidence-based planning, implementing, evaluating, and advocating for the health of communities.

NCHEC developed a rigorous set of professional standards known as the Responsibilities and Competencies for Certified Health Education Specialists. These standards serve as a framework for the profession, illustrating the knowledge, required skills, and expertise needed for a position in the field of health education and promotion.

CHHS Faculty utilized these standards as a framework for the development of the Ph.D. in Community Health Promotion, including coursework in the health promotion core. This curriculum meets the academic qualifications for eligibility and adequately prepares students to sit for the CHES® examination. Although not a requirement, many students sit for and pass this important exam. This is in part due to the increasing demand to have credentialed health education certified on the job; particularly, if part of the job responsibilities include training health educators in post-secondary settings.

Application Deadline

Cohort admission occurs once per year in the Fall. In order to be considered for admission for the Fall term, all application materials must be submitted by April 30.

Applying for Admission

Candidates for admission must enter the program with a master's degree in health education, community health, human services, or other related field from an accredited institution.

Applying for admission to the Community Health Promotion PhD program begins with completing an online application through the UAB Graduate School.

  • Complete and submit online application for admission to the Graduate School
  • Submit all required materials (see ‘indicators’ below)
  • Pay application fee online with credit card/debit card
  • Ask the individuals from whom you request references to respond online to the form they will receive via email from the Graduate School (This form is sent automatically to your references by UAB as soon as you submit your application).
  • Request transcripts from all prior institutions to be sent to UAB including institutions where you might have taken only one course (information on how to do this is provided in Apply Yourself). The preferred email addresses for electronic submission of transcripts are as follows: This email address is being protected from spambots. You need JavaScript enabled to view it. and This email address is being protected from spambots. You need JavaScript enabled to view it. .
  • Submit official TOEFL or IELTS test score (for international applicants only) NOTE: International applicants must also meet all requirements stipulated at http://www.uab.edu/graduate/international. This includes mailing your Financial Affidavit of Support.

The admissions committee considers these indicators when making admission decisions:

  • Graduate degree (minimum of a master's) in a health-related field
  • Transcripts
  • Professional resume/CV – make sure to include professional experience, presentations and publications.
  • Admissions Essay - In approximately two single-spaced pages, explain why you are applying to this program. When writing this essay, consider these questions: What life experiences led to your decision to apply and what attracted you to this program? What are your research interests and career goals? How will this program help you pursue those research interests and career goals?
  • GPA (minimum of 3.25 on previous graduate work)
  • Three recommendations/letters of reference

If the admissions committee feels the student is a good candidate for the program, a faculty member from the committee will be in contact for an interview.


The PhD curriculum in Community Health Promotion is comprised of five areas:

Health Promotion Core – There is an increased awareness of the impact of social determinants (ethnicity, income, housing, education) on health outcomes. As a result, the CDC, NIH and other health agencies have placed emphasis on social determinants of health (SDH) and health disparities through funding initiatives to promote improved research, policy and practice. By focusing on SDH, health education certified can Strengthen health outcomes and advance health equity. This program requires a Health Promotion core, infused with training in using the SDH as a framework for planning, implementing and evaluating successful health interventions.

Research and Statistics Core – Today, health promotion researchers must have training in mixed research methodologies to understand the complex issues that confront community health. Interest in mixed-methods research is growing among funders, as evidenced by accurate calls for proposals using these methods from the NIH, the Agency for Healthcare Research and Quality, as well as the Robert Wood Johnson Foundation. This program requires mixed methods, qualitative and quantitative research methodologies.

Health Sciences Concentration – These courses allow students the flexibility to receive education and training in their particular area of interest from across UAB. This program provides a professional health promotion curriculum that brings together students from a variety of social/behavioral backgrounds to provide the appropriate training and mentorship to develop health-related research.

Supervised Research Core – This core allows students to gain valuable research experience under the supervision of faculty while earning credit hours toward their PhD. Students will work with faculty on research projects and grants, and/or the development of scholarly publications or professional conference presentations. In addition, students will work with their mentor to develop a dissertation proposal. A minimum of 12 credit hours are required, or until the successful completion of a dissertation proposal defense.

Dissertation – These hours are designed to provide students with significant research experience on their syllabu of interest and requires the completion of 18 credit hours, or until the completion of the dissertation.

This program requires students to complete a minimum of 72 semester hours.

Program Co-requisites

Students must enter the program with a master's degree in health education, or a closely related field. Students with a limited background in health education/health promotion may be required to take program co-requisites during years one and two, including CHHS 610 Foundations of Health Education (or equivalent), CHHS 631 Planning (or equivalent), and CHHS 697 Community-Based Approaches to Evaluation and Grantsmanship (or equivalent). These additional requirements will be determined from a review of transcripts by the Graduate Program Coordinator after admission to the program.

Comprehensive Examination

All PhD candidates must sit for a comprehensive examination, which is offered on the third Thursday of January and June of each year. This exam should be prepared for by individual study expanding on the content covered in the health promotion core courses. The exam must be passed unconditionally before student’s can defend their dissertation proposal and be advanced to candidacy. Students must be registered for at least three semester hours of graduate work during the semester(s) in which the comprehensive exam is taken.

The comprehensive exam is a criterion-referenced assessment — students do not compete with other students. Students should NOT assume that “A” level performance in their coursework as adequate preparation for passing the comprehensive exam. To prepare, students should review all materials from the HP core courses as well as other supplementary material. Students should review health education theory and program planning, implementation, and evaluation materials not only from their prior coursework but also from a range of self-selected documents, websites, and texts. The core courses provide background information and a blueprint for their own regimen of self-study — students must demonstrate broad mastery of the subject matter and intellectual growth. Each student must be able to synthesize and apply what has been learned in order to design an appropriate, theory-based intervention to address the chosen health issue/population. Students must be able to specify why a program is necessary, how it can be achieved, who will be involved during implementation, and how results might best be used. It is recommended that students preparing for their comps work with other students, share materials, discuss key concepts with faculty members, and confer with students who have already passed the exam.


To qualify to sit for comprehensive exams, students must have successfully completed the health promotion core courses:

  • Advanced Theoretical Approaches in Health Promotion CHHS 731
  • Advanced Planning and Implementation in Health Promotion CHHS 732
  • Evaluation and Research Methods in Health Promotion CHHS 740
  • Health Disparities in Diverse Populations CHHS 742

Dissertation and Final Defense

The dissertation represents the culmination of a significant research experience. Students begin work on their dissertation only after they have completed all coursework, passed the comprehensive examination, organized their dissertation committee, defended their dissertation proposal, and gained admission to candidacy.

The dissertation committee consists of a minimum of five faculty members and typically includes a chair, methodologist, content expert(s), and other interested faculty. The chair must be faculty from the CHHS program in the School of Education. While the chair may assist with the formation of the committee, it is the student's responsibility to invite committee members. Students finalize their committee selections by completing and submitting the Graduate Student Committee Letter to the Graduate School and work closely with their committee to develop a dissertation proposal. Before beginning dissertation research, students must have successfully defended their dissertation proposal, be admitted to candidacy, and submit the proper paperwork to the Graduate School. Students cannot collect or analyze data ahead of committee or IRB approval.

PhD candidates should set the date and time of their final defenses well in advance, making certain that all committee members can attend. Candidates are also responsible for furnishing committee members with complete copies of their manuscripts by a date of the committee’s choosing. They must make all requested changes or corrections to the manuscript as soon as possible after the defense and obtain signatures of all committee members and the Program Director on the appropriate approval form. Each candidate must submit a completed dissertation for online review to the Graduate School no later than two weeks (10 business days) after the final defense.

Additional information about graduation requirements may be found in the Graduate Catalog, Graduate Student Handbook or by contacting the Graduate School staff via email (This email address is being protected from spambots. You need JavaScript enabled to view it. ) or phone (205-934-8227).

Financial Support

For highly qualified first-year Ph.D. students, the UAB Graduate School supports a small number of Blazer Graduate Research Fellowships. The position requires full-time enrollment (9 hrs/semester Fall/Sp/Su) to be considered for funding. Full-time UAB employees are not eligible for these funds. These funds vary from year to year and are awarded on a competitive basis.

Explore these links for additional sources for funding your Ph.D.!

Finally, Ph.D. students who have a background in health promotion may be hired as adjunct faculty to teach undergraduate health education courses. For more information, contact the Graduate Program Director.

Sat, 07 May 2022 06:36:00 -0500 en-US text/html https://www.uab.edu/education/home/graduate/chhs/phd-community-health-promotion
Killexams : HP has 100% gross enrolment rate in primary, middle & high schools: Jai Ram

Himachal Pradesh chief minister Jai Ram Thakur on Sunday asked the central government to allot five TV channels to the state under the recently announced Swayam Prabha scheme to telecast high-quality education programmes.

He was speaking at the Niti Aayog governing council meeting in New Delhi which was presided over by Prime Minister Narendra Modi. The meeting discussed self-sufficiency in agricultural production and crop diversification, implementation of national education policy and urban bodies administration.

Thakur said that gross enrolment ratio of primary, middle and high schools in the state was 100% while in the senior secondary schools, it was 85.6%.

This ratio goes up to 98.8% if technical institutions are added to the senior secondary level, he said, adding that girl students in the state were being provided education and free residential facility besides skill education in 14 Kasturba Gandhi Girls Schools.

The chief minister said that the education database is being digitised in the state and capacity building of teachers is being done for preparing high-quality study material in digital mode.

The chief minister said that students in the state have easy access to higher education institutions and infrastructure has been strengthened. Sardar Patel University in Mandi has been made functional from April 2022, he said, adding that the average of state’s gross enrolment ratio in higher education is 40.8% against the national average of 27.1%.

He said that the amount of scholarships under various categories and merit scholarships of girls and boys have also been increased.

He further said that the state government has launched Medha Protsahan Yojana for meritorious students aspiring for competitive services besides Swaran Jayanti Super-100 Yojana.

“State government is also considering starting Mukhyamantri Shodh Protsahan Yojana from the current academic session in universities to facilitate research scholars,” he said, adding that efforts were being made to impart employment-oriented education.

He further informed that drone policy has been framed by the government and students were being imparted training to enable the application of modern technology in the state.

Thakur said the state government was implementing 1,010 crore Himachal Pradesh Crop Diversification Scheme in all districts and added that budget provision has been made for promoting mushroom farming, especially shiitake and dhingri varieties.

He said that 31,584 orchardists were covered under state-sponsored schemes whereas 4.15 lakh orchardists benefitted under centrally sponsored schemes in last four and half years.

“To double the income of farmers, 3,590 gram panchayats have been covered under Prakritik Kheti Khushal Kisan Yojana and farmers had saved about 9.75 crore by switching over to natural manure instead of chemical fertilisers,” he said.

Thakur said 10 sale centres were set up across the state besides Delhi and Chandigarh for selling natural farming produce.

The HP chief minister also said that the state government was committed to strengthening the administration of urban bodies by filling necessary posts and improving efficiency in delivering speedy and effective services to the people with the help of the latest technology. He said that GIS mapping will be used for assessing and collection of property tax and a single-member municipal committee services regulatory committee will be constituted to settle user fees and setting benchmarks for other MC services.

Sun, 07 Aug 2022 04:26:00 -0500 en text/html https://www.hindustantimes.com/cities/chandigarh-news/hp-has-100-gross-enrolment-rate-in-primary-middle-high-schools-jai-ram-101659889556792.html
Killexams : Why Should You Get A Ham Radio License?

Several of the authors you read on Hackaday are ham radio operators and we’ve often kicked around having a Hacker Chat about “Why be a ham today?” After all, you can talk to anyone in the world over the Internet or via phone, right? What’s the draw?

The Radio Society of Great Britain had the same thought, apparently, and produced a great video to answer the question. They mention the usual things: learning about technology, learning about people in other parts of the world, disaster communications, and radiosport (which seems to be more popular outside the United States; people compete to find hidden transmitters).

In addition, they talked a lot about how hams get involved with space communications, ranging from talking via satellites, to talking to people on the space station, to actually building small satellites. As the narrator says, there are “hundreds of ways to have techie fun” with ham radio.

One thing we noticed they showed but didn’t say a lot about, though, is the educational opportunities. You can learn a lot, and working with kids to help them learn is often very rewarding (and you usually learn something, too). Just to forestall the comments that this post isn’t hack related, we’ll note two things: there is a Raspberry Pi shown and just past the two-minute mark, there is a very clever hacked together Morse code key.

We talk a lot about ham radio, ranging from Arduino-based digital modes to putting together portable stations (you can see a similar one in the video, too). One other thing we noticed they don’t mention: it is generally much easier to get a license today than ever before. Most countries (including the United States) have abolished the Morse code requirements, so while some hams still enjoy CW (hamspeak for operating Morse code), it isn’t a requirement.

Video below.

Sat, 06 Aug 2022 11:59:00 -0500 Al Williams en-US text/html https://hackaday.com/2015/10/23/why-should-you-get-a-ham-radio-license/
Killexams : Human Performance and Movement Science

HP100 Issues in Physical Education and Sport

This course is designed to examine the historical perspectives and contemporary issues that have shaped the physical education, recreation, and sport professions. The course also introduces professional best practices in physical education, recreation and sport such as the Danielson Framework for Teaching. Fall.

HP154 Lifeguard Training

2 credits

This course provides an opportunity for students to acquire basic knowledge, skills, and techniques in Lifeguard Training. Designed for non-HPMS majors. Graded Pass/Fail. Candidates must pass a swimming competency test given on the first day of class. If certification is desired, there will be an additional fee. Occasionally.

HP155 Water Safety Instructor

2 credits

This course provides an opportunity for students to acquire basic knowledge, skills, and techniques in Water Safety Instructor. Designed for non-HPMS majors. Graded Pass/Fail. Candidates must pass a written water safety exam and a swimming competency test on the first day of class. If certification is desired, there will be an additional fee. Occasionally.

HP160 Cardiovascular Fitness

1 credit

Students acquire basic knowledge, skills, and techniques in Cardiovascular Fitness. Designed for non-HPMS majors. Graded Pass/Fail. Occasionally.

HP161 Strength Training

1 credit

Students acquire basic knowledge, skills, and techniques in Strength Training. Designed for non-HPMS majors. Graded Pass/Fail. Occasionally.

HP163 Yoga

1 credit

Develops skill and knowledge related to beginning-level postures, breath work, and simple meditation techniques. Designed for non-HPMS majors. Graded Pass/Fail. Occasionally.

HP177 Golf

1 credit

Students acquire basic knowledge, skills, and techniques in Golf. There will be an additional "greens" fee. Designed for non-HPMS majors. Graded Pass/Fail. Occasionally.

HP210 Principles of Coaching

Course highlights coach’s role and application of interdisciplinary knowledge from psychology, sociology, and physiology toward development of the individual or team for athletic performance. An understanding of sport psychology, legal liability, teaching skills, daily and seasonal planning, physical training. Spring.

INHP220 Physical Activity and Disease

An introduction to human physiology and the epidemiological evidence in regards to physical activity’s relationship with hypokinetic diseases including Cardiovascular Disease, Type II Diabetes, Hypertension, Hyperlipidemia, Stroke, Cancer, Obesity and Mental Health. The course will integrate course content, epidemiological research review, and critical thinking to interpret physiological information concerning the human body adaptations due to physical activity on overall human health. Summer

HPPE235 Teaching Team Games & Sport

Basic concepts and instructional techniques for teaching Team Games & Sport to include (but not limited to): softball, floor hockey, soccer, basketball, volleyball and flag football. Analysis of motor skill performance and feedback. Teaching emphasis on planning, progression, lesson organization, and application of tactics and strategy to team play. Fall

HP240 Emergency Medical Technician

Based on the curriculum established by the U.S. DOT for Emergency Medical Technician (EMT-Basic) and authorized by the State of New Hampshire-Bureau of Emergency Medical Services (EMS). courses include patient evaluation, treatment for trauma and emergencies, and infection control procedures. Lecture and labs. Proof of current certification in CPR at the professional rescuer level. Prerequisite: Athletic Training major. Taken concurrently with HP 242. Occasionally.

HP242 EMT Practicum

2 credits

This laboratory/supervised experience provides opportunities for students to be formally assessed and to participate in clinical experiences with emergency department and ambulance service. Students have the option to take the NH-EMS Practical Examination and the National Registry Written Examination for EMT-Basics. Passage of both these examinations leads to national certification as an EMT-Basic. Proof of current certification in CPR at the professional rescuer level. Prerequisites: Athletic Training major. Taken concurrently with HP 240. Occasionally.

HPPE245 Teaching Outdoor & Lifetime Activity

Basic concepts & instructional techniques for teaching outdoor & lifetime activities to include (but not limited to): tennis, pickleball, badminton, golf, bowling, outdoor adventure & seasonal activities. Analysis of motor skill performance & feedback. Teaching emphasis on planning, progression, lesson organization, & application of how to manage risks & safety outdoors. Spring

HPEX250 Introduction to Exercise Science

An introduction to the field of Exercise Science, and to fundamental exercise training techniques. courses covered include introduction to the field and careers of Exercise Science, appropriate cardiovascular exercise guidelines, the effect of physical activity on health, introduction to resistance training exercises and guidelines, resistance and plyometric training technique, and overall benefits of exercise. Fall, Spring.

HPPE255 Teaching Fundamental Movement & Rhythmic Activity

Basic concepts and instructional techniques for teaching fundamental movement & rhythmic activities to include (but not limited to): locomotor, manipulative, and stability skills. Analysis of fundamental movement patterns and feedback. Teaching emphasis planning, progression, and application of developmentally appropriate movement & rhythmic activities. Lecture – Laboratory Course. Pre-requisite HPPE 235, HPPE 245 or permission of instructor. Fall – Odd

HPPE256 Rhythms

1 credit

Develops skill and knowledge to perform and teach selected rhythmic activities. Teaching emphasis on cueing. Prerequisites: Must be a PE major. Spring, odd years.

HPPE260 Total Fitness

2 credits

Develops skills and knowledge related to concepts and assessment of health-related fitness in a physical education setting. Teaching emphasis on leading warm-up. Prerequisite: PE major or permission of instructor. Spring.

HPPE261 Fitness Curriculum for K-12 Learners

2 credits

Develops skill and knowledge to teach health-related fitness concepts and activities in a physical education setting. Teaching emphasis will be on demonstration/explanation of a fitness concept and transition to activity with individual feedback, with use of technology. Prerequisites: PE major or permission of instructor. Fall.

HPPE265 Teaching Fitness Child & Youth

Basic concepts, instructional techniques for teaching, assessing health-related concepts, developmentally appropriate activities to children & youth to include (but not limited to): components of fitness, basic training principles, & physiological basis for how physical activity influences body's systems. Teaching emphasis on planning, progression, lesson organization, & use of appropriate technology. Pre-requisite HPPE 235, HPPE 245 or permission of instructor. Fall – Even

HPPE267 Individual Activities

2 credits

Develops skill and knowledge needed to perform and teach selected individual activities. Teaching emphasis on review of basic skill and transition to skill practice with group and individual feedback. Prerequisite: PE major, and permission of instructor. Fall, even years.

HPPE268 Outdoor and Leisure Activities

2 credits

Develops basic knowledge and skills to provide safe outdoor and leisure activities appropriate in a physical education and physical activity setting. Prerequisites: PE major or permission of instructor. Spring, even years.

HPPE277 Invasion Games

2 credits

Develops skill and knowledge needed to play and teach invasion games. Teaching emphasis on demonstration/explanation of basic skill. Prerequisite: PE major or permission of instructor. Fall.

HPPE278 Net/Wall Games

2 credits

Develops skill and knowledge needed to play and teach net and wall games. Teaching emphasis on demonstration/explanation of basic skill and transition to skill practice with group feedback. Prerequisite: PE major or permission of instructor. Spring.

HPPE281 Fielding/Striking/Target Games

2 credits

Develops skill and knowledge to perform and teach fielding/striking and target games. Teaching emphasis on demonstration/explanation of basic skill and transition to skill practice with individual feedback. Prerequisite: PE major or permission of instructor. Fall.

HPPE283 Educational Gymnastics

1 credit

Develops skill and knowledge to perform and teach educational gymnastics. Teaching emphasis on demonstration/explanation of basic skill and transition to skill practice with individual feedback. Prerequisites: PE major or permission of instructor. Spring, odd years.

HP290 Special Topics

1-6 credits

Study of a selected syllabu in physical education. May be repeated as courses change. Prerequisite: HPMS major, or permission of instructor. Fall, Spring.

HP298 Independent Study

1-8 credits

An opportunity for a qualified student to explore work in an area of individual interest, selected and pursued in consultation with a faculty member. Consent required of the instructor who will supervise the independent study. May be repeated for a total of 8 credits. Fall, Spring.

HP300 Applied Kinesiology

A lecture-lab experience focused on mechanical principles in the study of human movement. Expanding on the neuromuscular and musculoskeletal systems to gain an understanding of basic motor patterns, using qualitative & quantitative analysis exercise and sport movements. Prerequisites: BIO 230 or permission of instructor. Fall, Spring.

HP301 Physiology of Exercise

The study of physiological principles and adaptations to exercise and physical activity. Focuses on the scientific evaluation and understanding of immediate and long-term effects of exercise on the human body. Emphasis placed on the muscular, cardiovascular, endocrine, and respiratory systems. Lecture and labs. Prerequisites: BIO 332 or permission of instructor. Fall, Spring, Summer.

HP307 Sport Management

This course is designed to give the student a thorough understanding of the complexities of Sport Management. The scope of this class includes definitions, basic theories, organizational structure, leadership skills, sport marketing, facility and event management, sport law, sport ethics, sport finance. This course is cross-listed with MGT 307. Prerequisites: MGT 101. Fall or Spring

IIHP310 Psycho-Social Aspects of Sport

The purpose of this course is to present an interdisciplinary approach to sport that will challenge students to critically reflect and discuss sport from psychological and sociological perspectives. The central focus of the course is to understand how these perspectives and experiences interconnect our personal and societal viewpoints of sport today. Prerequisites: 24 credits in ISP, including ITW 101 and QL.

IIHP311 Outdoor Recreational Leadership

This interdisciplinary course will explore outdoor recreational leadership qualities, styles, and group dynamics from multiple perspectives (physical education/communication). Additional focus is placed on experiential learning and examinations of selected program activities. Students develop, lead, and evaluate activities based on varying participant requirements, and earn a Leave No Trace certification. Prerequisites: 24 credits in ISP, including ITW 101 and QL. Spring, Summer.

HPEX332 Exercise Testing and Programming

The principles of exercise testing in all five components of health-related fitness, using nationally accepted assessment tools and standards. Designing and implementing exercise programs based on testing results for apparently healthy adults and those with chronic conditions. Prerequisites: HP 300. Fall, Spring.

HPEX335 Advanced Strength and Conditioning

Examination and application of strength training and conditioning principles to enhance individual fitness and sport performance. Students develop skills in strength training, conditioning, and exercise leadership to Strengthen individual and group fitness levels. National certification preparation is emphasized. Prerequisites: Exercise Science major, HP 300, HPEX 250, or permission of instructor. Fall, Spring.

HP340 Epidemiology of Physical Activity

An introduction to the principles and methods of epidemiology and their applicability in the field of Athletic Training and Exercise Science. Students will examine factors governing health and disease. Students will be expected to critically interpret the epidemiologic literature relevant to health professionals and active populations. Prerequisites: BIO 332 or permission of instructor. Spring.

HP341 Pathology, Pharmacology, & Exercise

An in-depth discussion of primary mechanisms, physiological mechanisms, the inflammatory process & pathophysiology associated with sport injuries & medical conditions. Students gain an understanding of the relevant pharmacodynamics, pharmacokinetics & recommended physical activity used in the treatment of conditions associated with health promotion and disease prevention relevant to an active population. Prerequisites: BIO 332, HP 301 or permission of instructor.

HP344 Sports Nutrition

An introduction to Sports Nutrition, including the digestion, absorption, and assimilation of food nutrients; bioenergetics in training; optimal nutrition for sports and exercise; thermoregulation and fluid balance; body composition, weight control, and disordered eating. Prerequisites: Exercise Science or Physical Education, Public Health major, or permission of instructor. Fall.

IIHP352 Exercise Psychology

An interdisciplinary approach to understanding why only some people participate in physical activity. Students reflect on past and current experiences, examine psychological theories of motivation, and investigate the exercise high. Neurogenesis as the mechanism for cognitive and emotional benefits is explored. Students develop strategies for increasing exercise motivation in others. Prerequisite: 24 credits of ISP including ITW 101 and QL.

HPPE360 Teaching Physical Education

Developmental characteristics and needs in relation to physical education and curriculum planning. Emphasis on the development of effective teaching skills including planning and preparation, the classroom environment (classroom management and interpersonal relationships), instruction, and professional responsibilities. Prerequisites: HP 100, PSYC 211, PE major, or permission of instructor. Fall.

HPPE361 Adapted P.E. & Sport

Treats legal issues and the concept of inclusion as they apply to the physical educator, and physical activity leader. Motor and perceptual motor development, screening/assessment, and programming. Adaptation of physical education and sport activities to meet special needs of students. Individual child work included. Prerequisites: HPPE 360 or permission of instructor. Fall.

HP362 Law & Ethics in Sport and Recreation

This course provides an overview of legal principles and ethical issues in sport and recreation. The course is designed to help future managers develop a legal and ethical decision-making process for a career in sport and recreation. courses discussed include morality, professional code of ethics, tort law, contract law, etc. Pre-requisite: Sport and Recreation Management Major, Physical Education Major, or permission of instructor. Fall.

HPPE363 Assessment of K-12 PE Learners

2 credits

Overviews the purpose of evaluation in K-12 physical education programs. Program standards and various methods of evaluation are examined. Emphasis is placed on designing effective assessment tools that are aligned with program objectives as well as methods for using and reporting results. Prerequisites: HPPE 360.

HPEX371 Strength & Conditioning Practicum

Provides a field experience in strength and conditioning in a sport program designed to give the student an opportunity to plan, implement, and evaluate selected group fitness activities, practice sessions & conditioning programs. Prerequisites: HP 210, HPEX 335. Fall, Spring.

HPEX372 Practicum: Exercise Leadership

Designed to provide students with a practical setting to apply the knowledge and skill learned throughout the Exercise Science program. Students will practice testing, planning, and facilitating exercise programs for individuals as well as groups. Prerequisite: Exercise Science major and HPEX 332 with a minimum grade of C. Fall, Spring.

HPPE374 Child and Youth Physical Activity Practicum 1

Provides an opportunity for students to plan, implement, and evaluate physical activity programs and gain knowledge of a recreational environment prior to HPPE 474 Practicum 2. Current certification in Adult and Child CPR and AED required. Prerequisites: PE major, Child and Youth Physical Activity Specialist option, HPPE 360 (grade of C or higher), and permission of instructor. Fall.

HPPE375 Practicum: Teaching Elementary

Provides an opportunity for students to plan, teach, and evaluate Physical Education lessons and units at the elementary school level, apply knowledge of elementary school children, and understand the role of Physical Education within the school curriculum. Current certification in Standard First Aid, Adult and Child CPR and AED required. Prerequisites: HPPE 255, HPPE 360 (grade C or higher), PE major, Teacher Certification Option, Admission to Educator Preparation, and permission of instructor. Cannot be taken concurrently with HPPE 376. Spring.

HPPE376 Practicum: Teaching Secondary

Provides an opportunity for students to plan, teach, and evaluate Physical Education lessons and units at the secondary school level, apply knowledge of secondary school students, and understand the role of Physical Education within the school curriculum. Proof of current certification in Standard First Aid, Adult and Child CPR and AED. Prerequisites: HPPE 360 (grade C or higher), PE major, Teacher Certification option, Admission to Educator Preparation, and permission of instructor. Cannot be taken concurrently with HPPE 375. Fall.

HP444 Sports & Rec. Administration

Introduction to the principles of organizational structure within sport organizations, examines the principles, guidelines, and recommendations for the planning and management appropriate to sports programs, ranging from colleges to ultramodern fitness centers. Prerequisite: MGT 307

HP460 Research Methods in Human Movement

This course moves beyond use of literature for evidence-based practice to development of an original research study. Quantitative and qualitative study designs are critically examined. Students apply univariate and bivariate analyses to answer research questions. Students experience the research process from question development through results interpretation first-hand via class activities. Pre-requisite HP 340, or permission of instructor, Spring

HPEX472 Exercise Science Externship

4-12 credits

A supervised experience designed to provide the advanced student an opportunity to gain experience and practical knowledge in an exercise-related facility. The student will practice planning, supervising, and mentoring individuals of all health backgrounds in all aspects of fitness and health. Prerequisite: Exercise Science major and HPEX 372. Fall, Spring.

HPPE474 Child and Youth Physical Activity Practicum 2

Provides an opportunity for students to plan, implement, and evaluate physical activity programs, gain knowledge of their selected environment. Proof of current certification in Adult and Child CPR and AED. Prerequisites: HPPE 374 (grade C or higher), PE major, Child and Youth Physical Activity Specialist option, and permission of instructor. Spring.

HPPE475 Student Teaching: Elementary

6 credits

Full-time placement in a elementary physical education setting. Supervision provided by college supervisor and field-based professional toward mastery of principles, attitudes, and techniques for successful teaching. Proof of current certification in Standard First Aid, Adult and Child CPR and AED. Graded Pass/Fail. Prerequisite: Permission of Educator Preparation Office. Spring.

HPPE476 Student Teaching: Secondary

6 credits

Full-time placement in a secondary physical education setting. Supervision provided by college supervisor and field-based professional toward mastery of principles, attitudes, and techniques for successful teaching. Proof of current certification in Standard First Aid, Adult and Child CPR and AED. Graded Pass/Fail. Prerequisite: Permission of Educator Preparation Office. Spring.

HPPE477 Student Teaching Seminar

2 credits

Issues faced by physical education professionals in schools including but not limited to school policies and procedures, behavior management, record keeping, assessing student performance, student equity, collaboration, technology, advocacy, professional development, licensure, job search, interview skills. Corequisites: HPPE 475 and HPPE 476. Spring.

HP490 Advanced Special Topics

1-8 credits

Study of a selected syllabu in Human Performance & Movement Science at an advanced level. May be repeated as courses change. Prerequisite: EXS, PE or SRM major or permission of instructor. Fall, Spring.

HPEX492 Exercise Science Seminar

A research-based capstone course intended to allow students to research, present, and discuss current courses within the health, performance, fitness, and nutrition fields. Prerequisites: Exercise Science major and HPEX 332, or permission of instructor. Fall.

HP498 Independent Study

1-8 credits

Advanced independent study. The student completes a written research project under supervision of a HPMS faculty member who, in consultation with the Dean's Office determines the credit value. May be repeated for a total of 8 credits. Prerequisites: Exercise Science, Physical Education or Sport & Recreation Management major and permission of instructor. Fall, Spring.

Thu, 06 Apr 2017 01:31:00 -0500 en text/html https://www.keene.edu/catalog/courses/explore/all/HPMS/
Killexams : Trucks from Himachal, J&K bringing sand, gravel into state

Tribune News Service

Ravi Dhaliwal

Pathankot, August 7

With the Pathankot administration successfully implementing the ban on mining, nearly 3,000 people engaged in the business have been left without any work. The state government, following the onset of the rainy season, has imposed a complete ban on mining from July 1 to September 30.

To rub salt into the wounds of local contractors, miners from the neighbouring states of HP and J&K are taking undue advantage of the situation. Scores of trucks laden with sand and gravel are entering into the state every day, a development which is illegal in nature.

Flying squads formed

I have formed flying squads to check the menace of ‘out of state’ vehicles. Several check-posts are being established at routes used by HP and J&K vehicles. —Harbir Singh, Pathankot DC

On June 9, 2022, the Secretary (Mining and Geology) had issued a notification, asking the state government to set up check-posts at nearly 20 places to ensure the illegal transportation menace was curbed.

With excavation from river beds being banned following the monsoon, local mining contractors are selling only that material which they have stocked at their storage points.

Trucks enter Punjab through various points including Meelwan, Tipri Badi Khad, Bamiyal and Madhopur. “These vehicles evade paying taxes in HP and J&K and in Punjab too they do not pay their dues thus defrauding the exchequer of lakhs of rupees,” said a mining department official.

Sources say a majority of the 120 odd crushing units left in the business are thinking of winding up operations.

Vijay Passi, president, Pathankot Crushers Association, said the administration should wake up to the grim reality and should stop the trucks coming in from the neighbouring states.

Entry points

Trucks enter Punjab through various points, including Meelwan, Tipri Badi Khad, Bamiyal and Madhopur. “The vehicles evade taxes in HP and J&K. In Punjab too, they do not pay their dues,” said an official.


Sun, 07 Aug 2022 12:37:00 -0500 en text/html https://www.tribuneindia.com/news/punjab/trucks-from-himachal-jk-bringing-sand-gravel-into-state-419838
Killexams : Flashing TI Chips With An ESP

Texas Instruments is best known to the general public for building obsolete calculators and selling them at extraordinary prices to students, but they also build some interesting (and reasonably-priced) microcontrollers as well. While not as ubiquitous as Atmel and the Arduino platform, they can still be found in plenty of consumer electronics and reprogrammed, and [Aaron] aka [atc1441] demonstrates how to modify them with an ESP32 as an intermediary.

Specifically, the TI chips in this build revolve around the 8051-core  microcontrollers, which [Aaron] has found in small e-paper price tags and other RF hardware. He’s using an ESP32 to reprogram the TI chips, and leveraging a web server on the ESP in order to be able to re-flash them over WiFi. Some of the e-paper displays have built-in header pins which makes connecting them to the ESP fairly easy, and once that’s out of the way [Aaron] also provides an entire software library for interacting with these microcontrollers through the browser interface.

Right now the project supports the CC2430, CC2510 and CC1110 variants, but [Aaron] plans to add support for more in the future. It’s a fairly comprehensive build, and much better than buying the proprietary TI programmer, so if you have some of these e-paper displays laying around the barrier to entry has been dramatically lowered. If you don’t have this specific type of display laying around, we’ve seen similar teardowns and repurposing of other e-paper devices in the past as well.

Fri, 05 Aug 2022 12:00:00 -0500 Bryan Cockfield en-US text/html https://hackaday.com/2022/04/03/flashing-ti-chips-with-an-esp/
Killexams : PhD Oral exam - Gayatri Tanuku, Electrical and Computer Engineering

When studying for a doctoral degree (PhD), candidates submit a thesis that provides a critical review of the current state of knowledge of the thesis subject as well as the student’s own contributions to the subject. The distinguishing criterion of doctoral graduate research is a significant and original contribution to knowledge.

Once accepted, the candidate presents the thesis orally. This oral exam is open to the public.


Power hardware-in-the-loop (PHIL) is increasingly being recognized as an effective real time emulation technique to mimic electrical dynamics of machines with the help of real time digital systems using real time simulator like Opal-RT, RTDS, D-space etc. In PHIL machine emulation, a power electronic converter or a linear amplifier emulates the behavior of electrical machines which are used in several applications such as Transportation, Aerospace / Military, Automotive, e-vehicle, Grid and motor Applications. Using these emulation techniques, various complex control algorithms or different configurations of controllers/drives for electrical machines can be tested, and also allows the testing of complex control strategies of an ac microgrid with critical industrial machines.

The emulation techniques can be used to represent new machine prototypes thus reducing the time to market of the complete drive system significantly. That is prior to the installation of a physical machine, testing of an electric drive or micro grid can be done with the help of a real time machine emulator. Therefore, if the drive controller fails, it will not jeopardize the life of a costly machine. Different loading profiles can be tested. In addition, a PHIL based machine emulation can be particularly useful to emulate faulted machine behavior. A machine undergoes wear and tear and may develop faults such as winding faults, bearing faults, or rotor eccentricity etc. If such machines are being emulated, their corresponding impact on the driving inverter, controller and power system can be studied without implementing these faults on a healthy motor. In fact, these emulation related research areas explore the feasibility of employing a real machine under such atypical conditions. Furthermore, machine emulation also provides an idea of detecting specific faults in advance.

The main research areas focused in this research are development of machine models of high accuracy, development of an emulator controller to attain dynamic current/voltage tracking capability and research in emulator configuration. Several atypical conditions are considered including short circuit faults, open circuit faults and switching faults. The mathematical models are developed considering of the machine steady state and transient behavior under starting and different fault operating conditions of the machine. The emulator chosen is a linear amplifier, bearing in mind the bandwidth and maximum current limitations. The emulator control strategies consider the abnormal conditions to which the machine is exposed. Hence, the emulator in this research work can replace the real machine effectively. Also, this method of emulation can be applied to any machine such as permanent magnet synchronous machine, synchronous reluctance machine, wound rotor induction machine etc. Especially, when the machine is rated in the MW power range, the developed emulator can be used with scaled down parameters.

In this PhD work, the main components in the emulator test bench include a real time system, back-to-back converters or linear amplifiers, link filters, required sensors and the grid. The developed IM emulator test bench can be used for studying the performance of the grid or drive control system for various grid faults, drive faults and other severe transient conditions. To validate the designed machine emulator system and its control philosophy, results are taken with a real 5 hp machine under same transient conditions.

On the other hand, this PHIL technology is also employed for grid emulation. An interface algorithm in the power hardware in the loop determines the accuracy and stability of emulation. Conventionally, this PHIL setup uses the ideal-transformer-method (ITM) as an interface algorithm between the device-under-test (DUT) and the real-time grid simulation model. The closed-loop PHIL interface with the DUT is usually stabilized using low-pass filters in the feedback path. Such filters stabilize the closed-loop PHIL interface, but with compromised accuracy. To Strengthen the accuracy of the PHIL interface, this research work presents a method to design an optimal feedback compensator. This method depends on the type of physical filter topology used for the device under test.

To summarize, this research work represents 1) different induction machine emulators for different conditions of the grid and drive converters. This includes grid faults and test drive faults. 2) A grid emulator is designed with PHIL technology to test balanced and unbalanced resistive loads, islanding and grid connected modes of a distributed energy source (DER). The results obtained from the analysis and simulation for machine emulation and grid emulation are validated experimentally.

Tue, 02 Aug 2022 03:37:00 -0500 en text/html https://www.concordia.ca/cuevents/offices/vprgs/sgs/2022/08/17/phd-oral-exam-gayatri-tanuku-electrical-and-computer-engineering.html
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