Assalamu alaikum viewers, welcome to virtual university and to your English lesson. In the past few lessons, we have looked at paragraph writing. Now, we shall move forward and look at longer pieces of writing, which consist of several paragraphs. We will look at essay writing in today's lesson and it shall continue for a couple of lessons. The problems we considered in sentence and paragraph writing are also the fundamental problems of longer composition. You have the same problems of unity, of coherence and emphasis. While some topics can be treated in a single paragraph, others require more elaborate development. In longer compositions, we have problems of arrangement. A longer composition such as an essay, it divides itself usually into a number of parts. In what order shall we present them? How much emphasis should be given to each fact? These are some of the problems that one faces in writing an essay. Now, a lot depends on the purpose of your writing. If you are writing primarily to give information, then you need to be as exact as possible. In the interest of clear logical presentation of facts.  And if you are trying to tell a story, you will have to decide upon the point of highest interest and arrange your material carefully to give your reader a feeling or an illusion of taking part in the action. Writing an essay is not more difficult than writing a paragraph. There is only one difference, length. The principles of organization are the same for both. So, if you can write a good paragraph, you can also write a good essay. Now, we will first look at the process of writing. Writing usually takes place in steps or you can say stages and there are five stages or five steps in the writing process. The first one is getting ideas and there are three ways to get ideas. I shall just quickly mention them and discuss them in detail later on. One is brainstorming, the other is clustering and the third one is free writing. The second step is making a brief outline. The third step is writing the first draft. The fourth is revising what you have written and the last step is proof reading. Right? Now, let us just look at step one. How do you get ideas? I mean, nobody is born with ideas. You get them and you get them from primarily from reading. So, you realize how important reading is in a student's life. You get a lot of ideas from books, from reading journals, from reading magazines. You get ideas by talking to people, by listening to people talk. You pick up ideas all the time when you hear two people arguing over some political event. You listen to different sides of the argument. You get ideas if you watch TV programs, if you listen to, if you watch talk shows, if you watch interviews and you will notice that each person has his own way, his own way of looking at things. One person looks at things from one angle, another person looks at things from another angle. And in the process, it is a learning process. You pick up ideas, you might change your ideas, you might have had different ideas earlier, but you listen to two people talk on the TV, on a TV show, excuse me. And you change your views in the same way, there are a lot of programs on current issues and you will find that as you listen to people, as you listen to interviews, you are getting new ideas. I mean your idea, it is not necessarily that you listen to political talks. You can, if you are interested in sport, you can listen to, you can hear, you can watch programs where important sports personalities are interviewed and you are picking up ideas all the time. So you will get ideas from different sources, but for students, your main source is reading newspapers. There are articles in newspapers and if you read the editorial because you will find the editorial of the newspaper, it sort of clenches the policy of that, the points that is being discussed in the editorial. There are articles in newspapers and I always suggest to my students that for ideas, go to newspapers, go to magazines, go to journals, read books, you get a lot of ideas. Now let us come back to essay writing. Now if you were to write an essay, how would you go about it? There is one very, very easy way and that is brainstorming. You jot down the points or ideas and the details as they come to your mind. Just write them down without putting them in any special order. I am sure you have something to say about anything that you have been given to write on, right? You have your own ideas, just put them down, take pencil and paper and jot down all the ideas that come to you, never mind what order, do not worry about the arrangement, just keep putting them down. Try to accumulate as many details as you can think of. Now this is one strategy of beginning an essay. The first is getting the ideas, jot them down, right? That is called brainstorming. The other strategy is clustering and here you begin by writing your subject or your topic in the center of a blank sheet of paper. Write down the main idea, the main topic, the subject and then as ideas keep coming into your mind you put them down in boxes or in circles, draw circles around those and then you connect those ideas and you will see, oh well this one goes with this one. Now you will see a sample of clustering, do you remember? Some lessons earlier you read a paragraph on my neighbors and the paragraph said that my neighbors those who have just moved in recently are a very noisy family and the main idea was that the neighbors were noisy and the paragraph went on to elaborate. It talked about children playing hide and seek. It talked about the daughter shouting Babaji, Babaji all day long and then it talked about how as night time came loud music bled from the neighbors house. It was either the TV being switched on very loud or it was music from the stereo and then you had that the dogs they also and they played hide and seek at night time and the dogs barked loudly and they also took part in that in their sports. And then in that essay you remember we said the paragraph said it concluded that there is a need for something to be done and it talked about calling a meeting of the neighbors. If you look at the diagram showing clusters this is how you arrange your ideas as they come to you and then you link them. You link one with the other and you will say well this one goes under noise, this one goes under animals, this one goes under neighbors and this is how you go about making clusters. Let us look at the third way and that is free writing. This is also a very useful technique. Here you just write down whatever comes into your mind about the topic. This is continuous writing. You continue writing for some time without stopping. Just put pen to paper and write let us say for 10 minutes and then you stop and then you do not look at your work, do not look at it for some time and go back to it. Now when you are doing this sort of work when you are free writing and you are writing freely do not stop to worry about grammar or spelling. In fact at this stage this should be far away from your mind. You should not worry about punctuation or grammar or spelling. Now that was step one getting ideas, generating ideas to start your essay. Step two is that after you have jotted down the ideas on your paper you prepare a rough outline and your outline is going to be the backbone or the skeleton on which the rest of the writing will be built. It is the skeleton on which you will put the flesh and your outline will show at a glance the point of the paragraph and the support of that point. One glance you will know this is next paragraph I am going to write about this third paragraph a little bit this right. Step two is when you prepare a rough outline and it will help you to see if you need to do more writing to clarify your main point or its support. Now before I forget in your free writing which was part of step one you go back to that writing after some time and then you can add then you will realize oh well I need to add this bit and I need to add that bit. Now in step two you learn how to write we will talk about writing an outline in detail in your next lesson. Here I will just show you an example of an outline. Remember some weeks ago there was this passage on a celebrated a celebrated man who dies the paragraph if you can recall it is talked about how when a celebrated man dies his friends and enemies and all other people how they in a way they write his biography. They do not actually write it but the things that they say about the dead man relates his biography and the outline could have been like this a rough sketchy outline a you talk friends and enemies all the things that his friends would have said all the things that his enemies would have said and then you talk about his school fellows what are the kind of things his school fellows would have talked about of course they would have talked about his childhood days about the pranks and the conversations that he had and then somebody especially his lawyer number C could be what his lawyer has to say about him the lawyer who is looking after his will and some people will talk about the offices that he held all the distinguished offices that he held and all the great things that he takes and then what about his relatives what did his relatives have to say about him his nephews and grand nephews and how they relate accounts of his acts of humanity and his virtues so you have a sample of an outline that was step 2 the third step in writing an essay is that you actually write the first draft this is when you have put all your ideas together you have put them you have sorted them out this will go under this this will go under this these should go there and then you actually begin to write the purpose over here is to develop the content of your document you have the ideas and you begin to develop it so be ready at this stage you should be ready to put in additional thoughts additional details that did not come to your mind earlier again do not spend time correcting words or sentences whatever you got over there retain it but keep adding on to it because you never know words that you might decide to that you remove now you might decide to retain later on so do not cut out anything just keep adding and let it be step 4 is revising and this is the most important part of writing it is a practice that our students do not indulge in they are not encouraged to develop this habit whatever you write revising means that you rewrite build upon what you have written to make it better students tend to hand in what they have written without taking a look at it they expect the teacher to make the correction of course the teacher will correct them but you do your bit you have written something go over it I would rather the student correct his mistakes himself rather than wait for the teacher to do it so revising means that you rewrite build upon what you have written to make it better it is at this stage that you try to get rid of unnecessary material you try to improve on what you are going to retain what you do not want what you feel is irrelevant throw it out cut it out but what you feel that you must retain see if you can improve on it excuse me try to improve on what you feel that you must retain a typical revision means writing one or two more drafts one draft you have written already you revise it leave it go back to it again even if you go back to a piece of writing after say 10 minutes you will find that you want to make changes in it I always feel that there are there is always room for improvement and in writing the more you write the more you will get into the habit of revising what you have written and when you revise you will find that your revision is definitely better than what you have written earlier what you revised what you produced second time is better than what you wrote the first time now here at this stage you insert details that you left out you may put in transition words which would make smoother reading and if you are working on a word processor take out a hard copy so that you can see the entire document at one time step five is proof reading and this is the final stage in the writing process it means checking carefully for spelling grammar punctuation and other mistakes other errors use your dictionary for this purpose proof reading is often hard work and students want to avoid proof reading proofing if proofing is done carefully it will ensure that your written work looks as good as possible now these were the five steps in the process of writing whatever you write you will notice that if you follow these steps the work that you produce will definitely be better there is no single correct way of writing English good writing depends on a set of specific skills and these skills are involved in writing the three skills three skills are involved in writing the first one is skill of communication the skill of putting your ideas across to the reader number two is the skill of organizing organizing your ideas in the shape of sentences and paragraphs and the third skill is the stylistic skill the skill of style achieving the right level of formality or achieving the right tone for your writing now these skills will not come to you at once it is over a period of time after a lot of writing if you do a lot of term papers do a lot of written assignments gradually you will overcome the fear of writing you will learn to put across your ideas to your readers you will learn to organize your ideas give them some shape and you will learn to use the right tone a lot of people think of writing as problem solving they say it is a form of problem solving the writer they say has two tasks before him the writer has the task of generating ideas that is the first one and you as a student also when you have to write assignments you have to generate ideas and the second task is the task of composing those ideas into some sort of shape that is giving structure to those ideas now all writing whether it is journalistic writing or academic writing academic writing is writing a report writing an essay writing an assignment a term paper a term paper or some project work all these things involve writing now all writing has structure there is first the introduction then the main body in which the ideas are developed and third the conclusion so let me repeat all writing has structure and the structure is very simple it is in three parts the introduction the main body and the conclusion let us look at the introduction the introduction is concerned with the topic or the subject of writing in the introductory paragraph you will state the problem or the issue whatever you are writing on in a few general statements right to attract your reader to attract your readers attention and you will write a thesis statement a thesis statement to say how you intend to treat the topic of your essay the thesis statement is just like the topic sentence in a paragraph have you got the point the thesis statement which you will write in your introductory paragraph will state how you intend to treat the topic it is similar to the topic sentence in a paragraph now how would you try to catch the reader's attention so that the reader would want to continue reading now this can be done in a number of ways you can pose a question you can use a quotation an apt quotation mind you you can use a dialogue you can have a striking description or an image in words or you can make a controversial statement a statement that would make your reader sit up and want to read on or you could develop a historical perspective or a background start with the history of whatever you are writing on or you can begin by making an appeal for some action of a change now all these that I said a ways of trying to catch your readers attention you will be very careful you will choose the one that suits your purpose of writing not all of them are suitable right the next thing is the main body the main body of the essay this is the second part of the essay the major part and this is where you develop the main idea with the help of examples and details this part consists of more than one paragraph and each paragraph develops a subdivision of your topic so the number of paragraphs will the number of paragraphs will vary with the number of subdivisions you can organize the ideas either by chronological order or by way of importance just as you did for a single paragraph and the third part of your essay is the conclusion and here in the third and the last part you draw your conclusion there are many ways of ending your composition you could create a feeling of finale a feeling well that all right now it is coming to an end now this may take the form of a summary a summary or a review of the main points discussed in the body of the essay here you may even propose recommendations you may even give your decision right your opinion now we will look at on your screen you will see the diagram and you will see in graphic form what you have learnt today you have the three parts of the essay the first part is the introduction the second part is the main body and the third part is the conclusion now in your introduction you will have a general statement or a number of statements and with those statements you will have your thesis statement the thesis statement in the thesis statement you will you will show how you are going to treat the topic then you move on to the main body now over there on your screen you are just shown three these are three paragraphs it is not necessary that you write three paragraphs in the main body it can move it can be more than three paragraphs it could be five paragraphs six paragraphs it all depends on what your writing what is the purpose of your writing and how much material you got how much content you got it is here that you are going to develop the content of your essay and notice that each paragraph has a topic sentence supporting evidence which could be in the form of illustrations examples facts figures right and then there will be a concluding sentence that is for one paragraph the same pattern you will follow for the next paragraph you will have the topic sentence you will have supporting evidence and you will support your evidence by giving examples by giving facts figures statistics right and you will have a concluding sentence and the same thing will continue till you have said all that you have to say and the third part will be the conclusion and again your conclusion will be either a restatement of what has been said earlier it could be a summary you could summarize the points that you made in the main body and you can add something it is not necessary that you confine yourself to a summary or a restatement it all depends on what you are writing on your topic and your purpose I am sure you have noticed that I keep repeating it is it all depends on the topic of your writing on the topic on the subject of your writing and on the purpose of your writing right and you have to give your opinion or your decision sometimes you are even required to make recommendations if you are dealing with a problem and you would like to recommend that certain steps be taken it is here in this part the third part that you will make your recommendations your suggestions for any action or any steps that have to be taken now I would like you to look at the paragraph the slide on paragraph notice it is the same pattern the topic sentence and then you have got support support support which is in the form of facts figures examples statistics whatever and then you have got a concluding sentence. So, this if you have learned to write a paragraph you will have no difficulty in writing an essay the only difference is of length how you expand your ideas right now in essay writing paragraphs are written and designed to serve as part of a longer composition in a skillfully written essay each paragraph has its own proper place just as each word has its proper place in a coherent emphatic sentence. Now, when you are writing if you revise your work you will realize that oh this paragraph should not be over here this paragraph should come earlier. So, in your in step 4 where you revise after you have written your essay go back and look at the paragraphs look at the order in which the paragraphs are coming and you might want to change their position that this paragraph paragraph a should not be there it should be where paragraph c is and when you are revising you can make all these changes just as there is a problem of transition from one sentence to another within the paragraph. So, there is some problem when dealing with a group of paragraphs. So, you can see that writing an essay is essentially the same as writing a paragraph it has the same problems the problems of transition the problem of unity the problem of coherence and the problem of emphasis. So, when you are writing you can juggle with your paragraphs in your when you revise your paragraph c which one sometimes we do not realize it, but when you revise we realize that paragraphs ought to be shifted and you can do that and as you can see a writing an essay is essentially the same as writing a paragraph the difference is of length. Now we will just check your understanding of the material presented in this lesson and I would like to check your understanding and there are a number of questions let us see if you can handle them. Number one writing is a skill that can be learned with practice is this statement true or false writing is a skill that can be learned with practice true or false yes it is a skill that can be learned with practice. So, it is a true statement number two an effective paragraph is one that a makes a point b provides specific support c makes a point and provides specific support d none of the above. So, what is an effective paragraph an effective paragraph is one that makes a point and provides specific support. So, it is statement number c that is correct number three the sentence that states the main idea of a paragraph is called the topic sentence. Now is this statement true or false it is a true statement because the sentence that states the main idea of a paragraph is called the topic sentence. Question number four pre writing strategies can help a writer find a a good angle to write about b a good main point to make about the topic c enough details to support the main point d all of the above. Now look at that question again pre writing strategies what can they do they can help the writer provide a good angle it is from the points that he notes down a good main point to make about the topic it can provide enough details or does it provide all of the above and if you recall it is all of these points number five in the early stages of the writing process you should not be concerned with spelling punctuation or grammar in the early stages in the early stage of the writing process you should not be concerned with spelling punctuation or grammar is this a true statement or a false statement and you know that it is a true statement. Number six a brief plan of the paragraph or composition is known as an outline true or false a brief plan of the paragraph or composition is known as an outline true or false it is true number seven your first concern when you start writing should be a spelling b content c grammar d punctuation. Now out of those four things which should be your first concern and your first concern should be content number eight two common ways of organizing a paragraph are using a chronological order and order of importance two common ways of organizing a paragraph are using a chronological order and order of importance is this a true statement or a false statement it is a true statement number nine the words first next then also another and finally are known as signal words they are also called transition words true or false is this statement true or false yes it is a true statement number ten the purpose of proof reading is to check for errors errors in grammar in punctuation in usage in spelling and all of these now what is it that you do when you are proof reading when you are proof reading you check for errors and you check for errors in all four areas you check for errors in grammar you check for errors in punctuation you check for errors in usage and you check for errors in spelling right you you even check your sentences the way your sentences have been constructed. So, the purpose of proof reading is to check for errors in all all of these areas that I that are mentioned over there so how many points did you get correct I hope and you should have got all ten correct now in today's lesson you looked at essay writing you looked at the different parts of the essay the introduction the main body and the conclusion right and you looked at the paragraph as well and you noticed that it is the same technique that is followed the same technique that you followed in writing a paragraph you follow it while writing an essay right if you can write a paragraph a good paragraph you can also write a good essay in your essay you have to develop the contents the contents could be developed in a matter of four paragraphs five paragraphs six paragraphs ten paragraphs now if you remember I set you some work that was to write a paragraph on some topics and the topics that were given you were arranged marriages population explosion in Pakistan and computers I asked you to write a paragraph now I would like you to write an essay you can write choose one of the three topics write an essay and I would like you to follow the five steps that were outlined for you earlier step one storming brainstorming you can follow any one of the techniques that I mentioned free writing clustering brainstorming get your ideas if you if you can read up on any of these topics jot down those ideas and then make a rough outline see how you arrange your ideas right after that write the first draft after you have written the first draft leave it for some time then revise it then rewrite it take out the bits that you think are unnecessary or irrelevant add in what you think is required then revise it and the last stage would be that you would proofread it in the last stage you will check for spelling mistakes for grammar mistakes for punctuation mistakes for usage and spelling mistakes right and show these essays to your instructor because we are approaching the end of the course and sometime in your exam later on we might ask you to write an essay so write on any one of these topics and show your essay to your instructor that is all for now see you next time Allah Hafiz.


My name is Harry Maurer, and I'm the senior director for developer tools and programs at Red Hat. Our job is to build tools and programs that help developers be more successful. And when we think about developer success, we don't think about one given tool. We don't think about a better IDE or a better testing tool or any one tool in the chain. We really think about a bigger vision, an end-to-end experience, that isn't designed just to help developers write better code, but really designed to help teams ship better software. And that's a really big vision, and we thought long and hard about how we would execute on that. And over the past two years, we brought together some of the best and brightest minds inside of Red Hat to work on this. And today, I'm really excited to announce a new product, OpenShift.io. OpenShift.io is an end-to-end development platform built for modern application development. It starts with the common space and planning tools so that teams can analyze, prioritize, and assign their work.  And we make it easy to see who is doing what at any given time. These work items are more than simple bugs or issues. They are deeply integrated throughout the environment and provide a consistent record of the entire project. Then we make it really simple for developers to get up and running. Each developer is given their own private workspace that's automatically provisioned so developers don't have to spend time setting up their local machine or worry if they have the latest configuration. It's all set up based on pre-selected technology stacks and it's completely Linux container-based. We handle all the work of creating your Docker and Kubernetes configurations automatically. Once the work is assigned and the development environment is enabled, a developer is just one click away from editing and debugging the code. We've integrated Eclipse Che right into the platform so developers have a seamless experience going from work items to coding. This isn't a cloud IDE like you've tried in the past. We've integrated a number of features into the editing environment including the ability to detect potentially vulnerable packages through analytics. When developers are ready to ship their code, we make it easy for them to create, configure and run their CI CD processes. Their space and development environments are automatically integrated with OpenShift Online. This means we can take advantage of all the pipeline technology built into OpenShift that enables custom and automated workflows. After the code is merged and shipped, we close the whole loop. We provide the ability to attach build, runtime and monitoring data directly to the work items so you can get insight into how the team and code is performing. All this comes together through a common extensibility model and data store that makes it easy to integrate your favorite tools. OpenShift I.O. is a unified experience for the entire development team built for modern application development. We know this will make developers and development teams more successful and we can't wait to see what you build with it.


I know that Canada is usually known for its cold but it's summer time right now so I'm a little sweaty but that's because I've been walking around an amazing campus so let me show you guys York University. I love just how much open space there is on campus here like it's a very big campus I mean you could take hours walking a lap around this campus it is gigantic and that makes sense because there's over 50,000 students that study at York University so naturally they need a lot of space to play and just roam around. There's this awesome big yard there's a metro station right there too which is really really convenient there's some really impressive faculty buildings here too like the fine arts building right behind me is absolutely gorgeous the business building over here and speaking of programs I guess we should introduce you finally to Travis so Travis Westlake was awesome and he gave me a little campus tour and more importantly he told me a lot of interesting information about the university itself and the programs that they have to offer and how you can get admitted so we're going to check in on Travis learn a little bit more about the university from him and we'll be back out here to show you more about York. Hi my name is Travis Westlake I am the assistant director of student recruitment here at York University. York University is Canada's third largest university of just over 55,000 students so we are a big place which means a lot of opportunity and options for students across over 200 different programs psychology or kinesiology and health science or business computer sciences we are one of the top schools in Canada for that we have a new program in data science environmental science it could be environmental arts and justice it could be cities regions planning here at the university fine arts film studies such as screenwriting our bachelor of engineering we are one of the only places you can study space engineering so truly it is out of this world and you've even got to store the cells like this stuff this is I had this when I was in Japan and I just love it so just seeing that I immediately had to run in and buy a bottle it's very very cool and the fact that they have Japanese stuff honestly doesn't surprise me because this is an extremely diverse campus and an extremely diverse city all the time I've been walking around I've been seeing people from a bunch of different nationalities hearing different accents so that is Toronto in a nutshell and York really reflects that diversity on campus I swear every weekend there's a different cultural festival so if you want to like taste the world you truly can with authentic food I think it's really welcoming for students to know that visible diversity is part of a fabric and accepted a big part of why there's such a diversity here is because this university goes out of its way to provide scholarships for international students which for a public university to do is actually pretty surprising and the amounts are spectacular for our international students we've recently introduced several new large large awards first one is our president's international scholarship which is $45,000 Canadian per year for a total of four years the value is $180,000 we have 20 of those available submit a personal statement as well as two recommendation letters and the application for that on an annual basis it's for September or fall entry and students are required to submit that scholarship application by February 1st in partnership with that on the same application is our Tantanda via award there'll be 15 of them available at $30,000 Canadian each for four years for a total of $120,000 there's two ways a student can qualify for this award because they've demonstrated commitment to the United Nations sustainable development goals the other way is that you've demonstrated resilience and perseverance in your pursuit of education because classes haven't started yet it's a little difficult for me to get student interviews for the video but fortunately Travis was nice enough to hook me up with an interview with Danny and Danny is an international student from Chile who's going to tell us a little bit more about her experience at York and she's got some really really good insight if you're looking for you know tips to figure out how to choose a country how to choose a university and also how to make the most of your university experience so listen to what Danny has to say how did you decide to study abroad and how did you decide then Canada why Canada specifically after having that experience in New Zealand or maybe did you consider other countries yeah any other things that you kind of wish you had known all right I like that yeah so maybe um is there any advice that you would tell some potential international students if they're thinking about coming here like what would you tell them to do what are some of the differences between uh studying Canada and studying in the United States York like a lot of other public universities in the US has 200 plus majors to choose from and you don't even have to declare your major when you sign up you can actually decide your major later if you want because the system is really flexible and the same is true of most us universities but that's about where the similarities kind of end because things are a little different in Canada for starters the application process is much simpler instead of evaluating a bunch of essays and extracurriculars York is going to focus primarily on your grades they want to see that you have an ab plus average for the most part some programs are going to be more competitive but you don't have to jump through a bunch of other hoops like you usually do when you're applying to like an American university York University being a large school is that we offer multiple intakes so a student could start in September you could start in January or you could even start in May for for most programs even though we're still open for applications throughout the spring um submitting your application by middle of January allows you to apply to the biggest scholarships that are due February 1st they can use the Ontario University application center and this allows you to use one platform to apply to multiple schools and add different programs we do roll in admissions so once we have your documents on file the ones we've requested then we're able to forward it forward for a review and hopefully provide you a quick admission decision so you can start planning and packing your bags to come to Toronto it's time for me to get going I have had an awesome time at York today and it's been really really cool getting to check out the campus up close and personal thanks so much to Travis for helping me out and also thanks to Emmy who I met at the conference for putting me in touch with Travis through Ruby there's a really great team here at the international recruitment office and so if you guys are considering York you want to go to one of the best public schools in Canada seriously reach out to anybody from this team because they have all been super friendly everyone has helped me out and made it easy for me to come here today and show you this awesome school and just everything in it so huge thanks to them and huge thanks to you for watching the video if you like this stuff I got a lot more content coming up I'm in the middle of a tour so you're going to be seeing more videos like this every week so stick around I'll see you next week


What's up everybody Jason from Jaspies case breaks comm we just sold out 2020 Panini prism football no huddle five box break Pick your teams number three And here we go guys the last rock and roll Adam getting the Ravens last one mojo. Here's everybody else in the break Boom boom. All right five boxes guys. Good luck Stuff has been solid and looking to pull more heat and fire All righty guys. Good luck Matthew Stafford looks really nice there with the Detroit Lions colors Mark with that one 47 at 79 inserts your Colt Matt Jake Adabin DeAndre Swift. That's like a first DeAndre Swift. They've seen so far and Tyler Higbee CD lamb And Julian Blackman Out of 15 Oh Phillip Rivers Colts Danny I'm into Oh, man, I thought it was another to a talk about little again Mike you're rack you're racking up all these dolphins work these up autographs And Jeff a lot of blues play this is like our fourth blue at a 79 I Love how Adam Schefter is like, you know, obviously the guy with all the intel, right and They're on camera But he's like as his father in his head and he's like so paying attention to what he has to do on his phone rather than pay attention to the segment But it's like he's Adam Schefter I Just look at Adam Schefter again I I Alright next one guys CJ Moseley I Jalen Hurst emergence very nice George Landry John Taylor I know They're just he's just getting all his intel right now Corlyn Sutton T. Higgins Marlon Davidson Want a Parker Julina Guara Detroit Lions gonna mark Gabriel Davis and Teddy Bridgewater looks very nice To a base Mitch I Next one guys I Next box guys Isaiah Simmons At a 79 fight that was either Jerry Judy Greg is our line 25 out of 35 for the Rams when Oliver And another ram right there the black and white can makers Justin Jefferson Deandre Swift Nice Barry Sanders 579 cheese playful disco my go to the Steelers Josh Allen No, we've seen our first points here. Oh 900 not too shabby, but Harold Landry Oh, yeah, 900 points so everybody I was out of this guy's Jalen Ragger Lane Johnson Donna Peebles Jones Jason Huntley and Donald driver I Got two more boxes All righty guys next box Got Thaddeus Moss rookie there for the Washington football team Henry Ruggs for the Radis and EA Kristen Fulton for the Tennessee Titans When is Steven? After the game Bruce Smith You have an ass yassi Patriots Michael Piven jr. Kj. Hamlin We got a little Russell Wilson looks very nice see us gonna Matt Johnston 44 to 79 And Zach Moss for the bills when a Matthew J Oh Sanders disco and Michael Hasty I Guys last box I Alright next one guys last box I All right last box guys good luck Clyde Edwards E-Lair very nice And a to a toga by Lola back-to-back you got an emergent and you got a base Very nice. We got Ryan Tannehill for the Titans Little Justin Harbour base It's Patrick You got Joe Namath for the Jets when a mark 47 out of 50 chase play pool We got Ricky Jackson for the Saints It's been a Jimmy number to 15 Christian Kirk Devon Kinlaw for the 49ers I'm gonna Derek to 35 Jesus At least our 900 points, but God damn Mike is second at a 79 I almost kind of forgot that points existed in this break until I seen them All right, you guys will give away two points top two 900 points each Everybody's shot at those All right. I'll also do a quick recap as well so you guys can see No no My always thing is that people rather to see an autograph even if it's the worst player than points I said the only thing that I do appreciate about the points is that when they do release those You know sparkle packs and whatever they do, you know those exclusive packs that you can only redeem with points And that's when kind of makes the points a little valuable because I've seen people resell points for a good amount Because of those packs coming out All right you guys well again We have a lot of the discos and whatnot that we're gonna top look for you guys But let me just show you guys the color of the big rookies. I popped out of here She's young Kirk Jackson Claypool Nameth Tannehill E-Lair Edwards Ragger Wilson rugs Ossie Ossie Jefferson Sonal Bruce Smith Bolton rugs Moss rugs driver Huntley Landry Claypool disco Barry Sanders Jefferson Swift cat makers Erline Allaire Simmons to a bridge water Devante Parker We got Davidson T Higgins Sutton Jonathan Taylor Jarvis Landry Jalen Hurts CD Lam CJ Moseley Okuta Mandela admin to sorry Mandela Rivers Blackman CD Lam Higby Swift Colt Matt Matthew Stafford and Then here were the autographs. We got a Zach Moss. We got a Quora We got Noah and then we got a Herbert base and a couple to us And of course the other two autographs unfortunately ended up being points So we're gonna randomize all customer names numbers one and two we get 900 points each So there you go But everything is shipping guys, so don't worry Let's go smiley face on there I It's all the dice and we got ourselves a six and a three nine times one two three four five six Seven eight nine All right nine times six and a three Matthew J and mark so there you go. So Matthew I'm gonna tag you right now You're gonna get 900 points and Mark I Appreciate it guys. This is break number three coming up next is number four justice case breaks calm


Welcome to class 18 on topics in power electronics and distributed generation. In the last class we were talking about relays for connecting DG for the DG operation for the interconnection and for protection. We linked it to these requirements to standard ANSI relay protection and usage and what you could do is then work out the logic required to say operate the interconnection protection or the generator protection. So, each of those relay functionalities can be linked to under what conditions should some particular breaker for example, 50 to 3 when should it open and when should it close. So, that logic can be done as a fairly simple combinatory logic exercise from the outputs of the relays I will leave that exercise to you. So, another aspect that need to be considered when you do such an interconnection is that what should be the actual settings of the protection relay values for example, in this 59 under voltage relay the question might be what would be the neutral voltage setting that has to be included or say for example, in the 51 g what is the ground current level, what is the over current level at under what frequency under frequency would the decision be made to disconnect the device. So, these are actually the engineering evaluations that you as a system engineer would have to decide on whether what setting is required and those settings would typically be based on the analysis based on the ratings of these units the sizing of the components the fault calculations etcetera which you have got a feel for at this point of how to do those calculations. So, another thing to keep in mind is that in these relays that are implemented all of them are quite are standard relays I mean you do not have something which is not already there available as a standard the only thing which could be considered as being something that is not already there is the issue of how to detect an intentional islanding especially when you have a wide range of situations for example, you could use this 32 as reverse power relay to actually detect whether the power is going out of your PCC to detect whether it is an intentional islanding, but then that would restrict you to have a DG where the power is not allowed to go out if you have a say a large solar farm or a large wind farm your actual intention of operating the device is to send power out. So, you do not have a standard anti islanding protection relay other than that everything else is actually standard protective protection equipment which you could actually program. The other thing to keep in mind is that scaling this functionality to a at a power level of 10s of kilowatts or 100s of kilowatts might be because you need to add say the protective devices for interconnection the sensors etcetera and in terms of the cost at the 100s of kilowatt power level it may not be a significant cost addition to the DG cost in terms of the protection additional equipment required for interconnection and DG protection. However, if you are now looking at a small 1 kilowatt solar panel that you want to interconnect to the grid and if you want all this functionality then the cost becomes a significant factor compared to your photovoltaic system cost. So, scaling it to lower power level is still a challenge to some extent this issue of scaling to lower power level can be overcome because now the digital controllers that are available today can do a lot of complex functionality within one single controller. So, potentially you could then have a lot of this functionality now embedded within the controller of your low power DG that you are trying to interconnect, but if you want to have separate relay packages to implement this then scaling to lower power level is a challenge. The other thing to keep in mind is what we have shown over here is just an example your protection requirements would change depending on whether it is for example, whether the transformer is delta y y y y delta or whether the grounding is different whether it is low impedance high impedance grounding etcetera. So, you would have to actually modify your protection schemes to accordingly to actually address those circuit and component issues that you are having in your actual system. This is just an example to give you a feel for the issues that you would need to address when you are doing interconnection of a distributed generator to the grid. So, today we will look at another issue which is of importance is that of the voltage along the feeder and the voltage at the feeder especially at the point of common coupling is a important parameter. So, suppose if in this case if this was a high power facility and this was a point of common coupling you want to ensure that that particular voltage stays close to the nominal value. So, you may not be able to have the voltage exactly at the nominal value there might be some acceptable range like plus 5 percent minus 10 percent and you want to keep it within that range and you want to do that not just for one particular location you want to actually do it all along the feeder. So, irrespective of whether you are close to the substation or whether you are sitting at the end of the feeder you want to actually stay within the tight range and physically it might mean that irrespective of whether you are sitting at a distance 0 or a distance of multiple kilometers away you want to actually make sure that your voltage is in a tight tolerance range how it is done and then we will also look at the issue of how adding a DG can actually affect how the voltage regulation can be accomplished. So, we will start with a simplified lump of the system will take the substation voltage the source voltage as V s and will lump the impedance of the line to a Z line which could consist of some resistance and reactance to get the overall impedance and again will lump the load together at one point and call it the load voltage and you have some load current being drawn and will assume that the load power factor is some the load current is at some power factor P. So, we would be able to estimate what the resistance of the line is what the reactance of the line is we saw in the exercise where we looked at calculating the X by R ratios of your line how to actually estimate these parameters and once you know the resistance and reactance you could then get what would be the voltage that you would see at the load if you have the source at given voltage amplitude you can then calculate what the regulation is. So, you could then do it what you do is solve do a Faser analysis. So, you have your source voltage V s you have your current I load lagging at some angle theta with respect to your source voltage then you can have a drop term corresponding to your resistance and you can have a drop term corresponding to your reactance and then find out what is the amplitude of your load voltage Faser we will we can actually simplify this further because we will assume that the drop is quite small. So, we could take your the load current to be consisting of the in phase component the real term I real and a reactive term and then you can calculate we can approximate your your load voltage as.  So, from the real voltage drop term plus X L by R L square root of 1 minus p square and X L by R L is now your X by R ratio of your feeder. So, you can see that what we have done is we have taken a solution which would have been in Faser domain and then we have simplified it into as a algebraic equation. So, instead of every Faser is a complex number. So, it carries two real values in it. So, here now we have reduced it to just one real equation. So, with that we can then calculate what is your voltage regulation at the load your voltage drop that you would see is essentially your amplitude of your source voltage minus the amplitude of what the voltage see seen at the load and then you could see what is the effect of now connecting loads all along the feeder. So, we will make an assumption that you have a feeder where you have the source sitting at some point X equal to 0 and you have a line of length D and you are assuming that the loading is uniform all along the feeder. So, the load per unit distance would be I s what is the source seen at the substation end divided by D. So, you could think of I s as the substation current. So, the loading is I s by D and you can then calculate what your current would be all along the feeder and your current would be the maximum at the substation end and reduce to 0 at the very end of the feeder. So, you can you have D I line by D X equal to I s by D and because it is reducing as you go forward. So, you have a negative slope. So, if you plot your I line as a function of distance versus the point along the feeder you will get a current profile along the feeder which is having a triangular shape. So, you can write an expression as I line of X. So, now that you know what the current is along the feeder you could then calculate what your voltage is going to be at different points along the feeder. So, to do that you have if you consider a point along the feeder at some point X I say this is D and this is 0. We can calculate V at of X plus some delta X ahead would be equal to V of X minus this. So, V at X plus delta X is V at X minus essentially the resistance per unit length times the small distance delta X times the current that is being carried at that particular point along the line. So, you can now substitute for I of X from the expression that we had previously. So, you could write this as V of X minus. So, you could then simplify it and then get delta V X by delta X to be equal to minus R L prime. So, we could then integrate this to get your voltage along the feeder. So, V at 0 is V S. So, you can write V S minus V of X. So, essentially what you get is you can write an expression for V of X you will get that to be equal to V S minus some term as you proceed along the feeder. So, you get an expression for your voltage that is actually parabolic. So, you get V of X. So, essentially you get a parabolic expression and if you look at I S by D this is essentially the loading per unit distance of the line and R L prime by D is essentially the effective resistance per unit length including the terms considering the power factor term. And essentially the objective then is that if you have a profile along the length of the feeder which is parabolic you want to fit this particular profile to be equal around a nominal value. So, if your nominal value is some V norm you want this profile to be sitting right across straddling the nominal in a symmetric manner such that one end doesn't see over voltage and the other end doesn't see under voltage. If you keep it such that you are straddling the nominal all ends of the feeder would give you a fairly close value to the nominal. So, you might say that your maximum voltage might be some V norm with some delta percentage. So, say some delta by 100 and your minimum might be V norm into 1 minus some delta by 100. So, depending on what your delta is you want to keep the entire feeder voltage to be within this window. Then the other thing that can be noticed is that you are not trying to keep the voltage at the substation end to be exactly equal to the nominal. You want the voltage which is some distance away to be the nominal. So, that your overall feeder voltage requirement is satisfied. So, typically if you look at trying to fit a parabola along the nominal you will find that roughly about 30 percent of the distance. If you keep that particular voltage to be the nominal then you would fit this requirement of being able to keep your overall voltage within the value of plus or minus V norm plus or minus delta percent range. And then you could ask what could would be done in a typical distribution system to adjust the voltage along the feeder. So, one thing you could have is a tap changer at the substation you could have a online tap changer OLTC which could adjust the tabs to actually get such a profile such as this. So, tap changer would do it for all the feeders at the substation. You could also have a series voltage regulator you could have a series voltage regulator one for each line. These regulators can be located either at the substation or if you have a really long feeder it could be further down the feeder to get your required voltage to be within a acceptable range. And typically that is at the substation or you could have a series voltage regulator to get your profile in a in a desired range. And then you could ask what would be the objective of the say the tap changing transformer. So, one objective would be to ensure that if the primary voltage coming in at the substation is high or low you need to ensure that the distribution voltage is independent of changes that might happen on the primary side. Because your transmission level voltages might go up and down depending on what is happening on the overall larger system. But you want to keep your distribution voltage constant the other thing is to regulate your voltage along the feeder. So, the second objective might be to regulate the voltage at say 30 percent point. So, you could adjust the taps on the high voltage side to meet this requirement. And one needs to keep in mind that you are not actually commanding your low voltage side your 11 k v voltage side to be exactly equal to nominal you are actually commanding your voltage on the secondary side to be some nominal value plus some boost voltage corresponding to the impedance up to the 30 percent distance times your current that is being drawn by at the substation. Because you physically cannot take a sensing wire put it few kilometers out to sense the voltage at that particular point what you physically have at the substation is the voltage at the substation. So, you are making use of the line currents that you know that is coming through the feeder to actually predict what is what is the voltage that would be there at 30 percent distance down along the feeder. So, essentially you are adding a boost term to the voltage. So, that the boost term would correspond to essentially this particular value above the nominal which you are trying to boost. So, in a transformer such as this if you are say operating at tap 1 then your voltage step down ratio is higher. And if you are operating say for example, at a tap n over here you will have a higher voltage now coming on the secondary side. So, by adjusting your tap points you can get your desired voltage at the secondary point. Then you could say for example, in a situation such as this you have tap changes where you might de-energize the transformer while changing taps, but you do not want to de-energize entire feeder the output of the substation every time you switch from one tap to the other. So, you would have on load tap changes where say for example, you can have a mechanism such as what is shown over here to actually ensure that when you are changing from one tap to the next tap you do not have over current. Say for example, if you directly close switch 1 and 2 you would end up with a short circuit in that particular loop whereas say for example, if you want to go from switch 1. So, you might what you might do is when your position of your pole is at the top point you might say close switch 2 and then essentially these resistors would limit your current that is flowing in this particular loop through that transformer. Then as you shift your pole from the top to the middle to the to the low point of your contact then essentially you will always ensure that you have energy flowing through at least one particular circuit it might be through this particular circuit or through this particular circuit, but you will not have a short because you always have a resistance in the path and eventually you will come to a point such as here and then at this particular point you have 1 and 2 closed and then you would open 1 and then you would continue with position 2. So, you could have tap changes when you are still energized your loads are energized and that is why it is called a on load tap changer. So, when you are trying to do such an action you could also have say for example, a series voltage regulator also functions in a similar manner you could have series voltage regulators at the substation end or further down the line. So, if you have for example, a really long feeder which might be may of the order of 10 kilometers a long feeder then if you just allow one particular the substation to regulate the voltage you might end up with a large drop in voltage all along from one end to the other end. So, to prevent that you could then add say a series voltage regulator say in between the line to obtain the necessary boost and then the question is what happens when you connect a DG to a system such as this. So, once that you connect a DG to a system such as this we will see that you could have a DG that is connected at different points it could be at the feeder it could be in the middle it could be at the end it could be just above the series voltage regulator or just downstream. So, we will look at the different possible cases and we will see that now if we have DG's that are of reasonable size. So, the power rating of the similar magnitudes of the feeder power then you could have situations where you might end up with may be under voltage at the end of the feeder or you might have voltages at different locations on the feeder based on your DG connection. So, we will look at the different cases. So, the first case we will look at is when there is no DG and this is what we discussed you have a triangular current distribution along the feeder starting from the substation end up to the end of the feeder and you end up with a parabolic voltage profile along the feeder. We will then consider the case when we are adding a DG. So, the first case that we will consider is adding a DG at the substation end. So, you have the substation and say you connect a DG right at this point at x equal to 0 and we will assume that the DG power equals to the overall feeder load. So, essentially you have the same current profile along the feeder as what you had except that now because your DG power is equal to the substation power essentially it means that what is now coming end from the substation end is actually 0 because your DG is actually providing the entire power. So, you can see in this particular case the voltage profile would still be parabolic, but now you do not have say a boost term at the substation because the current that the operational sensors see at substation would be 0 because the entire power is being provided by the DG which means that at the end of the feeder you now have a situation where your voltage is. So, the feeder end would see a reduced voltage compared to the case when there was no DG. So, this is because the OLTC in this case is not adding a boost term. You could then look at another situation where you have DG connected at the end of the feeder. So, you are looking at a situation where the DG is connected at the end and if you look at the shape of the current profile it is the same triangular current profile, but I have shown it as being negative because instead of the current now flowing from the substation towards the end of the feeder the current is now flowing in the other direction which means that essentially you would have the maximum current at the end of the feeder and because the DG power is equal to the entire feeder power and we are also assuming that the DG power is being injected at the power factor that is required by the feeder in this particular situation. So, essentially at x equal to 0 you would have 0 would be your actual current that is being drawn in drawn from V s. So, in this case again you do not have a boost term, but now instead of having a voltage drop you have a voltage boost which is now coming towards the end of the feeder and if you look at the voltage you will end up with essentially a higher voltage at the end of the feeder than what you had at in the nominal situation and so here you see increased voltage at the end of the feeder compared to the case when you did not have DG unit connected. So, we will look at another situation where you have a DG connected at the end of the feeder, but now the DG power is equal to essentially half the feeder power. So, essentially you are injecting I s by 2 at the end. So, if you look at it then again assuming the uniform loading and the conditions for the analysis now the second half of the feeder would be the power would be provided from your DG unit the first half of the feeder the power would be now be sourced from your substation. So, if you now look at your overall voltage profile on the feeder you would have essentially now a parabola not just a part of what we saw you would have two parts one corresponding to the portion from the substation end and the other considering the portion from the DG end. So, you could see that now there is also a reduction in the amplitude of the voltage that you are seeing across the voltage drop that you are seeing across the feeder. So, we will then look at another possibility where instead of the DG being connected at the end of the feeder we will look at a situation where may be the DG is connected further in between on along the feeder. So, you are injecting I s by 2 half the feeder power, but located at three fourth the distance along the feeder. So, you can look at then your current profile it will again be triangular in shape you have a jump of I s by 2 at the three fourth distance. So, in this particular location there is power flowing in either directions from the three fourth point for the first half you have the power flowing from your sub source V s. So, if you look at the overall voltage profile you will see that there is a further improvement in the voltage regulation in the second half of the feeder. So, then you could ask if you had a single DG unit and where your power could be appropriately it could be sized to the appropriate power level where could where would be the ideal location for locating such a DG and what would be the power level at which you could operate. And then you would see that if you have a DG unit which is two thirds of the rating of the feeder power. So, at the two thirds power level located two thirds of the distance away from the feeder then essentially you will see that your you will end up with a voltage profile which is quite flat you what you would see is compared to the case of your case where you had no DG you will see that the voltage regulation along the feeder compared to your this was your case 1. And this corresponds to case 6 compared to case 1 you have a factor of 9 reduction in your voltage along the feeder. So, you can see that it is become almost flat compared to the nominal condition by adding a single DG of appropriate size along the feeder. But again keep in mind that this is a static analysis the actual load on the feeder would be changing depending on the time of the day and citing a DG at a particular point will not be feasible in all situations. And you also know that the loading we have made assumptions on the loading etcetera. But you can get a feel for what is the possibility in terms of improvements and what are the situations where you have concerns there is a possibility of over voltage or under voltage in different locations. And you also have by appropriately citing or appropriately having your DG units it is also possible to get a flatter profile all along the feeder. So, if you look at the ideal situation where if you had a situation rather than 1 DG you could have multiple DGs then the ideal situation would be the where every facility on your feeder has a DG where whatever power is being consumed by the DG by the load at that particular location is being sourced from the DG which means that essentially your voltage all along the feeder would be totally flat not drawing any power which means that the losses along the feeder would be eliminated. And we will also look at what the loss comparison would be for the case 1 and case 6 what would be the distribution losses. So, if you look at the power dissipation on the feeder we saw that our line current is I s and if r is your total resistance of the line. So, R L by D is the resistance per unit length you can calculate the power dissipation at some over a section of delta x at x over that incremental length delta x is I line square of x times R L by D times delta x which is essentially the resistance of that particular section. And we can substitute for we could then calculate the total loss by integrating over the entire length of the feeder 0 to D P delta x P D x this would be equal to 0 to D. Again this is we have the same assumptions of uniform loading etcetera. And so you could evaluate this but integral as so this is the loss per phase of the feeder. So, you could multiply that by 3 to calculate the 3 phase losses. So, if you now compare with case 6 where you had a d g of two thirds ratings located two thirds of the way down the feeder you could then consider each of this case as one small feeder of this particular size. And three such sections 1 over here section over here and the section over here if you look at the profile of the current in each section it is similar to what you have in all three sections. So, you could calculate the losses in one section and take three times that particular amount. So, you can see that again you have a factor of 9. So, the reduction in losses is by almost an order of magnitude if you have a well size d g which is well sighted even a single d g can actually bring down the losses by quite a bit. So, you can see that there can be substantial improvement in terms of reduction in losses and possible improvement in voltage profile by appropriately sighting d g which you would have also heard from people who talk that there can be possibility in reduction in transmission distribution losses by d g by introduction of d g into the system. We will also look at in the next class at the case where what could happen in the case where you have other types of distributions. For example, one can look at the case where what we have studied so far is the case of a radial distribution system you could look at what would be the impact when you look at say a ring type of distribution system. You also have challenges when you have d g in network type of distribution systems. So, we will look at some of these issues in the next class and look at some of the power quality related issues and the concerns that again come up when you have distributed generation connected to the grid. Thank you. Thank you.


With Major General McGuire, Ricky Ellison, Colonel Icoff, from the NAMPHE Training Area in Crete at the 10th AA-MBC Combined Live Fire. Go Army! BKB!