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acrel-electric

MID Energy Meter - 0 views

www.acrel-electric.ke/...mid-certified-energy-meter

MID Energy Meter

shared by acrel-electric on 09 Jul 24 - No Cached
  • acrel-electric on 09 Jul 24
     
    MID Energy Meter Single-phase and Three-phase MID Energy Meter meets certain European Union (EU) standards, are suitable for various applications. Support CT input or directly input. The European Union (EU) Measuring equipment Directive, or MID for short, establishes standards for measuring equipment used for commerce or legal purposes. Therefore, an energy meter that has been certified to meet the Measuring Instruments Directive's requirements is known as a MID energy meter.
midwest_displays

Freestanding LED Light Pocket Displays | Mid West Displays - 0 views

midwestdisplays.co.uk/...freestanding-lightpockets

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shared by midwest_displays on 23 Aug 19 - No Cached
  • midwest_displays on 23 Aug 19
     
    LED light pocket kits are ideal for window displays and can be used in different places like airports, bus stations, metro stations, shopping malls, movie theatres, real estate companies, banks, retail shops, exhibitions, etc. Mid West Displays the UK's leading manufacturer of LED light pockets that are built to last & designed for stunning displays 24/7.
acrel-electric

acrel adl400 - 0 views

www.acrel-electric.ke/...ree-phase-digital-energy-meter

acrel adl400

shared by acrel-electric on 21 Jun 24 - No Cached
  • acrel-electric on 21 Jun 24
     
    Features of Acrel ADL400 MID Three Phase Smart Energy Meter ADL400 three-phase electric meter is designed for three-phase energy measurement on a low voltage system. The meter meets the related technical requirements of electronic meter in the IEC62053-21 and IEC62053-22 standards.
  • acrel-electric on 06 Nov 24
     
    ● Measurement: 3-phase AC kWh, kVarh, U, I, P, Q, S, PF, F and etc ● Accuracy: 0.5% (kWh) ● Frequency: 45~65Hz ● Rated Voltage: 3x380~456Vac L-L (direct connect); 3x100~120Vac L-L (via PTs) ● Rated Current: 3x10(80)A AC (direct connect); 3x1(6)A AC (via CTs) ● Communication: RS485 (MODBUS-RTU) ● Harmonic: 2~31st and total Harmonic ● Standard&Certificate: IEC; CE;CE-MID; EAC ● Multi-rate: 4 Tariff Rates and etc ● Data Function: Frozen Data,Max Demand,etc
Sergin Brown

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longtermpaydayloansca.blogspot.com/...nt-cash-loans-which-gives.html

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shared by Sergin Brown on 09 May 16 - No Cached
  • Sergin Brown on 09 May 16
     
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Frik Mentic

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www.linkedin.com/...m-loans-sydney-bad-frik-mentic

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shared by Frik Mentic on 27 May 16 - No Cached
  • Frik Mentic on 27 May 16
     
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nocreditcheckpaydayloansonline.blogspot.com/...that-help-you-gain-better.html

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shared by Seenea Thronwe on 05 May 16 - No Cached
  • Seenea Thronwe on 05 May 16
     
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shared by Michael Ryan on 24 Jul 15 - No Cached
  • Michael Ryan on 24 Jul 15
     
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shared by Weekend Payday Loans on 23 Jan 16 - No Cached
  • Weekend Payday Loans on 23 Jan 16
     
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edustudy

Best Women's College Lists - Find Women's College for Study - Reviews for Women's colle... - 0 views

www.edustudy.org/...top-womens-college-listing-40

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shared by edustudy on 07 Mar 18 - No Cached
  • edustudy on 07 Mar 18
     
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shared by Seenea Thronwe on 23 Sep 16 - No Cached
  • Seenea Thronwe on 23 Sep 16
     
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shared by Jacob Harrison on 28 Dec 16 - No Cached
  • Jacob Harrison on 28 Dec 16
     
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started by Brett Kevin on 16 Mar 16 no follow-up yet
Eloise Pasteur

Research Article: A Second Life PCR lab evaluation - 1 views

www.bioscience.heacademy.ac.uk/...beej-13-5.aspx

Second Life education biosciences research

shared by Eloise Pasteur on 06 Jul 09 - Cached
  • This study examines students’ reactions to the virtual biosciences laboratory developed in Second Life® (SL) at the University of East London. Final year undergraduates and masters students studying biotechnology took part in a trial of a virtual Polymerase Chain Reaction (PCR) experiment in Second Life and evaluated their experience by anonymous questionnaire. Learning gains were measured at various points during the study using pre- and post-tests, and interaction with demonstrators was monitored and compared during the real life (RL) practical. Both groups showed a significant increase in learning gain over the pre- and post-tests, although no difference in gains between the two groups was detected. However, students who conducted the PCR experiment in SL required significantly less demonstrator assistance during the subsequent RL practical. The SL practical was well received by students, with 92% of participants reporting that they would like to use the system again and many requesting other experiments to be made available in this manner in the future.
  • The aim of this study was to determine whether conducting the PCR experiment in the virtual world of Second Life produced similar learning gains to those observed in the physical world laboratory and to see if working in the Virtual Lab enhanced students understanding of the experiment. The student perceptions of the Virtual Lab as a teaching mechanism and the perceived impact on their learning was examined through questionnaires.
  • The SL group completed a pre(virtual) Lab quiz and then individually registered for Second Life to create an avatar under instructor supervision. Each student completed some orientation exercises on UEL Island to become adequately skilled in using the Second Life environment (e.g. flying, putting on clothing etc.). The student avatars then met in the Virtual Lab to perform the PCR experiment. This was initially demonstrated by a member of staff before each student completed the virtual experiment themselves. Throughout this teaching session the students received face to face and virtual communication from their instructor.
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  • Participants in both groups then completed the physical world PCR practical individually in the laboratory. During the physical world practical the number of questions asked of staff and demonstrators by students in each group was recorded. After the real-world practical all participants completed the in-class quiz once again as a measure of overall learning gain.
  • Pre-, mid- and post-tests were used to examine the learning gains seen in the students at each stage of the teaching process. The learning gains of each group at the three stages of testing are illustrated in Figure 2. Using a mixed (or split-plot) ANOVA there were found to be no significant difference between the learning gains achieved by the SL and non-SL groups, with both groups achieving the same mean increase in test score between the pre and post tests. Interestingly however, there was a significant difference between the scores achieved by students in the SL and non-SL groups overall (p<0.001), with the initial average pre-test score of the SL group being significantly higher than the initial average pre-test score for the non-SL group. Quiz scores increased significantly across the study for students in both groups (p<0.001).
  • The number of questions asked by students during the physical world laboratory practical was recorded for the non-SL and SL groups. As can be seen in Figure 3, the non-SL group (Demonstration) asked significantly more questions (p<0.001) during the practical than the SL group. Furthermore, the staff supporting the practical sessions reported the SL group students to be more organised in their conduct during the class and appeared to take less time to complete the task.
  • Overall, satisfaction with the Virtual Lab was high. Ninety-two percent of respondents said they would use Second Life again and many had commented during the teaching session that they would like to see other experiments in the Virtual Lab. There were no significant differences in opinion between the sexes and between those who are re-sitting the module (11 students) and those that were not. Students who had already completed one Semester of the course joining the programme in October 2008 (21 students) found the in world instructions on how to complete the Virtual Lab experiment more useful than those (29 students) who started in Semester B, February 2009 (p<0.05).
  • A moderate negative correlation was found between age and overall satisfaction (r= -0.54, p<0.001). Younger students were generally more satisfied with Second Life than older students.
  • Those who had used Second Life before the study (16 out of 50 students) differed significantly in their expectation of in-world feedback whilst undertaking the Virtual PCR experiment from those who had no prior Second Life experience (p<0.05). Of the 16 students that had used SL before 6 students answered Q11 of the questionnaire (Table 1) with 3 or lower while only 4 students out of the 34 who had not used SL before answered Q11 in this way. Those who had used Second Life before thought that they had not received sufficient feedback during the experiment.
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