Evaluation Of Service Quality In Hotel Taj Marriot Tourism Essay

Evaluation Of Service Quality In Hotel Taj Marriot Tourism Essay To lead and become the international benchmark in the hospitality industry, not only in India but also in the Key regions of the world and To dazzle and delight our customers with utmost quality, food and beverage experience and exceptional service standards. The Taj Mahal hotel, Mumbai(india ) was opened on December 16,1903 under the taj group by Jamsetji Nusserwanji Tata, the founder of the Tata Group. htis hotel was incorporated with IHCL. Now currently Rs. 678 millions can be operated bythe taj hotels. t his is growing day by day and become th elargest hotel chain in the india. The Taj Mahal Palace Tower is one of the famous five star hotels in india and it is regarded as the most prestigious luxury five star hotel. This hotel is 105 years old hotel having the heritage building under the group of taj hotel resorts and palaces. The hotel taj mahal contains 565 rooms.this hotel was opened in 1903 commisioned in Indo-saracenic style by Tata. the hotel taj made unique history from his service sand and give best service sto their customers and supportive fro every need.it has marvellous artitecure which brings together Moorish , Florentine and oriental styles. It is a gracious landmark of Mumbai as it provides panoramic views of the Arabi an Sea and the Gateway of India. On novemeber 2008 , during the series of terroroist attacks in mumbai , the hotel taj marriot was under attack of the terrorists there is a big damage in the hotel including destruction of roof and about 167 hostages were therehe. After this attack the management of hotel annouced thathe hotel will be repared and the expenditure to repair it will be INR 5 billions and it will take 12 months to repair. In july ,209 , Hilary Clinton visit the Mumbai taj hotel and stayed there as the patway to improvement the hotel taj mahal,in October 12, 2006, the Company approved the Scheme, under Sections 391 to 394 of the Companies and this scheme was approved by the High Courts.   In July 2002, the hotel has won several international awards. The Taj hotel Group also obtained licenses to manage and operate two leisure hotels; the Rawal-Kot, Jaisalmer and Usha Kiran Palace, Gwalior in October 2002. Taj Group access to the midtown and North Mumbai market. The hotel has since been renamed as the Taj Lands End, Mumbai. An din tear 2003 the hotel taj celebrated its centenary of the opening of its flagship hotel. In 2004 it opened its first luxury service apartment Wellington Mews. The Taj Mahal Intercontinental Hotel in Mumbai consist of 582 rooms which are fully air condodtione dwith 49 suits.each room is equipped with data port , speaker phones , with IDD ,fax available , sea cty fcing rooms TV and satellite rooms , 24 service fro laundary service with eminent club rooms. This hotel in the Mumbai provide the top most services in the luxury hotels and majestic accommodation. During the recession period After the terrorist attack in 2008 taj has to face the financial problems and to rasise up from it this affects the occupancy rate of the hotel and to improve the occupancy rate the hotel offered the suite of $6750 per offer to attract te tourist . the torist in hotel taj came from the worldwide.after the attack the hoyel made a a mable memorialin the lobby for 131 guests and staff who died in terrorist attack. Now they have improved their security system by putting xray machines ansd metal detectors on the screen guessts at the entrance of the vechicals. According to business weekly news there is decline of 5.8 %in Mumbai for shares in Indian hotelsltd. Operator of taj brand . Beside of all these taj is one of the original grand hotel in the world. With the passing of time its reputation spread and grew constantly. LITERATURE REVIEW Literature review: Two major reasons exist for reviewing the literature. The first, the preliminary search that helps you to generate and refine your research ideas. The second, often referred to as critical review, is part of research project proper. (Sharp and Howard, 1996) Most research books argue that this critical review of literature is necessary. After through studies of different Export and import books and  literature, I have found that only a small portion is dedicated to the buyers and sellers behavior and most of the focus is given to, how to export and import. No doubt these were not adequate information to compete my research thats why I decided to search more and more information on topic and now hopefully I have gathered adequate information to deal with my Research methodology and to support my arguments. And this information, gathered from journal and articles will focus on the British and Pakistani textiles buyers and sellers perspective. The literature used in this research will also help in analyzing the issues and results critically either by comparing different point of views of different authors or by quoting statements in the favor of results. To gain products knowledge I will use my observations and company documents. Deductive approach: A theory/hypothesis is applied/tested by the collection of data. I shall use the literature to help me to identify theories and ideas that I shall test using data. I shall also develop a theoretical or conceptual framework which I subsequently test using data.   Inductive approach: Theory is developed after the data have been collected. I will be planning to explore my data and to develop theories from them that I shall subsequently relate to the literature. Review purposes: The literature review has a number of purposes. Many of these have been highlighted by Gall et al. (1996). These are To help you to refine further your research question(s) and objectives; To highlight research possibilities that have been overlooked implicitly in research to date; To help you to avoid simply repeating work that has been done already; To sample current opinions in newspapers, professional and trade journals thereby gaining insight into the aspects of your research question(s) and objectives that are considered newsworthy; To discover and provide an insight into research strategies and methodologies that may be appropriate to your own research question(s) and objectives; To discover explicit recommendations for further research. These can provide you with superb justification for your own research question(s) and objectives; Literature sources available: The literature sources available to help researcher to develop a good understanding of and insight into previous research can be divided into three categories: Primary (published and unpublished) Secondary Tertiary Primary literature sources  (also known as grey literature) are the first occurrence of a piece of work. They include published sources such as reports and some central and local government publications such as white papers and planning documents. They also include unpublished manuscripts sources such as letters, memos. There are so many published sources available from where I can get enough information about my research topic. Pakistani government published so much material on the export of Pakistan Textile industry. I read that publications and I got a good idea about the behavior of the Pakistani sellers and also about the buyers of the Pakistani Textile products. I also reviewed the reports, which are published by the British government about the import of the textile products from different countries. This is also helpful for my research topic. Secondary literature sources  such as books and journals are the subsequent publications of primary literature. These publications are aimed at a wider audience. They are easier to locate than primary literature as they are better covered by the tertiary literature. There is book by  Nasim Yousaf  with the title Export Import Apparel and Textiles from Pakistan will be quite helpful for my research. In this book there is so much information about the Pakistani textile industry and there is also some information about the buyers and sellers behavior. There is also enough information about the topic in so many articles and journals, which are written, by the Pakistani authors and British authors. From these articles and journals I got so much information about my topic. This will be helpful for me in the future. Tertiary literature sources  also called search tools, are designed either to help to locate primary and secondary literature or to introduce a topic. They therefore include indexes and abstract as well as encyclopedias and bibliographies. Export Promotion Bureau of Pakistan has a uploaded a website and on that website I found so much relevant material about my research topic. In that website there is so much information about the, share of Pakistani textile products in the international market, the information about the main buyers and sellers of textiles products, about the quality of the Pakistani textile products, in that website they also discussed the buyers expectation from the Pakistani seller. So this website of Export Promotion Bureau Pakistan is also a good source or information for my research topic. http://www.epb.gov.pk/epb/index.jsp Evaluating the literature: For evaluating the literature two questions frequently asked how do I know what I am reading is relevant? and how do I know when I have read enough? both of questions are concerned with the process of evaluation. You should, of course, read all the literature that is closely related to your research question(s) and objectives. The literature that is most likely to cause problems is that which is less related (Gall et al.; 1996). After collecting all the information from all of the sources then I will evaluate my literature that what is much important for my research and which is less important for my research topic. I will evaluate the literature by keeping some important in my mind like how recent the item is, do it have enough references, does the item support my research topic etc. Research Design and Methodology: The research philosophy: The research philosophy refers to the fundamental approach that research should be conducted. There are three views about the research process dominating the literature: positivism, interpretivism, and realism. The mixed approach will be applied in my research work, primarily because the subject matter is largely intangible, open to subjective interpretation and based upon social interaction.  As Saunders et al (2003, p99)  point that: there are two major advantages to applying multi-methods in the same study. First, different methods can be used for different purposes in a study. Secondly, it enables triangulation to take place.   Qualitative Approach: Secondary Research: Published  data that is Books about the export of Pakistan textiles and also about the buyers and sellers behavior of the Pakistan textile. Articles and Journals on Pakistan textile export for UK Chamber of Commerce Documents Internet Websites Past conducted research Print and electronic media Primary Research: Personal experience and observations: As I have worked in this industry thats why I know the trends in textile and the rules against conducting this business. I also have the idea of Britain buyers behaviors and about their needs and expectations. Pure Research: The research conducted for the topic will be pure and it will discuss the core issue for the sake of improving knowledge. It will directly discuss about the buyers and sellers behavior for the Pakistan textile industry in a theoretical way. Inductive Approach: My approach towards data gathering will be inductive, as it is a flexible structure to utilize all the data in your research findings and also based on qualitative data with a slight involvement of quantitative data. JUSTIFICATION HYPOTHESIS METHODOLOGY RESEARCH REPORT 2. SECONDARY RESEARCH PRIMARY RESEARCH QUALITATAIVE QUANTITATIVE SCOPE LIMITATION ETHICS

Curfews Doesn’t Keep Teens Out Of Trouble

?Youth curfews are popular. In poll after poll, Americans support laws that restrict teenagers' activities during certain hours of the day and night. Youth curfews are also logical. If youngsters are getting into trouble, it makes sense to get them off the streets. There's only one problem with youth curfews: They don't work. And we shouldn't kid ourselves that they do. Yet that's what we're doing in Philadelphia, where Mayor Nutter recently extended a 9 p. m. curfew on Friday and Saturday nights for all unaccompanied minors in Center City and University City.The measure came on the heels of this summer's violent flash-mob episodes, which seem to have quieted down since then. But the city already had a youth curfew in place, long before the flash-mob mayhem began. On weekdays, it's 9 p. m. for children under 13 and 10:30 p. m. for children 13 to 17; on the weekends, everyone has to be home by midnight. And that hasn't done anything to stem the tide of youth violence in Philadelphia. Insofar as the downtown curfew has â€Å"worked,† it probably just displaced crime from one part of the city – and one time of the day – to another.That's what happened in Detroit, after it adopted a youth curfew in 1976. Juvenile crime dropped 6 percent during the curfew hours, but it increased 13 percent in the midafternoon. Nationwide, more than 80 percent of juvenile offenses take place between 9 a. m. and 10 p. m. – outside most curfews. Nor do we have any solid evidence that youth curfews lower the overall rate of juvenile crime. In a close study of Monrovia, Calif. , in the 1990s, for example, sociologist Michael Males found that juvenile arrests for non-curfew crimes increased 53 percent during the school months when the town's curfew was enforced.In July and August, when the curfew was not enforced, non-curfew youth crime went down 12 percent. So why are we so wedded to youth curfews? The answer has less to with youth than with adults. Whenever w e get worried that the youth are out of control, we enact a curfew. And that makes us feel better, even if it doesn't make crime go down. Youth curfews date to late 19th century, when America's cities swelled with millions of unsupervised teens. Like laws mandating school attendance and banning child labor, the argument went, curfews would improve individual lives even as they protected the social order.President Benjamin Harrison called curfews â€Å"the most important municipal regulation for the protection of children in American homes from the vices of the street. † By 1900, 3,000 municipalities had curfews in place. The next set of curfews came during Prohibition in the 1920s, when speakeasies and gang violence sparked new anxieties about American youth. Although juvenile crime dropped during the decade, it made for good press – and, in several cities, for new curfews. â€Å"The street corners and vacant lots of the city are the kindergartens of a school of crime ,† opined an editorial writer in Chicago, endorsing the city's 1921 curfew.â€Å"The primary and intermediate classes meet in vicious poolrooms. Cabarets and tough saloons are offering advanced lessons, and post-graduate instruction is available in the jails and penitentiaries. † Then came the juvenile-delinquency scare of the 1950s, which sparked – surprise! – another wave of youth curfews. By 1957, half of American cities with populations of more than 100,000 had juvenile-curfew laws. But the greatest spike in curfews came in the early 1990s, amid a sharp rise in youth crime.Between 1988 and 1992, criminal offenses by juveniles rose 26 percent; even worse, youth crimes against persons – murder, rape, and assault – skyrocketed 56 percent. So curfews boomed, too. From 1990 to 1995, 53 of America's 200 largest cities enacted new curfew ordinances. The effort got a boost from President Bill Clinton, who signed a 1996 measure allotting $75 milli on to help local governments enact curfews and other anti-crime ordinances. â€Å"They help keep our children out of harm's way,† Clinton declared. In fact, they don't.To his credit, Mayor Nutter has instituted other measures to fight juvenile crime, including expanding the hours that recreation centers stay open. And he has skillfully used his bully pulpit, taking to the streets and airwaves to encourage parents to keep a closer watch on their children. More power to him, but not to the curfews. They might be good politics, but they're bad policy. Let's hope the mayor can tell the difference. It dosent matter what time off day it is, a teen will still be mischieve and do crimes.Don't you think that a parent should be more at fault for the teens crimes? Or is a curfew reall going to stop anybody. Curfew or No Curfew , Kids Are Going To Do What They Want To Do. Telling Them What TIme They Have To Be In The House Is Only Going To Make Them Want To Stay Out Later. The whole curf ew thing could go both ways because you have some kids that don't care what time it is, they will come in when ever they want. Or what about the kids who parents give then a one o clock curfew. If they're parents are okay with it then what more can you about it. I don't think curfews keep people out of trouble.People will do  what they wand and when they want to. Curfews don't stop people. Bad things can happen during the day even. So curfews don't effect anybody. I think that curfew somewhat helps the teens stay out of trouble but teens are always out on the streets doing whatever they want. Any time of the day a teen can cause harm but curfews just tries to decrease the harms teenagers can do at night. Either way they'll still do harm. A teen will be a teen. It doesn't matter what time of day it is. A curfew may make things worse. â€Å"Rules are made to be broken.†Inforcing curfew may cause a riot like Projext X and be a TERRIBLE outcome. I think that it doesnt matter wh at time it is or if you have a Curfew or not , If I have to be in at a certain time, I most likely wont come in at that time just because I may not want to . Teens are going to do what they want to do and giving them a curfew isnt going to change anything , It depends on the way the Parent approaches the situation . Purpose A curfew is designed to ensure your teen is at home safely for the evening. This includes helping prevent teen delinquency and keeping teens out of trouble.Curfews are also meant to cut down on dangerous activities such as drinking and driving. Many parents also enforce a curfew to help their teen get enough sleep. Ultimately, curfews can also give your teen independence while still setting reasonableAppropriate Curfews Sit down and discuss an appropriate curfew with your teen. If she has a role in setting her curfew, she is more likely to stick to it. Younger teens from 12 to 13 years old should be home between 7 and 8 p. m. on school nights, according to the Am erican Academy of Pediatrics.A curfew of 8 or 9 p. m.is appropriate for teens between the ages of 14 and 16. Teens who can drive should be home between 10 and 11 p. m. on school nights. On weekends, it's appropriate to allow your teen to stay out 2 hours later than their weekday curfew, the AAP suggests. boundaries. Curfew and bedtime are two of the more negotiable household rules. During adolescence, when boys and girls are getting their first taste of independence, they probably spend the equivalent of a law-school education making their case to Mom and Dad for just a little extra time to stay out or to stay up.What is not negotiable are the consequences for disobeying curfew, except in the event of unforeseen circumstances. So that the punishment conforms to the crime, deduct time from future curfews, depending on the severity of the infraction. If your youngster straggles in an hour late, perhaps the next time he goes out with his friends, he has to come home an hour earlier tha n usual. Two hours past curfew buys a teenager a Friday or Saturday night confined to home. Long-term punishments, such as grounding the offender for one month, amount to overkill and will very likely do more harm than good.Q: When setting a curfew, how do I know what’s reasonable and what’s not? All of my son’s friends have to be home at different times, so it’s hard to base my decision on what other parents do. A: You can start by consulting the following table, which gives parents general guidelines appropriate for each stage of adolescent development. Let’s use as an example a fourteen-year-old boy. If he has school or other early morning commitments the next day, he really should be home no later than nine o’clock at night; if it’s a vacation day coming up, between 10 P.M. and 11 P. M. is reasonable. That’s your starting point. Now factor in the following: 1. How mature and responsible is he overall? If you feel confident that he knows how to watch out for his own safety and you trust he is where he tells you he will be, perhaps you extend the curfew. Some kids may not need a curfew beyond a community or state law regulating when adolescents must be off the road. 2. Does he usually comply with curfew? Again, his past behavior will influence how lenient or strict you are. 3. What activity is he engaged in?If he is shooting hoops in the park, he should be home by sundown, but if he’s studying with a friend, he can stay out later. 4. If he’s attending a baseball game, concert, school function or other event, what time does it let out and how long will it take him to get home? This will help determine whether or not you allow him some extra time to perhaps get a bite to eat before heading home. 5. How much sleep does he usually need? The average adolescent requires about nine hours of shut-eye a night, some more, some less.If your youn Do Curfew Keep Teens Out of Trouble† StudyMode. c om. 02 2013. 2013. 02 2013 . gster is drowsy in the morning, you’ll want to move up his bedtime, and with it, his curfew. 6. Even with a curfew teens will do what they want to do. If that means sneaking out, lying or skipping school or etc. sneaking out gives a teen a thrill and like they are invincible. That just makes them more likely to do much more dangerous stuff. Also, having a curfew just adds stress on a teen, because they will freak out about running late and traffic causing them to be late.If anyone says that kids will be too scared to sneak out, well wouldn't they be to break an actual law? Does curfew really keep teens out of trouble? Curfews give teens the chance to change and it works because they have less time out to cause the trouble and get Pregnant do vandalism, go stealing take drugs, smoke Cigarettes, and have under age sex get involved with the police and Intimidating Behavior. That’s the reason many people believe curfews are a good idea however giving your child a curfew is not going to stop them from doing all this stuff.They may not do it during the night or during their curfew but they may be doing it at day time or even skip school and go get in trouble. Having a curfew does not decrease crimes. Numerous articles by credible sources such as the (National Center for Policy Analysis, the Center on Juvenile and Criminal Justice, and the US Department of Justice) all unanimously agree that curfew, in fact, does NOT lower young crime rates of any kind. Also, I found that the amount of arrests in young for breaking curfew greatly outnumbers the amount of arrests for any other crime in young.All of this goes to show that curfews in fact have no effect, and that teaching young teens to have morals and know what is right and what is wrong is greatly more effective than curfews. I've had my share of sneaking out, and staying out WAY past the time my parents set before me. It's only because if you say I can't do something, I want to prove everyone wrong and say that I can do that, and you can't do anything to stop me. Curfew is just a fence that can be climbed†¦ [continues]

Slack Bus And Slack Generator Engineering Essay

The Table below shows input informations of each busbar in the system used to work out the power flow and the simulation consequence harmonizing to direction described in inquiry 1.BusInput Data[ Simulation Result ] BUS 1 plutonium P ( burden ) 100 MW Q ( burden ) 0 Mvar BUS 2 P ( burden ) 200 MW Q ( burden ) 100 Mvar CB of Generation Open BUS 3 1 plutonium P ( Gen ) 200 MW P ( burden ) 100 MW Q ( burden ) 50 Mvar AVR On AGC OffSlack coach and slack generatorIn power flow computation, alone numerical solution can non be calculated without mention electromotive force magnitude and angle due to unequal figure of unknown variables and independent equations. The slack coach is the mention coach where its electromotive force is considered to be fixed voltage magnitude and angle ( 1a? 0A ° ) , so that the assorted electromotive force angle difference among the coachs can be calculated regard. In add-on, the slack generator supplies as much existent power and reactive power as needed for equilibrating the power flow sing power coevals, load demand and losingss in the system while maintain the electromotive force changeless as 1a? 0A ° . In existent power system, when comparatively weak system is linked to the larger system via a individual coach, this coach can stand for the big system with an tantamount generator maintaining the electromotive force changeless and bring forthing any necessary power like sla ck coach. [ 1 ]Bus type ( PQ coach or PV coach )BusBus typeRemarksBUS 2 PQ Bus Generator is disconnected to Bus 2 BUS 3 PV Bus Generator is connected to Bus 3 and the magnitude of electromotive force of generator support invariable by utilizing AVR In general, each coach in the power system can be categorized into three coach types such as Slack Bus, Load ( PQ ) Bus, and Voltage Controlled ( PV ) Bus. The definition and difference between PQ Bus and PV Bus are described as follows ; [ 2 ] PV Bus ( Generator Bus or Voltage Controlled Bus ) : It is a coach at which the magnitude of the coach electromotive force is kept changeless by the generator. Even though the coach has several generators and burden, if any generators connected to the coach modulate the coach electromotive force with AVR, so this coach is referred to PV Bus. For PV coach, the magnitude of the coach electromotive force and existent power supplied to the system are specified, and reactive power and angle of the coach electromotive force are consequently determined. If a preset upper limit and minimal reactive power bound is reached, the reactive end product of the generator remains at the limited values, so the coach can be considered as PQ Bus alternatively of PV Bus. [ 2 ] PQ Bus ( Load Bus ) : It is a coach at which the electromotive force is changed depending on entire net existent power and reactive power of tonss and generators without electromotive force regulator. Therefore, in the power simulation and computation, the existent power and reactive power of the tonss are specified as input informations and consequently the electromotive force ( magnitude and angle ) is calculated based on the above input. The following table specifies input and end product of each coach type in the power system simulation and computation. Bus Type Phosphorus Q ( Magnitude ) I? ( Angle ) PQ Bus Input signal Input signal End product End product PV Bus Input signal End product Input signal End product Slack Bus End product End product Input signal Input signalSystem BalanceEntire Generation & A ; Load DemandBusReal Power ( MW )Fanciful Power ( Mvar )CoevalsLoadCoevalsLoadBUS 1 204.093 100 56.240 0 BUS 2 0 200 0 100 BUS 3 200 100 107.404 50 Entire 404.093 400 163.644 150DifferencePgen – Pdemand = 4.093Qgen – Qstored in burden = 13.644Reason: Real power loss due to opposition of transmittal line and fanciful power storage due to reactance of transmittal line are the grounds for the difference between power coevals and load demand in the system.P ( Losses ) & A ; Q ( Storage ) over the transmittal lineBusReal Power ( MW )Fanciful Power ( Mvar )SendingReceivingLosingssSendingReceivingStoredBUS 1 – Bus 2 102.714 100.650 2.064 56.653 49.773 6.88 BUS 1 – Bus 3 1.379 1.378 0.001 0.4141 ) 0.4131 ) 0.001 BUS 3 – Bus 2 101.378 99.350 2.028 56.990 50.227 6.763 Entire Palestine liberation organizations =4.093Qstored in burden =13.6441 ) Imaginary power flows from Bus 3 to Bus 1. The summing up of existent power losingss and fanciful power storage over the transmittal line are precisely same with entire difference between coevals and burden. Therefore, it is verified that the difference is shown over the transmittal line. ‘Kirchoff ‘ balance as each coach [ 4 ] Bus1 I? P1 = + Pgen1 – Pload1 – P12 – P13 = 204.093 – 100 – 102.714 – 1.379 = 0 I? Q1 = + Qgen1 – Qload1 – Q12 – Q13 = 56.24 – 0 – 56.653 + 0.413 = 0 Bus2 I? P2 = + Pgen2 – Pload2 – P21 – P23 = 0 – 200 + 100.65 + 99.35 = 0 I? Q2 = + Qgen2 – Qload2 – Q21 – Q23 = 0 – 100 + 49.773 + 50.227 = 0 BUS3 I? P3 = + Pgen3 – Pload3 – P31 – P32 = 200 – 100 + 1.378 – 101.378 = 0 I? Q3 = + Qgen3 – Qload3 – Q31 – Q32 = 107.404 – 50 – 0.414 – 56.99 = 0 Harmonizing to the computation supra, as summing up of incoming & A ; surpassing existent power and fanciful power at each coach become zero, it is verified that each busbar obeys a ‘Kirchoff ‘ balance. In add-on, the entire power system is wholly balanced, because entire coevals power ( existent & A ; fanciful ) are equal to summing up of entire load demand and existent power loss & A ; stored fanciful power over the transmittal ( i.e. Pgen – Pdemand = Plosses, Qgen – Qstored in burden = Q stored in system ) as shown above.Voltage Angle and Angle DifferenceAs a consequence of the Powerworld, the electromotive force angle and angle difference are shown in the tabular array below.BusVoltage AngleVoltage Angle DifferenceBUS1 I?1 = 0.00A ° BUS1- BUS2 I?1 – I?2 = 0.00A ° – ( -2.5662A ° ) = 2.5662A ° BUS2 I?2 = -2.5662A ° BUS2- BUS3 I?2 – I?3 = -2.5662A ° – ( -0.043A ° ) = -2.5232A ° BUS3 I?3 = -0.043A ° BUS3- BUS1 I?3 – I?1 = -0.043A ° – 0.00A ° = -0.043A °Power System Analysis -1The tabular array below summarizes coevals and electromotive force angle fluctuation at each coach as coevals at Bus 3 varies from 0 MW to 450 MW by 50MW.Simulation Consequences and ObservationP3 = 0 MW P3 = 50 MW P3 = 100 MW P3 = 150 MW P3 = 250 MW P3 = 300 MW P3 = 350 MW P3 = 400 MW P3 = 450 MW Reactive Power Generation at Bus 3: It is found that reactive power coevals Q3 ( gen ) lessening while existent power coevals P3 ( gen ) addition because Bus 3 as a PV Bus regulates the changeless coach electromotive force magnitude by commanding excitement of the coevals through the AVR. Power Generation at Bus 1: It is found that P1 ( gen ) decreases and Q1 ( gen ) increases at the same time, while P3 ( gen ) additions and Q3 ( gen ) lessening. As the entire load demand in the system keeps changeless ( i.e. Ptotal ( burden ) = 400 MW, Qtotal ( burden ) = 150Mvar ) , any necessary existent power and reactive power for the system balance demand to be supplied by generator ( loose generator ) at Bus 1. Therefore, power coevals P1 ( gen ) and Q1 ( gen ) at Bus 1 alteration reversely compared to power coevals alteration at Bus 3. Voltage Angle Difference: In general, existent power flow is influenced by electromotive force angle difference between directing coach and having coach harmonizing to PR = . Therefore, it is observed that every bit existent power coevals P3 ( gen ) increases existent power flow from Bus 3 to Bus2 addition, consequently voltage angle difference ( I?3 – I?2 ) between Bus 3 and Bus 2 additions. However, lessening in existent power from Bus 1 to Bus 2 due to increase of P3 ( gen ) consequence in lessening of electromotive force angle difference ( I?1 – I?2 ) . In add-on, Real power between Bus 1 and Bus 3 flows from Bus 1 to Bus 3 until P3 ( gen ) range to 200 MW and as P3 ( gen ) addition more than 200 MW the existent power flows from Bus 3 to Bus 1. So, it is besides observed that electromotive force angle difference ( I?3 – I?1 ) is negative angle when P3 ( gen ) is less than 200MW and the difference addition while P3 ( gen ) addition.Power System Analysis -2The tabular array below summarizes the fluctuation of power coevals and electromotive force angle difference at each coach when the burden demand at Bus 3 varies by 50MW and 25Mvar.Simulation Consequences and ObservationP2 = 0 MW Q2 = 0 MW P2 = 50 MW Q2 = 25 MW P2 = 100 MW Q2 = 50 MW P2 = 150 MW Q2 = 75 MW P2 = 250 MW Q2 = 125 MW P2 = 300 MW Q2 = 150 MW P2 = 350 MW Q2 = 175 MW P2 = 400 MW Q2 = 200 MW P2 = 450 MW Q2 = 225 MW Power Generation at Bus 1 and Bus 3: It is observed that as the entire load demand in the system increases due to increase of load demand P2 ( burden ) & A ; Q2 ( burden ) at Bus 2, any necessary existent power for the system balance is supplied by generator ( loose generator ) at Bus 1 sing changeless P3 ( gen ) , so P1 ( gen ) increases. In add-on, any necessary reactive power for the system balance is supplied from Bus 1 every bit good as Bus 3, so both Q1 ( gen ) and Q3 ( gen ) addition. Voltage Angle Difference: It is found that existent power flow addition both from Bus 1 to Bus 2 and from Bus 3 to Bus 2 due to increase of load demand at Bus2. Consequently, both electromotive force angle difference I?1 – I?2 and I?3 – I?2 addition when the power flow P12 and P32 addition. In add-on, when P2 ( burden ) is less than 200 MW, P1gen is comparatively low. Therefore existent power between Bus 3 and Bus 1 flows from Bus 3 to Bus 1 at lower P2 ( burden ) ( less than 200MW ) . On the other manus, while P2 ( burden ) addition more than 200 MW, the existent power flow way alterations ( Bus 1 to Bus 3 ) and the existent power flow additions. Consequently, the electromotive force angle difference I?1 – I?3 alteration from negative to positive and addition. Voltage Magnitude at Bus 2: It is observed that magnitude of coach electromotive force at Bus2 beads due to increase of the load demand at Bus 2.Question 2System Model & A ; Admittance MatrixIn order to build the entree matrix of Powerworld B3 instance, individual stage tantamount circuit can be drawn as below ;omega = R + jx ( r = 0, x = 0.05 )z12 = z21= j0.05 plutonium, y12 = 1/ z12 = 1/j0.05 = -j20 plutonium = y12 z13 = z31= j0.05 plutonium, y13 = 1/ z13 = 1/j0.05 = -j20 plutonium = y31 z23 = z32= j0.05 plutonium, y23 = 1/ z23 = 1/j0.05 = -j20 plutonium = y32 Admittance matrix can be defined as follows ; BUS = Diagonal elements Y ( I, I ) of the entree matrix, called as the self-admittance [ talk slide ] [ 6 ] , are the summing up of all entree connected with BUS I. = y12 + y13 = -j20 – j20 = -j40 plutonium = y21 + y23 = -j20 – j20 = -j40 plutonium = y31 + y32 = -j20 – j20 = -j40 plutonium Off diagonal elements Y ( I, J ) of the entree matrix, called as the common entree [ talk slide ] [ 6 ] , are negative entree between BUS I and BUS J. = – y12 = – ( -j20 ) = j20 plutonium = – y13 = – ( -j20 ) = j20 plutonium = – y21 = – ( -j20 ) = j20 plutonium = – y23 = – ( -j20 ) = j20 plutonium = – y31 = – ( -j20 ) = j20 plutonium = – y32 = – ( -j20 ) = j20 plutonium Therefore, the concluding entree matrix BUS is ; BUS = = The undermentioned figure shows the BUS of the Powerworld B3 instance and it is verified that the deliberate entree matrix is consistent with the consequence of the Powerworld.Power Flow CalculationNodal equation with the entree matrix can be used to cipher electromotive force at each coach if we know all the current ( i.e. entire coevals power and load demand at each BUS ) and eventually the power flow can be calculated consequently. , hence, In this inquiry, nevertheless, simulation consequences of the electromotive force at each coach from the Powerworld are used for the power flow computation as follows ; [ Simulation consequence ]Voltage at each Bus and Voltage DifferenceV1 = 1 a? 0.00A ° plutonium ( BUS1 ) V2 = 1 a? -0.48A ° plutonium ( BUS2 ) V3 = 1 a? 0.48A ° plutonium ( BUS 3 )Voltage difference between BUS 1 and BUS 2V12 = V1 – V2 = 1 a? 0.00A ° – 1 a? -0.48A ° = 3.5 x 10-5 + J 8.38 ten 10-3 = 8.38 ten 10-3 a? 89.76A ° plutonium V21 = V2 – V1 = – V12 = – 3.5 ten 10-5 – J 8.38 ten 10-3 = 8.38 ten 10-3 a? -90.24A ° plutoniumVoltage difference between BUS 3 and BUS 2V32 = V3 – V2 = 1 a? 0.48A ° – 1 a? -0.48A ° = J 16.76 ten 10-3 = 16.76 ten 10-3 a? 90A ° plutonium V23 = V2 – V3 = – V32 = – J 16.76 ten 10-3 = -16,76 x 10-3 a? -90A ° plutoniumVoltage difference between BUS 3 and BUS 1V31 = V3 – V1 = 1 a? 0.48A ° – 1 a? 0.00A ° = – 3.5 ten 10-5 + J 8.38 ten 10-3 = 8.38 ten 10-3 a? 90.24A ° plutonium V13 = V1 – V3 = – V31 = 3.5 ten 10-5 – J 8.38 ten 10-3 = 8.38 ten 10-3 a? -89.76A ° plutoniumLine CurrentCurrent flow from BUS I and BUS J can be calculated by utilizing electromotive force difference and interrelated entree of the line between coachs. [ Iij = yij * ( Vi – Vj ) ]Line current between BUS 1 and BUS 2I12 = y12 x ( V1 – V2 ) = -j20 x 8.38 ten 10-3 a? 89.76A ° = 167.6 ten 10-3 a? -0.24A ° plutonium ( BUS 1 a† Ã¢â‚¬â„¢ BUS 2 ) I21 = y21 x ( V2 – V1 ) = -j20 x 8.38 ten 10-3 a? -90.24A ° = 167.6 ten 10-3 a? -180.24A ° plutonium ( BUS 2 a† Ã¢â‚¬â„¢ BUS 1 )Line current between BUS 3 and BUS 2I32 = y32 x ( V3 – V2 ) = -j20 x 16.76 ten 10-3 a? 90A ° = 335.2 ten 10-3 a? 0.00A ° plutonium ( BUS 3 a† Ã¢â‚¬â„¢ BUS 2 ) I23 = y23 x ( V2 – V3 ) = -j20 x 16.76 ten 10-3 a? -90A ° = 335.2 ten 10-3 a? 180A ° plutonium ( BUS 2 a† Ã¢â‚¬â„¢ BUS 3 )Line current between BUS 3 and BUS 1I31 = y31 x ( V3 – V1 ) = -j20 x 8.38 ten 10-3 a? 90.24A ° = 167.6 ten 10-3 a? 0.24A ° plutonium ( BUS 3 a† Ã¢â‚¬â„¢ BUS 1 ) I13 = y13 x ( V1 – V3 ) = -j20 x 8.38 ten 10-3 a? -89.76A ° = 167.6 ten 10-3 a? -179.76A ° plutonium ( BUS 1 a† Ã¢â‚¬â„¢ BUS 3 )Apparent Power FlowApparent flow from BUS I and BUS J can be calculated by electromotive force at the directing coach and line current. [ Sij = Vi * I*ij ]Apparent Power from BUS 1 to BUS 2S12 = V1* I*12 = 1 a? 0.00A ° ten 167.6 ten 10-3 a? 0.24A ° = 167.6 ten 10-3 a? 0.24A ° = 0.1676 + J 7.02 ten 10-4 plutoniumApparent Power from BUS 2 to BUS 1S21=V2* I*21=1a? -0.48A ° x 167.6 ten 10-3a? 180.24A °=167.6 ten 10-3a? 179.76A ° = -0.1676 + j7.02 x 10-4 plutoniumApparent Power from BUS 3 to BUS 2S32 = V3* I*32 = 1 a? 0.48A ° ten 335.2 ten 10-3 a? 0.00A ° = 335.2 ten 10-3 a? 0.48A ° = 0.3352 + J 2.81 ten 10-3 plutoniumApparent Power from BUS 2 to BUS 3S23=V2* I*23=1 a? -0.48A ° x 335.2 ten 10-3 a? 180A °= 335.2 ten 10-3 a? 179.76A ° = -0.3352 + J 2.81 ten 10-3 plutoniumApparent Power from BUS 3 to BUS 1S31 = V3* I*31 = 1a? 0.48A ° ten 167.6 ten 10-3a? -0.24A ° = 167.6 x 10-3 a? 0.24A ° = 0.1676 + J 7.02 ten 10-4 plutoniumApparent Power from BUS 1 to BUS 3S13=V1* I*13=1a? 0.00A ° x 167.6 ten 10-3a? 179.76A °= 167.6 ten 10-3a? 179.76A ° = -0.1676 + J 7.02 ten 10-4 plutoniumComparison with simulation consequencesThe unit of the above computation consequences is pu value, so in order to compare the consequences with simulation consequences pu value of current and power flow demand to be converted to existent values by utilizing the undermentioned equation sing Sbase = 100MVA and Vline_base = 345kV. [ 3 ] Sactual = Sbase A- Spu = 100 MVA A- Spu Iactual = Ibase A- Ipu = A- Ipu = A- Ipu = 167.3479 A A- IpuCalculation Result and Simulation ResultFlow way & A ; ValueCalculation ConsequenceSimulation ConsequenceBUS 1 a† Ã¢â‚¬â„¢ BUS 2|S12| 0.1676 A- 100 = 16.76 MVA 16.67 MVA P12 16.76 MW 16.67 MW Q12 0.0702 Mvar 0.07 Mvar |I12| 0.1676 A- 167.3479 = 28.0475 A 27.89 ABUS 3 a† Ã¢â‚¬â„¢ BUS 2|S32| 0.3352 A- 100 = 33.52 MVA 33.33 MVA P32 33.52 MW 33.33 MW Q32 0.281 Mvar 0.28 Mvar |I32| 0.3352 A- 167.3479 = 56.0950 A 55.78 ABUS 3 a† Ã¢â‚¬â„¢ BUS 1|S31| 0.1676 A- 100 = 16.76 MVA 16.67 MVA P31 16.76 MW 16.67 MW Q31 0.0702 Mvar 0.07 Mvar |I31| 0.1676 A- 167.3479 = 28.0475 A 27.89 ABUS 2 a† Ã¢â‚¬â„¢ BUS 1|S21| 0.1676 A- 100 = 16.76 MVA 16.67 MVA P21 -16.76 MW -16.67 MW Q21 0.0702 Mvar 0.07 Mvar |I21| 0.1676 A- 167.3479 = 28.0475 A 27.89 ABUS 2 a† Ã¢â‚¬â„¢ BUS 3|S23| 0.3352 A- 100 = 33.52 MVA 33.33 MVA P23 -33.52 MW -33.33 MW Q23 0.281 Mvar 0.28 Mvar |I23| 0.3352 A- 167.3479 = 56.0950 A 55.78 ABUS 1 a† Ã¢â‚¬â„¢ BUS 3|S13| 0.1676 A- 100 = 16.76 MVA 16.67 MVA P13 -16.76 MW -16.67 MW Q13 0.0702 Mvar 0.07 Mvar |I13| 0.1676 A- 167.3479 = 28.0475 A 27.89 A It is found that computation consequences of current flow and evident power flows ( i.e. 28.0475 A and 56.0950 A/ 33.52 MVA and 16.76MVA ) are about 0.5 % higher than simulation consequence ( i.e. 27.89 A and 55.78 A / 33.33 MVA and 16.67 MVA ) which can be considered somewhat different. Difference of the electromotive force angle at each coach between computation ( 0.48A ° ) and simulation ( 0.4775A ° ) could be the ground for this minor difference.Question 3Admittance Matrix and Nodal EquationEntree between two coachsy12 = y21 = -j8 plutonium y13 = y31 = -j4 plutonium y14 = y41 = -j2.5 plutonium y23 = y32 = -j4 plutonium y24 = y42 = -j5 plutonium y30 = -j0.8 plutonium ( BUS3-Neutral BUS ) y40 = -j0.8 plutonium ( BUS4-Neutral BUS )Admittance MatrixYbus ( Admittance Matrix ) = Diagonal elements Y ( I, I ) of the entree matrix, called as the self-admittance [ 2 ] [ 4 ] , are the summing up of all entree connected with BUS I. = y12 + y13 + y14 = -j8 -j4 – j2.5 = -j14.5 = y21 + y23 + y24 = -j8 -j4 – j5 = -j17 = y30 + y31 + y32 = -j08 -j4 – j4 = -j8.8 = y40 + y41 + y42 = -j0.8 -j2.5 – j5 = -j8.3 Off diagonal elements Y ( I, J ) of the entree matrix, called as the common entree [ 2 ] [ 4 ] , are negative entree between BUS I and BUS J. = – y12 = – ( -j8 ) = j8 plutonium = – y13 = – ( -j4 ) = j4 plutonium = – y14 = – ( -j2.5 ) = j2.5 plutonium = – y21 = – ( -j8 ) = j8 plutonium = – y23 = – ( -j4 ) = j4 plutonium = – y24 = – ( -j5 ) = j5 plutonium = – y31 = – ( -j4 ) = j4 plutonium = – y32 = – ( -j4 ) = j4 plutonium = – y34 = 0 plutonium = – y41 = – ( -j2.5 ) = j2.5 plutonium = – y42 = – ( -j5 ) = j5 plutonium = – y43 = 0 plutonium Therefore, entree matrix Ybus is as follows ;Ybus = =Power Flow AnalysisPower flow disregarding transmittal line electrical capacityNodal EquationCurrent from the impersonal coach to each coach are given and entree matrix ( Ybus ) is calculated above. Therefore, concluding nodal equation is as follows ; Ibus = Ybus * Vbus a†¡Ã¢â‚¬â„¢ Vbus = Y-1bus * Ibus = Ybus a†¡Ã¢â‚¬â„¢ ==Voltage AnalysisVoltage at each coach can be derived from the equation ( Vbus = Y-1bus * Ibus ) and Matlab was used for calculate matrix division. ( Source codification is attached in Appendix-1 ) Vbus == V12 = 0.0034 + J 0.0031 plutonium V13 = -0.0277 – J 0.0257 plutonium V14 = 0.0336 + J 0.0311 plutonium V21 = -0.0034 – J 0.0031 plutonium V23 = -0.0311 – J 0.0288 plutonium V24 = 0.0302 + J 0.0280 plutonium V31 = 0.0277 + J 0.0257 plutonium V32 = 0.0311 + J 0.0288 plutonium V41 = -0.0336 – J 0.0311 plutonium V42 = -0.0302 – J 0.0280 plutoniumCurrent flow in the systemCurrent flow from BUS I and BUS J can be calculated by utilizing electromotive force difference and interrelated entree of the line between coachs. [ Iij = yij * ( Vi – Vj ) ] The computation consequence from Matlab is as follows ; I12 = 0.0249 – J 0.0269 plutonium I13 = -0.1026 + J 0.1108 plutonium I14 = 0.0777 – J 0.0840 plutonium I21 = -0.0249 + J 0.0269 plutonium I23 = -0.1151 + J 0.1243 plutonium I24 = 0.1399 – J 0.1511 I31 = 0.1026 – J 0.1108 plutonium I32 = 0.1151 – J 0.1243 plutonium I34 = 0 plutonium I41 = -0.0777 + J 0.0840 plutonium I42 = -0.1399 + J 0.1511 plutonium I43 = 0 plutoniumPower flow in the systemApparent flow from BUS I and BUS J can be calculated by electromotive force at the directing coach and line current. [ Sij ( plutonium ) = Vi * I*ij = Pij + jQij ] The computation consequence from Matlab is as follows ; S12 = 0.0311 + J 0.0175 plutonium S13 = -0.1283 – J 0.0723 plutonium S14 = 0.0972 + J 0.0548 plutonium S21 = -0.0311 – J 0.0174 plutonium S23 = -0.1438 – J 0.0803 plutonium S24 = 0.1749 + J 0.0977 plutonium S31 = 0.1283 + J 0.0780 plutonium S32 = 0.1438 + J 0.0875 plutonium S34 = 0 plutonium S41 = -0.0972 – J 0.0496 plutonium S42 = -0.1749 – J 0.0892 plutonium S44 = 0 plutoniumAdmittance Matrix sing transmittal line electrical capacityHarmonizing to the direction of the Question 3, power system theoretical account can be drawn by utilizing Iˆ tantamount circuit of the lines with capacitive shunt entree ( yc ) of 0.1 plutonium at each side as shown below.Admittance MatrixContrary to tantamount theoretical account in Question 3-1, the current flow through the capacitance in the transmittal line needs to be considered to happen the entree matrix. Therefore, sing the capacitances the current equation with Kirchhoff ‘s current jurisprudence at each coach is as follows ; [ 2 ] [ 5 ] Bus 1: I1 = I12 + I13 + I14 + Ic12 + Ic13 + Ic14 I1 = y12 ( V1-V2 ) + y13 ( V1-V3 ) + y14 ( V1-V4 ) + yc12V1 + yc13V1 + yc14V1 Bus 2: I2 = I21 + I23 + I24 + Ic21 + Ic23 + Ic24 I2 = y21 ( V2-V1 ) + y23 ( V2-V3 ) + y24 ( V2-V4 ) + yc21V2 + yc23V2 + yc24V2 Bus 3: I3 = I30 + I31 + I32 + Ic31 + Ic32 I3 = y30V3 + y31 ( V3-V1 ) + y32 ( V3-V2 ) + yc31V3 + yc32V3 Bus 4: I4 = I40 + I41 + I42 + Ic41 + Ic42 I4 = y40V4 + y41 ( V4-V1 ) + y42 ( V4-V2 ) + yc41V4 + yc42V4 Equation above can be rearranged to divide and group single merchandises by electromotive force. Bus 1: I1 = ( y12 + y13 + y14 + yc12 + yc13+ yc14 ) V1 – y12V2 – y13V3 – y14V4 = Y11V1 + Y12V2 + Y13V3 + Y14V4 Bus 2: I2 = ( y21 + y23 + y24 + yc21 + yc23+ yc24 ) V2- y21V1 – y23V3 – y24V4 = Y21V1 + Y22V2 + Y23V3 + Y24V4 Bus 3: I3 = ( y30 + y31 + y32 + yc31+ yc32 ) V3 – y31V1 – y32V2 = Y31V1 + Y32V2 + Y33V3 + Y34V4 Bus 4: I4 = ( y40 + y41 + y42 + yc41+ yc42 ) V4 – y41V1 – y42V2 = Y41V1 + Y42V2 + Y43V3 + Y44V4 Finally, Diagonal elements Y ( I, I ) and off diagonal elements Y ( I, J ) of the entree matrix are calculated as follows ; = y12 + y13 + y14 + yc12 + yc13+ yc14 = -j8 -j4 – j2.5 + j0.1 + j0.1 +0.1j = -j14.2 plutonium = y21 + y23 + y24 + yc21 + yc23+ yc24 = -j8 -j4 – j5 + j0.1 + j0.1 +0.1j = -j16.7 plutonium = y30 + y31 + y32 + yc31+ yc32 = -j08 -j4 – j4 + j0.1 +0.1j = -j8.6 plutonium = y40 + y41 + y42 + yc41+ yc42 = -j0.8 -j2.5 – j5 + j0.1 +0.1j = -j8.1 plutonium = – y12 = – ( -j8 ) = j8 plutonium = – y13 = – ( -j4 ) = j4 plutonium = – y14 = – ( -j2.5 ) = j2.5 plutonium = – y21 = – ( -j8 ) = j8 plutonium = – y23 = – ( -j4 ) = j4 plutonium = – y24 = – ( -j5 ) = j5 plutonium = – y31 = – ( -j4 ) = j4 plutonium = – y32 = – ( -j4 ) = j4 plutonium = – y34 = 0 plutonium = – y41 = – ( -j2.5 ) = j2.5 plutonium = – y42 = – ( -j5 ) = j5 plutonium = – y43 = 0 plutonium Therefore, entree matrix Ybus is as follows ;Ybus = =Annex-1: Matlab beginning codification and Calculation consequences with MatlabMatlab Source Code% define ego entree and common entree by utilizing admittace between % the coachs ( y12=y21=-j8, y13=y31=-j4, y14=y41=-j2.5, y23=y32=-j4, % y24=y42=-j5, y34=0, y43=0, y30=-j0.8, y40=-j0.8 y12=-8i ; y21=-8i ; y13=-4i ; y31=-4i ; y14=-2.5i ; y41=-2.5i ; y23=-4i ; y32=-4i ; y24=-5i ; y42=-5i ; y34=0 ; y43=0 ; y30=-0.8i ; y40=-0.8i ; Y11=-8i-4i-2.5i ; Y12=8i ; Y13=4i ; Y14=2.5i ; Y21=8i ; Y22=-8i-4i-5i ; Y23=4i ; Y24=5i ; Y31=4i ; Y32=4i ; Y33=-0.8i-4i-4i ; Y34=0 ; Y41=2.5i ; Y42=5i ; Y43=0 ; Y44=-5i-2.5i-0.8i ; % Bus 3 and Bus 4 is non connected, so admittance Y34 and Y43 are equal to zero % define the 4Ãâ€"4 entree matrix ( Ybus ) Ybus= [ Y11 Y12 Y13 Y14 ; Y21 Y22 Y23 Y24 ; Y31 Y32 Y33 Y34 ; Y41 Y42 Y43 Y44 ] ; % In order to specify the nodal equation ( I = Ybus*V ) , the given I needs to specify. i1=0 ; i2=0 ; i3=-i ; i4=-0.4808-0.4808i ; Ibus= [ i1 ; i2 ; i3 ; i4 ] ; % Each coach electromotive force can be calculated by utilizing matrix division ( V= YbusI ) Vbus=YbusIbus ; v1=Vbus ( 1,1 ) ; v2=Vbus ( 2,1 ) ; v3=Vbus ( 3,1 ) ; v4=Vbus ( 4,1 ) ; % Calculate electromotive force difference between coachs v12=v1-v2 ; v13=v1-v3 ; v14=v1-v4 ; v21=v2-v1 ; v23=v2-v3 ; v24=v2-v4 ; v31=v3-v1 ; v32=v3-v2 ; v34=v3-v4 ; v41=v4-v1 ; v42=v4-v2 ; v43=v4-v3 ; % current flow between coachs can be calculated by i12 = y12* ( v1-v2 ) i12=y12*v12 ; i13=y13*v13 ; i14=y14*v14 ; i21=y21*v21 ; i23=y23*v23 ; i24=y24*v24 ; i31=y31*v31 ; i32=y32*v32 ; i34=y34*v34 ; i41=y41*v41 ; i42=y42*v42 ; i43=y43*v43 ; % evident power can be calculated by s12 = v1 * conj ( i12 ) s12=v1*conj ( i12 ) ; s13=v1*conj ( i13 ) ; s14=v1*conj ( i14 ) ; s21=v2*conj ( i21 ) ; s23=v2*conj ( i23 ) ; s24=v2*conj ( i24 ) ; s31=v3*conj ( i31 ) ; s32=v3*conj ( i32 ) ; s34=v3*conj ( i34 ) ; s41=v4*conj ( i41 ) ; s42=v4*conj ( i42 ) ; s43=v4*conj ( i43 ) ; % Real power and Reactive power can be derived by following p12=real ( s12 ) ; p13=real ( s13 ) ; p14=real ( s14 ) ; q12=imag ( s12 ) ; q13=imag ( s13 ) ; q14=imag ( s14 ) ; p21=real ( s21 ) ; p23=real ( s23 ) ; p24=real ( s24 ) ; q21=imag ( s21 ) ; q23=imag ( s23 ) ; q24=imag ( s24 ) ; p31=real ( s31 ) ; p32=real ( s32 ) ; p34=real ( s34 ) ; q31=imag ( s31 ) ; q32=real ( s32 ) ; q34=imag ( s34 ) ; p41=real ( s41 ) ; p42=real ( s42 ) ; p43=real ( s43 ) ; q41=imag ( s41 ) ; q42=real ( s42 ) ; q43=imag ( s43 ) ; % terminalMatlab Calculation Results

This Film is Not Yet Rated is a Documentary Directed by...

This Film is Not Yet Rated is a documentary directed by Kirby Dick, and produced by Eddie Schmidt about the Motion Picture Association of America (or the MPAA) and their often-unjust rules in rating movies. The MPAA’s rating system is as follows: G and PG are the same as they are in Australia, M is called PG-13 in America, MA15+ is R, and R18+ is NC-17, the latter being the strongest rating. The difference between an R movie and an NC-17 movie can be as wide as hundreds of millions of dollars, and is factored by disparities between Hollywood and indie filmmakers, straight and gay sex, male and female sexual depictions and violent and sexual content. Little is known about the production process of This Film Is Not Yet Rated, other than it†¦show more content†¦An unrated cut was made in response to the NC-17 rating, which prevented the documentary from being publicly screened without review. Dick originally planned to get permission from the studios to use their clips from NC-17 rated films, but he discovered that studio licensing agreements would have prohibited him from using the clips to criticize the MPAA. This prompted Dick to use the clips under the fair use doctrine, which allows copyrighted clips to be used for criticism, and lead to greater interest among documentary filmmakers in fair use as a result. This Film Is Not Yet Rated premiered at the 2006 Sundance Film Festival, and was given a standing ovation and subsequently received positive reviews from critics. It has an 84% â€Å"Certified Fresh† score on Rotten Tomatoes, based on 117 reviews and a score of 75/100 on Metacritic based on 33 reviews, indicating â€Å"Generally favourable reviews†. Critics praised the revelations surrounding the MPAA, as well as its humour. Some critics were less receptive, calling it â€Å"smug† and criticised the documentary for its unbalanced viewpoint and a supposed lack of research. The documentary continued to draw crowds at many more festivals, including South by Screenwest and the Seattle International Film Festival, and went into theatrical release in select theatres on September