I NTERNATIONAL J OURNAL OF E NERGY AND E NVIRONMENT Volume 3, Issue 4, 2012 pp.553-566 Journal homepage: www.IJEE.IEEFoundation.org ISSN 2076-2895 (Print), ISSN 2076-2909 (Online) ©2012 International Energy & Environment Foundation. All rights reserved. An overview of the EU Member States support schemes for the promotion of renewable energy sources Andreas Poullikkas, George Kourtis, Ioannis Hadjipaschalis Electricity Authority of Cyprus, P.O. Box 24506, 1399 Nicosia, Cyprus. Abstract In this work, an overview of the European Union (EU) Member States support schemes for the promotion of renewable energy sources (RES) is provided. In particular, the status of the electricity generation capacity as well as the RES mixture in the Member States is described. Moreover, the different support schemes such as, investment support, feed-in tariffs (FiTs), tradable green certificates, and fiscal and financial measures which the Member States have adopted for the promotion of RES technologies are discussed in detail. Some Member States are implementing a single support scheme for the promotion of RES for power generation (RES-E), e.g., seven Member States use FiTs, or implement a hybrid support scheme by combining all or some of the four categories of the RES-E supporting schemes. Although, these support schemes have increased the penetration of the RES-E technologies in the Member States, still there is a long way in order to achieve the 2020 target. The reason for this may be that the way these schemes have been used so far, i.e., either as single support schemes or in combination of FiTs or tradable green certificates with investment support and fiscal and financial measures, has been ineffective. A more effective combination could be a hybrid scheme consisting of FiTs with tradable green certificates measures, as in the case of Italy and United Kingdom, that will increase the RES-E penetration and eliminate the possible technical problems which will arise from this increased penetration and have an effect in the stability of the power system. Copyright © 2012 International Energy and Environment Foundation – All rights reserved. Keywords: RES directive; Feed-in tariffs; Green certificates; Renewable energy sources. 1. Introduction The European Union (EU) has already tuned its energy policy into achieving maximum carbon dioxide (CO 2 ) emissions reduction from power generation plants. In this context, it has already set out a strategic objective of achieving at least a 20% reduction of greenhouse gases by 2020 compared to 1990 levels [4]. This strategic objective represents the core of the new European energy policy. Recognizing the positive effects of renewable energy sources (RES) technologies towards achieving this goal, the EU has taken a range of specific actions in the direction of enhancing the integration of RES in the existing European power generation system as a major step towards the reduction of global warming and climate change phenomena. Specifically, an action plan in the form of an EU Directive on the promotion of the use of energy Overview of the Neurological Exam Overview of the Neurological Exam Bởi: OpenStaxCollege The neurological exam is a clinical assessment tool used to determine what specific parts of the CNS are affected by damage or disease It can be performed in a short time—sometimes as quickly as minutes—to establish neurological function In the emergency department, this rapid assessment can make the difference with respect to proper treatment and the extent of recovery that is possible The exam is a series of subtests separated into five major sections The first of these is the mental status exam, which assesses the higher cognitive functions such as memory, orientation, and language Then there is the cranial nerve exam, which tests the function of the 12 cranial nerves and, therefore, the central and peripheral structures associated with them The cranial nerve exam tests the sensory and motor functions of each of the nerves, as applicable Two major sections, the sensory exam and the motor exam, test the sensory and motor functions associated with spinal nerves Finally, the coordination exam tests the ability to perform complex and coordinated movements The gait exam, which is often considered a sixth major exam, specifically assesses the motor function of walking and can be considered part of the coordination exam because walking is a coordinated movement Neuroanatomy and the Neurological Exam Localization of function is the concept that circumscribed locations are responsible for specific functions The neurological exam highlights this relationship For example, the cognitive functions that are assessed in the mental status exam are based on functions in the cerebrum, mostly in the cerebral cortex Several of the subtests examine language function Deficits in neurological function uncovered by these examinations usually point to damage to the left cerebral cortex In the majority of individuals, language function is localized to the left hemisphere between the superior temporal lobe and the posterior frontal lobe, including the intervening connections through the inferior parietal lobe 1/8 Overview of the Neurological Exam The five major sections of the neurological exam are related to the major regions of the CNS ([link]) The mental status exam assesses functions related to the cerebrum The cranial nerve exam is for the nerves that connect to the diencephalon and brain stem (as well as the olfactory connections to the forebrain) The coordination exam and the related gait exam primarily assess the functions of the cerebellum The motor and sensory exams are associated with the spinal cord and its connections through the spinal nerves Anatomical Underpinnings of the Neurological Exam The different regions of the CNS relate to the major sections of the neurological exam: the mental status exam, cranial nerve exam, sensory exam, motor exam, and coordination exam (including the gait exam) Part of the power of the neurological exam is this link between structure and function Testing the various functions represented in the exam allows an accurate estimation of where the nervous system may be damaged Consider the patient described in the chapter introduction In the emergency department, he is given a quick exam to find where the deficit may be localized Knowledge of where the damage occurred will lead to the most effective therapy In rapid succession, he is asked to smile, raise his eyebrows, stick out his tongue, and shrug his shoulders The doctor tests muscular strength by providing resistance against his arms and legs while he tries to lift them With his eyes closed, he has to indicate when he feels the tip of a pen touch his legs, arms, fingers, and face He follows the tip of a pen as the doctor moves it through the visual field and finally toward his face 2/8 Overview of the Neurological Exam A formal mental status exam is not needed at this point; the patient will demonstrate any possible deficits in that area during normal interactions with the interviewer If cognitive or language deficits are apparent, the interviewer can pursue mental status in more depth All of this takes place in less than minutes The patient reports that he feels pins and needles in his left arm and leg, and has trouble feeling the tip of the pen when he is touched on those limbs This suggests a problem with the sensory systems between the spinal cord and the brain The emergency department has a lead to follow before a CT scan is performed He is put on aspirin therapy to limit the possibility of blood clots forming, in case the cause is an embolus—an obstruction such as a blood clot that blocks the flow of blood in an artery or vein Watch this video to see a demonstration of the neurological exam—a series of tests that can be performed rapidly when a patient is initially brought into an emergency department The exam can be repeated on a regular basis to keep a record of how and if neurological function changes over time In what order were the ... Chapter 1. Overview of the PSTN and Comparisons to Voice over IP The Public Switched Telephone Network (PSTN) has been evolving ever since Alexander Graham Bell made the first voice transmission over wire in 1876. But, before explaining the present state of the PSTN and what's in store for the future, it is important that you understand PSTN history and it's basics. As such, this chapter discusses the beginnings of the PSTN and explains why the PSTN exists in its current state. This chapter also covers PSTN basics, components, and services to give you a good introduction to how the PSTN operates today. Finally, it discusses where the PSTN could be improved and ways in which it and other voice networks are evolving to the point at which they combine data, video, and voice. The Beginning of the PSTN The first voice transmission, sent by Alexander Graham Bell, was accomplished in 1876 through what is called a ring-down circuit. A ring-down circuit means that there was no dialing of numbers, Instead, a physical wire connected two devices. Basically, one person picked up the phone and another person was on the other end (no ringing was involved). Over time, this simple design evolved from a one-way voice transmission, by which only one user could speak, to a bi-directional voice transmission, whereby both users could speak. Moving the voices across the wire required a carbon microphone, a battery, an electromagnet, and an iron diaphragm. It also required a physical cable between each location that the user wanted to call. The concept of dialing a number to reach a destination, however, did not exist at this time. To further illustrate the beginnings of the PSTN, see the basic four-telephone network shown in Figure 1-1 . As you can see, a physical cable exists between each location. Figure 1-1. Basic Four-Phone Network Place a physical cable between every household requiring access to a telephone, however, and you'll see that such a setup is neither cost-effective nor feasible (see Figure 1-2 ). To determine how many lines you need to 11 your house, think about everyone you call as a value of N and use the following equation: N × (N–1)/2. As such, if you want to call 10 people, you need 45 pairs of lines running into your house. Figure 1-2. Physical Cable Between All Telephone Users Due to the cost concerns and the impossibility of running a physical cable between everyone on Earth who wanted access to a telephone, another mechanism was developed that could map any phone to another phone. With this device, called a switch , the telephone users needed only one cable to the centralized switch office, instead of seven. At first, a telephone operator acted as the switch. This operator asked callers where they wanted to dial and then manually connected the two voice paths. Figure 1-3 shows how the four-phone network example would look today with a centralized operator to switch the calls. 12 Figure 1-3. Centralized Operator: The Human Switch Now, skip ahead 100 years or so—the human switch is replaced by electronic switches. At this point, you can learn how the modern PSTN network is built. Understanding PSTN Basics Although it is difficult to explain every component of the PSTN, this section Contents Overview 1 Introduction to the .NET Platform 2 Overview of the .NET Framework 5 Benefits of the .NET Framework 7 The .NET Framework Components 8 Languages in the .NET Framework 14 Review 16 Module 1: Overview of the Microsoft .NET Platform Information in this document, including URL and other Internet Web site references, is subject to change without notice. Unless otherwise noted, the example companies, organizations, products, domain names, e-mail addresses, logos, people, places, and events depicted herein are fictitious, and no association with any real company, organization, product, domain name, e-mail address, logo, person, places or events is intended or should be inferred. Complying with all applicable copyright laws is the responsibility of the user. Without limiting the rights under copyright, no part of this document may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means (electronic, mechanical, photocopying, recording, or otherwise), or for any purpose, without the express written permission of Microsoft Corporation. Microsoft may have patents, patent applications, trademarks, copyrights, or other intellectual property rights covering subject matter in this document. Except as expressly provided in any written license agreement from Microsoft, the furnishing of this document does not give you any license to these patents, trademarks, copyrights, or other intellectual property. 2001−2002 Microsoft Corporation. All rights reserved. Microsoft, MS-DOS, Windows, Windows NT, ActiveX, BizTalk, IntelliSense, JScript, MSDN, PowerPoint, SQL Server, Visual Basic, Visual C++, Visual C#, Visual J#, Visual Studio, and Win32 are either registered trademarks or trademarks of Microsoft Corporation in the U.S.A. and/or other countries. The names of actual companies and products mentioned herein may be the trademarks of their respective owners. Module 1: Overview of the Microsoft .NET Platform iii Instructor Notes The module starts with an overview of the Microsoft ® .NET Platform, and then introduces the .NET Framework and services. It describes the design goals and language support of the .NET Framework. The module concludes by providing more information about the major components of the .NET Framework. This module provides students with an overview of the Microsoft .NET Platform. It defines some of the terminology specific to the .NET Platform and describes its key features and benefits. Do not spend too much time on this module. This module is only meant to provide an overview, so do not go into too much detail. While teaching the module, focus mainly on the .NET Framework Components section. This module contains no labs. After completing this module, students will be able to: Describe the .NET Platform. List the main elements of the .NET Platform. Describe the .NET Framework and its components. Explain the language support in the .NET Framework. Materials and Preparation This section provides the materials and preparation tasks that you need to teach this module. Required Materials To teach this module, you need the following materials: Microsoft PowerPoint ® file 2124C_01.ppt Module 1, “Overview of the Microsoft .NET Module 4: Overview of the Windows CE .NET Debugging Process 1 Contents Overview 4 Overview of the Debug Process 5 Release Builds and Debug Builds 6 Introduction to the Kernel Debugger 11 Kernel Debugger Windows 14 Demonstration: Kernel Debugger Windows 21 Understanding Windows CE Remote Tools 22 Other Debugging Techniques 30 Other Debugging Techniques (continued) 32 Review 34 Module 4: Overview of the Windows CE .NET Debugging Process 2 Module 4: Overview of the Windows CE .NET Debugging Process Information in this document, including URL and other Internet Web site references, is subject to change without notice. Unless otherwise noted, the example companies, organizations, products, domain names, e-mail addresses, logos, people, places, and events depicted herein are fictitious, and no association with any real company, organization, product, domain name, e-mail address, logo, person, places or events is intended or should be inferred. Complying with all applicable copyright laws is the responsibility of the user. Without limiting the rights under copyright, no part of this document may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means (electronic, mechanical, photocopying, recording, or otherwise), or for any purpose, without the express written permission of Microsoft Corporation. Microsoft may have patents, patent applications, trademarks, copyrights, or other intellectual property rights covering subject matter in this document. Except as expressly provided in any written license agreement from Microsoft, the furnishing of this document does not give you any license to these patents, trademarks, copyrights, or other intellectual property. 2001 Microsoft Corporation. All rights reserved. Microsoft, MS-DOS, Windows, Windows NT, Visual Studio are either registered trademarks or trademarks of Microsoft Corporation in the U.S.A. and/or other countries. The names of actual companies and products mentioned herein may be the trademarks of their respective owners. Module 4: Overview of the Windows CE .NET Debugging Process 3 Overview Overview of the Debug Process Introduction to the Kernel Debugger Kernel Debugger Windows Understanding Windows CE Remote Tools Other Debugging Techniques The process of locating and fixing errors in your application is known as debugging. There are no magic tricks to debugging, and there is no fixed sequence of steps that works every time. Basically, debugging helps you understand what is happening when your application runs. Every development environment is supported by special debugging tools. Debugging tools give you a snapshot of the current state of your application. In this module, you learn about the Windows CE .NET debugging process. You also learn about the different tools and techniques offered by Windows CE .NET to make debugging simple and easy. After completing this module, you will be able to: Describe the Windows CE .NET debug process. Describe the use of kernel debugger. Identify the various kernel debugger window. Identify the use of the remote tools supported by Platform Manager. Recognize alternative debugging techniques. 4 Module 1 An overview of the clinical management of spasticity Michael P. Barnes Spasticity can cause significant problems with activ- ity and participation in people with a variety of neu- rological disorders. It can represent a major chal- lenge to the rehabilitation team. However, modern approaches to management, making the best use of new drugs and new techniques, can produce signif- icant benefits for the disabled person. The details of these techniques are outlined in later chapters and each chapter has a thorough reference list. The pur- pose of this initial chapter is to provide a general overview of spasticity management, and it attempts to put the later chapters into a coherent context. Definitions of spasticity and the upper motor neurone syndrome Spasticity has been given a fairly strict and nar- row physiologically based definition, which is now widely accepted (Lance, 1980): Spasticity is motor disorder characterised by a veloc- ity dependent increase in tonic stretch reflexes (muscle tone) with exaggerated tendon jerks, resulting from hyper- excitability of the stretch reflex, as one component of the upper motor neurone syndrome. This definition emphasizes the fact that spasticity is only one of the many different features of the upper motor neurone (UMN) syndrome. The UMN syn- drome is a somewhat vague but nevertheless useful concept. Many of the features of the UMN syndrome are actually more responsible for disability, and con- sequent problems of participation, than the more narrowly defined spasticity itself. The UMN syn- drome can occur following any lesion affecting some or all of the descending motor pathways. The clini- cal features of the UMN syndrome can be divided into two broad groups – negative phenomena and positive phenomena (Table 1.1). Negative phenomena of the UMN syndrome The negative features of the UMN syndrome are characterized by a reduction in motor activity. Obvi- ously this can cause weakness, loss of dexterity and easy fatiguability. It is often these features that are actually associated with moredisabilitythanthepos- itive features. Regrettably the negative phenomena are also much less easy to alleviate by any rehabili- tation strategy. Positive phenomena of the UMN syndrome These features can also be disabling but neverthe- less are somewhat more amenable to active inter- vention. At the physiological level thereareincreased tendon reflexes, often with reflex spread. There is usually a positive Babinski sign and clonus may be elicited. These may be important diagnostic signs for the physician but are of little relevance with regard to the disability. The exception is sometimes the presence of troublesome clonus. This can be trig- gered during normal walking, such as when stepping off a kerb, or can occasionally occur with no obvi- ous trigger, such as in bed. In these circumstances clonus can sometimes be a significant disability and 1 2 Michael P. Barnes Table 1.1. Features of the upper motor neurone syndrome Negative Positive r Muscle weakness r Increased tendon reflexes with radiation r Loss of dexterity r Clonus r Fatiguability r Positive Babinski sign r Spasticity r Extensor spasms r Flexor spasms r Mass reflex r Dyssynergic patterns of cocontraction during movement r Associated reactions and other dyssynergic and stereotypical spastic ... aspects of the mental status exam, 4/8 Overview of the Neurological Exam or movement deficits that compromise aspects of the cranial nerve exam, the motor exam, or the coordination exam The causes of. . .Overview of the Neurological Exam The five major sections of the neurological exam are related to the major regions of the CNS ([link]) The mental status exam assesses functions related to the. .. Neurological Exam The different regions of the CNS relate to the major sections of the neurological exam: the mental status exam, cranial nerve exam, sensory exam, motor exam, and coordination exam (including