Duration of technology licensing Research Paper

Duration of technology licensing - Research Paper Example mination of the actual technology transfer charge and the actual duration of the charge, certain factors such as the type of technology, the type of industry and competitive environment contribute to the consideration of the appropriate charging method. Licensing considerations available to innovators highlight the various technology leakage impacts and the effect that the irregular transfer of the innovation has on the monopoly impact that a company enjoys in the market with several competitors. The basic assumption in the considerations is that there are many companies competing for the technology and the innovator seeks to find the most appropriate method to continue making revenue from the technology once sold (Raspudic 6). As mentioned above, the two types of contracts widely employed in licensing innovation to companies include fixed-fee and royalty payments. Despite the fact that the two licensing contracts have several similarities, distinctions however, stand between them in various fundamental perspectives. In the fixed fee alternative, the technology owner charges a fixed fee on the product and makes it available to all competing companies on take-or-leave basis of offer. In this contract perspective, meeting the initial fixed fee implies that the company agrees the offer and effectively gives the company the rights to use the technology as a licencee. In the determination of the fixed fee, the number of companies competing to take up the offer forms an integral determinant force. The concept of royalty arrangement finds shape on the unit output analysis where the innovator charges a specific predetermined royalty fee (Raspudic 4). Licensees become beneficiaries of the technology if they meet th e royalty fees. As employed in fixed-fee contracting, the number of licensees determines the amount of royalty charges. The determination of the active duration of a license depends on the type of contract up to when the technology utility reduces to an outdated

Ethical Issues in Work Groups Essay Example for Free

Ethical Issues in Work Groups Essay Therapeutic pressure, unlike undue pressure, enables members of a group to help each other discover their individual answers without pressurizing them to accept the answers deemed appropriate by the group. Group thinking enhances unanimity, mental efficiency and moral judgement that are appropriate which each person (William, 1995). In the first five sessions, the leader acted ethically since he provided ample time to explore the views, fears, expectations and interpersonal relationships of the members. He also told them about the risks of potential changes that may occur after the session and assessed their preparedness. However, the leader failed the ethical test in the sixth session by asking Kevin to develop romantic feelings towards Lydia yet she was not his partner (Jameson, 2001). Kevin had already confessed that it was against his religious convictions and commitment on monogamous relationship. He failed to respect Kevin’s values and imposed his own belief on the client. If I was Ryan’s co-leader, I would have delayed the role-play experiment until such a time when we could have gathered enough information that does not compromise the values of each individual. In addition, giving Kevin an ultimatum to complete his assignment was undue pressure since it conflicted with his values and the duties he was given (Herlihy Corey, 2005). Although a group leader might have been faced with the dilemma of identifying personal issues that do not conflict with other members, he had to perform a thorough background check to get enough information that could have enabled him to make informed decisions (McKee, 2004). This would have enabled him to respect the cultural diversity present within group members. To develop Kevin’s assertiveness, I would have invited Hannah and coached Kevin on how he ought to treat her in his first assignment. If this does not prove effective, Kevin’s partner should then be included in the counselling sessions so that the leader can evaluate the source of the problem in the relationship. References Herlihy, B. , Corey, G. (2005). ACA Ethical Standards Casebook. Alexandria, VA, American Counselling Association Jameson, R. (2001). Foundations of Ethical Practice in Psychology. Mahwah, NJ: Lawrence Erlbaum Associates McKee, L. (2004). A Historical Perspective Approach for Practicing Managers to Improve Ethics. Journal of Applied Management and Entrepreneurship, Vol. 9, p. 22-24 William, G. (1995). Ethical and legal Issues in Group Counselling. Journal of Ethics and Behavior, Vol. 5, p. 10

The Procedures For Teaching Grammar

The Procedures For Teaching Grammar Since teaching grammar plays such an important part in language classroom, it is necessary to know what are the approaches to teach grammar as well as the most effective process of holding a grammar lesson. It is because this will help learners study grammar more effectively. About the teaching approach, there are two main types mentioned which are the inductive and deductive one. In deductive, the rule is presented first and the language is produced based on the rule. On the contrary, in inductive, teacher will give students a means to discover the rules themselves. Both of these approaches have advantages and disadvantages. Deductive approach will save time for teacher and be suitable for young learners, whereas the inductive one will be appropriate for learners with basic knowledge of the language. About planning a grammar lesson in classroom, there are several popular models a teacher should know, for example: the deductive PPP (Presentation, Practice, Production), TTT (Test, Teach, Test), ARC (Authentic use, Restricted use, Clarification and focus), TBL (Task-Based Learning) and ESA (Engage, Study, Activate). All models have their own good points and bad points. Among them, PPP is the most widely used model because this model is easy to conduct and can be suitable for teaching isolated grammatical items. It also allows the teacher to arrange the time for each stage accurately and prepare for the unexpected problems that may occur.(BBC, 2005 December 9) Teaching grammar in PPP includes three main stages: presentation, practice and production. Presentation: This stage includes lead-in, presenting form and meaning, giving other examples, conducting repetition of title, model sentences and examples,and finally asking class to copy down lesson. Lead-in: The teacher usually begins presenting with a text in which the grammatical structure appears. The text maybe one or two sentences, or it can be a short dialogue. The teacher may also use pictures or situations to lead into the structure that will be taught. The purpose of lead-in section is to warm up and raise studentsinterest in the lesson. Throught it, students will know how the structure is used naturally in real life. Presenting form and meaning: In this section, the teacher may begin showing the form first and the meaning second or vice versa. This depends on the students. If students prefer grammar explanations at the beginning, the form should be presented first. On the contrary, if students learn a language better by inferring the meaning before the teacher presents grammar explanation, then showing the meaning first is suitable for them. (Dang and Ruiter, 2005, p.86) Whether the form of the grammar point or its meaning is presented first, the teacher should master the ways of showing form and meaning. Doff (1988) mentioned these ways in his book. When presenting meaning, the teacher can show it visually or through a situation. In showing meaning visually, he or she can use objects, the classroom, the students themselves, the pictures to demonstrate the new structure(p.34). Nevertheless, it is not always possible to show the meaning visually. Hence there is another way of showing meaning more naturally. It is presenting meaning through a situation. This situation can be real or imaginary(p.35). The good point of using a situation is that students can become familiar with how the structure is used in everyday conversations. They will feel what they are learning is relevant to real life, and it is also easier for the teacher to use this way. Together with explaining clearly the meaning of the new structure, it is also important to show how it is formed. Doff (1988) showed two basic ways of doing this. First, a clear model should be given and students are asked to listen and repeat two or three times and then the teacher demonstrates the structure quickly. Second, the teacher writes the structure on the board, says it when writing and underlines the fixed parts. Another way is asking the students to tell the teacher what to write. It is an effective way because it involves the whole class in the lesson and focuses their attention to the structure. (p.37) After the teacher has finished presenting form and meaning, he or she continue doing other steps such as: giving other examples, modeling the structure and examples, and finally asking class to copy down lesson. Practice When students have known the grammatical structure, it is neccessary to get them to say the new language accurately and fluently. Therefore, it is important to move to practice stage. The process will go from controlled practice (mechanical) to less controlled practice (meaningful) and finally to free practice (production). Controlled or mechanical practice In this section, learners are often asked to do mechanical drills such as repetition, substitution, word cues, picture cuesetc. These drills completely control the response of students. They are asked to give the only one correct way of responding because these kinds of drills just focus on correct forms rather than meaning. Therefore, mechanical drills are only useful if students practise doing them for a short time. This kind of practice has some limitations due to these three reasons. First, because students do not have to think much when doing mechanical drills, they will easily forget afterwards. Second, teacher can not be sure that whether students understand the meaning of the words or not. Finally, these drills focus only on producing correct forms, therefore students do not know how to use them to express meaning.(Doff, 1988, p.73) Meaningful practice Meaningful practice is also called less controlled practice because there is still little control of response. Less control is because students can give several right answers and these drills are not suitable for doing chorally. This is called meaningful practice because it requires learners to think and understand what they are doing. Some common drills are information gap exercise, mapped dialogue, interview or find someone whoetc. There are three techniques to make meaningful practice: First, teacher can do this by getting students to say real thing about themselves, or teacher can give a situation that implies the structure but let student decide what to say. Also, teacher can let students add something of their own (Doff, 1988, p.75-76) In this stage, in both mechanical and meaningful practice, teacher should check whether sudents make any errors or not so that teacher goes back to the presentation stage and clarifies any problems of understanding or usage. Production Meaningful practice is followed by production (free practice) in which students have a chance to use the strutures to express their own ideas or talk about their experiences. There are two kinds of useful topics. According to Doff (1988), students can talk about real life, for example themselves, friends or anything in the world. They can also imagine a situation which is not real to practise speaking (p.78). In this section, role play and communicative games are often used. Free practice offers students a chance to talk freely; hence, it is in this stages that errors often occur. Nevertheless, teachers should not interupt students to correct their mistakes because the main purpose is to develop fluency and confidence. Important errors can be corrected during giving feedback after this stage. Although PPP model is widely used, it is becoming old-fashioned nowadays and is under threat to be replaced by other ones. There are a number of reasons for this which Mora et al. (2001) pointed out in their book. For one, PPP will discourage risk-taking and the processes of improvisation and experimentation with the language, which are considered as important aspects of language learning. For another, the controlled context in present and practice stage does little help for students when dealing with the natural language outside the classroom.(p.14). Another problem is that in PPP, the grammatical structures which are often chosen in advance by the course book author or the teacher may not be what students like to learn. Hence, students may not feel excited in the lesson; and if they do not want to learn that grammar point, the whole lesson can be a waste of time. Also, when it comes to more complex grammar points, it will be a challenge for teacher to use this model. These are all the reasons why other models are considered to apply in classrooms instead of PPP.

Open Mine Eyes :: English Literature Essays

Open Mine Eyes 'Open my eyes and allow me to behold the wealth of each curtained acre. Allow me to stand amidst the true complexity of land and hold me hostage beyond the hand of illustrations. As any mind may have it, such beauty is held too deep, so far away no ordinary soul could see. I ask you to bring forth the beauty of such things. Describe to me, young man, the definition of America . . .' Close your eyes and open your mind. Feel that slightly chilled breeze upon your cheeks, barely rustling through your golden hair. Reach out now and grasp the unknown, hold within your hand the temperament of unrestricted air. Now breathe deeply, and allow yourself to inhale that refreshing sweetness. Only you know that its the cause of the shallow whispering of the world around you. Now, in your mind, open your eyes and look beyond that reach. As far as your eyes can see, lays an open field of amber grain. Acres and acres of an un-chartered beauty. Though, what makes such emptiness beautiful? Behold, the white and scattered clouds, now accented by the blue sky and illuminated by the rays of purple, yellow or pink brilliance from the rising sun beyond the horizon. I witness the world grow smaller. I see, in the distance, the annually alternating colors extending from green and yellow, to orange and brown. A painted portrait of freckled or dimpled ground lies towards the horizon. Look above, a great royalty in heavens plains extending his prided wings over the appreciated air. The eagle watches carefully over his kingdom. Though it may not seem much, he prides himself with the restless content of the waving grain. The mild whispering of the wheat battling each other for unity and for serenity, for direction and for time. Though through this complexity, he watches his kingdom dance. You, alone, stand in his shallow pond of grain. When the wind picks up it creates waves of confusion. The careful breeze pushes them one way, and in restraint they push back. Though when the wind s lets up they have strained so much, when they are released, they lurch into the other direction, creating an elegant swaying motion. The individual composition of form, and with the subtle motions they mold a dance of serenity. You must understand, in order to visualize such beauty, a person must be willing to look further than the word America.

Term Paper About Tardiness

School engagement and participation have become the focus of educators over the past decade as they are linked to achievement and dropout rates. In order to learn, a student has to be both physically and mentally present in the classroom, on a consistent basis, ready to receive instruction.Students who are in class, on time, and behaving well are more likely to be actively and productively engaged in their own education. Conversely, students who are moving frequently between schools may be less likely to be engaged in their learning, much like a student who is frequently absent.Additionally, a high rate of mobility at a particular school can adversely affect every student at that school. Measures of engagement and participation vary; however, research has proven that high rates of absenteeism, tardiness, disciplinary incidents, or mobility signal disruptions in the continuity and quality of a student’s learning.Moreover, high rates of absenteeism can lead to course failure and , eventually, dropping out of school. The good news for educators is that all of this student information is accessible early and often in the school year, before course performance data is available.As a result, these data are powerful and useful early indicators for identifying students in need of immediate intervention. In the case of a student who is receiving interventions engagement and participation measures can also provide educators with an important measure of the â€Å"dosage† of the intervention.When viewed together, attendance, tardiness, discipline, mobility, dropout rate and participation metrics help educators understand the true story of how actively and productively individual students, groups of students, and their parents are engaged in school.

Asyndeton Definition and Examples

Asyndeton Definition and Examples Asyndeton is a  rhetorical term for a writing style that omits conjunctions between words, phrases, or clauses. Adjective: asyndetic. The opposite of asyndeton is  polysyndeton. According to Edward Corbett and Robert Connors, The principal effect of asyndeton is to produce a hurried rhythm in the sentence (Classical Rhetoric for the Modern Student, 1999). In his study of Shakespeares style, Russ McDonald argues that the figure of asyndeton works by means of juxtaposition rather than coupling, thereby depriving the auditor of clear logical relations (Shakespeares Late Style, 2010). Examples and Observations He was a bag of bones, a floppy doll, a broken stick, a maniac.(Jack Kerouac, On the Road, 1957)Joona walks through the Christmas market in Bollns Square. Fires are burning, horses are snorting, chestnuts are roasting. Children race through a stone maze, others drink hot chocolate.(Lars Kepler, The Hypnotist. Trans. by Ann Long. Picador, 2011)Speed up the film, Montag, quick. Click, Pic, Look, Eye, Now, Flick, Here, There, Swift, Pace, Up, Down, In, Out, Why, How, Who, What, Where, Eh? Uh! Bang! Smack! Wallop, Bing, Bong, Boom!(Ray Bradbury, Fahrenheit 451, 1953)She was young, she was pure, she was new, she was nice,She was fair, she was sweet seventeen.He was old, he was vile, and no stranger to vice,He was base, he was bad, he was mean.He had slyly inveigled her up to his flatTo view his collection of stamps.(Flanders and Swann, Have Some Madeira, MDear)Why, theyve got ten volumes on suicide alone. Suicide by race, by color, by occupation, by sex, by seasons of the year, by time of day. Suicide, how committed: by poisons, by firearms, by drowning, by leaps. Suicide by poison, subdivided by types of poison, such as corrosive, irritant, systemic, gaseous, narcotic, alkaloid, protein, and so forth. Suicide by leaps, subdivided by leaps from high places, under the wheels of trains, under the wheels of trucks, under the feet of horses, from steamboats. But Mr. Norton, of all the cases on record, theres not one single case of suicide by leap from the rear end of a moving train.(Edward G. Robinson as insurance agent Barton Keyes in Double Indemnity, 1944) It is a northern country; they have cold weather, they have cold hearts.Cold; tempest; wild beasts in the forest. It is a hard life. Their houses are built of logs, dark and smoky within. There will be a crude icon of the virgin behind a guttering candle, the leg of a pig hung up to cure, a string of drying mushrooms. A bed, a stool, a table. Harsh, brief, poor lives.(Angela Carter, The Werewolf. The Bloody Chamber and Other Stories, 1979)I have found the warm caves in the woods,filled them with skillets, carvings, shelves,closets, silks, innumerable goods(Anne Sexton, Her Kind)In some ways, he was this town at its beststrong, hard-driving, working feverishly, pushing, building, driven by ambitions so big they seemed Texas-boastful.(Mike Royko, A Tribute)Anyway, like I was saying, shrimp is the fruit of the sea. You can barbecue it, boil it, broil it, bake it, saute it. Deys uh, shrimp-kabobs, shrimp creole, shrimp gumbo. Pan fried, deep fried, stir-fried. Theres pineapple shrimp, le mon shrimp, coconut shrimp, pepper shrimp, shrimp soup, shrimp stew, shrimp salad, shrimp and potatoes, shrimp burger, shrimp sandwich. Thatthats about it.(Bubba in Forrest Gump, 1994) Fog everywhere. Fog up the river, where it flows among green aits and meadows; fog down the river, where it rolls deified among the tiers of shipping and the waterside pollutions of a great (and dirty) city. Fog on the Essex marshes, fog on the Kentish heights. Fog creeping into the cabooses of collier-brigs; fog lying out on the yards and hovering in the rigging of great ships; fog drooping on the gunwales of barges and small boats. Fog in the eyes and throats of ancient Greenwich pensioners, wheezing by the firesides of their wards; fog in the stem and bowl of the afternoon pipe of the wrathful skipper, down in his close cabin; fog cruelly pinching the toes and fingers of his shivering little prentice boy on deck. Chance people on the bridges peeping over the parapets into a nether sky of fog, with fog all round them, as if they were up in a balloon and hanging in the misty clouds.(Charles Dickens, Bleak House, 1852-1853) Functions of Asyndeton When [asyndeton] is used in a series of words, phrases, or clauses, it suggests the series is somehow incomplete, that there is more the writer could have included (Rice 217). To put it somewhat differently: in a conventional series, writers place an and before the final item. That and signals the end of the series: Here it is folksthe last item. Omit that conjunction and you create the impression that the series could continue. . . Asyndeton can also create ironic juxtapositions that invite readers into collaborative relationships with writers: because there are no explicit connections between phrases and clauses, readers must supply them to reconstruct the writers intent. . . Asyndeton can also quicken the pace of prose, especially when it is used between clauses and sentences.(Chris Holcomb and M. Jimmie Killingsworth, Performing Prose: The Study and Practice of Style in Composition. SIU Press, 2010) EtymologyFrom the Greek, unconnected Pronunciation: ah-SIN-di-ton

Stirling Engine Overview

Stirling Engine Overview Free Online Research Papers Of all of the heat engines developed today the Stirling engine has the greatest promise to be the most efficient. Theoretically, the Stirling engine has the ability to function at the full Carnot efficiency. However friction, thermal conductivity and other variables keep it from ever reaching that theoretical potential. Stirling engines, being â€Å"external combustion† engines, are very smooth running and very quiet. Also, because the Stirling engine uses an external heat source, it can be run on whatever is available that makes heat.(1) In this paper we are going to look at the history of the Stirling engine, how it works, and the different configurations in which it can be built. Further, we are going to look at the pros and cons of the Stirling engine, different applications, and how new technology is being developed using the Stirling model. History: With the dangers of early steam engines, Dr. Robert Stirling and his brother James sought to create a safer alternative. In 1816 the Stirling brothers patented the Stirling Air Engine.(2) Originally the patent was for a heat exchanger that Stirling called an â€Å"economizer†. Rolf Meijer coined the name â€Å"Stirling engine† approximately one hundred years later in order to describe all types of closed cycle regenerative gas engines. The original patent went on to describe one possible application for the economizer, it could be used as an air engine. Robert and his brother James continued to apply for patents that covered various improved configurations of the original design. One very important improvement was pressurization, which increased the power output of the engine. Although the Stirling engine was unable to compete with the steam engine in large-scale operations, it did find success in the latter nineteenth and early twentieth century wherever a reliable source of low to medium power was required.(3) â€Å"These generally operated at lower temperatures so as not to tax available materials, and thus tended to be rather inefficient. Their major selling point was that they could be operated safely by anyone capable of managing a fire.†(4) As technology improved the appeal of Stirling engine was reduced by the electric motor and was mostly relegated to toys. How it works: The Stirling engine moves through four basic processes, cooling, compression, heating, and expansion. The fixed mass working fluid (commonly air, hydrogen, or helium) moves between two heat exchangers, one heat exchanger to facilitate the absorption of heat and the other to discharge the heat absorbed. In the engine there are two pistons (mechanically linked) exposed to the working fluid at each heat exchanger. The change in working fluid temperature causes a change in the working fluid pressure, which in turn drives the pistons.(5) When most of the working fluid is in contact with the hot heat exchanger, it pushes the â€Å"Hot Piston† to the bottom of its cylinder extracting work from the fluid (power stroke). The â€Å"Cold Piston† being mechanically linked (at 90 ° on a flywheel) to the â€Å"Hot Piston†, is pushed to the top of its cylinder (compression stroke). With the bulk of the working fluid being heated, heat from the hot side bleeds into the cold side causing some expansion and starts to push the â€Å"Cold Piston† toward the bottom of its cylinder (power stroke) extracting more work from of the hot working fluid. As the â€Å"Cold Piston† continues to travel to the bottom of the cylinder the working fluid is at its maximum volume and the â€Å"Hot Piston† begins its travel to the top of its cylinder (compression stroke) moving the bulk of the hot working fluid to the cold side. The working fluid starts to cool and the â€Å"Cold Piston† powered by the momentum of the flywheel, begins its travel to the top of its cylinder (compression stroke). As the working fluid reaches its minimum volume it absorbs heat from the hot side, the working fluid on the hot side increases in temperature, the pressure increases and starts to drive the piston to the bottom of its cylinder (power stroke). Once more placing the bulk of the working fluid in contact with the hot heat exchanger beginning the process again.(6) Configurations: Stirling engines are differentiated into three types; Alpha (operation explained in the preceding section), Beta, and Gamma. The differences are found in the movement of the working fluid between the heat exchangers. The Alpha Stirling utilizes two separate cylinders and power pistons. â€Å"The hot piston cylinder is situated inside the higher temperature heat exchanger and the cool piston cylinder is situated inside the low temperature heat exchanger. This type of engine has a very high power-to-volume ratio†(7) The Beta Stirling has a single power piston arranged within the same cylinder on the same shaft as a displacer piston. The displacer piston however, is fit loosely in the cylinder and extracts no power from the expanding working fluid. Typically, the Beta is attached to a flywheel to enhance its performance.(8) The Gamma Stirling is a Beta with the power piston mounted in a separate cylinder adjacent to the displacer piston cylinder but is still connected by the same flywheel. The working fluid flows freely between the cylinders and remains in a single unit. This configuration is usually used in tandem with other Gamma Stirling engines. Pros and Cons: Pros: Due to their ability to run on any heat source, the Stirling isn’t restricted to combustible fuel sources. They can operate on heat from solar, geothermal, biological, nuclear, and waste heat from industrial processes. Bearings and seals are typically found on the cool side (Beta and Gamma), they need less lubrication and have more longevity than other reciprocating engines. Stirling engines use a single-phase working fluid that maintains an internal pressure close to the design pressure. They run quietly and don’t require an air supply.(9) Cons: There are high costs due to the need for durable materials to handle the heat and pressure load. These materials also must be resistant to creep from the cyclical nature of the engine. Because of the external heat source, a warm-up time is required before useful power can be produced and the Stirling engine can’t change its power output quickly.(10) The dissipation of waste heat can be challenging and difficult to manage. â€Å"The coolant temperature is kept as low as possible to maximize thermal efficiency. This increases the size of the radiators, which can make packaging difficult.†(11) Applications: Today, Stirling engines are used in some very specialized applications, like in submarines or auxiliary power generators, where quiet operation is important. The SES (Solar Dish Stirling) technology is well beyond the research and development stage, with more than 20 years of recorded operating history. The equipment is well characterized with over 25,000 hours of on-sun time. Since 1984, the Companys solar dish Stirling equipment has held the worlds efficiency record for converting solar energy into grid-quality electricity.(12) In space, solar powered Free Piston Stirling Engines (FPSEs) are producing electricity to meet the needs of astronauts without having to rely as much on a finite amount of fuel. â€Å"high efficiency, low mass 35 W free-piston Stirling engine design. Overall (engine plus linear alternator) thermodynamic performance greater than 50% of Carnot, with a specific power close to 100 W/kg appears to be a reasonable goal at this small power level†Ã¢â‚¬ The use of high efficiency FPSEs would allow a reduction in the radioisotope fuel by a factor of roughly four compared to existing RTGs. Free-piston Stirling engines and cryocoolers are demonstrating long life capability, and significant strides in performance of Stirling cycle machines have been made in the commercial sector.†(13) The Stirling engine has also seen success as a Heat-pump and Reverse Heat-pump. As a Heat-pump the Stirling engine pumps heat from the outside of a building to heat the interior rather cheaply.(14) Inversely, as a Reverse Heat-pump the Stirling engine removes heat from a cryo-coolers dropping temperatures to -200 °C (73 °Kelvin). Depending upon their design, the Stirling Reverse Heat-pump can drop temperatures as low as 60 °Kelvin 40 °Kelvin.(15) New Technology: In an effort to cool motherboards for better performance and increased longevity, the â€Å"Air Power Cooler† is in development. It transfers the chipset heat into air momentum. When the heat from the chipset radiates into the air of the cylinder, the air expands and pushes the piston to rotate the fan and in doing so cooling the heat sink immediately. After the air moves from the bottom to top of the piston, the air will become heavy to push the up piston down. This air piston design which is called the â€Å"Electricity-less Fan†, can transfer over 70% heat power to air power thus very efficiently and effectively cooling the chipset.(16) Currently Dean Kamen (the inventor of the Segway) is working to develop a Stirling engine that will re-charge a battery in an electric car while the car is in operation. Its range would be extended significantly.(17) Conclusion: In a global climate of shrinking resources, the Stirling engine has proven itself to be worth our time and effort to examine and experiment with. Incorporating a design that is elegantly simplistic, the Stirling engine has successfully stood the test of time. As we examined how the Stirling engine worked, we found it to be incredibly efficient. We also looked at the different configurations and saw a variety of very creative ways the concept has been applied. When looking over the pros and cons we saw that there was some issues to workout for mass production, though when examining the applications there were specialized instances where the pros clearly out weighed the cons. Lastly, we looked at the â€Å"up and coming† new technology enhancing the Stirling engine and making it worthy of vernacular application. With the increasing pressure for efficiency it’s a very exciting time for the Stirling engine. Bibliography: 1. Gurstelle, William. â€Å"Two-can Stirling engine†, Make (2007): 91-101 2. Unknown, â€Å"Stirling engine, 1.1 History†. Wikipedia, the free encyclopedia, 9 April 2008. Available from Wikipedia, the free encyclopedia, http://en.wikipedia.org/wiki/Stirling_engine. Accessed 9 April 2008. 3. Unknown, â€Å"Stirling engine, 1.1 History†. Wikipedia, the free encyclopedia, 9 April 2008. Available from Wikipedia, the free encyclopedia, http://en.wikipedia.org/wiki/Stirling_engine. Accessed 9 April 2008. 4. Unknown, â€Å"Stirling engine, 1.1 History†. Wikipedia, the free encyclopedia, 9 April 2008. Available from Wikipedia, the free encyclopedia, http://en.wikipedia.org/wiki/Stirling_engine. Accessed 9 April 2008. 5. Unknown, â€Å"Stirling engine, 2.1 The engine cycle†. Wikipedia, the free encyclopedia, 9 April 2008. Available from Wikipedia, the free encyclopedia, http://en.wikipedia.org/wiki/Stirling_engine. Accessed 9 April 2008. 6. Unknown, â€Å"Stirling engine, 4.1 Alpha Stirling†. Wikipedia, the free encyclopedia, 9 April 2008. Available from Wikipedia, the free encyclopedia, http://en.wikipedia.org/wiki/Stirling_engine. Accessed 9 April 2008. 7. Unknown, â€Å"Stirling engine, 4.1 Alpha Stirling†. Wikipedia, the free encyclopedia, 9 April 2008. Available from Wikipedia, the free encyclopedia, http://en.wikipedia.org/wiki/Stirling_engine. Accessed 9 April 2008. 8. Karim Nice, â€Å"Displacer-type Stirling engine†. How Stuff Works. Available from How Stuff Works. http://auto.howstuffworks.com/stirling-engine2.htm. Accessed 9 April 2008 9. Unknown, â€Å"Stirling engine, 8.0 Advantages of Stirling engines†. Wikipedia, the free encyclopedia, 9 April 2008. Available from Wikipedia, the free encyclopedia, http://en.wikipedia.org/wiki/Stirling_engine. Accessed 9 April 2008. 10. Karim Nice, â€Å"Why aren’t Stirling engines more common?†. How Stuff Works. Available from How Stuff Works. http://auto.howstuffworks.com/stirling-engine4.htm. Accessed 9 April 2008 11. Unknown, â€Å"Stirling engine, 9.1 Size and cost issues†. Wikipedia, the free encyclopedia, 9 April 2008. Available from Wikipedia, the free encyclopedia, http://en.wikipedia.org/wiki/Stirling_engine. Accessed 9 April 2008. 12. Unknown, â€Å"What is a Stirling engine?†. SES Stirling Energy Systems. Available from SES Stirling Energy Systems. stirlingenergy.com/whatisastirlingengine.htm. Accessed 9 April 2008 13. J. Gary Wood and Neill Lane, â€Å"Advanced 35 W Free-Piston Stirling for Space Power Applications†, Available from Sunpower Inc. sunpower.com/lib/sitefiles/pdf/publications/Doc0083.pdf. Accessed 9 April 2008 14. Unknown, â€Å"Stirling engine, 10.4 Heat pump†. Wikipedia, the free encyclopedia, 9 April 2008. Available from Wikipedia, the free encyclopedia, http://en.wikipedia.org/wiki/Stirling_engine. Accessed 9 April 2008. 15. Unknown, â€Å"Stirling engine, 10.3 Stirling Cryocoolers†. Wikipedia, the free encyclopedia, 9 April 2008. Available from Wikipedia, the free encyclopedia, http://en.wikipedia.org/wiki/Stirling_engine. Accessed 9 April 2008. 16. Unknown. â€Å"World’s First Powerless Air Cooler on a Motherboard!†. Micro-Star International (MSI), February 29, 2008. Available from Micro-Star International (MSI). hexus.net/content/item.php?item=12110. Accessed 9 April 2008. 17. Hank Green. â€Å"Segway Inventor Focusing on Green Cars†. Ecogeek, August 11, 2007. Available from Ecogeek. ecogeek.org/content/view/872/. Accessed 9 April 2008 Research Papers on Stirling Engine OverviewThe Project Managment Office SystemOpen Architechture a white paperMind TravelIncorporating Risk and Uncertainty Factor in CapitalRiordan Manufacturing Production PlanBionic Assembly System: A New Concept of SelfAnalysis of Ebay Expanding into AsiaPETSTEL analysis of IndiaMarketing of Lifeboy Soap A Unilever ProductBringing Democracy to Africa