Accessibility and Sustainability of Hybrid Energy Systems for a Cement Factory in Oman

Diesel generators are being used as a source of electricity in different parts of the world. Because of the significant expense in diesels cost and the requirement for a greener domain, such electric generating systems appear not to be efficient and environmentally friendly and should be tended to. This paper explores the attainability of utilizing a sustainable power source based on a cross-breed electric system in the cement factory in Salalah, Oman. The HOMER software that breaks down the system setup was utilized to examine the application and functional limitations of each hybridized plan. The result showed that a renewable-energy (RE)-based system has a lower cost of energy (COE) and net present cost (NPC) compared to diesel generator-based hybrid electric and standalone systems. Although the two pure renewable hybrid energy systems considered in this study displayed evidence of no emissions, lower NPC and COE values are observed in the photovoltaic/battery (PV/B) hybrid energy system compared with photovoltaic/wind turbine/battery (PV/WT/B). The PV/WT/B and PV/B systems have higher electricity production and low NPC and COE values. Moreover, the PV/B has the highest return on investment (ROI) and internal rate of return (IRR), making the system the most economically viable and adjudged to be a better candidate for rural community electrification demands

Threshold Concepts Theory in Higher Education—Introductory Statistics Courses as an Example

The purpose of this research was to identify “threshold” concepts in introductory statistics courses by surveying engineering students. Threshold concepts are those ideas that bind a subject together and are fundamental to the thinking and practice within a discipline. In this exploratory study, the aim was to answer the following questions: What are the learners’ assessments of the proposed threshold concepts? Based on the learners’ assessments, which of the four threshold characteristics best describes the selected threshold concepts? What are the final proposed threshold concepts that incorporate the learners’ perspectives? What is the perception held by learners about the theory’s impact on the learning and teaching processes? Using qualitative and quantitative exploratory analysis to answer these questions, all students in the College of Engineering and Applied Science who took one of the 29 sections of the course Introductory Statistics offered at the University of Colorado at Boulder were surveyed. The findings reveal there are differences in threshold concepts identified by instructors and learners. The learners added 11 concepts to the 18 proposed by the instructors as threshold concepts. Based on these inputs, a list of potential threshold concepts incorporating the two perspectives—that of instructor and that of learner—was created, and a framework of knowledge to support curriculum design was developed. An important suggestion for future research is to explore how to incorporate these threshold concepts in redesigning the syllabi of such courses, depending on the proposed framework

Threshold Concepts Theory in Higher Education—Introductory Statistics Courses as an Example

The purpose of this research was to identify “threshold” concepts in introductory statistics courses by surveying engineering students. Threshold concepts are those ideas that bind a subject together and are fundamental to the thinking and practice within a discipline. In this exploratory study, the aim was to answer the following questions: What are the learners’ assessments of the proposed threshold concepts? Based on the learners’ assessments, which of the four threshold characteristics best describes the selected threshold concepts? What are the final proposed threshold concepts that incorporate the learners’ perspectives? What is the perception held by learners about the theory’s impact on the learning and teaching processes? Using qualitative and quantitative exploratory analysis to answer these questions, all students in the College of Engineering and Applied Science who took one of the 29 sections of the course Introductory Statistics offered at the University of Colorado at Boulder were surveyed. The findings reveal there are differences in threshold concepts identified by instructors and learners. The learners added 11 concepts to the 18 proposed by the instructors as threshold concepts. Based on these inputs, a list of potential threshold concepts incorporating the two perspectives—that of instructor and that of learner—was created, and a framework of knowledge to support curriculum design was developed. An important suggestion for future research is to explore how to incorporate these threshold concepts in redesigning the syllabi of such courses, depending on the proposed framework