Instruction Replication for Reducing Delays due to Inter-PE Communication Latency
重复用英语口语怎么表达
【重复用英语口语怎么表达】1.repeat; duplicate; reduplicate; iterate2.repetition; reiteration; gemination; rerun; duplication; replication;例句:" i am having breakfast , " i repeated .“我正在吃早饭,”我重复说。
I cannot repeat the words for very shame .我真不好意思重复这些话。
Say the words over and over to yourself .把这些话自己重复几遍吧。
He kept harping on the same story .他颠来倒去地重复着同一个故事。
He repeated her statement word for word .他一字不差地重复她的话。
These results duplicate those of others .这些结果都是重复别人得的结果。
He repeated the same story over and over .他颠来倒去地重复着同一个故事。
He strings his phrases by the dozen .他老是重复这些陈词滥调。
【重复的英语是什么】repeatduplicate例句Five rapid high tones, low battery repeated every 20 seconds 5声快速高提示音,每20秒重复一次低电量repetitive DNA sequences脱氧核糖核酸重复顺序Recharging-When you hear five rapid high tones through the headset speaker, repeated at 20-second intervals, the headset battery needs recharging.重复充电――当从听筒听到5声快速警告音并每间隔20秒重复一次时,表明您的耳机需要再次充电。
thesiswriting
Introduction
Recent years have seen increased attention being given to thesis and dissertation writing in the ESP literature. James (1984), Dudley-Evans (1986, 1988, 1989, 1994), Hopkins and Dudley-Evans (1988), Ramani (1988), Richards (1988), Swales (1990), Shaw (1991), Jenkins, Jordan and O'Weiland (1993) and Belcher (1994), for example, have discussed the analysis and teaching of various aspects of theses and dissertations across a number of different disciplines. Davis and Parker (1979), Mauch and Birch (1989), Madsen (1992) and Preece (1994), in books on thesis and dissertation writing aimed at native speakers of English, also discuss the design and development of thesis proposals. Whilst the information contained in these books is clearly important for ESL students, they do not always examine texts--such as research proposals--in a way which might be most useful for the ESP classroom. Other books discuss writing research proposals to gain funding and to win contracts (see Helgeson 1985; Huckin & Olsen 1991; Stewart & Stewart 1992). These books are also often not adequate for ESP thesis proposal writing courses due to the differences between writing a proposal for funding and contract purposes, and the specific task of writing a proposal for a thesis or dissertation.
临床试验英语词汇
专业术语、缩略语中英对照表缩略语英文全称中文全称ABE Average Bioequivalence 平均生物等效性AC Active control 阳性对照ADE Adverse Drug Event 药物不良事件!ADR Adverse Drug Reaction 药物不良反应AE Adverse Event 不良事件AI Assistant Investigator 助理研究者ALB Albumin 白蛋白ALD Approximate Lethal Dose 近似致死剂量ALP Alkaline phosphatase 碱性磷酸酶ALT Alanine aminotransferase 丙氨酸转氨酶ANDA Abbreviated New Drug Application 简化新药申请ANOVA Analysis of variance 方差分析AST Aspartate aminotransferase 天冬氨酸转氨酶|ATR Attenuated total reflection 衰减全反射法BA Bioavailability 生物利用度BE Bioequivalence 生物等效性BMI Body Mass Index 体质指数BUN Blood urea nitrogen 血尿素氮%CATD Computer-assisted trial design 计算机辅助试验设计CDER Center of Drug Evaluation and Research 药品评价和研究中心CFR Code of Federal Regulation 美国联邦法规CI Co-Investigator 合作研究者CI Confidence Interval 可信区间$COI Coordinating Investigator 协调研究者CRC Clinical Research Coordinator 临床研究协调者CRF Case Report/Record Form 病历报告表/病例记录表CRO Contract Research Organization 合同研究组织CSA Clinical Study Application 临床研究申请、CTA Clinical Trial Application 临床试验申请CTP Clinical Trial Protocol 临床试验方案CTR Clinical Trial Report 临床试验报告CTX Clinical Trial Exemption 临床试验免责CHMP Committee for Medicinal 人用药委会)Products for Human UseDSC Differential scanning 差示扫描热量计DSMB Data Safety and monitoring Board 数据安全及监控委员会EDC Electronic Data Capture 电子数据采集系统EDP Electronic Data Processing 电子数据处理系统^EWP Europe Working Party 欧洲工作组FDA Food and Drug Administration 美国食品与药品管理局FR Final Report 总结报告GCP Good Clinical Practice 药物临床试验质量管理规范GCP Good Laboratory Practice 药物非临床试验质量管理规范:GLU Glucose 葡萄糖GMP Good Manufacturing Practice 药品生产质量管理规范HEV Health economic evaluation 健康经济学评价IB Investigat or’s Brochure研究者手册IBE IndividualBioequivalence 个体生物等效性]IC Informed Consent 知情同意ICF Informed Consent Form 知情同意书ICH International Conference on Harmonization 国际协调会议IDM Independent Data Monitoring 独立数据监察IDMC Independent Data Monitoring Committee 独立数据监察委员会…IEC Independent Ethics Committee 独立伦理委员会IND Investigational New Drug 新药临床研究IRB Institutional Review Board 机构审查委员会ITT Intention-to –treat 意向性分析IVD In Vitro Diagnostic 体外诊断;IVRS Interactive Voice Response System 互动语音应答系统LD50 Medial lethal dose 半数致死剂量LLOQ Lower Limit of quantitation 定量下限LOCF Last observation carry forward 最接近一次观察的结转LOQ Limit of Quantitation 检测限,MA Marketing Approval/Authorization 上市许可证MCA Medicines Control Agency 英国药品监督局MHW Ministry of Health and Welfare 日本卫生福利部MRT Mean residence time 平均滞留时间MTD Maximum Tolerated Dose 最大耐受剂量"ND Not detectable 无法定量NDA New Drug Application 新药申请NEC New Drug Entity 新化学实体NIH National Institutes of Health 国家卫生研究所(美国)NMR Nuclear Magnetic Resonance 核磁共振^PD Pharmacodynamics 药效动力学PI Principal Investigator 主要研究者PK Pharmacokinetics 药物动力学PL Product License 产品许可证PMA Pre-market Approval (Application) 上市前许可(申请)(PP Per protocol 符合方案集PSI Statisticians in the Pharmaceutical Industry 制药业统计学家协会QA Quality Assurance 质量保证QAU Quality Assurance Unit 质量保证部门QC Quality Control 质量控制。
产品说明书:FCC规则部分15的合规设备
I N S T A L L A T I O N I N S T R U C T I O N SThis device complies with part 15 of the FCC rules. Operation is subject to the following 2 conditions: (1) This device may not cause harmful interference, and (2) this device must accept any interference received, including interference that may cause undesired operation.This equipment has been tested and found to comply with the limits of a Class B digital device, pursuant to Part 15 of the FCC rules. These limits are designed to provide reasonable protection against harmful interference in a residential installation. This equipment generates, uses and can radiate radio frequency energy, and if not installed and used in accordance with the instructions, may cause harmful interference to radio or televisioncommunications. However, there is no guarantee that the interference will not occur in a particular installation. If this equipment does cause harmful interference to radio or television reception, which can be determined by turning the equipment off and on, the user is encouraged to try to correct the interference by one of the following measures:•Reorient or relocate the receiving antenna •Increase the separation between the equipment and receiver •Connect the equipment to an outlet on a circuit other than that to which the receiver is connected Consult the dealer or an experienced radio/TV technician for helpSL151SMART-LIFT™ Electric Ceiling LiftSL151Installation Instructions2DISCLAIMERMilestone AV Technologies, and its affiliated corporations and subsidiaries (collectively, "Milestone"), intend to make thismanual accurate and complete. However, Milestone makes no claim that the information contained herein covers all details,conditions or variations, nor does it provide for every possible contingency in connection with the installation or use of this product. The information contained in this document is subject to change without notice or obligation of any kind. Milestone makes no representation of warranty, expressed or implied,regarding the information contained herein. Milestone assumes no responsibility for accuracy, completeness or sufficiency of the information contained in this document.Chief® is a registered trademark of Milestone AV Technologies.All rights reserved.IMPORTANT SAFETY INSTRUCTIONSWARNING alerts you to the possibility ofserious injury or death if you do not follow the instructions.CAUTIONalerts you to the possibility ofdamage or destruction of equipment if you do not follow thecorresponding instructions.WARNING :FAILURE TO READ ANDFOLLOW THE FOLLOWING INSTRUCTIONS CAN RESULT IN SERIOUS PERSONAL INJURY , DAMAGE TO EQUIPMENTOR VOIDING OF FACTORY WARRANTY . It is the installer’sresponsibility to make sure all components are properly assembled and installed using the instructions provided.IMPORTANT ! :Model SL151 is suitable for use in OtherEnvironmental Air Space in Accordance with Section 300.22(C)of the National Electrical Code.When using an electrical mounting system, basic precautionsshould always be followed, including the following:READ ALL INSTRUCTIONS BEFORE USING THISPRODUCTDANGER:TO REDUCE THE RISK OFELECTRIC SHOCK:1.Always turn off power at source before cleaning.WARNING:TO REDUCE THE RISK OFBURNS, FIRE, ELECTRIC SHOCK, OR INJURY TO PERSONS:•Always turn off power at source before putting on or taking off parts.•Use this mounting system only for its intended use as described in these instructions. Do NOT useattachments not recommended by the manufacturer.•Never operate this mounting system if it has a damaged test cord or test plug. If it is not working properly during testing, return the mounting system to a service center for examination and repair.•Keep the test power cord away from heated surfaces.•Never operate the mounting system with the airopenings blocked. Keep the air openings free of lint,hair, and the like.•Never drop or insert any object into any opening.•Do not use outdoors unless marked for outdoor use.•Route cords and cables as shown in the installation instructions.•To disconnect, turn all controls to the off position, then turn off power at source.WARNING :RISK OF ELECTRIC SHOCK!Connect this mounting system to a properly grounded outlet only. See Grounding Instructions.CAUTION:Changes or modifications to thisunit not expressly approved by the manufacturer can void the units FCC compliance rating and make the unit illegal to operate.WARNING :Failure to provide adequatestructural strength for this component can result in serious personal injury or damage to equipment! It is the installer’s responsibility to make sure the structure to which thiscomponent is attached can support five times the combined weight of all equipment. Reinforce the structure as required before installing the component.WARNING :Exceeding the weight capacitycan result in serious personal injury or damage to equipment! It is the installer’s responsibility to make sure the weight of all components attached to the SL151 does not exceed 35 lbs (15.9 kg).WARNING :RISK OF INJURY! Do not placevideo equipment such as televisions or computer monitors on the ceiling panel of the SL151.NOTE:This system has no user serviceable parts.--SAVE THESE INSTRUCTIONS--Installation Instructions SL1513TOOLS REQUIRED FOR INSTALLATIONPARTSLEGENDTighten FastenerApretar elemento de fijación Befestigungsteil festziehen Apertar fixador Serrare il fissaggio Bevestiging vastdraaien Serrez les fixations Loosen FastenerAflojar elemento de fijación Befestigungsteil lösen Desapertar fixador Allentare il fissaggio Bevestiging losdraaien Desserrez les fixationsPhillips Screwdriver Marcar con lápiz Stiftmarkierung Marcar com lápis Segno a matita Potloodmerkteken Marquage au crayon Adjust Ajustar Einstellen Ajustar Regolare Afstellen AjusterSL151Installation Instructions4DIMENSIONSTABLE OF CONTENTSDisclaimer.....................................................2Tools Required For Installation.................... 3Parts..............................................................3Legend..........................................................3Dimensions...................................................4Installation Requirements..............................5Power Requirements.....................................5Pre-test Lift Before Installation.......................5Power Requirements And Wiring...................5Grounding Instructions.................................. 6Removing Ceiling Panel................................ 6Installing in Ceiling.........................................6-Installing In A Suspended Ceiling...............6-Installing In A Wood Framework (Joists)....7Installing Projector On SL151 (7)Adjustments...................................................7Connecting Control Wiring.............................8Connecting To Power Supply.........................8Wiring Options............................................... 9Re-Attaching Ceiling Panel............................9Table 1: Wiring Table...................................10Table 2: Internal Terminal Descriptions........11Internal/External Wiring TerminalDescriptions (12)Installation Instructions SL1515Figure 25.Place the jumper wire (H) on the external wiring terminal contacts labeled 2and 5, and wire the push button assembly (D) to contacts 1 (red) and 6 (black). (See Figure 3).Figure 36.Plug in the SL151 test cord. (See Figure 2)NOTE:(See Figure 2) for location of external wiring terminal.(See Figure 4) for location of internal wiring terminal.Figure 4Power Requirements and WiringThe SL151 requires 120VAC, 60 Hz and 12 amps power to operate.IMPORTANT ! :This product must be grounded. If it shouldmalfunction or break down, grounding provides a path of least resistance for electric current to reduce the risk of electric shock.Grounding InstructionsThis product is equipped with a test cord having an equipment-grounding conductor and a grounding plug. The plug must be plugged into an appropriate outlet that is properly installed and grounded in accordance with all local codes and ordinances.Wire push button assembly (D) (1-red,6-black)[Some parts not shown for clarity]Internalwiring terminalSL151Installation Instructions6WARNING:RISK OF ELECTROCUTION! All electricalwiring required for installation should be installed by aqualified electrician.WARNING:PINCH HAZARD! FINGERS OR HANDSBETWEEN MOVING PARTS CAN LEAD TO SEVERE PERSONAL INJURY! Keep fingers and hands away from mount when operating.7.Press the push button to test the SL151 while it is still in the pre-test position.•Press when the lift is at its extended position and it willretract.•Press when the lift is at its retracted position and it willextend.•Press while the lift is moving and it will stop.•Leave SL151 in the open position.Removing Ceiling Panel1.Remove and save screws attaching guide wires to ceiling panel. (See Figure 5)Figure 52.Lift up on each corner of ceiling panel to remove pan from clips. (See Figure 6) and (See Figure 7)Figure 6Figure 7INSTALLING IN CEILINGWARNING:IMPROPER INSTALLATION CAN LEAD TOLIFT FALLING CAUSING SEVERE PERSONAL INJURY ORDAMAGE TO EQUIPMENT! It is the installers responsibility to make certain the structure to which the lift is beingmounted is capable of supporting five times the weight of the lift and all attached equipment. Reinforce the structure as required before installing the lift.NOTE:The following instructions assume a suitable mountingstructure and surface exists prior to installation and all power and signal wires and cables have been properly installed.Installing in a Suspended CeilingNOTE:The SL151 may be suspended from three 3/8 in.diameter x 8 in. length (minimum) Grade 2 or better threaded rods (not provided) which are secured to a 1-5/8" x 1-5/8" 12ga metal framing channel (spanning a maximum of 5 feet--not provided) by Grade 2 or better 3/8" channel nuts (not provided).1.Turn SL151 over and place onto threaded rods, inserting the rods into the three slots on top of the SL151 housing.(See Figure 8)2.Secure the threaded rods to the SL151 with Grade 2 or better 3/8 in. jam nuts (not provided) and washers (one of each on inside and one of each on outside-not provided).Figure 8Guide Wire(one on each side)Remove Screw (one on each side)Ceiling PanelGuide WireCeiling PanelClipCeiling Panel RemovedCAUTION:Avoid stressing or bending the lift during installation.e the provided push button (D) to operate the SL151 upand down, ensuring that all clearances are adequate. Installing Projector on SL151NOTE:bracket (a Listed accessory).1.Attach the SLB bracket to the projector following theinstructions included with the bracket.2.Attach the bracket with the projector to the SL151, adjustingleft or right by using the various attachment points in theSL151. (See Figure 10)•Adjust one or the other side of the bracket backward or forward by loosening two screws on each side. (SeeFigure 12)•Adjust bracket as required.•Tighten screws. (See Figure 12)78Unplug the SL151’s test cord (used for testing).Remove the jumper wire and supplied push button wiring (previously installed in the section) from the external terminal block. (See Figure 3)Connect control wiring following instructions included withthe controller and information in Table 1: Wiring Table NOTE:Any knockouts removed in the SL151 must bereplaced with a supplied rubber grommet (G).Feed the video and/or communications cables through theknockout in the rear or top of the lift and connect it to the projector.Ensure there is enough slack in the cables to allow forup and down movement of the lift.Secure cables as necessary using supplied mounting pads (E) and cable ties (B).CAUTION:KEEP SL151 OPEN WHILE PROJECTOR ISRUNNING OR IN COOLING MODE! Premature bulb failure or damage to electrical components may occur if lift closes.NOTE:If SL151 is cycled up and down repeatedly the motor’sthermal overload protection will stop operation.Operation will resume when the thermal overload resets (usually within 3 to 5 minutes).Connecting to Power SupplyIMPORTANT ! :This product must be connected to agrounded metal, permanent wiring system, or an equipment-grounding conductor must be run with the circuit conductors and connected to the equipment-grounding terminal or lead on the product.1.Disconnect and remove power inlet from interior junctionbox.2.Hardwire unit to a 120V 60Hz 12-amp power source.NOTE:This unit was designed to have conduit run directly intothe back of the interior junction box.WARNING:performed by a licensed electricianfollowing all local codes and ordinances.WARNING:DISCONNECT AND TERMINATE POWER LEADS PROPERLY MAY RESULT IN PERSONAL INJURY OR EQUIPMENT DAMAGE!! Licensed electrician must disconnect and terminate the leads to the power cord receptacle, and must hard wire the SL151 to a 12-amp power source.CAUTION:not lined up properly with rectangular holes.Figure 142.Carefully insert clips into rectangular holes in ceiling panel.3.Reattach guide wires (two places) to ceiling panel, usingscrews removed earlier. (See Figure 15)9SL151Installation Instructions10Table 1: WIRING TABLEFigure 16NOTE:The numbers listed in the SL151 Internal and SL151 External columns refer to the corresponding numbers located whereindicated in the wiring pictures. (See Figure 16)EXTERNAL WIRINGINTERNAL WIRINGTable 2: INTERNALTERMINAL DESCRIPTIONS1112Figure 17131415Chief Manufacturing, a products division of Milestone AV Technologies8820-000041 Rev022010 Milestone AV Technologies, a Duchossois Group Company04/10USA/International A8401 Eagle Creek Parkway, Savage, MN 55378P800.582.6480 / 952.894.6280F877.894.6918 / 952.894.6918Europe A Fellenoord 130 5611 ZB EINDHOVEN, The NetherlandsP+31 (0)40 2668620F+31 (0)40 2668615Asia Pacific A Office No. 1 on 12/F, Shatin Galleria18-24 Shan Mei StreetFotan, Shatin, Hong KongP852 2145 4099F852 2145 4477。
通信专业英语词汇
A:Amplifier 放大器A:Attendance员工考勤A:Attenuation衰减AA:Antenna amplifier 开线放大器AA:Architectural Acoustics建筑声学AC:Analogue Controller 模拟控制器ACD:Automatic Call Distribution 自动分配话务ACS:Access Control System出入控制系统AD:Addressable Detector地址探测器ADM:Add/Drop Multiplexer分插复用器ADPCM:Adaptive Differential ulse Code Modulation 自适应差分脉冲编码调制AF:Acoustic Feedback 声反馈AFR:Amplitude /Frequency Response 幅频响应AGC:Automati Gain Control自动增益控制AHU:Air Handling Unit 空气处理机组A-I:Auto-iris自动光圈AIS:Alarm Indication Signal 告警指示信号AITS:Acknowledged Information Transfer Service确认操作ALC:Automati Level Control 自动平衡控制ALS:Alarm Seconds 告警秒ALU:Analogue Lines Unit 模拟用户线单元AM:Administration Module管理模块AN:Access Network 接入网ANSI:American National Standards Institute美国国家标准学会APS:Automatic Protection Switching 自动保护倒换ASC:Automati Slope Control 自动斜率控制A TH:Analogue Trunk Unit 模拟中继单元A TM:Asynchrous Transfer Mode 异步传送方式AU- PPJE:AU Pointer Positive Justification 管理单元正指针调整AU:Administration Unit 管理单元AU-AIS:Administrative Unit Alarm Indication SignalAU告警指示信号AUG:Administration Unit Group 管理单元组AU-LOP:Loss of Administrative Unit Pointer AU指针丢失AU-NPJE:AU Pointer Negative Justification管理单元负指针调整AUP:Administration Unit Pointer管理单元指针A VCD:Auchio &Video Control Device 音像控制装置AWG:American Wire Gauge美国线缆规格BA:Bridge Amplifier桥接放大器BAC:Building Automation & Control net建筑物自动化和控制网络BAM:Background Administration Module后管理模块BBER:Background Block Error Ratio背景块误码比BCC:B-channel Connect ControlB通路连接控制BD:Building DistributorBEF:Buiding Entrance Facilities 建筑物入口设施BFOC:Bayonet Fibre Optic Connector大口式光纤连接器BGN:Background Noise背景噪声BGS: Background Sound 背景音响BIP-N:Bit Interleaved Parity N code 比特间插奇偶校验N位码B-ISDN:Brand band ISDN 宽带综合业务数字网B-ISDN:Broad band -Integrated Services Digital Network 宽带综合业务数字网BMC:Burst Mode Controller 突发模式控制器BMS:Building Management System 智能建筑管理系统BRI:Basic Rate ISDN 基本速率的综合业务数字网BS:Base Station基站BSC:Base Station Controller基站控制器BUL:Back up lighting备用照明C/S: Client/Server客户机/服务器C:Combines 混合器C:Container 容器CA:Call Accounting电话自动计费系统CA TV:Cable Television 有线电视CC:Call Control 呼叫控制CC:Coax cable 同轴电缆CCD:Charge coupled devices 电荷耦合器件CCF:Cluster Contril Function 簇控制功能CD:Campus Distributor 建筑群配线架CD:Combination detector 感温,感烟复合探测器CDCA:Continuous Dynamic Channel Assign 连续的动态信道分配CDDI:Copper Distributed Data 合同缆分布式数据接口CDES:Carbon dioxide extinguisbing system 二氧化碳系统CDMA:Code Division Multiplex Access 码分多址CF:Core Function 核心功能CFM:Compounded Frequency Modulation 压扩调频繁CIS:Call Information System 呼叫信息系统CISPR:Internation Special Conmittee On Radio Interference 国际无线电干扰专门委员会CLNP:Connectionless Network Protocol 无连接模式网络层协议CLP:Cell Loss Priority信元丢失优先权CM:Communication Module 通信模块CM:Configuration Management 配置管理CM:Cross-connect Matrix交叉连接矩阵CMI:Coded Mark Inversion传号反转码CMISE:Common Management Information Service公用管理信息协议服务单元CPE:Convergence protocol entity 会聚协议实体CR/E:card reader /Encoder (Ticket reader )卡读写器/编码器CRC:Cyclic Redundancy Check 循环冗佘校验CRT:Cathode Ray Tabe 显示器,监视器,阴极射线管CS: Convergence service 会聚服务CS:Cableron Spectrum 旧纳档块化技术CS:Ceiling Screen 挡烟垂壁CS:Convergence Sublayer合聚子层CSC:Combined Speaker Cabinet 组合音响CSCW:Computer supported collaborative work 计算机支持的协同工作CSES:Continuius Severely Errored Second 连续严重误码秒CSF:Cell Site Function 单基站功能控制CTB:Composite Triple Beat 复合三价差拍CTD:Cable Thermal Detector 缆式线型感温探测器CTNR:carrier to noise ratio 载波比CW:Control Word 控制字D:Directional 指向性D:Distortion 失真度D:Distributive 分布式DA:Distribution Amplifier 分配的大器DBA:Database Administrator数据库管理者DBCSN:Database Control System Nucleus数据库控制系统核心DBOS:Database Organizing System 数据库组织系统DBSS:Database Security System 数据库安全系统DC:Door Contacts大门传感器DCC:Digital Communication Channel数字通信通路DCN:Data Communication Network 数据通信网DCP-I:Distributed Control Panel -Intelligent智能型分散控制器DCS:Distributed Control System集散型控制系统DDN:Digital Data Network 数字数据网DDS:Direct Dignital Controller直接数字控制器DDW:Data Describing Word 数据描述字R]RDRAM 高频DRAMRAID 冗余独立磁盘阵列Registry 注册表RISC CPU 精简指令集CPURegistry 注册表RDRAM Rambus动态随机存取内存RSA Data Security RSA数据安全性RSA数据安全性Routing Protocols 路由选择协议Routing Information Protocol 路由选择信息协议Routing,OSI OSI的路由选择Routing,NetWare NetWare的路由选择Routing,Internet Internet路由选择Routing,IBM IBM路由选择Routing,AppleTalk AppleTalk路由选择AppleTalk路由选择Routers 路由器RJ-11and RJ-45 Connections RJ-11和RJ-45连接Ring Network Topology 环网拓扑结构环网拓扑结构Rights(Permissions)in Windows NT Windows NT权限(准许权限)Rightsin Windows for Workgroups Windows for Workgroups中的权限Rightsin Novell NetWare Novell NetWare中的权限RG-62 Coaxial Cable RG-62同轴电缆RG-58 Coaxial Cable RG-58同轴电缆Replication 复制Repeater 中继器,重复器Remote Procedure Call 远程过程调用Remote Access Software 远程访问软件Regional Bell Operating Companies(RBOC)地方贝尔运营公司Redundant Arrays of Inexpensive Disks(RAID)廉价磁盘冗余阵列Reduced Instruction Set Computer 精简指令系统(集)计算机Redirector 重定向器(程序)RAM Mobile Data RAM 移动数据公司Radio Networks 无线电网络-------------------------------------------------------------------------------- [S]SSL 安全套层SAA 系统应用架构SMP 对称多处理结构SET 安全电子商务协议SNA 系统网络结构Subnet 子网SSL 安全套接层协议Server 服务器SMP 对称式多处理器Serial Interface 串行接口SOHO 小型办公与家庭办公Scanner 扫描仪Search Engine 搜索引擎Screen Saver 屏幕保护程序Socket 7 接口结构SONET 同步光纤网SMTP 简单邮件传送协议SCSI 小型计算机系统接口SGRAM 同步图形动态随机存取内存SDRAM 同步动态随机存取内存SystemView,IBM IBM的SystemView网络管理系统Systems Network Architecture(SNA),IBM IBM 系统网络体系结构Systems Application Architecture 系统应用体系结构System Object Model(SOM),IBM IBM的系统对象模型(SOM)System Fault Tolerance 系统容错Synchronous Optical Network 同步光纤网Synchronous Data Link Control 同步数据链路控制(规程)Synchronous Communication 同步通信Symmetrical Multiprocessing 对称多处理Switching Hubs 交换式集线器Switched Virtual Circuit 交换式虚电路Switched Services 交换式服务Switched Multimegabit Data Service 交换式多兆位数据服务Switched-56 Services Switched-56服务,交换式56服务Surge Suppressors 浪涌电压抑制器,电涌抑制器Supervisor 超级用户,监管员SunOS,SunSoft SunSoft的SunOS操作系统SunNet Manager,Sun Microsystems,Inc.Sun公司的SunNet Manager Sun Microsystems,Inc.Sun 微系统公司SunLink Network Sunlink网--------------------------------------------------------------------------------[T]TFT 有源矩阵彩色显示器TFTP 小文件传输协议Transport layer 传输层Taskbar 任务条Twisted-Pair Cable 双绞线,双绞线电缆Tuxedo,UNIX System Laboratories UNIX系统实验室的Tuxedo中间件Tunneling 管道传送,隧道,管道传输Trustees 受托者Troubleshooting 故障诊断与维修,排错Trivial File Transfer Protocol 普通文件运输协议Transport Protocol 传输协议Transport Layer Interface 运输层接口Transport Layer,OSI Model OSI模型的运输层Transmission Media,Methods,and Equipment 传输介质、方法和设备Transmission Control Protocol/Internet Protocol 传输控制协议/Internet协议Transfer Rates 传输率Transceiver,Ethernet 以太网收发器,以太网的接收发送器Transaction Processing 事务处理Topology 拓扑结构Token Ring NetWork 令牌环网Token Bus NetWork 令牌总线网Token and Token Passing Access Methods 令牌和令牌传递访问方式Time Synchronization Services 时间同步服务Time Domain Reflectometer 时域反射计(仪,器)Throughput 吞吐率,处理能力Threads 线程Testing Equipment and Techniques 测试设备和技术Terminator 终端器,终结器,终止器Terminal Servers 终端服务器Terminal 终端Telnet Telnet程序Telenet Telenet网Telecommunication 电信,远程通信Technical Office Protocol 技术办公系统协议TeamLinks,DEC DEC的群件TeamLinksTaligent Taligent公司T1/T3 Services T1/T3服务--------------------------------------------------------------------------------[U]UDA 统一数据读取UML 统一建模语言UTP 无屏蔽双绞线URL 统一资源定位格式UPS 不间断电源Ultra DMA 33 同步DMA协定UNIX 32位操作系统UNIX 操作系统USB 通用串行总线Users and Groups 用户和(小)组User Datagram Protocol 用户数据报协议User Agent 用户代理USENET USENET网Unshielded Twisted Pair 非屏蔽双绞线UNIX-to-UNIX Copy Program UNIX系统间文件拷贝程序UNIX System Laboratories UNIX系统实验室UNIX International UNIX国际UNIX UNIX操作系统Unit of Work 作业单元,工作单元Uninterruptible Power Supply 不间断电源Unified Network Management Architecture(UNMA),AT&T A T&T的统一网络管理体系结构--------------------------------------------------------------------------------[V]Virtual Desktop 虚拟桌面V oxML 语音标记语言Video Compression 视频压缩Virtual reality 虚拟现实VOD 视频传播系统VESA 视频电子标准协会VRML 虚拟现实建模语言VESA 视频电子标准V olume Spanning 卷宗的跨越V olumes,NetWare NetWare的卷宗Virtual Terminal(VT)虚拟终端Virtual Telecommunication Access Method 虚拟远程通信访问方法Virtually Integrated Technical Architecture Lifecycle 虚拟集成技术体系结构生命周期Virtual File Systems 虚拟文件系统Virtual Data Networks 虚拟数据网Virtual Circuit 虚电路VINES,Banyan Banyan的VINES操作系统Videoconferencing and Desktop Video 电视会议和台式(桌面)视频系统Very Small Aperture Terminals(VSA Ts)卫星小站电路设备Vertical Wiring 垂直布线系统Vendor Independent Messaging (VIM),Lotus Lotus 的厂商无关消息传递应用程序编程接口“V dot”Standards,CCITT CCITT(ITU)的“V点”标准V AX,Digital Equipment Corporation(DEC)数字设备公司(DEC)的V AXValue-Added Carrier 增值网[K]Key recovry 密钥恢复Knowbots Knowbots智能程序Key Encryption Technology 密钥加密技术Kernel 操作系统内核Kermit Kermit文件运输协议Kerberos Authentication Kerberos鉴别--------------------------------------------------------------------------------[L]LCD 液晶显示屏Light Cabel 光缆Leased line 专线LPT 打印终端LPT 打印终端接口LAN 局域网LU 6.2 LU 6.2协议Lotus Notes Lotus的Notes软件Logons and Logon Accounts 用户登录和登录帐号Login Scripts 登录原语Logical Units 逻辑单元Logical Links 逻辑链路LocalTalk LocalTalk网Local Procedure Calls 本地过程调用Local Loops 局部环路Local Groups 本地组Local Exchange Carrier 本地交换电信局Local Area Transport 局域传输协议Local Area NetWorks 局域网Local Access and Transport Area 本地访问和传输区域Load-Balancing Bridges 负载平衡桥接器,负载平衡网桥Link State Routing 链路状态路由选择Link Services Protocol,NetWare NetWare的链路服务协议Link Layer 链路层Link Access Procedure 链路访问规程Line Conditioning 线路调节Licensing Server API 许可证服务器APILegacy Systems 保留系统Leased Line 租用线路Learning Bridges 自学习桥接器Leaf Objects 叶对象Layered Architecture 分层体系结构Large Internetwork Packet Exchange 大型网间分组交换Laptop Connections 膝上机联网LAN Workplace Products,Novell Novell的LAN Workplace产品,Novell的局域网Workplace 产品LAN Troubleshooting 局域网故障诊断LANtastic LANtastic局域网操作系统LAN Server 局域网服务器LAN Requester 局域网请求解释器LAN Manager,Microsoft Microsoft的局域网管理器,Microsoft的LAN Manager--------------------------------------------------------------------------------[M]Mosaic 摩塞克浏览器MO 磁性光盘Mac OS Mac操作系统MO 磁光盘MCSE 微软认证系统工程师MUD 分配角色的游戏环境Mainbus 系统总线Mainboard 主板MAN 城域网Memory Stick Memory Stick 存储棒MSI MSI 微星科技Multistation Access Unit 多站访问部件Multipurpose Internet Mail Extension Internet多功能邮件传递扩展标准Multiprotocol Transport Network(MPTN),IBM IBM的多协议传输网络Multiprotocol Router 多协议路由器Multiprotocol Networks 多协议网络Multiprocessor Systems 多处理器系统Multiprocessing 多处理器处理Multiplexing 多路复用技术Multimedia 多媒体Multidrop(Multipoint)Connection 多点连接MOTIS(Message Oriented Text Interchange System)MOTIS(面向消息的文本交换系统)Motif Motif 工具Modems 调制解调器Mobile Computing 移动计算Mirroring 镜像Middleware 中间件Microwave Communication 微波通信Micro-to-Mainframe Connectivity 微型计算机到大型计算机的互联性Microsoft At Work Architecture Microsoft At Work体系结构Microsegmentation 微分段Microkernel 微内核Microcom Networking Protocol(MNP)Microcom的联网协议MicroChannel Architecture(MCA)Bus 微通道体系结构(MCA)总线Metropolitan Area Networks 城域网Messaging Application Programming Interface 消息应用程序编程接口Messaging API,Inter-Application 应用程序间的消息传递APIMessaging API,E-mail E-mail的消息传递APIMessage Transfer Agent 消息传送代理Message Queuing Interface(MAI),IBM IBM的消息排队接口--------------------------------------------------------------------------------[N]NOC 网络操作中心NAT 网址解析NOC 网络操作中心NAT 网址解析NDIS 网络驱动程序接口Network Architecture 网络体系结构NSR 渲染引擎NFS 网络文件系统NAT 网址转换NWLink IPX/SPX协议微软执行部分NetBIOS 网络基本输入/输出系统Network interface card 网卡NTFS(New Technology File System)NTFS(新技术文件系统)Novell Novell公司Node 节点,结点,网点Network Troubleshooting 网络故障诊断与维修Network Service Protocol,DEC DEC网络服务协议Networks 网络NetWork Management 网络管理Network Layer,OSI Model OSI模型的网络层Network Interface Card 网络接口卡Networking Blueprint 联网方案Network File System 网络文件系统Network Dynamic Data Exchange 网络动态数据交换Network Driver Standards 网络驱动程序标准Network Driver Interface Specification 网络驱动程序接口规范NetWork Control Program 网络控制程序Network Architecture 网络体系结构NetWare Volumes NetWare的(文件)卷宗NetWare Shell NetWare工作站外壳程序NetWare SFT Level ⅢNetWare的三级系统容错NetWare Products NetWare软件产品NetWare Loadable Module NetWare的可装入模块NetWare Link Service Protocol NetWare的链路服务协议NetWare Electronic Software Distribution NetWare的电子软件分发NetWare Disks,Partitions,and V olumes NetWare的磁盘、分区和卷宗NetWare Core Protocol NetWare的核心协议NetWare NetWare网络操作系统NetView,IBM IBM的NetView网络管理系统NetLS(Network License Server)NetLS(网络许可权服务器)-------------------------------------------------------------------------------- [O]OEM 原装备生产厂商OH 调制解调器连线OSD 屏幕视控系统OAW 光学辅助温式技术OA 办公自动化Open Source 开放源代码OSF/1,Open Software Foundation 开放软件基金会OSF/1操作系统OS/2 OS/2操作系统Organization Containers 机构包容器对象Optical Libraries 光盘库,光盘存储库Optical Fiber 光纤Open View Management System,Hewlett-Packard HP的Open VieW管理系统Open Systems Interconnection(OSI)Model 开放式系统互联(OSI)模型Open Systems 开放式系统Open Software Foundation(OSF)开放软件基金会(OSF)Open Shortest Path First(OSPF)Protocol 优先开放最短路径(OSPF)协议Open Network Computing(ONC),SunSoft SunSoft的开放式网络计算环境Open Messaging Interface(OMI)开放消息传递接口Open Document Architecture 开放文档体系结构OpenDoc Alliance,Apple Apple的OpenDoc联盟OPEN DECconnect Structured Wiring 开放DECconnect结构化布线系统OpenData-link Interface 开放数据链路接口Open Database Connectivity(ODBC),Microsoft Microsoft的开放式数据库互联性Open Collaborative Environment(OCE),Apple Apple的开放协作环境On-line Transaction Processing 联机(在线)事务处理Objects,NetWare Directory Services NetWare目录服务中的对象Objects 对象,目标,实体Object Request Broker 对象请求代管者Object-Oriented echnology 面向对象技术Object-Oriented Interfaces and Operating Systems 面向对象接口和操作系统Object-Oriented Database 面向对象数据库Object Management Group 对象管理组织Object Management Architecture 对象管理体系结构Object Linkingand Embedding 对象链接与嵌入Object Broker,DEC DEC的对象代理者软件,DEC的Object Broker软件--------------------------------------------------------------------------------[P]Packetsniffer 包嗅探器PHP4 嵌入式脚本描述语言Push Technology 推技术PVM 并行虚拟机Path 路径、通路PKI 公开密钥基础设施Pull-down Menu 下拉菜单PAP 密码验证协议PnP 即插即用PCL 打印机指令语言PDS 个人数字系统PCI 周边元件扩展接口POP3 高级网络协议PHP 服务器端编程语言Plasma Display Plasma Display 等离子显示器Punchdown Block 穿孔板,分线盒Pulse-Code Modulation 脉码调制,脉冲代码调制Public Switched Data NetWork 公共交换数据网Public Key Cryptographic Systems 公开密钥加密系统Public Data NetWorks(PDNs)公用数据网(PDN)PU2.1 物理单元(PU)2.1Protocol Stack 协议栈Protocols,Communication 通信协议Protocol Data Unit 协议数据单元Protocol Converters 协议转换器Protocol Analyzers 协议分析器(程序)Protected of Data 数据的保护Protected Mode (受)保护模式Properties of Objects 对象的性质,对象的特性Propagation Delay 传播延迟Project DOE(Distributed Objects Everywhere)企业(工程)DOE(全分布式对象)Private Network 私用网,专用网Private Key Cryptography 私用密钥密码学Privacy Enhanced Mail 增强安全的私人函件Print Server 打印服务器Printingon NetWare Networks NetWare网上打印(服务)Premises Distribution System 规整化布线系统Preemptive Multitasking 抢先多任务处理PowerPC PowerPC微处理里器系列PowerOpen Environment PowerOpen环境。
06D PTC混合电机保护系统说明书
INSTRUCTIONSPage 1 of 16Replacement Components Division 6/0599TA516180A.docxcarlyleinstr.dot*99TA516180A* Instruction Sheet Number: 99TA516180A*99TA516180A* (for RCD use only)Description: 06D PTC Hybrid Motor Protection SystemAuthor: Steve Von BorstelDate: May 19, 2016Part Number: 06DA6606DBN*****WARNINGHAZARDS: ELECTRIC SHOCK / PRESSURE / EXPLOSIONREFRIGERANT AND OIL UNDER PRESSURE∙ Bodily injury may result from explosion and/or fire if power is supplied to compressor with terminal box cover removed or unsecured. Terminal pins may blow-out causing injuries, death or fire.∙ Do not touch terminals, or wiring at terminals, or remove terminal cover or any part of compressor until power is disconnected and pressure is relieved. See safety instructions A through E below.ELECTRIC SHOCK∙ Bodily injury or death may result from electrocution if terminal cover is removed while power is supplied to compressor. ∙ Do not supply power to compressor unless terminal cover is secured in place and all service valves are open.Safety Instructions:Service or maintenance must be performed only by trained certified technicians and according to service instructions.A. Follow recognized safety practices and wear protective goggles.B. Disconnect and lockout all electrical power. Electrical measurements during operation must be taken outside of the compressorterminal box.C. Do not disassemble bolts, plugs, fittings, etc. unless all pressure has been relieved from the compressor.D. These modules ARE NOT considered to be user accessible. The Extra-Low Voltage (ELV) circuits of these devices, inconnection with motor-winding-PTCs, ARE NOT Safety Extra Low Voltage (SELV) circuits. Proper measures against electric shock MUST BE provided in the end use application. The correct Carlyle Terminal box for the compressor application does provide this protection.E. The 24VDC module, part number 06DAND0000, DOES NOT have galvanic isolation between the ELV circuit and theconnection for the module’s power supply. For this reason, proper measures against electric shock MUST ALSO BEPROVIDED for the module’s power supply and all other components, which are electrically (directly or indirectly), connected to the device’s power supply, if they will be considered user accessible. The 115/240 VAC and 24 VAC modules, part numbers 06DANB0000 and 06DANC0000 respectively, DO HAVE galvanic isolation between the ELV circuit and the connection for the module’s power supply.Caution: Before starting this service, read through the followings items to ensure you have the correct service kit for your application. In many situations, wiring of this module will be different from the existing motor protection it is replacing.1) This kit is intended to service compressors which use the Kirwan Hybrid Motor Protection system that uses internal PositiveTemperature Coefficient Thermistors (PTCs) embedded in the compressor motor.a) These compressors can be identified by a number (“0”, “1”, “2” or “3”) in the 10th digit of the Carlyle Model No. b) These compressors are equipped with the 6-pin terminal plate.2) This kit can be used to add the Hybrid motor protection to Carlyle compressors w/PTCs which did not originally come with theKriwan module. However, additional components, like a new terminal box and labels, may be required.3) For compressors and/or systems which do not have internal PTCs and use the internal thermostats, refer to Service InstructionSheet No. 99TA516184. These would be Carlyle compressors with “A”, “C” or “G” in the 10th digit of the Carlyle Model No. 4) Part Winding Start compressors with a “B” or “D” in the 10th digit of the model No. cannot use a hybrid motor protection system.!5)Single Phase compressors refer to instructions 99TA516185.6)There are three different control voltages that are available for these protection modules. The control voltage is coded into the KitNo. and the Module No.Control Voltage 10th Digit Comp’r Model No. Kit No. (12th digit) Module No. (6th digit)110 -220 VAC 06DF3132A13650 06DA6606DBN B****06DBN B****24 VAC 06DF3132A2365006DA6606DBN C****06DBN C****24 VDC 06DF3132A3365006DA6606DBN D****06DBN D****7)Each kit has been preprogrammed to trip at the required Maximum Continuous Current (MCC) value. The MCC value is codedinto the last 4 digits of the service kit number and the part number of the module. The number shown in the last four digits represents the MCC value in tenths of an Amp:Example: Required MCC Kit No. (13th – 16th digit) Module No. (7th – 10th digit)13.5 Amps 06DA6606DBNB013506DBNB013544.0 Amps 06DA6606DBNC044006DBNC044020.9 Amps 06DA6606DBNC020906DBNC0209Appendix II is a list of the Carlyle Compressor Models that are supported by these kits. Verify that the MCC of the module corresponds to the compressor being serviced. If any of this information is not correct for the unit being serviced, do not use this kit. Contact RC or Carlyle Compressor for assistance.1 This kitcontains:No. QTY. Part No. Kit No. Description1 1 06DA509598 ALL BRACKET2 106DANB0000 06DA6606DBNB**** 110-120 VAC MODULE06DANC0000 06DA6606DBNC**** 24 VAC MODULE06DAND0000 06DA6606DBND**** 24 VDC MODULE3 1 06DA509599 ALL CURRENTTRANSFORMER4 2 AL56JA126 ALL #6 SCREW FOR CT (NOT SHOWN)5 2 AK87JY078 ALL #6 SCREW FOR MODULE (NOT SHOWN)6 2 99WZ0830QA201214 ALL WIREASSY7 1 06DA509601 ALL MCC PROGRAMMING LABEL8 1 06DA409610 ALL HARDWARE KIT (NOT SHOWN)9 1 06DA509602 ALL WIRING LABEL (NOT SHOWN)123672Verify that kit received is suitable for the compressor and system being serviced. First, make sure the module is intended for Carlyle 06D compressor which is fitted with internal PTCs.3Verify required control voltage of the module is correct for the system/unit supply. If thecompressor was originally shipped with the hybrid motor protection arrangement, it will be reflected in the 10th digit of the Carlyle Model No. with a “1”, “2” or “3”. If the 10th digitcontains a “0” (zero), the compressor was originally shipped without a motor protectionsystem or may have been a service compressor.Control Voltage 10th Digit Comp’r Model No. Kit No. (12th digit) Module No. (6th digit)110 -220 VAC 06DF3132A13650 06DA6606DBS B****06DBN B****24 VAC 06DF3132A2365006DA6606DBS C****06DBN C****24 VDC 06DF3132A3365006DA6606DBS D****06DBN D****TBD 06DF3132A03650∙Verify that the system being service is intended touse the hybrid motor protection system.∙Verify control voltage requirements of the kit matchsystem being serviced or retrofitted.∙Review Steps 14-17 for additional considerations Module – Front Label6 Pin Terminal Plate 06D Comp’rs 10th Digit Contains “0”, “1”, “2” or “3”06C Comp’rs 5th Digit Contains a LetterModule – Back Label4Verify that the MCC value of the new kit and module matches the required value shown in Appendix I and the label on the module being replaced.5Make sure the system and compressor has been properly locked-out and tagged (LOTO) before proceeding with any work.6Remove the terminal box cover. If the compressor was originally fitted with hybrid motor protection system, the terminal box and wiring should resemble the Figure below:MODULECTCOMPRESSOR TERMINAL PLATE7 There are four sets of electrical connections that must be removed and then reconnected on the new module.A)Control Power to the module (Terminals “L” & “N” on the module)B)Module connections for the control circuit (Terminal “11” & “14” on the module)C)Power Lead that is monitored by the CT (Current Transformer) @ the terminal plateD)PTC connections @ the terminal plate (Terminals “7” & “9” on the compressor)8 Disconnect these connections at the locations shown above. If required, mark the wires for the module power and the control circuit connections so they are not mixed or switched during assembly.ABCDPOWER LEADTHROUGH CT9 Remove the screws which hold the entire control module assembly to the terminal box. Two on the side and one inside the box.10 Double check that the labels on the control module being replaced and the new control module are the same.11 Re-install the new module assembly and affix to the terminal box. The screws on the side of the terminal box (#10-16 Thread Forming) are torque to 12-24 in-lbs and the screw in the bottom (#10-32 UNC) is torque to 36-60 in-lbs.12Re-connect the electrical connections removed in Step 8.Below are the associated torque limits with thoseconnections. Refer to the picture in Step 7. Make surethe power connection to the compressor goes throughthe CT and that the components for the compressorterminal pin connection are arranged correctly as shown.The Dished Retainer must be oriented so it extendsthrough the Phase Barrier and the terminal sits on top.CONNECTION TORQUEIN-LBS A) CONTROL POWER TO MODULE9-11 IN-LBSB) CONTROL CIRCUIT TO MODULEC) POWER CONNECTION TO TERMINAL PIN18-30 IN-LBSD) PTC WIRES FROM MODULE TO TERMINAL PINS13 Make sure correct label(s) are installed on the terminal box cover. The labels should be the same as the ones shipped with the kit. If not, install the new labels on the terminal box cover. Torque the terminal box cover screws to 12-24 in-lbs.Retrofitting the PTC Hybrid Motor Protection System to a Carlyle PTC compressor thatcurrently does not use the system.14 If this hybrid motor protection is beingretrofitted to a 6-pin Carlyle compressorwith PTC for the first time, make sure thecompressor has a “Large Folded” terminalbox (06DA407764 for gray)Note:The large folded box required to fit thismotor protection system is not rated foroutdoor use.DISHED RETAINERUP15 Two and four cylinder compressors will require a spacer (06DA509606) under the terminal box to accommodate the large folded box. This spacer is included in the service kit parts bag sent out with each service module. Note: The longer #10-32 screws (1/2” lg) must be used when the spacer is used under the terminal box. 3/8” long screws are used w/o the spacer.SPACER16 Ensure one of the power leads is long enough to be routed through the CT. For this module, it does not matter which power lead goes through the CT. The power lead for either #1, #2 or #3 can be used. Note: only one lead should go through the CT and only once as shown.17 Control voltage will have to be supplied in accordance with the module selected. Power consumption is 3 VA.End.POWER LEADTHROUGH CTAPPENDIX I: TOOLS FOR 06D HYBRID MOTOR PROTECTION SERVICEREVISION RECORDDATEREV.DESCRIPTIONCARLYLE REF. FILE NAME11/10/15 --- INITIAL RELEASE99TA516180_PTC_Hybrid_Mtr_Protech.docx 5/19/16 AADDED 24 VDC MODELS & ASSOCIATED WARNINGS99TA516180A_PTC_Hybrid_Mtr_Protech.docxTOOLTOOL NUMBER SUPPLIER OPERATION S T E P (s)NOTES5/16” NUT DRIVER00941972000P CRAFTSMAN REMOVING & INSTALLING: ∙ TERMINAL BOX COVER ∙ MTR PROTECTION ASSY 6 9 1113#2 PHILLIPS OR FLAT BLADE SCREW DRIVERAWP2X125 FACOM REMOVING/INSTALLING WIRE CONNECTIONS ON MODULE 8 12FLAT BLADE SCREW DRIVER AW10X200 FACOM REMOVING/INSTALLING TERMINAL BARREL NUTS8 12TO FIT .064/.075”SLOTAppendix II – Compressor Model Cross Reference to Module Kit No.Appendix II – Compressor Model Cross Reference to Module Kit No. Cont.Appendix II – Compressor Model Cross Reference to Module Kit No. Cont.Appendix II – Compressor Model Cross Reference to Module Kit No. Cont.Appendix II – Compressor Model Cross Reference to Module Kit No. Cont.。
University of Hawai‘i at Mnoa MODELS FOR DISTANCE EDUCATION IN CRITICAL LANGUAGES EVOLVING
David Hiple & Stephen FlemingUniversity of Hawai‘i at MÅnoa MODELS FOR DISTANCE EDUCATIONIN CRITICAL LANGUAGESEVOLVING DEFINITION OF DISTANCE EDUCATION Distance education has been defined differently at different points in history. Traditional or conservative definitions of distance education refer only to a separation between teacher and learner and their use of some means of communication. Such broadly based definitions are of limited utility in the Information Age, since they could apply equally to a correspondence course conducted by post in the 1920s or to a workshop conducted via synchronous Web-based videoconferencing in 2001. As communications technology has evolved from paper and pencil through radio, television, and the Internet, the definition of distance education has changed accordingly, so that newer definitions of distance education have come to include additional criteria. For example, Keegan (1990) suggests that distance education has the following characteristics:•separation of a teacher and learner throughout the learning process;•separation of the learner or learners from other learners or learning groups;•provision of means for two-way communication so that the learner(s) can benefit from or initiate dialogue; and•utilization of electrical means of communication to carry the content of the course.In this definition, Keegan has articulated two important features that have come to distinguish distance education in the Information Age: first, in addition to the separation between teacher and learner, communication must be electronically based; second, communication must be bi-directional. Not only does the student receive communication from the teacher; the student also directs communication to the teacher and to other students.DISTANCE EDUCATION AND L2/FL INSTRUCTION Keegan’s bi-directional criterion deserves special emphasis in the context of second and foreign language instruction. In the past few decades, specialists in language pedagogy have increasingly come to recognize that language is more a complex set of interdependent skills or competencies than a body of mastered knowledge (Omaggio Hadley, 2001). This recognition has been reflected in two importantareas. First of all, evaluation of learners’ competence in a language increasingly focuses on their ability to perform communicative tasks rather than manipulate linguistic forms. Secondly, classroom practices increasingly emphasize the use of actual communication in language learning activities while de-emphasizing the mastery of language metaknowledge, for example, rules of phonology and syntax. In light of this shift, the criterion that distance education media must enable bi-directional communication takes on special importance for language instruction applications. Information Age forms of distance education, due to their interactive nature, are better suited to language instruction. Forms of distance education that do not fit the Information Age criteria cannot fulfill the communicative requirements of modern language instruction.HISTORICAL EVOLUTION OFDISTANCE EDUCATION DELIVERY MODESEarly in distance education history, paper-and-pencil correspondence was the only means for the transmission of information between teacher and student. Learners engaged in self-instructional home study of course materials, then submitted assignments and/or tests to the course instructor by post. This postal traffic passed slowly in two directions and was certainly not electronic. For these reasons, early correspondence courses offered in the past through such institutions as Great Britain’s Open University do not fit the Information Age definition of distance education. (Note: The Open University now offers electronically tutored courses.)As communications technology advanced, radio and television made the means of transmission electronic, but allowed only one-way delivery of instruction from teacher to student. The lack of an interactive element in such television-based courses as those of NYU’s Sunrise Semester (ca. 1950s–1980s) means that courses of this type also do not fit the Information Age definition of distance education.The advent of interactive television (ITV) technology made it possible to link learners at multiple locations into a single virtual classroom through video and voice transmission, meeting the Information Age imperative of electronically-based communicative interaction. ITV thus became the first form of distance education to meet the criteria of the Information Age definition of distance education.In the 1960s, the development of computer-assisted instruction (CAI), which includes computer-assisted language learning (CALL), focused on the capability of the computer as “teaching machine” to provide stimulus and feedback to the learner (Saettler, 1990). Before the advent of networking, however, computers could not serve as tools of communication, and so in its classic form one software user on one machine, CALL did not represent a form of distance education at all, but rather a form of self-instruction or independent learning.Only when universal availability of e-mail and the Web in the 1990s enabled the creation of virtual classrooms in cyberspace did computer-based forms of instruction become bi-directionally communicative. As of this writing, while Internet applications such as e-mail and Multi-User Object-Oriented Environments (MOOs) are still in use, the World Wide Web has completely overshadowed them as a platform for the delivery of distance education.In the Information Age, ITV and the Internet — especially the Web — have come to dominate the distance education scene. The relative costs and benefits of these two media are discussed below.INTERACTIVE TELEVISION (ITV) Among technologies available for distance education, ITV offers the closest replication of the traditional classroom. The face-to-face communication it enables yields particular advantages for teaching listening/speaking to language learners. In fact, it is hard to see how language could be effectively taught at the beginning levels in the absence of such face-to-face interaction. However, ITV is an extremely capital-intensive technology requiring massive investment usually at the state or system level and has geographical limitations as well.An ITV system serves a limited number of specialized classroom sites linked by special transmission technology. These classrooms are usually located on separate campuses within a large institution such as a state educational network or a state university system. While the system generally serves locations that are geographically remote enough from one another to render commuting impractical, users must still be physically present in an ITV classroom; they cannot study from home.Typically, a single ITV class does not include more than three or four remote-site locations in addition to the originating site. Moreover, ITV is a synchronous or “live” technology, requiring the presence of everyone in the classroom at the same time. The requirement for fixed class meeting times and the expense of transmitting television signals outside a single system mean that ITV cannot practically and efficiently serve learners across institutional boundaries and across multiple time zones on an ongoing basis. Therefore, while ITV does offer particular educational advantages, it is chiefly an intercampus course-delivery system and does not offer global accessibility.In the context of language instruction, it appears that ITV-based distance education offers the strongest advantages for the teaching of languages in which learners are widely scattered on the ground but still within the single large institution served by the ITV network. Learners at several sites can be gathered together to form a class where previously none was feasible. This means that ITV can help preserve four-skill, first- and second-year instruction in less commonly taught languages in large, multi-campus institutions in which they might otherwise suffer cancellation.APPLYING THE ITV MODEL ACROSS SYSTEMSThe technology of ITV systems varies considerably from institution to institution, and these differences, though small, may constrain instructors’ choices in important ways. A short summary of these differences follows.Video quality in ITV systems transmitting compressed video over ISDN (Integrated Services Digital Network) lines varies widely, but even the highest quality ISDN is not as clear as full-motion video. In terms of instructional strategies, this would mean that any activity depending on video clarity, such as reading on screen or distinguishing visual characteristics of an on-screen object or person, would have to be used with due caution.Many ITV systems are videoconferencing systems, some of which are more limited than others. In videoconferencing, it is often impossible to “mix” or compose signals from different sources into a single split-screen image which is visible to everyone. In contrast, full-motion ITV provides signal-mixing capabilities, as in Figure 1, where we see a drawing displayed at one site sharing a split screen with students at another site. In the Hawai‘i Interactive Television System (HITS), discussed in further detail in the following chapter, signals are sent from multiple sources — such as cameras at different sites, visual presenters (document cameras), computer displays, or video players — to a central control board where they are selected or “mixed” and re-transmitted as a “program” signal.Figure 1. A drawing at one site shares a split screen with students at another siteIn a videoconferencing environment unable to accommodate mixed programming, instructional strategies relying on mixing images on screen might have to be modified so that images are viewed alternately. This seemingly minor difference could have a noticeable effect on the success of a given activity.The locus of technical control over the signal differs from system to system. In some systems, the teacher has access to a panel that may control robotic motion of cameras or switching between camera, visual presenter, and computer. In the HITS system, the teacher does not have a control panel; instead, a dedicated technician in a separate control room works in real time to select and mix incoming sources ofinput and place them on program. The technician decides what to place on program based on a combination of professional judgment and directions from the instructor which have been given in advance or are given in real time during transmission. The implications of this difference between systems are twofold: instructors obliged to use the control panel will have to acquire the requisite technical skills, and instructors who must issue directions to a technician will have to deal with the extra time this requires. As technicians become more accustomed to an instructor’s repertoire of activities, however, they may begin to anticipate needed camera angles, split screens, and so forth, so that they become active partners in instruction. In a sense, well-informed technicians such as these are “team teaching” with the instructor.THE WORLD WIDE WEBTHE PRESENT In terms of its advantages and disadvantages for distance education, the Web is very different from ITV, especially in the context of language instruction. Since the Web is evolving and means many things to many people, a current definition is probably in order: the World Wide Web consists of resources and users on the Internet utilizing HTTP (Hypertext Transfer Protocol), a set of rules for exchanging files, including text, graphic images, sound, video, and other multimedia (, 2001).Despite much talk about “virtual classrooms” on the Web, as of this writing the Web is unable to offer anything approaching ITV’s replication of the face-to-face communicative environment of the traditional classroom. Despite advances in the handling of streaming media, at present it is still not practical for many learners to be brought together synchronously on the Web for classroom-type instruction including live audio and video such as is found on ITV. While streaming or archived media may be available to learners on the Web, it is unidirectional (from the instructor to the learner) and “canned” (i.e., prepackaged rather than composed in response to ongoing student needs), and students and instructors must rely on keyboarding for two-way communication.THE FUTURE Web technology advances quickly, and within the next few years it will become much easier for individual users (such as learners) to send and receive audio and video. Even when this happens, it cannot be assumed that the Web will be a popular medium for synchronous, or live, distance instruction. Due to the universal reach of the Web and the need in instructional contexts to archive submitted materials, it is more likely that teachers and learners will interact asynchronously by e-mailing video and/or audio “messages” to each other or placing them in discussion forums (also known as threaded discussions). Under these circumstances, stronginitiative and autonomy will be required from each user as he or she records and posts to the forums; teacher support will be after-the-fact rather than ongoing in real time.LANGUAGE INSTRUCTIONGiven the current state of the World Wide Web and its probable direction of development, exclusively Web-delivered instruction is probably not appropriate for the beginning levels of language study. With little or no foundation in the language, beginning learners have special needs for instruction in the skills of listening and speaking. Ideally, they should receive ample ongoing, real-time support from a readily available instructor, and at present the Web is unable to facilitate such support. Instead, exclusively Web-based delivery is appropriate for skills other than speaking, and is especially suited to higher levels of language study where learners have established a foundation of reading and writing skills they can use independently as a means for two-way communication.In contrast to ITV, Web-based technologies are relatively inexpensive, at least in terms of hardware. To the extent that students can be expected to provide their own means of access to the Web, capital expenses are limited to server and network hardware and software. There is no large-scale capital expense comparable to the construction of ITV studio classrooms at multiple sites, although human resources required for Web-based development, such as competitive salaries for good programmers, may be costly.The portability of the Web means that it is suitable not only for intercampus delivery, but also for interinstitutional and individual delivery, that is, the offering of courses by one institution for another institution or for individuals from outside the institution.Also unlike ITV, there is no need to consider limitations on the number of remote sites. However, this does not imply that an unlimited number of students may be served, since human factors still enter into determining the optimal size of the learning community and the ideal student/teacher ratio. For instance, given that one would expect an effective instructor to respond personally and fully to all the students online, the teacher’s available time and energy would place a limit on the number of students one should have in a Web-based language class.On the Web, the significance of geography is greatly reduced; learners may study at home, and, if the Web-based course is asynchronous, there is no requirement that all the students in a course log on at the same time. In fact, as long as the use of synchronous tools such as live chat (i.e., a messaging device allowing multiple users to gather in one or more virtual “rooms” to exchange messages in real time) is restricted to a few instances per semester, even students scattered across the globe may be persuaded to take part when synchronous activities are scheduled. So while the Web has certain limitations of application, it does offer global accessibility.In the context of language instruction, it appears that Web-based distance education offers the strongest advantages for the teaching of languages in which learners with specialized needs for advanced instruction in skills other than speaking are widely scattered on the ground, even across institutional boundaries. This means that institutions with advanced instructional resources in less commonly taught languages can offer those resources to other institutions at which advanced instruction in those languages might otherwise not be available at all, as well as to individuals at widely scattered locations. For some less commonly taught languages, Web-based instruction may represent the only possibility for pulling together sufficient numbers of learners to make an advanced class viable at all. Given this potential for bringing widely scattered learners together at relatively low cost, Web technology will probably become a significant delivery medium for advanced language instruction in skills other than speaking in the near future.DISTANCE EDUCATION AND DISTRIBUTED LEARNING All education, not just distance education, has been revolutionized by the availability of electronic resources. The boundaries between distance education and traditional education are dissolving as both distance and non-distance classes make use of multiple technologies, especially the Web, for delivering educational resources — hence the term “distributed learning”:Distributed learning is an instructional model that allows instructor, students, andcontent to be located in different, noncentralized locations so that instruction andlearning occur independent of time and place. The distributed learning model canbe used in combination with traditional classroom-based courses, with traditionaldistance learning courses, or it can be used to create wholly virtual classrooms(Saltzberg & Polyson, 1995, cited in Bowman, 1999).Distributed learning models that combine different media to deliver instructional resources are increasingly common. Some of these are detailed below, with particular reference to language instruction.ITV PLUS WEB-BASED DELIVERY As noted above, ITV is a capital-intensive medium of instruction. At the same time, more disciplines are making use of ITV resources, and airtime is at a premium. Restricting ITV delivery to a few hours a week and “offloading” appropriate instructional activities to the Web allow an institution to economize on air time. In the language instruction context, during ITV airtime the focus is most logically placed on speaking and listening, while in the Web portion text-based activities, and possibly listening, can be highlighted. While such a model can help alleviate cost issues associated with ITV delivery, like ITV it falls short of providing global accessibility. Another liability of the “mixed delivery” model is its limited flexibility. Articulation from ITV to Web and back again on an almost daily basis requires strict adherence to a schedule, not to mention extremely meticulous planning and preparation — which must itself be factored as a cost.OFFLINE OR INDEPENDENT LEARNINGYet another element that may be introduced in a distributed learning “mix” is independent or “offline” learning. In this model of distributed learning, rather than delivering a steady stream of learning activities on an ongoing basis, the provider of instruction focuses on a process of preparing students for independent learning activities, and then following up on those activities. For instance, the following chapter presents a University of Hawai‘i case study focusing on a Web-based course incorporating independent student use of a CD-ROM designed for self-instruction. After completing an initial sequence of activities at the course Web site, students use the CD-ROM offline, then return to the class Web site for follow-up and communicative tasks with classmates.FURTHER DEVELOPMENTS IN DISTRIBUTED LEARNINGDistributed learning is becoming a point of convergence between traditional classroom instruction and distance education as more and more traditional classroom instructors offload portions of instructional activities to the Web. In some cases, Web-based activities, whether independent (such as reading assigned Web sites to obtain information) or group-based (such as threaded discussion), supplant classroom time. In this model, of course, learners do have F2F (face-to-face) time in the classroom, and so there is ample opportunity for treating listening and speaking skills in a communicative format. This “F2F advantage” is lacking in the strictly Web-based courses described above.As models for distributed learning and distance education develop further, it is to be expected that the advantages of both Web-based instruction and F2F contact may be realized even in distance education situations by distributing the F2F portion of instruction among multiple tutors. In such a model, a Web-based course serves as a central point of contact between students and instructor who are separated by geographic distance. In the Web-based course, some activities are group-based, and some are independent, such as offline use of a CD-ROM. But in addition, as an integral part of the Web course, students are paired with a target language-speaking informant in their locale, recruited especially for the course and trained in a series of Web-based and telephone tutorials to engage in task-based speaking activities with small groups or individual students at specific points in the instructional sequence. The tutors are asked to engage in very specific tasks with the students and are directed to focus to the greatest extent possible on communication, rather than on language forms, during sessions with students. Students are directed to reserve questions about language forms (i.e., grammar and vocabulary) for the Web-based instructor. In this way, these questions and answers can be shared with all the students in a “grammar clinic” threaded discussion. Use of this model, combining the accessibility of distance education with the advantages of F2F contact, enables the Web to serve as the chief medium of language instruction even at beginning and intermediate levels, for which at present the Web alone is not sufficient.PEER EDUCATION/DISTRIBUTED COGNITION The definition of distributed learning provided earlier focuses on technological alternatives to the traditional classroom. In this definition, the word “distributed”refers to the distribution of instructional resources across multiple sites (such as ITV classrooms or individual computers) or modes of delivery (such as ITV plus Web). However, learning — especially language learning — has become more distributed in another sense as well in recent years. Advances in theories of learning based on social constructivism (Vygotsky, 1978) and distributed cognition (Pea, 1993, 1994; Salomon, 1993) have highlighted the importance of the background knowledge each learner brings to the learning process, the contributions each learner makes in the learning community, and the interplay between knowledge held in the mind and knowledge contained in artifacts such as learner notes and drafts, reference resources, and records of communicative interactions.In the wake of these theoretical advances, instructional practices have moved away from teacher-centered models toward student-centered models featuring collaboration, communication, peer editing, and other practices which de-emphasize the teacher as sole bearer of authoritative or meaningful content and validate learners’ ability to serve as educational resources for one another. For example, in the Web-based course which is the focus of the following chapter, the first activity in each unit is a “brainstorming” or information-sharing activity in which students contribute words, phrases, or facts that they already know to a class resource list accessible to everyone. Aside from fostering a sense of collaboration among students, this type of activity has the advantage of helping tailor instruction to the real needs of students as demonstrated by their current level of knowledge, rather than as anticipated by a teacher or textbook writer.MAKING CHOICES FOR L2/FL DISTANCE EDUCATION As indicated in the preceding sections, evolving definitions of distance education and of distributed learning point the way toward different choices for ITV-based, Web-based, and combined-delivery modes for second and foreign language instruction in different situations. Among the conclusions we can draw are •Only electronically-based modes of delivery enabling bi-directional communication are appropriate for effective, communicative languageinstruction.•Despite its relatively faithful reproduction of the communicative environment of the traditional classroom, ITV is expensive and limited inthe area it can reach.•ITV is appropriate for teaching beginning levels of less commonly taught languages within a single large, multi-campus institution, especially wherestudent populations are too small to support instruction at a singlelocation.•Despite its relative economy, Web-based instruction does not (at present) adequately support instruction in speaking and, for this and other reasons,is not appropriate as an exclusive medium (i.e., without supplemental F2Finstruction) for teaching beginning levels.•Models of distributed learning for distance education combining Web-based and F2F components have the potential to strengthen the suitabilityof the Web as a medium for language instruction at the beginning andintermediate levels, since the F2F component is needed to supportinstruction in speaking.•Web-based instruction is appropriate for advanced instruction of students with specialized needs for language development and maintenance in skillsother than speaking. In some cases, the gathering together of learnersacross institutional boundaries to form a Web-based “learning community”may represent the only viable alternative for advanced instruction in agiven language.•With adequate planning and preparation — and careful adherence to a schedule — Web-based and ITV instruction can be combined inappropriate ways to reduce ITV air time and associated expenses.•Independent, or “offline,” learning can be used to advantage in distributed learning models for advanced language instruction. Models featuringindependent learning must pay particular attention to preparation forindependent work and to follow-up activities.•Student-centered activities are an important element in modern models for language instruction and add a new dimension to the definition of“distributed learning.”WHERE DO WE GO FROM HERE?With the advent of the Information Age, distance-delivered education has grown exponentially in a few short years and will continue to grow in the foreseeable future. What is the future of distance-delivered language education? Distance-delivered language education may evolve, or it may decline in a backlash if online learners find that what was promised has not been delivered. Teaching performance-based subjects, such as languages, presents a special challenge for distance educators and distance learners because technology in 2002 does not yet adequately support four-skill language instruction online. Where do we go from here?Beginning students today cannot learn to speak, listen, read, and write a language effectively when the sole medium of delivery is online instruction. Therefore distributed learning is likely to evolve creatively and with varying degrees of success until online learning can reliably support and deliver multi-modality interaction to a mass audience. Distributed learning, an approach that allows instructor, students,。
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StarWind Virtual SAN 异步复制和定期快照配置指南说明书
#1 HyperConverged Appliance for SMB and ROBOStarWind Virtual SAN®Asynchronous Replication. Configuring Scheduled SnapshotsJUNE 2015TECHNICAL PAPERTrademarks“StarWind”, “StarWind Software” and the StarWind and the StarWind Software logos are registered trademarks of StarWind Software. “StarWind LSFS” is a trademark of StarWind Software which may be registered in some jurisdictions. All other trademarks are owned by their respective owners. ChangesThe material in this document is for information only and is subject to change without notice. While reasonable efforts have been made in the preparation of this document to assure its accuracy, StarWind Software assumes no liability resulting from errors or omissions in this document, or from the use of the information contained herein. StarWind Software reserves the right to make changes in the product design without reservation and without notification to its users.Technical Support and ServicesIf you have questions about installing or using this software, check this and other documents first - you will find answers to most of your questions on the Technical Papers webpage or in StarWind Forum. If you need further assistance, please contact us.Copyright ©2009-2015 StarWind Software Inc.No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written consent of StarWind Software.In 2016, Gartner named StarWind “Cool Vendor for Compute Platforms”.Gartner does not endorse any vendor, product or service depicted in its research publications, and does not advise technology users to select only those vendors with the highest ratings or other designation. Gartner research publications consist of the opinions of Gartner's research organization and should not be construed as statements of fact. Gartner disclaims all warranties, expressed or implied, with respect to this research, including any warranties of merchantability or fitness for a particular purpose.About StarWindStarWind is a pioneer in virtualization and a company that participated in the development of this technology from its earliest days. Now the company is among the leading vendors of software and hardware hyper-converged solutions. The company’s core product is the years-proven StarWind Virtual SAN, which allows SMB and ROBO to benefit from cost-efficient hyperconverged IT infrastructure. Having earned a reputation of reliability, StarWind created a hardware product line and is actively tapping into hyperconverged and storage appliances market. In 2016, Gartner named StarWind “Cool Vendor for Compute Platforms” following the success and popularity of StarWind HyperConverged Appliance. StarWind partners with world-known companies: Microsoft, VMware, Veeam, Intel, Dell, Mellanox, Citrix, Western Digital, etcContentsIntroduction (4)Pre-Requisites (5)Implementing Snapshot Rotation (6)Scheduling Snapshots (13)Summary (19)Contacts (20)IntroductionA disaster recovery site is crucial for companies that care about their data and it's A MUST for companies which are under regulatory requirements. On-site Redundancy (RAID, Synchronous Mirroring, etc.) does not guarantee data protection from hurricanes, floods and earthquakes that could completely destroy the primary datacenter. StarWind provides asynchronous replication functionality for maximum data security.The combination of StarWind data-compression and replication technologies eliminate the issues of high cost, performance impacting and data integrity typical with conventional DR implementations. Allowing installation to take place in the cloud VM for DR purposes and moving the replication and data compression to the background, it prevents the common pitfalls found in traditional DR solutions.This document is intended for StarWind users who want to learn asynchronous replication deployment and the basic snapshot management. It describes the process in details, being a comprehensive step-by-step instruction, good for beginner users as well as seasoned professionals.A full set of up-to-date technical documentation can always be found here, or by pressing the Help button in the StarWind Management Console.For any technical inquiries please visit our online community, Frequently Asked Questions page, or use the support form to contact our technical support department.Pre-RequisitesAsynchronous replication presumes that a certain number of data snapshots will be stored on a disaster recovery node. It also creates a need in rotating these snapshots, since administrator can run out of space on the server making it impossible to create new snapshots. This procedure must be as automated as possible to avoid any possibility of human error. 3 key statements are pointed out below:•administrator should know how many snapshots he wants to have available all the time; •administrator should know how often he wants to take snapshots;•administrator should know his production workload to calculate growth of data in snapshots. StarWind snapshots are incremental.This document explains how to schedule periodical snapshots using Windows Task Manager and StarWindX module. It implies having at least one main node and one replication node, further referred to as disaster recovery node. Please note that ability to take snapshots on the storage level is supported by StarWind Virtual SAN for thick image file.The documents on creating of the standalone image file and LSFS devices can be found by using the links below:https:///quick-start-guide-creating-stand-alone-image-file-device-with-starwind-virtual-sanFor general information about asynchronous replication refer to the guide below:/whitepapers/asynchronous-replication.pdfImplementing Snapshot RotationFirst, in StarWind Management Console create a device and attach it to target. Creating devices and attaching them to targets is described in Quick Start Guide below:/starwind-virtual-san-free-getting-started-guide1.Once the device is created, navigate to its replication manager and select “Add Replica”:2.The next step is to choose “Asynchronous One-Way Replication”:3.Type in the hostname or IP of disaster recovery node:4.Create new partner device:5.Specify path to the partner device header file:6.Click on “Change Network Settings”:7.Specify network interfaces for asynchronous replication:8.Specify path to journal files on both nodes:9.Create replica:10.Click finish to exit the wizard. The following status window will appear:11.Navigate to “Snapshot Manager” menu of your newly created device:12.Create your first snapshot:13.The result will look as follows:14.By clicking on a particular snapshot's “Mount” button it is possible to restore both imageson main and disaster recovery nodes to the state when this snapshot was taken.Scheduling SnapshotsMake sure StarWindX module is installed. It comes with default StarWind installation package.First, determine how many snapshots you would like to store at a time in order to implement proper snapshot rotation. It is ‘15’ in this case. Download or copy the PowerShell script below: https:///tmplink/snapshot_script.ps1Replace the following with your own parameters:%%main_node_name%%%%disaster_recovery_node_name%%%%number_of_snapshots%%%%device_name%%%%replication_device_name%%FOR EXAMPLE:mynode1mynode215HAImage6HAImage7When determining the number of snapshots required, you should note that they are incremental, i.e. every next snapshot is written over the other only by adding modified data on top of it. So, you should consider a higher number of snapshots if data amount on your device increases not too fast. Otherwise, consider a number that is reasonable not to run out of disk space.Once the script is modified, save it as snapshot_script.ps1 on C:\. Then go to Control Panel > Task Scheduler > Create Basic Task, and follow the wizard steps:1.Choose Daily and click Next:2.Give a name to your task and click Next:3.Click Next again:4.S elect “Start A Program” and click Next:5.In “Program/script” field indicate “powershell.exe”. In “Add arguments” type in thefollowing:-ExecutionPolicy Bypass -NonInteractive -NoProfile -WindowStyle Hidden 2>&1 -Filesnapshot_script.ps1 | Tee-Object "C:\log\trace.log" -AppendThis will allow to log both failed and successful runs for further troubleshooting. Here path to the log file is set to "C:\log\trace.log"Click Next6.Below is an overview of the resulting window:7.Tick “Run whether user is logged or not” and “Run with highest privileges”.8.Navigate to triggers tab and click “Edit Trigger”. Here specify how often you would like torun the script. In the sample below script is set to run every hour on the date of creation and then once a day with no expiration date.9.Click Ok and exit task Scheduler wizard.10.Open PowerShell as Administrator and set execution policy to unrestricted by running thecommand below:Set-ExecutionPolicy unrestricted11.Make sure the script is working as expected by checking Starwind Snapshot manager orrunning the script manually in powershell. There should be no errors:Sample output:_______________________________________________________________17 August 2014 18:59:25 Connecting to sw-sup-sw-hv1True17 August 2014 18:59:26 Successfully logged onto the server17 August 2014 18:59:26 You have 4 snapshots available17 August 2014 18:59:26 4 is too much for you. Let's delete the oldest one17 August 2014 18:59:26 Connecting to sw-sup-sw-hv2True17 August 2014 18:59:26 Successfully logged onto the server17 August 2014 18:59:26 Removing the oldest snapshot17 August 2014 18:59:26 Snapshot 6 has been removed17 August 2014 18:59:26 Taking new snapshot17 August 2014 18:59:56 Snapshot taken________________________________________________________________The script will remove the latest snapshot and replace it with the new one. Note that this script will not delete all snapshots you created manually before using the script, so you’ll n eed to remove them manually in StarWind Console.Best practice is to periodically check snapshot logs to ensure that scheduled procedures are running correctly.SummaryHaving automated snapshot rotation saves a considerable amount of time for system administrator.In the nearest future, such application will be added to StarWind management console. In the meantime, PowerShell scripting is a perfect workaround for this.Asynchronous Replication.Running Scheduled SnapshotsContactsUS Headquarters EMEA and APAC1-617-449-7717 1-617-507-5845 +44 20 3769 1857 (UK)+49 302 1788 849 (Germany) +33 097 7197 857 (France) +7 495 975 94 39 (Russian Federation and CIS) 1-866-790-2646Customer Support Portal:Support Forum:Sales: General Information: https:///support https:///forums ***********************************StarWind Software, Inc. 35 Village Rd., Suite 100, Middleton, MA 01949 USA ©2015, StarWind Software Inc. All rights reserved.。
DistributedSystemsPrinciplesandParadigms中文版书名分布
Marcus,Sten : Blueprints for High Availablity
Birman, Reliable Distributed Systems
Byzantine Failure问题:
Pease,M., “Reaching Agreement in the Presence of Faults” J.ACM,1980
Lamport,L.: “Byzantine Generals Problem. ” ACM T ng.syst. 1982
Shooman,M.L: Reliability of Computer Systems and Networks :Fault Tolerance, Analysis, and Design. 2002
Tanisch,P., “Atomic Commit in Concurrent Computing. ” IEEE Concurrency,2000
集中式体系结构:C/S
分布式体系结构:
点对点系统(peer-peer system):DHT(distributed hash table),例如Chord
随机图(random map)
混合体系结构:
协作分布式系统BitTorrent、Globule
自适应软件技术:
①要点分离
②计算映像
③基于组件的设计
Henning,M., “A New Approach to Object-Oriented Middleware”
第11章分布式文件系统
NFS (Network File System):远程访问模型
生物学单词
生物学单词1. Cell(细胞)- 单词释义:生物体结构和功能的基本单位。
- 单词用法:可作名词,在句中作主语、宾语等。
例如“The cell is the basic unit of life.”(细胞是生命的基本单位。
)- 近义词:Unit(单元)。
- 短语搭配:cell membrane(细胞膜),cell division(细胞分裂)。
- 双语例句:- “I was amazed when I first saw a cell under the microscope. It was like a tiny little world all on its own! How can something so small be so important?”(当我第一次在显微镜下看到细胞时,我惊呆了。
它就像一个完全独立的小世界!这么小的东西怎么会如此重要呢?)- “Cells are everywhere in our bodies. You might not be able to see them, but they're working hard all the time. It's like an army of tiny workers.”(细胞在我们身体里无处不在。
你可能看不到它们,但它们一直在努力工作。
就像一群微小的工人。
)2. Gene(基因)- 单词释义:具有遗传效应的DNA片段。
- 单词用法:名词,如“The gene determines certain traits.”(基因决定某些特征。
)- 近义词:Factor(因素)。
- 短语搭配:gene expression(基因表达),gene mutation(基因突变)。
- 双语例句:- “Genes are like the instruction manuals for our bodies. If a gene is 'broken', it can cause all sorts of problems. What aplex and fascinating thing they are!”(基因就像我们身体的使用说明书。
美国FDA分析方法验证指引中英文对照
美国FDA分析方法验证指南中英文对照美国FDA分析方法验证指南中英文对照八、、I.INTRODUCTIONThis guida nee provides recomme ndati ons to applica nts on submitt ing an alytical procedures, validati on data, and samples to support the docume ntati on of the identity, strength, quality, purity, and potency of drug substances and drug products.1.绪论本指南旨在为申请者提供建议,以帮助其提交分析方法,方法验证资料和样品用于支持原料药和制剂的认定,剂量,质量,纯度和效力方面的文件。
This guida nce is in ten ded to assist applica nts in assembli ng in formati on, submitt ing samples, and prese nti ng data to support an alytical methodologies. The recomme ndati ons apply to drug substa nces and drug products covered in new drug applicati ons (NDAs), abbreviated new drug applicati ons (ANDAs), biologics license applications (BLAs), product license applications (PLAs), and supplements to these即plicatio ns.本指南旨在帮助申请者收集资料,递交样品并资料以支持分析方法。
TECHNIQUES FOR REDUCING DELTA VALUES OF CREDIT RI
专利名称:TECHNIQUES FOR REDUCING DELTA VALUES OF CREDIT RISK POSITIONS IN ONLINETRADING OF CREDIT DERIVATIVES发明人:ROWELL, Mark, A.,CROWLEY, Christopher, J.,DOERR, F., Charles申请号:US2008078931申请日:20081006公开号:WO09/064550P1公开日:20090522专利内容由知识产权出版社提供摘要:Techniques for reducing delta values of credit risk positions in online trading of credit derivatives are disclosed. In one embodiment, an electronic trading system of credit derivatives comprises a processor adapted to communicate with at least one storage device and a user interface to execute instructions to perform the following tasks: receiving a plurality of credit risk positions submitted by a plurality of trader clients, each credit risk position having a delta value and a maturity date; identifying at least two trader clients who hold offsetting credit risk positions on at least two maturity dates; determining delta offsets to be applied to delta values of the credit risk positions, such that an overall delta of each credit risk positions remains substantially unchanged after the application of the delta offsets; calculating notional amounts of credit derivative trades needed to realize the delta offsets; and executing the credit derivative trades.申请人:ROWELL, Mark, A.,CROWLEY, Christopher, J.,DOERR, F., Charles地址:US,GB,GB,US国籍:US,GB,GB,US代理机构:LI, Charles (ce)更多信息请下载全文后查看。
保育教育质量评估指南 英文
保育教育质量评估指南英文Environmental Conservation Education Quality Evaluation GuidelinesThe preservation and protection of our natural environment is a critical concern that affects us all. As we strive to create a more sustainable future, the role of environmental conservation education has become increasingly important. This comprehensive guide aims to provide a framework for evaluating the quality of conservation education programs, ensuring that they effectively impart knowledge, foster positive attitudes, and inspire action towards environmental stewardship.I. Defining Conservation EducationConservation education encompasses a wide range of educational initiatives that focus on raising awareness, promoting understanding, and encouraging active participation in the preservation and responsible management of natural resources. This includes, but is not limited to, programs that address topics such as biodiversity, habitat conservation, wildlife protection, sustainable resource use, and environmental policy.II. Establishing Evaluation CriteriaEffective conservation education programs must be designed and implemented with a clear set of objectives and measurable outcomes. The following criteria serve as a foundation for evaluating the quality of such programs:A. Curriculum and Content1. Alignment with National/Regional Standards: The curriculum should be aligned with relevant national or regional educational standards, ensuring that it covers essential concepts and skills.2. Depth and Breadth of Content: The program should provide a comprehensive understanding of the selected environmental issues, covering both scientific principles and practical applications.3. Interdisciplinary Approach: The curriculum should integrate multiple disciplines, such as biology, ecology, geography, and social sciences, to provide a holistic perspective on conservation challenges.4. Relevance and Applicability: The content should be directly relevant to the local or regional environmental context, enabling learners to understand and address issues that are meaningful to their community.B. Instructional Strategies1. Active Engagement: The program should employ a variety of interactive teaching methods, such as hands-on activities, field trips, project-based learning, and problem-solving exercises, to actively engage learners.2. Differentiated Instruction: The program should accommodate diverse learning styles and abilities, offering a range of instructional approaches to cater to the needs of all participants.3. Inquiry-based Learning: The program should encourage learners to ask questions, explore, and discover environmental concepts through guided investigations and research.4. Collaborative Learning: The program should foster opportunities for learners to work together, share ideas, and collectively solve conservation-related challenges.C. Learner Outcomes1. Knowledge Acquisition: The program should effectively impart essential knowledge about environmental concepts, issues, and solutions.2. Attitude and Behavior Change: The program should cultivate positive attitudes towards the environment and inspire participants to adopt sustainable behaviors.3. Critical Thinking and Problem-solving Skills: The program should develop learners' ability to analyze environmental problems, think critically, and devise innovative solutions.4. Civic Engagement and Advocacy: The program should empower learners to become active citizens, engaging in conservation efforts and advocating for environmental protection.D. Instructor Qualifications and Professional Development1. Subject Matter Expertise: Instructors should possess a strong background in environmental science, conservation, and related fields, ensuring they can provide accurate and up-to-date information.2. Pedagogical Skills: Instructors should be trained in effective teaching methodologies, classroom management, and facilitation techniques to deliver engaging and impactful lessons.3. Continuous Learning: Instructors should be encouraged to participate in ongoing professional development opportunities, such as workshops, conferences, and training programs, to stay informed of the latest advancements in the field.4. Collaboration and Networking: Instructors should be supported in building connections with other conservation educators, resource experts, and community stakeholders to enhance the program's effectiveness.E. Program Evaluation and Continuous Improvement1. Formative Assessment: The program should incorporate ongoing formative assessments to monitor learner progress, identify areas for improvement, and make necessary adjustments to the curriculum and instructional approaches.2. Summative Evaluation: The program should conduct comprehensive summative evaluations at the end of each implementation cycle to assess the overall effectiveness in achieving the stated goals and objectives.3. Feedback and Reflection: The program should actively seek feedback from learners, instructors, and stakeholders, and use this information to inform future program planning and development.4. Continuous Improvement: The program should demonstrate a commitment to ongoing review and refinement, incorporating lessons learned and best practices to enhance the quality and impact of conservation education efforts.III. Implementation and MonitoringEffective implementation and monitoring of conservation education programs are crucial for ensuring their long-term success. This includes:A. Stakeholder Engagement: Engaging with a diverse range of stakeholders, such as educational institutions, community organizations, environmental agencies, and local authorities, to build partnerships and secure support for the program.B. Resource Allocation: Ensuring adequate resources, including funding, facilities, materials, and personnel, to sustain the program's operations and enable continuous improvement.C. Monitoring and Reporting: Establishing a comprehensive monitoring and reporting system to track program implementation, measure outcomes, and communicate progress to stakeholders.D. Scaling and Replication: Exploring opportunities to scale up successful programs and replicate them in other contexts, ensuringthe widespread dissemination of effective conservation education practices.IV. ConclusionThe quality of conservation education programs plays a crucial role in shaping the environmental awareness, attitudes, and actions of present and future generations. By adopting the comprehensive evaluation framework outlined in this guide, educators, program administrators, and policymakers can ensure that conservation education initiatives are effectively designed, implemented, and continuously improved to foster a more sustainable and environmentally conscious society.。
SMD REWORK SYSTEM Instruction Manual
401H000505SMD REWORK SYSTEMInstruction ManualThank you for purchasing our SMD Rework unit. The unit is exclusivelydesigned for reworking and soldering SMD component. Please carefully readthis manual before operating the unit. Store this manual in a safe, easilyaccessible place for future reference.To prevent accidents, be sure to observe the following precautions:e the unit only in the described manners as the manual.2.The air outlet and its surrounding area maybe very hot. Please take great careand not to be burned.3.After work, the handle must be placed on the holder and never place the handleon the workbench or other places. The unit can be turned off only after it cools below 100(sleeping mode) automatically.℃4.Please keep the air outlet clear and not be blocked.5.Do not place the sharp object besides or on the tube.6.Keep the air outlet at least 2mm from the object.7.Select the appropriate nozzle according to demands. Differences in temperaturemay exist when different nozzle is used.8.Turn off the power switch if not using in a period of time. Disconnect thepower cord when not in use for a long time.9.Handle with care not to shock the unit sharply.10.A periodically maintenance of the unit is necessary.11.Don’t operate the unit with wet hand or when the power cord is damp to avoidshort circuit or electric shock.12.Never use this unit in flammable gases or near other flammable materials.After using, don’t put it near the flammable gases or materials.13.Some areas such as behind walls, ceilings, floors, and other panels may containflammable materials which may not be found. The ignition of these materials could result in property damage and injury to persons. When working in these locations, move the handle back and forth and not pause at one point for protecting the flammable materials from ignition and other things from damage.14.Children can’t recognize the danger of the electrical appliance and keep theunit out of reach from children.Page 11. Characteristic1.There are three regular channels “CH1”, “CH2” and “CH3”and each channel’sparameters including temperature and airflow can be set.2.With password protection function and key-lock function.3.Real time operation by the magnetic switch and it comes to sleep when puttingthe handle on the holder.4.It can automatically sleep and set parameters in the sleeping state.5.Closed loop sensor, temperature can be controlled by zero voltage triggeringmode. Large power and rapid heating. Temperature can be conveniently adjusted and the temperature is accurate and stable, and not affected by airflow.6.It is with a brushless whirlpool motor and the airflow is adjustable with a widerange but no level. It is a multipurpose unit.7.Automatic cooling system can prolong the heating element’s life and protectthe handle.Caution: Avoid invalidate the ground cord when replacing the heaterelement.9.2 Assembly and change of the nozzle1.Assembly:Select one befitting nozzle and insert it into the outlet’s steel pipe.Press it with hand until the nozzle has been locked. It can be used after thenozzle has been fixed reliably.2.Change: Take the handle down from the holder after the nozzle has cool down.There is a slot between the nozzle and the outlet’s steel pipe. By the slot, putthe handle on the disassembly plate of the nozzle that is fixed at the holder.After that, fix the holder with one hand and pull out the nozzle. Change anothernozzle.Note: The nozzle can be ordered by the custom.Caution: Change the nozzle after it has cool down.Page 2Power switchKey of selecting channelKey of settingtemperatureThe handlePage 11Key of settingairflow▲”or “AIR▼” key to move the cursor. After inputting the testing result, click the “CH2” key.3.If calibration is successful, the LCD respectively displays “C-L/C-H”,if notsuccessful, the LCD displays “no”.4.If the temperature still has some departure, you can repeat calibrationaccording with the above steps.Note: * Suggest using 191 or 192 thermometer to measure the temperature.9. Replacing the parts9.1 Replacing Heating Element1.Replace the heating element after the handle has cooled down.2.Unscrew and remove the handle enclosure for preventing burned.3.Unscrew and remove the three screws on fixing the steel tube, in which has theheater element assembly. And then it can pull out the heater element assembly to change a new one (the heater element assembly and the steel tube are incorporate and don’t need disassemble).4.When installing the new heater element assembly, it must insert the pins of theheater element assembly to the corresponding sockets, and insert the sensor pins to the sensors sockets.5.Reassemble the handle according to the opposite order of disassembling. Theheater element must be insert into the end. 2. SpecificationPower 1000WVoltage 200V 50HZ/60HZTemperature range 100~500℃℃Airflow range 1~120 LevelSize (L*D*H) 188(L)*245(D)*135(H)mmWeight 3.65kg3. Applicable scene1.It is suitable to the de-soldering of the SMD components, such as SOIC, CHIP,QFP, PLCC, BGA and so on.2.It is suitable to hot shrink, drying, remove lacquer and mucosity, thaw,preheating, disinfect and so on.3.It is suitable for the situation needing different range airflow, softer or heavier.4.It is suitable for the hot air lead free de-soldering.4. Setting of the Temperature and the AirflowFirstly, place the SMD rework system on the workbench. And then connect well the power cord and other connection lines. Place the handle on the handle holder before switching on the power supply.4.1 Temperature SettingRaise temperature: Click “TEMP ▲” key and then the temperature will rise1,℃and the LCD displays the current setting temperature. Ifpressing“TEMP ▲”not loosely at least one second, thesetting temperature will rise rapidly. Loose the “TEMP ▲”key until up to the needed temperature.Page 3Page 10Reduce temperature: Click “TEMP▼”key and then the temperature will drop1, and the LCD displays the current setting℃temperature. If pressing “TEMP▼” key not loosely atleast one second, the setting temperature will drop rapidly.Loose the “TEMP ▼” key until down to the neededtemperature.4.2 Airflow SettingRaise Airflow: Click “AIR ▲” key and then the airflow grade will rise 1, and the LCD displays the current setting airflow grade. If pressing“AIR ▲”not loosely at least one second, the setting airflowgrade will rise rapidly. Loose the “AIR ▲”key until up to theneeded airflow grade.Reduce Airflow: Click “AIR▼” key and then the airflow grade will drop 1, and the LCD displays the current setting airflow grade. If pressing“AIR▼”not loosely at least one second, the setting airflowgrade will drop rapidly. Loose the “AIR▼”key until down tothe needed airflow grade.5. Operation instruction5.1 key instructionPOWER key Power supply switchCH1 key Click it and work in the CH1 channelCH2 key Click it and work in the CH2 channelCH3 key Click it and work in the CH3 channel 7. Sleeping7.1 How into the Sleeping State1.Put the handle on the handle holder, the system will to the sleeping state comeautomatically.2.During the system from work state to sleeping state, the window will display“Off”. and then when the temperature cooling down to 100, the unit comes℃into the sleeping state. In the sleeping state, the LCD will display “Sleep”.7.2 Resume1.When the handle is putting on the handle, it cannot be resumed from sleeping.2.Take down the handle from the holder. At the time, the unit will work at once.8. CalibrationIt is better to calibrate the temperature after changing the heater element. Adopt two point temperature calibrate, The method of calibrating the temperature is as following:1.In work state, set the calibration temperature 300℃and 500℃respectivecalibrate.When the temperature is stable and the window displays “Real Temp”, test the outlet temperature of the handle with thermometer and write down it.2.Into the calibration mode: When the temperature is stable, press the keys“CH1” and “CH3” keys at the same time about 15seconds, and then the LCD will display “cal” about two seconds and the system will enter into the temperature calibrating mode.Input the testing temperature after the hundreds digit twinkling.3. Press “TEMP▲”or “TEMP▼” key to setting the data and press “AIRto exit the password setting and come to the work state.Page 4 Page 9If don’t do any operation during the 20s of displaying “SET”:③The system comes into the work state.(4) After setting new password and turn on the power switch, the displaywill show “no” and then comes into the work state or sleep state. Note:●In the initial state, it can change the password directly and without inputthe correct password “000” first.●After setting a new password in the initial state, it must turn off thepower switch and then turn on it, and then the locking function of theparameter setting comes to run. Or else, it can change the parameter afterchanging the password.6. Message instruction1.Heater error: If there is some malfunction in the heater or in the heater circuit,the temperature parameter of LCD will display “H-E”. It must test the heater and the correlative parts.2.Sensor error: If there is some malfunction in the sensor or in the sensor circuit,the temperature parameter of LCD will display “S-E” and the power supply to the handle will be cut off.3.ERR: If there is some malfunction in the fan or in the fan circuit, the LCD willdisplay “ERR” and it must test the fan and the correlative parts.TEMP▲/▼key Adjust the temperatureAIR ▲/▼key Adjust the airflowCH1&CH2 Set the sound functionCH1&CH3 Into the calibration function5.2 OperationNote: check the parts in the package as the packing list. Some option parts may be not in the package if do not order.1.Put the unit on the flat workbench and select suitable nozzle to install (refer to9.2). After that, put the handle on the holder.2.Insert the power plug into the power socket and then press the “POWER” key.Switch on the power supply to the SMD rework system.3.Take down the handle from the holder and the system comes into the workstate. When the temperature is stable, the temperature window displays “Real Temp”.4.If in the unlocking state, it can set the temperature and the airflow.(1)Click “TEMP☐” or “TEMP❑” key to set the temperature and click“AIR ☐” or “AIR ❑” key to set the airflow (refer to the “temperaturesetting & airflow setting”)(2)Select the working channel: After setting the temperature and airflow,click CH1 (or CH2 or CH3) to save the setting data into channel CH1(or CH2 or CH3).5.If in the locking state, it cannot set the temperature and the airflow and aftergetting the power supply, the display shows “no” before into working.6.After working, put back the handle on the holder. After that, the unit comesinto the cooling state and when cooling down to 100, the unit comes into℃sleeping state.7.If not use in a period of time, it must turn off the power switch and cut offpower supply.Page 5Page 8Caution:●The initial password is “000”. At the initial state, the system is in theunlocking state and it can set the parameters and select the channel.●For prolong the life of the heater and protect the safety of the chip, use aslow temperature as possible and as big airflow as possible if it can finish the de-soldering work.5.3The sound setting1. Press the “CH1” and “CH2” about three seconds at the same time in theworking state or in the sleeping state. It can switch on or off the sound.2.When the LCD displays”, the system has key sound and alarm sound.”, the system hasn’t key sound and alarm sound.5.4 Password setting1. In the initial state (the password is 000) and the password setting steps asfollowings:(1)Turn off the power switch firstly, and then press the key “CH2” and turnon the power switch. Not loosely the “CH2” key until the windowdisplays “C”. After that, the window displays “password” and “SET”,which means the system comes into the password setting state.(2)In the password setting interface first time, the cursor of hundredtwinkles. Press “TEMP” and “AIR” keys to set the password.①Press “TEMP▲” and “TEMP▼” keys to select password datafrom 0~9.②Press “AIR▲” and “AIR▼” keys to move the cursor among thehundred, ten , one-digit.(3)Finishing the first password input, click key “CH2” into the secondary passwordinput, the cursor of hundred twinkles.(4)If the next passwords are not identical, the setting of password is notsuccessful and the window displays “no”. After that, the system comesinto work state and the password is still the former one.(5)If the next passwords are identical, the setting of password is successfuland the unit displays “SA V_ _ _” and has sound (run sound function).After that, the system comes into work state.2. If the password is not the initial password 000, it must input the correctpassword before into the password setting interface.(1)Input the password: Turn off the power switch firstly, and then press thekey “CH2” and turn on the power switch. Not loosely the “CH2” keyuntil the window displays “C”. After that, the window displays“password” and the cursor of hundred twinkles. Which means thesystem comes into the password-inputting interface. There are threetimes to input the password. After three time, it will exit thepassword-inputting interface and into the work state.(2) If the password is not correct: the display shows “no” and then comesinto the work state.(3) If the password is correct: the display shows “SET” about 20 seconds.①During the 20s of displaying “SET”:click “CH2” into thepassword setting(refer to the password setting at the initial state)。
Gardner Denver Deutschland GmbH产品说明书 L-BV2, L-BV5
Edition: 01.2016 · 610.44440.40.200 Original operating instructions · EnglishSupplementary instructions L-BV2, L-BV5Supplement to instruction manual 610.44440.40.000Devices of group II, category 2G2BV20602BV20612BV20702BV20712BV51102BV51112BV51212BV51312BV5161Concerning 1 Safety© 2016 Gardner Denver Deutschland GmbH · Industriestraße 26 · 97616 Bad Neustadt · GermanyReplication, distribution and / or editing of this document and the use and distribution of its content is prohibited unless explicitly permitted. Violation obligates compensation for damages.ContentConcerning 1 Safety ......................................... 2 Concerning 1.2 General safety instructions. 2 Concerning 2 Correct use of the equipment .... 3 Concerning 3 Technical Data ........................... 5 Concerning 3.3 Operating conditions,normal operation............... ............................. 5 Concerning 5 Installation .................................. 5 Concerning 5.1 Installing the unit ................ 5 Concerning 5.2 Connecting the unit mechanically............... .................................... 5 Concerning 5.2.1 Connecting the suction and discharge branches ............................ 5 Concerning 5.2.3 Connecting up system components............... ................................ 5 Concerning 5.2.4 Ancillaries ................... 8 Concerning 5.3 Connecting the motor electrically............... ........................................ 8 Concerning 5.3.2 Operating with afrequency converter................................... 8 Concerning 7 Operation ................................... 8 Concerning 9 Maintenance .............................. 8 Concerning 9.1 Servicing............................. 8 EU Declaration of conformity . (9)Concerning 1 SafetyConcerning 1.2 General safety instructionsWARNINGThe respective national accident prevention regulations must be complied with!WARNINGImproper handling of the system can result in serious or even fatal injuries!Operating manual 610.44440.40.000 as well as this supplementary operating manual: • must be read and understood beforecommencing any work on or with the unit, • must be strictly adhered to.• must be available where the unit is used.WARNINGImproper handling of the system can result in serious or even fatal injuries!All work on and with the system (transport, installation, commissioning, decommissioning, maintenance, disposal) may only be carried out by trained and reliable skilled staff!Concerning 2 Correct use of the equipment© Gardner Denver Deutschland GmbH 3 / 10 610.44440.40.200Concerning 2 Correct use of theequipmentPoint 2 “Intended Use” from 610.44440.40.000 is replaced by:This operating manual• is applicable to L-Series Liquid ring vacuum pumps / compressors (units): series L-BV2, L-BV5types 2BV2060 2BV2061 2BV20702BV2071 2BV5110 2BV5111 2BV5121 2BV5131 2BV5161Additional instructions Concerning explosion protection according to Guideline 94/9/EC and 2014/34/EU• contains instructions for the unit’stransportation, installation, start-up, operation, shut-down, storage, maintenance and disposal,• must have been read and properly understood by operating and maintenance staff before beginning any work with or on the unit. • must be complied with and• must be at hand where the unit is installed.Operating and maintenance personnel Operating and maintenance personnel for L-BV2, L-BV5 units must be trained and authorised for the work to be carried out.Work on electrical installations may only be carried out by an electrics specialist.An electrics specialist is someone who can evaluate and identify potential risks for the assigned task as a result of their technical training, knowledge and experience as well as knowledge about relevant regulations.L-BV2, L-BV5 units• create a vacuum or overpressure.• are used to extract, deliver and compress the following gases / vapours:− all dry and damp gases which are not explosive, combustible, aggressive or poisonous,− air or air-vapour mixtures.− in the case of aggressive or poisonous gases / vapours, please consult the manufacturer.− the gases / vapours must be free of solid matter.Small quantities of light suspended matter or liquids can be conveyed along too. • are suitable for a deep vacuum range. • are equipped with RL 94/9/EC and2014/34/EU three-phase drive motors. For more detailed information please consult the motor manufacturer’s accompanying operating instructions.• are available in two constructions:− Construction for normal requirements− Construction for higher corrosion-resistance and hygiene requirements (only 2BV2070. 2BV2071 and 2BV5..) • are designed for industrial plants.• are designed for continuous operation. When operating the units, the limiting values listed in chapter 3 operating manual610.44440.40.000 "Technical Data" are to be complied with.Scope of application for units according to Guideline 94/9/EC and 2014/34/EUInside area of explosion prevention design L-BV2, L-BV5 units are suitable for conveying gases/vapours where a potentially explosive atmosphere is occasionally expected to be present.This specification includes category 2G for the internal space of the units.If the specified maximum temperatures are complied with, the units are suitable for temperature class T4. Surrounding areaWhen rating the device category, both the place where it is installed and its internal space must be taken into consideration.Installing L-BV2, L-BV5 units for category 2G is allowed for areas where potentially explosive gases / vapours are expected to occur occasionally.Concerning 2 Correct use of the equipment610.44440.40.200 4 / 10 © Gardner Denver Deutschland GmbHIf the specified maximum temperatures are complied with, the units are suitable for temperature class T3.L-BV2, L-BV5 unit operating liquidWARNINGThe ignition temperature of the operating fluid must be above 150°C [150.00°F].The chosen operating liquid must comply with the requirements / properties stated below. It must not corrode or destroy the pump components used.WARNINGMonitoring of the operating liquid status before starting up as well as monitoring of trouble-free feeding of the operating liquid while in operation should be built into the system.The system must shut down if there is a failure in the operating fluid feed.Operating without operating fluid must be avoided under all circumstances.When using operating fluids with a heat capacity of < 3 kJ/kg K, or a boiling point which does not lie 20 K above the input temperature, consult the manufacturer.Operating liquid type:Normally use water with a pH-value between 6 and 9, or any other liquid compatible with the process.It must be free of:− Foreign matter and objects:− Crystalline precipitate substances −Substances which tend to stick or jamNo precipitate substances may be produced from the operating fluid during the sealing process. Likewise, no substances may be used which tend to polymerise of their own accord or when in contact with propellant gas.Compatibility must be checked with regards to chemical reactions between the operating liquid and the slide ring seal, the operating fluid and other pump parts as well as the operating fluid and the propellant gas. Foreseeable misuse The following are forbidden:• Use of the unit2BV2060 2BV2061 2BV2070 2BV2071 2BV5110 2BV5111 2BV5121 2BV5131 2BV5161 in non-industrial plants, unless the necessary precautions andprotective measures have been taken at the plant, e.g. protection against contact by children's' fingers.• Setting up and use of units in zones 0, 20, 21 and 22.• The extraction, transport and condensing of aggressive or poisonous media unless the units are specifically designed for such media. • to evacuate, convey and compress explosive, inflammable, or aggressive mediums, which could damage the slide ring seal.• To evacuate, convey and compress gases or gas mixtures which are explosive when air is not present, or may change the unit’s safety-relevant material properties.• Operation with a frequency converter.• Operation of the unit at any values other than those specified in chapter 3 “Technical data” in the 610.44440.40.000 operating manual. Modifications to the units are forbidden for safety reasons.The operator is not allowed to carry outmaintenance, servicing and repair work which requires the machine to be dismantled.Concerning 3 Technical Data© Gardner Denver Deutschland GmbH 5 / 10 610.44440.40.200Concerning 3 Technical DataConcerning 3.3 Operating conditions,normal operation TemperaturesTemperature of the operating liquid[°C] [°F] max. +65 max. +149 min. +5min. +41Nominal value:+15+59PressuresMinimum suction pressure of the gasIf an explosive gas mixture should arise due to ambient air entering the unit, the use of process gas must be ensured for the cavitation protection. If the unit suction pressure (p 1 min ) doesn’t stand at a minimum of 50 mbar above the vapour pressure (p Vapour ) of the operating fluid(=> p 1 min ≤ p Vapour + 50 mbar) or when there are changes in the operating conditions (media, temperatures), consult the manufacturer.Concerning 5 InstallationConcerning 5.1Installing the unitConditions for setting up the system:The type of protection on the drive motor must correspond to the ambient atmosphere requirements in accordance with guideline 94/9/EC and 2014/34/EU.The equipment and components added to the unit must also correspond to the requirements for device group II category in guideline 94/9/EC and 2014/34/EU.The equipment and components added to the unit must also correspond to the requirements for device group II category in guideline 94/9/EC and 2014/34/EU, unless they have their own ignition source. The bleeder resistance for eachinstalled accessory or attached part as well as for the unit must have < 106 Ohm to ground when assembled! Concerning 5.2Connecting the unit mechanicallyConcerning 5.2.1 Connecting the suction anddischarge branches In order to prevent overloading from throttle on the discharge side, pressure monitoring (G2,Fig. 1, page 6) must be installed on the other side of the unit’s gas output flange. If the maximum outlet pressure p 2 max specified in the610.44440.40.000 operating manual section 3.3, “Operating conditions, normal operation” is exceeded, the equipment must switch off. If operating with cavitation protection, the line must have sufficient electrical conductivity (bleeder resistance < 106 Ω).Foreign bodies must be prevented from getting into the pump.If there is danger of foreign bodies getting in while the pump is operating or switched off, suitable filters must be attached.Concerning 5.2.3 Connecting up systemcomponents The built-in monitoring systems must be fully functional independently from one another. The systems must also remain independent if computer-programmed controls are used.Monitoring of continual operating liquid feedMonitoring of continual operating liquid feed is compulsory. Monitoring can be ensured by the following alternative systems:a) Measuring the operating liquid volume flow (F1, Fig. 1, page 6) with suitable sensor and analysis device. Switching commands must operate directly on the switches.When using a volume flow device which can block, an additional redundant monitoring system must be provided.Specifications regarding failure safety as well as calibration and servicing intervals should be taken from the monitoring device operating manual.Disconnection condition:Volume flow ≤ 50 % of the design operating fluid flow(see 610.44440.40.000 operating manual section 3.3, “Operating conditions, normal operation”)Concerning 5 Installation610.44440.40.200 6 / 10 © Gardner Denver Deutschland GmbHb) Operating fluid temperature measurement in the drain tapping (F2, Fig. 1, page 6), or on the unit housing (F5, Fig. 1, page 6) with suitable temperature sensor. Disconnection condition: Temperature ≥ 60 °C (140 °F)The measurement and control device must be suitable or certified to take reliablemeasurements for disconnection conditions and shut down the equipment if necessary.The device must be certified with regard to its point of installation in accordance with its category.It is recommendable to implement the monitoring systems in accordance with EN ISO 13849. The volume flow measurement sensor must be suitable for the area prevailing in the measuring point internal space.Fig. 1: Position of measuring pointsMonitoring liquid level before starting up Monitoring the liquid level before starting up is compulsory.Monitoring can be ensured, for instance, by inductive proximity switches, solenoid-operated sensors, or pressure-dependent sensors, each combined with an analysis device.The liquid level switches (F3, F4, Fig. 1, page 6) should be installed in the liquid level monitoring device (position Fig. 1 page 6). The monitoring device sensors must be non-corrosive and certified for category 2 if there is direct contact with the internal space.The measurement and control device must be suitable or certified to take reliablemeasurements for disconnection conditions and shut down the equipment if necessary.The device must be certified with regard to its point of installation in accordance with its category.It is recommendable to implement the monitoring systems in accordance with EN ISO 13849. The liquid level monitoring sensor must besuitable for the area prevailing in the measuring point internal space.It must only be possible to turn on the unit if the given fluid level stands between h f min and h f max (Fig. 2, page 7).Concerning 5 Installation© Gardner Denver Deutschland GmbH 7 / 10 610.44440.40.200The liquid level monitoring device (Fig. 1,page 6) is equipped with a shut-off valve which opens after the unit is switched off and closes again before starting up after the filling level has been regulated.If a connection between the device and the ambient atmosphere is not possible, orundesirable, due to the type of media used, the line should be routed back into the equipment behind the shut-off valve on the suction side in a suitable way (Fig. 1. page 6).TypeMinimum h f min[mm]Maximum h f max[mm]Minimum h f min [inches]Maximum h f max[inches]2BV2060 75 95 2.95 3.74 2BV2061 2BV2070 951203.744.722BV2071 2BV5110 116 156 4.57 6.14 2BV5111 2BV5121 130 170 5.12 6.69 2BV5131 140 185 5.51 7.28 2BV51611752356.899.25Fig. 2 Operating liquid levelConcerning 7 Operation610.44440.40.200 8 / 10 © Gardner Denver Deutschland GmbHConcerning 5.2.4 Ancillaries Operating fluid separatorThe 2BX1 102, 2BX2 103 und 2BX1 107 stainless steel separators do not come under guideline 94/9/EC and 2014/34/EU as they don’t have their own ignition sources. The propellant gas and the operating fluid must not react chemically to the separator. The separator bleeder resistance must have < 106 Ohm to ground when attached or installed!When a suction-side separator is used, only a pressure-resistant construction is permitted in accordance with guideline 97/23/EC. Thestandard separator as in the catalogue must not be used.Check valveThe 2BY6 9-type metal check valves do not come under guideline 94/9/EC and 2014/34/EU as they don’t have their own ignition sources. The propellant gas and the operating fluid must not react chemically to the check valve. The check valve bleeder resistance must have < 106 Ohm to ground when attached or installed!Gas ejectorThe 2BP5-type metal gas ejectors do not come under guideline 94/9/EC and 2014/34/EU as they don’t have their own ignition sources. Thepropellant gas and the operating fluid must not react chemically to the gas ejector. The gasejector bleeder resistance must have < 106 Ohm to ground when attached or installed! The gas propellant must be free of statically rechargeable particles.Concerning 5.3 Connecting the motorelectrically The accompanying drive motor operating manual must be strictly adhered to:Concerning 5.3.2 Operating with a frequencyconverterWARNINGOperating the unit with a converter is not permitted.Concerning 7 OperationIf the system is shut down by a monitoring system during operation, its cause must be identified and the problem must be rectified before restarting.Do not go below the safety level required by the device category!Concerning 9 MaintenanceConcerning 9.1ServicingThe operator is not allowed to carry out any kind of maintenance, servicing and repair work which requires the machine to be dismantled. Interval Maintenance procedure weeklyRemove dust deposits from unit.2 years or 18,000 operating hoursBall bearings to be replaced or re-greased by service technician.EU Declaration of conformity© Gardner Denver Deutschland GmbH 9 / 10 610.44440.40.200EU declaration of conformityManufacturer:Gardner Denver Deutschland GmbHIndustriestraße 26, 97616 Bad Neustadt, Germany Representative for the compilation of technical documents:Holger KrauseIndustriestraße 26, 97616 Bad Neustadt, Germany Designation of the machine:Compressor/Vacuum Pump Series L-BV2 / L-BV5 Types2BV2060-..D..-Z 2BV2061-..D..-Z 2BV2070-..D..-Z 2BV2071-..D..-Z 2BV5110-..D..-Z 2BV5111-..D..-Z 2BV5121-..D..-Z 2BV5131-..D..-Z 2BV5161-..D..-Z2BV2060-..G..-Z2BV2070-..G..-Z 2BV2071-..G..-Z 2BV5110-..G..-Z2BV5121-..G..-ZThe manufacturer bears sole responsibility for issuing this declaration of compliance.The machine described above complies with all applicable harmonisation legislation of the Community: 2006/42/EG Directive 2006/42/EC of the European Parliament and of the Council of 17 May 2006 on machinery, and amending Directive 95/16/EC94/9/EC (to 19.04.2016) Directive 94/9/EC of the European Parliament and the Council of 23 March 1994 on the approximation of the laws of the Member States concerning equipment and protective systems intended for use in potentially explosive atmospheres II 2G b c T3 2014/34/EU (from 20.04.2016)Directive 2014/34/EU of the European Parliament and of the Council of 26 February 2014 on theharmonisation of the laws of the Member States relating to equipment and protective systems intended for use in potentially explosive atmospheres II 2G b c T3 harmonised standards and other technical specifications on which the declaration of compliance is based: EN 1012-1:2010 Compressors and vacuum pumps - Safety requirements - Part 1: Compressors EN 1012-2:1996 +A1:2009Compressors and vacuum pumps - Safety requirements - Part 2: Vacuum pumpsEN ISO 12100:2010 Safety of machinery - General principles for design - Risk assessment and risk reduction (ISO 12100:2010)EN 1127-1: 2011 Explosive atmospheres - Explosion and protection - Part 1: Basic concepts and methodology EN 13463-1: 2009 Non-electrical equipment for potentially explosive atmospheres - Part 1: Basic method and requirementsEN 13463-5: 2011 Non-electrical equipment for potentially explosive atmospheres - Part 5: Protection by constructional safety …c“EN 13463-6: 2005Non-electrical equipment for potentially explosive atmospheres - Part 6: Protection by control of ignition source "b"The notified body DEKRA EXAM Gambol, no. 0158 has stored the technical documentation and has issued the following certification: BVS 03 ATEX H/B 072/ BVS 03 ATEX H/B 073 Signed for and on behalf of: Gardner Denver Deutschland GmbH Bad Neustadt, 11.01.2016 (Place and date of issue)Andreas Bernklau, Product management/Authorised signatory Joachim Stößer, Operations/Authorised signatory(Name and function)(Name and function)664.44440.40.200。
Cooper Wheelock S8 Eight Inch Speaker和Multi-Candel
.273 Branchport Avenue Thank you for using our products.Long Branch, NJ 07740(800) 631-2148 INSTALLATION INSTRUCTIONS SERIES S8 EIGHT INCH SPEAKER AND MULTI-CANDELA SPEAKER STROBE(CEILING MOUNT VERSION)Use this product according to this instruction manual. Please keep this instruction manual for future reference.GENERAL:Series S8-70/25 Eight Inch Speaker, S8-24MCC Multi-Candela Eight Inch Speaker Strobe and S8-24MCCH Multi-High Candela are UL Listed under Standard 1971 (Signaling Devices for the Hearing Impaired) and Standard 1480 (Speakers for Fire Protective Signaling Systems) for indoor fire protection service. The S8-24MCC and S8-24MCCH with amber, red, blue or green lens is UL Listed under Standard UL1638 (Visual Signaling Appliance) for Private Mode Emergency and General Utility Signaling. The S8 Eight Inch Speaker is designed for multiple power requirements with high dBA output at each power tap and offers a choice of field selectable taps, 1/4W to 8W for either 25.0VRMS or 70.0VRMS audio systems. The speaker has a molded, flame retardant cone.NOTE: In order to maintain proper UL 1480 listing, the CBB-8 Speaker Backbox (available separately) must be installed. The CBB-8 Backbox is required for use in ceiling plenums that are part of return air handling systems.The S8-24MCC Strobe provides four selectable light output intensities (15,30,75,95cd) in one unit. The S8-24MCCH Strobe provides two selectable light intensities (115,177cd) in one unit. The Strobe can provide a non-synchronized strobe appliance when connected directly to a fire alarm control panel (FACP), or provide a synchronized strobe appliance when used in conjunction with a Sync Module (SM), Dual Syn c Module (DSM) or Wheelock’s Power Supplies. The strobe uses a xenon flashtube with solid state circuitry enclosed in a polycarbonate lens to provide maximum visibility and reliability for effective visible signaling. The S8-70/25, S8-24MCC and S8-24MCCH are Listed for indoor use, ceiling mount only with the backboxes specified in these instructions (see wiring and mounting information). S8 series speakers are UL rated to meet the NFPA 72 requirement for 520Hz signals in sleeping areas when used in conjunction with Wheelock Safepath products (see SP40S manual for more details).PLEASE READ THESE INSTRUCTIONS CAREFULLY. FAILURE TO COMPLY WITH ANY OF THE FOLLOWING INSTRUCTIONS, CAUTIONS AND WARNINGS COULD RESULT IN IMPROPER APPLICATION, CANDELA SETTING, INSTALLATION AND/OR OPERATION OF THESE PRODUCTS IN AN EMERGENCY SITUATION, WHICH COULD RESULT IN PROPERTY DAMAGE AND SERIOUS INJURY OR DEATH TO YOU AND/OR OTHERS.NOTES:1.The strobe will produce 1 flash per second over the "Regulated Voltage" range.2.Strobes with clear and amber lens meet the required light distribution patterns defined in UL 1971.3.The Series S8-70/25, S8-24MCC and S8-24MCCH are UL Listed for indoor use with a temperature range of +32︒F to +120︒F (0︒C to +49︒C) and maximumhumidity of 85% RH.4. A 10μF blocking capacitor for DC supervision of audio lines by the FACP is factory wired in series with the speaker input. The maximum supervision voltage is33 volts DC. Frequency range of speakers is 400-4000Hz.5.Ratings listed in Table 1 are for clear lens. Derate approximately 25% for amber lens, 55% for green, 70% for blue, 80% for red.VOLTAGE DROP FROM THE CIRCUIT WIRING RESISTANCE TO DETERMINE THE APPLIED VOLTAGE TO THE STROBES. THE MAXIMUM WIRE IMPEDANCE BETWEEN STROBES SHALL NOT EXCEED 35 OHMS.MAKE SURE THAT THE TOTAL RMS CURRENT REQUIRED BY ALL APPLIANCES THAT ARE CONNECTED TO THE SYSTEM’S PRIMARY AND SECONDARY POWER SOURCES, NAC CIRCUITS, SM, DSM SYNC MODULES OR WHEELOCKS POWER SUPPLIES DO NOT EXCEED THE POWER SOURCES’ RATED CAPACITY OR THE CURRENT RATI NGS OF ANY FUSES ON THE CIRCUITS TO WHICH THESE APPLIANCES ARE WIRED. OVERLOADING POWER SOURCES OR EXCEEDING FUSE RATINGS COULD RESULT IN LOSS OF POWER AND FAILURE TO ALERT OCCUPANTS DURING AN EMERGENCY, WHICH COULD RESULT IN PROPERTY DAMAGE AND SERIOUS INJURY OR DEATH TO YOU AND/OR OTHERS.When calculating the total currents: Use Table 2 to determine the highest value of “RMS Current” for an individual strobe (a cross the expected operating voltage range of the strobe), then multiply these values by the total number of strobes; be sure to add the currents for any other appliances, including audible signaling appliances, powered by the same source and include any required safety factors.NOTE: The maximum number of strobes on a single notification appliance circuit shall not exceed 50.The Strobe is not designed to be used on coded systems in which the applied voltage is cycled on and off.MOUNTING INFORMATIONFigure 1:The maximum number of field wires (conductors) that can enter the CBB-8 or other listed equivalent backbox shall comply with the National Electrical Code (NEC). If this limit is exceeded, there may be insufficient space in the backbox to accommodate the field wires. Stresses from the wires could damage the product.Cooper Wheelock also recommends the use of approved stranded field wires, whenever possible, to provide additional wiring room for easy installation and minimum stress on the product from wiring.The S8-70/25, S8-24MCC and S8-24MCCH models are designed to mount flush in a hung tile ceiling. The CBB-8 or other listed equivalent backbox is required per UL Standard 1480 Speakers for Fire Protective Signaling Systems. When the speaker and backbox cannot be installed directly through a ceiling tile, a support bridge must be used. Refer to P84239 and P81490 for additional mounting information.WIRING INFORMATION:Figure 2:Figure 3:1. The Low Profile Speaker Strobe model has in-out wiring terminalsthat accept two #12 to #18 American Wire Gauge (AWG) wiresat each screw terminal. Strip leads 3/8 inches and connect to screw terminals.2. Break all in-out wire runs on supervised circuits to assure integrity of circuit supervision as shown in Figure3. The polarity shown in the wiring diagrams is for operation of the appliances.3. Connect speaker wires to common and positive of terminal blockand select the power tap terminal for 1/8W, 1/4W, 1/2W, 1W, 2W, 4W or 8W; 25V or 70V as required (see Figures 2, 3, 4, 5 and Table 4).+ STROBE -COM+(OPTIONAL)FROM PRECEDING SPEAKER OR FIRE ALARM CONTROL PA NEL (FACP) FROM PRECEDING STROBE APPLIANCE OR SYNC MODULE TO NEXT APPLIANCE OR EOLRTO NEXT SPEAKER OR END OF LINE RESISTOR(EOLR)* Refer to Sync Module instruction sheets SM (P83123), DSM (P83177) or Wheelock power supplies for additional information.GROUNDING:Connect ground wire to backbox. Install signaling appliance to backbox using mounting screws provided.THE SPEAKER STROBE APPLIANCE MUST BE FIELD SET TO THE DESIRED dBA SOUND OUTPUT LEVEL BEFORE IT IS INSTALLED. THIS IS DONE BY PROPERLY INSERTING JUMPER PLUGS IN ACCORDANCE WITH THESE INSTRUCTIONS. INCORRECT SETTINGS WILL RESULT IN IMPROPER PERFORMANCE, WHICH COULD RESULT IN PROPERTY DAMAGE AND SERIOUS INJURY OR DEATH TO YOU AND/OR OTHERS.Figure 4: J umper plug is used to select tap settings which = dBA loudness. Figure 5: T apSettings(************************(H))1printed circuit board. Select voltage and wattage as shown in Table 3.NOTE : Use needle nose pliers to pull and properly insert the jumper plug to the desired tap setting.Figure 6: Light Output ChartCHECK ELECTRICAL RATINGS SPECIFIED IN TABLES 1 AND 2 (AS APPROPRIATE) TO ENSURE PROPER ELECTRICAL INPUT. BE SURE THAT SPEAKER WIRING IS CONNECTED TO SPEAKER TERMINALS ONLY AND STROBE WIRING IS CONNECTED TO STROBE TERMINALS ONLY. CHECK TO INSURE THAT WIRING AT FACP IS CORRECT. IMPROPER ELECTRICAL INPUT CAN DAMAGE THE PRODUCT OR CAUSE IT TO MALFUNCTION, WHICH COULD RESULT IN PROPERTY DAMAGE AND SERIOUS INJURY OR DEATH TO YOU AND/OR OTHERS.Figure 7:BOTTOM VIEWBOTTOM VIEWNOTE: The S8-24MCC comes pre-set at 15cd.NOTE: The S8-24MCCH comes pre-set at 177cdWHEN CHANGING THE SETTING OF THE CANDEL A SELECT SWITCH, MAKE CERTAIN THAT IT “CLICKS” IN PLACE. AFTER CHANGING THE CANDELA SETTING, THE APPLIANCE MUST BE RETESTED TO VERIFY PROPER OPERATION. IMPROPER SETTING OF THE CANDELA SELECT SWITCH, MAY RESULT IN OPERATION AT THE WRONG CANDELA, WHICH COULD RESULT IN PROPERTY DAMAGE AND SERIOUS INJURY OR DEATH TO YOU AND/OR OTHERS.NOTE : All cable splices and connections to Speaker/Transformer pigtails must be made inside of Listed enclosure.Check that the installed product will have sufficient clearance and wiring room prior to installing backboxes and conduit, especially if sheathed multiconductor cable or 3/4" conduit fittings are used.1.Set each speaker to the required wattage and voltage according to Table 3.2.To insure proper speaker phasing, maintain a consistent color code to all speakers. To simplify phasing, use interconnecting cable with color coded wires.A. Connect the same color wire (in the interconnecting cable) to the amplifier output terminal marked COM (Common), and to the "COM" terminal of allspeakers.B. Connect one other color wire (in the interconnecting cable) to the amplifier output terminal marked 25V or 70V and to all of the “+” terminals at each speakerinput. The setting of “J1” must match the amplifier output of 25V or 70V.C. If shielded cable is used, then connect the shield (in the interconnecting cable) to the amplifier output terminal marked GND (Ground). The shield is notconnected to the speakers. The shield is made continuous using wire nuts and taped off at the last speaker on the cable run.3.The total system wattage requirement should not exceed 85% of the system amplifier’s rated output. The total system wattage requirement is the summation ofthe wattage tap selections of all system speakers.4.When terminating field wires, do not use more lead length than required. Excess lead length could result in insufficient wiring space for the signaling appliance.5.Set the strobe to the required candela. To move selector switch, insert screwdriver into slot shown on the side of the strobe. The setting is indicated by a pointerand can be seen on the side of the lens. See Figure 7.6.Conduit entrances to the backbox should be selected to provide sufficient wiring clearance for the installed product.7.Do not pass additional wires (used for other than the signaling appliance) through the backbox. Such additional wires could result in insufficient wiring spacefor the signaling appliance.e care and proper techniques to position the field wires in the backbox so that they use minimum space and produce minimum stress on the product. This isespecially important for stiff, heavy gauge wires and wires with thick insulation or sheathing.9.If this appliance is required to produce a distinctive three-pulse Temporal Pattern Fire Alarm Evacuation Signal (for total evacuation) in accordance with NFPA72, the appliance must be used with a UL864 listed fire alarm control unit. Refer to manufacturer’s installation manual for details.Always operate audio amplifiers and speakers within their specified ratings. Excessive input may distort sound quality and may damage audio equipment. Do not exceed +100% of speaker input voltage per UL 1480. Improper input voltage can damage speaker. If distortion is heard, check for clipping of the1) THESE DEVICES ARE NOT INTENDED FOR USE IN HAZARDOUS LOCATIONS AS DEFINED BY THE NATIONAL ELECTRICAL CODE (NEC) AND BY THE NATIONAL FIRE PROTECTION ASSOCIATION (NFPA). 2) THESE DEVICES ARE DESIGNED FORWHEN INSTALLING STROBES IN AN OPEN OFFICE OR OTHER AREAS CONTAINING PARTITIONS OR OTHER VIEWING OBSTRUCTIONS, SPECIAL ATTENTION SHOULD BE GIVEN TO THE LOCATION OF THE STROBES SO THAT THEIR OPERATING EFFECT CAN BE SEEN BY ALL INTENDED VIEWERS, WITH THE INTENSITY, NUMBER, AND TYPE OF STROBES BEING SUFFICIENT TO MAKE SURE THAT THE INTENDED VIEWER IS ALERTED BY PROPER ILLUMINATION, REGARDLESS OF THE VIEWER'S ORIENTATION. FAILURE TO DO SO COULD RESULT IN PROPERTY DAMAGE AND SERIOUS INJURY OR DEATH TO YOU AND/OR OTHERSThe S8-24MCCH’s 177cd setting is Listed for use in sleeping or non-sleeping areas when installed in accordance with appropriate NFPA Standards and the Authority Having Jurisdiction.If this appliance is required to produce a distinctive three-pulse Temporal Pattern Fire Alarm Evacuation Signal (for total evacuation) in accordance with NFPA 72, the appliance must be used with a fire alarm control unit that can generate the temporal pattern signal. Refer to manufacturer’s installation manual for details.A SMALL POSSIBILITY EXISTS THAT THE USE OF MULTIPLE STROBES WITHIN A PERSON'S FIELD OF VIEW, UNDER CERTAIN CIRCUMSTANCES, MIGHT INDUCE A PHOTO-SENSITIVE RESPONSE IN PERSONS WITH EPILEPSY. STROBE REFLECTIONS IN A GLASS OR MIRRORED SURFACE MIGHT ALSO INDUCE SUCH A RESPONSE. TO MINIMIZE THIS POSSIBLE HAZARD, COOPER WHEELOCK STRONGLY RECOMMENDS THAT THE STROBES INSTALLED SHOULD NOT PRESENT A COMPOSITE FLASH RATE IN THE FIELD OF VIEW WHICH EXCEEDS FIVE (5) Hz AT THE OPERATING VOLTAGE OF THE STROBES. COOPER WHEELOCK ALSO STRONGLY RECOMMENDS THAT THE INTENSITY AND COMPOSITE FLASH RATE OF INSTALLED STROBES COMPLY WITH LEVELS ESTABLISHEDCheck the installation instructions of the manufacturers of other equipment used in the system for any guidelines or restrictions on wiring and/or locating Notification Appliance Circuits (NAC) and notification appliances. Some system communication circuits and/or audio circuits, for example, may require special precautions to assure electrical noise immunity (e.g. audio crosstalk).NOTE: This equipment has been tested and found to comply with the limits for a Class B digital device, pursuant to Part 15 of the FCC Rules. These limits are designed to provide reasonable protection against harmful interference in residential installation. This equipment generates, uses and can radiate radio frequency energy and, if not installed and used in accordance with the instructions, may cause harmful interference to radio communications. However, there is no guarantee that interference will not occur in a particular installation. If this equipment does cause harmful interference to radio or television reception, which can be determined by turning the equipment off and on, the user is encouraged to try to correct the interference by one or more of the following measures: 1) Reorient or relocate the receiving antenna, 2) Increase the separation between the equipment and receiver, 3) Connect the equipment into an outlet on a circuit different from that to which the receiver is connected, and 4) Consult the dealer or an experienced radio/TV technician for help.ANY MATERIAL EXTRAPOLATED FROM THIS DOCUMENT OR FROM WHEELOCK MANUALS OR OTHER DOCUMENTS DESCRIBING THE PRODUCT FOR USE IN PROMOTIONAL OR ADVERTISING CLAIMS, OR FOR ANY OTHER USE, INCLUDING DESCRIPTION OF THE PRODUCT'S APPLICATION, OPERATION, INSTALLATION AND TESTING IS USED AT THE SOLE RISK OF THE USER AND COOPER WHEELOCK WILL NOT HAVE ANY LIABILITY FOR SUCH USE.11/15。
408-6923 手动车架组装说明说明书
Instruction SheetManual Arbor Frame Assembly 408--69231of 3E 2011Tyco Electronics Corporation,a TE Connectivity pany TOOLING ASSISTANCE CENTER 1--800--722--1111This controlled document is subject to change.11Mar 11Rev D58024-1PROPER USE GUIDELINESCumulative Trauma Disorders can result from the prolonged use of manually powered hand tools.Hand tools are intended for occasional use and low volume applications.A wide selection of powered application equipment for extended--use,production operations is available.Figure 1Mounting (4Places)Plug 1.INTRODUCTIONManual Arbor Frame Assembly 58024--1,shown in Figure 1,provides the necessary force to drivevarious tooling assemblies (upper and lower tooling)to be used for a specific purpose.Dimensions in this instruction sheet are inmillimeters [with inches in brackets].Figures are not drawn to scale.Reasons for reissue of this instruction sheet are provided in Section 7,REVISION SUMMARY.2.DESCRIPTIONThe arbor frame assembly features a bench--mountable frame,base plate,handle,handleadjusting knob,adjustment ring,and ram.The handle is adjustable for storage.3.SETUP AND OPERATION1.Grasp the handle,and loosenthe handleadjustment knob sufficiently for the handle to slide.FULLY extend the handle.Tighten the knob,making sure that the screw enters the last hole in the handle.2.Secure the arbor frame assembly to aworkbench to ensure stability during operation.Refer to Figure 2for mounting hole dimensions.Figure 27.14[.281]DiaFront of Arbor Frame AssemblyMounting Hole Dimensions3.Secure the appropriate upper tooling to the ramaccording to the instructions packaged with theupper tooling.4.Secure the appropriate lower tooling to the baseplate according to the instructions packaged with the lower tooling.5.To actuate the ram,pull down on the handleuntil the upper tooling bottoms on the lower tooling.To retract the ram,raise the handle.Before beginning production,make sure that theram height is properly set according to Paragraph4.1and,if desired,adjust the handle according toParagraph4.2.4.ADJUSTMENTSIMPORTANT:The ram height should be set before adjusting the handle.4.1.Ram Height AdjustmentAfter installing the tooling assembly,it might be necessary to adjust the height of the ram.Adjust the ram height as follows:1.Determine the closed ram height dimensionrequired for the application.2.Measure the distance between the bottomsurface of the upper tooling and the upper surface of the lower tooling.Determine the direction(UP or DOWN)that the ram must be moved.3.Loosen the setscrew on the adjustment ring,rotate the adjustment ring clockwise to increaseram height,or counterclockwise to decrease ram height,then tighten the setscrew.Continue making adjustments until the proper closed ram heightdimension is attained.4.2.Adjusting the HandleTo avoid personal injury when adjusting thehandle,STAY CLEAR OF THE HANDLE.Depending on position,the weight of the ramcould force the handle to rotate quickly.ing the tip of a small flat--blade screwdriver,remove the plug button.Remove the socket head cap screw and washer from the bore of the frame.2.Grasp the adjustment ring,and pull the pinion(small diameter gear in bore of frame)out of theframe just enough to disengage it from the gearteeth in the ram.Allow the ram to drop slowly until the adjustment ring rests on the frame.If the adjustment ring is NOT held in place whenthe pinion is removed,the ram will drop and theadjustment ring will slam onto the frame.3.Rotate the handle to the desired position.Ensure that the pinion rotates with the handle.4.Push the pinion into the bore of the frame until itengages the gear teeth in the ram.5.Re--install the socket head cap screw andwasher.Re--install the plug button.5.MAINTENANCE AND INSPECTION5.1.InspectionIt is recommended that the arbor frame assembly be inspected according to Figure3immediately upon arrival at your facility(and at regularly scheduled intervals thereafter)to ensure that it has not been damaged during handling.5.2.LubricationTo prolong the useful life of the arbor frame assembly, and to provide the smoothest operation,lubricate monthly as follows:Though recommendations call for lubrication atleast once a month,the frequency should bebased on amount of use,working conditions,andestablished company policies.1.Remove the upper tooling and lower tooling.2.Move the ram to the bottom of its stroke(theadjustment ring should bottom on the base plate).Note the position of the handle.Loosen the handle adjustment knob sufficiently for the handle to slide from its mounting hole.Remove the handle.ing a small flat--blade screwdriver,turn thespring plunger(refer to Figure3for location)counterclockwise until it no longer contacts theram.4.Grip the adjustment ring,and pull it upward,then remove the ram.5.Apply ANDEROL757grease,or equivalent,tothe gear teeth on the ram and to the bore of theframe.6.Re--assemble the ram into the bore with thegrooved side of the ram aligned with the springplunger.Ensure that the gear teeth in the ramengage the teeth of the pinion(small diameter gear in bore of frame)so that the handle position will be the same as noted in Step2when the adjustment ring bottoms.7.Turn the spring plunger clockwise until itbottoms lightly on the ram,then back off one--half of a turn.8.Re--assemble the handle and upper tooling andlower tooling.Ensure proper alignment of tooling before operating the arbor frame assembly.9.Remove any excess grease from the outersurface of the frame and adjustment ring with asoft cloth.6.REPLACEMENT AND REPAIRCustomer--replaceable parts are listed in Figure3.A complete inventory should be stocked and controlled to prevent lost time when replacement of parts is necessary.Parts other than those listed should be replaced by TE to ensure quality and reliability.Order replacement parts through your representative,or call1--800--526--5142,or send a facsimile of your purchase order to717--986--7605,or write to:CUSTOMER SERVICE(038--035)TYCO ELECTRONICS CORPORATIONPO BOX3608HARRISBURG PA17105--3608For customer repair service,contact a representative at1--800--526--5136.7.REVISION SUMMARYRevisions to this instruction sheet include:S Updated document to corporate requirements345241.3[9.50]Weight:5.9kg[13lb]REPLACEMENT PARTSITEM PART NUMBER DESCRIPTION QTY PERASSEMBLY 12--22484--1BUTTON,Plug1227898--1KNOB,Handle Adjusting1319120--1GRIP,Handle1428053--2PLUNGER,Spring15311481--1SHAFT,Handle1622736--6SETSCREW,Socket17311534--1RING,Adjustment1Figure3。
Nailor Industries Inc. 1200 系列火灾 烟感闸罩与低流量烟感 DSD-LF
Page 2.11610/12 IOM-DSDLFSUPPLEMENTARY INSTALLATION INSTRUCTIONS FACTORY MOUNTED DUCT SMOKE DETECTOR MODEL DSD-LF (LOW FLOW)FOR USE WITH 1200 SERIES SMOKE AND COMBINATION FIRE/SMOKE DAMPERSPage 1 of 4NOTES:1.Minimum airflow rating for the smoke detector is 100 fpm.Maximum is 4000 fpm.2.For further information, refer to System Sensor Model D4120Installation and Maintenance Instructions.3.Since the smoke detector is not rated for use at velocities below 100 fpm, local code may require an alternate means of damper closure such as zone detection or automated damper closure when the system fan is shut down.The local authority having jurisdiction should be consulted prior to the installation of the damper and smoke detector.4.Correct orientation of holes on detector sampling tube is facing airstream.5.See following pages for wiring diagrams.6.Perform all maintenance and field tests recommended or required in System Sensor Model D4120 Installation and Maintenance Instructions.Label 1:Label applied to dampers withfactory mounted smoke detectors.WARNING: Duct smoke detectors have specific limitations.DUCT DETECTORS ARE:NOT a substitute for an open area smoke detector,NOT a substitute for early warning detection, andNOT a replacement for a building’s regular fire detection system.Refer to NFPA 72 and 90A for additional duct smoke detector application information.*UL CLASSIFIED (see complete marking on product)**UL CLASSIFIED to Canadian safety standards(see complete marking on product)*Standard 555 (Listing R9492)Standard 555S (Listing R9492)Smoke detector requires 100 fpm minimum airvelocity in duct. For damper activation requirements when system velocity is less than 100 fpm, the local authority having jurisdiction should be consulted.Refer to smoke detector manufacturer and Nailor’s installation instruction supplement for dampers withfactory mounted smoke detectors.Figure 1:Mounting orientation of smoke detector on dampers with a height greater than or equal to 20" (508).Figure 2:Mounting orientation of smoke detector on dampers with a height less than 20" (508).Page 2.11710/12 IOM-DSDLFPage 2 of 4Figure 3:Smoke damper withsmoke detector OR Smoke damper with smoke detector and MLS-300 (see IOM-MLS3H or IOM-MLS3N for wiring detail).Figure 4:CombinationFire/Smoke damper with smoke detector and MLS-300(see IOM-MLS3H or IOM-MLS3N for wiring detail).120 VAC DSD-LF WIRING SCHEMATICSNOTE:CONDUIT RUNS OVER 72"(1829) MUST UTILIZE GREEN GROUND WIRE. FLEXIBLE CONDUIT MUST BE SECURED TO SLEEVE WITH CLAMPS EVERY 24"(610) MAX. ON CENTER AND WITHIN 12"(305) OF CONDUIT END AT THE ACTUATOR OR JUNCTION BOX.Page 2.11810/12 IOM-DSDLFPage 3 of 4Figure 5:CombinationFire/Smoke damper with smoke detector and DTO (MLS-400)(includes MLS-300)(see IOM-MLS4 for wiring detail).120 VAC DSD-LF WIRING SCHEMATICS (continued)Figure 6:Smoke damper withsmoke detector OR Smoke damper with smoke detector and MLS-300 (see IOM-MLS3H or IOM-MLS3N for wiring detail).24 VAC DSD-LF WIRING SCHEMATICSPage 2.11910/12 IOM-DSDLF "C o m p l e t e A i r C o n t r o l a n d D i s t r i b u t i o n S o l u t i o n s."w w w.n a i l o r.c o mCalgary, Canada Tel: 403-279-8619Fax: 403-279-5035Houston, Texas Tel: 281-590-1172Fax: 281-590-3086Toronto, Canada Tel: 416-744-3300Fax: 416-744-3360Las Vegas, Nevada Tel: 702-648-5400Fax: 702-638-0400Page 4 of 4Figure 7:CombinationFire/Smoke damper with smoke detector and MLS-300(see IOM-MLS3H or IOM-MLS3N for wiring detail).24 VAC DSD-LF WIRING SCHEMATICS (continued)Figure 8:CombinationFire/Smoke damper with smoke detector and DTO (MLS-400)(includes MLS-300)(see IOM-MLS4 for wiring detail).。
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Instruction Replication for Reducing Delays due to Inter-PE Communication LatencyAneesh Aggarwal,Manoj FranklinAbstract—As feature sizes are becoming smaller,wire delays are becoming very critical.Clustering is a popular decentraliza-tion approach to reduce the impact of shrinking technologies on clock speed.In this approach,the centralized instruction window is replaced with multiple smaller windows,called clusters(PEs). The performance of these clustered processors depends on the amount of inter-PE communication and load imbalance incurred by the distribution algorithm used to distribute instructions among the PEs.In this paper,we investigate a novel approach of reducing the impact of inter-PE communication latency,while preserving good load balance.The basic idea is to selectively replicate instructions in those PEs where their results are re-quired.The replication is done based on heuristics that weigh the potential benefits of replication.We found that with instruction replication,the IPC of a clustered processor is significantly higher than that obtained without instruction replication and is within just8%of that of a superscalar configuration with a centralized instruction scheduler.Keywords:Clustered Processors,Instruction Replication, Interconnection Latency,Load balancing,Task assignmentI.I NTRODUCTIONThe shrinkage in MOS transistor feature sizes is affecting processor design in many ways.A major implication is that wire delays have become a critical design issue[1],[17],[24]. This effect is predominant in global wires because of their long lengths.A popular way to deal with the wire delay problem is to decentralize the critical resources in the processor chip. That is,build the processor as a collection of independent Processing Elements(PEs)[4],[5],[9],[10],[11],[13],[16], [17],[20],[22],such that very little communication occurs through slow global wires and most of the communication occurs through fast local wires.Apart from reducing the impact of wire delays on clock speed,decentralized designs are intrinsically energy-efficient because of smaller modules, fewer ports,and localized interconnects[23].Figure1shows a decentralized(or clustered)processor, where each PE has a dynamic scheduler(DS),a registerfile (RF),and a few functional units(FUs).Instructions from multiple PEs are issued independently,subject only to the availability of operand values.An interconnection network (ICN)connects the PEs together for supporting inter-PE communication.A common fetch and decode unit distributes dynamic instructions among the PEs based on an instruction distribution algorithm.Executed instructions are committed from the PEs in program order.Aneesh Aggarwal is with the ECE Department at Binghamton University, NY.Manoj Franklin is with the ECE Department at University of Maryland, College Park,MD.Fig.1.A Generic Clustered Processor with4PEsThe distribution algorithm plays a major role in deciding the performance,because it determines the amounts of inter-PE communication and load imbalance incurred.Many instruction distribution algorithms have been proposed and evaluated for clustered processors[2],[4],[5],[9],[10],[19],[14],[21]. There are two major problems with these algorithms:1)It is difficult to achieve a perfect instruction distributionbecause:reduction in inter-PE communication requires data-dependent instructions to be assigned to the same PE,whereas good load balancing requires instructions to be equally distributed among the PEs.An algorithm striving to reduce inter-PE communication generally suffers from load imbalance,and one striving for good load balance suffers from high inter-PE communication[2].Some algorithms compromise by assigning data-dependent instructions to the same PE and the data-independent ones to different PEs,and also by adapting the algorithm at run-time[9],[19].When compared toa centralized dynamic scheduler,these algorithms stillhave a significant room for improvement[2],[5].2)The algorithms suffer from lack of lookahead.This isbecause the dispatcher distributes the fetched instruc-tions solely based on the current state of the processor, frequently causing the producers of the source operands of an instruction to be assigned to distinct PEs. Because of these reasons,the IPC(instructions per cycle) obtained from a clustered processor tends to be significantly lower than that of a superscalar processor[2],[5],[9].In this paper,we investigate an approach of using correc-tion techniques to overcome the limitations of an instruction distribution algorithm.In particular,we focus on instruction replication,where a few key instructions are selectively repli-cated in the PEs where their results are required.Such aselective replication of instructions reduces the impact of inter-PE communication latencies.The replicated instructions are given a secondary status,in the sense that they only use the idle resources,thus maintaining the load balance wrought by the base distribution algorithm.We found that with instruction replication,for most of the benchmarks,the IPC is within 5%of that attainable with a hypothetical zero-latency inter-PE interconnect and within about8%of that attainable with a superscalar configuration.Our approach also outperforms previously proposed instruction distribution algorithms.The rest of the paper is organized as follows.In Section2 we discuss the related work and the motivation behind our ap-proach.Section3presents the basic idea,different techniques, and the implementation details of instruction replication.Sec-tion4gives the experimental setup,the results,and analysis of the results.Section5discusses enhancements to the basic techniques so as to further improve the IPC.Section6briefly discusses the impact of different hardware parameters on the performance of instruction replication.Section7discusses techniques to remove instruction replication from the critical path.Finally,Section8concludes with the majorfindings.II.B ACKGROUND AND M OTIVATION Clustered processors suffer from the inter-play of inter-PE communication and load balancing.Our approach starts with a base instruction distribution algorithm and then uses a correction technique to overcome the limitations of the algorithm.For instance,if the base algorithm gives good load balancing but not so low inter-PE communication,then the correction technique reduces the impact of inter-PE communi-cation.On the other hand,if the base algorithm gives reduced inter-PE communication but high load imbalance,then the correction technique reduces the impact of load imbalance. The correction technique will be different in the two cases.A.MotivationTo motivate this approach,we study3instruction distribu-tion algorithms—[5],which gives good load balance but high inter-PE communication1,first-fit[5],which gives reduced inter-PE communication but high load imbalance2, and dependence-based[10],which gives importance to both load imbalance and inter-PE communication3.For all three algorithms,we measured the IPCs obtained with an1-cycle crossbar interconnect,an zero-cycle interconnect(correspond-ing to the scenario when the correction techniques have eliminated the delays due to inter-PE communication),and a hypothetical clustered processor in which a ready instruction can use an issue slot from any of the PEs(corresponding to the removal of all the delays due to load imbalance).Finally, 1This algorithm distributes the fetched instructions equally among the various PEs,such that3consecutive instructions are assigned to each PE at a time.2This algorithm distributes the instructions to the same PE till itfills up and then distributes the instructions to the next PE and so on.3This algorithm assigns data-dependent instructions to the same PE and the data-independent ones to different PEs.If considerable load imbalance is encountered,it assigns the instructions to the least-loaded PEs without considering inter-PE communication.we also measured the IPCs with a hypothetical superscalar processor having the same overall instruction window size and issue width.Table I gives the IPCs for a collection of SPEC2000integer andfloating point benchmarks and a high IPC integer matrix multiplication(mm)bench-mark,using the experimental parameters of Table II.As seen in Table I,the IPCs from with zero-cycle interconnect latency,and that fromfirst-fit with perfect load balance,are very close to that with the superscalar configura-tion.On the other hand,the increase in IPC with perfect load balance for and with zero-cycle interconnect forfirst-fit,is marginal.This is expected because suffers from high inter-PE communication and very small load imbalance, andfirst-fit suffers from high load imbalance and very small inter-PE communication[2],[5].For the dependence-based algorithm,which gives importance to both load imbalance and inter-PE communication,the load imbalance incurred is higher than that with but smaller than that withfirst-fit,and the inter-PE communication incurred is higher than that withfirst-fit but smaller than that with[2],[5].Hence,although the base dependence-based algorithm performs better thanandfirst-fit,when either interconnect latency or load imbalance is reduced to zero,the IPC obtained is not as high as that obtained with zero-cycle interconnect as well as zero load imbalancefirst-fit.Another important observation is that when using a correction technique,the potential IPC that can be obtained from clustered processors is significantly higher than that obtained without the correction techniques.In this paper,we focus on a correction technique to reduce the impact of inter-PE communication latency.As seen in Table I,such a technique is most advantageous when used with a base algorithm giving the best load balancing.Therefore,our objective is to develop a run-time correction technique that reduces the impact of inter-PE communication latency for a load balancing-oriented base algorithm.B.Related WorkAn approach slightly resembling the approach of instruc-tion replication(at a macro level)is used in the datascalar architecture in[8].In this architecture,multiple autonomous PEs,tightly coupled with a fraction of the system’s physical memory,execute the same program.When a data value is loaded,it is broadcasted to all of the PEs,using a fast interconnect network.Another approach used to reduce inter-PE communication in clustered processors is proposed in[18]. In this approach,value prediction is used to avoid the delay associated with inter-PE communication.The predicted value is then validated locally where it is produced and communi-cation is experienced only in the case of misprediction.Kuras et.al.[15]propose value cloning to reduce inter registerfile communication for VLIW processors.Alex et.al.[3]propose compile-time instruction replication technique for clustered VLIW processors.III.I NSTRUCTION R EPLICATION TO R EDUCE THE I MPACT OF I NTER-PE C OMMUNICATIONIn this section,we discuss the basic idea of instruction replication,different scenarios where replication can help,andFirst-fit Dep-based Super 0-cycle0-cycle0-cyclelatency latency latency2.70 2.13 2.53vpr 1.83 1.85 1.85 2.20 2.01 2.11 2.231.83 1.71 1.77crafty 1.94 1.99 2.15 2.73 2.23 2.58 2.791.72 1.56 1.63vortex 3.22 3.22 3.25 3.51 3.29 3.48 3.593.63 3.13 3.38twolf 2.46 2.50 2.53 2.77 2.58 2.70 2.842.55 2.35 2.41mesa 2.16 2.17 2.20 2.47 2.26 2.34 2.523.64 3.26 3.48Either all3instructions(,,)have been assigned to different PEs(Figure2(i)),or only and haveReplicating yScenario 1(i) Replicating y(ii)PE 2PE 0dFig.2.Possible Scenarios for the assignment of data-dependent instructions when dispatchingbeen assigned to the same PE(Figure2(ii)).In either case, replicating in’s PE will help avoid the delay in’s issue due to inter-PE communication.In Figure2(i),when forwards the result,both and get their operands simultaneously. In Figure2(ii),gets its operands even before,potentially reducing the delay in’s issue.Scenario2:4Figure2considered only a single operand for each instruction. With multiple operands instructions,the scenarios indepen-dently apply to each of the operands of the instructions.C.Replication TechniquesNext,we propose two different replication techniques forreducing the impact of inter-PE communication latency.In these techniques,replication is done only for the instructions that are in the dispatch(steering)stage.Once an instructionis physically dispatched(steered)to a PE,it is not replicated.1)Myopic Replication(MyRep):In this technique,repli-cation of instructions is performed by considering only the benefit to instructions that are currently being dispatched.That is,if both the consumer and producer instructions are present in the current dispatch set and are being assigned to different PEs,then the producer is replicated in the consumer’sPE.Figure3shows a simplified example for MyRep.This example uses4PEs and the load balance–oriented instruction distribution algorithm.To understand the benefitsof instruction replication,instruction assignment and data forwarding are shown in Figure3both with and without instruction replication.The darker arrows indicate inter-PEcommunication and the lighter ones intra-PE communication. In thisfigure,instructions to have been already dispatched to the PEs.In the next cycle instructions to are evenly distributed among all the PEs using the base distri-bution algorithm.But,at dispatch time,the data-dependencies (shown in the middle of thefigure)are recognized,and some replications are performed.For the dependency, is not replicated because we do not replicate an already dispatched instruction.For the dependency,is replicated in the PE assigned to(PE1),avoiding the inter-PE communication delay from(PE0)to,provided the value from is simultaneously forwarded to both and. Similarly,for the dependency,is replicated in PE3,avoiding the delay from to.For the and dependencies,both instructions are already assigned to the same PE and hence there is no need for replication. For the dependency,is not replicated because is dependent on which is in the same PE,and in this technique we do not replicate chains of instructions.2)Look-ahead Replication(LaRep):The MyRep technique does not take into account what will be fetched in the future; therefore suffering from lack of lookahead,causing inter-PE communication related delays for future instructions.Hence, we investigate a replication technique that benefits not only the instructions in the current set of dispatched instructions, but also those in the future sets.To this end,run-time history of instructions is dynamically collected(by the hardware).When an instruction commits, the PEs where the instruction’s result is required is recorded using the Re-Order Buffer(ROB).For this,each ROB entry is appended with a set of bits(equal to the number of PEs),set according to the PE assignment of the consumer instructions. Only the requirement by the original consumer instructions (and not the replicas)is recorded.This information is stored (as a bit-vector called history vector)along with the instruction in the instruction cache.The length of the bit-vector is equal to the,and the information is stored relative to the PE containing the instruction(with the PEs numbered logically).So,a‘1’in thefirst bit of the bit-vector indicates that the instruction’s result is likely to be needed in the same PE,a‘1’in the second bit indicates that the result is likely to be needed in the logical successor PE,and so on. Non-speculative replications are performed for the benefit of the current set of dispatched instructions as in the MyRep technique,and speculative replications are performed based on the history of the instructions4.In this technique,all the instructions falling under the scenario in Figure2(iv)can only be replicated non-speculatively,because no centralized information is maintained regarding the replicas.Figure4gives an example of instruction replication using this technique.In thisfigure,has been already speculatively replicated in PE0,but not in PE1where its result is needed by,because the operand requirement of replicas are not recorded in the history.As in the MyRep technique,and are replicated non-speculatively.When instructions-are in the dispatch stage,it is also recognized that in the near future,the results of and are very likely to be needed in PE3,and the result of in PE2.Among these instructions,and could be replicated speculatively. could be replicated under the scenario in Figure2(iv).On the other hand,is not replicated speculatively because its operand is produced in the same PE.Once these replications are performed,the only delays due to inter-PE communication are from to and from to.D.Implementation DetailsThe replication of instructions is done in the dispatch stage of the pipeline.It is done only if space will still be available in the PEs after dispatching all of the currently fetched(original) instructions.Once dispatched,an instruction is not replicated. Once a replica executes,its result is neither written to the registerfile nor forwarded to other PEs,but is only used within its PE to feed its dependent instructions.To ensure this distinction,an additional bit is used for each instruction entry in the Instruction Window to specify if that entry holds a replica or an original.If the dependent instruction is not able to issue while the result of the replica is in the bypass network,then the dependent instruction has to wait till the result is available from the other clusters.To avoid delays in the execution of original instructions,the originals are given higher priority during issue.However,we also performed experiments where the result of the replica is stored in a small fully associative buffer in each cluster to elongate the period when the replica’s result is available in a cluster.We found that storing the replica’s result for additional cycles improves the performance by a very small amount.Hardware Implementation:Figure5shows a schematic dia-gram of the decode/dispatch stage.For the distribution 4The collection and use of this history is more suitable for base algorithms where the instructions are evenly distributed among the PEs.This is because, in such algorithms the relative distribution of the instructions does not change significantly over time.59i 1345678101112PE 0 PE 1 PE 2 PE 3i i ii i ii i i i i 29i 1345678101112PE 0 PE 1 PE 2 PE 3i i i i i i i ii i i 2(i) Without Replication171816131316Inter−PE communication Intra−PE communicationReplicated Instruction (ii) With Replication10i i 11i 1222i i 24i 2320di1718212320201918212320201918i i i i i i i i i i i i i i i i i i i i Fig.3.A Simplified Example illustrating the Myopic Replication Techniquei i PE 0 PE 1 PE 2 PE 3i i i Speculatively 19ReplicatedInter−PE communication Intra−PE communicationi 6i i i i 12i 3i 9d547i i89i i i 1011122020161317182321181514i i 131i i 2i 39di i i i i i 101112222420d 21d23i i i i i i i i i i Fig.4.A Simplified Example illustrating the LaRep Techniquealgorithm,PE assignment is done in parallel to decode.Also,in parallel to register renaming,the PE assignments of the instructions are compared to determine the instructions that satisfy the replication criteria.For the instructions whose operands are produced by instructionsdispatched in previous cycles,the PE assignments of the producers of their operands are known from the map table.Finally,the dispatcher dis-patches the instructions (with replicas given a lower priority).In this design,we can expect the delay through the dispatch stage to be affected very little by the addition of instruction replication.Nevertheless,we study the impact of additional delays in our experiments.Fig.5.Schematic Figure of the Decode/Dispatch StageInvalidation of Replicas:Once an original instruction exe-cutes,its replicas (if any)need not execute because the result from the original instruction is very likely to be available before the replicas finish their execution.Those replicas can be invalidated,and their entries in the Instruction Window can be recovered.Consider an original instruction that was issued in cycle and finished execution in cycle .For a single-cycle latency crossbar interconnect,its result becomes available in all PEs in cycle .Therefore,all of its replicas that could not issue before cycle can be invalidated.Our experiments showed that almost all of the replicas get ready either in the same cycle as the original instruction or just one cycle before the original instruction,because of the selection criteria used for replicating instructions.Based on this observation,any replica that is ready for cycles but has not yet issued,is invalidated.For this,if the replica is ready at the start of a cycle (i.e.,it became ready in the previous cycle),and is not able to issue in the cycle (i.e.,the replica has been ready for 2cycles),it is invalidated.Also,if a replica executes and forwards its result to the waiting instructions,it is immediately invalidated and its entry in the Instruction Window recovered.This helps in reducing the space occupied by the replicas.History Collection Techniques:For the LaRep scheme,only the last PE assignment of an instruction’s consumer instructions are noted to determine the speculative replication6of that instruction the next time it is dispatched.We call this technique of collecting history as last assignment.The last as-signment technique may suffer from unnecessary replications if the assignment of the dependent instructions changes.This limitation is only for the speculatively replicated instructions. We stick to the last assignment technique for its simplicity, as it permits the history of the instruction to be easily stored along with the instruction.Also,our experiments showed that with more complex history collection techniques,the increase in IPC is negligible.Our experiments also showed that the speculative replication accuracy increases by only about10% when using a pattern-based5history collection technique as compared to the last assignment technique.Replicating Load Instructions:Load instructions load from memory data values,which may be required in multiple PEs.A simple replication of a load instruction will result in multiple accesses to the cache to load the same value.An alternative to replicating the load instruction is to make the cache broadcast the load value to all the PEs where the value is needed.When a load instruction is about to be dispatched,the PE numbers where its value is required are stored along with the load instruction.Eventually,when the load instruction is issued,the read request to the cache is accompanied by the PE numbers where the result is needed.Branch Misprediction:In our experiments,all the instruc-tions(the originals as well as the replicas)after a mispredicted branch are squashed.Interconnect Bandwidth Requirements:For the crossbar interconnect used in our clustered processor configuration,we assume that all the results produced in a PE are available in all the other PEs after a delay equal to the inter-PE communication latency for the crossbar interconnect.We also assume that all the results produced in a PE are broadcasted to all other PEs for waking up the dependent instructions, as is done in Alpha21264[16].When using instruction replication,the bandwidth requirements and the number of values communicated across the interconnect do not change (note that the replicas do not broadcast their results).IV.E XPERIMENTAL E VALUATIONA.Experimental SetupFor our experiments,we modified the SimpleScalar[7] simulator to simulate clustered processors.Our simulator simulates a64-bit PISA architecture.The default parameters are given in Table2.For benchmarks,we use a collection of8INT(bzip2,gzip,parser,twolf,vpr,gcc, crafty and vortex)and2FP(equake,and mesa) programs from the SPEC2000suite,compiled with an-O3flag.We also experiment with a high IPC integer matrix multiplication benchmark.The SPEC2000FP bench-marks(among the ones written in C Language)and the SPEC2000integer benchmarks chosen are those that have a significant IPC reduction when run on clustered processors. 5In this technique,a number of previous controlflow patterns are recorded for each instruction.For each pattern,confidence counters are used to determine the specific PEs where the instruction is to be replicated.Performance statistics are collected for500M instructions after skipping thefirst500M instructions.All of the techniques use[5]as the base load balancing-oriented distribution algo-rithm.We also use a single-cycle latency crossbar interconnect.B.Experimental Results and AnalysisFigure6gives the percentage increase in IPC for various configurations of clustered processors compared to the IPC obtained with the original distribution algorithm(which were already presented in Table I).Figure6gives the IPCs for both a single-stage dispatch as well as a2-stage dispatch (for the case where instruction replication incurs an addi-tional pipeline stage).As seen in Figure6,when compared to original distribution,the IPC obtained from increases by about5-10%with the MyRep scheme and by about5-12%with the LaRep scheme.The IPCs with a2-stage dispatch are slightly lower than a single-stage dispatch because of an increase in branch misprediction penalty.More importantly,when compared to the original dependence-based algorithm(cf.Section2),with instruction replication is performing better for many of the benchmarks,indicating that the approach of instruction replication on a load balancing-oriented base instruction distribution algorithm may even be better than using an algorithm giving importance to both inter-PE communication and load balancing.Figure6indicates that this is may be true even when instruction replication adds an additional pipeline stage.As expected,instruction replication does not improve the performance of dependence-based algo-rithm significantly,because there are not that many instructions (as in)suffering from inter-PE communication delays. Next we present an in-depth analysis of the results obtained for a single-stage dispatch configuration;similar results were observed for a2-stage dispatch stage,but these statistics are not reported to conserve space.For this analysis,we first measured the percentage of instructions(out of the total dispatched)that suffer a delay due to inter-PE communication. These results are shown in Figure7(a).Thisfigure throws more light on the IPC results presented in Figure6.Figure 7(a)explains why MyRep and LaRep schemes perform almost the same,with the LaRep scheme performing slightly better. When comparing these statistics with the original dependence-based algorithm,it is seen that the number of instructions delayed in dependence-based algorithm is less than the number of instructions delayed in with instruction replication. Still,the dependence-based algorithm performs worse than instruction replication for most of the benchmarks in Figure6. This is because the load imbalance incurred by dependence-based algorithm is much higher than.We also measured the total number of instructions repli-cated,the total number of replicas that could issue,and the total number of instruction replication attempts that did not go through due to lack of space in the instruction windows. Figure7(b)gives these results in a stacked bar for the MyRep and LaRep techniques using as the base distribution, and for the LaRep technique using dependence-based as the base algorithm.These statistics do not include the replicated load instructions(as there is no physical replication for them).。