Renewable Energy Revives Electronics & Computer Engineering Technology
Bibliographic record
Abstract
Abstract Renewable energy revives electronics & computer engineering technologyConcerns about greenhouse gases and dwindling fuel supplies have given rise to aggressiveenergy efficiency policies and renewable energy initiatives worldwide. New industry in thissector demands technicians, technologists and engineers with training in alternative energies.Between now and 2017, Canadian labour force requirements are expected to more than double inwind, solar photovoltaic and bioenergy, and triple in solar thermal industries. Globally, a 9%growth rate in renewable energy demand is predicted to persist for at least the next two decades,with an attendant US$2.5 trillion investment in renewable energy power generation.Colleges and universities across North America are hastening to develop programs that willserve these workers and industries. _________ College in ___________ has offered anelectronics & computer engineering technology program since 1972. Two years ago, the two-and-a-half year program was revitalized through the addition of a renewable energies course andthe modification of existing courses to incorporate a renewable energy focus. The renewableenergies course is a twelve-week survey of: solar photovoltaic, solar thermal, wind, hydrogenfuel cell, geothermal, wave, tidal, hydroelectric, and bioenergy technologies. A technicalapproach that permits rudimentary system designs and comparisons is taken, and lectures aresupported by weekly labs. Renewable energy content has also been injected into: circuit analysis,semiconductor devices, system control, power electronics, and computer engineering courses.The electronics & computer engineering technology program changes have produced severaldesirable outcomes: (1) giving graduate technologists the skills they require to serve asrenewable energy system design consultants (rather than installers of such systems); (2)responding to the needs of local employers; (3) increasing student enrolment, due to a perceptionof greater program relevancy; (4) heightening program interest among prospective femalestudents; and (5) preparing graduates to be conversant in renewable energy matters and to engagemeaningfully in public energy debate.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.006 | 0.003 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.199 | 0.142 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".