Visvesvaraya Tech Univ: Computer Org, ARM Microcontrollers & Electromagnetic Waves (V Sem), Cheat Sheet of Computer Fundamentals

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Teaching-Learning Process

Chalk and Talk, YouTube videos RBT Level: L1, L2, L Module-

ARM Embedded Systems: Introduction, RISC design philosophy, ARM design philosophy, Embedded system hardware – AMBA bus protocol, ARM bus technology, Memory, Peripherals, Embedded system software – Initialization (BOOT) code, Operating System, Applications. ARM Processor Fundamentals, ARM core dataflow model, registers, current program status register, Pipeline, Exceptions, Interrupts and Vector Table, Core extensions. Text book 2: Chapter 1, 2

Teaching-Learning Process

Chalk and Talk, YouTube videos RBT Level: L1, L2, L Module-

Introduction to the ARM Instruction set : Introduction, Data processing instructions, Load - Store instruction, Software interrupt instructions, Program status register instructions, Loading constants, ARMv5E extensions, Conditional Execution. Text book 2: Chapter 3

Teaching-Learning Process

Chalk and Talk, Power point presentations, Programming assignments RBT Level: L1, L2, L Module-

Introduction to the THUMB instruction set : Introduction, THUMB register usage, ARM – THUMB interworking, Other branch instructions, Data processing instructions, Stack instructions, Software interrupt instructions. Efficient C Programming : Overview of C Compilers and optimization, Basic C Data types, C looping structures. Text book 2: Chapter 4, 5

Teaching-Learning Process

Chalk and Talk, Power point presentations, Programming assignments RBT Level: L1, L2, L

PRACTICAL COMPONENT OF IPCC

Conduct the following experiments by writing Assembly Language Program (ALP) using ARM Cortex M Registers using an evaluation board/simulator and the required software tool. Sl.No Experiments (^1) Write an ALP to i) multiply two 16-bit binary numbers. ii) add two 64-bit numbers. (^2) Write an ALP to find the sum of first 10 integer numbers.

(^3) Write an ALP to find factorial of a number.

(^4) Write an ALP to add an array of 16-bit numbers and store the 32-bit result in internal RAM.

(^5) Write an ALP to find the square of a number (1 to 10) using look-up table.

(^6) Write an ALP to find the largest/smallest number in an array of 32 numbers.

(^7) Write an ALP to arrange a series of 32-bit numbers in ascending/descending order.

(^8) i) Write an ALP to count the number of ones and zeros in two consecutive memory locations. ii)Write an ALP to Scan a series of 32-bit numbers to find how many are negative.

Demonstration Experiments (For CIE only not for SEE)

Conduct the following experiments on an ARM CORTEX M3 evaluation board using evaluation version of Embedded 'C' & Keil μvision-4 tool/compiler.

(^9) Interface a Stepper motor and rotate it in clockwise and anti-clockwise direction. 10 Interface a DAC and generate Triangular and Square waveforms. (^11) Display the Hex digits 0 to F on a 7-segment LED interface, with a suitable delay in between. (^12) Interface a simple Switch and display its status through Relay, Buzzer and LED.

Course Outcomes

At the end of the course the student will be able to:

1. Explain the basic organization of a computer system.
2. Demonstrate functioning of different sub systems, such as processor, Input/output, and memory.
3. Describe the architectural features and instructions of 32-bit microcontroller ARM Cortex M3.
4. Apply the knowledge gained for Programming ARM Cortex M3 for different applications.

Assessment Details (both CIE and SEE)

The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks). A student shall be deemed to have satisfied the academic requirements and earned the credits allotted to each subject/ course if the student secures not less than 35% (18 Marks out of 50) in the semester-end examination (SEE), and a minimum of 40% (40 marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together

CIE for the theory component of IPCC

Two Tests each of 20 Marks (duration 01 hour )

• First test at the end of 5th^ week of the semester
• Second test at the end of the 10th^ week of the semester

Two assignments each of 10 Marks

• First assignment at the end of 4th^ week of the semester
• Second assignment at the end of 9th^ week of the semester

Scaled-down marks of two tests and two assignments added will be CIE marks for the theory component of IPCC for 30 marks.

CIE for the practical component of IPCC

• On completion of every experiment/program in the laboratory, the students shall be evaluated and marks shall be awarded on the same day. The 15 marks are for conducting the experiment and preparation of the laboratory record, the other 05 marks shall be for the test conducted at the end of the semester.
• The CIE marks awarded in the case of the Practical component shall be based on the continuous evaluation of the laboratory report. Each experiment report can be evaluated for 10 marks. Marks of all experiments’ write-ups are added and scaled down to 15 marks.
• The laboratory test (duration 03 hours) at the end of the 15th^ week of the semester /after completion of all the experiments (whichever is early) shall be conducted for 50 marks and scaled down to 05 marks.

Scaled-down marks of write-up evaluations and tests added will be CIE marks for the laboratory component of IPCC for 20 marks.

VISVESVARAYA TECHNOLOGICAL UNIVERSITY, BELAGAVI

B.E: Electronics & Communication Engineering / B.E: Electronics & Telecommunication

Engineering NEP, Outcome Based Education (OBE) and Choice Based Credit System (CBCS)

(Effective from the academic year 2021 – 22)

V Semester

ELECTROMAGNETIC WAVES

Course Code 21EC54 CIE Marks 50

Teaching Hours/Week (L: T: P: S) (3:0:0:0) SEE Marks 50

Total Hours of Pedagogy 40 hours Theory Total Marks 100

Credits 03 Exam Hours 03

Course objectives: This course will enable students to :

• Study the different coordinate systems, Physical significance of Divergence, Curl and Gradient.
• Understand the applications of Coulomb‘s law and Gauss law to different charge

distributions and the applications of Laplace‘s and Poisson‘s Equations to solve real time

problems on capacitance of different charge distributions.

• Understand the physical significance of Biot-Savart‘s, Amperes‘s Law and Stokes‘theorem

for different current distributions.

• Infer the effects of magnetic forces, materials and inductance.
• Know the physical interpretation of Maxwell‘ equations and applications for Plane waves

for their behavior in different media.

• Acquire knowledge of Poynting theorem and its application of power flow.

Teaching-Learning Process (General Instructions)

The sample strategies, which the teacher can use to accelerate the attainment of the various course

outcomes are listed in the following:

1. Lecture method (L) does not mean only the traditional lecture method, but a different type of

teaching method may be adopted to develop the outcomes.

2. Ask at least three HOTS (Higher-order Thinking) questions in the class, which promotes critical thinking

3. Adopt Problem Based Learning (PBL), which fosters students’ analytical skills, develop thinking skills

such as the ability to evaluate, generalize & analyze information rather than simply recall it.

4. Discuss how every concept can be applied to the real world - and when that's possible, it helps

improve the students' understanding.

5. Using videos for demonstration of the fundamental principles to students for better understanding of

concepts.

Module-

Revision of Vector Calculus – (Text 1: Chapter 1)

Coulomb’s Law, Electric Field Intensity and Flux density : Experimental law of Coulomb, Electric field

intensity, Field due to continuous volume charge distribution, Field of a line charge, Field due to Sheet

of charge, Electric flux density, Numerical Problems. (Text: Chapter 2.1 to 2.5, 3.1)

Teaching-Learning Process Chalk and Talk would be helpful for the quantitative analysis. Videos

of the Basic principles of the devices would help students to grasp

better.

RBT Level: L1, L2, L

Module-

Gauss’s law and Divergence : Gauss ‘law, Application of Gauss’ law to point charge, line charge, Surface

charge and volume charge, Point (differential) form of Gauss law, Divergence. Maxwell‘s First equation

(Electrostatics), Vector Operator ▼ and divergence theorem, Numerical Problems ( Text: Chapter 3.2 to

Energy, Potential and Conductors : Energy expended or work done in moving a point charge in an

electric field, The line integral, Definition of potential difference and potential, The potential field of

point charge, Potential gradient, Numerical Problems (Text: Chapter 4.1 to 4.4 and

4.6). Current and Current density, Continuity of current. (Text: Chapter 5.1, 5.2)

Teaching-Learning Chalk and Talk, PowerPoint Presentation

Process RBT Level: L1, L2, L

Module-

Poisson’s and Laplace’s Equations : Derivation of Poisson‘s and Laplace‘s Equations, Uniqueness

theorem, Examples of the solution of Laplace‘s equation, Numerical problems on Laplace equation

(Text: Chapter 7.1 to 7.3)

Steady Magnetic Field : Biot-Savart Law, Ampere‘s circuital law, Curl, Stokes‘ theorem, Magnetic flux and

magnetic flux density, Basic concepts Scalar and Vector Magnetic Potentials, Numerical

problems. ( Text: Chapter 8.1 to 8.6)

Teaching-Learning Process Chalk and talk method, Power point presentation and videos.

RBT Level: L1, L2, L

Module-

Magnetic Forces : Force on a moving charge, differential current elements, Force between differential

current elements, Numerical problems (Text: Chapter 9.1 to 9.3).

Magnetic Materials : Magnetization and permeability, Magnetic boundary conditions, The magnetic

circuit, Potential energy and forces on magnetic materials, Inductance and mutual reactance, Numerical

problems (Text: Chapter 9.6 to 9.7).

Faraday’ law of Electromagnetic Induction – Integral form and Point form, Numerical problems

(Text: Chapter 10.1)

Teaching-Learning Process Chalk and Talk, PowerPoint Presentation

RBT Level: L1, L2, L

Module-

Maxwell’s equations Continuity equation, Inconsistency of Ampere’s law with continuity equation,

displacement current, Conduction current, Derivation of Maxwell‘s equations in point form, and

integral form, Maxwell’s equations for different media, Numerical problems (Text: Chapter 10.2 to

Uniform Plane Wave : Plane wave, Uniform plane wave, Derivation of plane wave equations from

Maxwell’s equations, Solution of wave equation for perfect dielectric, Relation between E and H, Wave

Semester End Examination:

Theory SEE will be conducted by University as per the scheduled timetable, with common question

papers for the subject ( duration 03 hours)

1. The question paper will have ten questions. Each question is set for 20 marks.

2. There will be 2 questions from each module. Each of the two questions under a module (with a

maximum of 3 sub-questions), should have a mix of topics under that module.

The students have to answer 5 full questions, selecting one full question from each module..

Suggested Learning Resources:

Text Book:

1. W.H. Hayt and J.A. Buck, ―Engineering Electromagneticsǁ, 8th Edition, Tata McGraw- Hill, 2014,

ISBN-978-93-392-0327-6.

Reference Books:

1. Elements of Electromagnetics – Matthew N.O., Sadiku, Oxford university press, 4thEdn.

2. Electromagnetic Waves and Radiating systems – E. C. Jordan and K.G. Balman, PHI, 2 ndEdn.

3. Electromagnetics- Joseph Edminister, Schaum Outline Series, McGraw Hill.

4. N. NarayanaRao, ―Fundamentals of Electromagnetics for Engineeringǁ, Pearson

Web links and Video Lectures (e-Resources):

• https://archive.nptel.ac.in/courses/108/104/108104087/

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning

Quizzes, Seminars

JAVA Programming

Course Code 21EC583 CIE Marks 50

Teaching Hours/Week 0:0:2:0 SEE Marks 50

Credits 1 Exam Hours 3

Course Objectives

• To introduce Java JDK environment to create, debug and run simple Java programs.

• Use java programming to develop programs for solving real-world problems.

• To introduce the basics of object-oriented programming concepts.

Sl. No. Experiments

a) Write a program to accept two integer numbers from the standard input and

perform the following arithmetic operations: addition, subtraction and

multiplication.

b) Write a program to calculate simple and compound interest.

c) Write a Program to Swap Two Numbers with and without temporary variables.

a) Write a program that prints all real solutions to the quadratic equation

ax2+bx+c=0. Read in a, b, c and use the quadratic formula.

b) Write a Program to display All Prime Numbers from 1 to N.

c) Write a Program for factorial of a number.

a) Write a program to search a given element in the array using linear and binary

search techniques

b) Write a program to sort the elements in ascending and descending order using

bubble sort

c) Write a program to find the largest and smallest element in an array.

Given two matrices A and B, write a program to:

a) Add the matrices

b) Multiply the matrices

c) Find the determinant of a matrix

Write a program to perform the following:

a) Reverse a string

b) Check for palindrome

c) Compare two strings

Create a Java class called Student with the following details as variables within it.

USNName

Branch and Phone

Write a Java program to create n Student objects and print the USN, Name, Branch,

and Phone of these objects with suitable headings.

are in the ratio 60:40.

• Each experiment to be evaluated for conduction with observation sheet and record write-up.
• Rubrics for the evaluation of the journal/write-up for hardware/software experiments

designed bythe faculty who is handling the laboratory session and is made known to students

at the beginning of the practical session.

• Record should contain all the specified experiments in the syllabus and each experiment

write-upwill be evaluated for 10 marks.

• Total marks scored by the students are scaled downed to 30 marks (60% of maximum marks).
• Weightage to be given for neatness and submission of record/write-up on time.
• Department shall conduct 02 tests for 100 marks, the first test shall be conducted after the

8th week of the semester and the second test shall be conducted after the 14th week of the

semester.

• In each test, test write-up, conduction of experiment, acceptable result, and procedural

knowledge will carry a weightage of 60% and the rest 40% for viva-voce.

• The suitable rubrics can be designed to evaluate each student’s performance and learning

ability. Rubrics suggested in Annexure-II of Regulation book.

• The average of 02 tests is scaled down to 20 marks (40% of the maximum marks).

The Sum of scaled-down marks scored in the report write-up/journal and average marks of two tests

is the total CIE marks scored by the student.

Semester End Evaluation (SEE):

SEE marks for the practical course is 50 Marks. SEE shall be conducted jointly by the two

examiners of the same institute, examiners are appointed by the University

• All laboratory experiments are to be included for practical examination.
• (Rubrics) Breakup of marks and the instructions printed on the cover page of the answer

script to be strictly adhered to by the examiners. OR based on the course requirement

evaluation rubrics shall be decided jointly by examiners.

• Students can pick one question (experiment) from the questions lot prepared by the internal

/external examiners jointly.

• Evaluation of test write-up/ conduction procedure and result/viva will be conducted jointly

by examiners

General rubrics suggested for SEE are mentioned here, writeup-20%, Conduction procedure

andresult in -60%, Viva-voce 20% of maximum marks. SEE for practical shall be evaluated for

100 marks and scored marks shall be scaled down to 50 marks (however, based on course

type, rubrics shall be decided by the examiners). Change of experiment is allowed only once

and 15% Marks allotted to the procedure part to be made zero. The duration of SEE is 03

hours Rubrics suggested in Annexure-II of Regulation book.

Suggested Learning Resources :

1. E. Balagurusamy, Programming with Java, Graw Hill, 6th Edition, 2019

2. Herbert Schildt, C: Java the Complete Reference, McGraw Hill, 11th Edition, 2020

Data Structures using C++

Course Code 21EC584 CIE Marks 50

Teaching Hours/Week 0:0:2:0 SEE Marks 50

Credits 1 Exam Hours 3

Course Objectives

• To write and execute programs in C++ to solve problems using data structures such

as arrays, linked lists, stacks, queues, trees, graphsand search trees.

• To learn to write C++programs to implement various sorting and searching algorithms

Sl. No. Experiments

Write a C++ program that uses functions to perform the following:

a) Create a singly linked list of integers.

b) Delete a given integer from the above linked list.

c) Display the contents of the above list after deletion.

Write a template-based C++ program that uses functions to perform the

following:

a) Create a doubly linked list of elements.

b) Delete a given element from the above doubly linked list.

c) Display the contents of the above list after deletion.

Write a C++ program that uses stack operations to convert a given infix

expression into its postfix equivalent, Implement the stack using an array.

Write a C++ program to implement a double ended queue ADT using an array,

using a doubly linked list.

Write a C++ program that uses function templates to perform the following:

a) Search for a key element in a list of elements using linear search.

b) Search for a key element in a list of sorted elements using binary search.

Write a C++ program that implements Insertion sort algorithm to arrange a list

of integers in ascending order.

Write a template-based C++ program that implements selection sort algorithm

to arrange a list of elements in descending order.

Write a template-based C++ program that implements Quick sort algorithm to

arrange a list of elements in ascending order.

Write a C++ program that implements Heap sort algorithm for sorting a list of

integers in ascending order.

Write a C++ program that implements Radix sort algorithm for sorting a list of

integers in ascending order.

SEE marks for the practical course is 50 Marks. SEE shall be conducted jointly by the two

examiners of the same institute, examiners are appointed by the University

• All laboratory experiments are to be included for practical examination.
• (Rubrics) Breakup of marks and the instructions printed on the cover page of the answer

script to be strictly adhered to by the examiners. OR based on the course requirement

evaluation rubrics shall be decided jointly by examiners.

• Students can pick one question (experiment) from the questions lot prepared by the internal

/external examiners jointly.

• Evaluation of test write-up/ conduction procedure and result/viva will be conducted jointly

by examiners

General rubrics suggested for SEE are mentioned here, writeup-20%, Conduction procedure

and result in -60%, Viva-voce 20% of maximum marks. SEE for practical shall be evaluated for

100 marks and scored marks shall be scaled down to 50 marks (however, based on course

type, rubrics shall be decided by the examiners). Change of experiment is allowed only once

and 15% Marks allotted to the procedure part to be made zero. The duration of SEE is 03

hours Rubrics suggested in Annexure-II of Regulation book.

Suggested Learning Resources :

1. Data Structures using C++, D. S. Malik, 2nd edition, Cengage learning.

2. Data structures, Algorithms, and applications in C++, Sartaj Sahni, Universities Press,

2nd Edition, 2005.

VISVESVARAYA TECHNOLOGICAL UNIVERSITY, BELAGAVI B.E: Electronics & Communication Engineering / B.E: Electronics & Telecommunication Engineering NEP, Outcome Based Education (OBE) and Choice Based Credit System (CBCS) (Effective from the academic year 2021 – 22) VI Semester

Microwave Theory and Antennas Course Code 21EC62 CIE Marks 50 Teaching Hours/Week (L: T: P: S) (3:0:2:0) SEE Marks 50 Total Hours of Pedagogy 40 hours Theory + 12 Lab slots Total Marks 100 Credits 04 Exam Hours 03 Course objectives: This course will enable students to :

1. Describe the microwave properties and its transmission media.
2. Describe the microwave devices for several applications.
3. Understand the basic concepts of antenna theory.
4. Identify antenna types for specific applications.

Teaching-Learning Process (General Instructions) The sample strategies, which the teacher can use to accelerate the attainment of the various course outcomes are listed in the following:

1. Lecture method (L) does not mean only the traditional lecture method, but a different type of teaching method may be adopted to develop the outcomes.
2. Ask at least three HOTS (Higher-order Thinking) questions in the class, which promotes critical thinking
3. Adopt Problem Based Learning (PBL), which fosters students’ analytical skills, develop thinking skills such as the ability to evaluate, generalize & analyze information rather than simply recall it.
4. Discuss how every concept can be applied to the real world - and when that's possible, it helps improve the students' understanding.
5. Using videos for demonstration of the fundamental principles to students for better understanding of concepts.
6. Demonstration of microwave devices and Antennas in the lab environment where students can study them in real time.

Module- Microwave Sources : Introduction, Gunn Diode (Text 2: 7.1,7.1.1,7.1.2) Microwave transmission lines : Microwave frequencies, Microwave devices, Microwave systems. Transmission line equations and solutions, Reflection Coefficient and Transmission Coefficient. Standing wave and standing wave ratio. Smith chart, Single stub matching. Text 2: 0.1, 0.2, 0.3, 3.1, 3.2, 3.3, 3.5, 3.6 (except double stub matching)

Teaching-Learning Process

Chalk and Talk would be helpful for the quantitative analysis. Videos of the Basic principles of the devices would help students to grasp better. RBT Level: L1, L2, L Module- A Closer Look at Methods and classes: Overloading methods, Using objects as parameters, Returning Microwave Network Theory : Introduction, S matrix representation of multi-port networks (Text 1: 6.1, 6.3, 6.3.1, 6.3.2) Microwave passive devices : Coaxial connectors and Adapters, Attenuators, Phase shifters, waveguide Tees, Magic Tee, Circulator, Isolator. (Text 1: 6.4.2, 6.4.14, 6.4.15, 6.4.16, 6.4.17 A, B) Teaching-Learning Chalk and Talk, PowerPoint Presentation

Course Outcomes At the end of the course the student will be able to:

1. Describe the use and advantages of microwave transmission
2. Analyze various parameters related to transmission lines.
3. Identify microwave devices for several applications.
4. Analyze various antenna parameters and their significance in building the RF system.
5. Identify various antenna configurations for suitable applications.

Assessment Details (both CIE and SEE) The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%. The minimum passing mark for the CIE is 40% of the maximum marks (20 marks). A student shall be deemed to have satisfied the academic requirements and earned the credits allotted to each subject/ course if the student secures not less than 35% (18 Marks out of 50) in the semester-end examination (SEE), and a minimum of 40% (40 marks out of 100) in the sum total of the CIE (Continuous Internal Evaluation) and SEE (Semester End Examination) taken together CIE for the theory component of IPCC

Two Tests each of 20 Marks (duration 01 hour )

• First test at the end of 5th^ week of the semester
• Second test at the end of the 10th^ week of the semester Two assignments each of 10 Marks
• First assignment at the end of 4th^ week of the semester
• Second assignment at the end of 9th^ week of the semester Scaled-down marks of two tests and two assignments added will be CIE marks for the theory component of IPCC for 30 marks. CIE for the practical component of IPCC
• On completion of every experiment/program in the laboratory, the students shall be evaluated and marks shall be awarded on the same day. The 15 marks are for conducting the experiment and preparation of the laboratory record, the other 05 marks shall be for the test conducted at the end of the semester.
• The CIE marks awarded in the case of the Practical component shall be based on the continuous evaluation of the laboratory report. Each experiment report can be evaluated for 10 marks.

Marks of all experiments’ write-ups are added and scaled down to 15 marks.

• The laboratory test (duration 03 hours) at the end of the 15th^ week of the semester /after completion of all the experiments (whichever is early) shall be conducted for 50 marks and scaled down to 05 marks. Scaled-down marks of write-up evaluations and tests added will be CIE marks for the laboratory component of IPCC for 20 marks. SEE for IPCC Theory SEE will be conducted by University as per the scheduled timetable, with common question papers for the course (duration 03 hours)
• The question paper will have ten questions. Each question is set for 20 marks.
• There will be 2 questions from each module. Each of the two questions under a module (with a maximum of 3 sub-questions), should have a mix of topics under that module.
• The students have to answer 5 full questions, selecting one full question from each module. The theory portion of the IPCC shall be for both CIE and SEE, whereas the practical portion will have a CIE component only. Questions mentioned in the SEE paper shall include questions from the practical component.
• The minimum marks to be secured in CIE to appear for SEE shall be the 12 (40% of maximum marks-30) in the theory component and 08 (40% of maximum marks -20) in the practical component. The laboratory component of the IPCC shall be for CIE only. However, in SEE, the questions from the laboratory component shall be included. The maximum of 04/05 questions to be set from the practical component of IPCC, the total marks of all questions should not be more than the 20 marks. SEE will be conducted for 100 marks and students shall secure 35% of the maximum marks to qualify in the SEE. Marks secured will be scaled down to 50. Suggested Learning Resources:

Text Books:

1. Microwave Engineering -Annapurna Das, Sisir K Das, TMH Publication, 2nd^ Edition, 2010.
2. Microwave Devices and Circuits – Samuel Y Liao, Pearson Education.
3. Antennas and Wave Propagation -John D Krauss, Ronald J Marhefka, Ahmad S Khan, 4th^ Edition, McGraw Hill Education, 2013.

Reference Books:

1. Microwave Engineering -David M Pozar, John Wiley India Pvt Ltd., Pvt Ltd., 3rd^ edition, 2008.
2. Microwave Engineering-Sushrut Das, Oxford Higher Education, 2nd^ Edn, 2015.
3. Antennas and Wave Propagation- Harish and Sachidananda, Oxford University Press, 2007.

Web links and Video Lectures (e-Resources):

• https://www.tutorialspoint.com/antenna_theory/antenna_theory_horn.html
• http://www.antenna-theory.com/antennas/smallLoop.php

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning Quizzes, Seminars