Social Business Networks Within e-Business Marketing Essay

Social Business Networks Within e-Business Marketing - Essay Example The future belongs to online networking platforms. The aim of this study is to investigate what and the business model includes and what would be a successful business networking platform. Transparency, engagement and nimbleness are the hallmarks of business networking. Moreover, the tools available online are beneficial for everyone but what really matters is how a company modifies them according to their business environment. LinkedIn is a great example that brings together the best of the physical and online worlds together there is no other platform that can compete with LinkedIn in terms of connecting businesses, professionals, individuals and customers. The Internet has made it easier for businesses to reach a diverse range of people. Social media and specific business networking help global collaboration and sharing of knowledge. A number of social media applications in e-business and e-commerce emerge every day. This sends shockwaves to the ecosystem of businesses around the world. The businesses have to react in real time to these trends to keep up to date. Nowadays almost everyone is connected through an online resource network. Smartphones have unleashed the true power of social networks. People have not confined to their desktop or monitor screens anymore. They can take their online networks and apps anywhere. Social networking accounts for about 22% of the peoples time spent online. Social analytics has made the individual people more intelligent by learning from interactions and delivering their advice. It is only natural for businesses to replicate such a model that gets in with these trends. Whether it is to connect with business partners or to reach new clients. Various business models serve this purpose, but the true success lies in how a business uses these tools/models effectively to achieve their identified goal(s).Even though there has been a lot of talk about the business networking and e-commerce, however, there  is not enough study th at gauges various business models to measure their efficiency and usability.  

Foreign Market Entry and Diversification Essay Example | Topics and Well Written Essays - 1250 words - 1

Foreign Market Entry and Diversification - Essay Example The paper discusses the need for diversification strategies of the companies that adopt means and methods to excel in their respective industry and reap untapped profits from the market. Specifically speaking about the diversification strategies of Amazon and Campbell Soup Company, the discussion assesses the company overview and performance along with the outcomes of their implied diversification strategies. Discussion The diversification strategy is that the company adds new products and simultaneously existing markets. This access to new activities, either by internal or external growth the company does operate in competitive environments, new result is a set of physical and organizational changes affecting the structure of the company and represents a clear break with its past history Kenny, G., (2009). 1. A combination vertical merger implies that control various stages of production the same product. 2. A horizontal combination is one formed by companies in an industry that dev elop same products. Part 2 & 3 To address these two parts of the assignment we are taking example of Amazon and are going to describe its diversification strategy for entering in the foreign market Overview It was Jeffrey Bezos after leaving his job as a programmer on Wall Street, has set the objective to build the best online store in the world (not the first, the best) with an obsessive idea: given to the buyer as the best trading experience. And he founded in 1994 with based in a garage in Seattle - USA, the company Amazon as the first virtual library on the Web. Today is an online retailer of books, music and more, offering services that traditional retailers cannot offer low prices, selections and large well-documented information about the products. According to Bezos, the future of the electronic sale is in the identification of supply, for example, the buyer is setting out the products that best fit your tastes based on their previous purchases .Their policies are strategic expansion and diversification, since Amazon does not want its brand associated with a product category, but is associated with the idea that works for customers. Assessing the Success Amazon successfully adopts the strategy of vertical diversification and effectively collaborates with the suppliers, customers and all other stake holders who are related with the company. Indeed, Amazon was the first to explicitly numbered line every step of the process and accompanies their clients to visit them. Amazon created the Amazon's Publisher's Advantage with other publishers. Amazon has managed to revolutionize the market, thanks to a surprising relationship management with the customer and the supplier (Doebeli, M., 2011). Amazon follows the principles of convenience and peace of mind by ensuring customers the security of purchases. It was the first site to accept online credit card (explaining in detail its operation) and for customers who are still wary, offers e-mail or fax as an alterna tive method to provide the information in your credit card. Amazon has done an excellent job in recruiting and satisfaction of stakeholders: publishers, distributors and other online retailers. Since all find it easy to operate with Amazon, the overall customer experience improves substantially. The secret lies in attracting Amazon customer information to learn more and grow faster. For the first time since its creation, Amazon.com

Human Resources Essay Example for Free

Human Resources Essay Employees are always considered an asset to the organization. However organizations can never estimate what amount of this asset is required. Usually the number of employees is either higher than wanted or lower than wanted. Thus to cope up with either surpluses or shortages organizations have a number of methods that are as follows: To manage shortage of employees The first and foremost method to slash shortages is recruiting more permanent employees. This increases the number of workforce as required by the organization. However increasing new employees increases costs for the organization as well. Another method to overcome shortages is to retain employees within the organization who are retiring and offer them added incentives on a late retirement. Similarly another approach to lower down costs and still come over shortages can be to hire retired individuals again on a part time basis. This helps the organization to meet the shortage requirement in an efficient manner as no training is required and also the part time wages are low. Another approach can be to reduce turnovers by providing benefits such as premium pay etc. This is an effective way to retain old employees but can elicit a bidding war which the organization might not be able to control for a long time (Caruth, 1997). Over time and subcontracting is also a good way to deal with shortages. Sub contracting is an expensive procedure but obviously for a short time the company could afford to contract employees. Temporary hiring is also an option and is somewhat similar to sub contracting. Redesigning the job processes so that lesser employees are required is also a way to deal with shortages. This method though requires training so that employees adapt to the new job design and are comfortable with it and doesn’t result in heavier workloads and lowering down the talent level. To Manage Surplus of employees Surpluses are easier to manage then shortages. Stopping the hiring process, no replacements of those who leave, layoffs, offering early retirements etc are one of the most commonly used downsizing techniques (Mathis, 2004). Downsizing activities however have a negative effect on existing employee’s motivation and thus are usually avoided by most organizations. By introducing the shift system, number of hours worked can be reduced and efficiency of employees can be increased. Similarly, outsourcing or temporary employees shouldn’t be hired as there is already a surplus. To lower down costs, the company can either cut down pays across the board or switch to a variable pay plan (number of hours worked multiplied by per hour rate). In either way those with a lower pay or those who work lesser hours will prefer finding a new job that pays them more. Training is also a good way to deal with surpluses. Train half of the employees at a given time and let the other half work then train the later half and let the first half work. Though this is also something expensive and in the long run of no benefit to the organization. Voluntary severance is also another way in which you ask employees to volunteer if they want to leave the organization. Another way to utilize abundance of employees is by expanding operations. Though a firm cannot expand operations overnight nor it can expand them just to accommodate extra employees when there is no need of an expansion. Job Description My current job is as a sales and marketing executive at a technology corporation. I report directly to my sales and marketing director. The basic purpose of my job is to plan and carry out product activation and brand awareness activities in order to increase and sustain sales of my company. The core responsibilities of the job include developing and maintaining a database of customers and potential customers, to plan and carry out sales activities, develop new ideas, keep a track of sales performances, provide management with relevant information, frequently research on the market, the competitors and the customers in order to cope up with the changing needs, make connections with clients for business and organizational development, conduct training sessions to pass on my learning, skills and knowledge to my juniors. Apart from these I have to readily keep my colleagues up to date with all relevant information so that the department is on the same page in meetings or conferences. Communication is one of the foremost things in my job and I have to take care that relevant information reaches the pertaining individual on time. Redesigning the job description In order to redesign my job description following the exhibit I think the first thing that should be focused upon is that the job shouldn’t be monotonous as it is in the above mentioned case. The duties should vary from hard to difficult and from usual to unusual. Skill variety should be a basic part of it. This will lead to an increase of interest towards the job and thus will increase my motivation. My performance will also be definitely improved as I will be learning something different every time and this will be adding to my experience and skills. This will also alleviate the redundancy in my job to some extent (Tanke, 2000). One thing that I feel is lacking in my job is the power of making decisions on my own. As already mentioned I report to my director. At times he is not in the field and he does not have the true picture. In such cases a delay in decision making can be costly for the organization. Thus sales executives should be given the autonomy to at times make decision on their own which can benefit the company. Obviously everyone knows that wrong decision will result in losing the job. So every employee will definitely think for the best of the organization before taking any actions. Employee empowerment results in increasing employee confidence and provides them with new experiences particular to dealing with responsibilities. In turn, employees are satisfied with their jobs, feel a relationship with the organization and get a morale boost. One way to make an employee feel important is to provide feed back. Feedback tells the employee if their work is appreciated or not and in what areas they need to improve. If my director gets feed back from a client on any activity that I planned then it should be known to me as well. Apart from this there should be a little more flexibility in the management attitude so that they also understand that every employee has different needs (Tanke, 2000). Like my job could be more exciting if the management does not keep me sitting in the office just to fill in the hours an employee has to be on his seat. It would be beneficial for both if I am out in the field and monitoring and assisting in the sales activities. All these steps will definitely improve performance, motivation and satisfaction.

Analysing leadership and determinants of Leadership Effectiveness

Analysing leadership and determinants of Leadership Effectiveness Leadership is the behavior of an individual when he/she is giving directions and activities to a group moving towards a common purpose. A leader is seen as someone who sets the paths in an effort to influence people to adhere to those paths. Leadership is an action and not just a position. It can be shown via different people in various situations. A person may not born to be a leader but can be cultured through the upbringing and environment. But there are people who have innate capabilities to become leaders even though they are not exposed. These innate characteristics need to be polished in order for the person to let his or her leadership skills and capabilities shine through. Such leaders also need to be further equipped with certain competencies so that they can pick up qualities that they should demonstrate to become even greater leaders. A leaders personal characteristics are also vital for the developments and motivations of the organizations. True leaders such as the teachers who illustrated that leadership is an action (teaching and leading the students) and not a position. Personal characteristics can also determine what type of leadership approach a person will demonstrate and how effective his or her leadership capabilities are in different situations. Touching the lives and affecting the outcome of many different expectations, a teacher is the epitome of a leader. A leader has his or her own style of motivating the people in the organizations. A leader must find the best skills in order to provide directions, motivations and purposes. Effective leaders are flexible. Organizational Leadership Model The effective leadership influence is not the same for everyone. It depends on their ranks in the organization and abilities which are required in leaders. The three basic leadership roles identified: initiation, speech, and management. 1. Initiation Initiation refers to planned decision making on policy formulation or structural change. These vital decisions are the determinants of the organizations culture and mission. 2. Speech Strategic decisions and methods designed for implementation within the establishment. It includes adjusting or adding on to the present structure towards new policy demands. 3. Management Management is putting into practice the policies and measures that are available to maintain the operations of the organization efficiently. These three kinds of Leadership are naturally executed at diverse ranks in the company with different abilities and skills. The top level management would initiate new policies that involve a change in the businesss structure or understanding the companys mission. An understanding of the entire organization, culture, mission, vision and how it correlates with the external parties is mandatory for these top level individuals. They represent the organization and what the business stands for. Understanding the policy decisions and practicing them to the existing organization via utterance or speech is usually made by the intermediate-level managers. They must uphold a two-way point of reference by taking orders from the above management and adapting them for the lower groups of people in the organization. Type of Leadership Process Typical Organizational Level Cognitive (Knowledge) Affective (Emotion) Initiation: Change, creation and elimination of structure Top echelons System perspective Charisma Speech: supplementing and piecing out of structure Intermediate levels: pivotal roles Subsystem perspective: two-way orientation Integration of primary and secondary relations: human relation skills Management: use of existing structure Lower levels Technical knowledge and understanding of system of rules Concern with equity in use of rewards and sanctions EXHIBIT 16.1 The three Leadership Models. The Position in the Organization. The Skill Requirements A companys policies and procedures will be administered by the Lower-level supervisors. These personnel must possess both the technical knowledge and a clear perception of the organizations rules in order to be successful. They have to continually deal with issues such as equity, rewards and punishments in leading others. Therefore, leadership plays a crucial role in an organization because it has direct impact on the effectiveness of the organizations. Leadership is when a person manipulates others to perform a task at their own will which they would not normally do. Leadership is a vital process to an organization and it can be deliberated on three different stages; i.e. the individual, group and organization. Analysis at the individual stage: the leadership studies have paid attention on the successful leader personalities. Behaviors of both formal and informal leaders are focused at the group level. The effectiveness of an organization is decided by the relations between the leader, follower and circumstances. The studies have caused an emergence of different theories of leadership, namely situational and contingency. In Search for Leadership The requirements in selecting and training efficient leaders were emphasized during the World War I and the quarter century between World War l and World War II; numerous studies were made to examine the personal characteristics of good leaders. These studies are usually referred as characteristic studies since the primary goal was to classify the traits and personal characteristics of successful leaders. The diverse methods used to study these leadership traits could possibly be the reason in the irregularities of the results. The manner of studies was not consistent in identifying the leaders. A majority of the studies was in comparing efficient with inefficient leaders or leaders with non-leaders. Some were identified by external observers, others selected by the group by way of recommendation or voting, nominated by observers such as teachers while some were chosen because they are already in leadership positions. The studies conducted were in conflict as to the way they deliberated on the traits. Some traits were measured by mental tests; others relied on viewers to spot the traits they have seen while some depended on the persons to report their own personality traits. The trait studies were quite unsatisfactory as a whole especially since they had hoped to develop an accurate measure of leadership effectiveness. The spotlight on the leadership research moved because of the flimsy results, to contingency studies which investigated more than just traits of a leader. Numerous traits formed an important divergence in leadership effectiveness and they interrelated with other conditional variables to stimulate the effectiveness of the leader. Physical Behaviors Physical attributes including height, weight, health and appearance are also examined in the studies. It was concluded that there is a relationship between the above features and leadership. Apparently leaders have the tendency to be taller, heavier, better fitness, greater physique, higher energy output and more attractive in appearance. However, these types of results were not always reliable and consistent. The results neither are too weak in general and not consistent to be effective in selecting leaders nor are they helpful for training functions since not much can be made to alter most of these physical traits. Intellect It was generally agreed that leaders are more intellectual than non-leaders and the relationship was shown in the various studies. The relationship could probably begin from the reality that leadership functions depend mostly on success in problem solving. Leadership roles such as initiation, speech and management necessitate great mental ability. In general, it is safe to assume that leaders seem to be more intelligent than non-leaders but the relationships are small. Many other variables other than intellect inspire leadership effectiveness. It was also suggested that leaders should not be too intelligent than the group because associates who are notably brilliant than others are rarely chosen as leaders since the other members tend to snub them. Individuals with high IQs are inclined to have different sets of vocabulary, networks and aspirations that would create communication and inter-relations problems. Leaders do extremely well generally at school/college/university and score better grades. It is important for effective leadership to know how to do things. Thus general and practical knowledge are essential for leaders to make better decisions. Characteristic Traits Only a partial of the characteristic traits seem to be related to leadership and most are not especially convincing. It was suggested that the average leader is more social, has greater initiative, is more persistent, smart in getting things done, highly self-confident, cooperative, and adaptable to situations and possesses excellent communication skills. Leaders were found to be more emotionally mature than non-leaders in the personality integration or emotional adjustment. It can be concluded that personal characteristics are related to leadership. Effective leadership does not depend on a mixture of personality traits only because situational variables are also important since they always decide whether a character was associated with effective leadership either positively or negatively. Therefore, it can be deduced that effective leadership depends on the leaders characteristics, his subordinates and the nature of the task at hand. Many leadership styles were based on studies of leaders behaviors. The finest researches on the styles of leadership are made together at the same time; i.e. The State University in Ohio and the Michigan University. Researchers acknowledged two leader behaviors that were similar although the investigations were conducted separately. As a result, a two dimensional aspects of leadership have been to used to form the Managerial Grid. Authoritarian, Democratic, and Laissez-faire Leadership Due to the diverse political systems in the US and Germany before World War II, studies of leadership have been inspired which evaluated the three leadership styles: the authoritarian, the democratic and the laissez faire. In the democratic leadership style, decisions were made by vote of majority; equal participation encouraged; criticism and punishment minimal. In the autocratic leader, the leader made all the decisions and others must follow the set procedures strictly. In the laissez-faire leader, there was minimal actual leadership and others were permitted to work and play as usual without proper directives. Initiating Structure and Consideration The two leadership factors were initiating structure and consideration which include leadership behaviors in organizing and defining the tasks to be performed and goal achievements. A leader who assigns people to do specific jobs, expected workers to follow set routines and meet deadlines. The consideration factor is friendliness, showing trust, exhibiting warmth and concern for followers. Production-Centered and Employee-Centered Leader Behaviors Production centered behaviors were akin to initiating structure in which leaders would establish targets, gave directives, checked on operations and planned the group Employees work. Centered behaviors were similar to the considerations dimension in which the leader would develop a caring personal relationship with the subordinates and encouraged a two-way communication with them. The associations between the production-centered and employee-centered behaviors are found to be independent scopes of leadership. A leader with strong production orientation does not mean that he is disinterested in the employees. Managerial Grid Robert Blake and Jane Mouton had created a framework which relates task accomplishment to concern for people called the Managerial Grid. They both assumed that concern for production and concern for people would produce the most effective leadership style. There are leaders primarily more concerned with accomplishing the production and task not concerned about people. This person wants the job done and schedule followed at all costs. There is also individual who is not concerned whether the group produces anything but concerned more about the personal needs and interests of the team members. Ideally, leaders should be concerned about meeting schedules in order to get the work done and simultaneously are concerned about the team members interest and feelings too. The Managerial Grid is popular among managers. It is extensively used by organisations as part of their training program to assess leadership style. However, the effectiveness of the Managerial Grid is not consistently supported. The factors which are considered in determining leadership styles interact in complicated ways which resulted in various leadership styles. SITUATIONAL LEADERSHIP In assessing leadership effectiveness, there are many factors that must be combined. A situational leadership model developed by Paul Hersey and Ken Blanchard considers three variables: (1) the guidance and the direction provided by the leaders (task behavior) (2) the emotional support given by the leader (relationship behavior) (3) the maturity level exhibited in performing the task As a result, four potential leadership styles have been created using a combination of the above factors: S1: Telling Give instructions and supervise performance closely. Suited for followers who are unwilling but of low maturity. S2: Selling Decide and provide opportunity for explanation. Appropriate for followers who are not able but willing. S3: Participating Sharing ideas in making decisions. Suited for followers who are able but not willing. S4: Delegating Responsibility handed over for decisions and performance. Appropriate for groups who are able and willing. Contingency Theory of Leadership Fiedler studied the interaction of leadership style and situation. He identified and developed ways to measure leadership orientation of the leader and situational factors which influence leadership. Leader Orientation Two types of leaders were identified, i.e. relationship-oriented or task-oriented. Leaders who are relationship-oriented tend to look at others as coworkers and look upon interpersonal relations as a requirement towards accomplishing the task. However, for task-oriented leaders, they react strongly against people whom they could not get along with in performing a task. Situational favorableness (1) relationships between leader and member can be good or bad; (2) the task is relatively well planned or not; and (3) the leaders authority is relatively strong or weak. The task structure becomes the second most important situational variable based on evaluation of four aspects of the task structure. Clarity: whether requirements of the tasks are stated clearly, Multiplicity: which the problems encounter can be solved. Verifiability: which the correctness of the decisions can be ascertained. Specificity: which there are generally more solutions involved in performing the task. Group effectiveness Relationship-oriented leaders perform excellently well in situations where concern for the team members is apparently necessary in order to motivate them to perform well. People naturally prefer leaders who care about them and their welfare. However, task-oriented leaders are clearly more effective in impossible situations. Path-Goal Model Directive leadership: subordinates are told what to be expected. Specific guide, standards and work schedules are provided to ensure that task are performed as expected. Supportive leadership: subordinates are treated equally and show concern for their needs and well-being; develop pleasant interpersonal relationships among the group members. Achievement-oriented leadership: challenging goals are set and subordinates are expected to perform at their highest level, improvement in performance always. Participative leadership: subordinates are consulted on suggestions and ideas in making decisions. Situational Aspects The distinctive personalities of those who follow and the environmental factors which affect the leadership style are called situational aspects or features of the situation. Significant characteristics of the followers which have been identified as determinants of leadership style are: (1). Followers with internal locus of control believe that they are rewarded for their own effort. Meanwhile, followers with external locus of control believe that external forces have a control on their rewards. (2). Authoritarianism: an individuals willingness to accept the influence of others. (3). Abilities: The followers ability and experience influence a leader whether they are able to work with an achievement oriented leader or a supportive leader who are patient enough to provide encouragement and instruction. The path-goal model recognizes three environmental factors which effect leadership styles: the nature of the task to be performed, the existing organizations authority system the organizational norms and dynamics The above factors may influence the effectiveness of various styles of leadership in a many ways. NORMATIVE DECISION-MAKING MODEL OF LEADERSHIP Based on the contingency theory of leadership, this leadership model does not assume any leadership style as appropriate for all situations. Leaders must develop a range of leadership styles and take on the most appropriate style depending on the situation. Leaders are required to know in which circumstances they need to consult others and vice versa. Even though the leader may be the chairman of the group, he/she is just one of the group members and does not have or even try to influence the other group members to adopt or follow a particular solution. The principle in selecting a leadership approach. The two measures/principles used for assessing the efficiency of a leadership style are excellence and approval. The quality of the decisions made refers to the accurateness of the actions taken and the extent which some objectives are achieved. The quality of decisions depends on accurate and relevant information Conferring with other group members often provides additional information. Diagnostic decision rules. In order to save time and minimize costs, some managers choose the lead autocratically. If the aim was to further the subordinates personal development, the participative style is selected. In some strategies, the manager decides alone. At times, the manager decides on his own after earlier consultations with his subordinates. Comparing the leadership models. All situational leadership models emphasize on the effect of external factors on a particular leadership style. Different leadership styles suggest styles that are determined by various situational factors. The models focus on different methods, which are situational factors and criteria for selecting the best style: task-oriented versus relationship-oriented. The normative decision-making model ascertains three leadership styles, namely autocratic, consultative, and participative. In each model, situational factors which influence the effectiveness of leadership are somewhat different. A significant reason which contributes to this is that normative decision- making model likens leadership to decision making and considers only this aspect of the leadership function. The model also uses different criteria for evaluating leadership effectiveness. DETERMINANTS OF LEADERSHIP EFFECTIVENESS Although identifying what makes an effective leader seems like a simple task, however, individuals who are in leadership positions are often faced with a dilemma on deciding which leadership pattern to practice. Choosing a Leadership Style Choosing the most appropriate leadership style to adopt depends largely on the context of the organization. A successful leader must be capable of assessing the situational forces in the organization and respond accordingly to the needs. The forces include the organization culture, business goals as well as the organizations strategic plans. Effective leaders must understand themselves, the group, company and social environment. Strategies for Improving Leadership One of the main variables to improve leadership relates largely to the organizations reward system. Leaders should not overlook his capacity to reward his followers accordingly since followers will respond otherwise. For instance, the managers of high- performing groups generally are compensated according to their achievements. Considerate leaders manage to create satisfaction among their performing subordinates while at the same time; changes in the behavior of the leaders could be caused by the performance of the subordinates. Constraints on leader behavior. Leaders have limited opportunities to influence others. Leadership effectiveness is inhibited by a variety of factors. For example, the managerial decisions are planned ahead due to factors such as organizational structure, state and federal law, technological specifications and innovations as well as the absence of other alternatives. Many other organisational factors can impose limitations on the leaders capability to communicate with subordinates or reinforce their behavior towards achieving the organisational purpose. For example, organisational policies, nature of task, skills and abilities of available resources and other external factors may impede the capacities of organisational leaders. External factors. In terms of external factors, leaders are constrained by factors that they have no control on such as state and federal laws. Other external factors include the world economy and global issues. Irrespective of their leadership style, leaders with unskilled resources will face great challenges in leading. The availability of skilled followers is subjected to the external labor market. Organizational policies. The organization may limit a leaders effectiveness by hampering the amount of communication between leaders and followers. The existing company policies may also pose restrictions on the ability of leaders to reward or punish followers. Group factors. Leaders may find it hard to penetrate or influence group members who are highly unified. This will create difficulty for leaders to demonstrate his true capabilities in performing tasks for the organisation. Individual proficiencies and competencies. The leaders own talents and aptitudes may become their constraints because leaders can only possess limited expertise, energy, and power. Some situations may need greater amount of skills, experience and capabilities compared to what the leader may possibly have. Substitutes for leadership. Leadership is an extremely important function. It has an enormous influence on the value of organizations, especially in a business environment. However, in complex situations, we may not know exactly which leadership behaviour will be the most effective to adopt. In addition, certain situations warrant that leadership may be unnecessary subordinates. SUMMARY 1. Leadership is the increasing influence which occurs when an individual manipulates others to do task voluntarily which they would not do otherwise. The basic leadership roles include initiation of policy and structure, speech, and management. Leadership is required within organizations to provide direction to employees towards a common organisational objective. 2. The studies of leadership were mainly studies on traits that tried to identify the characteristics of effective leaders. The studies focused mainly on physical traits, intellect and characteristic. The results were usually weak and inconsistent although some personal characteristics were always related to leadership. Most studies concluded that apart from behaviour characteristics and traits of the leader, the nature of subordinates and the type of task to be performed were as equally important to determine success. 3. Another approach to studying leadership set on leader behaviors; i.e. how leaders actually behave. One of the studies compared the three leadership methods i.e. the authoritarian type, the democratic style and the laissez-faire mode. A democratic leadership produced the greatest satisfaction among subordinates while autocratic leadership style encouraged high level of productivity in the organisation. 4. A research conducted at the same time at two different universities identified two groups of similar behaviors of leadership. At The State University in Ohio, the researchers identified these two leader behaviors as initiating constitution and thought whereas at the Michigan University, the two parallel features were called the production-centered which focus more on the production and the employee-centered with the workers as the focal point. These two leader behaviors seem to relate leadership functions which are essential to the effectiveness of a group. A matrix named Managerial Grid had been formed based on these two factors. The Managerial Grid correlates the concern for production and the concern for people in identifying leadership effectives. 5. As a result of unsuccessful researches conducted to identify superior leadership behaviors, four situational theories of leadership were developed instead. Theories have suggested that the effective of leadership style depends largely upon situational factors, especially nature of the group and the task to be performed. 6. A situational leadership model that matches various amalgamations of chore and relationship manners with maturity of the subordinates. As the number of followers increases, the appropriate leadership style that should be employed would be telling, selling, participating and delegating. 7. Three situational variables are used to assess the most appropriate leadership style. The variables are the connection between the leader and the members (either good or bad), the task (structured or unstructured) and the strength of the leaders power. Based on findings, the most effective leadership style when these three variables formed an extremely favorable or unfavorable circumstance is task-oriented leadership. Nevertheless, a leader with high concerns for interpersonal associations is most effective when there were intermediate levels of favorableness. 8. The path goal model theory is derived from expectancy theory. It suggests that effective leaders must clarify the paths to attract followers. Based on this theory, the command, the sympathetic, the accomplishment-oriented and the contributive leadership styles emerged. The most appropriate leadership style is dependent on two types of situational factors: characteristics of followers as well as the internal/external environment. Three significant characteristics of follower are the locus of control (internal or external), authoritarianism and personal capabilities. The three environmental attributes are nature of the task to be performed, the existing organisational authority system and norms and dynamics of members. 9. The three leadership styles identified are autocratic, consultative and group decision making. Determining which style is most appropriate depends largely on several factors such as considerations whether adequate information is made available to the leader when making decision alone, whether the goals of the organisation are acceptable by the subordinates, or whether the followers accept decisions made without their involvement. 10. Members of the group also have a reciprocal influence on the leader. Group member can induce heir leaders behavior by reacting to the specific leaders behaviors selectively. The power and influence of a leader can also be limited due to certain external factors such as policies of the organisation, norms of the group members as well as the skills and abilities of followers. POSITIONING ON LEADERSHIP CRISIS Many leadership theories have been in existence as more people try to determine the most effective leadership style available. In addition, various leadership models and approaches have been used to produce identified types of leaders. Arthur G. Jago (1982) had projected a structure that organizes leadership theories that are based on each theorys focal point and approach. However, effective leadership also depends on specific situations, among other factors. The result of exposure to different experiences in life throughout the learning process also have the potential to produce mature leaders with high capabilities to lead organisations. Coupled with certain identified competencies which can be acquired, these leaders can demonstrate high skills and capabilities in their capacities as organisational leaders. There are various kinds of behavior that leaders can display to its followers. The two leadership behaviors that have been consistently identified are called the production-centered and the consideration-centered activities. A person can change his or her behaviour without being forced to based on the amount of influence exerted by another individual. Influence is also a contributing factor in shaping the behavior or personality of people. I concur with A. Ange on the presence of leadership crisis but I also foresee the resolutions taken and are still being taken to resolve the problem. Many organizations are spending money in sending their employees to be groomed and trained for future growth of the company whereby they are exposed to different methods of management and how to be great leaders. Leaders are born to leaders but in some circumstances, situations and environments also play a huge role in creating a leader. Leaders with innate capabilities also need to be exposed to certain conditions in order to build their characters and polish their leadership capabilities. Some can be shaped through exposure to various lifelong knowledge and skills training available today. With all kinds of methods and approaches easily accessible, average leaders can become even greater leaders with enough exposure and experience. Leaders come and go and new ones are always on the threshold to take over the empty space. The qualities of the leaders and their leadership styles vary but they are vital in the development and motivation processes of the organizations. There is a crisis in good leadership but it is not at a critical point. Big organizations would have everything in place for the future growth of the company and would have in line the replacements for all aspects of the management. Even small to medium sized organizations have planned their management line-ups for the future. The ongoing programs and trainings that are conducted by organizations to produce capable leaders and gr

Henry Briggs :: essays research papers

Henry Briggs Henry Briggs was born in Yorkshire, England and attended St. John's College in Cambridge. He graduated in 1581 and 1585 and became a lecturer of mathematics in 1592. In 1596 Briggs became the first professor of geometry at Gresham College in London. By 1615 he was completely engaged in the study, calculation, and teaching of logarithms. He met with Napier and proposed improvements to the logarithmic system developed by Napier. Briggs helped publish some of Napier's work and wrote Logarithmorum chilias prima in 1617. Briggs's major work was Arithmetica logarithmica in 1624. These tables of logarithms were useful tools for those performing large calculations. Briggs spent several years at Merton College in Oxford. He also composed a work on trigonometry (basically tables, both of the functions and of the logs of sines and tangents) that was left unfinished at his death.Thomas Smith, writing early in the 18th century, said that Briggs' parents were "humble of class and rather slender of means." Humble of class could mean too many things to guess, but I take the slender means to state unmistakably that they were poor. Smith indicates that Briggs could not have attended Cambridge without financial assistance from his college. Henry went to school in Cambridge, M.A. St. John's College, Cambridge, 1577-85; B.A., 1581; M.A., 1585. And he left quite a few mathematical manuscripts that remained unpublished. Briggs also devoted some attention to astronomy and saw logarithms initially primarily as a device to aid in astronomical calculations. He published Tables for the Improvement of Navigation, 1610, and North-west Passage to the South Sea, 1622. Briggs was consulted by the Virginia Company about the northwest passage, and from information about tides and currents he deduced the existence of such a passage.

Voluntary Testing for Pregnant Women Essay -- Pregnancy Birth Papers

Voluntary Testing for Pregnant Women During the past decade, the human immunodeficiency virus (HIV) has become a leading cause of mortality among women. This population is now accounting for the most rapid increase in cases of acquired immunodeficiency syndrome (AIDS) in recent years. As the numbers of cases of HIV infection have increased among women, particularly of childbearing age, increasing numbers of children have become infected as well. "Various studies conducted to date indicate that between 1/4 and 1/3 of infants born worldwide to women infected with HIV have become infected with the virus themselves" (HIV InSite, 1997). This is due to the route of transmission known as vertical transmission, from mother to infant. Thus, HIV infection has now also become a leading cause of mortality among young children, and virtually all of these infections can be attributed to vertical transmission. More than 4 million American women get pregnant each year, an estimated 8,000 of them HIV infected. (USA Today, 1999) HIV can be transmitted from an infected woman to her unborn fetus or newborn during pregnancy, during labor and delivery, and even during the postpartum period via breastfeeding. "Reports show vertical transmission rates ranging from 13% to 40%" (HIV InSite, 1995b). This translates into approximately 1,000-2,000 HIV-infected infants being born each year in the United States. Although transmission of HIV to a fetus can occur as early as the second month of development, research suggests that at least one half of vertically transmitted infections from non-breastfeeding women occur shortly after or during the birth process (HIV InSite, 1995a). Due to the seriousness of vertical transmission, there have been ... ...d the Physician-Patient Relationship." AIDS & Ethics. Ed. Reamer, Frederic G. New York: Columbia UP, 1991: 188-214. "PHS Guidelines for HIV Counseling and Voluntary Testing for Pregnant Women." Factsheet Public Health Service. CDC. July 1995. (Article, HIV InSite, HIVInSite.ucsf.edu/topics/women/). "Public Health Service Task Force Recommendations for the Use of Antiretroviral Drugs in Pregnant Women Infected with HIV-1 for Maternal Health and for Reducing Perinatal HIV-1 Transmission in the United States." MMWR Reports, Vol. 47, January 30, 1998: No. RR-2. (Article, HIV InSite, hivinsite.ucsf.edu/medical). "US Public Health Recommendations for Human Immunodeficiency Virus Counseling and Voluntary Testing for Pregnant Women." US Department of Health & Human Services—Public Health Service. July 7, 1995. (Article, HIV InSite, hivinsite.ucsf.edu/medical/).

Schematics

SCHEMATIC DIAGRAMS FLAT COLOUR TELEVISION 6 2005 YA270 AV-21MT15/P, AV-21MP15/T, AV-21MT35/P, AV-21VA15/P CD-ROM No. SML200507 BASIC CHASSIS CW2 COLOR EXIT CLOSED CAPTION 100+ VNR ECO CINEMA SURROUND BASS RM-C1287 COPYRIGHT  © 2005 Victor Company of Japan, Limited No. YA270 2005/7 AV-21MT15/P, AV-21MP15/T, AV-21MT35/P, AV-21VA15/P STANDARD CIRCUIT DIAGRAM NOTE ON USING CIRCUIT DIAGRAMS 1. SAFETY The components identified by the symbol and shading are critical for safety. For continued safety replace safety ciritical components only with manufactures recommended parts. Type No indication MM PP MPP MF TF BP TAN (3)Coils No unit Others : Original setting position when shipped : DC 20k? /V :H :V : Othters (5)Voltage values 20 µs / div 5ms / div Sweeping time is specified (4)Power Supply : B1 : 9V Respective voltage values are indicated (5)Test point : Test point (6)Connecting method : Connector : Wrapping or soldering : Only test point display : B2 (12V) : 5V : [ µH] : As specified : Ceramic capacitor : Metalized mylar capacitor : Polypropylene capacitor : Metalized polypropylene capacitor : Metalized film capacitor : Thin film capacitor : Bipolar electrolytic capacitor : Tantalum capacitor . SPECIFIED VOLTAGE AND WAVEFORM VALUES The voltage and waveform values have been measured under the following conditions. (1)Input signal (2)Setting positions of each knob/button and variable resistor (3)Internal resistance of tester (4)Oscilloscope sweeping time : Colour bar signal : All DC voltage values Since the voltage values of signal circuit vary to som e extent according to adjustments, use them as reference values. 3. INDICATION OF PARTS SYMBOL [EXAMPLE] In the PW board : R209 R209 (7)Ground symbol : LIVE side ground : ISOLATED(NEUTRAL) side ground : [? : [k? ] : [M? ] : EARTH ground : DIGITAL ground : Receptacle 4. INDICATIONS ON THE CIRCUIT DIAGRAM (1)Resistors Resistance value No unit K M Rated allowable power No indication : 1/16 [W] Others Type No indication OMR MFR MPR UNFR FR (2)Capacitors Capacitance value 1 or higher less than 1 Withstand voltage No indication Others : [pF] : [ µF] : DC50[V] : DC withstand voltage [V] : Carbon resistor : Oxide metal film resistor : Metal film resistor : Metal plate resistor : Uninflammable resistor : Fusible resistor : As specified 5. NOTE FOR REPAIRING SERVICE This model's power circuit is partly different in the GND. The difference of the GND is shown by the LIVE : ( ) side GND and the ISOLATED(NEUTRAL) : ( ) side GND. Therefore, care must be taken for the following points. (1)Do not touch the LIVE side GND or the LIVE side GND and the ISOLATED(NEUTRAL) side GND simultaneously. if the above caution is not respected, an electric shock may be caused. Therefore, make sure that the power cord is surely removed from the receptacle when, for example, the chassis is pulled out. 2)Do not short between the LIVE side GND and ISOLATED(NEUTRAL) side GND or never measure with a measuring apparatus measure with a measuring apparatus ( oscilloscope, etc. ) the LIVE side GND and ISOLATED(NEUTRAL) side GND at the same time. If the above precaution is not respected, a fuse or any parts will be broken. Since the circuit diagram is a standard one, the circuit and circuit constants may be subject to change for improvement without an y notice. NOTE Due improvement in performance, some part numbers show in the circuit diagram may not agree with those indicated in the part list. When ordering parts, please use the numbers that appear in the Parts List. Composition resistor 1/2 [W] is specified as 1/2S or Comp. AC indicated : AC withstand voltage [V] Electrolytic Capacitors 47/50[Example]: Capacitance value [ µF]/withstand voltage[V] (No. YA270)2-1 CONTENTS SEMICONDUCTOR SHAPES †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2-2 USING P. W. BOARD †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ -2 BLOC K DIAGRAM †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2-3 CIRCUIT DIAGRAMS MAIN PWB CIRCUIT DIAGRAM [AV-21MT15/P, AV-21MP15/T] (1/4), (2/4) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2-5 MAIN PWB CIRCUIT DIAGRAM [AV-21MT15/P, AV-21MP15/T] (3/4), (4/4) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2-7 MAIN PWB CIRCUIT DIAGRAM [AV-21MT35/P] (1/4), (2/4) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. -9 MAIN PWB CIRCUIT DIAGRAM [AV-21MT35/P] (3/4), (4/4) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2-11 MAIN PWB CIRCUIT DIAGRAM [AV-21VA15/P] (1/3) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 2-13 MAIN PWB CIRCUIT DIAGRAM [AV-21VA15/P] (2/3), (3/3) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2-15 PATTERN DIAGRAMS MAIN PWB PATTERN [AV-21MT15/P, AV-21MP15/T, AV-21MT35/P] †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. -17 MAIN PWB PATTERN [AV-21VA15/P] †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2-19 VOLTAGE CHARTS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2-21 WAVEFORMS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 2-22 SEMICONDUCTOR SHAPES TRANSISTOR BOTTOM VIEW FRONT VIEW TOP VIEW CHIP TR E C B ECB E CB (G)(D)(S) ECB E C B B E C IC BOTTOM VIEW FRONT VIEW TOP VIEW OUT E IN IN E OUT 1 N 1 N 1 N CHIP IC TOP VIEW 1 N 1 N USING P. W. BOARD P. W. BOARD ASS'Y NAME MAIN P. W. BOARD AV-21MT15/P SCW-1714A-H2 AV-21MP15/T SCW-1715A-H2 AV-21MT35/P SCW-1706A-H2 AV-21VA15/P SCW-1728A-H2 2-2(No. YA270) BLOCK DIAGRAM MAIN PWB IC701 MAIN MICRO COMPUTER/ IF VIDEO RGB SYNC DEF. PROCESS R 108,109 SCL SDA TU001 TUNER IC702 MAIN MEMORY 127,128 SCL1, SDA1 SCL0, SDA0 I2C BUS MICRO COMPUTER G B DIGITAL SIGNAL PROCESS R G B IC351 RGB OUT V01 98,99 IF LED 97 REMOTE 119 KEY_IN 122 SV_DET 29, 30 SIF IN I/O PORT PEAKING SCAN VELOCITY MOD. U/V DELAY SIF DETECT VIF DETECT/AGC/AFT SOUND TRAP SKIN TONE U/V TINT SATURATION ROUT GOUT BOUT OSD SELECT 85 86 87 CRT SOCKET PWB SF101 SAW FILTER SF102 SAW FILTER 24, 25 VIF IN 79 Y J801 S-VIDEO VIDEO-1 S_VIDEO INPUT V L R J802 Y VIDEO-2 COMPONENT VIDEO INPUT CB CR J803 L R SW1 Y1 C1 CVBS1 L1 R1 80 PB 78 PR 55 V2 58 Y/V1 59 C1 VIDEO SELECT B-Y R-Y VIDEO C IDENT. Y 51 V3 COLOUR DEMOD BASE-BAND DELAY LINE R G B BASS [AV-21MT35/P] J805 BASS SPEAKER OUTPUT RGB MATRIX & GAMMA V. DRIVE COMB FILTER Y DELAY ADJ. SYNC SEP. VDA,VDB 22, 23 V2/Y PB PR L2 R2 49 L1 50 R1 56 L2 57 R2 34 L3 35 R3 AUDIO SELECT H. DRIVE HOUT 67 J801 HEADPHONE SPEAKER L 20 A_L AUDIO SELECT AUDIO CONTROL A_R 60 61 9 3 OUTPUT J804 VIDEO L R V-OUT L-OUT R-OUT 48 36 37 IC601 AUDIO AMP 13 23 VOUT LOUT ROUT SPEAKER R Q983 Q984 1. 8V REG Q981 Q982 1. 8V REG 1. 8V 1 IC401 V. OUT Q522 H. OUT 5 V VIDEO-3 INPUT (FRONT) J806 VIDEO J807 AUDIO-L J808 AUDIO-R V1. 8V V3 L3 R3 REMOCON RECEIVER POWER LED D901 RECT T921 SW TRANSF. IC972 3. 3V REG IC975 5V REG IC973 12V REG H DY01 DEF YOKE 3. 3V_STB 5V 8V 12V 32V B1 T522 FBT SCREEN FOCUS TV/VIDEO VOL+ VOL- CH+ CH- MENU AC IN F901 S901 L951 POWER SW IC901 POWER REG PC901 VOLTAGE FEEDBACK IC951 ERROR AMP EHV (No. YA270)2-3 2-4(No. YA270) CIRCUIT DIAGRAMS MAIN PWB CIRCUIT DIAGRAM [AV-21MT15/P, AV-21MP15/T] (1/4), (2/4) CN00C QGA2501F1-06 MAIN PWB ASS'Y (2/4) (FRONT LED) SCW-1714A-H2 [AV-21MT15/P] SCW-1715A-H2 [AV-21MP15/T] IC302 S9648 ECO R325 0 R326 X R322 X D303 R323 X X D807 X C807 .1 Q308 X C317 10/50 C806 100/16 R822 1K R824 470 S805 QSW0619-003Z S804 QSW0619-003Z S803 QSW0619-003Z S802 QSW0619-003Z S801 QSW0619-003Z IC801 RPM7238-H5 REMOTECON RECEIVER MAIN PWB ASS'Y(4/4) (CRT SOCKET) CN10T CN00T QJL001-065631 VIDEO-3 INPUT POWER LED (RED) D808 LH22440-T16 J806 QNN0281-003 J808 QNN0282-001 J807 QNN0281-002 R324 R328 0 R329 X R327 39K 0 J809 K801 X C825 NCB31HK-152X C826 NCB31HK-152X R817 X D814 *8 R630 270 1/2W QNS0155-001 R632 270 1/2W CN00S QGA2501C5-04Z SPEAKER R823 47 1/2W Y809 X CN10A QJL001-050600-E R762 220 R763 220 220 220 R764 R765 R627 X REMOTE PW_LED ECO_IN KEYIN R628 X LC805 QQR1199-002 B_MUTE R_AOUT L_AOUT Y_GND A_GND GND GND CN00A QJL001-050600-E R3 VDO_DET PROTECT S_REDUCE A_MUTE 4. 5/OTHER 5V ECO_IN REMOTE PW_LED SDA1 KEYIN SCL1 1. 8V PW V1. 8A 1. 8V 1. 8V S_V_DET 5V 3. 58/OTHER D341 *3 D342 *3 5V V3 L3 Y810 X R821 470 R820 330 R819 220 R818 180 R626 0 R629 0 R631 1K R633 1K C615 1000/25 C616 1000/25 R816 75 SDA1 SCL1 C1_GND D343 *3 Q341 *2 C1 R344 22 R961 1. 8K V12A S_V_DET R740 15K R788 0 D714 MA8030/H/-X D D707 *3 R794 2. 2K C792 . 1 G S L713 *4 W-A1 R755 1. 2K R750 10K 5V Q706 SSM3K02F-X D349 X R753 1. 2K D344 X D345 *3 Y1/CVBS1 Y_GND LC801 QQR1199-002 Y801 X R801 75 Y819 BW C D706 MA8036-X C777 . 1 C778 47/16 R760 100 SCL0 SDA0 R761 100 Q612 *1 R787 4. 7K R342 X 3. 3K 3. 3K 220 4. 7K *3 *3 C341 100/16 L304 X R320 X R319 X C316 X IC301 X C342 X C315 X C314 X C313 X X MC C312 X C311 X L303 X 3. V C305 X MC C310 X C309 X L302 X V2/Y V Y U PB PB_GND 0 0 R315 0 S1 1/50 22/50 C772 . 22 Q708 *2 R795 100K Q707 *1 Q705 SSM3K02F-X G .22 D Y717 QUY160-075Y 5V *3 0 Y802 X D817 *8 V1 L715 *4 C771 S R783 10K R776 15K C775 . 22 R758 3. 3K C767 VCC SDA L712 SCL WP 100 R976 1K 3. 3V_STB Q791 *1 SCL0 SDA0 C793 4. 7/50 Y791 X PW R790 1K R793 D713 MA8039/H/-X R736 100 X301 X C302 X R307 X R308 X R 310 X R311 X R321 X C318 X VDO_DET L1 R802 0 C821 NCB31HK-152X R1 R803 0 C822 NCB31HK-152X Y818 0 IC702 CH CH J801 QNZ0454-002 L1 VIDEO-1 S-VIDEO INPUT C770 . 1 D709 R745 R743 C783 R741 L714 R785 D711 C768 D712 R748 2. 7K R759 3. 3K 100 1K *4 .22 R730 0 R757 4. 7K C794 X R747 VSS R777 R771 A0 A1 A2 R739 0 R742 220 R744 220 R754 220 C303 X CH CVBSO/PIP Q307 X R318 X C776 . 1 MC R752 100 R751 100 100 R749 1K R1 R309 X R312 C304 X MC CVBSO/PIP_GND GND P_ON/OFF R984 47K R983 3. 9 1/2W R982 47K Q982 *1 R738 10K R981 3. 9 1/2W POWER SDAO S_REDUCE PROT VDO_DET A_MUTE ROTATION VER_PROTECT P25/PWM4 REMOTE SCLO SDA1 PW_LED PW_LED SCL1 TIMER TIMER ECO_IN VssC3 S_V_DET VssC1+P1 KEY_IN DecV1V8 V3. 3P VssC2 V1. 8C3 V1. 8C1 4. 5/OTHER 3. 58/OTHER P12/Int2 P00/I2SDI1 V1. 8C2 Q981 2SA562TM/Y/-T L711 *4 C766 . 22 C764 . 1 C765 100/16 L710 *4 L709 *4 R313 X V1. 8A D982 UDZS2. 0B-X VssP2 VssC4 1. 8V L701 *4 L702 *4 C701 . 22 C702 . 22 V1. 8C4 V3. 3A3 VrefP_Sdac 470/16 Q306 X Q305 X V1. 8ADC VssADC V3. 3A2 V1. 8A GndA RefAd V3. 3RefAdP 1. 8V D981 UDZS2. 0B-X R314 X Y817 0 R737 0 Q704 *1 R985 4. 7K R986 4. 7K Q984 *1 Q983 2SA562TM/Y/-T C763 . 22 C761 . 1 C762 100/16 L708 *4 C760 . 22 L707 *4 C759 100/16 R735 100 Y715 QUY160-100Y MC C306 X LC802 QQR1199-002 Y803 X D810 *8 R804 75 V2/Y_GND Y804 Y805 X X CONT PW R792 33 1/2W BL_GND PW 3. 3V_STB 8V A_VCC A_GND 5V 12V 3. V NECK H_DRIVE HFB ABL EW P_ON/OFF VDRA+ VDRBPROTECT V12A 32V TU001 QAU0353-002 TUNER K103 QQR1114-001Z L001 X K101 QQR1114-001Z L703 *4 CH VrefN_Sdac C704 C790 . 1 27p VrefP_Sdac IC701 VrefN_Sdac C705 7p CH VrefP_Sdac XtalIn XtalOut VssA1 GND RefAdN V3. 3A1 C307 MC X MC C308 X C703 LC803 QQR1199-002 Y816 X R805 75 J802 QNN0349-002 8V A_VCC A_GND 5V 5V 12V 3. 3V NECK H_DRIVE HFB ABL EW P_ON/OFF VDRA+ VDRBPROTECT V12A 4. 5/OTHER L003 QQL244J-4R7Z R317 C758 . 22 Bout R734 100 Gout K301 X Y806 X D811 *8 Y825 BW R806 75 C706 7p L717 *4 CH X701 QAX0799-001Z R756 10K ANALOG Rout C757 560p BLKIN CH BCL V5P3 Gnd3 DIGITAL R733 100 R732 1K K701 QUY160-150Y Y822 X L301 X PR PR_GND Y_GND LC804 QQR1199-002 Y807 X VIDEO-2 COMPONENT VIDEO INPUT R316 Y808 X Y824 QUY160-200Y SCL1 SDA1 NECK C823 NCB31HK-152X R2 L2 NECK CONT L718 *4 D812 *8 NECK CONT R731 1K MC C756 . 1 L706 *4 D708 *3 C785 2. 2 C707 . 1 C709 . 01 C710 6800p C708 100/16 C711 2. 2/50 C712 . 22 TF C784 X V5P1 MC R701 12K MC Ph2 Ph1 Gnd1 SecPll Dec8G EW MC VDRBMC VDRA+ R704 100 Vif1 Ysync Yin/G2/Y Yout Uout/INSSW2 J803 QNN0348-001 C755 10/50 C779 10/50 C753 . 1 C752 . 1 C751 . 1 C754 . 1 D753 *8 Y705 0 MAIN MICRO COMPUTER/TELETEXT DECODE/ IF VIDEO RGB SYNC DEF. PROCESS B3/Pb G3/Y R3/Pr INSSW3 PB GND V2/Y PR PR_GND BASS J805 X A_GND 5V C824 NCB31HK-152X C713 10/50 C714 EW . 022 MC R782 1. 2K NC R729 X D751 *8 Y706 0 Y821 QUY160-050Y 3. 58/OTHER CF101 QAX0349-001 R101 68 R005 75 C002 10/50 IF NC 32V LOCK 5V BM SDA D103 SCL AS BT AGC D104 C101 . 01 MC C111 220/16 C106 . 01 MC R702 X C715 . 001 R703 100 C716 . 001 OPEN SF102 QAX0723-001 VDRBVDRA+ C110 . 1 L101 QQL244K-1R0Z 8. 2K C780 . 1 C750 . 1 R809 0 V_OUT R808 X R807 100 1/2W C804 470/16 MC C001 . 01 Y008 0 C717 SF101 X X TF C718 . 15 R705 39K Vif2 Vsc Iref C749 . 1 Uin/B2/Pb Vin/R2/Pr V5Comb VssComb R728 Ssif/RefIn/Avl/RefOut R815 75 Q801 KTA1267/YG/-T D813 *8 J804 QNN0349-001 R104 100 L002 QQL244J-4R7Z C004 470/16 R001 220 x x R003 3. 9K R102 R107 X D101 X Q101 2SC5397/CD/-T C748 . 1 C809 X C746 . 1 100 R727 R726 27K 560 S_REDUCE OFF_MUTE R_AOUT L_AOUT BASS C003 . 1 R002 220 1. 8K 22 MC C107 X X X X GndIF Sif1 Sif2 V8AudioSwitches IfVo/FmRo/DvbO C109 0 X C747 10/50 L716 *4 L_OUT C802 10/50 R810 390 Y007 R109 R110 GND R_OUT D805 X R811 82K OUTPUT D102 C719 R706 Y003 X .01 220 Hout QssO/AmO/AudeEm MC AGC MC EHT R105 R103 Q102 X Y004 X FbiSo CVBSO/PIP Audio2InR Audio2InL C720 . 001 R707 22K DecsDem Y3/Cvbs R_OUT AgcSsif V_OUT L_OUT SifAgc HP_R HP_L Gnd2 V5P2 C005 . 0022 SVM R724 R778 LC701 X Y703 X X X R722 X Q702 X R725 X C803 10/50 D806 X R812 390 Q103 X A_R A_L PllIf NC R3 R1 R2 C4 C1 V3 MC 47/25 MC .01 V2/Y R813 82K L3 L1 L2 .01 C006 33/16 27 MC R004 27K C105 X MC MC C108 X R708 10K MC C736 . 01 C744 . 1 C739 1 C781 1 C782 1 MC C727 3300p C723 C724 C732 2. 2/50 R723 X H_DRIVE IC601 AN5277 AUDIO AMP NC L_R_MUTE B_MUTE GND_B B_OUT L_OUT ROUT GND VCC STB C103 C104 R106 C102 R108 D710 *8 X D704 *8 C741 . 1 X 1 1 HFB C745 . 1 C735 . 1 C740 . 1 5V D702 *8 C737 . 1 C738 1 U V R715 390 C729 2. 2/50 C742 10/50 Y ABL R709 1M C721 X Q803 *6 Q805 *2 Q804 *6 W-A D606 X Q611 *6 R636 0 R640 1K X R721 R720 R797 X R798 X RIN Y702 X BIN LIN NC NC NC NC NC NC NC NC RF D703 *8 10/50 C730 22/50 R772 2. 2K R773 3. 9K R774 2. 2K R775 3. 9K R710 X C725 . 1 C726 10/50 C728 . 1 R711 2. 2K R712 3. 9K R713 2. 2K R714 3. 9K Y707 0 R007 X C734 L704 R786 75 R769 X R770 X CVBSO/PIP_GND C602 10/50 10K C786 L705 Y1/CVBS1 R719 CVBSO/PIP C1_GND V_OUT Y_GND R_OUT L_OUT V2/Y ABL A_L R3 R1 R2 C1 L3 8V 5V V3 L1 L2 X D S SCL1 A_R R637 5. 6K R604 10K A_R Y005 0 HP_R HP_L Q002 X R601 0 R662 X R602 0 C656 100/50 C601 10/50 R606 C604 2. 2 1/2W . 22 C603 . 22 G R618 R617 X C611 X D SDA1 C743 10/50 R717 R718 R768 100 3. 9K 2. 2K D001 X C733 R008 X G Q001 X S D602 X C605 . 22 OFF_MUTE A_MUTE B_MUTE 12V HP_R A_B A_B C655 X R605 C612 X A_VCC HP_L P_ON/OFF V12A D604 X L651 X CF702 X CF701 X C722 X R767 X D610 C662 10/50 *3 R619 X Y701 X R639 5. 6K R625 X Q701 X R607 2. 2 1/2W Q603 *6 Q604 X Q605 *6 C653 X R659 X C659 X C654 X C608 220/16 Y704 QUY160-075Y Y708 X Y709 BW Y711 QUY160-150Y Y713 X Y714 BW Y716 X Y719 0 Y720 X Y721 X C773 . 1 Y811 X Y812 X C609 33/50 R610 100K D651 X R652 X C651 X C652 R657 X X R658 X D608 x CP Q606 X MAIN PWB ASS'Y (1/4) SCW-1714A-H2 [AV-21MT15/P] SCW-1715A-H2 [AV-21MP15/T] R663 X C665 X R651 X R653 X R654 X IC651 X C660 X R664 X C657 X N D607 *3 R612 100K R613 X R614 100K R615 X R635 X D603 *3 R656 X IC651 X C607 220/16 Q601 *2 R649 1K Q602 *2 R655 X C610 220/16 N C658 X R611 10K Q609 *6 R634 0 R608 X R609 27K D609 x C661 10/50 ! CP650 ICP-N25-T Q607 *1 R623 33K R620 10K R621 2. 2K NOTE) 1. Refer to the part list for the part number of IC701 and IC702. 2. Refer to page 2-21 for voltages of this circuit diagram. 3. Refer to page 2-22 for waveforms of this circuit diagram. Y101 QUY160-075Y Y102 X Y103 X Y106 X Y107 X GND GND K102 QUY160-150Y K104 QQR1114-001Z K105 QUY160-150Y K106 QUY160-150Y K107 QUY160-150Y C112 0 GND GND R622 10K Q608 *1 C613 10/50 C617 x Y722 QUY160-150Y R616 X R624 68K GND GND Q610 X D605 X GND Y006 0 R766 X R638 X C606 . 22 5V 5V A_L CS21177 (No. YA270)2-5 2-6(No. YA270) R814 100K R006 X C731 R716 2. 2K X *4 D701 *3 3. 9K Y710 BW C614 *4 .1 .1 X MAIN PWB CIRCUIT DIAGRAM [AV-21MT15/P, AV-21MP15/T] (3/4), (4/4) P_ON/OFF PROTECT 3. 3V_STB BL_GND H_DRIVE VDRA+ A_GND A_VCC V12A VDRB- NECK HFB . 3V ABL 12V 32V 8V 5V EW PW IC351 ABL PROTECT STB TP-47G TP-47R TP-47B TDA6107AJF/N1 ! ! F901 QMF51E2-4R0-S RY901 QSK0061-002 ! PW ABL D956 *3 R963 22K HFB C966 100/16 EW VDRBVDRA+ R964 27K NECK PROTECT D957 *3 D976 X P_ON/OFF H_DRIVE P_ON/OFF HFB EW VDRBX ! R356 QRE121J-222Y CN0PW QGA7901C1-02 MAIN PWB ASS'Y(1/4) CN00T D370 150 150 150 L357 BW S901 QSW0750-001 NECK D594 X R596 X R351 100 ! VA901 QAF0060-621 R910 X ! C910 QFZ9072-224 Q955 *1 CH D595 X Q592 X R595 X Q591 X R355 QRE121J-222Y R357 QRE121J-222Y C351 1000p ! R597 X VDRA+ R358 QRZ0107-152Z R359 QRZ0107-152Z R360 QRZ0107-152Z SG351 X ! SK351 QNZ0536-001 C352 4. 7/250 X X L355 BW LF901 QQR0673-004 IC971 X CONT D593 X L356 BW ! C353 QFKC2EK-104Z AC110V-AC240V 50Hz/60Hz R352 R353 R354 Y901 X Y902 X Y903 X Y904 X GND SUB 32V VIN PROTECT 5V R421 10K Q422 *1 Q421 *1 IC401 LA78040N PROTECT D472 X THERMAL PROTECTION PUMP UP Vcc -Vcc R473 68K C422 QCS32HJ-180Z 2. 2K SG353 X SG352 X R380 R381 D351 FR105SGT-T2 12V 5V 8V C971 D354 D355 C972 C974 X C973 X X R971 X 3. 3V_STB V. OUT D591 X R592 X D592 X R593 C592 X X D356 L971 X X L351 QQL244J-220Z R594 X C593 X VO NC CN *9 *9 *9 ! SK351 QNZ0536-001 CNDEG QGZ5004C1-02 ! 22/50 CN0E1 Y906 X Y905 X Y907 X