text:
Campus and location
Join a web chat
Electronic and Electrical Engineering MEng (Hons) DIS/DIntS degree MEng (Hons) degree
Study options 5 years full-time with placement year 4 years full-time
5 years full-time with placement year
Typical offer
Institute code
UK / EU fee
International fee
Accredited Additional award Study abroad Placement year
H601
Explore this course
Typical offers
Electronic and Electrical Engineering is integral to and embedded in the smooth functioning of our everyday lives.
From mobile phones and computing through to household gadgets, healthcare equipment, automotive and aerospace technology, renewables and on to transport infrastructure, defence and utility provision.
From the light bulb to the internet, it is impossible to imagine a world without electricity and electronics. A modern integrated circuit may contain several billion miniaturised transistors in a few square centimetres and is capable of doing the most extraordinary things.
Our long-established Electronics and Electrical Engineering IET accredited course is very well regarded by employers. It will provide a thorough grounding in the subjects required to invent, design, apply and integrate electrical and electronic components and systems in a range of different industrial sectors.
What's the difference between MEng and BEng?
Our IET accredited, MEng Electronic and Electrical Engineering degree is aimed at the most ambitious of students who wish to develop highflying careers within different industrial sectors and to become the future leaders of industry in companies concerned with Electronic and Electrical Engineering.
The MEng course are the preferred route to achieving Chartered Engineer status. This course of four academic years allows high calibre students to develop their understanding of the role of Electronic and Electronic Engineering in the industrial context, over and beyond that of the BEng courses.
The first two years are common to the BEng structure and provide you with engineering and electrical science core skills, combined with electronic digital systems and programming modules. The application of engineering and electrical science shared with the solution of industrial problems is a strong theme throughout the courses.
In the third and fourth academic years, the MEng courses provide enhanced opportunities to study your chosen specialist subjects in depth. In addition, MEng students follow extra modules in business management and application of management theory.
Electronic and Electrical Engineering BEng
Why you should choose us
90% Overall Satisfaction in Electronic and Electrical Engineering NSS 2019
£27K average starting salary £27,000 DLHE 2017
Awarded the 2013 Queen's Anniversary Prize for High Value Manufacturing
15% We send 15% more students on engineering year-long placements than any other UK university HESA 2016/17: Engineering and Technology
13th in the UK for Electrical and Electronic Engineering The Times Good University Guide 2020
Top 5 in the UK for Electrical and Electronic Engineering The Guardian University Guide 2020
Top 10 for graduate prospects The Complete University Guide 2020
Gold Awarded Gold in the Teaching Excellence Framework (TEF)
4th Loughborough University ranked 4th in the UK out of 121 UK universities 2020 Guardian University League Table
Best We're the best university in the world for sport-related subjects Global QS, Higher Education League, 2019
5th ranked 5th in The Times and Sunday Times Good University Guide 2020 The Times and Sunday Times Good University Guide 2020
University of the Year The Times and Sunday Times Good University Guide 2019
Top 10 In every national university league table 2019
8th Loughborough University is ranked 8th out of 131 UK universities The Complete University Guide 2020
1st Loughborough University is ranked 1st for student experience Times Higher Education Student Experience Survey 2018
Why you should study this course
Studying this Electronic and Electrical Engineering degree will put you in a position to understand electronic design, electronic fabrication, electrical circuits and principles, analogue and digital electronics, plus much more.
This will allow you to develop careers in national and multi-national companies, defining, understanding and designing electrical and electronic devices and systems that are found in all aspects of domestic and industrial life.
You will experience learning in brand-new,state-of-the-art facilities including in STEMLab, a £17 million investment in world-class laboratory facilities and part of a wider £25 million investment in our campus which includes an adjacent student learning and teaching hub.
Our MEng (Hons) Electronic and Electronic Engineering degree is fully accredited by the Institution of Engineering and Technology (IET).
Excited to learn more? For a taster of what you can expect to study on our Electronic and Electrical Engineering degree, take a sneak preview of some of the modules you may have the opportunity to study below.
The information below is intended as an example only, featuring module details for the current year of study. Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year. Please see Terms and Conditions of Study for more information.
Final year
The first academic year of the MEng course gets you up to speed with the core subjects around Electronic and Electrical Engineering. All the modules during this year are compulsory, to ensure a solid foundation in your knowledge is established ahead of progressing into the second academic year.
Industrial Project in Electronic and Electrical Engineering Compulsory
Industrial Project in Electronic and Electrical Engineering
Students are introduced to a broad base of knowledge, skills and attitudes necessary to become successful engineers in the field of their degree programme.
Electronic Circuits Compulsory
The aim of this module is to introduce the fundamental laws and theorems that govern electronic circuits, and explain the function of common analogue electronic devices.
Programming and Software Design Compulsory
Programming and Software Design
Students are encouraged to develop the theory and practice of software programming in an engineering context.
Core Mathematics 1 Compulsory
Core Mathematics 1
Students are introduced to a range of mathematical methods appropriate to the needs of first-year engineering students.
Electrical Science A Compulsory
Electrical Science A
Students are introduced to basic laws, theories and theorems concerning electromagnetic induction and the analysis of linear electrical circuits.
Digital Systems Compulsory
Students develop an understanding of the key concepts of digital systems.
The second academic year of the MEng course builds on the Electronic and Electrical Engineering core knowledge developed during Year 1.
Robotics Project Design and Management Compulsory
Robotics Project Design and Management
Students further develop the methods and tools needed for the planning and management of an engineering project and utilise these in the execution of a research, design and build project in a specialised area of electronic and electrical engineering.
Electrical Science B Compulsory
Electrical Science B
Students develop further understanding of electromagnetism and how this is used in design and analysis work in applications from circuit board layouts through to all aspects of large scale power systems. The module covers developing and using electrical circuits to understand generators, transmission lines, and motors as a pre-cursor to understanding renewable generation.
Electronics Compulsory
Following on from Electronic Circuits in the first year, the module teaches the engineering behind analogue and digital electronic circuits that are found in common consumer products. Content includes: how audio amplifiers work, the principles of electronic feedback circuits and how microprocessors work and are used.
Advanced Mathematics 1 Compulsory
Advanced Mathematics 1
Students develop a range of advanced mathematical methods appropriate to the needs of a second-year engineering degree.
Communications Compulsory
Students are provided a foundation for the analogue communications theory. The module also provides a theoretical and mathematical basis for the sampling analysis and processing of signals in communications.
Control System Design Compulsory
Control System Design
Students extend their understanding of both theoretical and practical issues in classical control.
The third academic year of the MEng course is structured around a multidisciplinary team project, Further modules are chosen from the selection of additional optional subjects.
Team Project Compulsory
Team Project
Students work towards building a system to solve a problem. Through this, they come to understand how to derive requirement and configure capabilities against them and to design and implement a system capable of fulfilling a set of system capabilities applied to a scenario. Application of engineering theory and practise is done in a collaborative and competitive environment to achieve a system that fulfils a given set of requirements.
Engineering Management: Finance, Law and Quality Compulsory
Engineering Management: Finance, Law and Quality
This module enables students to understand the financial, legal and quality management principles that apply to the operational management of engineering organisations.
Digital Communications Theory and Practice Optional
Digital Communications Theory and Practice
Digital electronics is everywhere and so knowledge and understanding of how digital systems work is essential to being a professional electronics engineer. This module enables students to compare and select the right digital communication system for the job.
Sustainable & Renewable Energy Systems Optional
Sustainable & Renewable Energy Systems
Students examine the characteristics of different renewable energy sources and their potential for producing electricity in a large-scale network.
Microwave Communications Optional
Microwave Communications
Students are provided an analysis of microwave transmission in free space and representative transmission line systems. Introduction is made to the theory underlying antenna systems and understanding is gained towards the functions and interactions of high frequency transmission line circuits and components.
Digital and State Space Control Optional
Digital and State Space Control
Students are provided with an understanding of advanced considerations related to control engineering and control implementation via computers.
Embedded Systems Design and Implementation Optional
Embedded Systems Design and Implementation
Students develop skills for the design and development of real-time embedded software for a practical engineering application. The application is executed on a microprocessor board that is used to control a physical device.
Electronic Systems Design with FPGAs Optional
Electronic Systems Design with FPGAs
The aim of this module is to teach students the use of operating systems (Linux), toolchains (e.g. modalism) and methodologies commonly used in Electronic Systems Design targeting Field Programmable Gate Arrays and Systems- on Programmable- Chips (SoPCs) domains.
Digital Interfacing and Instrumentation Optional
Digital Interfacing and Instrumentation
This module provides students with the background knowledge and practical experience to enable them to design and construct instrumentation systems based on digital techniques and safely interface digital systems to the real world.
Computer Networks Optional
Students develop an understanding of computer networks and how they communicate to form the backbone of the internet. As well as communication protocols, students also develop an understanding of data encryption and network security.
Bioelectricity & Biophotonic Engineering Optional
Bioelectricity & Biophotonic Engineering
This module introduces the fundamentals of bioelectricity and biophotonics, exploring the origin and transport of electrical signals in living organisms, the interaction of light with biological matter and their application in medical diagnosis and treatments.
Power Electronics Optional
Students develop an understanding of the operational concepts and applications of a range of power electronic converters used in renewable-energy systems (solar and wind power), electric vehicles, aircraft, robotics and throughout the industry.
The final academic year of the MEng course is structured around the Advanced Individual Project, together with an Electronic and Electrical Engineering core. Further modules are chosen from the selection of additional optional subjects, with the opportunity to include modules from other courses within the university during the final academic year.
Advanced Individual Project Compulsory
Advanced Individual Project
The aim of this module is to develop the student's expertise in the planning and execution of an extensive practical, experimental or theoretical project in some specialised area of electronic, electrical or systems engineering.
Applying Management Theory Compulsory
Applying Management Theory
This module aims to enable students to act as mentor for teams that are completing projects in their part b and encourages consideration of learned principles in their application to encourage teams which they interact with to maximise their effectiveness.
Communication Channels Optional
The module aims to develop in-depth knowledge and understanding of telecommunication channels, with regard to the constraints imposed by the operating environment and how they can be overcome.
Sensors and Actuators for Control Optional
Sensors and Actuators for Control
The aims of this module are for the students to understand the options available and the issues related to selection of sensors and actuators for control systems.
Information Theory and Coding Optional
Information Theory and Coding
The aim of this module is to develop knowledge and critical understanding of the fundamentals of information theory and its applications to source and channel coding.
Personal Radio Communications Optional
Personal Radio Communications
This module provides an overview of various personal radio communication systems used around the world today. It examines key features of these systems in the context of channel access methods, guided and radiated waves and explores the interaction between radio waves and the human body.
Digital Signal Processing Optional
Students develop critical understanding of the fundamentals of digital signal processing, as applied to numerous and common-place digital systems, with the use of computer simulations-based tools.
Communication Networks Optional
Students develop understanding of principles of networked digital communications.
Sustainability & Energy Systems Optional
Sustainability & Energy Systems
Students explore the environmental, technical, political and socio-economic problems associated with world energy use and examine policy and other strategic mechanisms designed to mitigate impacts to environmental and socio-economic systems thought to be caused by past and present energy, extraction, processing and use.
Solar Power Optional
Students are introduced to the facts governing the nature, availability and characteristics of the solar resources and the fundamental concept of photovoltaic and dollar thermal conversion.
Wind Power 1 Optional
Wind Power 1
The aim of this module is to introduce wind power and the fundamental concepts of wind turbine design including aerodynamics and control.
Water Power Optional
The aim of the module is to introduce the laws governing the availability of hydro power in its conventional form as well as in the form of waves and tidal power. The fundamental concepts of water turbines, wave energy devices and tidal power schemes are also considered.
Biomass 1 Optional
Biomass 1
The aim of this module is to develop students' critical, informed knowledge of a broad range of biomass energy technologies including; combustion and anaerobic digestion.
Programming Multi/Many-core Systems
Multicore processors are de-facto components in many industrial segments, including automotive, medical, consumer electronics, and high-performance computing (HPC). With 64-core processors available in the market, more efficiently written parallel programs are required to extract the multiprocessing capabilities offered by such systems. In this module, students learn different parallel programming libraries and models that are appropriate to take advantage of the performance enhancements of emerging multi/many-core systems.
Antennas Optional
Students are provided a comprehensive introduction to antennas and their functioning and are provided a practical experience in design and measurement of antennas.
Radio Frequency and Microwave Integrated Circuit Design Optional
Radio Frequency and Microwave Integrated Circuit Design
The aims of this module are to enhance the understanding of the principles of Radio Frequency (RF) and Microwave Integrated Circuit/System Design using CAD software simulation tools and measurement techniques.
Integration of Renewables Optional
Integration of Renewables
This module aims to provide knowledge and understanding of the electrical engineering associated with renewable-energy systems, and particularly the integration of renewable-energy systems into existing electrical power systems. It is primarily intended to equip designers rather than installers. The module presents internationally applicable principles rather than country-specific regulations and practices.
Energy Storage Optional
The aim of this unit is to introduce students to the fundamentals of energy storage including hydrogen, thermal and electrochemical technologies and the integration of energy storage technologies into low carbon power systems.
Solar Thermal Systems Optional
Solar Thermal Systems
The aims of this module are to cover the advanced solar thermal application including concentrating solar Power, to cover the passive solar design and the application of heat pumps for building energy supply.
Advanced Photovoltaics Optional
Advanced Photovoltaics
Students develop specialist knowledge of solar photovoltaic (PV) technologies, blending the fundamental underlying science with practical implementation. Students are also exposed to advanced knowledge of PV from current research into cell materials to the design, implementation and performance assessment of full systems. Techniques for characterisation and performance modelling will equip students with the skills to assess different PV technologies and optimise system designs. The module should be useful for those going on to technologist, designer or consultant roles in the field of PV or general renewable energies.
Communications Network Security Optional
Communications Network Security
The module aims to give students a broad view of security issues, threats and challenges as well as countermeasures developed in networked systems, with a focus on telecommunications networks.
Digital Signal Processing for Software Defined Radio Optional
Digital Signal Processing for Software Defined Radio
Student come to develop knowledge and critical understanding in the theory and implementation of digital signal processing for software defined radio.
Mobile Network Technologies Optional
Mobile Network Technologies
Students are introduced to the principles and practicalities of mobile telecommunications systems and prepare the students for future employment in telecommunications industry at an advanced technical level.
Programme specification
Module specification
How you'll be assessed
Lecture based modules are assessed by a combination of coursework and formal examinations taken at the end of each semester. Project module assessments require written reports and technical presentations, preparing you for your subsequent career. The proportion of coursework assessment is approximately 30% to 50% depending on degree course, semester/year and optional modules.
How you'll study
Teaching and learning methods include lectures, tutorials, practical work, seminars and extensive project work. The emphasis is placed on increasing your independence and encouraging you to develop your study skills while taking part in group activities.
Practical sessions
Placement year options
We send over 15% more students on placement than any other university (2016/17 HESA UG Student Record: Engineering & Technology).
Additional award
By undertaking a year in placement or a year abroad, you will gain an additional award alongside your final qualification. If you complete an industrial placement year you will gain a Diploma in Industrial Studies (DIS), or if you study abroad for a year you will gain a Diploma in International Studies (DIntS).
If you are interested in travelling whilst you study, there are placement opportunities in other countries too, as well as options to spend from 3-12 months at an overseas university. By choosing this course you'll have the option to take advantage of this exciting opportunity, giving you the chance to not only experience new cultures and visit new and exciting destinations, but to expand your learning experience. Learn more about the benefits here.
Industrial placement year
This course can be taken with a salaried industrial placement after your second year of study and over 190 students take this option every year. For the award of a Diploma in Industrial Studies (DIS) you need to complete a minimum of 45 weeks work in a company.
We are notified of vacancies and opportunities throughout the academic year, and we provide support and help for you to gain a suitable placement.
Students work in a variety of organisations including automotive, aerospace, electronics, consumer goods, computer software and food processing industries.
Where you'll study
As a student here at Loughborough University you will have access to a wide range of facilities.
Recent investments in our own building and STEMLab have given us exceptional facilities for our students.
STEMLab is a state-of-the-art laboratory facility arriving for our students in 2017. It forms part of a wider £25M investment in the West Park of our campus, the home of our Engineering Schools, which includes an adjacent student learning and teaching hub.
STEMLab allows us to offer new ways to learn and collaborate, with a 'drop-in' engineering workshop, teaching laboratories, workshops, computer-aided design and rapid prototyping facilities, a design studio and informal learning spaces. These enhanced facilities will further increase our ability to train and develop skilled graduates that are targeted by major employers from across the world.
Brand new STEMLab
Wolfson building
Group Study Space
Optical Engineering Laboratory
3D Printing Suite
Metrology Laboratory
Sustainable Laboratory
Thermofluids
Additive Manufacturing 1st Floor
Additive Manufacturing 2nd Floor
Engineering applications workshop 1
CREST GX04
CREST GX5
CREST GZ06
CREST - Outdoor Test Facilities
To learn more about the qualifications we typically accept, please select your country from the drop-down menu below.
Country / region United Kingdom ---------- AustraliaAustriaBahrainBelgiumBrazilBruneiBulgariaCanadaChinaCroatiaCyprusCzech RepublicDenmarkEgyptEstoniaEuropean BaccalaureateFaroe IslandsFinlandFranceGermanyGhanaGreeceHong KongHungaryIcelandIndiaIndonesiaIrelandIsraelItalyJapanJordanKazakhstanKenyaKuwaitLatviaLebanonLithuaniaMalaysiaMaltaNetherlandsNew ZealandNigeriaNorwayOmanPakistanPolandPortugalQatarRomaniaRussiaSaudi ArabiaSingaporeSlovakiaSloveniaSouth AfricaSouth KoreaSpainSri LankaSwedenSwitzerlandTaiwanTanzaniaThailandThe CaribbeanThe GulfTurkeyUgandaUnited Arab EmiratesUnited States of AmericaVietnamZambiaZimbabwe
Typical offers for United Kingdom
AAA including Maths and either Computing, Computer Science, Electronics, Engineering, Further Maths or Physics
37 (6,6,6 HL) including HL Maths and either Computer Science or Physics at HL
BTEC Level 3 National Extended Diploma: D*D*D* in a relevant subject plus A Level Maths at grade A
Practical Science is required.
The typical offers and subject requirements for each course should be read alongside the University's general entry requirements which give further details on acceptable subjects, alternative UK and international qualifications and minimum English language requirements.
Preferred subjects
BTEC Level 3 Diplomas preferred subjects: Computing, Electrical/Electronic or Engineering
Applicants are selected on the basis of their UCAS application and interview in order to assess academic potential beyond that provided as part of the application. An interview also gives applicants the opportunity to visit the department, meet staff and students, see facilities and get an insight into what it is like to be a student at Loughborough.
Typical offers for students from Australia are based on the Australian Tertiary Admissions Rank (ATAR). Typically, we would require a score between 85.00 and 94.00. For students from Queensland, requirements from the Overall Position (OP) would typically be between 8 and 4.
Further to the above, students would normally be required to pass one of the following qualifications:
ACT Year 12 Certificate
New South Wales Higher School Certificate (HSC)
Northern Territory Certificate of Education (NTCE)
Queensland Certificate of Education (QCE)
South Australian Certificate of Education (SACE)
Tasmanian Certificate of Education (TCE)
Victorian Certificate of Education (VCE)
Western Australian Certificate of Education (WACE)
Where courses have specific subject requirements, these will be expected to be studied within one of the above qualifications. Grades of 'B' (ACT, NTCE, SACE, VCE, WACE), '4' (HSC), 'CA' (TCE), 'HA' (QCE) or higher will normally be required.
English language studied within one of the above qualifications is normally sufficient to meet the university's minimum entry requirements. Please see the Approved Qualifications table on the English Language page for further details.
For students taking the Austrian Reifeprüfung (Matura), we typically require an average score between 2.2 and 1.2 from 6 written or spoken exams. Where courses have specific subject requirements, a score of 2 or 1 will normally be required in each.
English language studied within the above qualification is normally sufficient to meet the university's minimum entry requirements. Please see the Approved Qualifications table on the English Language page for further details.
Students who have studied the Tawjihiyah/Thanawiya amma (General Secondary Education Certificate) will need to complete a suitable Foundation Year.
Loughborough University has its own Foundation Year for high-calibre international students who have successfully completed 12 years of school education. Alternatively, please contact the International Office to check if the Foundation Programme that you are considering taking is acceptable for entry.
Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses. Please see the undergraduate prospectus for specific course requirements. Requirements for American SATs and APs can be found under the country requirements for USA.
All students must also achieve the University's English language requirements
The Certificat d'Enseignement Secondaire Supérieur (CESS) and Diploma van Secundair Onderwijs (DSO) are both acceptable qualifications for direct entry into first year undergraduate courses. We typically require an overall score ranging from 75% to 85%. Where the 20 point marking scale is used, we would typically require marks between 15/20 and 17/20.
Specific subject marks may be required for some courses and where this is the case, this should be studied as a 4 hour subject. Where courses require achievement in GCSE Maths, we would normally look for a score of 50% or higher in Maths within the CESS or DSO.
Students currently studying the Abschlusszeugnis der Oberstufe des Sekundarunterrichts should contact the Undergraduate Admissions Office for further details.
Students taking the Brazilian High School Certificate(Certificado de Ensino Médio and Exame Nacional do Ensino Médio – ENEM) will need to complete a suitable Foundation Year.
Loughborough University has its own Foundation Year for high-calibre international students who have successfully completed 12 years of school education. Alternatively, please contact the International Office to check if the Foundation Programme that you are considering taking is acceptable for entry to Loughborough courses.
Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses. Please see the undergraduate prospectus for specific course requirements.
All students must also achieve the University's English language requirements.
For students taking the Diploma za Sredno Obrazovanie, we would typically ask for an overall score ranging from 5.3 - 6.0 overall with specific subject marks required for some courses.
Where courses require achievement in GCSE Maths, we would normally look for a score of 4.5 or higher in Maths within the Diploma za Sredno Obrazovanie.
Typical offers for students from Canada are based on having completed Grade 12. The information below outlines the requirements for different states:
Alberta, Northwest Territory, Nunavut
Typical offers are based on an average of best 5 grade 12 courses in the General High School Diploma and offers typically range from 80% - 93%.
Where courses require specific subjects, these should be taken as thirty-level courses. Where A Level Maths is a course requirement, both Mathematics 30-1 and Mathematics 30-2 should be completed.
Where courses require achievement in GCSE Maths, we would normally look for a score of 60% or higher in grade 10 Maths.
British Columbia, Yukon Territory
Typical offers range from 'BBBBBB' – 'AAAAAA' from best 6 grade 12 subjects in the Senior Secondary Graduation Diploma.
Where courses require specific subjects these would normally need to be achieved at 'A' or 'B'.
Where courses require achievement in GCSE Maths, we would normally look for a score of 'C' or higher in grade 10 Maths.
Typical offers are based on an average of best 5 subjects at 300 level in the High School Graduation Diploma and offers typically range from 80% - 93% with specific subject marks required for some courses.
New Brunswick, Prince Edward Island, Quebec, Saskatchewan
Typical offers are based on an average of best 5 grade 12 subjects in the High School Graduation Diploma and offers typically range from 80% - 93% with specific subject marks required for some courses. Where courses require achievement in GCSE Maths, we would normally look for a score of 60% or higher in grade 10 Maths.
Typical offers are based on an average of best 5 university preparatory level subjects in the High School Graduation Diploma and offers typically range from 80% - 93% with specific subject marks required for some courses.
Typical offers are based on an average of best 5 subjects at level 4 or 5 in the High School Completion Certificate and offers typically range from 80% - 93% with specific subject marks required for some courses.
Typical offers are based on an average of best 6 grade 12 courses at '4U', '4M' or 'DU' in the Ontario Secondary School Diploma and offers typically range from 80% - 93% with specific subject marks required for some courses.
Typical offers range from 80% - 93% overall in the Diplome d'Etudes Collegiales with specific subject marks of 80% - 96% required for some courses.
Students taking the Senior Middle Examinations will need to complete a suitable Foundation Year.
Alternatively, we will accept a first year of study at a recognised university of appropriate standing within China as acceptable for entry to the first year of some of our degree courses. We would typically require an overall average ranging from 75% to 80% with specific subject marks required for some courses. Please contact the International Office who can advise on acceptability for entry to Loughborough courses.
For students taking the Croatian Matura (Svjedodžba o Maturi), we typically require an average score between 4.0 and 5.0.
Where courses have specific subject requirements, a score of 4 or 5 will normally be required in each. For courses that require Maths as part of their A Level offer, this should be taken at extended level in the Matura.
The Apolytirion is not accepted for direct entry to the University when studied on its own. However, we are happy to consider students taking the Apolytirion alongside either 1 or 2 A Levels. For courses with typical offer requirements of 'ABB', we would typically require 19.5 in the Apolytirion alongside an 'A' at A Level or 18.0 in the Apolytirion alongside 'AB' at A Level. Where courses require specific subjects, these must be taken at A Level.
Where courses require achievement in GCSE Maths, we would normally look for a score of 17 or higher in Maths within the Apolytirion.
Students taking the Apolytirion without additional A Levels will need to complete a suitable Foundation Year. Loughborough University has its own Foundation Year, alternatively, please contact the International Office to check if the Foundation Programme that you are considering taking is acceptable for entry to Loughborough courses.
For students taking the Czech Maturita (Vysvědčení o Maturitní Zkoušce), we typically require an average ranging from 2.00 to 1.00 from best 4 subjects with specific subject marks (either 1 or 2) required for some courses.
All applicants must also achieve the University's English language requirements.
For students taking the Bevis for Studentereksamen (STX), typical offers range from 8.0 to 10.5 in the weighted average mark from the STX. Some courses may require marks (either 10 or 12) in specific Level A subjects.
Where courses require achievement in GCSE Maths, we would normally look for a score of 7 or higher in Level C Maths with the STX.
Students who have taken the Studentereksamen under the old grading system would be considered on a case by case basis with an average between 9.0 and 11.0 normally required.
Students who have studied the Thanaweya A'ama (Certificate of General Secondary Education) will need complete a suitable Foundation Year.
For students taking the Gümnaasiumi lõputunnistus with the Riigieksamitunnistus, we typically require a high average grade between 4.3 and 4.8 in the Gümnaasiumi lõputunnistus as well as an average percentage between 77% and 90% in the Riigieksamitunnistus.
Specific subject marks may be required for some courses. For Engineering and Science courses, we would expect students to have studied Lai Matemaatika.
Students with a score of 4.0 with 70% average from state exams would be considered on a case by case basis for the Loughborough University Foundation Year
European Baccalaureate
For students taking the European Baccalaureate, we typically require an overall average mark between 78% and 88% with specific subject marks (normally 8.0 or higher from a 4 or 5 period subject) required for some courses.
Where courses require achievement in GCSE Maths, we would normally look for a score of 6.5 or higher in Maths 3.
English language studied within the above qualification is normally sufficient to meet the university's minimum entry requirements. Please see the Approved Qualifications table on the English Language page for further details. When applying, please state whether you are taking English as Language 1, 2, 3 or 4.
Students taking the Studentsprógv would normally be required to achieve a score between 8.0 and 10.5 with specific subject marks (either 10 or 12) required for some courses.
For students taking the Ylioppilastutkinto / Studentexamen, typical offer requirements would normally be based on achievement in best 4 subjects. Offers will typically be expressed as four letter grades ranging from MMMM (achieve Magna cum laude approbatur or higher in four subjects) to LEEE (achieve Eximia cum laude approbatur or higher in four subjects with at least one subject at Laudatur).
Where courses require achievement in GCSE Maths, we would normally look for a score of 7 or higher in Maths within the Lukion Päästötodistus
For students taking the French Baccalaureat, we typically require a range from 13.0 – 15.5 with specific subject marks required for some courses.
Students applying for Science or Engineering courses would generally be expected to have followed the Science ('S') stream. Students following the Option Internationale (OIB) will often receive a slightly lower offer.
Where courses require achievement in GCSE Maths, we would normally look for a score of 10 or higher in Maths within the Baccalaureat.
Students taking the Baccalaureat Technologique will be considered for first year entry on a case by case basis where subjects studied are relevant to the university course applied for.
Students taking the Abitur typically require an overall score ranging from 1.3 - 2.0 with specific subject marks required for some courses (normally between 12and 15).
Where courses require achievement in GCSE Maths, we would normally look for a score of 7 or higher in Maths within the Abitur.
Students taking the WASSCE will need to complete a suitable Foundation Year.
Students taking the Greek Apolyterion are normally required to also take the Panhellenic Exams. Typical offers are based on the General Access Grade in the Panhellenics and range from 16.5 to 19.0 depending on the course applied for. Where courses have specific subject requirements, these should be taken as 'Direction' subjects within the Panhellenics. Students applying for Science or Engineering courses would generally be expected to have followed the Sciences direction. We will also normally ask for a mark between 17.0 and 19.0 in the Apolyterion certificate.
Students who have studied 1 or 2 A Levels alongside the Apolyterion (without taking the Panhellenic Exams) would normally be required to obtain high grades in their A Level exams along with an average mark of between 17.0 and 19.0 in the Apolyterion. Where courses have specific subject requirements, these should be taken as A Levels.
Students taking a Foundation course alongside the Apolyterion will be considered on a case by case basis.
Typical offers for students taking the HKDSE vary by course and range from '5, 4, 4' – '5*, 5, 5' from best 3 subjects, of which 2 must be electives and excluding Liberal Studies and Chinese. Where courses require specific subjects, we would be looking for grades between '4' and '5*' in these subjects.
For courses that require Maths as part of their A Level offer, this should be taken at extended level in the HKDSE. Where courses require achievement in GCSE Maths, we would normally look for a score of '3' or higher in core Maths.
For students taking the Hungarian Matura (Érettségi Bizonyítvány), we typically require an average ranging from 70% to 83% from best 5 subjects which must include at least 2 higher level exams.
Where courses have specific subject requirements, a score of between 70% and 90% would normally be required in a higher level exam.
For students taking the Stúdentspróf, we typically require an overall grade between 8.0 and 9.3 with specific subject marks (between 8 and 10) required for some courses.
Typical offers are based on the Standard XII school leaving qualifications. When awarded by CBSE, ISCE or West Bengal Exam Boards, we typically ask for results in the region of 78% - 88% average performance from best 4 subjects. For other state boards, we would be looking for achievement between 83% - 93% from best 4 subjects. Specific subject marks at Standard X or Standard XII may be required for some courses.
Students who have studied the Ijazah: Sekolah Menengah Atas/Madrasah Aliyah (SMA/MA) will need complete a suitable Foundation Year.
Students who have taken the Leaving Certificate under the new grading system (post 2016) would normally be required to achieve 5 higher level passes with grades ranging from H2 H2 H3 H3 H3 to H1 H1 H2 H2 H2. Where courses have specific A Level subject requirements, these should be taken at higher level.
If you have taken the Leaving Certificate under the old grading system (pre 2016) our typical offers would be between B1 B1 B2 B2 B2 and A1 A1 A2 A2 A2.
For students taking the Bagrut, we would require students to have studied at least 21 study units. Typical offers will be based on average percentage from 3 best 5-unit level subjects with requirements ranging from 78% to 92% depending on the course. Please note that we do not use the Optimal Average and do not consider bonus points as part of our offers.
Where courses have specific subject requirements, we would expect these to be studied as a 5-unit subject and look for achievement between 80% and 95%.
For students taking the Diploma di Esamo di Stato, we typically require an overall score ranging from 85% - 98% overall. Where courses require specific subjects, we would be looking for marks between 8 and 10 in school assessment.
Where courses require achievement in GCSE Maths, we would normally look for a score of 6 or higher in school assessment for Maths.
Students taking the Diploma di Istituto Tecnico will be considered for first year entry on a case by case basis where subjects studied are relevant to the course for which they have applied.
Students taking the Kotogakko Sotsugyo Shomeisho (Upper Secondary School Leaving Certificate) will need to complete a suitable Foundation Year
Alternatively, we will accept a first year of study at a recognised university of appropriate standing within Japan as acceptable for entry to the first year of some of our degree courses. We would typically require an overall average ranging from 75% to 80% with specific subject marks required for some courses. Please contact the International Office who can advise on acceptability for entry to Loughborough courses.
Students taking the Tawjihi (General Secondary Education Certificate) will need to complete a suitable Foundation Year.
Students must also achieve the University's English language requirements.
Typical offers for students from Kazakhstan are based on the Nazarbayev Intellectual Schools (NIS) Grade 12 Certificate. Typically, we would require a score between AAA and BBB from Advanced level subjects. Where courses have specific subject requirements, these will be expected to be studied at Advanced level.
English language studied within the Nazarbayev Intellectual Schools (NIS) Grade 12 Certificate is not sufficient to meet the university's minimum entry requirements. Please see the Approved Qualifications table for further details.
Students taking the Kenya Certificate of Secondary Education will need to complete a suitable Foundation Year.
English language studied within the above qualifications is normally sufficient to meet the university's minimum entry requirements. Please see the Approved Qualifications table on the English Language page for further details.
For students taking the Atestāts par Vispārējo Vidējo Izglītību, we typically require a high average grade between 9.2 and 10.0 as well as an average between 87% and 95% from best 4 state exams.
Where courses have specific subject requirements, a score between 87% and 95% will normally be requested in state exams in these subjects.
Students with a score of 8.0 with 80% average from best 4 state exams would be considered on a case by case basis for the Foundation Year.
Students taking the Baccalauréat Général will need to complete a suitable Foundation Year.
For students taking the Brandos Atestatas, typical offers generally range from 9.0 – 10.0 overall. We would also typically ask for an average percentage from the best 3 state exams between 80% and 94%. Where courses require specific subjects, we would typically require these to be taken as state exams.
For students taking either the Matrikulasi (Matriculation Certificate) or the Sigjil Tinggi Persekolahan Malaysian (STPM), we would typically require grades ranging from AAA-BBB from best 3 (core) subjects excluding general studies.
Where courses require achievement in GCSE Maths, we would normally look for a grade C or higher in SPM (Sijil Pelajaran Malaysia) Maths.
For students taking the Unified Examination Certificate (UEC) we would typically require from the best 7 subjects grades ranging 2xA1 5xA2 to 7xB3 in the UEC-SML. Where courses require achievement in GCSE Maths, we would normally look for a grade B6 or higher in Maths.
Students taking the MARA Diploma will be considered for first year entry on a case by case basis.
For students taking the Advanced Matriculation Exam, typical offers would normally be based on achievement in 2 advanced level subjects (typically between BB and AA) and 3 intermediate level subjects excluding Systems of Knowledge (typically between BCC and AAA).
Where courses have specific subject requirements, a score of B or A will normally be required in an Advanced Level subject. Where courses require achievement in GCSE Maths, we normally look for a score of 4 or higher in Maths within the Secondary Education Certificate (SEC).
For students taking the Voorbereidend Wetenschappelijk Onderwijs (VWO)., typical offers range from 6.6 to 7.4 average from the VWO with specific subject marks (between 7 and 9) required for some courses.
Students applying for Science or Engineering courses would generally be expected to have followed the Natuur en Techniek stream within the VWO and have taken the Maths D course.
Where courses require achievement in GCSE Maths, we would normally look for a score of 5 or higher in Maths within the VWO.
Students taking the Middelbaar Beroepsonderwijs (MBO Level 4) certificate will be considered for first year entry on a case by case basis where subjects studied are relevant to the university course applied for. Please contact the Undergraduate Admissions Office for further details.
For students taking the National Certificate in Educational Achievement (NCEA) Level 3 typical offers will be based on overall achievement in the NCEA plus a required number of credits achieved at the next level up. For example, where A Level requirements are ABB, we would normally require a Merit overall with 20 Level 3 credits achieved at Excellence.
Where courses have specific subject requirements, these should be studied at Level 3 within the NCEA. Typically, an overall achievement of Merit or Excellence will be required in these subjects.
For students taking the Vitnemål for Videregående Opplæring, typical offers range from 4.00 to 5.25 average of all Final Assessment Grades.
Where courses have specific subject requirements, students will need to achieve a 4 or higher in at least two 140-hour courses.
Students taking the Intermediate/Higher Secondary School Certificate (HSSC) will need to complete a suitable Foundation Year.
For students taking the new Matura typical offers are based on average achievement from 3 extended level exams and offers normally range from 75% - 85%. Where courses require specific subjects, these should be taken as extended level exams and we would normally look for marks between 75% and 90%.
Where courses require achievement in GCSE Maths, we would normally look for a score of 68% or higher in the compulsory standard level Maths.
Students taking the Diploma de Ensino Secundário would normally be required to achieve a score between 16 and 18 with specific subject marks (between 17 and 19) required for some courses.
Where courses require achievement in GCSE Maths, we normally look for a score of 14 or higher in Maths within the Diploma de Ensino Secundário.
Students taking the Shahadat Al-Thanawaya Al-Aama (Senior School Certificate) will need to complete a suitable Foundation Year.
For students taking the Diploma de Bacalaureat, typical offers range from 8.6 – 9.4 overall. Where courses require a specific subject, we would be looking for this to be studied as the optional subject within the Diploma de Bacalaureat with marks between 8.6 and 9.8.
Where courses require achievement in GCSE Maths, we would normally look for a score of 7 or higher in Grade 10 Maths from the 'Foaie Matricola' or 6.5 or higher in Maths from the Diploma de Bacalaureat.
Students taking the Certificate of Unified State Examination will need to complete a suitable Foundation Year.
Students who have studied the Tawjihiyah (General Secondary Education Certificate) will need to complete a suitable Foundation Year.
For students with Singapore A Levels, typical offers normally range from BBC to AAA from three H2 Level subjects and offers are typically one grade lower than the typical A Level requirement as stated in the undergraduate prospectus due to the comparative difficulty.
Where courses have specific subject requirements, an 'A' or 'B' grade would normally be required in line with UK A Level requirements.
Students with a Diploma from one of Singapore's five Polytechnics would be considered for first year entry with requirements ranging from 2.50 to 3.10. Second year entry may be considered in some cases. Please contact the International Office to check if this is applicable.
For IB requirements please see the undergraduate prospectus.
English language studied within one of the above qualifications is normally sufficient to meet the university's minimum entry requirements. Please see the Approved Qualifications table for further details.
For students taking the Slovakian Matura (Vysvedčenie o maturitnej skúške), typical offers range from 2.00 to 1.00 average from best 4 subjects with specific subject marks (either 1 or 2) required for some courses.
For students taking the Maturitetno Spričevalo., we typically require an overall total score of between 22 and 30 out of 34.
Where courses have specific subject requirements, a score of 4 or 5 will normally be required in each. Applicants for Science or Engineering courses would normally be required to take Maths at higher level and would be required to achieve a mark of between 6 and 8.
For students taking the National Senior Certificate (NSC), typical offers range from 6,6,6,6,6 to 7,7,7,7,7 from the best 5 subjects, excluding Life Orientation.
Where courses have specific subject requirements, a score of 6 or 7 would normally be required.
Students taking the High School Diploma will need to complete a suitable Foundation Year.
For students taking the Titulo de Bachillerato, we typically require an overall score of 7.50 – 9.50.
Where courses have specific subject requirements, a score of 8.00 or 9.00 will normally be required in each. Where courses require achievement in GCSE Maths, we would normally look for a score of 5.50 – 6.50 within the Titulo de Bachillerato.
Sri Lankan A Levels are considered comparable to the typical A Level requirements. However, as an A* grade cannot be achieved in Sri Lankan A Levels, an A grade is acceptable to meet this requirement where applicable.
For students tasking the Avgångsbetyg / Slutbetyg från Gymnasieskola, typical offers are normally based on an average score from 2500 credits with an 'A' counting as 20 points, a 'B' counting as 17.5 points, a 'C' counting as 15 points etc. Typical offers range from 16.0 to 18.8 average from 2500 credits.
Where courses have specific subject requirements, an 'A' or 'B' grade would normally be required from 2 relevant subject modules within the Slutbetyg.
Students who took the Avgångsbetyg / Slutbetyg från Gymnasieskola under the old grading system are considered on a case by case basis with most courses requiring a majority of 'VG' and 'MVG' grades.
Students taking the following qualifications would be considered for direct entry to undergraduate courses: Certificat de Maturité, Maturitätsausweis, Attestato di Maturità. Typical offer requirements are based on average achievement from best 12 subjects and offers typically range from 4.8 – 5.5. Where courses require specific subjects, we would be looking for marks between 5.0 and 6.0 in school assessment.
Where courses require achievement in GCSE Maths, we would normally look for a score of 4.0 or higher in school assessment for Maths.
Students taking the Senior High School Diploma will need to complete a suitable Foundation Year.
Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses. Please see the undergraduate prospectus for specific course requirements. Alternatively, Junior College Diploma holders may be considered on a case by case basis for entry to undergraduate courses.
The Advanced Certificate of Secondary Education Examination (ACSEE) is acceptable for entry into the first year of undergraduate courses. Typical offers are the same as for UK A Levels as stated in the Undergraduate Prospectus.
For courses which require achievement in GCSE Maths, we normally look for a score of C or higher in Maths in the Certificate of Secondary Education (CSE).
English language studied within the above qualification is normally sufficient to meet the university's minimum entry requirements. Please see the Approved Qualifications table for further details.
Students taking the Certificate of Secondary Education/Maw 6 will need to complete a suitable Foundation Year.
For students taking the Caribbean Advanced Proficiency Examination (CAPE), we typically require a range from '2, 2, 2' - '1, 1, 1' achieved from three 2-unit exams with specific subject marks of '1' or '2' required by some courses
Where courses require achievement in GCSE Maths, we would normally look for a score of '3' or higher in Caribbean Secondary Education Certificate (CSEC) Maths.
Requirements for American SATs and APs can be found under the country requirements for USA.
For students taking the Anadolu Lisesi (Anatolian High School Diploma) or Fen Lisesi (Science High School Diploma), will typically require a pass mark of higher than 80%,
Students taking the Lise Bitirme Diplomasi, will be considered for first year entry on a case by case basis.
Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses. Please see the undergraduate prospectus for specific course requirements. The Uganda Advanced Certificate of Education (UACE) is also acceptable with grades equivalent to the typical A Level offer requirements.
English language studied within the above qualifications is normally sufficient to meet the university's minimum entry requirements. Please see the Approved Qualifications table for further details.
For students studying in the American education system, typical offers for entry onto undergraduate level courses are based on obtaining 3.2 in the High School Diploma along with achievement in Advanced Placement Exams or SAT II Subject Specific Tests. We would typically require between '4, 4, 4' and '5, 5, 5' in 3 AP exams or between '650, 650, 650' and '750, 700, 700' in 3 SAT subject tests.
Where courses have an A Level maths requirement, it would be necessary for applicants to achieve a high mark in AP Calculus BC or SAT Math Level 2. For programmes that require achievement in GCSE Maths, we would normally look for a score of '570' or higher in SAT I Math or ACT with a minimum score of 27 overall and 26 in each component.
To satisfy English language requirements, we normally ask for a score of '610' in SAT I Evidence-Based Reading/Writing or ACT with a minimum score of 27 overall and 26 in each component. Some programmes have higher requirements.
Students who have studied the Bằng Tốt Nghiệp Phổ Thông Trung Học will need to complete an appropriate Foundation Year.
Students who have studied the General Certificate of Education will need to complete a suitable Foundation Year.
Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses.
Please see the undergraduate prospectus for specific course requirements.
Zimbabwe A Levels are considered comparable to the typical A Level requirements. However, as an A* grade cannot be achieved in Zimbabwe A Levels, an A grade is acceptable to meet this requirement where applicable. Typical offers for students taking the Zimbabwe A levels exclude the General Paper.
The University uses contextual data in the admissions process to provide insights into the context in which your academic qualifications have been achieved. This may influence the typical offers listed above.
Related Foundation courses International website Meet us in your country
UK / EU fees
Full-time course per annum
Approx. 20% of the full-time fee
International fees
Fees are reviewed annually and are likely to increase to take into account inflationary pressures.
Tuition fees cover the cost of your teaching, assessment and operating University facilities such as the library, IT equipment and other support services. University fees and charges can be paid in advance and there are several methods of payment, including online payments and payment by installment.
While the cost of your tuition covers lots of things, it doesn't cover everything. For instance this course doesn't cover the cost of any stationary, printing, books or re-assessments which you might need.
Sponsorship, scholarships and bursaries
We are a member of the IET's Power Academy, and the UK Electronics Skills Foundation, both engineering scholarship funds supporting undergraduate students in electrical, electronic and power engineering at leading UK universities. The UKESF Scholarship Scheme connects undergraduates to leading employers in the Electronics sector and provides an annual bursary, paid summer work placements and a paid-for residential workshop. We also broker a range of sponsored places from leading companies such as BAE Systems, Frazer-Nash Consultancy and Jaguar Land Rover.
Student funding Included in tuition costs Accommodation costs Living costs
Employed graduates in professional or managerial roles
DLHE 2017
The UK has a wealth of engineering and technology companies, ranging from SMEs to multinational global corporations. In 2015, there were over 651,000 registered engineering enterprises in the UK, employing over 5.66 million people, and turning over more than £1.24 trillion, 24% of the turnover of all enterprises in the UK. In 2015, the engineering sector contributed an estimated £486 billion (26%) to the UK GDP, produced most of the UK's physical exports, and is expected to grow 50% by 2022.
Over 95% of our Wolfson School 2016 graduates were in full-time employment or were studying for higher degrees six months after graduation. The UK Higher Education Statistics Agency (HESA) Destinations of Leavers from Higher Education Survey (DLHE, 2016) data shows that our graduates significantly exceed the national statistics, in terms of immediate salary earning potential and employment potential. Some employers are offering starting salaries in the £30,000 to £40,000 range. For those aspiring to achieve Chartered Engineer status and beyond with our four accrediting institutions, we actively encourage and administer student membership as the starting point. For those who progress along this professional route, median annual gross earnings for Chartered Engineers rose to £60,000 in the last national survey held in 2013. For those aspiring to lead companies, recent research shows that engineers are now represented on the boards of almost 60% of FTSE 100 companies with almost 15% of FTSE 100 executive board members with an engineering degree.
Your time at Loughborough University will form a launchpad from which you can build an exciting career. With so many opportunities available, you'll never be short of ways to improve your employability.
Our award-winning Careers Network team is here to help and support you, offering everything from CV workshops, one-to-one advice sessions and mock interview practice sessions to high-profile employer events. We've got everything you need for a really successful future.
Companies students have worked for after graduating
We have fantastic industry links with companies including Adidas, Bentley, Bosch, British Sugar, BP, BMW, Coca-Cola, Dyson, e-on, Ford, GE, GSK, Mercedes AMG, Pirelli, Puma, Rolls-Royce, Siemens, Thorntons and Unilever amongst many others.
Recent graduate destinations include: Network Rail, Apple, Qinetiq, Selex, Siemens, BT, Ericsson, BAE Systems, npower, Goodrich, Toyota, E.ON, Rolls-Royce, ARM, and National Instruments.
he lecturers are leading experts in their field and many of them conduct their research at the University giving the students first hand contact with their latest developments and findings.
I knew people who had studied at Loughborough before and the nature of the work they were involved in was truly innovative and inspiring.
The teaching in the department is exceptional. I find the staff extremely approachable and willing to help. In your first year you are assigned a personal tutor, I have found this very useful and the staff have a genuine interest in your progress.
BEng (Hons) Electronic and Computer Systems Engineering Degree
MEng (Hons) Electronic and Computer Systems Engineering Degree
BEng (Hons) Electronic and Electrical Engineering Degree
Electronic and Electrical Engineering with a Foundation Year
Elite pathway available
Electronic and Electrical Engineering with an International Foundation Year
International programme
BEng (Hons) Product Design Engineering Degree
MEng (Hons) Product Design Engineering Degree
Call us +44 (0)1509 227029
Email us eese.ug@lboro.ac.uk
Whatever you do and wherever you go, you can't miss the fantastic sense of community here. Start making those lasting memories and join the Loughborough family.
The Loughborough family is made up of students from all over the world – it's part of what makes our campus community so vibrant, friendly and inspiring.
Get the support you need to achieve your ambitions. We offer lots of services and opportunities, all designed with you in mind. Loughborough really is for life.
Haven't you heard? We have a pretty amazing reputation as one of the top ten universities in the UK, but that's not the only reason. See what else we have to offer.


text:
Kevin Smith's Fast Food Vegan Pop-Up Is Coming To Chicago
In The Mood For Mooby's?
Elliot McGowan • October 7, 2020
The vegan filmmaker's Mooby's experience comes to the Windy City for a limited time!
After successes in L.A. and New Jersey, Kevin Smith's golden-calf-inspired vegan pop-up will replace a local Chicago eatery for one week only, offering Chicagoans a unique slice of Jersey. The director of 'Clerks' and 'Dogma' turned vegan after suffering a heart attack in 2018. Following his recovery, he stuck to a medically advised single plant-based diet and has remained vegan ever since. His pop-up Mooby's mocks fast-food companies like McDonald's and Burger King and is based on characters from Smith's Askewniverse that parody the likes of Barney the dinosaur and characters from Disney films.
Mooby's name and design is a tribute to the character Mooby the Golden Calf – an anthropomorphic cow that features heavily in Kevin Smith's films. The restaurant itself will offer options similarly inspired by elements from Smith's films including 'Cow Tipper burgers', 'Onion Rings To Rule Them All', and 'Hater Totz'. Both meat and vegan will be available with Mooby's mainstays also coming in plant-based versions thanks to the innovative Beyond Meat.
Dates and location are set to be announced in the coming weeks of October but it's certain to be a safe, properly socially distanced experience and will only offer take-away options using a timed reservation system. There will also be a dedicated retail store filled with items from Smith's early and recent films. Be prepared for prices being somewhat above the average, Mooby's in L.A. was known to charge $30 for a sandwich and a side dish.
For big Kevin Smith fans, head over to the McHenry Outdoor Theater on the 1st of November where Smith and partner-in-crime Mewes will host a live taping of their Jay and Silent Bob Get Old podcast!
See More: Chicago's Godfrey Hotel Debuting Spooky Igloos On River North Rooftop
Tags: burger, fast food, lunch, northamerican food
Food & Drink Things To Do

redpajama_set_name: RedPajamaCommonCrawl


10 Health Benefits of Bananas - Banana is a tropical fruit that is a favorite of many people. In addition to the sweet taste, bananas are also rich in vitamins and minerals, can be eaten directly or processed into a variety of delicious dishes.
By eating a banana, you can satisfy the desire to eat something sweet without damaging the diet. The average banana contains 110 calories.
Banana is a fruit that is free of fat and cholesterol.
The fruit is very famous for its potassium content. With potassium levels reach 400 mg in a medium-sized banana, the fruit must be consumed to maintain a healthy heart.
Potassium is also known to be very good for muscle and nerve function, and maintain fluid balance in the body. Potassium in bananas is also suitable to be consumed to prevent muscle cramps after exercise.
As with other fruits, bananas are also rich in vitamin C. One banana contains about 10mg of vitamin C, or about 15 percent of the daily vitamin C recommendation.
B vitamins are usually found in animal products, but the banana was also a source of vitamin B6 called pyridoxine. One banana provides 35 percent of the daily recommendation of vitamin B6. The body uses these vitamins to regenerate new cells.
Manganese is a mineral needed for healthy bones and metabolism. One banana contains 3 mg of manganese.
One banana contains about 3 grams of fiber. In addition to healthy digestive tract, fiber also we need to keep the stomach feel full longer.
There are several types of minerals and vitamins contained in bananas, although the numbers are small, ie, magnesium, calcium, phosphorus, vitamins A and E, folate, carotenoids, and amino acids.
The body uses carbohydrates as the main energy source. Eat a banana after a workout to restore energy. A banana after breakfast is also recommended to keep a supply of energy to survive until lunch time without a snack.
Bananas are easy to digest. When you're suffering from a viral illness or indigestion, bananas are very suitable as a source of nutrition without making digestive work too hard. Bananas are also frequently used as a pulverized solid foods are introduced to infants.


@andrea-perego - does the current document now address your original concerns, or is there more to be done here?
Next message: Alejandra Gonzalez-Beltran via GitHub: "Re: [dxwg] Add void:rootResource as property of dcat:Resource ? (#292)"
Previous message: Alejandra Gonzalez-Beltran: "Re: Revisions to UC32, UC33, & UC43"
Next in thread: Andrea Perego via GitHub: "Re: [dxwg] Domain of dcat:hadRole (#640)"


Prague Charles Bridge With The Prague Castle iphone x case by Yuriy Shevchuk. Protect your iPhone X with an impact-resistant, slim-profile, hard-shell case. The image is printed directly onto the case and wrapped around the edges for a beautiful presentation. Simply snap the case onto your iPhone X for instant protection and direct access to all of the phone's features!
Amazing! Congrats on your sale Yuriy!
Love this.....a place I have always wanted to visit!
Magestic congratulations to you and to the buyer ..well deserved!
Well done. Congrats on your sale!


, choices the best collections having best quality exclusively for you all, and this photographs is usually among pictures libraries in your ideal photographs gallery about Elegant Stock Of Wedding Guest Hairstyles for Short Hair. I really hope you'll think it's great.
posted by simply fajar on 2018-11-08 00:11:36. To discover many pictures inside Elegant Stock Of Wedding Guest Hairstyles for Short Hair pictures gallery make sure you stick to this kind of hyperlink.


Closed-loop control give machines great precision to apply force, lift heavy objects, or follow very precise motion profiles. Set up incorrectly, however, an electrohydraulic control system can be unstable and cause damage to products or be dangerous to people.
The key to unlocking the benefits of electrohydraulic control is understanding system requirements, selecting the proper system components, sizing them appropriately, and correctly programming and tuning the motion controller for optimal performance.
Building a precisely-controllable motion system is all about understanding the concepts of force and natural frequency. For a typical hydraulic motion system, the acceleration and velocity are limited by the available force, not the flow. In addition, the natural frequency of a system determines the maximum acceleration rate that it can achieve under control.
Where mistakes are often made is in cylinder diameter. Cylinder choice is crucial since both the force it can apply and the natural frequency of the system are functions of the cylinder diameter. A common error is to use small diameter cylinders that are capable of moving very quickly under light loads. Unfortunately, under higher loads, the piston in a narrow cylinder provides too little surface area for the hydraulic oil flow to push on to produce the required force.
A small-diameter cylinder acts like a hydraulic spring, resulting in a low natural frequency, especially if the system has a large mass. This can cause oscillation if the motion profile requires quick acceleration, or if the system exhibits stiction (static friction exceeds dynamic friction).
The natural frequency of a system is related to its stiffness. Because fluid is compressible, a fluid power system with a large bore is much stiffer compared than a system using a long, narrow cylinder. Hence, cylinders with larger bores diameters will not compress as much when accelerating and are capable of quicker controlled acceleration and deceleration. As a general rule, in order to be precisely controllable by a standard PID algorithm, the natural frequency of a cylinder acting on a particular load mass should be three to four times greater than the frequency at which the system is commanded to move.
After the cylinders are chosen, the next step is to size the hydraulic pump correctly to provide fluid flow in order to support the required cylinder speed. If the pump is too large, fluid and energy may be wasted. If the flow is too small, the system won't perform even with the correct cylinders. The optimal flow calculation is relatively simple: The required volume of oil flow matches the required change in internal volume of the cylinder over time. Because the flow is proportional to the square of the cylinder diameter, doubling cylinder diameter requires four times the flow.
In the typical system where the required fluid flow changes over time, and short bursts of high flow are needed, an accumulator stores pressurized fluid. With the appropriately sized accumulator, the fluid pump doesn't need to be sized to provide the maximum flow rate; rather, it can be sized to meet the average flow needs.
To make the system easiest to control by an electrohydraulic motion controller, the accumulator should be large enough to prevent the pressure from changing by more than 10% during the system's operating cycle. To minimize pressure losses during the cycle, the accumulator should be located close to the valve, not close to the pump.
Proportional servovalves should be used for precise control of the fluid flow. These valves provide a low-latency, linear response to control inputs from the motion controller in providing smooth changes in fluid flow. Two-position directional valves cause shock and vibration and make precise cylinder control virtually impossible. Furthermore, valves with overlapped spools also exhibit control problems. Another problematic valve is a counterbalance valve, which operates autonomously to oppose the control inputs of a motion controller, making precise control difficult.
For maximum system responsiveness, valve sizing must not only take into account the required flow, but also the pressure drop across the valve. This ensures that enough pressure remains to accelerate and move the system. For a system with low mass and low friction, it may be sufficient to calculate the required flow, then add another 10 to 20%. For systems moving medium to large masses or experiencing high friction, more calculations must be made. If the valve is sized too large compared to the size of the cylinder, only a small part of the control range will be used and control of the valve will be coarse.
Valve placement can be critical for control, especially for systems that need to acceleration quickly or that exhibit significant stiction. Valves should be placed as close as possible to the cylinders to minimize the effects of fluid compressibility in the lines. Where possible, using metal tubing instead of flexible hose will minimize controllability problems due to expansion in the lines.
Hydraulic systems commonly use linear displacement transducers to measure cylinder position and pressure transducers or load cells to measure force. It is critical that devices be chosen that have high response—significantly faster than the control-loop time of the motion controller—and fine granularity of measurement.
A common mistake is to choose a transducer that provides the same resolution as the required motion tolerance. Instead, the transducer resolution should preferably be 10 times greater or more. For systems with poor controllability, even higher resolution may be required to take advantage of compensating control algorithms.
A big advantage to using magnetostrictive linear-displacement transducers (MLDTs) is that they always know the cylinder's position; no homing step is required at system initiation or reset. MLDTs have the additional advantage of providing non-contacting measurements, which means that there are no contacts to wear out and cause maintenance problems, and repeatability of measurements is high.
Figure 1 shows how the components of an electrohydraulically-controlled system are connected. In this system, force exerted by the cylinder can be measured by calculating the difference in reading between the outputs of pressure transducers mounted on either side of the piston.
1. Control diagram showing system topology and how the motion controller connections to transducers and valve.
System designers will benefit in terms of best system repeatability, highest productivity, and longest machine useful life by selecting the highest quality components according to the guidelines above. This comes at a cost, however, and some designers are tempted to use less-than-optimal components to reduce system costs. Note that even the best motion controller may not be able to compensate for a poor system design or implementation.
This being said, some electrohydraulic motion controllers, such as the RMC200 from Delta Computer Systems Inc. (Fig. 2), can compensate for some design problems. For example, Delta Computer Systems engineers recently analyzed a system that was exhibiting the effects of static friction, sometimes called a stick-slip problem.
2. The RMC200 electrohydraulic motion controller from Delta Computer Systems can control and synchronize up to 32 motion axes simultaneously.
The application, a gang saw "wiggle box" that needs to move in following the curve of a cut log, was vibrating when it should have been moving smoothly. The problem was diagnosed as being caused by the bores of two of the cylinders being too small, meaning that the system had a low natural frequency and was not as stiff as it should be. Hence, it wasn't responding quickly enough to control signals from the motion controller.
The D velocity term in the PID loop equation wasn't producing enough drive to each valve. The Delta engineers solved the problem by increasing the gain of the acceleration component of the control loop algorithm (the D Differential gain in Fig. 3), which gave increased fluid flow to the cylinder to provide extra energy to the motion. In this case, the second-derivative gain is applied to the error between the target and actual cylinder acceleration values, overcoming the effects of stick-slip and compensating for the too-small cylinders.
Another technique for improving the performance of lagging hydraulic motion systems is to use feed forwards, predictive terms that are incorporated in the closed-loop control algorithm (the "FF" gains in Fig. 3). Feed forwards for velocity and acceleration can anticipate and predict the required oil flow needed to achieve the desired velocity or acceleration, respectively. These terms anticipate where the system needs to be, and reduce the load on the P, I, and D gains to match the targets.
Because the effectiveness of a closed-loop control system depends on the system's response to the error between the actual and target measurements of the system, it may take a long time for an actuator to start from a stopped state. This is because it may take a while for the P and I terms in the control algorithm to generate a strong enough output signal to cause the actuator to move.
If quick motion is necessary, a feedforward component can be added that anticipates the drive required to start the motion. A good design practice is to use feedforwards to produce the bulk of the motion drive signal, with the P, I, and D terms fine-tuning the motion in response to smaller error factors than would occur if the PID factors were used alone. Using the PID terms in this manner focuses that part of the algorithm to respond to environmental conditions such as temperature changes that can vary from production cycle to production cycle.
But what happens if fast-changing feedback levels cause the motion controller to change its outputs too quickly? This phenomenon could be a result of noisy transducer connections. Figure 3 shows the inclusion of an output filter between the output of the control loop and the connection to the valve. In the case of Delta Computer Systems' motion controllers, support for output filtering is provided as a standard programming function.
3. The motion control algorithm should include the potential for feedforwards (FFs in diagram above) and second derivative (D Diff.) term in addition to standard P, I, and D terms.
When selecting a motion controller, designers should look for a product that is supported with tools to simplify the development and tuning of motion systems, as well as diagnostic tools that can help isolate system problems. Delta Computer Systems' Plot Manager, a feature of the company's RMCTools support package, can be used to monitor how the actual motion differs from target motion during an operational cycle. It was by using the Plot Manager that the engineers identified a problem with tuning the motion of the gang saw wiggle box described above.
Another Delta tool is the Tuning Wizard, which can be used to automatically generate a set of control parameter gains that will reduce the error between the target and actual motion profile (Fig. 4). Further tweaking is sometimes necessary, but the Tuning Wizard will accelerate the tuning process. In the case of the wiggle box problem, the actuator tuned up easily after changing the tuning to acceleration control using the Tuning Wizard. The tuning process took less than 10 minutes.
4. Delta Computer Systems' Tuning Wizard generates control loop gains that reduce the error between actual and target motion profiles.
By choosing the correct system components, including the right motion controller and automated tools such as these, hydraulic system designers can avoid some difficult problems and gain the full potential of hydraulic power.
Jacob Paso is motion product development manager at Delta Computer Systems Inc., Battle Ground, Wash. For more information, visit www.deltamotion.com.


The regeneration of a Hackney housing estate has taken another step forward with the appointment of Higgins Construction to build 70 new Council homes for social renting and six for shared ownership on Colville Estate.
Higgins Construction will begin work on Phase 2 of the Colville Estate, Hoxton, shortly, and continue until 2018, after being formally appointed on the £40 million job.
Higgins Construction will also build 40 properties for private sale, to help pay for the new Council homes for social renting and shared ownership, along with 129sqm of new retail space and improvements to the estate such as new lighting and roads.In addition, open spaces and public realm landscaping will be developed in relationship with nearby Shoreditch Park and the Regents Canal.
The regeneration of the Colville Estate is taking place in a number of phases over a 15-year period, with the first phase, Bridport House, completed in 2011, delivering 41 new Council homes for social renting.
In July 2015 it was announced that Anthology had been appointed as the development partner for the third phase, to build 198 homes for private sale, which will also help pay for the new Council homes for social renting and shared ownership across the rest of the estate in the absence of any government funding. The Phase 3 works will begin in parallel with those on Phase 2.
In total, there are more than 400 homes at Colville which are no longer economical to refurbish in the long term, and which are being demolished to provide new Council homes for social renting and shared ownership, with private sale homes also built to help pay for the works in the absence of any government funding. All Council tenants have a Right to Return to a newly-built home on the estate, with resident leaseholders offered a range of options to help them move into a new home.
The regeneration of the Colville estate is part of a borough-wide, 18-site Council housebuilding programme which will deliver 2,760 new homes, over half of which will be for social renting and shared ownership.
A Meet The Contractor Event is taking place on Thursday 9th June from 2pm to 8pm at Colville Community Centre, 35 Branch Place, London, N1 5DD where members of the local community can come along and meet the team.


text:
package org.xnio.nio.test;

import static org.junit.Assert.assertFalse;
import static org.junit.Assert.assertTrue;

import java.io.IOException;
import java.net.Inet4Address;
import java.net.InetSocketAddress;
import java.nio.ByteBuffer;
import java.util.concurrent.CountDownLatch;
import java.util.concurrent.TimeUnit;
import java.util.concurrent.atomic.AtomicBoolean;

import org.junit.Ignore;
import org.junit.Test;
import org.xnio.ChannelListener;
import org.xnio.FutureResult;
import org.xnio.IoFuture;
import org.xnio.IoUtils;
import org.xnio.OptionMap;
import org.xnio.Options;
import org.xnio.Xnio;
import org.xnio.XnioWorker;
import org.xnio.channels.AcceptingChannel;
import org.xnio.channels.BoundChannel;
import org.xnio.channels.Channels;
import org.xnio.channels.ConnectedStreamChannel;

/**
 * Test for TCP connected stream channels.
 *
 * @author David M. Lloyd
 * @author Flavia Rainone
 */
@SuppressWarnings("deprecation")
public class NioTcpChannelTestCase extends AbstractNioTcpTest<ConnectedStreamChannel, ConnectedStreamChannel, ConnectedStreamChannel>{

    @Test
    @Ignore("Does not follow thread model")
    public void acceptor() throws Exception {
        log.info("Test: acceptor");
        final CountDownLatch ioLatch = new CountDownLatch(4);
        final CountDownLatch closeLatch = new CountDownLatch(2);
        final AtomicBoolean clientOpened = new AtomicBoolean();
        final AtomicBoolean clientReadOnceOK = new AtomicBoolean();
        final AtomicBoolean clientReadDoneOK = new AtomicBoolean();
        final AtomicBoolean clientReadTooMuch = new AtomicBoolean();
        final AtomicBoolean clientWriteOK = new AtomicBoolean();
        final AtomicBoolean serverOpened = new AtomicBoolean();
        final AtomicBoolean serverReadOnceOK = new AtomicBoolean();
        final AtomicBoolean serverReadDoneOK = new AtomicBoolean();
        final AtomicBoolean serverReadTooMuch = new AtomicBoolean();
        final AtomicBoolean serverWriteOK = new AtomicBoolean();
        final byte[] bytes = "Ummagumma!".getBytes("UTF-8");
        final Xnio xnio = Xnio.getInstance("nio");
        final XnioWorker worker = xnio.createWorker(OptionMap.create(Options.WORKER_WRITE_THREADS, 2, Options.WORKER_READ_THREADS, 2));
        try {
            final FutureResult<InetSocketAddress> futureAddressResult = new FutureResult<InetSocketAddress>();
            final IoFuture<InetSocketAddress> futureAddress = futureAddressResult.getIoFuture();
            worker.acceptStream(new InetSocketAddress(Inet4Address.getByAddress(new byte[] { 127, 0, 0, 1 }), 0), new ChannelListener<ConnectedStreamChannel>() {
                private final ByteBuffer inboundBuf = ByteBuffer.allocate(512);
                private int readCnt = 0;
                private final ByteBuffer outboundBuf = ByteBuffer.wrap(bytes);

                public void handleEvent(final ConnectedStreamChannel channel) {
                    channel.getCloseSetter().set(new ChannelListener<ConnectedStreamChannel>() {
                        public void handleEvent(final ConnectedStreamChannel channel) {
                            closeLatch.countDown();
                        }
                    });
                    channel.getReadSetter().set(new ChannelListener<ConnectedStreamChannel>() {
                        public void handleEvent(final ConnectedStreamChannel channel) {
                            try {
                                final int res = channel.read(inboundBuf);
                                if (res == 0) {
                                    channel.resumeReads();
                                } else if (res == -1) {
                                    serverReadDoneOK.set(true);
                                    ioLatch.countDown();
                                    channel.shutdownReads();
                                } else {
                                    final int ttl = readCnt += res;
                                    if (ttl == bytes.length) {
                                        serverReadOnceOK.set(true);
                                    } else if (ttl > bytes.length) {
                                        serverReadTooMuch.set(true);
                                        IoUtils.safeClose(channel);
                                        return;
                                    }
                                    channel.resumeReads();
                                }
                            } catch (IOException e) {
                                log.errorf(e, "Server read failed");
                                IoUtils.safeClose(channel);
                            }
                        }
                    });
                    channel.getWriteSetter().set(new ChannelListener<ConnectedStreamChannel>() {
                        public void handleEvent(final ConnectedStreamChannel channel) {
                            try {
                                channel.write(outboundBuf);
                                if (!outboundBuf.hasRemaining()) {
                                    serverWriteOK.set(true);
                                    Channels.shutdownWritesBlocking(channel);
                                    ioLatch.countDown();
                                }
                            } catch (IOException e) {
                                log.errorf(e, "Server write failed");
                                IoUtils.safeClose(channel);
                            }
                        }
                    });
                    channel.resumeReads();
                    channel.resumeWrites();
                    serverOpened.set(true);
                }
            }, new ChannelListener<BoundChannel>() {
                public void handleEvent(final BoundChannel channel) {
                    futureAddressResult.setResult(channel.getLocalAddress(InetSocketAddress.class));
                }
            }, OptionMap.create(Options.REUSE_ADDRESSES, Boolean.TRUE));
            final InetSocketAddress localAddress = futureAddress.get();
            worker.connectStream(localAddress, new ChannelListener<ConnectedStreamChannel>() {
                private final ByteBuffer inboundBuf = ByteBuffer.allocate(512);
                private int readCnt = 0;
                private final ByteBuffer outboundBuf = ByteBuffer.wrap(bytes);

                public void handleEvent(final ConnectedStreamChannel channel) {
                    channel.getCloseSetter().set(new ChannelListener<ConnectedStreamChannel>() {
                        public void handleEvent(final ConnectedStreamChannel channel) {
                            closeLatch.countDown();
                        }
                    });
                    channel.getReadSetter().set(new ChannelListener<ConnectedStreamChannel>() {
                        public void handleEvent(final ConnectedStreamChannel channel) {
                            try {
                                final int res = channel.read(inboundBuf);
                                if (res == 0) {
                                    channel.resumeReads();
                                } else if (res == -1) {
                                    channel.shutdownReads();
                                    clientReadDoneOK.set(true);
                                    ioLatch.countDown();
                                } else {
                                    final int ttl = readCnt += res;
                                    if (ttl == bytes.length) {
                                        clientReadOnceOK.set(true);
                                    } else if (ttl > bytes.length) {
                                        clientReadTooMuch.set(true);
                                        IoUtils.safeClose(channel);
                                        return;
                                    }
                                    channel.resumeReads();
                                }
                            } catch (IOException e) {
                                log.errorf(e, "Client read failed");
                                IoUtils.safeClose(channel);
                            }
                        }
                    });
                    channel.getWriteSetter().set(new ChannelListener<ConnectedStreamChannel>() {
                        public void handleEvent(final ConnectedStreamChannel channel) {
                            try {
                                channel.write(outboundBuf);
                                if (!outboundBuf.hasRemaining()) {
                                    clientWriteOK.set(true);
                                    Channels.shutdownWritesBlocking(channel);
                                    ioLatch.countDown();
                                }
                            } catch (IOException e) {
                                log.errorf(e, "Client write failed");
                                IoUtils.safeClose(channel);
                            }
                        }
                    });
                    channel.resumeReads();
                    channel.resumeWrites();
                    clientOpened.set(true);
                }
            }, null, OptionMap.EMPTY);
            assertTrue("Read timed out", ioLatch.await(500L, TimeUnit.MILLISECONDS));
            assertTrue("Close timed out", closeLatch.await(500L, TimeUnit.MILLISECONDS));
            assertFalse("Client read too much", clientReadTooMuch.get());
            assertTrue("Client read OK", clientReadOnceOK.get());
            assertTrue("Client read done", clientReadDoneOK.get());
            assertTrue("Client write OK", clientWriteOK.get());
            assertFalse("Server read too much", serverReadTooMuch.get());
            assertTrue("Server read OK", serverReadOnceOK.get());
            assertTrue("Server read done", serverReadDoneOK.get());
            assertTrue("Server write OK", serverWriteOK.get());
        } finally {
            worker.shutdown();
        }
    }

    @Override
    protected AcceptingChannel<? extends ConnectedStreamChannel> createServer(XnioWorker worker, InetSocketAddress address,
            ChannelListener<AcceptingChannel<ConnectedStreamChannel>> openListener, OptionMap optionMap) throws IOException {
        return worker.createStreamServer(address,  openListener,  optionMap);
    }

    @Override
    protected IoFuture<? extends ConnectedStreamChannel> connect(XnioWorker worker, InetSocketAddress address,
            ChannelListener<ConnectedStreamChannel> openListener, ChannelListener<? super BoundChannel> bindListener,
            OptionMap optionMap) {
        return worker.connectStream(address,  openListener, bindListener, optionMap);
    }

    @Override
    protected void setReadListener(ConnectedStreamChannel channel, ChannelListener<ConnectedStreamChannel> readListener) {
        channel.getReadSetter().set(readListener);
    }

    @Override
    protected void setWriteListener(ConnectedStreamChannel channel, ChannelListener<ConnectedStreamChannel> writeListener) {
        channel.getWriteSetter().set(writeListener);
    }

    @Override
    protected void resumeReads(ConnectedStreamChannel channel) {
        channel.resumeReads();
    }

    @Override
    protected void resumeWrites(ConnectedStreamChannel channel) {
        channel.resumeWrites();
    }
}

redpajama_set_name: RedPajamaGithub


Pea Ridge, Arkansas buy here pay here car lots can help Pea Ridge residents with bad credit auto financing. To inquire about the availability of buy here pay here financing at Motion Outfitters, in the Benton county area, please call (479) 451-2277 for information.
Motion Outfitters is located at 724 Slack in Pea Ridge, Arkansas. If you represent Motion Outfitters or a buy here pay here car dealer in Pea Ridge, claim your free listing by contacting us.
Motion Outfitters in Pea Ridge, Arkansas.


text:
Upon listening to Stevie, you will be teleported to a moody ethereal sort of place. The album starts off with you feeling like you are onlooking Stevie Cornell perform in your head in a neighborhood bar and nodding along to his sultry voice and the smooth slow drum sounds. The track I Couldn't Reach You stands out on the album with the lyrics "the clock was ticking and the telephone was sitting there so silently, I couldn't reach you". Its musical arrangement is mixed with strumming of the guitar but also the full sounds that are reminiscent of Americana and old school Country music. As the album progresses it still carries the listener through stories and a journey. Another track titled Hope Came By Today merges the past and present in one with lyrics like "she chased my blues away, she sure shows know how to brighten up this dreary town". The musical arrangement of the song is slow but steady with the acoustic guitar creating a folk and soulful atmosphere. Overall the album feels like a heartfelt long visit with an old friend and you are there just for the ride to re-experience it all.
Artist Website: https://steviecornell.com
Tags: 2022, Acoustic, Alt Folk, Americana, California, Country, Folk, Santa Rosa, Singer Songwriter, Sonoma-Sonic Records, Stevie, Stevie Cornell
The Folk Monsters of Yellow Red Sparks
Speaking about the self-titled debut album of his folk band Yellow Red Sparks, Joshua Hanson said, "I don't believe that it's possible to share everything a writer is feeling or trying to convey within 3 ½ minutes of a track." Wise words from a singer/songwriter who comes close to doing the impossible with each of the emotion-packed pieces on the album. Hanson, and fellow band-mates Sara Lynn Nishikawa (upright bass/vocals) and Goldy (drums/vocals), pack in so much Indie/Folk goodness in each song that hitting play is much like popping the cork of an expensive bottle of champagne.
Yellow Red Sparks originally started as the moniker of Hanson, a solo musician from California. After adding two members – which accentuated the Indie sound – the band released its debut album in January of this year. In the Spring, Hanson was notified that his song "Monsters with Misdemeanors" won the Grand Prize in the International Songwriting Competition (ISC). The song was selected from more than 20,000 entries. High praise for a rising folk songwriter – and a totally deserved reward for a folk song saturated with raw emotion.
A soft acoustic riff sits over light percussion and Hanson's mature vocal. Hanson's style hits with a similar force as singer/songwriters like Greg Laswell, Ben Gibbard, and Joshua James. The strings help add to the song's powerful melancholy. The song's melody, which has a DeVotchKa feel, climaxes during the bridge in a similar manner – with rising strings and crying vocals. It would be a crime to not discuss the award-winning lyrics of the piece. The lyrics tell a story of relationship turbulence, but do so in an original manner – almost minimalistic in the short verses that feature such gems as "there's a parked car that won't let me over
And there's one thing I'll regret, but you'd be the last." The song is true tour-de-force.
Make sure to check out the rest of Yellow Red Sparks' excellent debut release here. You can track the band on its Facebook, Twitter, and Website.
Tags: Band, California, Folk, Folk music, Lyrics, Music, songwriter, Yellow Red Sparks
Author Matthew Coleman
The Best Back To School Song: "Be True To Your School" by The Beach Boys
Hey! Put that surfboard away!
"When some loud braggart tries to put me down
And says his school is great
I tell him right away
"Now what's the matter buddy
Ain't you heard of my school
It's number one in the state"
The Beach Boys win purely on their ability to use braggart in their lyric. End of story. But seriously, "Be True to Your School" won the poll for best back to school song and this title is well deserved. Their overly corny, early 60's, nauseating school pride anthem is so utterly ensconced in the education system that it might as well be sung after the pledge of allegiance. I pledge allegiance to Brian Wilson and the plaid shirt wearing members of his surf music band.
Don't these look like law abiding citizens
This 1963 ode to pep rallies and Hawthorne High School, the Wilson's school in California, is cheery and so supremely hokey it kind of needed to win. Seriously, the song is so early 60's Beach Boys mouthwash that it practically is most of their other songs in the same key. Not much ingenuity there. But the harmonies are great and the lyric is class.
It wins because of these reasons. That are not many songs that can inspire someone to want to go back to school. Most inspire young people to long for school's end. The Beach Boys try to get you in the classroom with the lure of pride. So get your letterman jacket on and be true to your school.
Tags: Be True to Your School, Beach Boys, Brian Wilson, California
Categories Court Polls