Malayalam Blue Films

Malayalam Blue Film

2009-04-30T15:35:00.000-07:00

Trisha to figure in a Malayalam film

At long last, Telugu and Tamil top heroine, Trisha Krishnan is set to appear in a Malayalam movie.

Well, it is not exactly a full-fledged Malayalam film, according to the grapevine.

It is the dubbed version of Telugu superhit film titled ‘Target’ featuring Mahesh Babu in the lead role.

The original Telugu songs will be sung in the dubbed version by Sreekumar, Jyotsna.

Meanwhile, Trisha is reigning supreme in the Telugu and Tamil film worlds.

In Tamil, her next film is ‘Bheemaa’ in the company of Vikram . Then there is a Telugu film with Mahesh Babu.

Let us Hope her Malayalam foray will be equally spectacular. It is bound to be as she is extremely popular in the Malayalam film world.

Allu Arvind of Geetha Arts, noted Tollywood producer-distributer and maker of recent Bollywood blockbuster Ghajini, is planning to dub and release Ram Charan Teja's ongoing Telugu film Magadheera in Tamil and Malayalam. Being directed by S.S. Rajamouli, one the most successful film directors in Tollywood, Magadheera is slated for an April release.

The audio of the film is planned to be released in the first week of March. Supreme Music holds the audio distribution rights. According to reports, Blue Sky Cinema Inc. will release the film in the US with 21 prints in all the major cities, including Toronto.

Set in the backdrop of divine mysteries of death and rebirth, Magadheera is planned as an action-based romantic thriller to suit audiences of all classes. Kajal Agarwal is the heroine. Srihari will appear in a special role. Shooting of a major part of the film has been already completed at the locations of Gujarat and Rajasthan.

The film is now in the last leg of its production being held in a gigantic set at Ramoji Film City, which is said to be one of the costliest sets ever made for a Telugu film. Story is by Vijayendra Prasad, dialogues are by Ratnam, styling is by Rama Rajamouli, while music is by M.M. Keeravani.

Magadheera is the second film by actor Ram Charan Teja, son of Telugu megastar Chiranjeevi and the nephew of Nagendra Babu and Pawan Kalyan. He made his film debut with blockbuster Chirutha (2007), produced by Ashwini Dutt and directed by Puri Jagannadh. For his performance in this film, he won three prestigious awards: Special Jury award in Nandi Awards, Cine MAA Award for best male bebut and Filmfare Award for best male bebut. Chiruta collected a first day distributors' share of nearly Rs. 40 million.

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2009-04-30T03:30:00.000-07:00

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Location Scout Chicago Film Photography

2009-04-30T02:25:00.000-07:00

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Psychology Film Analysis on Primal Fear

2009-04-30T02:20:00.000-07:00

Looking for psychology film analysis on primal fear. This is search result of psychology film analysis on primal fear you may search for.

Teaching Tips
Teaching Psychology Through Film, Video

By Raymond J. Green

You've been working your fingers to the bone all semester and it is time for a break. So, you come up with the great idea to show a film. One of your colleagues has recommended one highly. You plan to dim the lights, hit the play button, and quietly sit in the back of the classroom wishing for some popcorn. Sounds great - what could go wrong? The film starts and before you know it you find yourself wondering - how does this fit with the material I've been presenting? This question is reinforced when one of your better (and braver!) students asks the same question as the lights go up. The next question brings up a point in the film that you had no idea would be addressed and thus you do not have an answer. This lack of knowledge helps bring questions and discussions to a halt. As you stand sweating in front of the class wondering how to tie the material in the film back to the class objectives you think - shucks, it would have been easier to lecture!

This nightmare scenario does not need to happen. Movies can be a wonderful tool for teaching psychology. However, for this to happen you need to do your homework. In this article I will discuss some of the reasons for using film in our courses as well as important rules, hints, and suggestions for doing so. I will conclude with a method for using film to teach psychology outside of the classroom.

WHY USE FILMS?
Complement Other Course Content - There are many excellent reasons for using films to teach psychology. The most basic is that theatrical movies or educational videos can complement the text, lectures, and discussions. One of the basic rules of communication is redundancy, that is, communicating the same point in a number of different ways. Movies provide a concrete way to present important information (Anderson, 1992), sometimes in a way that grabs the class by their collective lapels and gives them a good shaking! For instance, teachers can talk about the power of Milgram's Obedience to Authority experiments until they are blue in the face and most students will just nod their heads. However, show them the film Obedience and many of them will squirm and giggle uncomfortably, just like Milgram's participants.

Improve Students' Discerning Eye - Filmmakers love to use psychology as a topic, perhaps because we are all amateur psychologists at heart. Thus, there is no shortage of psychology-oriented material. However, this leads to another reason to use film: to debunk inaccurate portrayals of psychology in popular film and to help students become critical consumers of popular information (Hollander, 2000). Many people have a distorted view of what psychology is and how psychologists work due to popular movies. We can use these films as a reminder that not everything presented on the silver screen is accurate and thus students should view portrayals of psychology with a discerning eye. For example, in Analyze This, starring Robert DeNiro and Billy Crystal, the absolute disregard for client confidentiality is appalling. Thus, I show this film clip to illustrate how psychologists "don't work."

Increase Relevancy - Finally, using fairly recent popular films allows you to "talk" in a language that students understand and frequently use. Another way to think about it is that the student tends to think of newer movies as more relevant to them and their world. For instance, you may want to use Sybil as a jumping off point for discussing Dissociative Identity Disorder but you may find that the students are not enthused about it and consider it dated. I guarantee, however, that you will not receive this reaction if you choose to use more recent films like Primal Fear or Fight Club (if you have not seen this movie I just ruined the ending for you - sorry!).

TEACHING TIPS: USING FILMS IN THE CLASSROOM
FOLLOW THREE CRITICAL RULES
There are a number of steps that can be taken to reduce any potential problems associated with using a movie and to make it a beneficial experience for you and your students. It is important to note that I believe that the same teaching tips apply to the use of theatrical films and educational videos, although there are generally fewer time concerns with educational videos. In my opinion there are three crucial rules for insuring successful use of videos in the classroom.

View the film before the class sees it. Previewing allows you to answer a number of crucial questions. Does the content merit the use of class time? Are there portions of the movie that can/should be skipped? Is there any particularly objectionable material? If so, does the importance of the material outweigh the possibility of offending a student?

Always watch the movie with the class (Gross Davis, 1993). In the mind of some students, and some colleagues, a film means, "No learning today" or "The teacher is feeling lazy." If you use the film as a substitute for yourself or if you leave the room and come back when the film is over you are reinforcing these beliefs.

Be aware of copyright laws. In general, legally obtained copies of materials can be used in face-to-face classrooms for educational purposes without violating copyright laws. However, the issue quickly becomes murkier if you want to tape something off television to show in your class. At this point the Fair Use exemption to United States copyright law probably comes into effect. The Fair Use exemption allows for educational use of copyrighted material without permission of the author (amongst other uses). However, Fair Use comprises a short excerpt that is attributed to the original source. Further, the use of the material should not harm the commercial value of the material. If you plan on using a longer piece of material I suggest that you contact your University counsel to determine your University's policy concerning copyrighted material.

HOW DOES ONE FIND A GOOD FILM OR VIDEO?
There is no shortage of films that contain psychological content. In fact, you stand to be overwhelmed by the possibilities if you are not selective in your approach to finding a good film! The two places that I always begin are Instructor's Manuals for the class and my colleagues. Use of the Instructor's Manual insures that the films are relevant to the course and content being covered. However, remember that this does not guarantee that the film is of high quality or useful for your particular classroom. No matter how highly recommended a film is - make sure that you preview it first. If you have more time I suggest that you use the Internet to find additional films, particularly theatrical releases that might be helpful. The best site that I have found for this purpose is www.psychmovies.com.

KNOW YOUR CLASSROOM AND EQUIPMENT
You can spend quite a while previewing films, preparing summaries, and designing exams only to have all of your efforts undermined if some basic preparation is ignored. Remember to practice operating the machinery that you will use in the classroom that you will use to show the film or video. This will help you to determine if you have the proper materials (e.g., adequate sized television, extension cords) and to check to see if there might be barriers to visibility (e.g., glare from late afternoon sun).

Time is of the Essence in the Classroom - Most teachers feel that there is never enough time to cover what they want. So how does a professor take advantage of the benefits of movies without sacrificing other important material?
Do not feel obligated to watch a whole video from beginning to end. Feel free to use brief clips and /or sections of both scholarly and popular videos. This approach has become even easier with the advent of DVD technology that allows you to choose scenes with the push of a button.

One warning with this approach - make sure that you provide your students with the appropriate context to understand the video clip. For example, give your students any important vocabulary or proper names that they might need to know before they see the film (Gross Davis, 1993). Also, provide them with a question or set of questions that they should be able to answer/discuss after viewing the film.

Use of movies - Feel free to fast-forward through the "fluff" when using longer portions of movies. This will allow more time for discussion and tends to keep the students interested in the movie. The student feedback that I have received is that they resent "wasting time" watching material that is not relevant or appropriate. When using this approach let the students know ahead of time that you will be skipping parts of the film and take care to not undermine the continuity of the film.

WHEN THE FILM OR VIDEO TAKES UP THE ENTIRE CLASS PERIOD
Another time issue occurs when the film takes up the whole class. Often the transition to the next class is awkward and scholarly momentum is lost. One method for dealing with this problem is to provide a small assignment to be completed for the next class. This can be as simple as "Generate one thought/reaction/question related to the content of the film." These thoughts and questions can be used as the jumping off point for discussion in the next class. An alternate and frequently enjoyable assignment is to ask your students to act like movie critics and rate the film or video. Ask your students to evaluate both the overall presentation and psychological content separately. Then the next class can begin by asking how many thumbs up the film received on each factor. This assignment regenerates enthusiasm and is a much more useful prompt than "Any thoughts about the film?"

SOLVING ETHICAL ISSUES IN THE USE OF FILM AND VIDEO
Some ethical dilemmas arise when using movies to help teach psychology. Many times the most visually arresting images will be the most powerful for getting your point across (Anderson, 1992). At the same time these images are often controversial and may be offensive to some students. This leads to two questions: should you use the film, and, if you do, how do you address the fact that you are presenting potentially objectionable material?

I approach this first question in much the same way that an Institutional Review Board approaches proposed research. I attempt to balance the potential benefits versus the potential costs and work to find the film that maximizes this ratio. Then, if I am going to use a potentially controversial film I warn the students about how it might be offensive (e.g., harsh language, violence, sexuality). Further, I allow students to leave if they choose to, and, when possible, I provide them with an alternative assignment that helps to cover the material (Anderson, 1992). Afterwards, I work with them to insure that they understand the important concepts covered in the film.

Test on Film and Video Material - Another potentially sticky issue is whether to test students on film content and, if so, how to test them. I agree with Gross Davis' (1993) assertion that if film material is important enough to show in class then it should also appear on a test. However, there are bounds to this logic. If you are merely showing a brief clip to highlight a concept or to spur on conversation then a test question is probably not merited. For instance, I use a humorous scene from Monty Pythons' Search for the Holy Grail where the medieval townsfolk are trying to decide whether a woman is a witch, as a way to indicate the strides that have been made in the assessment of abnormality. Using this scene gets my point across nicely but I would never test students on it.

If you are going to test students on the material you need to tell them before the movie or video. I suggest that you tell them not to take notes and that instead you will provide them with notes or a summary after the film. My rationale for this is simple. If students are taking notes they are not watching the movie. Further, for optimal viewing you want the lights turned down which makes note taking difficult. Finally, the issue arises - How should I test my students on the film content? Many films (moreso than educational videos) present potential problems in that they are more open to differences in interpretation than are lectures or textbooks. Questions pertaining to movies posed in an open-ended manner (e.g., essays) so that students have room to explain the rationale behind their answers work well. Other faculty ask two or three simple factual multiple-choice questions on exams, rewarding students, in essence, for attendance and paying attention.

TEACHING TIPS ON USE OF FILMS OUTSIDE THE CLASSROOM
One of the most important lessons that I learned as a college student was that I could learn as much, if not more, outside the classroom as I did inside of it. For this reason I borrowed an idea from The History Channel and created a Psychology Film and Discussion series. The format involves inviting the university community to four different Hollywood movies throughout the semester. At the end of each a panel of "experts" leads a discussion concerning the psychological aspects of the movie. Each panel member presents a brief reaction to the film and highlights a facet that caught their interest. Then the floor is opened for questions and discussion. The panel usually consists of faculty but also includes knowledgeable and relevant community members. For instance, a lawyer would be helpful when discussing a movie that focuses on legal issues related to psychology. The film series is not used as a class requirement for any psychology course, but many professors at our university offer extra credit for attendance.

The benefits of this format are numerous. For example, time constraints are no longer a concern. Discussions can go in many different, even tangential, directions without worrying about the clock or curriculum issues. Further, this format shows students that psychology can be discussed intelligently outside the classroom. Also, the film series provides students with an opportunity to meet faculty with whom they have not previously interacted. One fringe benefit is that our department has found the film series to be a wonderful recruiting device for attracting psychology majors. Finally it is one more way your college or university can offer educational and intellectual opportunities to its general community.

Once again, an area to be careful with is copyright law. In order to avoid copyright infringement our film series follows three policies. First, the movie has to have been purchased by the university. Movies cannot be rented from the local video store. Second, the movie must be shown for educational purposes. Third, students cannot be charged admission to view the movie, so don't try to use a film series as a fundraiser.

Top Psychology Movies - To give you a head start in finding movies I have included a table that contains 13 movies that are excellent vehicles for presenting psychology to your students. I have used many of these films in class and others have been used for the Psychology Film Series. Obedience is the only film in the list that is not a feature length presentation.

CONCLUSION
Movies can be a wonderful tool for teaching psychology. There is a lot of truth to the clich?? that a picture tells a thousand words. What we must remember, however, is that movies do not provide an easy way out or a day's vacation. Successful use of a film involves as much, if not more, preparation than a traditional lecture.

Now, turn down the lights and pass the popcorn.

Kushboo Blue Film

2009-04-30T01:15:00.000-07:00

Kushboo Blue Film

What Is Blue Ray? - Read On Before Deciding To Upgrade

A lot of people are currently very confused as to which format to go for, HD-DVD or Blue Ray, as the current format war continues. Generally members of the public do not know what strengths, weaknesses and unique selling points there are for each. To understand what blue ray is and be better informed as to your choice you need to know what technology actually makes it work, the film studios that are endorsing the format and some over points which we will cover later on. An upgrade could be an expensive wrong move if you do not go into it with your eyes open.

Blue Laser or Red Laser? - That Is The Question

If somebody stopped you in the street and asked "What is Blue ray?" would you be able to answer them? Probably not. The answer to the question actually lies within the question. Generally it is not possible to define a difference between a Blue ray disc and a DVD disc as the look the same, are the same size and shape.Blue ray is called Blue ray because of the fact that it uses a blue (violet) laser to read and record data of all kinds including the likes of video and audio. Smaller and finer technological processes are used which pushes up the initial costs associated with Blue Ray compared to DVD's. We will however see the costs come down quite rapidly over the years to come as the process becomes more common and the technology easier to produce.

Comparison Example Of What Blue Ray Is

Compare it to a standard DVD as you would compare a calculator to a pc. Both of these can perform all sorts of mathematical equations and much but the pc can perform many times faster than a calculator can as it is infinitely more powerful. Using that example with Blue ray, a DVD and a Blue ray disc can perform the same type of operation but Blue ray is capable of outperforming a DVD, doing a much better job in playing better audio and video.

What Movies Can You Watch

Whilst educating yourself on exactly what Blue ray is, it should be borne in mind what films you will be able to purchase in your chosen format. Some of the popular films you can buy are only available on HD-DVD, whilst alot of the others can be obtained on Blue ray. As at January 2008, if you use a Blue ray player you won't be able to watch the 2007 box office hit Transformers. On the other hand the latest Bond sensation, Casino Royale, will only be available on Blue ray (that said, all of the movies are still released on standard DVD, these comparisons are for next generation video format). You can of course obtain a hybrid player which will obviously play both Blue Ray and HD-DVD but film releases are tending to favor one format or the other.

In conclusion you should at least now have a better understanding of what Blue ray is to enable you to make a more informed decision when you ultimately decide which format to upgrade to.

Kushboo Hollywood News
Kushboo:Still under the arc lights
Ex-queen of the marquee, she was the first heroine in Tamil to get a Superstar status. Her fans even built a temple for her. After marriage and motherhood, Kushboo continues to take the `light, camera, action' calls with the same zeal. Now she is acting and producing a daily mega serial Kalki and hosting a TV game show Jackpot, both for Jaya TV. She has also recently acted in a Tamil film Power of Woman as heroine opposite Hariharan (playback singer) and Riaz Khan. The film is about an Indian girl’s sufferings abroad after her marriage to an NRI. The film was directed by Jayadevi a feminist woman director. Apart from her on screen presence, her openness enables her to instantly connect with people Kushboo looking back at the career and her landmark films feels that her acting skills should be credited to directors and making friends was not a conscious effort. “ I owe it to my directors. Their instructions and advice are mantras that work magic for me. And I do nothing special to establish a rapport with people around me. People say I talk a mile a minute. In stark contrast, my husband Sundar is a man of few words. He sometimes jokes, `With you around where is the scope for me to get a word in?'” Talking about her early salad days Kushboo says “Sheer grit and loads of luck. Bollywood was the stepping-stone. I must have been just 13 and had entered into a showbiz contract with Boney Kapoor. He made sure I learnt classical dances and went swimming regularly (remember the hit number "Bol baby bol rock n roll" with Javed Jaffrey in "Meri Jung"?). Sadly enough, all my films bombed at the box-office. I think I was destined to head southwards. So I packed my bags to try my luck in Telugu and Kannada films. To my utter delight my debut flicks in both the languages turned out to be a hit. The take off in Tamil wasn't really smooth. It took me almost five years to hit big time with "Chinna Thambi." Fame also meant a grueling schedule. With four shoots a day I virtually slept in the car.” Being a star and that too a woman one would think Kushboo would have missed out the life of a young girl since she came to films in her teens. “ The only thing I missed was schooling. But as a girl and a woman I never missed out on anything. I would even go to buy vegetables and groceries, shop for my clothes, eat out and watch movies. In fact, when not shooting, one big gang of family and friends loaded with chips and other munchies would head straight to the theatre. It was great fun. Unlike a star-mom, amma hated me throwing tantrums. She would hardly accompany me to shoots or functions. Even today, she does not bother to take the car, but hops into an auto and goes about her work. I think my family has helped me remain level-headed” Kushboo is very much at home without her superstardom . Reasons Kushboo “ I was hardly obsessed with stardom. After marriage, it mattered much less. Working for television meant balancing home and career comfortably. Like most working women I now work only till 6 p.m. and take off on Sundays. Aren't we all superwomen — handling home, work and thinking about others before taking decisions ?” Kushboo and hubby Sundar also a director of hit films Ullathe Allitha and Anbe Sivam the Kamalhassan starrer along with their two daughters make a happy family. Recalling her days when she was in love with Sundar Kushboo says “Quite stressful indeed. Wonder what we go through to achieve something in our lives. Sundar and I courted each other for six years before we tied the knot. It was difficult for Sundar to get his family to come around. We waited long enough.” Finally, Sundar decided we would go ahead. Sundar has been supportive both on the professional and personal front.” At home when she is free she experiments with recipes. “Thank God, my daughters think I am a great cook. I too love experimenting with recipes, which usually turn out to be like remix numbers. I do diet because basically I have a laid back attitude and so I am not an exercise freak. Anyway, Kollywood never preferred thin heroines so I have survived without shedding weight.”says Kushboo. Recently she was invited to deliver a lecture at a conference of medical students in USA. She talked about her managing her career and marriage. She was delighted. “ Lecturing to group of people who are well educated was a very warm experience since I am a school dropout” As a producer she is happy because her first film Giri( Arjun- Reeema Sen- Ramya) is a hit. “Happy yes but my job was only signing cheques. Sundar took care of everything” commented Kushboo.

Polypropylene Foil Film Capacitor

2009-04-30T01:10:00.000-07:00

POLYPROPYLENE AND FOIL FILM CAPACITORS
RECTANGULAR - WRAP AND FILL - AXIAL LEADS

Foil Capacitors - Polypropylene Film (Non-Inductive)
Non-inductive construction using Polypropylene film, electrode of Aluminum foil with flame retardant plastic box seal or epoxy coating.
SPECIFICATIONS:

1. CAPACITY: TABULATED
2. TOLERANCE: SHALL BE INDICATED BY ONE OF THE FOLLOWINGING SUFFIXS; NONE ?20%, K ? 10%, J ? 5%, H?3%, G?2%, AND F ? 1%.
3. WORKING VOLTAGE: TABULATED.
4. DISSIPATION FACTOR: LESS THAN 0.1% AT 1KHz AND 25?C
5. INSULATION RESISTANCE: SHALL EXCEED 250,000 MEG/MFD., AFTER TWO MINUTE CHARGE AT THE RATED VOLTAGE AND 25?C., NEED NOT EXCEED 500,000 MEGOHMS.
6. DIELECTRIC STRENGTH: SHALL WITHSTAND A SURGE OF 200% OF THE RATED VOLTAGE FOR ONE MINUTE THRU A LIMITING RESISTANCE OF 1 - 5 OHMS PER VOLT.
7. TEMPERATURE RANGE: -55?C TO +85?C, AT RATED VOLTAGE; TO +105?C, WITH 50% VOLTAGE DERATING.
8. CASE: POLYESTER PRESSURE TAPE WITH EPOXY ENDFILL.
9. LEAD MATERIAL: TINNED COPPERWELD WIRE.

Specifications:

* Specification: IEC384-13, GB10188-88
* Category temp. range: -40?C ~ +100?C
* Rated voltage: 400 VDC, 630 VDC, 800 VDC, 1,000 VDC
* Capacitance range: 0.001 ~ 0.47?F (at: 20?C 1KHZ)
* Capacitance tolerance: J(?5%), K(?10%)
* Dissipation factor: 0.1% max (20?C /10KHZ)
* Withstand voltage: 2.0 VR 2s
* Max pulse slope at VR
o UR: P=10 (dV/dt: V/?s)
+ 250V: 4,500
+ 400V: 7,200
+ 630V: 11,200
+ 1,000V: 16,000
o UR: P=15 (dV/dt: V/?s)
+ 250V: 3,000
+ 400V: 4,800
+ 630V: 7,500
+ 1,000V: 12,000
o UR: P=22.5 (dV/dt: V/?s)
+ 250V: 1,300
+ 400V: 2,100
+ 630V: 3,300
+ 1,000V: 5,300
* Insulation resistance:
o CR ? 0.33µF 30,000 M? min (20?C / 100VDC / 60s)
o CR ? 0.33µF 10,000 M? min (20?C / 100VDC / 60s)

Features:

* Applications
o Automotive and Oscillation circuits, timing circuits.
o Electronic ballast and starter circuits.
o Deflection circuits in TV sets (S-correction & fly-back tuning).
o Snubbers.
* Low DF and excellent frequency characteristics.
* High impact current applications.
* Excellent temperature characteristics.
* Branded product
o Buyer's label offered.
* Sample is purchasable.

FEATURES
NPPS type capacitors are wound polypropylene film, metallized polypropylene film and aluminum foil construction and lead wires are completely welded extended foil both sides, and then dipped flame retardant class resin powder or durez. These Capacitors have low dissipation factor, low capacitance change and high Insulation resistance. And then offer Low Dissipation Factor, Linear Capacitance change at high frequencyand High Insulation Resistance under high humidity condition.

POLYPROPYLENE AND FOIL FILM CAPACITORS
ROUND - WRAP AND FILL - AXIAL LEADS

SPECIFICATIONS:

1. CAPACITY: TABULATED
2. TOLERANCE: SHALL BE INDICATED BY ONE OF THE FOLLOWINGING SUFFIXS; NONE ?20%, K ? 10%, J ? 5%, H?3%, G?2%, AND F ? 1%.
3. WORKING VOLTAGE: TABULATED.
4. DISSIPATION FACTOR: LESS THAN 0.1% AT 1KHz AND 25?C
5. INSULATION RESISTANCE: SHALL EXCEED 250,000 MEG/MFD., AFTER TWO MINUTE CHARGE AT THE RATED VOLTAGE AND 25?C., NEED NOT EXCEED 500,000 MEGOHMS.
6. DIELECTRIC STRENGTH: SHALL WITHSTAND A SURGE OF 200% OF THE RATED VOLTAGE FOR ONE MINUTE THRU A LIMITING RESISTANCE OF 1 - 5 OHMS PER VOLT.
7. TEMPERATURE RANGE: -55?C TO +85?C, AT RATED; TO +105?C,FULL RATING, WITH 50% VOLTAGE DERATING
8. CASE: POLYESTER PRESSURE TAPE WITH EPOXY ENDFILL.
9. LEAD MATERIAL: TINNED COPPERWELD WIRE.

POLYSTYRENE FOIL FILM CAPACITOR

2009-04-12T19:24:00.001-07:00

S SERIES POLYSTYRENE FOIL FILM CAPACITOR

APPLICATIONS

Series S polystyrene foil film capacitor have superior electrical properties. They are dry-section, non-polar, non-inductive wound capacitors with low Dissipation Factor, low Dielectric Absorption, high Insulation Resistance and a low Temperature Coefficient.

Series S Capacitors come in several styles: Oval Wrap & Fill (SW Style); Round Wrap & Fill (SR Style); Axial Epoxy Case (SE Style); Radial Epoxy Case (SF Style); Rectangular Hermetically Sealed (SG Style); Round Hermetically Sealed (SL Style). They are available in several sizes including Regular (3 Size code) and Miniature (2 Size code) as well as custom sizes to meet specific customer requirements.

Contact our Engineering Department for special sizes, configurations, capacitance values and AC applications with Anti-Corona construction at all frequencies. Custom metal enclosures are available. Custom designed Feed Through capacitors (SQ Style) are also available for filter applications to specific requirements.

OPERATING TEMPERATURE RANGE

Range: -55?C to +85?C, with voltage derating, 100% of the listed voltage rating from -55?C to +65?C, derate linearly to 60% of the listed voltage rating at +85?C.

LIFE TEST

Series S capacitors shall be capable of withstanding a test of 250 hours at +85?C and 140% of the DC voltage or a test of 250 hours at +125?C and 140% of the DC voltage. The voltage shall be applied to each capacitor through its individual current-limiting resistor as determined from the formula R = 0.025/C, where C is the nominal capacitance in farads and R is in ohms.

The test procedures shall be in accordance with MIL-C-19978, except as noted herein. Not more than one failure in twelve shall be permitted. Any one of the following shall be considered a failure.

1. A change in capacitance of more than 6% from it's initial value.
2. An increase in Dissipation Factor to a value greater than the initial acceptance limit.
3. A decrease in Insulation Resistance to a value less than 60% of the acceptance limit for +25?C.
4. A permanent short or open

VIBRATION

Series S capacitors shall be capable of withstanding a vibration test in accordance with MIL-STD-202, Method 201. The following details and exceptions shall apply:

1. Mounting. The capacitor body shall be rigidly mounted by the entire body length to the vibration test fixture. The leads shall be soldered to rigidly supported terminals and so spaced that the length of each lead from the capacitor is 1/2 ? 1/8 inch from the edge of the supporting terminal.
2. Measurement during Vibration. During the last cycle in each direction, an electrical measurement shall be made to detect intermittent contacts (not to be confused with "self healing" clearings) or open or short circuiting.
3. Examination After Vibration. Capacitors shall be visibly examined for evidence of mechanical damage.

MOISTURE RESISTANCE

Series S capacitor Styles SG and SL (Hermetically Sealed in metal containers) as well as Metal Can Styles SB and SC shall be capable of withstanding the moisture resistance, humidity, and temperature and immersion cycling or MIL-C-19978. Styles SE and SF (Epoxy Case), Styles SW and SR (Wrap & Fill) and SQ (Feed-Through) capacitors are not intended for exposure to high humidity conditions over extended periods of time.

TERMINAL STRENGTH

Series S capacitors utilize tin-plated, copper-clad steel wire terminals which shall be capable of withstanding the following test without mechanical damage to the capacitor or terminals:

1. Pull Test. The capacitor shall withstand a steady pull of 5 pounds axially to the leads for 1 minute.
2. Bend Test. The wire lead terminals shall be bent at a point of 1/4 inch from the body of the capacitor, first 90 degrees in one direction, then back to the original position, and then 90 degrees in the opposite direction.

Film Foil Capacitors

2009-04-12T19:23:00.000-07:00

Film Foil Capacitors
Why Specify Film/Foil Capacitors?

Multi-layer ceramic, aluminum electrolytic and tantalum capacitors achieve high capacitance per unit volume and are an obvious choice for certain applications. However, the electrical performance trade-off associated with the size efficiency of these capacitors make Film capacitors attractive when the following issues are important:
. High Reliability
. Extreme Pulse Currents
. High AC Voltage
. Non-standard Values and/or Tight Tolerance
. Low Dielectric Absorption
. Extremely small capacitance change with applied voltage
. Capacitance Stability over Frequency
. Small capacitance change with temperature change
Differences between Film/Foil and Metallized Film Capacitors?

Film/Foil capacitors consist of two plates of aluminum foil, which act as the electrodes, separated by a film used as the dielectric. These materials are non-inductively wound to form the capacitor section. The wire leads are welded directly to the aluminum foil which extends out on both sides of the capacitor section, hence the term extended foil design (see illustration). In order to provide the utmost in dependability a sufficient thickness of dielectric film is essential. This construction criteria is the primary reason why the physical dimensions of Film/Foil capacitors are larger than that of the metallized types.

In contrast to the Film/Foil capacitor, where the electrode is an independent layer of aluminum foil, the electrode for the metallized film capacitor is an extremely thin layer of metal which is vacuum-deposited directly onto the dielectric film. The wire lead is connected to the electrodes by means of a metal spray applied to each end of the capacitor section; the lead wire is welded to this metal end spray (see illustration). Metallized film capacitors are manufactured using a thinner dielectric film than that which is used in the same rated Film/Foil design. This is possible due to the self-healing characteristics of the metallized film. Self-healing, or clearing, removes a fault or short circuit in the dielectric film by vaporizing the metal electrode surrounding the defect and isolating the area.

Advantages and Benefits of Film/Foil versus Metallized

Several advantages the Film/Foil capacitor design offers over metallized are a higher insulation resistance, better capacitance stability, high current carrying capabilities for pulse applications (high dV/dt capability) and a lower dissipation factor. The excellent heat dissipation of the Film/Foil design is a result of the metal foil electrodes acting as heat sinks, which draw heat out from the interior of the unit. This superior heat dissipation allows for a higher voltage application, in comparison to the metallized, at the same frequency. The extended foil design also allows for operation at higher peak currents and faster duty cycles.

In addition, the type 715P and 716P units rated 800 Volts DC and above, the 715P/717P High Voltage Orange Drop* and the 778P/779P 400 VAC units incorporate a series-section design which utilizes a metallized polypropylene common (see illustration). Therefore you obtain the benefits of an extended foil design plus the self-healing characteristics of the metallized.
Film/Foil characteristics and applications.