SEO Audit

Should I Use a VGA Splitter or DVI Splitter for Video Signal Input and Output?

Technology enhancements in video signal transmission has ensured analogue and digital signals are transmitted using different devices, for instance there are several types of video splitters on the market to select from for video duplication.

The decision must be canvassed thoroughly before buying a VGA or DVI video splitter. Therefore let’s outline what VGA and DVI are, as well as the timeline they were both released.

Video Graphics Adaptor (VGA) technology has been available since 1987 thanks to IBM for development of this analogue video display technology that went onto become a standard used when referring to analogue video display standards.

VGA hardware and the software enable the data processed to become graphical data that can be displayed on a display monitor. The actual resolution for VGA is set at 640 x 480 pixels in display resolution for width and height respectively. However VGA display resolution has been enhanced with higher video resolutions such as SVGA, XGA and UXGA et al. In addition, the majority of manufacturers and resellers still refer to a VGA splitter as ‘VGA Splitter’, even though VGA has higher analogue video resolutions available, such as mentioned early like SVGA, XGA and UXGA.

VGA can carry only analogue video signals thus if you require audio as well, a separate audio connection is required. There are numerous VGA splitters that have audio capabilities built-in to the VGA splitter, for instance several Smart View devices have models available with an audio stereo 3.5mm socket for each video connection.

Digital Visual Interface (DVI) is a newer technology that was released in 1999 by Digital Design Working Group. DVI superseded VGA, and as the name implies, DVI is uncompressed digital video data that is displayed on monitors and projector screens via DVI connectors. There are three main DVI connector types available on the market each with a specific pin arrangement interface, for example DVI-I, DVI-D and DVI-A. Moreover the three DVI connectors support certain video formats, for example:

• DVI-I is integrated video both analogue and digital signal support

• DVI-A is analogue video signal support

• DVI-D is digital video signal support

The key feature about DVI is its compatible with VGA. The two video interfaces work well with one another when an adaptor is utilised.

DVI has two methods available to stream the video signal between devices, which is known as Single link and Dual link. DVI single link maximum resolution is up to 1920 x 1200 (WUXGA) @ 60 Hz, while DVI dual link can produce much higher resolution, but depends on several factors, such as cable copper bandwidth limitations, DVI source limitations, and DVI sync limitations. Additionally DVI supports hot plugging meaning it can be connected and disconnected without powering down the system. However VGA isn’t suitable for hot plugging hence requires the system be shut down first before connection of VGA cables.

In the early days of DVI it was envisaged that DVI would become the recognised standard for digital format. However, DVI was mainly used with computer display monitors and not so much with household TV scenarios.

DVI can stream digital video very well however it can’t transfer audio signals. To enable audio on a DVI splitter you’ll require digital audio capability built-in to the devices with separate audio connections. Furthermore, the release of High-Definition Multimedia Interface (HDMI) technology that can transmit uncompressed digital video and digital audio signals together has ensured HDMI quickly became the popular choice for digital video output to display panels.

The new computer desktops don’t have VGA connections available on most systems. Usually there are DVI or DisplayPort connections instead. The DisplayPort digital interface superseded DVI in 2006 however you still see DVI utilised. Occasionally Information Communication Technology (ICT) hardware staff may be required to mix-and-match connections with adapters, for instance, if a machine has a VGA socket but the display monitor has a DVI connector, an adapter can be utilised since DVI is backward compatible. Note: the signal will still be VGA quality that is transmitted unless a dedicated electrical VGA to DVI converter is used.

When selecting a DVI or VGA splitter ensure you check the specifications for the product, for example resolution supported, frequency rate, the display video type supported, connection types for interface input/output, power adaptor required, switching off/on functions, built-in amplifier booster and whether incorporated with audio socket or not.

The most common video splitter is the type ‘one input video source to two outputs video’ destination. However there are numerous configurations to select from for video input and output setups. Another type of splitter is called a ‘video matrix’ that can have two or more video inputs and two or more video outputs. This can be handy for multiple sources that can be switched on/off to achieve the desired video output display. Each video splitter will suit a particular scenario for video presentation so choose wisely. In addition, several brand video splitters can be cascaded, such as Smart View.

To maintain the integrity of the video signal high quality VGA cables with ferrite filters should be interconnected with the devices. If the installer decides to skimp on the cost of VGA cables for the installation signal degradation can lead to problems such as ghosting and pixelation.

There are DVI splitters and DVI boosters with High-bandwidth Digital Content Protection (HDCP) incorporated into the devices. Authorised digital video content is only allowed to be transmitted and received between HDCP devices while VGA analogue signals aren’t restricted with this security protocol. Some users have reported interconnection issues when using HDCP enabled devices, such as handshaking connection problems and continuity in live video streaming.

If you have the newest high-definition display monitors you should consider HDMI splitters as well. VGA can be problematic when outputting video signals to large panel screens like Plasma TV, LED widescreen TV and OLED TVs. Especially video quality degradation issues and pixelation problems may occur when VGA is the source to high-definition products.

VGA splitters have generally been more popular with computer display monitors over the years than DVI. The cost for a VGA splitter is usually less than its equivalent DVI product. Furthermore with the popularity of the superior HDMI technology integrated into high-definition TVs and notebooks has ensured DVI splitters are less common. With most people selecting a HDMI splitter for their digital video and audio solutions over the less-features of DVI.

Finally, you should consider several pivotal factors for your decision, such as the quality of the video resolution broadcasted you require, and whether it’s digital, or analogue equipment utilised in your setup. Furthermore check the product specifications before purchase, and consider if you require audio as well for the video broadcast? Moreover if you implement a VGA splitter or DVI splitter choose one with a booster built-in to the device. The costs should be secondary to ensure you’re satisfied with your ultimate decision.

Educational Leaders Must Strive To Increase Resources Available For Their Schools

Contemporary educational leaders function in complex local contexts. They must cope not only with daily challenges within schools but also with problems originating beyond schools, like staffing shortages, problematic school boards, and budgetary constraints. There are some emerging patterns and features of these complex contexts that educational leaders should recognize. Educational leaders face a political terrain marked by contests at all levels over resources and over the direction of public education.

The vitality of the national economy has been linked to the educational system, shifting political focus on public education from issues of equity to issues of student achievement. States have increasingly centralized educational policymaking in order to augment governmental influence on curriculum, instruction, and assessment. With the rise of global economic and educational comparisons, most states have emphasized standards, accountability, and improvement on standardized assessments. Paradoxically, some educational reforms have decentralized public education by increasing site-based fiscal management.

School leaders in this new environment must both respond to state demands and also assume more budget-management authority within their buildings. Meanwhile, other decentralizing measures have given more educational authority to parents by promoting nontraditional publicly funded methods of educational delivery, such as charter schools and vouchers. Political pressures such as these have significantly changed the daily activities of local educational leaders, particularly by involving them intensively in implementing standards and assessments. Leaders at all levels must be aware of current trends in national and state educational policy and must decide when and how they should respond to reforms.

The many connections between education and economics have posed new challenges for educational leaders. As both an economic user and provider, education takes financial resources from the local community at the same time as it provides human resources in the form of students prepared for productive careers. Just as the quality of a school district depends on the district’s wealth, that wealth depends on the quality of the public schools. There is a direct relationship between educational investment and individual earnings. Specifically, it has been found that education at the elementary level provides the greatest rate of return in terms of the ratio of individual earnings to cost of education. This finding argues for greater investment in early education. Understanding these connections, educational leaders must determine which educational services will ensure a positive return on investment for both taxpayers and graduates. Where local economies do not support knowledge-based work, educational investment may indeed generate a negative return. Leaders must endeavor to support education for knowledge-based jobs while encouraging communities to be attractive to industries offering such work. Educational leaders must be aware of the nature of their local economies and of changes in local, national, and global markets. To link schools effectively to local economies, leaders should develop strong relationships with community resource providers, establish partnerships with businesses and universities, and actively participate in policymaking that affects education, remembering the complex interdependence between education and public wealth.

Two important shifts in the nation’s financial terrain in the past 19 years have worked to move the accountability of school leaders from school boards to state governments. First, the growth in state and federal funding for public education constrains leaders to meet governmental conditions for both spending and accountability. Second, state aid has been increasingly linked to equalizing the “adequacy” of spending across districts, which has influenced leaders to use funds for producing better outcomes and for educating students with greater needs, including low-income and disabled children. Complicating these shifts are the widely varying financial situations among jurisdictions. These financial differences have made significant disparities in spending between districts in urban areas and districts in rural areas common. In this dynamic financial context, educational leaders must strive to increase resources available for their schools, accommodate state accountability systems, and seek community support, even as they strive to increase effective use of resources by reducing class size, prepare low-achieving children in preschool programs, and invest in teachers’ professional growth.

Recently, two important accountability issues have received considerable attention. The first has to do with market accountability. Since markets hold service providers accountable, if the market for education choices like charter schools and vouchers grows, leaders may be pressured to spend more time marketing their schools. The second issue has to do with political accountability. State accountability measures force leaders to meet state standards or face public scrutiny and possible penalties. The type of pressure varies among states according to the content, cognitive challenges, and rewards and punishments included in accountability measures. School leaders can respond to accountability pressures originating in state policies by emphasizing test scores, or, preferably, by focusing on generally improving effectiveness teaching and learning. The external measures resulting from political accountability trends can focus a school staff’s efforts, but leaders must mobilize resources to improve instruction for all students while meeting state requirements. And they must meet those demands even as the measures, incentives, and definitions of appropriate learning undergo substantial change.

Public education is expanding in terms of both student numbers and diversity. An increasingly contentious political environment has accompanied the growth in diversity. Immigration is also shaping the demographic picture. For example, many immigrant children need English-language training, and providing that training can strain school systems. Economic changes are also affecting schools, as the number of children who are living in poverty has grown and poverty has become more concentrated in the nation’s cities.

The shift to a knowledge-based economy and demographic changes accompanying the shift challenge the schools that are attempting to serve area economies. Given such demographic challenges, school leaders must create or expand specialized programs and build capacity to serve students with diverse backgrounds and needs. Leaders must also increase supplemental programs for children in poverty and garner public support for such measures from an aging population. Educational leaders must cope with two chief issues in this area: First, they must overcome labor shortages; second, they must maintain a qualified and diverse professional staff. Shortages of qualified teachers and principals will probably grow in the next decade. Rising needs in specialty areas like special, bilingual, and science education exacerbate shortages. Causes of projected shortages include population growth, retirements, career changes,and local turnover. Turnover generally translates into a reduction of instructional quality resulting from loss of experienced staff, especially in cities, where qualified teachers seek better compensation and working conditions elsewhere. In order to address shortages, some jurisdictions have intensified recruiting and retention efforts, offering teachers emergency certification and incentives while recruiting administrators from within teacher ranks and eliminating licensure hurdles. In these efforts, leaders should bear in mind that new staff must be highly qualified. It is critical to avoid creating bifurcated staffs where some are highly qualified while others never acquire appropriate credentials. Leaders must also increase the racial and ethnic diversity of qualified teachers and administrators. An overwhelmingly White teacher and principal corps serves a student population that is about 31% minority (much greater in some areas). More staff diversity could lead to greater understanding of different ways of thinking and acting among both staff and students. This survey of the current context of educational leadership reveals three dominant features. First, the national shift toward work that requires students to have more education has generated demands for greater educational productivity. Second, this shift has caused states to play a much larger role in the funding and regulation of public education. Third, states’ regulatory role has expanded to include accountability measures to ensure instructional compliance and competence. Educational leaders must take heed of these features if they hope to successfully navigate the current educational terrain.