title: Investigations on the surge withstand capability of SCALED System

authors: Udas, Pranav

subjects: Surge

abstract: Simple resistor-capacitor (RC) circuit theory is extended in developing Supercapacitor Assisted (SCA) technique by placing supercapacitor (SC) in series with the useful load. Part of wasted energy in a RC loop is utilised by this useful load resulting in increased overall efficiency of the circuit. 
In Supercapacitor Assisted Light Emitting Diode (SCALED) converter, developed for a DC microgrid system, two SC banks with LEDs form the modified RC loops. A complete SCALED system prototype is in field trial at Ports of Auckland Limited (POAL).
Target of this project was to test transient surge withstand capability of SCALED system so that its vulnerability to lightning surges could be minimised. Noiseken LSS-6110 Lightning Surge Simulator (LSS) was used to generate high voltage transient surges as per IEEE C62.41 standards. Surge propagation through different parts of SCALED was studied stage by stage with PV panel providing two different paths for surge energy to travel. Tests revealed that SCALED itself is able to withstand limited transient surges due to the buffer SC bank connected across its input ports. However, some operational time delay was observed which is due to processing circuits sensitive to transients. Thesis provides an initial approach towards developing surge protected SCALED system.

text: Investigations on the surge withstand capability of SCALED System Simple resistor-capacitor (RC) circuit theory is extended in developing Supercapacitor Assisted (SCA) technique by placing supercapacitor (SC) in series with the useful load. Part of wasted energy in a RC loop is utilised by this useful load resulting in increased overall efficiency of the circuit. 
In Supercapacitor Assisted Light Emitting Diode (SCALED) converter, developed for a DC microgrid system, two SC banks with LEDs form the modified RC loops. A complete SCALED system prototype is in field trial at Ports of Auckland Limited (POAL).
Target of this project was to test transient surge withstand capability of SCALED system so that its vulnerability to lightning surges could be minimised. Noiseken LSS-6110 Lightning Surge Simulator (LSS) was used to generate high voltage transient surges as per IEEE C62.41 standards. Surge propagation through different parts of SCALED was studied stage by stage with PV panel providing two different paths for surge energy to travel. Tests revealed that SCALED itself is able to withstand limited transient surges due to the buffer SC bank connected across its input ports. However, some operational time delay was observed which is due to processing circuits sensitive to transients. Thesis provides an initial approach towards developing surge protected SCALED system.

year: 2021

title: Antecedents of User Acceptance of Technology in the Workplace: An extension of the Technology Acceptance Model

authors: Botha, Danielle

abstract: In a world that is highly dependent on technology, it has become increasingly important for organisations to stay up to date with the rapid technological changes. The introduction of new technology is more often than not motivated by the need to increase employee productivity and efficiency in order to achieve maximum work output; all while keeping organisational costs down.
Drawing on 96 participants from an organisation within the power, gas and infrastructure industry, the current study investigated user acceptance of technology and the antecedents to this acceptance that impact upon the acceptance and adoption of new technology.
Results supported past research in showing that perceived usefulness and perceived ease of use are strong determinants of, both direct and indirect, behavioural intention to use. Job relevance, computer anxiety and computer self-efficacy are also shown to be important antecedents of technology acceptance. Additionally, the results failed to provide support for the commonly held belief that age has a negative relationship with technology use.
Mediation analysis showed that the effect perceived ease of use has on behavioural intention to use, operates through perceived usefulness; suggesting that, despite being easy to use, new technology will not be used if it does not prove its usefulness. Mediation analysis also showed that the effect of computer anxiety on perceived ease of use was indirect through computer self-efficacy. This means that the self-efficacy an individual has will weaken the effect that their computer anxiety has on their perceived ease of use.

Overall, this study explores what impacts and influences the acceptance and adoption of new technology in the workplace. This research has successfully adapted the Technology Acceptance Model in order to suit the current needs and provides further support of the external factors that impact upon this model. The current study also challenges the notion that age has a negative impact upon technology usage in the workplace.

text: Antecedents of User Acceptance of Technology in the Workplace: An extension of the Technology Acceptance Model In a world that is highly dependent on technology, it has become increasingly important for organisations to stay up to date with the rapid technological changes. The introduction of new technology is more often than not motivated by the need to increase employee productivity and efficiency in order to achieve maximum work output; all while keeping organisational costs down.
Drawing on 96 participants from an organisation within the power, gas and infrastructure industry, the current study investigated user acceptance of technology and the antecedents to this acceptance that impact upon the acceptance and adoption of new technology.
Results supported past research in showing that perceived usefulness and perceived ease of use are strong determinants of, both direct and indirect, behavioural intention to use. Job relevance, computer anxiety and computer self-efficacy are also shown to be important antecedents of technology acceptance. Additionally, the results failed to provide support for the commonly held belief that age has a negative relationship with technology use.
Mediation analysis showed that the effect perceived ease of use has on behavioural intention to use, operates through perceived usefulness; suggesting that, despite being easy to use, new technology will not be used if it does not prove its usefulness. Mediation analysis also showed that the effect of computer anxiety on perceived ease of use was indirect through computer self-efficacy. This means that the self-efficacy an individual has will weaken the effect that their computer anxiety has on their perceived ease of use.

Overall, this study explores what impacts and influences the acceptance and adoption of new technology in the workplace. This research has successfully adapted the Technology Acceptance Model in order to suit the current needs and provides further support of the external factors that impact upon this model. The current study also challenges the notion that age has a negative impact upon technology usage in the workplace.

year: 2018

title: The centrality of relationships for pedagogy: The Whanaungatanga Thesis

authors: Bishop, Russell

subjects: addressing educational disparities

abstract: Te Kotahitanga is a research and professional development project that seeks to reduce educational disparities between indigenous Māori students and their non-Māori peers in New Zealand secondary schools. While evidence of the impact of the project on teachers’ practice and the associated gains made by Māori students has been published previously, in order for the work of Te Kotahitanga to contribute to the broader educational research community, its pedagogical premises require empirical verification. To do so, we must first establish the validity of the pedagogical data by addressing two questions: (a) To what degree can the data gathered in the collaborative processes of Te Kotahitanga be used as a measure of pedagogical quality? and (b) Do these data support the foundational hypothesis of the project, that “extended family” relationships, as understood by Māori people when using the Māori term, whanaungatanga, are a central necessary component of overall pedagogical quality? This article provides an account of the context of this work then presents an analysis directed to these questions in turn. First, our analysis of the observational data gathered during the Te Kotahitanga professional development process is presented, followed by the measures that were developed for each of the main dimensions of pedagogy addressed in this work. Second, using these measures we present our analysis of the inter-relation among these dimensions of pedagogy to test the Whanaungatanga pedagogical thesis.

text: The centrality of relationships for pedagogy: The Whanaungatanga Thesis Te Kotahitanga is a research and professional development project that seeks to reduce educational disparities between indigenous Māori students and their non-Māori peers in New Zealand secondary schools. While evidence of the impact of the project on teachers’ practice and the associated gains made by Māori students has been published previously, in order for the work of Te Kotahitanga to contribute to the broader educational research community, its pedagogical premises require empirical verification. To do so, we must first establish the validity of the pedagogical data by addressing two questions: (a) To what degree can the data gathered in the collaborative processes of Te Kotahitanga be used as a measure of pedagogical quality? and (b) Do these data support the foundational hypothesis of the project, that “extended family” relationships, as understood by Māori people when using the Māori term, whanaungatanga, are a central necessary component of overall pedagogical quality? This article provides an account of the context of this work then presents an analysis directed to these questions in turn. First, our analysis of the observational data gathered during the Te Kotahitanga professional development process is presented, followed by the measures that were developed for each of the main dimensions of pedagogy addressed in this work. Second, using these measures we present our analysis of the inter-relation among these dimensions of pedagogy to test the Whanaungatanga pedagogical thesis.

year: 2013