title: Rapid time-domain simulation of fractional capacitors with SPICE

authors: Wilson, Marcus T.

abstract: Fractional capacitors, commonly called constant-phase elements or CPEs, are used in modeling and control applications, for example, for rechargeable batteries. Unfortunately, they are not natively supported in the well-used circuit simulator SPICE. This manuscript presents and demonstrates a modeling approach that allows users to incorporate these elements in circuits and model the response in the time domain. The novelty is that we implement for the first time a particular configuration of RC elements in parallel in a Foster-type network with SPICE in order to simulate a constant-phase element across a defined frequency range. We demonstrate that the circuit produces the required impedance spectrum in the frequency domain, and shows a power-law voltage response to a step change in current in the time domain, consistent with theory, and is able to reproduce the experimental voltage response to a complicated current profile in the time domain. The error depends on the chosen frequency limits and the number of RC branches, in addition to very small SPICE numerical errors. We are able to define an optimum circuit description that minimizes error while maintaining a short computation time. The scientific value is that the work permits rapid and accurate evaluation of the response of CPEs in the time domain, faster than other methods, using open source tools.

text: Rapid time-domain simulation of fractional capacitors with SPICE Fractional capacitors, commonly called constant-phase elements or CPEs, are used in modeling and control applications, for example, for rechargeable batteries. Unfortunately, they are not natively supported in the well-used circuit simulator SPICE. This manuscript presents and demonstrates a modeling approach that allows users to incorporate these elements in circuits and model the response in the time domain. The novelty is that we implement for the first time a particular configuration of RC elements in parallel in a Foster-type network with SPICE in order to simulate a constant-phase element across a defined frequency range. We demonstrate that the circuit produces the required impedance spectrum in the frequency domain, and shows a power-law voltage response to a step change in current in the time domain, consistent with theory, and is able to reproduce the experimental voltage response to a complicated current profile in the time domain. The error depends on the chosen frequency limits and the number of RC branches, in addition to very small SPICE numerical errors. We are able to define an optimum circuit description that minimizes error while maintaining a short computation time. The scientific value is that the work permits rapid and accurate evaluation of the response of CPEs in the time domain, faster than other methods, using open source tools.

year: 2024-01-01

title: Supervisory skills training for the neglected supervisors: development and preliminary evaluation of an autonomy-supportive programme

authors: Yong, Amy

subjects: Andragogy

abstract: Purpose
Previous studies have demonstrated that an autonomy-supportive supervision style is associated with improved well-being and positive behaviours for supervisees. However, autonomy-supportive training (AST) has yet to be tailored to suit supervisors in low-skilled occupations for whom traditional pedagogical approaches may be inappropriate. The purpose of this paper is to describe the development and preliminary evaluation of AST for these supervisors, using self-determination theory (SDT) and andragogical principles of adult learning.

Design/methodology/approach
SDT and andragogical principles were systematically integrated to develop (a 3 h) AST programme. The training sessions were trialled with 11 first-line supervisors in New Zealand as a preliminary evaluation of AST. The evaluation used open-ended questions following Kirkpatrick’s evaluation model and incorporated the trainer’s reflections.

Findings
Supervisors found AST relevant, easy to understand and suited to their approach to learning. Trainer’s reflections also provided insight into the challenges in conducting such training for supervisors in low-skilled occupations and the article makes suggestions to address these challenges.

Research limitations/implications
AST can be successfully tailored to first-line supervisors, indicating that an autonomy-supportive style of leadership is relevant for those employed in low-skilled occupations. This initial evaluation provides a foundation for future studies to conduct higher-level assessment of AST.

Practical implications
AST can be utilised to provide first-line supervisors with access to improved leadership development opportunities. Challenges of conducting this kind of training programme in a context of low-skilled occupations are addressed and recommendations made for organisations and trainers.

Originality/value
This study is novel as it demonstrates the development of AST, a leadership skills training, tailored to suit the needs of an understudied group, supervisors in low-skilled occupations.

text: Supervisory skills training for the neglected supervisors: development and preliminary evaluation of an autonomy-supportive programme Purpose
Previous studies have demonstrated that an autonomy-supportive supervision style is associated with improved well-being and positive behaviours for supervisees. However, autonomy-supportive training (AST) has yet to be tailored to suit supervisors in low-skilled occupations for whom traditional pedagogical approaches may be inappropriate. The purpose of this paper is to describe the development and preliminary evaluation of AST for these supervisors, using self-determination theory (SDT) and andragogical principles of adult learning.

Design/methodology/approach
SDT and andragogical principles were systematically integrated to develop (a 3 h) AST programme. The training sessions were trialled with 11 first-line supervisors in New Zealand as a preliminary evaluation of AST. The evaluation used open-ended questions following Kirkpatrick’s evaluation model and incorporated the trainer’s reflections.

Findings
Supervisors found AST relevant, easy to understand and suited to their approach to learning. Trainer’s reflections also provided insight into the challenges in conducting such training for supervisors in low-skilled occupations and the article makes suggestions to address these challenges.

Research limitations/implications
AST can be successfully tailored to first-line supervisors, indicating that an autonomy-supportive style of leadership is relevant for those employed in low-skilled occupations. This initial evaluation provides a foundation for future studies to conduct higher-level assessment of AST.

Practical implications
AST can be utilised to provide first-line supervisors with access to improved leadership development opportunities. Challenges of conducting this kind of training programme in a context of low-skilled occupations are addressed and recommendations made for organisations and trainers.

Originality/value
This study is novel as it demonstrates the development of AST, a leadership skills training, tailored to suit the needs of an understudied group, supervisors in low-skilled occupations.

year: 2019

title: “This is not us”: But actually, it is. Talking about when to raise the issue of colonisation.

authors: Waitoki, Waikaremoana

abstract: This paper is a commentary on some of the responses to the public narrative of the events after the March 15th Christchurch attack. Several colleagues had publicly and privately, offered their views on the Government’s and media outlets use of terms such as ‘unprecedented’, ‘our loss of innocence’ and ‘our darkest day’. A fiery and empassioned exchange of words emerged on social media about the statement: ‘This is not us’. By exposing the counternarrative to these emotion laden terms, a shady past, and invisible present was revealed. However, the timing of the talk about colonisation also seemed out of step with the need for sensitivity. This paper also explores the role of White supremacy and causal racism in New Zealand. A personal I/we/us narrative style is used throughout the paper to describe how Muslim and Maori lives intersected prior to, and after the attack. The timeline of events is primarily 1 week, and up to 6 weeks post the attack.

text: “This is not us”: But actually, it is. Talking about when to raise the issue of colonisation. This paper is a commentary on some of the responses to the public narrative of the events after the March 15th Christchurch attack. Several colleagues had publicly and privately, offered their views on the Government’s and media outlets use of terms such as ‘unprecedented’, ‘our loss of innocence’ and ‘our darkest day’. A fiery and empassioned exchange of words emerged on social media about the statement: ‘This is not us’. By exposing the counternarrative to these emotion laden terms, a shady past, and invisible present was revealed. However, the timing of the talk about colonisation also seemed out of step with the need for sensitivity. This paper also explores the role of White supremacy and causal racism in New Zealand. A personal I/we/us narrative style is used throughout the paper to describe how Muslim and Maori lives intersected prior to, and after the attack. The timeline of events is primarily 1 week, and up to 6 weeks post the attack.

year: 2019