title: Measurement for fractional characteristic of lithium batteries

authors: Hasan, Rahat

abstract: It is shown that RC circuits are inappropriate for modelling the transient runtime characteristics of battery voltage. In contrast, impedance-frequency measurements suggest that a fractional capacitor or “constant phase element” (CPE) can represent battery impedance over a wide frequency range. In this paper, we present evidence that shows RC models of rechargeable batteries to be theoretically inappropriate. We then propose a fractional mathematical model which uses 3 parameters to predict charge-voltage characteristics or steady- state Q-V function of a Li-ion cell.

text: Measurement for fractional characteristic of lithium batteries It is shown that RC circuits are inappropriate for modelling the transient runtime characteristics of battery voltage. In contrast, impedance-frequency measurements suggest that a fractional capacitor or “constant phase element” (CPE) can represent battery impedance over a wide frequency range. In this paper, we present evidence that shows RC models of rechargeable batteries to be theoretically inappropriate. We then propose a fractional mathematical model which uses 3 parameters to predict charge-voltage characteristics or steady- state Q-V function of a Li-ion cell.

year: 2019

title: Saudi secondary school science teachers' perceptions of the use of ICT tools to support teaching and learning

authors: Almaghlouth, Osamah Abdulwahab D.

subjects: ICT

abstract: This research was conducted to investigate the Saudi science teachers' perception of the
use of Information and Communication Technology (ICT) tools to enhance teaching and
learning and undertake a small and groundwork examination of these teachers current use
of ICT.
It draws on the interpretive paradigm (Cohen  Manion, 1994), where the focus is on
how people interpret and make sense of their world. From this interpretive perspective
the beliefs of Saudi secondary school science teachers, in relation to the benefits of ICT,
their current use of ICT and their perceived needs for improvement in the use of ICT in
the classroom were investigated.
Saudi secondary schools science teachers from both girls' and boys' schools in three
different types of schools have been involved in this study. There were 28 government
schools (9 girls' and 19 boys' schools), four small schools in rented premises (2 girls'
and 2 boys' schools) and four Aramco schools (1 girls' and 3 boys' schools). These
schools were in different districts: Aldammam city, Alkhobar city, Aldahran city,
Alqateaf city and Sufwa city. The teachers were asked to voluntarily participate in the
study and 131 teachers out of 200 (86 male and 45 female, 65 %) completed the
questionnaire. Analysis of the data, together with the relevant literature builds a picture
of the use of ICT in science education. Providing ICT hardware and software resources to
a school is not enough to ensure significant developments in use of ICT for teaching and
learning in Saudi science classrooms. Access to working ICT continues to be an issue for
these teachers. Although teachers identified many benefits to teachers and students from
using ICT and had made individual efforts to develop their use of ICT for admin
planning and lesson preparation, they also identified barriers. These barriers focused on a
lack of appropriate professional development and technical support.
The findings have implications for future development in the area of ICT. It is expected
that the results of the research will guide future research and development in the country
and outline the importance of the use of information and communication technology in
education for teachers, students, parents and decision-makers. It will contribute
information towards decision-making and planning in future projects.

text: Saudi secondary school science teachers' perceptions of the use of ICT tools to support teaching and learning This research was conducted to investigate the Saudi science teachers' perception of the
use of Information and Communication Technology (ICT) tools to enhance teaching and
learning and undertake a small and groundwork examination of these teachers current use
of ICT.
It draws on the interpretive paradigm (Cohen  Manion, 1994), where the focus is on
how people interpret and make sense of their world. From this interpretive perspective
the beliefs of Saudi secondary school science teachers, in relation to the benefits of ICT,
their current use of ICT and their perceived needs for improvement in the use of ICT in
the classroom were investigated.
Saudi secondary schools science teachers from both girls' and boys' schools in three
different types of schools have been involved in this study. There were 28 government
schools (9 girls' and 19 boys' schools), four small schools in rented premises (2 girls'
and 2 boys' schools) and four Aramco schools (1 girls' and 3 boys' schools). These
schools were in different districts: Aldammam city, Alkhobar city, Aldahran city,
Alqateaf city and Sufwa city. The teachers were asked to voluntarily participate in the
study and 131 teachers out of 200 (86 male and 45 female, 65 %) completed the
questionnaire. Analysis of the data, together with the relevant literature builds a picture
of the use of ICT in science education. Providing ICT hardware and software resources to
a school is not enough to ensure significant developments in use of ICT for teaching and
learning in Saudi science classrooms. Access to working ICT continues to be an issue for
these teachers. Although teachers identified many benefits to teachers and students from
using ICT and had made individual efforts to develop their use of ICT for admin
planning and lesson preparation, they also identified barriers. These barriers focused on a
lack of appropriate professional development and technical support.
The findings have implications for future development in the area of ICT. It is expected
that the results of the research will guide future research and development in the country
and outline the importance of the use of information and communication technology in
education for teachers, students, parents and decision-makers. It will contribute
information towards decision-making and planning in future projects.

year: 2008

title: Barriers and facilitators of access to psychological services for indigenous populations: A scoping review and thematic analysis

authors: Plessas, Anna

abstract: Background:
The extent to which behavior-analytic interventions are offered to Indigenous populations across CANZUS in accessible and culturally appropriate ways is unknown. We conducted a scoping review with a thematic analysis of the extant literature to find: (1) what are the barriers and facilitators for providing effective and equitable delivery of psychological services (with a behavioral component) to Indigenous populations; and (2) what tools and practices exist for an effective and equitable service delivery.
Methods:
We systematically reviewed Medline, CINAHL, PubMed, PsycInfo, Web of science, Ovid and INNZ databases between 1990 and 2020. For the scoping review, we adhered to the JBI methodological approach (2015) and the PRISMA strategy for the identification, selection, and appraisal of the reviewed articles. A total of 1265 unique articles met the criteria for the screening by title; 238 by abstract; 57 were included for full text assessment; and 37 were included in the final analysis.
Results:
Three themes were revealed to account for the barriers and facilitators of culturally friendly practices: (1) connecting practices are about interactions shaping the relationship between service provider and service client; (2) innovative practices test new approaches and innovations that could facilitate access to psychological services and overcome barriers, and (3) reflective practices are about critically examining the processes and actions undertaken toward effective cultural adaptation of services.
Conclusions:
Our analysis suggests that the level of success in bringing together services and the recipients of treatment (connection), showing flexibility and persistence in finding solutions (innovation) and examining the role of our behaviors in reaching our goals (reflection) is determined by the providers' action in the aforementioned three dimensions of practice.

text: Barriers and facilitators of access to psychological services for indigenous populations: A scoping review and thematic analysis Background:
The extent to which behavior-analytic interventions are offered to Indigenous populations across CANZUS in accessible and culturally appropriate ways is unknown. We conducted a scoping review with a thematic analysis of the extant literature to find: (1) what are the barriers and facilitators for providing effective and equitable delivery of psychological services (with a behavioral component) to Indigenous populations; and (2) what tools and practices exist for an effective and equitable service delivery.
Methods:
We systematically reviewed Medline, CINAHL, PubMed, PsycInfo, Web of science, Ovid and INNZ databases between 1990 and 2020. For the scoping review, we adhered to the JBI methodological approach (2015) and the PRISMA strategy for the identification, selection, and appraisal of the reviewed articles. A total of 1265 unique articles met the criteria for the screening by title; 238 by abstract; 57 were included for full text assessment; and 37 were included in the final analysis.
Results:
Three themes were revealed to account for the barriers and facilitators of culturally friendly practices: (1) connecting practices are about interactions shaping the relationship between service provider and service client; (2) innovative practices test new approaches and innovations that could facilitate access to psychological services and overcome barriers, and (3) reflective practices are about critically examining the processes and actions undertaken toward effective cultural adaptation of services.
Conclusions:
Our analysis suggests that the level of success in bringing together services and the recipients of treatment (connection), showing flexibility and persistence in finding solutions (innovation) and examining the role of our behaviors in reaching our goals (reflection) is determined by the providers' action in the aforementioned three dimensions of practice.

year: 2021