title: Measurement of antennas and microwave components using time-domain reflectometry of a voltage impulse

authors: McCabe, Steven Owen

subjects: antenna measurements

abstract: Band-pass microwave systems such as ultra-wideband antennas are traditionally characterized in the frequency-domain through a vector network analyzer in an anechoic chamber. A recent study proved antennas could be accurately measured in the time-domain using a step-function time-domain reflectometer (TDR), without the need for an anechoic chamber. We propose a new advance in the TDR characterization method. An impulse generator is employed in place of the step generator in a TDR set-up. The advantage conferred by this change is that more energy is available beyond a given frequency than with a step, and so a higher signal-to-noise ratio is achieved. The theoretical result is compared with measurement.

text: Measurement of antennas and microwave components using time-domain reflectometry of a voltage impulse Band-pass microwave systems such as ultra-wideband antennas are traditionally characterized in the frequency-domain through a vector network analyzer in an anechoic chamber. A recent study proved antennas could be accurately measured in the time-domain using a step-function time-domain reflectometer (TDR), without the need for an anechoic chamber. We propose a new advance in the TDR characterization method. An impulse generator is employed in place of the step generator in a TDR set-up. The advantage conferred by this change is that more energy is available beyond a given frequency than with a step, and so a higher signal-to-noise ratio is achieved. The theoretical result is compared with measurement.

year: 2011

title: The development of a national curriculum in technology for New Zealand

authors: Jones, Alister

abstract: New Zealand under went major curriculum reforms in the early 1990's. These reforms were determined by the New Zealand Curriculum Framework which provides an overarching framework for the development of curricula in New Zealand and which defines seven broad essential learning areas rather than subject areas. Technology is important and should be part of the education of all students. Six grounds for developing technology education were given, namely: economic, pedagogic, motivational, cultural, environmental, and personal. This paper reports on the development of a technology curriculum in schools. The philosophy of the curriculum will be discussed, particularly crucial aspects such as inclusiveness. The way in which the technology curriculum has attempted to meet the needs of a New Zealand technological society will be examined. The general aims of technology education in Technology in the New Zealand Curriculum are to develop: technological knowledge and understanding; an understanding and awareness of the interrelationship between technology and society; technological capability. The development of seven technological areas for all students will be highlighted. This paper will discuss in detail the development of the national technology education policy and the way in which the curriculum was developed. The last section of the paper will consider issues related to teacher development programmes and areas of future research.

text: The development of a national curriculum in technology for New Zealand New Zealand under went major curriculum reforms in the early 1990's. These reforms were determined by the New Zealand Curriculum Framework which provides an overarching framework for the development of curricula in New Zealand and which defines seven broad essential learning areas rather than subject areas. Technology is important and should be part of the education of all students. Six grounds for developing technology education were given, namely: economic, pedagogic, motivational, cultural, environmental, and personal. This paper reports on the development of a technology curriculum in schools. The philosophy of the curriculum will be discussed, particularly crucial aspects such as inclusiveness. The way in which the technology curriculum has attempted to meet the needs of a New Zealand technological society will be examined. The general aims of technology education in Technology in the New Zealand Curriculum are to develop: technological knowledge and understanding; an understanding and awareness of the interrelationship between technology and society; technological capability. The development of seven technological areas for all students will be highlighted. This paper will discuss in detail the development of the national technology education policy and the way in which the curriculum was developed. The last section of the paper will consider issues related to teacher development programmes and areas of future research.

year: 2003

title: Sweet as – the [ADJ + as] intensifier construction in Māori English/ Aotearoa English.

authors: Calude, Andreea S.

abstract: We introduce the Waikato Māori English Conversation (MEC) corpus, which consists of 43 dyadic conversations between 49 young adults who self-recorded informal conversations with close friends, in their own homes, with no topic of conversation specified (83 hours of dialogue; nearly 800,000 words). The resulting materials are colloquial and unstructured, capturing a wider range of pragmatic and stylistic modes than is possible in a standard sociolinguistic interview. Here, we report on one such feature, the [ADJ + as] construction, for example: ‘sorry some of the questions are like awkward as’ and ‘that caused a big as drama eh’. This intensifier construction has been identified as a distinctive New Zealand English (NZE) innovation, yet little has been written about this it. However, the Waikato MEC corpus presents the opportunity to analyse the construction in a more systematic manner and to fill existing gaps in analyses of Māori English grammar.

text: Sweet as – the [ADJ + as] intensifier construction in Māori English/ Aotearoa English. We introduce the Waikato Māori English Conversation (MEC) corpus, which consists of 43 dyadic conversations between 49 young adults who self-recorded informal conversations with close friends, in their own homes, with no topic of conversation specified (83 hours of dialogue; nearly 800,000 words). The resulting materials are colloquial and unstructured, capturing a wider range of pragmatic and stylistic modes than is possible in a standard sociolinguistic interview. Here, we report on one such feature, the [ADJ + as] construction, for example: ‘sorry some of the questions are like awkward as’ and ‘that caused a big as drama eh’. This intensifier construction has been identified as a distinctive New Zealand English (NZE) innovation, yet little has been written about this it. However, the Waikato MEC corpus presents the opportunity to analyse the construction in a more systematic manner and to fill existing gaps in analyses of Māori English grammar.

year: 2025