title: Platform for ergonomic steering methods nvestigation of quot Segway-style quot balancing scooters

authors: Zhou, Weiqian

subjects: Segway

abstract: Segway has been a popular production as an alternative transporter since its invention at the end of 20th century. Millions of people like for its ergonomic design and high-tech elements. It is predicted to be an innovational product to change a person's life style.

This thesis focuses on building a simple low cost, home-made Segway style scooter. This project uses two electric scooter motors, two 12V car batteries, one accelerometer and several microprocessors to build up the whole system.

Significantly, this project also explains how to build a Brushed Direct Current (BDC) motor driver with a rated output power of more than 350W and the capability of coping with up to 120A transient peak current and up to 40A continuous current. Four-quadrant operation and eight modes of DC motor operation are discussed.

A mathematical model of the Segway style scooter is also introduced in details. This including the modelling of a BDC motor, a two-wheeled inverted pendulum and their combination. The linearization of these models is used. At the end the linearized model is simulated in computer software.

text: Platform for ergonomic steering methods nvestigation of quot Segway-style quot balancing scooters Segway has been a popular production as an alternative transporter since its invention at the end of 20th century. Millions of people like for its ergonomic design and high-tech elements. It is predicted to be an innovational product to change a person's life style.

This thesis focuses on building a simple low cost, home-made Segway style scooter. This project uses two electric scooter motors, two 12V car batteries, one accelerometer and several microprocessors to build up the whole system.

Significantly, this project also explains how to build a Brushed Direct Current (BDC) motor driver with a rated output power of more than 350W and the capability of coping with up to 120A transient peak current and up to 40A continuous current. Four-quadrant operation and eight modes of DC motor operation are discussed.

A mathematical model of the Segway style scooter is also introduced in details. This including the modelling of a BDC motor, a two-wheeled inverted pendulum and their combination. The linearization of these models is used. At the end the linearized model is simulated in computer software.

year: 2008

title: Changing the future of higher education: Integrating work and learning

authors: Zegwaard, Karsten E.

abstract: The increasing expectation that higher education directly links to student employability outcomes has sharpened the focus on work-integrated learning (WIL) and work-based learning (WBL). This keynote will explore this topic including current challenges, and trends; and propose practical resources for educators.

text: Changing the future of higher education: Integrating work and learning The increasing expectation that higher education directly links to student employability outcomes has sharpened the focus on work-integrated learning (WIL) and work-based learning (WBL). This keynote will explore this topic including current challenges, and trends; and propose practical resources for educators.

year: 2024

title: Indigenous epistemology in a national curriculum framework?

authors: Macfarlane, Angus

subjects: curriculum competencies

abstract: In this article, a group of four indigenous Māori educators and one non-Māori educator comment on a proposed amendment to the New Zealand National Curriculum Framework to replace the current separate sets of skills, values and attitudes with five generic performance-based key competencies. The paper discusses important parallels between western/European sociocultural theorizing on human development and learning (on which the key competencies seemed to be based), and the values, beliefs and preferred practices that are embodied within an indigenous Māori cultural worldview (Te Ao Māori). A Māori worldview is characterized by an abiding concern for the quality of human relationships that need to be established and maintained if learning contexts are to be effective for Māori students, and for these relationships to balance individual learning and achievement against responsibilities for the well-being and achievement of the group. Within such a worldview, education is understood as holistic, collective, experiential and dependent upon a free exchanging of teaching and learning roles. The article describes five specific cultural constructs within this worldview that highlight Māori traditional understandings of human development and learning and teaching, and aligns and compares these constructs with the five key competencies proposed. The article argues that the worldviews of Māori people in New Zealand provide an extensive and coherent framework for theorizing about human development and education, and are able to contribute strongly and positively to the development of a national school curriculum for the benefit all students. Implications for other contexts can also be drawn.

text: Indigenous epistemology in a national curriculum framework? In this article, a group of four indigenous Māori educators and one non-Māori educator comment on a proposed amendment to the New Zealand National Curriculum Framework to replace the current separate sets of skills, values and attitudes with five generic performance-based key competencies. The paper discusses important parallels between western/European sociocultural theorizing on human development and learning (on which the key competencies seemed to be based), and the values, beliefs and preferred practices that are embodied within an indigenous Māori cultural worldview (Te Ao Māori). A Māori worldview is characterized by an abiding concern for the quality of human relationships that need to be established and maintained if learning contexts are to be effective for Māori students, and for these relationships to balance individual learning and achievement against responsibilities for the well-being and achievement of the group. Within such a worldview, education is understood as holistic, collective, experiential and dependent upon a free exchanging of teaching and learning roles. The article describes five specific cultural constructs within this worldview that highlight Māori traditional understandings of human development and learning and teaching, and aligns and compares these constructs with the five key competencies proposed. The article argues that the worldviews of Māori people in New Zealand provide an extensive and coherent framework for theorizing about human development and education, and are able to contribute strongly and positively to the development of a national school curriculum for the benefit all students. Implications for other contexts can also be drawn.

year: 2008