title: Supercapacitor-buffered DC-operable refrigerators for DC homes

authors: Gallage, NP

abstract: Efficiency improvements in whiteware will help reduce the overall power consumption of a household. Modern inverter-driven whiteware, such as refrigerators, operates internally on a DC bus, permitting direct powering from the DC bus of a renewable energy system. However, the fluctuating nature of renewable energy DC sources mandates an energy storage system to increase the reliability of DC operations. In this paper, we present the data related to the conversion of a 230 V, 50 Hz AC operable household refrigerator to operate from a solar DC bus, with a supercapacitor bank forming an integral part of a supercapacitor-assisted (SCA) low frequency DC-DC converter. In addition, experimental results of DC camping refrigerator powered from a solar DC bus and the essential details of the new low-frequency SCA converter are also presented.

text: Supercapacitor-buffered DC-operable refrigerators for DC homes Efficiency improvements in whiteware will help reduce the overall power consumption of a household. Modern inverter-driven whiteware, such as refrigerators, operates internally on a DC bus, permitting direct powering from the DC bus of a renewable energy system. However, the fluctuating nature of renewable energy DC sources mandates an energy storage system to increase the reliability of DC operations. In this paper, we present the data related to the conversion of a 230 V, 50 Hz AC operable household refrigerator to operate from a solar DC bus, with a supercapacitor bank forming an integral part of a supercapacitor-assisted (SCA) low frequency DC-DC converter. In addition, experimental results of DC camping refrigerator powered from a solar DC bus and the essential details of the new low-frequency SCA converter are also presented.

year: 2024

title: Teachers’ perspectives and implementation of the child-centred curriculum for preschool education in Timor-Leste.

authors: De Araujo, Lucia Guterres

subjects: Timor-Leste

abstract: Timor-Leste has been an independent nation for more than 15 years. However, the acts of decolonisation and the rebuilding of the education system has been a dilemma. Today, providing health care, quality education, and upholding the rights of children continue to be fundamental problems for the country. Ensuring the quality of education at any level is pivotal. The quality of teachers’ pedagogy and knowledge are the foundation for providing a positive experience in preschool education in Timor-Leste. The Ministry of Education introduced reforms to the curriculum in 2014 that holds important principles, particularly the enforcing and encouraging of a child-centred curriculum. The teachers implementing this curriculum are mainly high school graduates, trained through INFORDEPE – the Ministry’s teacher training institution.
This study examines and explores teachers’ perspectives, understanding, and methods of implementing a child-centred curriculum for preschool education in Timor-Leste. Through an interpretive paradigm, this study uses primary data to identify the need for changes in teaching practice and explores how child-centred approaches contribute to quality learning in preschools that reflect the learning outcomes desired in the curriculum. Multiple methods including semi-structured individual interviews, focus-group interviews, classroom observations and questionnaires were used in gathering data. Data were collected from four preschools, with the participants consisting of six teachers, four principals, four groups of parents, and four groups of students. The analysis of these data was informed by social constructivist perspectives, particularly those of Bronfenbrenner and Vygotsky.
The key findings revealed that preschool teachers in Timor-Leste are in a process of transition from a colonised rote learning style curriculum to a child-centred curriculum. The recent policy values a child-centred curriculum and learning through play. However, there is a mismatch between the policy and its implementation. Although schools and parents view the preschool curriculum reform as a positive change and there is commitment from the principals and teachers to engage with and implement the new curriculum, a lack of professional knowledge, resources and basic needs remain as significant barriers. In addition, establishing supportive relationships between parents and schools remain under development.
Therefore, a key policy priority should be to provide a robust plan for professional development, including follow-up and addressing the needs and barriers that preschool teachers may encounter. Additionally, a plan for the management and distribution of resources to all preschools, as well as providing for basic needs around toileting and clean water remain critical issues that are yet to be fully addressed.

text: Teachers’ perspectives and implementation of the child-centred curriculum for preschool education in Timor-Leste. Timor-Leste has been an independent nation for more than 15 years. However, the acts of decolonisation and the rebuilding of the education system has been a dilemma. Today, providing health care, quality education, and upholding the rights of children continue to be fundamental problems for the country. Ensuring the quality of education at any level is pivotal. The quality of teachers’ pedagogy and knowledge are the foundation for providing a positive experience in preschool education in Timor-Leste. The Ministry of Education introduced reforms to the curriculum in 2014 that holds important principles, particularly the enforcing and encouraging of a child-centred curriculum. The teachers implementing this curriculum are mainly high school graduates, trained through INFORDEPE – the Ministry’s teacher training institution.
This study examines and explores teachers’ perspectives, understanding, and methods of implementing a child-centred curriculum for preschool education in Timor-Leste. Through an interpretive paradigm, this study uses primary data to identify the need for changes in teaching practice and explores how child-centred approaches contribute to quality learning in preschools that reflect the learning outcomes desired in the curriculum. Multiple methods including semi-structured individual interviews, focus-group interviews, classroom observations and questionnaires were used in gathering data. Data were collected from four preschools, with the participants consisting of six teachers, four principals, four groups of parents, and four groups of students. The analysis of these data was informed by social constructivist perspectives, particularly those of Bronfenbrenner and Vygotsky.
The key findings revealed that preschool teachers in Timor-Leste are in a process of transition from a colonised rote learning style curriculum to a child-centred curriculum. The recent policy values a child-centred curriculum and learning through play. However, there is a mismatch between the policy and its implementation. Although schools and parents view the preschool curriculum reform as a positive change and there is commitment from the principals and teachers to engage with and implement the new curriculum, a lack of professional knowledge, resources and basic needs remain as significant barriers. In addition, establishing supportive relationships between parents and schools remain under development.
Therefore, a key policy priority should be to provide a robust plan for professional development, including follow-up and addressing the needs and barriers that preschool teachers may encounter. Additionally, a plan for the management and distribution of resources to all preschools, as well as providing for basic needs around toileting and clean water remain critical issues that are yet to be fully addressed.

year: 2018

title: School leadership for Māori succeeding as Māori: A Mataatua perspective

authors: Barrett, Te Arani

subjects: tribal leadership

abstract: This thesis recounts how Ngāti Awa leadership principles from the past became evident in Te Kotahitanga schools. The thesis discusses Principals’ actions and reflections of fostering Māori students’ success as Māori in secondary schooling. Through case studies, it identifies the strategies engaged by these effective leaders and explores their undertakings in achieving successful outcomes for Māori with whom they have worked.
This study is an imperative to addressing the long-term levels of education under-achievement for Māori as indigenous people of New Zealand. The nexus for the study comes from Robinson (2007) who identified that ‘in many ways the question of how much impact [school] leaders have on student outcomes is a flawed one, because the answer surely depends on what it is that leaders do’. Marzano et al  (2005) also identifies ‘the relative paucity of empirical studies’ and ‘little specific guidance as to effective practices in school leadership’.
The purpose of this study is to identify the contribution effective leaders have made towards realising Durie’s (2001) landmark goals for Māori advancement, that is, for self-determining prosperity, good health and global participation. Identifying exceptional outcomes for Māori in a range of contexts establishes the criteria for selecting the case studies and therefore the foundation for the study. Successful outcomes include increased participation, better retention, improved academic achievement results and lesser disparities within the selected education sites.

text: School leadership for Māori succeeding as Māori: A Mataatua perspective This thesis recounts how Ngāti Awa leadership principles from the past became evident in Te Kotahitanga schools. The thesis discusses Principals’ actions and reflections of fostering Māori students’ success as Māori in secondary schooling. Through case studies, it identifies the strategies engaged by these effective leaders and explores their undertakings in achieving successful outcomes for Māori with whom they have worked.
This study is an imperative to addressing the long-term levels of education under-achievement for Māori as indigenous people of New Zealand. The nexus for the study comes from Robinson (2007) who identified that ‘in many ways the question of how much impact [school] leaders have on student outcomes is a flawed one, because the answer surely depends on what it is that leaders do’. Marzano et al  (2005) also identifies ‘the relative paucity of empirical studies’ and ‘little specific guidance as to effective practices in school leadership’.
The purpose of this study is to identify the contribution effective leaders have made towards realising Durie’s (2001) landmark goals for Māori advancement, that is, for self-determining prosperity, good health and global participation. Identifying exceptional outcomes for Māori in a range of contexts establishes the criteria for selecting the case studies and therefore the foundation for the study. Successful outcomes include increased participation, better retention, improved academic achievement results and lesser disparities within the selected education sites.

year: 2018