title: Cross-Needle Analog Meter to Monitor Charge
Time for Lithium-Ion Single Cell

authors: Scott, Jonathan B.

abstract: This manuscript describes a novel cross-needle analogmeter whose scale reads out voltage, current, and time remaining to reach full charge. The design is inspired by cross-needle Standing Wave Ratio(SWR) meters that read forward and reverse power. Voltage is displayed on an offset-zero linear scale, and current on a logarithmic scale from 1 mA to 10 A. Thisleads to a wide range of perceptible charge times and pleasantcharge-time contour lines. The prototype is implemented on a single PCB using a cheap PIC micro controller. It is scaled formonitoring a single 18650 lithium cell charged by a small solarpanel. The Novel contribution of this paper is the use of a crossneedleanalog meter with a third scale to measure time remaining to fully charge a Lithium-Ion single cell battery.

text: Cross-Needle Analog Meter to Monitor Charge
Time for Lithium-Ion Single Cell This manuscript describes a novel cross-needle analogmeter whose scale reads out voltage, current, and time remaining to reach full charge. The design is inspired by cross-needle Standing Wave Ratio(SWR) meters that read forward and reverse power. Voltage is displayed on an offset-zero linear scale, and current on a logarithmic scale from 1 mA to 10 A. Thisleads to a wide range of perceptible charge times and pleasantcharge-time contour lines. The prototype is implemented on a single PCB using a cheap PIC micro controller. It is scaled formonitoring a single 18650 lithium cell charged by a small solarpanel. The Novel contribution of this paper is the use of a crossneedleanalog meter with a third scale to measure time remaining to fully charge a Lithium-Ion single cell battery.

year: 2017

title: Dialogic ruptures: An ethical imperative

authors: Arndt, Sonja Kathrina

abstract: Dialogue is promoted as a key strategy to ‘solve’ the ‘problem’ of diversity in educational set- tings. Yet, “[w]hen we select words ... We usually take them from other utterances, and mainly from utterances that are kindred to ours in genre, that is in theme, composition or style” (p. 87, emphasis in the original). This article problematises the complexities of dialogic engagements with foreigner teachers in educational encounters. Bakhtin’s treatment of poly- phonic dialogic encounters provides an analytical frame for explicating the intertextuality of foreigner teacher engagements as not only temporally and culturally, but also individually volatile. The article suggests that dialogic encounters are unpredictably complex, alive and never neutral, and that dialogic engagements can be so fraught with fear that verbal or cross cultural engagements with teacher foreigners must be recognised as risky and dangerous, and not always smooth ‘solutions’ to a ‘problem’. A dual Bakhtinian/Kristevan lens expands the analysis to expose the vulnerability of dialogue, through unconscious revelations of teacher subjects that are forever in process. The article culminates in an argument for the crucial importance of a receptive, attentive ethics of care in dialogic engagements with cultural for- eigners in educational relationships, to avoid fearful exposure, lifeless dialogue and silence.

text: Dialogic ruptures: An ethical imperative Dialogue is promoted as a key strategy to ‘solve’ the ‘problem’ of diversity in educational set- tings. Yet, “[w]hen we select words ... We usually take them from other utterances, and mainly from utterances that are kindred to ours in genre, that is in theme, composition or style” (p. 87, emphasis in the original). This article problematises the complexities of dialogic engagements with foreigner teachers in educational encounters. Bakhtin’s treatment of poly- phonic dialogic encounters provides an analytical frame for explicating the intertextuality of foreigner teacher engagements as not only temporally and culturally, but also individually volatile. The article suggests that dialogic encounters are unpredictably complex, alive and never neutral, and that dialogic engagements can be so fraught with fear that verbal or cross cultural engagements with teacher foreigners must be recognised as risky and dangerous, and not always smooth ‘solutions’ to a ‘problem’. A dual Bakhtinian/Kristevan lens expands the analysis to expose the vulnerability of dialogue, through unconscious revelations of teacher subjects that are forever in process. The article culminates in an argument for the crucial importance of a receptive, attentive ethics of care in dialogic engagements with cultural for- eigners in educational relationships, to avoid fearful exposure, lifeless dialogue and silence.

year: 2016

title: Exploring synergies between Māori pedagogy and communicative language teaching

authors: Nock, Sophie

subjects: Māori language

abstract: The primary aim of this paper is to explore potential synergies between Māori pedagogy and what is known as 'communicative language teaching'. A brief outline of some changes and developments in approaches to language teaching and learning over the last few decades is followed by a summary of some of the main characteristics of communicative language teaching (CLT) and of different approaches to the conceptualization of Māori pedagogy. Some of the primary characteristics of communicative language teaching are then explored in the context of Māori pedagogy and it is argued that there are some important synergies between the two.

text: Exploring synergies between Māori pedagogy and communicative language teaching The primary aim of this paper is to explore potential synergies between Māori pedagogy and what is known as 'communicative language teaching'. A brief outline of some changes and developments in approaches to language teaching and learning over the last few decades is followed by a summary of some of the main characteristics of communicative language teaching (CLT) and of different approaches to the conceptualization of Māori pedagogy. Some of the primary characteristics of communicative language teaching are then explored in the context of Māori pedagogy and it is argued that there are some important synergies between the two.

year: 2008-11-30