title: A supercapacitor based enhancement technique for stand-alone surge protection circuits

authors: Fernando, Jayathu

subjects: supercapacitors

abstract: With the International Technology Roadmap for Semiconductors predicting below-25nm feature-size VLSIs, powered by DC power supplies of less than 1V, protection against transients has become mandatory for modern electronic systems. Surge protection circuits are usually designed using non-linear devices such as metal oxide varistors and semiconductor devices and these devices are rated for short-term energy absorption, based on transient waveforms defined by standards such as IEEE C62.41. Despite their very low voltage DC ratings, supercapacitors are characterized by large time constants and significant continuous energy absorption ratings. This paper presents details of a patent-pending technique where multi-winding magnetic core with a supercapacitor based energy absorber stage can be combined with the commonly used non-linear devices, for enhanced protection. Comparison of the supercapacitor-enhanced circuit together with a commercial surge protection circuit is provided.

text: A supercapacitor based enhancement technique for stand-alone surge protection circuits With the International Technology Roadmap for Semiconductors predicting below-25nm feature-size VLSIs, powered by DC power supplies of less than 1V, protection against transients has become mandatory for modern electronic systems. Surge protection circuits are usually designed using non-linear devices such as metal oxide varistors and semiconductor devices and these devices are rated for short-term energy absorption, based on transient waveforms defined by standards such as IEEE C62.41. Despite their very low voltage DC ratings, supercapacitors are characterized by large time constants and significant continuous energy absorption ratings. This paper presents details of a patent-pending technique where multi-winding magnetic core with a supercapacitor based energy absorber stage can be combined with the commonly used non-linear devices, for enhanced protection. Comparison of the supercapacitor-enhanced circuit together with a commercial surge protection circuit is provided.

year: 2013

title: Five critical knowledge management organizational themes

authors: Sun, Peter Yih-Tong

subjects: knowledge management

abstract: Purpose – This study is motivated by the question “how do organizational routines influence the three knowledge management processes of acquisition, creation, utilization and sharing?” and accordingly it seeks to address this issue. 
Design/methodology/approach – A theoretical framework is first built by linking absorptive capacity (a routine-based capability) with knowledge management processes. A literature search guided by the theoretical framework, and evidence from two case studies, were used to address the objective of the study. 
Findings – The study elicited the organizational routines that influence the three knowledge management processes. These routines were then clustered into five key organizational themes: systemic knowledge; strategic engagement; social networking (external and internal); cultural context; process and structural context. 
Research limitations/implications – Several implications for research are suggested. More specifically, the study offers five propositions that can be further tested. The key limitation of this study is the use of only two case studies for empirical data, and therefore further testing is needed. 
Practical implications – The study shows that, although leadership behavior is critical for knowledge management, its impact depends on the platform of routines and processes built for it. The identified routines and their influence on knowledge management are invaluable for knowledge management practitioners. 
Originality/value – The paper furthers understanding of how organizational routines influence the three knowledge management processes of knowledge acquisition, creation, utilization and sharing. This aspect has been little studied and is of value to both academics and practitioners.

text: Five critical knowledge management organizational themes Purpose – This study is motivated by the question “how do organizational routines influence the three knowledge management processes of acquisition, creation, utilization and sharing?” and accordingly it seeks to address this issue. 
Design/methodology/approach – A theoretical framework is first built by linking absorptive capacity (a routine-based capability) with knowledge management processes. A literature search guided by the theoretical framework, and evidence from two case studies, were used to address the objective of the study. 
Findings – The study elicited the organizational routines that influence the three knowledge management processes. These routines were then clustered into five key organizational themes: systemic knowledge; strategic engagement; social networking (external and internal); cultural context; process and structural context. 
Research limitations/implications – Several implications for research are suggested. More specifically, the study offers five propositions that can be further tested. The key limitation of this study is the use of only two case studies for empirical data, and therefore further testing is needed. 
Practical implications – The study shows that, although leadership behavior is critical for knowledge management, its impact depends on the platform of routines and processes built for it. The identified routines and their influence on knowledge management are invaluable for knowledge management practitioners. 
Originality/value – The paper furthers understanding of how organizational routines influence the three knowledge management processes of knowledge acquisition, creation, utilization and sharing. This aspect has been little studied and is of value to both academics and practitioners.

year: 2010

title: Te Mana Motuhake o Ngāi Tamarāwaho and the challenges of education. Whakapūmautia te tangata i tōna ake mana

authors: Woller, Paul Robert

subjects: Ngāi Tamarāwaho

abstract: Throughout history, colonisation has deliberately suppressed and subordinated the knowledge, languages and identities of indigenous peoples. Colonial education policies were designed, at best, to domesticate indigenous children to create subjugated and compliant labouring classes.  These historical policies have intentionally consigned successive generations of indigenous families and communities to the socio-economic margins of the societies created by colonisation (Shields, Bishop & Masawi, 2005).
This thesis explores the intergenerational educational experiences of Ngāi Tamarāwaho, an indigenous Māori community in New Zealand, their relationship with Pākehā (colonial settlers of European descent) and their place, as Māori, in the society created by colonialism.  At the heart of this story is the inter-generational societal abuse of a small indigenous community and the active resistance of that community to colonisation. To survive as a people, Ngāi Tamarāwaho created a space at the intercultural interface between Māori and Pākehā by maintaining and revitalising their cultural identity and language. The intergenerational struggles of the whānau (families) of Ngāi Tamarāwaho, to engage with an imposed system of western education, are related through the narratives of hapū whānau (sub-tribal families) and from archival records. These stories demonstrate that educational failure was not because of the limitations of hapū whānau, but rather a result of the limiting conditions imposed on them. 
Despite these limitations, over the past 180 years, hapū leadership has focussed on maintaining the independent identity of the hapū and their mana motuhake, i.e. their right to be self-determining; seen as critical for whānau and hapū development and successful participation in wider society. To enable the success of future generations, Ngāi Tamarāwaho have accommodated new ideas and learning into their existing cultural framework by weaving together elements of learning from both Māori and Pākehā funds of knowledge. This hapū story has implications for current education settings intended to engage indigenous and minority students in learning and improve academic achievement. Strong cultural identities, and the ability to be self-determining, promote indigenous students’ self-esteem and the confidence to accommodate new learning into their existing cultural frameworks, thereby providing a platform for education success.

text: Te Mana Motuhake o Ngāi Tamarāwaho and the challenges of education. Whakapūmautia te tangata i tōna ake mana Throughout history, colonisation has deliberately suppressed and subordinated the knowledge, languages and identities of indigenous peoples. Colonial education policies were designed, at best, to domesticate indigenous children to create subjugated and compliant labouring classes.  These historical policies have intentionally consigned successive generations of indigenous families and communities to the socio-economic margins of the societies created by colonisation (Shields, Bishop & Masawi, 2005).
This thesis explores the intergenerational educational experiences of Ngāi Tamarāwaho, an indigenous Māori community in New Zealand, their relationship with Pākehā (colonial settlers of European descent) and their place, as Māori, in the society created by colonialism.  At the heart of this story is the inter-generational societal abuse of a small indigenous community and the active resistance of that community to colonisation. To survive as a people, Ngāi Tamarāwaho created a space at the intercultural interface between Māori and Pākehā by maintaining and revitalising their cultural identity and language. The intergenerational struggles of the whānau (families) of Ngāi Tamarāwaho, to engage with an imposed system of western education, are related through the narratives of hapū whānau (sub-tribal families) and from archival records. These stories demonstrate that educational failure was not because of the limitations of hapū whānau, but rather a result of the limiting conditions imposed on them. 
Despite these limitations, over the past 180 years, hapū leadership has focussed on maintaining the independent identity of the hapū and their mana motuhake, i.e. their right to be self-determining; seen as critical for whānau and hapū development and successful participation in wider society. To enable the success of future generations, Ngāi Tamarāwaho have accommodated new ideas and learning into their existing cultural framework by weaving together elements of learning from both Māori and Pākehā funds of knowledge. This hapū story has implications for current education settings intended to engage indigenous and minority students in learning and improve academic achievement. Strong cultural identities, and the ability to be self-determining, promote indigenous students’ self-esteem and the confidence to accommodate new learning into their existing cultural frameworks, thereby providing a platform for education success.

year: 2016