title: New thermocouple-based microwave/millimeter-wave power sensor MMIC techniques in GaAs

authors: Scott, Jonathan B.

subjects: thermocouple

abstract: We describe a new RF and microwave power sensor monolithic microwave integrated circuit design. The circuit incorporates a number of advances over existing designs. These include a III–V epitaxial structure optimized for sensitivity, the figure-of-merit applicable to the optimization, a mechanism for in-built detection of load ageing and damage to extend calibration intervals, and a novel symmetrical structure to linearize the high-power end of the scale.

text: New thermocouple-based microwave/millimeter-wave power sensor MMIC techniques in GaAs We describe a new RF and microwave power sensor monolithic microwave integrated circuit design. The circuit incorporates a number of advances over existing designs. These include a III–V epitaxial structure optimized for sensitivity, the figure-of-merit applicable to the optimization, a mechanism for in-built detection of load ageing and damage to extend calibration intervals, and a novel symmetrical structure to linearize the high-power end of the scale.

year: 2010

title: Ethnic minority tourism in China – Han perspectives of Tuva figures in a landscape

authors: Yang, Jingjing

subjects: ethnic tourism

abstract: Ethnic or indigenous tourism has attracted significant academic research, but with the exception of Taiwan's minorities much of the research in the English language journals has been dominated by the perspective of western tourists gazing upon the minorities. Additionally such studies have tended to be quantitative in nature. This paper studies the attitudes of Han tourists towards the Tuva minority of Kanas Scenic Area and reports results derived from 650 respondents. Equivalencies with western-based research are found, with about only 11 per cent of tourists having any significant interest in minority cultures, although evidence exists that Tuva and their Kazakh neighbours contribute to destination image as figures in the landscape – a landscape that is attractive to Han tourists for aesthetic and relaxation reasons. However, while simpler analysis is found to be effective in creating clusters, a causal model fails due to issues of auto-correlation and multi-collinearity, which problems may be pertinent in other studies that report the gaze of a majority on the culture of the minority. The implications of both findings and research method are discussed.

text: Ethnic minority tourism in China – Han perspectives of Tuva figures in a landscape Ethnic or indigenous tourism has attracted significant academic research, but with the exception of Taiwan's minorities much of the research in the English language journals has been dominated by the perspective of western tourists gazing upon the minorities. Additionally such studies have tended to be quantitative in nature. This paper studies the attitudes of Han tourists towards the Tuva minority of Kanas Scenic Area and reports results derived from 650 respondents. Equivalencies with western-based research are found, with about only 11 per cent of tourists having any significant interest in minority cultures, although evidence exists that Tuva and their Kazakh neighbours contribute to destination image as figures in the landscape – a landscape that is attractive to Han tourists for aesthetic and relaxation reasons. However, while simpler analysis is found to be effective in creating clusters, a causal model fails due to issues of auto-correlation and multi-collinearity, which problems may be pertinent in other studies that report the gaze of a majority on the culture of the minority. The implications of both findings and research method are discussed.

year: 2013

title: Early childhood teachers partnering with teacher educators to connect children to taiao (the natural world) through place-based learning

authors: Postlewaight, Gillian

abstract: Initial cycles of an action research project brought together local early childhood (ECE) teachers, and tertiary ECE teacher educators, to explore possible uses of the Ōtātara Outdoor Learning Centre (ŌOLC), adjoining the campus at Hawke’s Bay’s Te Aho a Maui Eastern Institute of Technology (EIT), Napier, New Zealand. EIT is situated below Ōtātara Pa, a historic site that holds cultural and historical significance for local Māori, specifically Ngati Pārau Hapū and Ngati Kahungunu Iwi. Education in New Zealand is underpinned by commitment to Te Tiriti o Waitangi (Treaty of Waitangi), ensuring that the principles; partnership, participation and protection of kaupapa Māori are supported through bicultural curricula. Māori holistic perspectives strengthen this focus and shifting understanding that place-based learning authenticates environmental approaches to education and cultural knowledge. During the first meeting, participants walked the hillside site and shared group discussions. From these conversations, the teachers identified three main themes: establishing connections between children and the physical place, new opportunities for teacher learning and challenges to implementing spontaneous teaching and learning in this unique environment. Future cycles of the research will focus on workshops for teachers to address these themes for teachers’ working with children in the space.

text: Early childhood teachers partnering with teacher educators to connect children to taiao (the natural world) through place-based learning Initial cycles of an action research project brought together local early childhood (ECE) teachers, and tertiary ECE teacher educators, to explore possible uses of the Ōtātara Outdoor Learning Centre (ŌOLC), adjoining the campus at Hawke’s Bay’s Te Aho a Maui Eastern Institute of Technology (EIT), Napier, New Zealand. EIT is situated below Ōtātara Pa, a historic site that holds cultural and historical significance for local Māori, specifically Ngati Pārau Hapū and Ngati Kahungunu Iwi. Education in New Zealand is underpinned by commitment to Te Tiriti o Waitangi (Treaty of Waitangi), ensuring that the principles; partnership, participation and protection of kaupapa Māori are supported through bicultural curricula. Māori holistic perspectives strengthen this focus and shifting understanding that place-based learning authenticates environmental approaches to education and cultural knowledge. During the first meeting, participants walked the hillside site and shared group discussions. From these conversations, the teachers identified three main themes: establishing connections between children and the physical place, new opportunities for teacher learning and challenges to implementing spontaneous teaching and learning in this unique environment. Future cycles of the research will focus on workshops for teachers to address these themes for teachers’ working with children in the space.

year: 2023-04-27