title: Stability analysis and experimental validation of the supercapacitor-assisted low-dropout regulator

authors: Subasinghage, Kasun

abstract: The supercapacitor-assisted low-dropout (SCALDO) regulator is a unique new design approach to develop high efficiency, high current and low noise DC–DC converters, where a supercapacitor (SC) is used in the series path of a low dropout (LDO) regulator to act as a lossless voltage dropper. In the published literature, there has been much discussion about the stability of an LDO regulator, where different approaches are applied to frequency compensate depending on the LDO architecture. Given the case that the SCALDO technique is a combination of an LDO regulator and an SC, this study presents an analysis and experimental validation of the stability, based on a 12–5 V SCALDO prototype, proving that the effect of the SC energy recovery method does not make the overall regulator carry a stability issue in general.

text: Stability analysis and experimental validation of the supercapacitor-assisted low-dropout regulator The supercapacitor-assisted low-dropout (SCALDO) regulator is a unique new design approach to develop high efficiency, high current and low noise DC–DC converters, where a supercapacitor (SC) is used in the series path of a low dropout (LDO) regulator to act as a lossless voltage dropper. In the published literature, there has been much discussion about the stability of an LDO regulator, where different approaches are applied to frequency compensate depending on the LDO architecture. Given the case that the SCALDO technique is a combination of an LDO regulator and an SC, this study presents an analysis and experimental validation of the stability, based on a 12–5 V SCALDO prototype, proving that the effect of the SC energy recovery method does not make the overall regulator carry a stability issue in general.

year: 2020

title: Implications of China's latest statute on internet and the forthcoming real-name registration scheme

authors: Liao, Zhixiong (Leo)

abstract: A scheme called 'real name registration of information network users' is required to be implemented in China by the end of June 2014. Presumably this scheme is based on the NPC Standing Committee's latest legislation on internet titled Decisions on Strengthening the Protection of Network Information, which imposes on ISPs and ICPs not only obligations to protect online personal information and privacy but also the obligation to collect their clients' true identity information. The latest internet-related legislation and the forthcoming 'real-name registration' scheme raises the question whether the Chinese Government is changing its policy, law and/or the law enforcement regime on regulating the internet contents. Are they merely a disguised internet content control toughening, or something indicating a new trend of China's internet regulation, that is, paying more attention to the protection of online privacy? Does the new legislation add anything new to China's pre-existing legal framework and enforcement mechanism for internet content regulation? Is the Chinese Government sacrificing citizens' freedom of speech for privacy? What are the most possible implications of the latest internet-related statutory legislation and the forthcoming 'real-name registration' scheme? This paper draw its conclusions mainly based on in-depth analyses of China's pre-existing internet regulation regime and the new legislation.

text: Implications of China's latest statute on internet and the forthcoming real-name registration scheme A scheme called 'real name registration of information network users' is required to be implemented in China by the end of June 2014. Presumably this scheme is based on the NPC Standing Committee's latest legislation on internet titled Decisions on Strengthening the Protection of Network Information, which imposes on ISPs and ICPs not only obligations to protect online personal information and privacy but also the obligation to collect their clients' true identity information. The latest internet-related legislation and the forthcoming 'real-name registration' scheme raises the question whether the Chinese Government is changing its policy, law and/or the law enforcement regime on regulating the internet contents. Are they merely a disguised internet content control toughening, or something indicating a new trend of China's internet regulation, that is, paying more attention to the protection of online privacy? Does the new legislation add anything new to China's pre-existing legal framework and enforcement mechanism for internet content regulation? Is the Chinese Government sacrificing citizens' freedom of speech for privacy? What are the most possible implications of the latest internet-related statutory legislation and the forthcoming 'real-name registration' scheme? This paper draw its conclusions mainly based on in-depth analyses of China's pre-existing internet regulation regime and the new legislation.

year: 2015

title: Tā Pikitia Hei Āwhina Kōrero  Collaborative Drawing and Storying

authors: Kururangi, Aorere Helen Mary

subjects: collaborative drawing and storying

abstract: Creating a Māori medium context for beginning learners of te reo Māori to converse in genuine dialogue, was a real challenge for our mainstream bilingual unit. This study involved six Year 3-5 primary school students working in two groups of three. The bilingual unit is in a contributing school in an urban setting.

The teacher, a second language learner herself, found students seldom initiated any spontaneous Māori dialogue and tended to respond only to questions or formal teacher initiated direction. So the project sought to develop and explore the approach Tā Pikitia hei āwhina kōrero or Collaborative Drawing and Storying, to improve Children's Oral Language Acquisition in Māori, using a socially responsive approach (Glynn, Wearmouth,  Berryman, 2006)
 
This method encouraged students to initiate, respond and share their own learning in a social and interactive community of learners. The method also allowed students the freedom to generate conversations about their own interests, ideas and background experiences without teacher intervention or direction. The only requirement was me kōrero Māori i nga wā katoa (speak Māori all the time). A collaborative picture was created as each group of students quickly illustrated their ideas on a large piece of paper.

 Each student was pre tested and post tested using the Aromatawai Reo A Waha  - Kia Tere Tonu  (Berryman  Langdon, 2001).This test assessed each student's Māori vocabulary knowledge and their ability to speak spontaneously about a familiar item. The daily conversations created by each student group involved Tā Pikitia hei āwhina  kōrero was recorded on tape, then transcribed verbatim each day to assess changes over time. 

 Student ownership of the learning and their positive participation resulted in improved language outcomes. At the end of the ten week period there were encouraging gains in the post test, Aromatawai Reo A Waha - Kīanga or spontaneous phrases students were able to generate. Furthermore an improved ability to focus on an oral task, and improved engagement by the students were unexpected positive outcomes of this easy to implement activity.

text: Tā Pikitia Hei Āwhina Kōrero  Collaborative Drawing and Storying Creating a Māori medium context for beginning learners of te reo Māori to converse in genuine dialogue, was a real challenge for our mainstream bilingual unit. This study involved six Year 3-5 primary school students working in two groups of three. The bilingual unit is in a contributing school in an urban setting.

The teacher, a second language learner herself, found students seldom initiated any spontaneous Māori dialogue and tended to respond only to questions or formal teacher initiated direction. So the project sought to develop and explore the approach Tā Pikitia hei āwhina kōrero or Collaborative Drawing and Storying, to improve Children's Oral Language Acquisition in Māori, using a socially responsive approach (Glynn, Wearmouth,  Berryman, 2006)
 
This method encouraged students to initiate, respond and share their own learning in a social and interactive community of learners. The method also allowed students the freedom to generate conversations about their own interests, ideas and background experiences without teacher intervention or direction. The only requirement was me kōrero Māori i nga wā katoa (speak Māori all the time). A collaborative picture was created as each group of students quickly illustrated their ideas on a large piece of paper.

 Each student was pre tested and post tested using the Aromatawai Reo A Waha  - Kia Tere Tonu  (Berryman  Langdon, 2001).This test assessed each student's Māori vocabulary knowledge and their ability to speak spontaneously about a familiar item. The daily conversations created by each student group involved Tā Pikitia hei āwhina  kōrero was recorded on tape, then transcribed verbatim each day to assess changes over time. 

 Student ownership of the learning and their positive participation resulted in improved language outcomes. At the end of the ten week period there were encouraging gains in the post test, Aromatawai Reo A Waha - Kīanga or spontaneous phrases students were able to generate. Furthermore an improved ability to focus on an oral task, and improved engagement by the students were unexpected positive outcomes of this easy to implement activity.

year: 2008