Dissertations / Theses: 'Currere'

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Meier, Lori T. "On Regret: Currere as Catharsis." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5895.

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Meier, Lori T. "Academic Identities: Confronting Liminal Spaces with Currere." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5892.

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Meier, Lori T. "Fostering Currere: Seeking Humanity and Identity in Teacher Education." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5890.

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Sellers, Warren William, and w. sellers@paradise net nz. "Picturing currere towards c u r a: Rhizo-imaginary for curriculum." Deakin University. School of Education, 2008. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20081010.054220.

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This critical inquiry in curriculum studies uses poststructuralist and Deleuzian rhizomatic approaches alongside an original 'picturing' methodology. The author genealogically maps historical and contemporary curriculum theorising to deconstruct curriculum 'development' and foreground currere (curriculum reconceptualising). In performing Deleuzian philosophy, his proposed c u r a reimagines curriculum via currere to envision generatively living-learning

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Webb, Mary A. "RESISTING IN THE MIDST OF CHAOS: ONE REVOLUTIONARY EDUCATOR’S CURRERE JOURNEY." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1448470679.

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Martin, Karl W. "EXPLORING CURRICULUM LEADERSHIP CAPACITY-BUILDING THROUGHBIOGRAPHICAL NARRATIVE: A CURRERE CASE STUDY." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531829827408491.

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Young, Cheryl Denise. "Encountering the Emergence of Curiosity in a Sojourn Experience." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1533113163751823.

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Lewko, Candace P., and University of Lethbridge Faculty of Education. "Migrating through Currere : a narrative inquiry into the experience of being a Canadian teacher." Thesis, Lethbridge, Alta. : University of Lethbridge, Dept. of Education, 2009, 2009. http://hdl.handle.net/10133/2466.

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The research questions of this thesis, “Migrating Through Currere: A Narrative Inquiry Into the Experience of Being a Canadian Teacher,” are three-fold: What is the experience of being a Canadian teacher? How do personal and trans/national migration histories influence this experience? How does being a teacher of English-as-a-Second/Additional- Language of adult immigrant and refugee students affect this experience? The aim of this thesis is to better understand how auto/biographical migration stories are connected to a pedagogical life and how this connection influences a teaching praxis. The following quotation sets the teacher in migration: “What is the experience of being…a stranger in a land not one’s own” (Pinar, 1975a, p. 399)? Curriculum reconceptualist theory asks the teacher to engage in processes of self-reflexivity in social, historical, and pedagogical contexts. The experience of being a Canadian teacher is reflected in my family’s and others’ migration stories during the first wave of migration of immigrants to Alberta. Four narratives of my own arose out of self-reflection on topics of identity, culture, home, location, and ethnicity. Each narrative is developed using William F. Pinar’s (1975a) method of currere. The narratives are interspersed throughout the thesis from the regressive to the synthetical moments of currere; they are juxtaposed against autobiographies written by first and second generation Canadians. A review of the literature illuminates the works of educational philosophers such as Maxine Greene and contemporary curriculum scholars including Ted T. Aoki, Dwayne Huebner, Janet L. Miller, Leah Fowler, Erika Hasebe-Ludt, and Cynthia Chambers, in addition to Pinar. The inquiry reveals how a historical return to the self can inform the teacher of the meaning of the teaching experience found in the pedagogical, lived, and historical v circumstances of the self and other. A new awareness of the teaching self emerges in the foreign and familiar of the classroom. Tensions found in dichotomies of language, culture, and ethnicity become generative spaces to reflect on the experience; home becomes a portal through which the teacher views the world with empathy. The teacher lives perceptively in a culturally diverse classroom and amongst the complexities of another’s life circumstances.
ix, 157 leaves ; 29 cm

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Meier, Lori T. "Currere Narratives with Pre-Service Elementary Teachers: Towards Transformative Social Studies Teaching and Thinking." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5896.

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This paper examines the curricular intersection of social studies teacher education with Pinar’s (2012) seminal currere process. Woven together in an undergraduate elementary methods course, currere inquiry served as a beginning, yet cogent lens to explore the nature of students’ social studies lived experiences, to interrogate normative and conventional views of teaching elementary social studies, and to begin to understand and challenge hegemonic narratives in the social studies curriculum and alternatively promote classroom experiences that are culturally responsive (Gay, 2002; Banks, 2007).

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Meier, Lori T. "Outside Curriculum, Currere, and Spaces of Learning: Embracing Tensions at the Margins of Teacher Education." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/5885.

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Ausman, Tasha-Ann. "Contested Subjectivities: Loving, Hating, and Learning Mathematics." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37145.

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This dissertation is a currere study of how five students and their teacher understand their mathematical learning inside a Grade 10 classroom in Quebec. More closely, this research examines how recollections of past, present, and future mathematizing are tied to one’s sense of identity. Through analysing the entries in a teacher journal and the autobiographical stories of former students, identifications with and against common tropes of what it means to be “good” at mathematics were examined. This dissertation thus asks, how do participants in mathematics teaching and learning read their experiences, and why does a study like this matter to the future of the subject or to education overall? Using the autobiographical Curriculum Studies method of currere, a psychoanalytic stylistic analysis, and a cultural studies component whereby participants were encouraged to respond to the characters in the popular sitcom The Big Bang Theory, responses were gathered through individual interviews. Insights were derived from psychoanalytic readings of both transference and countertransference taking place in the learning space and beyond. The researcher’s and participants’ responses were understood through the ways in which the teacher’s emotional world is transferred onto the act of teaching and how, reciprocally, the teacher is addressed through feelings, phantasies, defences, and anxieties. The former students were interviewed with the stages of currere in mind in order to elicit free associative responses that lent insight to the regressive, progressive, and analytic stages. The final, synthetical, stage of currere took place to unpack my identificatory work as a researcher and teacher in the mathematics classroom. The methodological considerations in this dissertation included outlining the significance of repetitions of language in interviewees’ responses, both individually and collectively. Participants’ responses began to indicate a complex emotional world whereby their categorization in a “lower” mathematics course in high school nevertheless did not trap their identities into common tropes of of negativity, difficulty, and anxiety. Rather, the types of language and frequency of word use signal how the emotional landscape of students’ mathematical lives is shaped by how students perceive teachers to see them as mathematical or not. This research reveals how mathematics concepts, but more often, pedagogical dynamics, lead to complicated psychological terrain traversed by both teachers and students. I argue that using currere as a methodology readily employable with high school students helps to uncover the complex worlds of mathematical identity formation including the role of societal stereotypes. Furthermore, if educators understand their own dynamics of love and hate in relation to mathematical competence, performance, and pedagogy, they might better foster mutuality between students and teachers overall.

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Meier, Lori T. "Postmodern Possibilities: Currere as a Process for New Teachers to Rethink Old Paradigms in Elementary Education." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/5899.

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Crooks, Kathleen Schwartz. "Hidden Student Voice: A Curriculum of a Middle School Science Class Heard Through Currere." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1334014049.

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Meyer, Bonnie Marie. "Queering Inclusive Excellence: A Currere Exploration of Self, Curriculum, and Creating Change as a Founding LGBTQ Office Director." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami15943843692969.

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Zurava, Rebecca Ann. "Inner Contradictions and Hidden Passages: Pedagogical Tact and the High-Quality Veteran Urban Teacher en Vue de Currere." [Kent, Ohio] : Kent State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1141249374.

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Thesis (Ph.D.)--Kent State University, 2006.
Title from PDF t.p. (viewed Sept. 12, 2006). Advisor: James G. Henderson. Keywords: urban education; autobiography; existential philosophy; cyberculture; curriculum studies; currere; high-quality teacher; veteran teacher; pedagogical tact. Includes bibliographical references (p. 353-380).

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Bolyard, Chloe S. "Stories Shared and Lessons Learned: Using Currere to Explore Veteran Elementary Teacher Narratives of Teaching in an Accountability Era." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1460632276.

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Meier, Lori T. "Cultivating Intellectual Curiosity in Teacher Education." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/5898.

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Stephenson, Bonnie B. "What's happening in the school counselor's office? A practitioner's story." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1623493894714557.

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Edwards, Jennifer Flory. ""My voice is me": Using currere to explore international students' constructions of voice and identity in a new language and culture." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1617633374773987.

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Alazzaz, Hamad Abdullah. "The Saudi Teacher Experience with a Constructivist Curriculum Reform." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1554981606200889.

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Williams, Tiffany J. "Wild and Well: An Autobiographical Manifesto for the Love of Black Girls." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami153267284888971.

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Sesay, Diana Margaret. "A socially just rationale for an Australian curriculum? : a critical thematic policy analysis of political speeches in education (2007-2010)." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/62675/1/__qut.edu.au_Documents_StaffHome_StaffGroupH%24_halla_Desktop_Diana%20Sesay%20Thesis.pdf.

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In late 2007, newly elected Prime Minister Kevin Rudd placed education reform on centre stage as a key policy in the Labor Party's agenda for social reform in Australia. A major policy strategy within this 'Education Revolution' was the development of a national curriculum, the Australian Curriculum Within this political context, this study is an investigation into how social justice and equity have been used in political speeches to justify the need for, and the nature of, Australia's first official national curriculum. The aim is to provide understandings into what is said or not said; who is included or excluded, represented or misrepresented; for what purpose; and for whose benefit. The study investigates political speeches made by Education Ministers between 2008 and 201 0; that is, from the inception of the Australian Curriculum to the release of the Phase 1 F - 10 draft curriculum documents in English, mathematics, science and history. Curriculum development is defined here as an ongoing process of complex conversations. To contextualise the process of curriculum development within Australia, the thesis commences with an initial review of curriculum development in this nation over the past three decades. It then frames this review within contemporary curriculum theory; in particular it calls upon the work of William Pinar and the key notions of currere and reconceptualised curriculum. This contextualisation work is then used as a foundation to examine how social justice and equity have been represented in political speeches delivered by the respective Education Ministers Julia Gillard and Peter Garrett at key junctures of Australian Curriculum document releases. A critical thematic policy analysis is the approach used to examine selected official speech transcripts released by the ministerial media centre through the DEEWR website. This approach provides a way to enable insights and understandings of representations of social justice and equity issues in the policy agenda. Broader social implications are also discussed. The project develops an analytic framework that enables an investigation into the framing of social justice and equity issues such as inclusion, equality, quality education, sharing of resources and access to learning opportunities in political speeches aligned with the development of the Australian Curriculum Through this analysis, the study adopts a focus on constructions of educationally disadvantaged students and how the solutions of 'fixing' teachers and providing the 'right' curriculum are presented as resolutions to the perceived problem. In this way, it aims to work towards offering insights into political justifications for a national curriculum in Australia from a social justice perspective.

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Larrick, Peggy Larrick. "So Grows the Forest: Reconceptualizing Rural Education Through Significant Memories, Epiphanic Moments, and Critical Conversations in a Post-reconceptualist Era." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1524491216521121.

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Miller, Kurtz Karlmichael. "The essence of awareness of implicit bias: A phenomenological case study of educators' stories of coming to the realization they possess implicit bias." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1574284477424395.

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Hau, Wing Yu. "Electrical current converted from optically excited spin current /." View abstract or full-text, 2008. http://library.ust.hk/cgi/db/thesis.pl?PHYS%202008%20HAU.

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Dixon, Joseph. "Primitive Current." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2205.

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The ocean is the common theme in my work. There is a calmness that comes over me when I sit on the beach and look off into the distance, over an infinite seascape peppered with gulls and shrimp boats. This is a safe place to be but it always leaves me wondering about what lies beneath the surface of the water, below what I can see and below what I know. Time and time again, I come back to the power and mystery of the ocean and all that it symbolizes. To explore the question what lies below?, I create surface tension in my artwork with exaggerated texture, and I juxtapose images of water with scenes from my life.

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Hassan, Bakri. "Current fed multilevel converters for high current power applications." Thesis, University of Newcastle upon Tyne, 2016. http://hdl.handle.net/10443/3267.

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The majority of the worldwide installed power inverters today are voltage source inverters followed by current source inverters where the concluding decision lies with the performance of the applications besides the usual economic reasons. Recent active development in the current source inverter areas has seen the emerging of various generalized multilevel current source inverter topologies analogous to the existing multilevel voltage source inverter families. To date, the multilevel current source inverter families have been classified principally by the physical appearance of their basic structures and also by the number of current sources employed. The existing multilevel current source inverter topologies are unpopular for present applications due to reasons such as big sizes, high control complexity and low reliability; which circumstances are often associated to massive component counts and multiple requirements of current sources. Therefore, this research has been focused on the single-phase single-source generalized multilevel current source inverter for this apparent advantage; where this thesis proposed a novel generalized multilevel current-source inverter topology with the lowest component utilization while employing just a single current source. In addition, the proposed topology can conveniently achieved dc current balance with a simple low frequency switching strategy for the five- and nine-level current outputs. From comparison analysis, the proposed topology has significantly less number of components employed compared to the nearest topology, which implies low implementation cost. The experimental results verify the characteristics and performances of the proposed topology acquired by computer simulations.

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Chow, Tommy W. S. "An investigation of a high current density current collection system." Thesis, University of Sunderland, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278556.

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Decker, Joan 1977. "Synergism of radio-frequency current drive with the bootstrap current." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/87209.

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Johansson, Morgan. "Ion current interface." Thesis, Linköping University, Department of Electrical Engineering, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-4000.

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Abstract

Abstract The reason to measure the ion current in a combustion engine is to extract combustion parameters in order to achieve closed loop control of the combustion i.e. control of the spark, fuel and air into the engine. By using the spark plug, in a spark-ignited engine, as a probe it is possible to measure the ion current.

The purpose with this thesis is to improve an existing ion current interface.

A ringing caused by the ignition coil will follow by the ion current signal. Now the need of energy in the spark increase. Since increased energy in the spark gives a longer burn time and a longer ringing the ringing will extend into the ion current signal. The problem with the old interface is that the ringing is not symmetrical which could cause problems when filtering the signal.

The aim of this thesis is to achieve a symmetrical ringing and a interface that can handle an ion current amplitude from 0,1µA to 1mA.

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Guyton, Matthew C. (Matthew Christopher). "Bandgap current source." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/87308.

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Wu, Junyang. "Large current rectifiers." Thesis, University of Cambridge, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.611994.

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Rabuzin, Tin. "Shaft Current Protection." Thesis, KTH, Industriella informations- och styrsystem, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-177353.

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Shaft current protection in hydro and turbo generators is an important generatorprotection issue. Currents owing in the generator shaft might damagegenerator bearings which, in turn, could reduce operating time and cause largenancial losses. Therefore, it is important to prevent operation of the generatorunder conditions of high shaft currents.In this project, task was to develop measurement and protection system thatis able to operate under certain conditions. Measurement device has to be ableto accurately measure currents lower than 1 A in a generator shaft that canvary in diameter from 16 cm up to 3 m. Also, those currents might appear infrequencies equal to multiples of line frequency. Device is to be located in alimited space and in a proximity of the generator. Thus, stray ux is expectedwhich might inuence measurements. Furthermore, since currents that haveto be measured are low, output of a measurement device is usually a low levelsignal. Such signal had to be catered for and adapted in a way that it can beused with numerical relay. After literature review and overview of possible solutions, Rogowski coil waschosen as the measurement device which will be further analysed. Two othercurrent transformers were considered which served as a good comparison withRogowski coil. Several dierent tests and measurements were made on mentionedmeasurement devices. Also, it was investigated how IEC61850-9-2 andMerging Unit (MU) could be used in this application. Upon this investigation,complete protection systems were assembled in the laboratory and they weretested. To asses the behaviour of dierent systems in the real environment, test installationwas built in the hydro power plant, Hallstahammar. This installationincluded traditional systems, with measurement signals connected to the relaya,and the one which utilized concepts of Process Bus and Merging Unit. Measurementsand tests that were made there served as a nal proof of successfulnessof protection systems. Results showed that Rogowski coil was a suitable choice for a measurementdevice due to its benecial mechanical and electrical properties. Also, tests madewith actual shaft current showed advantages of using Rogowski coil in pair withMerging Unit and process bus over traditional protection systems. Nevertheless,it was conrmed that both types of systems satisfy project requirements.
Skydd mot axelstrommar i vattenkraft- och turbo-generatorer ar mycket viktiga. Strommar kan uppkomma i generatoraxeln beroende pamagnetisk osymmetri istatorkarnan. Denna osymmetri ger upphov till en inducerad spanning i axelnsom sedan kan ge en axel-strom vid kortslutning av isolationen som rotornslager vilar pa. Om axel-strommen gar genom generatorns lager, kan lagretskadas allvarligt. Detta kommer i sin tur minska drifttiden och orsaka storaekonomiska forluster vid produktionsbortfall. Darfor ar det viktigt att detekteraom det gar axelstrommar genom generatorns lager. Examensarbetets mal var att utveckla ett mat- och skyddssystem for att detekteraaxel-strommar. Den matande enheten maste kunna detektera strommarmindre an 1 A i generatoraxeln vilken kan variera i diameter fran 16 cm upp till3 m. Dessutom kan dessa strommar ha frekvenser lika med eller multiplar avkraftnatets frekvens (50 eller 60Hz). Den matande enheten skall vidare kunnamonteras i ett trangt utrymme och i narhet av generatorns stator. Lackodefran statorn kan forvantas vara stort, och detta kan antas ha stor paverkanpamatningarna. Eftersom axelstrommen som mats ar lag, ar utsignalen franden matande enheten vanligtvis en lagnivasignal. Denna laga signalnivamasteanpassas saatt den kan anvandas i ett numeriskt rela, vilka vanligtvis kraverhogre energinivaer paingangsignalerna.Efter genomford litteraturstudie och oversikt over mojliga losningar, konkluderadesdet att en losning med Rogowski spole som matanordning borde varaintressant, och denna analyserades ytterligare. Tvastromtransformatorer medkonventionell konstruktion med karna av elektroplat valdes som jamforelse medlosningen baserad paRogowski spole. Flera olika tester och matningar gjordes. Dessutom undersoktes hur en process-bus losning enligt IEC61850-9-2LE meden Merging Unit (MU) skulle kunna anvandas i denna tillampning. Vid alladessa undersokningar har kompletta system for matning och skydd monteratsoch testats i laboratoriemiljo.For att registrera funktionen for de olika systemlosningarna i en verkligmiljo, monterades det kompletta systemet fran laboratorietesterna in i ett vattenkraftverki Hallstahammar. I detta vattenkraftverk ingar traditionella skydd-, styrnings- och kontroll-system och aven en aldre losning for att skydda generatornmot axelstrommar. Darmed kunde man jamfora prestanda mellan deolika losningarna baserade pastromtransformatorer av konventionell konstruktionmed karna av elektroplat och losningen med Rogowski spole. Signalerfran bada givarna anslots till ett numeriskt rela, och anslutning av Rogowskispolen gjordes aven via en MU till det numeriska relat. Matningar och testersom gjordes i kraftstationen kunde tas som ett slutligt bevis paatt de olikalosningarna baserade pa Rogowski spole ar en framtida losning for ett valfungerande axel-stroms skydd for generatorer. Resultaten visar att Rogowskispolen ar ett lampligt val aven med avseendepadess fordelaktiga mekaniska och elektriska egenskaper. Testerna som gjordesmed en verklig axel-strom visade tydligt fordelarna med att anvanda Rogowskispolen i kombination med MU och process bus jamfort med traditionella skyddssystem. Det ska dock understrykas att bade systemet med och det utan MUuppfyllde projektets krav.

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Mai, Yuan Yen. "Current-mode DC-DC buck converter with current-voltage feedforward control /." View abstract or full-text, 2006. http://library.ust.hk/cgi/db/thesis.pl?ECED%202006%20MAI.

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Balasubramaniam, Senthooran. "Series current flow controllers for high voltage direct current transmission grids." Thesis, Cardiff University, 2017. http://orca.cf.ac.uk/104744/.

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Large scale grid integration of renewables and cross country border energy exchange may be facilitated by multi-terminal high-voltage direct-current (MTdc) grids. However, as the number of terminals and dc lines increases, power flow management between dc nodes becomes amajor challenge. The current carrying capability of dc lines is limited by their thermal and electric stress limits. Thus, the line current must be maintained within the permissible operational region to protect the lines fromdamages. This thesis addresses this fundamental issue through the introduction of inter-line current flow controllers (CFCs) into MTdc grids. An inter-line CFC is a low power rated controllable voltage source that can enhance system performance by suitably redirecting the current flow at the point of connection. It enables regulation of the dc line current flow by changing the voltage at the dc terminals where it is inserted. The research work presented in this thesis is aimed to realise the most feasible CFC topologies to facilitate flexible power flow between dc nodes. Themain contributions of this research work comprise of four parts, namely, (1) design and development of dc CFC topologies, (2) prototyping of the proposed CFCs (3) implementations of centralised and communication free control schemes for densely meshed dc grids, and (4) protection of inter-line CFCs. In the first phase, the characteristics, control and operation for five configurations of interline CFCs are studied, namely, resistive, RC circuit, capacitive, dual H-bridge, and single H-bridge based CFCs. A multi-port CFC is proposed to facilitate current regulation on multiple lines simultaneously. An experimental platform consisting of a three-terminal dc grid and small scale prototypes of the proposed CFCs have been developed to validate the concepts. It is clearly shown through experiments and time-domain simulations that all devices are capable of improving the system performance. A centralised hierarchical control system is proposed to coordinate the operation between multiple CFCs. A novel voltage sharing control scheme is demonstrated. It is shown that such ii Abstract scheme reduces the workload on a single CFC by sharing the required control voltage between multiple CFCs, and, additionally, can be used to avoid control conflicts among active CFCs during communication failure. New protection methodologies are implemented to protect the CFC during internal failures and dc faults. Small-scale dc circuit breakers have been developed to study the performances of 1B and 2B-CFCs under a pole-to-pole fault.

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TOYAMA, JUNJI, KAICHIRO KAMIYA, TAKAFUMI ANDO, HARUO HONJO, ITSUO KODAMA, and JONG-KOOK LEE. "Stage-dependent changes in membrane currents in rats with monocrotaline-induced right ventricular hypertrophy." Thesis, American Physiological Society, 1997. http://hdl.handle.net/2237/16800.

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Okubo, Hitoshi, Masahiro Hanai, Naoki Hayakawa, Fumihiko Kato, and Hiroki Kojima. "Superconducting Fault Current Limiting Cable (SFCLC) with Current Limitation and Recovery Function." Elsevier, 2012. http://hdl.handle.net/2237/20732.

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Okubo, Hitoshi, Masahiro Hanai, Naoki Hayakawa, Hiroki Kojima, and John Himbele. "Current limitation and recovery function for superconducting fault current limiting transformer (SFCLT)." Elsevier, 2012. http://hdl.handle.net/2237/20733.

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Schultz, S. D. (Steven Donald) 1968. "Lower hybrid and electron cyclotron current drive with bootstrap current in tokamaks." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/85353.

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Wells, Robert Edward. "Current-current correlators in NRQCD and supersymmetric field theory on the lattice." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610372.

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Nilsson, Johan. "AC Ion Current Interface." Thesis, Karlstad University, Division for Engineering Sciences, Physics and Mathematics, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-3473.

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An effective way to extract combustion parameters from a spark ignited engine is to measure the level of ionization. One way to do this is to use the spark plug as a sensor.

Until now this has been achieved by applying a DC voltage over the spark gap which causes an electrical field. The electrical field together with the ionization process gives cause to an ion current which can be measured and analyzed. Previous research suggests that it would be beneficial to replace the DC voltage with an AC voltage.

The focus in this thesis is on the hardware and how to best implement an AC voltage to the existing ion sensing system. Both simulation- and hardware models will be constructed. These models will be tested and analyzed to evaluate both benefits and drawbacks of an AC ion current sensing system.

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Cabrera, George. "Broadband RF current detector." FIU Digital Commons, 1994. http://digitalcommons.fiu.edu/etd/1955.

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The problems to be solved in this thesis were 1) development of a broadband RF preamplifier to be used with non-ferrous current probes so that the amplified signal exceeds the errors due to cable pickup, no detection is needed in this application, and 2) development of a self-contained device that amplifies and detects the output from a nonferrous current probe, providing a digital readout of the current. These instruments have been completed and are being tested for use by the National Institutes of Occupational Safety and Health (NIOSH). The self-contained current meter operates at frequencies up to 600 MHz, and detects currents as low as 8 mA . At these current magnitudes, the probe (pick-up coil) will output a voltage of 500μV (-53 dBm on 50Ω) which will have to be raised above 0 dBm. The final circuit uses a RF mixer as a variable attenuator in order to increase the dynamic range, two Monolithic Microwave Integrated Circuits (MMIC) for preamplification, a final broadband amplifier to raise the output compression point, a Schottky diode detector, a sample and hold circuit, and a liquid crystal digital panel meter.

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Empringham, Lee. "Matrix converter current commutation." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342443.

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Weller, Robert Alexander. "Superconducting fault-current limiters." Thesis, University of Cambridge, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.621175.

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Lundin, Staffan. "Marine Current Energy Conversion." Doctoral thesis, Uppsala universitet, Elektricitetslära, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-280763.

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Marine currents, i.e. water currents in oceans and rivers, constitute a large renewable energy resource. This thesis presents research done on the subject of marine current energy conversion in a broad sense. A review of the tidal energy resource in Norway is presented, with the conclusion that tidal currents ought to be an interesting option for Norway in terms of renewable energy. The design of marine current energy conversion devices is studied. It is argued that turbine and generator cannot be seen as separate entities but must be designed and optimised as a unit for a given conversion site. The influence of support structure for the turbine blades on the efficiency of the turbine is studied, leading to the conclusion that it may be better to optimise a turbine for a lower flow speed than the maximum speed at the site. The construction and development of a marine current energy experimental station in the River Dalälven at Söderfors is reported. Measurements of the turbine's power coefficient indicate that it is possible to build efficient turbines for low flow speeds. Experiments at the site are used for investigations into different load control methods and for validation of a numerical model of the energy conversion system and the model's ability to predict system behaviour in response to step changes in operational tip speed ratio. A method for wake measurements is evaluated and found to be useful within certain limits. Simple models for turbine runaway behaviour are derived, of which one is shown by comparison with experimental results to predict the behaviour well.

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Yang, Chun-hung, and 楊俊鴻. "An Inquiry for “in-currere-between”." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/50736345814339907004.

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博士
國立中正大學
課程研究所
96
“In-currere-between” is a way of thinking for subjective existential experience, which originates from the exploration of the “currere” from Reconceptualization . But due to the influence of change of social and cultural context, and the development of new idea and thought, many new generations of curriculum scholars of Reconceptualization stand on a new academic position with a kind of new language and thought of curriculum to newly regard the curriculum of experience, or a perspective of curriculum for improvisation, a perspective of curriculum for third space, a perspective of curriculum for nomadic space, and a perspective of curriculum for dis/position . The new position of curriculum like this which mainly connect post-structuralism, ideas of space conversion and subjective existential experience is “In-currere-between”, which created all by the researcher. Through a genealogical inquiry for the conception of “in-currere-between”, curriculum represented with single meaning is transformed into the one with the synthetics of many complicated meanings. Instead of a general and single form of representation, the concepts of curriculum can be explored with the characteristic “between”, which are associated with the interactions of history, culture, space, time, subject and etc. The modes of inquiry for “in-currere-between” can proceed in three ways: First, encounter between self and another self. Second, encounter between self and others. Third, encounter between self and different incidents . This dissertation aims to investigate the difficulties of binary concepts in curriculum studies from the perspectives of Post-Reconceptualization to understand the phenomena ‘within and between’ understanding curriculum and curriculum development, curriculum theory and practice, curriculum-as-plan and curriculum-as-lived experience, curriculum object and nonobject . Reconciling and transcending these problems of dualism in curriculum studies, the researcher brings up a creative conception of “in-currere-between”.

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Brown, Diane S. "Restorying ourselves using Currere to examine teachers' careers /." 2007. http://digital.library.okstate.edu/etd/umi-okstate-2383.pdf.

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Milam, Jennifer Louise. "Understanding curriculum in context: using currere to explore the perceptions, attitudes and practices of white teachers in classrooms with african american students." 2008. http://hdl.handle.net/1969.1/ETD-TAMU-3152.

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As a careful look into the daily lived experiences of teachers in today’s schools, the overarching purpose of this study was to seek a clearer understanding of how race may be reflected in the construction of teachers’ perceptions and practices. More specifically, the intent was to understand the relationship between the selected White teachers’ perceptions of themselves as White educators, their perceptions of the African American students they teach, and their teaching practices. Further, this research also sought to explore the potential and possibilities for engaging currere, as defined in Pinar’s 1976 work, as a method of study in educational research. With this in mind, this study was not only a journey to explore the complexities in classrooms of selected White teachers and their African American students; it also became a complicated process of self-excavation and deconstruction of myself, a former White teacher of African American students. A qualitative methodology, guided by critical epistemologies was used. The researcher, acted as participant observer. The research included four components: teacher interviews, classroom observations, informal dialogue, and teacher reflection. Four significant instructional practices and interactions emerged from classroom observations that seemed to reflect the relationship between selected White teachers’ perceptions of themselves and the African American students they teach. These were: (1) overcorrection and inconsistent (re)direction, (2) failure to engage, (3) isolation and dismissal, and (4) lowered expectations and lesser curriculum. While the research in education has identified similar themes and practices, when viewed in and through the context of currere, a greater complexity in classrooms with White teachers and African American students is exposed. Currere holds that each of us is a manifestation of our past and that in order to realize any semblance of meaningful, authentic progress in the future, each of us must first examine our past, our perceptions and our ways of knowing and being in the world. Currere offers us a method by which to begin this journey – as individuals, as a collective society, and certainly as teachers.

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Hongyu, Chang, and 張宏育. "A Critique of the “currere” Autobiographical Curriculum Inquiry of William Pinar." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/18674977857821284599.

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碩士
國立臺灣師範大學
教育學系
96
The aim of this study is to analyze and critique the autobiographical method of “currere,” which is the core of Pinar’s early work. I probe the meaning, theoretical foundations, methodology, and context of the development of Pinar’s method. Secondly, I analyze research examples utilizing this same method. Finally, I review relevant scholarly criticisms of Pinar’s method, articulating the possibilities for applying this method in Taiwan. To achieve the purposes above, I take “theoretical inquiry” as my research approach and acquire research and scholarly opinions from various prominent scholars in the field of curriculum research abroad through email communication. I make the following conclusions: First, the method of “currere” is based on the curriculum theorizing of Pinar’s early work. Second, the theoretical foundations of this method are phenomenology, existentialism, and psychoanalysis. Third, the method of “currere” is a systematic methodology. Fourth, the application of this method needs to be adapted to individual needs in a suitable way if it is going to be properly utilized and applied. Fifth, the application of this method should take ethical issues into consideration. Sixth, the possible applications of this method in Taiwan include but are not restricted to the following five themes/domains: reflection on one’s own curriculum experience, teacher education, the teacher’s personal practical knowledge, curriculum consciousness and curriculum leadership. I conclude that Pinar’s method of “currere” is a kind of self-study emphasizing subjective reflection of one’ s own experience as well as an interdisciplinary inquiry research method. In accordance with my findings, I offer some suggestions for improving school curriculum, curriculum for teacher education, and future study in Taiwan.

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Raboijane, Botoka. "Mathematics teachers' understanding of alternative assessment as applied in junior secondary schools in Gaborone (Botswana)." Thesis, 2006. http://hdl.handle.net/10539/1610.

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Student Number: 0306365F Masters in Education School of Education
An attempt to improve the quality of education in Botswana included an emphasis on alternative forms of assessment. This attempt however, has produced inconclusive results and the censure has often been on technical issues such as; lack of resources and overlooking the teachers’ understanding of the proposed innovation. A naturalistic research approach was undertaken by this study to investigate whether or not teachers at junior secondary schools in Botswana were using formative assessment when teaching mathematics as advocated in the RNPE. By employing the notion of currere, the study subjected three purposively sampled mathematics teachers drawn from three purposively sampled public junior secondary schools to an autobiographical process to reflect on their practices. The research methods comprised classroom observations and interviews. In the light of Bernstein’s theory of pedagogic device, data was analyzed and interpreted. The findings of this study indicated that mathematics teachers’ assessment strategies are still traditional. Their practices are influenced by many factors more especially by the need to make sure that students do well in the public examinations. Their understanding of these factors determines their receptivity to the proposed change. These teachers need to put themselves on the spot, and question their taken-for-granted aspects of their work. Only this way, would they become aware of alternative cause of action they need to take and can regard themselves as “critical public intellectuals.”

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Dissertations / Theses on the topic 'Currere'

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