Relevant bibliographies by topics / Electrical engineering – textbooks

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Electrical engineering – textbooks'

Author: Grafiati
Published: 28 July 2024
Last updated: 31 July 2024

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Journal articles on the topic "Electrical engineering – textbooks"

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Bowron, P. "Textbooks in Electrical Engineering Degree Courses." International Journal of Electrical Engineering Education 22, no. 2 (April 1985): 179–87. http://dx.doi.org/10.1177/002072098502200215.

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Svyrydiuk, Vitalii, and Olha Svyrydiuk. "EDUCATIONAL SOFTWARE FOR THE DEVELOPMENT OF PRE-SERVICE PROFESSIONALS’ SUBJECT COMPETENCE." Baltic Journal of Legal and Social Sciences, no. 4 (January 2, 2023): 86–93. http://dx.doi.org/10.30525/2592-8813-2022-4-11.

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The article presents the results of the approbation of the electronic textbook, which was created as a means of developing pre-service specialists’ subject competence. The authors note that the e-textbook is an e-learning publication with a systematic presentation of learning content that corresponds to the educational program, includes digital objects of various formats and provides interaction. The advantages of electronic textbooks, features of development and use of Electrical Engineering electronic textbooks for vocational education were substantiated. The expediency of using an electronic book for the formation of pre-service specialists’ subject competence in the electrical field of vocational training has been presented. The levels of formation of subject competence were determined, and the efficiency of using the e-learning tool, which increased the level of student’s academic achievements, was proved. It was emphasized that the introduction of the developed Electrical Engineering electronic textbook gave grounds to state that the material offered in the book motivated the students to study and allowed them to solve learning problems successfully.
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Oktafatricia, Eva, Suwaybatul Aslamiyah, Sultan Syahrir, and Amiruddin Amiruddin. "A Study of Arabic Textbooks for Madrasah Tsanawiyah." Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab 14, no. 2 (December 31, 2022): 421–37. http://dx.doi.org/10.24042/albayan.v14i2.9671.

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Textbooks must meet the criteria for appropriate textbooks that have been set by BSNP, so that the teaching materials in them are quality teaching materials. The purpose of this study was to analyze the Arabic language textbook for class VIII that was published by Erlangga whether the textbooks have met BSNP standards and has met the quality of textbooks based on aspects of material, presentation, language and graphics. This type of research was content analysis research, which aimed to analyze more deeply the content of Arabic textbooks for the class VIII in Madrasah Tsanawiyah. The approach used in this research was a qualitative approach. The method used was the study of documentation and literature study. According the results of this study, Arabic textbooks for class VIII published by Erlangga are books that were not fully in accordance with BSNP standards and meet the quality of teaching materials based on material, presentation, linguistic, and graphic aspects. Based on the study, it could be concluded that this Arabic book was worthy of being used as a handbook based on its advantages. A prominent weakness of this book was from the aspect of graphic presentation.
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Azmin Md Zamin, Ainul, Mahmoud Elfeky, Rafidah Kamarudin, and Faizah Abd Majid. "A Corpus-based Study on the use of Phrasal Verbs in Malaysian Secondary School Textbooks." International Journal of Applied Linguistics and English Literature 8, no. 6 (November 30, 2019): 76. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.6p.76.

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Phrasal verbs (PVs) are one of the most notoriously puzzling aspects of English language instruction. Despite their difficulty and idiosyncrasies, they are of high relevance for ESL/EFL learners because mastery of PVs is often equated with language proficiency. Different from prior researches, this content analysis study seeks to identify the PVs used in the Malaysian upper secondary school textbooks and the frequency count of each PV in each textbook using a corpus linguistic approach. The most frequently PVs in each textbook were compared to the list provided by Biber et al (1999)’s Longman Grammar of Spoken and Written English corpus. Findings from this study revealed that the selection and presentation of these combinations in the secondary school textbooks used in Malaysia depended more on authors’ intuition rather than on empirical findings and pedagogical principles. There were no clear explanations of Phrasal Verbs in both textbooks that were analysed. Despite the large number of PVs in the corpus, their presentation in the textbooks was far from satisfactory with some being over-repeated at the expense of some others. This paper makes a few suggestions to further improve the present treatment of PVs in the textbooks used at upper secondary schools in Malaysia. It is suggested that accurate definitions and appropriate selection and presentation of PVs should be considered. Rather than relying on intuition, Malaysian textbook writers must consider integrating the use of corpus into their selection of PVs to be presented to students.
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Bari Rahmany, Abdul, and Mohammad Rizwan Khan. "Evaluation of High School English Textbooks: “English for Afghanistan” based on McDonough and Shaw’s (2003) Model." International Journal of Applied Linguistics and English Literature 11, no. 2 (March 31, 2022): 72–78. http://dx.doi.org/10.7575/aiac.ijalel.v.11n.2p.72.

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The textbook is an integral component of the ELT classroom. They need to be evaluated periodically, as the needs of learners change according to time, context, and approaches to identify their strengths and weakness. The aim of this research is to evaluate High School English textbooks at schools in Afghanistan. The textbooks include ELT books: ‘English for Afghanistan: for grades 10-12’ designed by the Ministry of Education of Afghanistan. For this purpose, the researcher used McDonough Shaw’s (2003) model. Both the external and the internal evaluation criteria are applied to the textbooks. The findings indicate that the textbooks are designed for local purposes, which reflect Afghan religious and cultural values. The study also indicated that the textbooks are based on communicative language teaching which includes different situations for teaching the topics. However, the textbooks also had some drawbacks. The listening skill, which is the main component of the CLT approach, is completely neglected; the grammar activities are brought in the deductive approach, and the textbooks are gender-biased. Overall, the textbooks are up to date and meet the learners’ needs and wants, and can achieve the objectives made for each unit. However, the findings of the research can be more useful for teachers, syllabus designers, materials developers, methodology experts, and test designers in revising the textbooks.
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Lee, KyoungAe. "Analysis of Maker Competencies in Dietary Life Units of Practical Arts Textbook under the 2015 Revised Practical Arts Curriculum." Korean Association of Practical Arts Education 36, no. 4 (December 31, 2023): 71–95. http://dx.doi.org/10.24062/kpae.2023.36.4.71.

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This study investigated the degree to which maker competencies can be cultivated by learning the dietary life units of fifth and sixth practical arts textbooks, including areas for improvement in cultivating maker competencies in dietary education. The study analyzed six maker competency groups (integrated thinking, collaboration, making mind, human-centered, problem discovery, and making practice) and their sub-competencies as they appear in these units. The analysis yielded the following results. First, in the dietary life units of the practical arts textbook based on the 2015 revised practical arts curriculum, both the integrated thinking competency group and the making practice competency were found in 100% and 54.8% of the 5th-grade textbooks and 54.2% and 61.9% of the 6th-grade textbooks, respectively. The making mind competency group was present in 50% of 5th-grade textbooks and 37.5% of 6th-grade textbooks, while the collaboration competency group appeared in 33.3% of 5th-grade textbooks and 50.0% of 6th-grade textbooks. The problem discovery competency group featured in 50% of the 5th-grade textbooks but was entirely absent in the 6th-grade textbooks. Furthermore, the human-centered competency group was not reflected in either the 5th or 6th grade textbooks. Second, the integrated thinking competency group featured prominently in the achievement criteria units focused on theoretical learning, such as [6Practiacl Arts 02-01], [6Practiacl Arts 02-04], and [6Practiacl Arts 02-09]. Furthermore, the making practice and making mind competency groups were predominantly reflected in the achievement criteria units involving food making, such as [6Practiacl Arts 02-02] and [6Practiacl Arts 02-10]. In addition, the sharing and communication capabilities of the collaboration competency group were also reflected across most units. In conclusion, the study found that by learning the dietary life units of the practical arts textbook according to the 2015 revised practical arts curriculum, students successfully cultivated five of the six maker competency groups, excluding the human-centered competency group.
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Viktorova, Lesia, Artur Kocharyan, Valeryii Lashcul, and Olena Korotun. "PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS OF APPLICATION OF QR‑CODES IN MODERN TEXTBOOKS OF THE NEW UKRAINIAN SCHOOL." Problems of the modern textbook, no. 27 (December 24, 2021): 27–35. http://dx.doi.org/10.32405/2411-1309-2021-27-27-35.

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The article outlines the problems and prospects of using QR‑codes in modern textbooks of the New Ukrainian School. The analysis of the modern scientific researches devoted to problems of the modern textbook in the context of the use of QR‑codes is generalized. Prospects for the integration of modern information and communication technologies on the example of QR‑codes with the traditional presentation of educational material in the textbook are considered. It was found that the use of this technology has certain advantages for improving the quality of learning, individualization of learning and will extend the overall impact on traditional teaching literature in the context of solving a number of issues (maximum information on the minimum space of the textbook page, use of activity approach to learning, etc.). Psychological and pedagogical conditions of effective use of QR‑codes in modern textbooks of the New Ukrainian school are singled out.
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Jeong, Mi-Jin. "The Flow of University Writing Courses and Reorganization Aspects of University Writing Textbooks: Focusing on Gyeongsang National University's writing textbooks." K Association of Education Research 9, no. 1 (February 28, 2024): 207–25. http://dx.doi.org/10.48033/jss.9.1.10.

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The purpose of this article is to summarize the flow and textbook reorganization of Gyeongsang National University's writing curriculum and provide a reference point for the direction of future university writing textbooks by examining the characteristics of the recently published curriculum and the newly published textbooks. Put it. It was in 2009 that writing as a subject was designated as a required liberal arts subject at Gyeongsang National University. Since this period, the first common textbook for writing education was developed and published, textbooks have been reorganized and published every 4 to 5 years. Gyeongsang National University's writing curriculum and textbook composition are moving in a direction that takes into account the goals of liberal arts education and the needs and practical needs of learners. The direction of curriculum revision, which divides writing subjects into four categories and allows learners to selectively complete writing that they need or are interested in, along with the types of writing that are deemed fundamentally necessary for university education, can be understood in the same context. there is. In the case of textbook composition, it can be seen that the educational model and learning areas are subdivided according to the characteristics of the subject, and performance is emphasized through a process-centered approach.
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Abdulridha Obaid, Ali, Lilliati Ismail, Abu Bakar Mohamed Razali, Nor Shahila Mansor, Moomala Othman, and Dalia Aralas. "A Descriptive Analysis of Cultural Content of “English for Iraq” Textbooks Used in the Intermediate Schools in Iraq." International Journal of Applied Linguistics and English Literature 8, no. 4 (July 31, 2019): 88. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.4p.88.

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Despite the abundance of the literature addressing culture incorporation in English language teaching and learning, the study of the implicit, as well as the explicit, cultural representations in EFL textbooks’ linguistic content formulates an essential part with a consensus on its significant importance. Since 2012, a new EFL textbooks series written by foreign authors has been adopted in Iraq; this series does not seem to have gained a lot of quality research about the hidden curriculum, particularly related to its cultural content. This study investigates culture integration in the content of “English for Iraq” textbook series currently used in the intermediate schools in Iraq, aiming at detecting both any potential acculturation, and the kind of culture, (surface or deep) emphasized in the written texts and the visuals of the textbooks’ content. A qualitative research method is employed based on a descriptive content analysis. Findings show that the textbooks encompass sharp difference in the frequency occurrences of the cultural representations, resulting to the dominance of both the source (Iraqi local cultural) culture, and the two cultural dimensions, products and persons. This imbalanced representation drives the textbooks to be source-culture-based textbooks with least probability of acculturation, and be prevailed with surface culture materials focusing on items like Folks, Fairs, Festivals, and Food, which turn the textbooks to look like tourist’s guide books. The textbooks then follow a traditional approach for integrating culture in their content. A pedagogical implication of the study can be the necessity of re-considering culture corporation in these textb
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Nebeker, F. "More treasured texts [educational textbooks]." IEEE Spectrum 40, no. 7 (July 2003): 31–36. http://dx.doi.org/10.1109/mspec.2003.1209610.

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Dissertations / Theses on the topic "Electrical engineering – textbooks"

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Ipince, Rodrigo (Rodrigo E. ). "Improving the textbook exchange system at MIT." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/66425.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2011.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 79-80).
Textbooks have become one of the biggest expenses of a college education. We attempt to solve this problem by providing students with better information and tools to facilitate book exchange. More specifically, we focus on the subproblem of using technology to build an effective local textbook market. This thesis makes three main contributions. First. it integrates a local sales system into BooksPicker, making it the first tool that does price comparison between both local and non-local (online) sources. Second, it introduces automatic pricing strategies that dynamically price books based on current market prices and book condition. Third, it provides an offer prioritization mechanism that uses location and social information to sort competing offers. Our system was deployed at MIT during the Fall 2010 semester and measured in terms of traffic, local market effectiveness, and through user feedback. Traffic increased three-fold and the number of transactions increased six-fold when compared to each of the two previous semesters. Usage of automatic pricing increased the probability of sale while decreasing the time in market of local offers. We did not obtain enough data to properly evaluate the offer prioritization mechanism.
by Rodrigo Ipince.
M.Eng.
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Books on the topic "Electrical engineering – textbooks"

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Zekavat, Seyed A. Introduction to electrical engineering. Boston: Pearson Prentice Hall, 2011.

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Hambley, Allan R. Electrical engineering: Principles and applications. 5th ed. Upper Saddle River, NJ: Pearson, 2011.

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Cheng, K. W. Eric. Electrical engineering English exercises. Hong Kong: Hong Kong Polytechnic University, 2002.

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National Center for Construction Education and Research (NCCER) (U.S.). Electrical performance projects. Upper Saddle River, NJ: Pearson/Prentice Hall, 2005.

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Edward, Hughes. Hughes electrical and electronic technology. Harlow, England: Pearson/Prentice Hall, 2012.

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Industry, National Joint Apprenticeship and Training Committee for the Electrical. Mathematics essential for the electrical trades. 2nd ed. [United States?]: National Joint Apprenticeship and Training Committee, 2000.

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R, Robertson Christopher, ed. Fundamental electrical and electronic principles. 2nd ed. Amsterdam: Elsevier/Newnes, 2001.

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Herrera, Xuan. Laws of Electronics. New Delhi: World Technologies, 2011.

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Marty, Max. Principes d'électrotechnique: Cours et exercices corrigés. Paris: Dunod, 2005.

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Wanke, J. English for electrical and electronics engineers. 3rd ed. Wiesbaden: O. Brandstetter, 1987.

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Book chapters on the topic "Electrical engineering – textbooks"

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Kim, Jeongyeun, and Namje Park. "The Analysis of Case Result and Satisfaction of Digital Textbooks for Elementary School Students." In Lecture Notes in Electrical Engineering, 417–22. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-41674-3_59.

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Klasnja-Milicevic, Aleksandra, Mirjana Ivanovic, and Marco Porta. "A Gaze-Based Intelligent Textbook Manager." In Lecture Notes in Electrical Engineering, 345–55. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-29078-7_31.

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Chung, Kwang Sik, Hye Won Byun, and HeonChang Yu. "Programming Practice and Digital Textbook on Smartphone." In Lecture Notes in Electrical Engineering, 209–14. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1536-6_28.

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Hong, Jeong-Hun, Mihye Kim, and Kwan-Hee Yoo. "Development of a 3D Digital Textbook Using X3D." In Lecture Notes in Electrical Engineering, 341–51. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5857-5_37.

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Chung, Kwang Sik. "Learning Reaction Analysis Engine for Interactive Digital Textbook Platform." In Lecture Notes in Electrical Engineering, 459–65. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5041-1_74.

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Conference papers on the topic "Electrical engineering – textbooks"

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Sato, Chikara. "Combined-Mode Parametric Oscillations in Mechanical Systems." In ASME 1995 Design Engineering Technical Conferences collocated with the ASME 1995 15th International Computers in Engineering Conference and the ASME 1995 9th Annual Engineering Database Symposium. American Society of Mechanical Engineers, 1995. http://dx.doi.org/10.1115/detc1995-0246.

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Abstract Parametric oscillations formulated by linear or nonlinear differential equations of order two are often encountered in the textbooks on the theory of nonlinear oscillations. Mathieu equation or its modified nonlinear version are seen in many papers as the typical examples. Parametric oscillations of the higher order than two, however, are less investigated, and the fundamental form is little known, especially the knowledge on the engineering viewpoint is little published in relation with mechanical or physical models. This paper deals with the parametirc oscillations governed by periodic differential equations with the higher order than two, presenting the fundamental mathematical form with many physical, mechanical, and electrical examples. General nonlinear systems with parametric excitation are not easy to treat with, because they have many characters depending on the specific forms of the systems. In this paper we confine systems which have three conditions, first excitation frequency region is limited, second symmetry condition or reciprocity is kept, third no energy condition of nonlinear functions. These conditions are partly mathematical and partly physical. In order to treat with parametric oscillation we think that the causes of oscillations are only parametric instability. Without parametric excitation no significant oscillations are assumed to exist.
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Manno, Vincent P. "Revising the Power Generation Systems Curriculum: The 1000 MW Solution." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-68554.

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Student interest in electric power generation is increasing as national and worldwide attention to energy grows. While a power plant or thermal design course was a staple of pre-1980s mechanical engineering education, such courses fell out of favor as the bio-info-nano revolution refocused academic programs. The relevant textbook literature also stagnated. There is now an opportunity to reinvent the curriculum for mechanical engineering courses focused on 21st Century electric power generation. This paper addresses developing appropriate content for and teaching of such courses. The overarching goal is for a broad spectrum of students to develop a working knowledge of the scientific and technical similarities, differences, and challenges associated with various electric power production technologies including engineering, design, analysis, economics, and appropriate consideration of sustainability and societal impact. A unifying motivational exercise advocated is to estimate and catalogue the resources, sizes, performance characteristics, and impact streams for generating 1000 MW(e) using each technology studied.
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Hao, Wei, LiMin Cai, Chen Dong, Zhao Peizhi, and Lai Zhongyuan. "Research on stamped character detection system based on TextBoxes." In 5th International Conference on Information Science, Electrical and Automation Engineering (ISEAE 2023), edited by Tao Lei. SPIE, 2023. http://dx.doi.org/10.1117/12.2690026.

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Zhenwei Shang and Changdi Shi. "The study of personalized and customized e-textbook bases on EPUB3.0." In 2013 International Conference on Mechatronic Sciences, Electric Engineering and Computer (MEC). IEEE, 2013. http://dx.doi.org/10.1109/mec.2013.6885383.

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Yilmaz, Emin. "Conversion of a Dune Buggy to a Hybrid Vehicle as a Systems Design Course Project." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-65392.

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Department of Technology has purchased a used Dune Buggy years ago. It had a 6.8 horsepower Honda G65 engine with a centrifugal clutch to move the vehicle. Students in EDTE 341-Transportation Technologies course have tried, twice, to fix the engine, but they were not successful. As a student design project in ETME 475-Mechanical Systems Design course, during spring semester of 2009, three Mechanical Engineering Technology (MET) students, with the help of one Electrical/Electronics Engineering Technology (EET) student, have converted the vehicle to a hybrid vehicle. The purpose of the design project was to convert an internal combustion engine (ICE) driven Dune Buggy to a hybrid vehicle. ICE and Electric motor (EM) sizes were kept at about 6HP and cost was limited to no more than $3000. ETME 475 is a three credit-hour course with two credit hours for lecture and one credit hour (two lab contact hours) for laboratory. Laboratory time is used to discuss the project(s) and cover basic knowledge needed for the specific project(s). Along with regular textbook homework sets, students are assigned to turn in project related assignments. Most weeks, both homework and project assignments were due. First half of the semester was spent on designing the hybrid vehicle. Second half of the semester was spent constructing it. There were three students enrolled in the course. One EET student worked on the project to do electrical/instrumentations systems design and wiring. At the end of the semester, Dune Buggy was able to move with the EM. However ICE stalled as soon as the magnetic clutch was engaged. The following semester, fall semester of 2009, another MET student worked on the project to modify wiring and replace the magnetic clutch with a centrifugal clutch. This work was done under two credit-hour, ETME 499-Independent Research in Mechanical Engineering course. At the end of the semester, the Dune Buggy was fully operational with EM and ICE, one at a time, or both at the same time. Two additional MET students worked on the vehicle during the spring semester of 2011 as one of their low-tech projects to improve safety by covering cover exposed areas of the dune buggy and paint it. This paper discusses the details and coordination of the project as a design project for senior level Mechanical Systems Design course.
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Gong, Chaohua, Guang Chen, Jinbao Zhang, and Ronghuai Huang. "The development process of e-Textbook for k-12 schools in South Korea and its inspiration to China." In 2011 International Conference on Electrical and Control Engineering (ICECE). IEEE, 2011. http://dx.doi.org/10.1109/iceceng.2011.6056893.

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Kobayashi, T., M. Kato, H. Sori, Y. Sasai, M. Sato, T. Inada, K. Harada, and T. Okada. "Sustainable Progression of Technology Education for Atomic Energy Engineering in Tsuyama National College of Technology." In 2013 21st International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/icone21-16567.

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This study describes the achievements of a program that provides technology education about low-level radiation to develop practical core engineers. An education program starting at an early age and continuous and consistent educational agendas through seven years of college has been constructed in collaboration with regional organizations. Subjects relating to atomic energy or nuclear engineering were regrouped as “Subjects Related to Atomic Power Education” for most grades in each department. These subjects were included in the syllabus and the student guide book to emphasize a continuous and consistent policy throughout the seven-year period of college study, comprising the five-year system and the additional two-year advanced course. Furthermore, the content of lectures, experiments, and internships was enriched and realigned in collaboration with the Japan Atomic Energy Agency (JAEA), Okayama University, and Chugoku Electric Power Co., Inc. Additional educational materials were developed from inspection visits by teaching staff to atomic energy facilities were also used in the classes. Two student experiment textbooks were developed to promote two of the subjects related to atomic energy: “Cloud Chamber Experiment” and “A Test of γ-ray Inverse Square Law.” In addition to the expansion and rearrangement of atomic power education, research on atomic power conducted for graduation thesis projects was undertaken to enhance educational and research activities. Some examples are as follows: “Study on the Relation between γ Dose Rate and Rainfall in Northern Okayama Area,” “Remote Sensing of Radiation Dose Rate by Customizing an Autonomous Robot,” and “Nuclear Reaction Analysis for Composition Measurement of BN Thin Films.” It should be noted that an atomic-energy-related education working group has been in place officially to continue the above activities in the college since 2011. In consequence, although government subsidy has been decreasing, both human and material resources have been enhanced, and many students with a satisfactory understanding of atomic energy are being developed. This program was partially funded by the Ministry of Education, Culture, Sports, Science and Technology in Japan.
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