Готові списки джерел за темами / Electrical engineering Study and teaching (Higher)

Добірка наукової літератури з теми "Electrical engineering Study and teaching (Higher)"

Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 28 січня 2023

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Статті в журналах з теми "Electrical engineering Study and teaching (Higher)"

Yang, Shuo, and Dong Shi Feng. "Study on the Mode of Talent Cultivating for Electrical Engineering and Automation Profession under the New Situation." Applied Mechanics and Materials 672-674 (October 2014): 2253–56. http://dx.doi.org/10.4028/www.scientific.net/amm.672-674.2253.

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In the report of Eighteenth CPC National Congress, new requirements are raised to universities and colleges, which is to promote the connotative development of higher education, To achieve this aim in stead of scale expansion, universities and colleges have to reform the traditional personnel training mode used previously. Therefore, the researchers are trying to explore a new talent cultivating mood in order to meet the need of social development for the professional talents in electrical engineering and automation major. The new mood is considered from seven perspectives: optimizoffing the curriculum system, designing the practice teaching, innovating the teaching methods, enforceing the credit system management, reforming the teaching evaluation system, establishing a scientific evaluation system and realizing the win-win situation of colleges and universities.

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KUBRUSHKO, PETR F., ALEKSEI S. SIMAN, and MARINA V. SHINGAREVA. "TRAINING ENGINEERING MSC STUDENTS FOR TEACHING AND RESEARCH ACTIVITIES." AGRICULTURAL ENGINEERING, no. 6 (2020): 81–87. http://dx.doi.org/10.26897/2687-1149-2020-6-81-87.

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The paper discusses the organization features of training engineering MSc students for teaching and research activity. The authors have analyzed the historical and pedagogical aspects of the origin and development of master’s degree programs in Russia as one of the most important resources for providing the higher education system with teaching staff . The modern requirements of society for training university teaching staff in changing conditions and increasing their professional mobility are revealed. Training nonpedagogical MSc students for teaching and research activity at a university involves a pedagogical component in the teaching content structure, as exemplifi ed by “Fundamentals of Pedagogical Activity” or “Methods of Vocational Training” courses and teaching practice programs. Research conducted by the authors at the the Goryachkin Institute of Mechanical and Power Engineering at Russian Timiryazev State Agrarian University for three years, showed a high demand for lecturers with a master’s degree in modern technical universities, as well as high motivation of Msc students for teaching and research activity. The study involved 109 MSc students in the areas of training “Agroengineering”, “Heat Power Engineering and Heat Engineering”, “Electric Power Engineering and Electrical Engineering”. All the participants were taking a course of “Fundamentals of Pedagogical Activity” and having teaching practice at the university. As a result of the research, the authors have off ered some ways to solve the problem of training teaching staff with a master’s degree for technical universities. They include conducting fundamental research on the methodological issues of master’s degree training, considering past experience and modern trends; developing theoretical and applied issues of the master’s degree training content structure in order to increase the eff ectiveness of training programs, including the pedagogical component; identifying and implementing eff ective forms, models, and adaptive programs in the university study process to train MSc students for teaching and research activities and ensure their further professional development.

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Mukhtar, Nasiru, and Muhammad Sukri Bn Saud. "The Need for Incorporating Sustainability Thinking into Higher National Diploma Electrical/Electronic Engineering Curriculum in Nigeria." Asian Social Science 15, no. 8 (July 29, 2019): 113. http://dx.doi.org/10.5539/ass.v15n8p113.

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The fundamental substance employed for energy, construction, smelting and shipbuilding before eighteenth century was wood. However, with the advent of industrial revolution, changes in agriculture, manufacturing, mining, transportation, and technology had an overwhelming consequence on the socio-economic life of the society. This causes natural resources to decline and demand for them to incredibly increase, which led the humanity to fell into intertwined crises of environmental, economic and social systems. To change the situation, paramount changes of thinking and mindset are required and education is the key. This study therefore, explored the perceptions of electrical/electronic lecturers in the polytechnics on the need to incorporate sustainability thinking into Higher National Diploma electrical/electronic engineering curriculum in Nigeria. Two research questions guided the study through qualitative research design. Sixty-five (65) electrical/electronic lecturers in the polytechnics within the states under the study made up the target population, and only senior lecturers were selected to participate in the study. This is because of their experience in teaching electrical/electronic courses in the institutions. The authors conducted qualitative semi-structured interviews to generate data used in answering the research questions. The authors transcribed and thematically analyzed the data. Findings revealed a common view in which the participants indicated an urgent need for incorporation of sustainability thinking in to the said curriculum. Findings also showed the possible benefits of incorporating sustainability thinking to include environmental protection, economic prosperity, social wellbeing and technical sustainability. The authors recommended a model for incorporating sustainability thinking into HND electrical/electronic engineering curriculum.

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Yuen-Yan Chan and V. K. Wei. "Teaching for Conceptual Change in Security Awareness: A Case Study in Higher Education." IEEE Security & Privacy Magazine 7, no. 1 (January 2009): 68–71. http://dx.doi.org/10.1109/msp.2009.22.

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Braun, Clarissa, Martin Ebner, Lothar H. Fickert, and Sandra Schön. "The Online Course as Initial Stage of a Course in Higher Education: Implementation and Evaluation of the Pre-MOOC Concept in a Technical Degree Course." International Journal of Emerging Technologies in Learning (iJET) 16, no. 06 (March 30, 2021): 245. http://dx.doi.org/10.3991/ijet.v16i06.16617.

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In university teaching, a MOOC is often regarded as an isolated online course and thus underestimated in its didactic application possibilities within traditional teaching and learning environments. In this study, the "Pre-MOOC" design is presented as an example, in which the didactic em-bedding of an online course is the first phase of a lecture in higher educa-tion. After a brief overview of the current state of research on Pre-MOOCs, the article describes the instructional design process of the lecture in which we used the instructional design model ADDIE. Furthermore, the study de-scribes the implementation and evaluation in a master program of electrical engineering. We will analyze the results of the evaluation with regard to the concept of a Pre-MOOC. Based on feedback from students and teachers, rec-ommendations for designing a course with the Pre-MOOC design will be provided.

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Xia, Xiaolin, and Xiaojun Li. "Artificial Intelligence for Higher Education Development and Teaching Skills." Wireless Communications and Mobile Computing 2022 (April 28, 2022): 1–10. http://dx.doi.org/10.1155/2022/7614337.

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In the context of the information age, the development of artificial intelligence is flourishing, and it is becoming more and more closely integrated with economic life, which is an inevitable trend of future social development. Education is also inseparable from the support of science and technology. The penetration of artificial intelligence has changed traditional teaching models and methods. Under the influence of artificial intelligence technology, college education is developing more and more in the direction of informatization and intelligence. For college teachers, the study and application of artificial intelligence is an important and necessary means to achieve professional development. It is more important to train students to take independent self-study exams and focus on applying social skills, so that students can better adapt to the coming era of intelligence. Therefore, the purpose of this article is to explore the development of higher education and the improvement of teaching skills based on artificial intelligence and to analyze the problems and solutions in the process of higher education development. This article will use the research methods of specific problems and specific analysis to compare the data and draw conclusions. The research results show that in the information-based education innovation created by knowledge sharing, the teaching goals and methods are constantly changing. And about 85% of the students believe that the development prospect of intelligent teaching is good, which verifies the feasibility of artificial intelligence technology in the development of college education. Only by training students’ imagination, creativity, critical thinking, and autonomous learning can they adapt to today’s rapidly developing society. Therefore, active learning and research on artificial intelligence is the embodiment of cultivating lifelong learning ability, improving rich teaching skills, constantly summing up experience, actively improving and trimming relevant change programs, and jointly promoting the rapid development of higher education under artificial intelligence.

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Yao, Anshou, Junhua Wu, and Yongpan Yang. "Research on a Strategy of Improving Students’ Satisfaction with Teaching: An Empirical Study Based on Undergraduate Universities in Sichuan." Wireless Communications and Mobile Computing 2022 (January 21, 2022): 1–8. http://dx.doi.org/10.1155/2022/3115584.

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Objective. To understand the impact of platform selection on each influencing factor of students’ teaching evaluation. Method. The factor analysis method was used to analyze the questionnaire survey of students’ satisfaction with teaching evaluation in 16 undergraduate colleges and universities in Sichuan Province. The impact of five key factors on students’ satisfaction with teaching, i.e., teachers’ teaching ethics, teaching ability, teaching content, teaching method, and teaching effect, was explored. Results. It shows that platform selection has a significant impact on various factors in the whole online teaching process. Regarding the degree of impact of platform selection on students’ teaching evaluation satisfaction, senior students are slightly higher than junior students, boys are slightly higher than girls, and students majoring in science and technology are slightly higher than those in other disciplines. Conclusion. Due to the great influence of teaching platform selection on online teaching satisfaction, teachers must choose an appropriate teaching platform according to teaching needs.

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Twigg, Peter, Prasad Ponnapalli, and Margaret Fowler. "Workshop problem-solving for improved student engagement and increased learning in Engineering Control." International Journal of Electrical Engineering & Education 55, no. 2 (February 7, 2018): 120–29. http://dx.doi.org/10.1177/0020720918756258.

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Study of Engineering Control is often perceived by students as highly complex and a difficult hurdle to pass. The authors of this paper were prompted to propose changes to the teaching of a final year control unit of a BEng (Hons) Degree in Electrical and Electronic Engineering after numerous students had expressed concern about their ability to be successful in this subject. The average exam grade had also been low for several years. Teaching previously had been didactic in nature, based on lectures, predefined laboratory exercises and tutorial sessions. Use of appropriate-based workshop study sessions can lead to higher levels of attainment and development, and student perception is that the experience is informal, engaging but appropriately challenging. A series of workshop sessions were introduced into term two of the unit teaching over a period of several weeks. Students worked individually on learning improvement activities, within cooperative groups in an informal workshop environment. The tasks set to the students were challenging and designed to improve general skills in Control, and students were encouraged to explore further areas that interested them. Results presented in this paper describe an improvement in student engagement, confidence in exam preparation and communication of learning measured by grades since the introduction of the workshop sessions, and improved feedback from students. The workshop sessions were integrated into the teaching scheme rather than being elective and did not require any additional timetable sessions.

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Wang, Dan, Fengyi Han, Qi Zhao, and Yinyin Lv. "Teaching Practice of Engineering Management Course for Engineering Education Certification under Background of Artificial Intelligence." International Transactions on Electrical Energy Systems 2022 (October 6, 2022): 1–12. http://dx.doi.org/10.1155/2022/3106491.

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With the advancement of China’s industrial construction, the field of engineering management has also attracted more attention. However, China’s engineering management major is currently in a growing stage due to the issue of the opening years, and the teaching and practice setting of each course is also in an immature stage, which makes China’s engineering management majors present more and more problems. The truancy rate has been increasing year by year, the students’ dominant position in the class has become objectified, and their trust in teachers has decreased. Students’ learning shows the characteristics of individualization and diversity. Higher requirements are put forward for teachers’ teaching quality, and schools lack an effective supervision mechanism. In order to solve these problems better, it is imperative to reform and innovate the course teaching of engineering management majors. The core of engineering education accreditation is to confirm that engineering graduates meet established quality standards recognized by the industry. It is a unique method to test whether the course teaching of engineering management majors is qualified and attracts many scholars to discuss it. Engineering education accreditation has attracted many scholars to discuss it because it is a unique means to test the qualifications of engineering management students’ course teaching. This study was based on an in-depth exploration of the teaching practice of engineering management courses and combines artificial intelligence with an engineering education certification. Through the research and analysis of colleges and universities, the research finally showed that the engineering management professional course teaching of engineering education certification under the background of artificial intelligence can promote the attendance of students in school by about 20%. The achievement of course teaching objectives has increased by about 13% and the comprehensive ability level of graduates has increased by about 8%. It improved the overall level of students and the teaching quality and efficiency of engineering management courses and also promoted the development of college education so that today’s engineering management graduates can better meet the needs of today’s society.

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Sujito, Aripriharta, Mohammad Rodhi Faiz, Moh Zainul Falah, and Abdullah Iskandar Syah. "Development of Teaching Modules for Operation and System Stability Courses as a Pilot Project for the Electrical Engineering Study Program Towards Independent Learning." International Journal of Research in Vocational Studies (IJRVOCAS) 1, no. 4 (January 20, 2022): 41–45. http://dx.doi.org/10.53893/ijrvocas.v1i4.74.

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The challenges of the future of education are increasingly complex. The position of educators in the era of the industrial revolution 4.0 tends to be a facilitator who provides the latest information regarding the development of science. Merdeka Learning is an independent and versatile higher education learning model designed to create an unrestricted creative learning community. This development research resulted in teaching material in the form of learning modules and videos for the Operations and System Stability course. The process of developing modules/teaching materials uses the ADDIE development model, namely Analysis, Design, Development, Implementation, and Evaluating. The teaching materials developed are suitable for students to use based on the results of the formative test data and the Likert scale with 86%-100% being very good criteria. In the one-on-one trial, the percentage of expert eligibility was 94.5% for digital modules, and 92% for learning videos. In a small group trial taken from 7 TE 2017 and TE 2018 students, the percentage of eligibility results was 94% for digital modules, and 94.5% for learning videos. Meanwhile, in the field trials taken from 76 students of TE 2017 and TE 2018 the results of the feasibility percentage were 91% for digital modules and 90% for learning videos.

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Дисертації з теми "Electrical engineering Study and teaching (Higher)"

Yazghi, Najlae. "Interactive E-learning and Problem for Electrical Circuits." Honors in the Major Thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1015.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Engineering and Computer Science
Electrical Engineering

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Mahomed, Shaheed. "Integrating mathematics into engineering : a case study." Thesis, Cape Peninsula University of Technology, 2007. http://hdl.handle.net/20.500.11838/1255.

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Thesis (MTech (Mechanical Engineering))--Cape Peninsula University of Technology, 2007
Twelve years into a democracy, South Africa still faces many developmental challenges. Since 2002 Universities of Technology in South Africa have introduced Foundational Programmes/provisions in their Science and Engineering programmes as a key mechanism for increasing throughput and enhancing quality. The Department of Education has been funding these foundational provisions since 2005. This Case Study evaluates an aspect of a Foundational provision in Mechanical Engineering, from the beginning of 2002 to the end of 2005, at a University of Technology, with a view to contributing to its improvemenl The Cape Peninsula University of Technology {CPUn, the locus for this Case Study, is the only one of its kind in a region that serves in excess of 4.5 million people. Further, underpreparedness in Mathematics for tertiary level study is a national and intemational phenomenon. There is thus a social interest in the evaluation of a Mathematics course that is part of a strategy towards addressing the shortage in Engineering graduates. This Evaluation of integration of the Foundation Mathematics course into Foundation Science, within the Department of Mechanical Engineering at CPUT, falls within the ambit of this social need. An integrated approach to cunriculum conception, design and implementation is a widely accepted strategy in South Africa and internationally; this approach formed the basis of the model used for the Foundation programme that formed part of this Evaluation. A review of the literature of the underpinnings of the model provided a theoretical framework for this Evaluation Study. In essence this involved the use of academic literacy theory together with learning approach theory to provide a lens for this Case Study.

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Swanepoel, Jonathan E. "An analysis of the theory- and employment-demands on mathematics for electrical engineering programmes at technikons." Thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/23450.

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A preliminary study indicated a degree of dissatisfaction with the present mathematics curriculum at technikons amongst academic staff members of technikons as well as members of the electrical-engineering industry. The hypothesis of this study is that the present mathematics curricula for electrical-engineering at technikons are not fully compatible with the demands emanating from the theoretical and the industrial-training (in-service or workplace) components of the training of electrical-engineering technicians. The intent of this study is, firstly, to propose a framework of thought supporting engineering-mathematics curriculum-change in the context of electrical-engineering programmes as offered at technikons. The actual formulation of the syllabus content is supported by a curriculum-change model which takes cognisance of both the theoretical-demands and the workplace- demands in accordance with the aims of co-operative education espoused by technikons in South Africa. Secondly, a literature study of relevant past research leads to the development of a research methodology sympathetic to the present philosophy of technikon education for engineering-technicians in the country. The research methodology involves, firstly, a questionnaire response from practising engineers and technicians. Secondly, it involves the gathering of suggestions from technikon academic staff and the analysis thereof by a work-group representative of all technikons, and led by the researcher. Thirdly, seventy-nine (79) reference-texts to the electrical-engineering programmes (study-levels 1 to 4), offered at the Peninsula Technikon, were analysed for its mathematical content. The research findings supports the hypothesis. The thesis culminates in set of recommendations with regard to the applicability and composition of mathematics syllabi for electrical-engineering programmes at technikons.

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Jedyn, Gregório. "Ensino de ciências do ambiente para o bacharelado em engenharia elétrica: reformulação dos conteúdos da disciplina na UTFPR Campus Curitiba." Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2808.

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Acompanha produto: Ensino de ciências...
A Educação Ambiental é fundamental para criar um novo modelo de comportamento humano em relação ao ambiente e à natureza e a escola poderá ser o ambiente ideal para promover esta Educação. Embora muitas escolas tratem deste tema através de diversos projetos, nem sempre conseguem alcançar os objetivos pretendidos. A importância da Educação Ambiental para o desenvolvimento sustentável e o papel do engenheiro como agente transformador do meio foi determinante para que o Conselho Nacional de Educação através da resolução CNE/CES 11, de 11 de março de 2002, que institui as Diretrizes Curriculares Nacionais do Curso de Graduação em Engenharia em seu Art. 6º, § 1º, incluísse a disciplina de Ciências do Ambiente no núcleo de conteúdos básicos dos cursos de Engenharia. Porém, como nos demais níveis de educação formal, nem sempre o resultado atende à proposta da disciplina e ao projeto pedagógico do curso. Com o propósito de contribuir para a mudança desta realidade, foi realizada esta pesquisa. Este estudo parte de uma pesquisa qualitativa que utilizou análise documental do projeto pedagógico do curso de bacharelado em Engenharia Elétrica na UTFPR, campus Curitiba. A análise concentrou-se nos objetivos do curso, competências, atitudes e habilidades e perfil profissional do egresso e nas ementas das disciplinas de Ciências Ambientais que compõem a grade curricular. A partir desta identificação definiram-se os assuntos propostos para a reformulação da ementa e do conteúdo programático da disciplina de Ciências do Ambiente, que constitui o objetivo desta pesquisa e o produto desta dissertação. Os dados coletados foram submetidos à análise de conteúdo com base nos seguintes aspectos: Diretrizes Curriculares Nacionais do Curso de Graduação em Engenharia, A Educação Ambiental no contexto universitário e as Diretrizes Curriculares Nacionais para a Educação Ambiental – DCNEA, no ensino superior. Dentre os principais resultados deste estudo pode-se inferir que a reformulação da ementa e dos conteúdos programáticos da disciplina de Ciências do Ambiente presente na grade curricular do projeto pedagógico do curso (PPC), pode contribuir com a ambientalização curricular e com a sensibilização do futuro profissional de engenharia elétrica para a responsabilidade socioambiental.
Environmental Education is fundamental to create a new model of human behavior regarding to the environment and nature and school could be the ideal environment to promote this education. Although many schools address this issue through a variety of projects, they are not always able to achieve their intended goals. The importance of Environmental Education for sustainable development and the role of the engineer as a transforming agent of the environment was decisive for the National Education Council, through resolution CNE/CES 11 of March 11, 2002, that establishes National Curricular Guidelines for the Engineering Graduate Course in its Art. 6º, § 1º, to include the course of Environmental Sciences in the nucleus of basic contents of the engineering graduate courses. However, as in the other levels of formal education, the result does not always meet the course proposal and the pedagogical program of the course. In order to contribute to the change of this reality, this research was carried out. This study is based on a qualitative research that used a documentary analysis of the pedagogical program of the bachelor's degree course in Electrical Engineering at UTFPR, campus Curitiba. The analysis focused on the objectives of the course, competencies, attitudes and abilities and professional profile of the egress student and in the programs of the Environmental Sciences courses that compose the curricular grid. From this identification were defined the proposed subjects for the reformulation of the programs of the course of Environmental Sciences, which is the product of this dissertation. The collected data were submitted to content analysis that was based on the following aspects: National Curricular Guidelines of the Engineering Undergraduate Courses, Environmental Education inside the university context and the National Curricular Guidelines for Environmental Education - NCGEE, in higher education. Among the main results of this study it can be inferred that the reformulation of the program and the contents of the Environmental Sciences course present in the curricular grid of the pedagogical project of the course (PPC), can contribute to the curricular environmentalization and the sensitization of the future electrical engineering professional to the socioenvironmental responsibility.

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Bertz, Michael. "Situated learning methodologies and assessment in civil engineering structures education." Diss., Georgia Institute of Technology, 1998. http://hdl.handle.net/1853/21484.

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Fang, Woan Pin. "Teaching and learning in higher education : a case study of engineering students learning economics." Thesis, Durham University, 2005. http://etheses.dur.ac.uk/3935/.

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Teaching and learning in higher education has not been receiving the attention it deserves and the assumption that good teaching is common in universities, needs re-thinking. The focus of this thesis is on a case study of engineering students studying economics in a university in Singapore. Two traditions of research on teaching and learning economics have existed: the economists' tradition in conducting quantitative research, and the educationists' who use qualitative methods for data gathering and analysis. These approaches are analysed and as a consequence of the weaknesses established, this thesis took a different research approach. Instead of focusing on teaching, course design and the prediction of students' outcome performances, its aim is to understand the learning experiences of the students. Data were collected from 12 students through semi- structured interviews and these data were analysed using a grounded theory approach to conceptualise and represent a phenomenon or an experience of the students. Five different categories were eventually discovered which represented the students' common experiences and conceptualisation of their experiences: 'difficult', 'interesting', 'unsatisfactory', 'pragmatism' and 'enriching'. Strauss and Corbin's Paradigm model of grounded theory was adopted to relate the data systematically and purposefully in order to capture the complexity in understanding the learning experiences of the students. It is hence the intention of this study to allow the students to tell the stories of their learning journey, an experience which may change over time and at times becoming contradictory. To complement this analysis of students' experience, the views of the academic staff were also collected by interview. The lecturers have a different idea of factors that affect students' learning, and these are categorised as students' motivation, students' heavy workload, assessment and the syllabus coverage - issues that are unrelated to their own teaching methods, which however are important from the students' point of view. In the final analysis, regardless of the variation in students' experiences, the two important direct influences on them are teaching methods and the attitudes of the academic staff towards teaching.

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Cheung, Wai-fong Margaret, and 章慧芳. "A study of coherence in writing as a basis to identify teaching materials for engineering students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31944838.

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Zender, Fabian. "An IPPD approach providing a modular framework to closing the capability gap and preparing a 21st century workforce." Thesis, Georgia Institute of Technology, 2014. http://hdl.handle.net/1853/51822.

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The United States are facing a critical workforce challenge, even though current unemployment is around 6.7%, employers find it difficult to find applicants that can satisfy all job requirements. This problem is especially pronounced in the manufacturing sector where a critical skills gap has developed, a problem that is exasperated by workforce demographics. A large number of employees across the various manufacturing sub-disciplines are eligible to retire now or in the near future. This gray tsunami requires swift action as well as long lasting change resulting in a workforce pipeline that can provide Science, Technology, Engineering, and Mathematics (STEM) majors in sufficient quantity and quality to satisfy not only the needs of STEM industries, but also of those companies outside of the STEM sector that hire STEM graduates. The research shown here will identify overt symptoms describing the capability gap, will identify specific skills describing the gap, educational causes why the gaps has not yet been addressed or is difficult to address, and lastly educational remedies that can contribute to closing the capability gap. A significant body of literature focusing on engineering in higher education has been evaluated and findings will be presented here. A multidisciplinary, collaborative capstone program will be described which implements some of the findings from this study in an active learning environment for students working on distributed teams across the US. Preliminary findings regarding the impact of these measures on the quantity of engineers to the US economy will be evaluated.

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Medran, del Rio Jose Luis. "Study of the effects of applying higher symmetries to printed filters." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-234914.

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In recent years, a new field of study has arisen around theapplication of the so-called higher symmetries to structures that werealready thought to be completely studied and with no room forimprovement in terms of benefits.There are two types of higher symmetries, named glide and twistsymmetries. The objective of this Master thesis is the study of theeffects coming from the application of the glide symmetry on aprinted filter in microstrip technology and its comparison with afilter with conventional reflective symmetry.The filter was adapted to the glide characteristics and we provide itsbehavior from different points of view with the purpose of reachinga better understanding of the consequences of applying the glidesymmetry on this type of printed filters.Three prototypes were manufactured and measured to validate thesimulated results.
Under senare år har ett nytt forskningsfält uppkommit genom applikationen av högre symmetrier till strukturer som redan studerats extensivt. Det finns två typer av högre symmetrier och dessa kallas glid- och vridsymmetrier. Målet med detta masterexamensarbete är att studera effekten som kommer från applikationen av glidsymmetri på ett filter, implementerat i mikrostripsteknik. Jämförelse med filtret med enbart reflektionssymmetri görs också. Glidsymmetri har introducerats i filtret och vi undersöker filtrets beteende från en rad olika synvinklar för att uppnå en bättre förståelse för konsekvenserna av glidsymmetri för den här typen av tryckta (”printed”) filter. Flera prototyper har tillverkats och mätts för att validera de simulerade resultaten.

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Sherman, Matthew. "A Hands-on Method of Instruction for Feedback Control Systems and Mechatronics." Honors in the Major Thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/805.

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Книги з теми "Electrical engineering Study and teaching (Higher)"

Bai nian hui mou: Zhongguo dian qi gong cheng gao deng jiao yu 100 zhou nian. Xi'an Shi: Xi'an jiao tong da xue chu ban she, 2008.

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Elektrik Mühendisleri Odası (Turkey). İstanbul Şubesi, ed. Ulusal Elektrik, Elektronik, Bilgisayar Mühendislikleri Eğitimi 3. Ulusal Sempozyumu: 16-17-18 Kasım 2006, İstanbul. 2nd ed. Harbiye, İstanbul: TMMOB Elektrik Mühendisleri Odası, 2007.

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Kinnen, Edwin. Resonance: Electrical engineering at the University of Rochester. Rochester, NY, USA: University of Rochester Press, 2003.

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Huang, Jin'an. Dian gong ji shu ji chu. Beijing Shi: Dian zi gong ye chu ban she, 2004.

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Davidse, J. Spanning: Geschiedenis van de Delftse opleiding tot elektrotechnisch ingenieur. Delft, The Netherlands: Delft University Press, 1998.

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Boye, A. John. One hundred years of excellence: The Department of Electrical Engineering at the University of Nebraska, 1895-1995. Lincoln, Neb: The Dept., 1997.

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Raikhsfeld, ʻOded. Baḳarah ba-mekhonot. Tel Aviv: Orṭ Yiśraʼel, 2005.

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S, Oreovicz Frank, ed. Teaching engineering. New York: McGraw-Hill, 1993.

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(Organization), Edexcel, ed. BTEC national engineering: Study guide. London: Edexcel, 2007.

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Kumar, De Arnab, and ebrary Inc, eds. Environmental engineering. New Delhi: New Age International (P) Ltd., Publishers, 2009.

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Частини книг з теми "Electrical engineering Study and teaching (Higher)"

Liu, Hai-mei, and Yuan Zhang. "Study of Computer Teaching in Higher Vocational Colleges." In Lecture Notes in Electrical Engineering, 49–54. London: Springer London, 2013. http://dx.doi.org/10.1007/978-1-4471-4850-0_7.

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Liu, Gehong. "Study of Teaching Mode on Higher Vocational English Teaching in Workintegrated Learning." In Lecture Notes in Electrical Engineering, 671–76. London: Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-4793-0_85.

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Li, Ping, Danjun Wu, and Longhui Yu. "Study on Quality of Teaching in Higher Vocational Colleges." In Lecture Notes in Electrical Engineering, 669–74. London: Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-4811-1_85.

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Li, Aiqin, Qiang Zhang, and Jinsheng Yin. "A Brief Study on the Application of Modern Teaching Devices in Higher Mathematics Teaching." In Lecture Notes in Electrical Engineering, 431–36. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24820-7_68.

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Liu, Guangyan. "Study on Construction of Excellent Teaching Team in Higher Vocational Colleges." In Lecture Notes in Electrical Engineering, 459–67. London: Springer London, 2013. http://dx.doi.org/10.1007/978-1-4471-4805-0_55.

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Zhang, Anfeng, and Qiuxiang Gao. "Study on Teaching Mode of Character Image Design Program of Higher Vocational College." In Lecture Notes in Electrical Engineering, 625–30. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35398-7_78.

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Wang, Xiurong, and Jian Zhang. "Study on Higher Vocational Hotel Management Teaching Reform Based on People-Oriented Management Philosophy." In Lecture Notes in Electrical Engineering, 437–44. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35567-7_53.

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Xiang, Haifei. "Study on the Mathematics Course Teaching Model Combining Majors and Strengthening Application in Higher Vocational Colleges." In Lecture Notes in Electrical Engineering, 719–26. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35470-0_88.

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Klimova, Blanka. "Blended Learning as an Effective Approach to English Language Teaching at the Institutions of Higher Learning—A Case Study." In Lecture Notes in Electrical Engineering, 115–20. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9309-3_17.

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Chen, Jianqi. "Layered English Teaching in Higher Vocational Colleges." In Lecture Notes in Electrical Engineering, 633–39. London: Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-4793-0_80.

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Тези доповідей конференцій з теми "Electrical engineering Study and teaching (Higher)"

Fuhrmann, Thomas, and Michael Niemetz. "Planned Chaos in Electrical Engineering Education." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.10989.

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This paper presents the idea to intentionally introduce planned chaos into electrical engineering lectures and lab courses to improve students’ learning success. The reason to present this idea are several personal experiences in daily teaching. If students experience some uncertainty in their study program, it is seen that they have higher challenges and therefore higher learning success in managing uncertain situations. In these ways, students acquire methodical and social competences to deal with uncertainty and achieve productive results in an unstable working environment. If, however, the chaos is too large, students are over-strained with the situation, distracted from the actual learning targets and consequently learning results will be worse, drop-out rates will increase and they will be frustrated. The beneficial level of uncertainty depends on the student culture, academic progress and personality characteristics. The competence to deal with complex situations is essential for later professional life where unexpected circumstances occur regularly. Introducing planned chaos into lectures and lab courses has not to be confused with a missing didactic concept and is no justification for a bad preparation. Planned chaos is a demanding concept for professors to find the right implementation for an optimized learning outcome. These described findings are experienced from practical work and student evaluations.

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Zhao, Ruoheng. "A Study on Cross-cultural Teaching of Higher Vocational English Teaching." In 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.23.

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Fan, Linyuan. "Study on Multi-media Assistance in Higher Mathematics Teaching." In 2017 International Conference on Sports, Arts, Education and Management Engineering (SAEME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/saeme-17.2017.85.

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Liwen, Shi, and Shi Zihui. "Exploration and Study of Computer-Aided Higher Mathematics Teaching Practice." In 2013 Fourth International Conference on Intelligent Systems Design and Engineering Applications (ISDEA). IEEE, 2013. http://dx.doi.org/10.1109/isdea.2013.474.

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Malkin, P. "Design in the electrical power industry - an industrial perspective." In IEE Colloquium. Teaching of Engineering Design Concepts in Higher Education. IEE, 1999. http://dx.doi.org/10.1049/ic:19990403.

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Zhao, Xuefeng. "Design of network-based project teaching support system of higher vocational courses." In 2011 International Conference on Electrical and Control Engineering (ICECE). IEEE, 2011. http://dx.doi.org/10.1109/iceceng.2011.6056922.

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Xu, Xin-Ai. "Feature Analysis on Project Data of Teaching Reform of Higher Education." In ICITEE-2019: 2nd International Conference on Information Technologies and Electrical Engineering. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3386415.3387100.

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Yang, Hongwei, Xiaohui Li, and Fang Zhang. "The Applied Study of Web-Based Teaching in Modern Higher Education." In 2011 International Conference on Control, Automation and Systems Engineering (CASE). IEEE, 2011. http://dx.doi.org/10.1109/iccase.2011.5997783.

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Li, Xiaohua, and Qiuming Lin. "Study on Open Practice Teaching System of Innovation-oriented IOT Engineering." In 2017 3rd International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icsshe-17.2017.149.

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Grout, Ian. "Digital IC Test Development Engineering Teaching and Learning in Higher Education." In 2021 30th Annual Conference of the European Association for Education in Electrical and Information Engineering (EAEEIE). IEEE, 2021. http://dx.doi.org/10.1109/eaeeie50507.2021.9530879.

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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities

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Kiianovska, N. M. The development of theory and methods of using cloud-based information and communication technologies in teaching mathematics of engineering students in the United States. Видавничий центр ДВНЗ «Криворізький національний університет», December 2014. http://dx.doi.org/10.31812/0564/1094.

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The purpose of the study is the analysis of the development of the theory and methods of ICT usage while teaching higher mathematics engineering students in the United States. It was determined following tasks: to analyze the problem source, to identify the state of its elaboration, to identify key trends in the development of theory and methods of ICT usage while teaching higher mathematics engineering students in the United States, the object of study – the use of ICT in teaching engineering students, the research methods are: analysis of scientific, educational, technical, historical sources; systematization and classification of scientific statements on the study; specification, comparison, analysis and synthesis, historical and pedagogical analysis of the sources to establish the chronological limits and implementation of ICT usage in educational practice of U.S. technical colleges. In article was reviewed a modern ICT tools used in learning of fundamental subjects for future engineers in the United States, shown the evolution and convergence of ICT learning tools. Discussed experience of the «best practices» using online ICT in higher engineering education at United States. Some of these are static, while others are interactive or dynamic, giving mathematics learners opportunities to develop visualization skills, explore mathematical concepts, and obtain solutions to self-selected problems. Among ICT tools are the following: tools to transmit audio and video data, tools to collaborate on projects, tools to support object-oriented practice. The analysis leads to the following conclusion: using cloud-based tools of learning mathematic has become the leading trend today. Therefore, university professors are widely considered to implement tools to assist the process of learning mathematics such properties as mobility, continuity and adaptability.

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Vakaliuk, Tetiana A., Valerii V. Kontsedailo, Dmytro S. Antoniuk, Olha V. Korotun, Iryna S. Mintii, and Andrey V. Pikilnyak. Using game simulator Software Inc in the Software Engineering education. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3762.

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The article presents the possibilities of using game simulator Sotware Inc in the training of future software engineer in higher education. Attention is drawn to some specific settings that need to be taken into account when training in the course of training future software engineers. More and more educational institutions are introducing new teaching methods, which result in the use of engineering students, in particular, future software engineers, to deal with real professional situations in the learning process. The use of modern ICT, including game simulators, in the educational process, allows to improve the quality of educational material and to enhance the educational effects from the use of innovative pedagogical programs and methods, as it gives teachers additional opportunities for constructing individual educational trajectories of students. The use of ICT allows for a differentiated approach to students with different levels of readiness to study. A feature of any software engineer is the need to understand the related subject area for which the software is being developed. An important condition for the preparation of a highly qualified specialist is the independent fulfillment by the student of scientific research, the generation, and implementation of his idea into a finished commercial product. In the process of research, students gain knowledge, skills of the future IT specialist and competences of the legal protection of the results of intellectual activity, technological audit, marketing, product realization in the market of innovations. Note that when the real-world practice is impossible for students, game simulators that simulate real software development processes are an alternative.

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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3677.

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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).

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