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Permanent Magnet Synchronous or Induction Machine, selection and control for electric vehicles

Becoming a teacher educator: experiences with a specific induction period for beginning teacher educators.

Introduction and theoretical background In the past few years, there has been a growing interest in the specific position of beginning teacher educators. In the book 'Becoming a teacher Educator' (Swennen & Van der Klink, 2009) several chapters deal with this subject. In conclusion, teacher educators have to deal with stress and uncertainty during their first years in the profession. They have to find a place within the university (organisational induction) as well as to grow into the role of teacher educator (professional induction). Swennen, Shagrir & Cooper (2009) give some examples of organizational induction which beginning teacher educators encounter, such as workload (a combination of new tasks and the wish to perform these tasks well) or a sense of isolation (being the only one with this problem, being thrown into the deep, no 'peers' in the same situation). Murray (2008) also describes professional induction. Beginning teacher educators have to get used to several things: being confronted with teaching students (young adults), uncertainty about the sufficiency of their subject knowledge, and uncertainty about their role as teacher educator being a 'second order teacher' (Murray and Male, 2005). Design of an induction program At Fontys Teacher College Tilburg, the Netherlands each year, new teacher educators get started. According to a quick scan amongst beginning teacher educators in their first year, many of them would like some kind of support. Supportive aspects which are mentioned are partially organisational related (getting to know the institute and its rules), partially related to the organisation of the work (planning, workload) and partially related to the content of the work (how to deal with young adult learners, theory about teaching methods). At Fontys University of Applied Science, we would like to support beginning teacher educators in order to retain them for the organisation and for the profession. To support the new colleagues, a special induction period was designed to support their grow within the organisation and the profession. The induction period consisted of two components: (1) personal support from a 'buddy' e.g a colleague, 2) weekly meetings in which an experienced colleague supports a small group of beginning teacher educators. Evaluation of the induction program This induction program was offered to all new colleagues during academic year 2010-2011. What is gained out of the program by new colleagues was investigated through an evaluative inquiry. In this inquiry, a questionnaire was used and some interviews were held. At the conference in April 2012, the results of the evaluation will be presented. Aditionally, we will also discuss some recommendations for the induction of beginning teacher educators. References Murray, J. and T. Male (2005). Becoming a teacher educator: evidence from the field. Teaching and teacher Education 21 (2005), 125-142. Elsevier Ltd. Murray, J. (2008) Teacher educators' induction into Higher Education: work-based learning in the micro communities of teacher Education. European Journal of teacher Education, Vol 31, no 2, 117-133 Swennen, Anja & Marcel van der Klink (eds) (2009). Becoming a teacher educator. Theory and practice for Teacher Educators. Springer Science+business Media B.V. Swennen, Shagrir & Cooper (2009) Becoming a teacher educator: Voices of beginning teacher educators, 91-102 in: Swennen, Anja & Marcel van der Klink (eds) (2009). Becoming a teacher educator. Theory and practice for Teacher Educators. Springer Science+business Media B.V.

An parametric investigation into the effect of low induction rotor (LIR) wind turbines on the levelised cost of electricity of a 1 GW offshore wind farm in a North Sea wind climate

In this report, the details of an investigation into the eect of the low induction wind turbines on the Levelised Cost of Electricity (LCoE) in a 1GW oshore wind farm is outlined. The 10 MW INNWIND.EU conventional wind turbine and its low induction variant, the 10 MW AVATAR wind turbine, are considered in a variety of 10x10 layout configurations. The Annual Energy Production (AEP) and cost of electrical infrastructure were determined using two in-house ECN software tools, namely FarmFlow and EEFarm II. Combining this information with a generalised cost model, the LCoE from these layouts were determined. The optimum LCoE for the AVATAR wind farm was determined to be 92.15 e/MWh while for the INNWIND.EU wind farm it was 93.85 e/MWh. Although the low induction wind farm oered a marginally lower LCoE, it should not be considered as definitive due to simple nature of the cost model used. The results do indicate that the AVATAR wind farms require less space to achieve this similar cost performace, with a higher optimal wind farm power density (WFPD) of 3.7 MW/km2 compared to 3 MW/km2 for the INNWIND.EU based wind farm.

Effects of induction of labour versus expectant management in women with impending post-term pregnancies

Background: Post-term pregnancy, a pregnancy exceeding 294 days or 42 completed weeks, is associated with increased perinatal morbidity and mortality and is considered a high-risk condition which requires specialist surveillance and induction of labour. However, there is uncertainty on the policy concerning the timing of induction for post-term pregnancy or impending post-term pregnancy, leading to practice variation between caregivers. Previous studies on induction at or beyond 41 weeks versus expectant management showed different results on perinatal outcome though conclusions in meta-analyses show a preference for induction at 41 weeks. However, interpretation of the results is hampered by the limited sample size of most trials and the heterogeneity in design. Most control groups had a policy of awaiting spontaneous onset of labour that went far beyond 42 weeks, which does not reflect usual care in The Netherlands where induction of labour at 42 weeks is the regular policy. Thus leaving the question unanswered if induction at 41 weeks results in better perinatal outcomes than expectant management until 42 weeks. Methods/design: In this study we compare a policy of labour induction at 41 + 0/+1 weeks with a policy of expectant management until 42 weeks in obstetrical low risk women without contra-indications for expectant management until 42 weeks and a singleton pregnancy in cephalic position. We will perform a multicenter randomised controlled clinical trial. Our primary outcome will be a composite outcome of perinatal mortality and neonatal morbidity. Secondary outcomes will be maternal outcomes as mode of delivery (operative vaginal delivery and Caesarean section), need for analgesia and postpartum haemorrhage (≥1000 ml). Maternal preferences, satisfaction, wellbeing, pain and anxiety will be assessed alongside the trial. Discussion: his study will provide evidence for the management of pregnant women reaching a gestational age of 41 weeks.

Traction Motors, what is the difference? Induction, Interior Permanent Magnet and Synchronous Reluctance Machines Technologies, Constraints, Possibilities & Outlook

Becoming a teacher educator: experiences with a special induction programme for beginning teacher educators

Literature reveals that beginning teacher educators are dealing with organisational and professional difficulties in their induction period. At the Teacher Education Institute of Fontys University of Applied Sciences in Tilburg, The Netherlands, a special induction programme was developed for the induction period. The programme was designed using recommendations from literature and focused on both organisational induction as well as professional induction. This programme was evaluated through an inquiry. Experiences of participants and as non-participants in the programme were taken into account. The evaluation reveals that all beginning teacher educators (participants as well as non-participants) have learned a lot from their colleagues, for example through conversations or while preparing lessons together. The majority of the participants hold the opinion that the goals of the programme have been reached and they appreciate the programme for the possibility to exchange experiences with other beginning teacher educators.