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M.Tahir Khaleeq Lang Wenpen He Guosen 《上海大学学报(英文版)》1998,2(3):226-236
ＮｏｍｅｎｃｌａｔｕｒｅｓＡＡｒｅａ（ｍ２）ＥＥｎｅｒｇｙＣｏｎｔｒｏｌ（Ｊ）ｆＰｒｅｓｓｕｒｅＬｏｓｓＣｏｅｆｉｃｉｅｎｔａＶｏｉｄＦｒａｃｔｉｏｎＨＳｐｅｃｉｆｉｃＥｎｔｈａｐｌｙ（Ｊ／ｋｇ）ＩＩｎｅｒｔａｎｃｅ（ｍ）ＫＦｒｉｃｔｉｏｎＬｏｓｓＣ... 相似文献
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The performance of complementary feeders, running in parallel, can be significantly improved by installing static transfer switches （STSs） at critical locations. We develop the STS control logic, which transfers the critical load from the preferred feeder to the alternate feeder when a voltage sag or a fault occurs on the preferred feeder. A forced commutation technique is proposed and implemented to turn off the preferred feeders＇ thyristor, thus avoiding cross current to flow and minimizing the transfer time. Simulation results show that the forced commutation technique is more effective as compared to the recently proposed time delay technique for STS operation. Two different feeders, namely New Exchange, the preferred feeder, and Sector 1-10/2, the alternate feeder of Islamabad Electric Supply COmpany （IESCO）, Pakistan, have been selected for case studies. The software PSCAD/EMTDC professional package has been used for simulation. 相似文献
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Lokman Mohd Tahir Muhamad Berhanddin Musah Abdul Halim Abdullah Aede Hatib Musta’amal Mohd Hazim Asran Abdullah 《Educational studies》2016,42(5):465-492
This study determines the preferable leadership practised by colleges’ directors, institutional factors and challenges encountered in knowledge sharing in Malaysian technical higher learning institutions (HLIs). Using a pragmatic mixed-method strand, we obtained 212 teachers and instructors’ viewpoints on knowledge sharing factors and barriers. The study also interviewed four teachers in exploring college directors’ leadership practices and issues faced while sharing their knowledge and experiences with their colleagues. The findings revealed that technical college teachers favoured enabling others to act as a preferable leadership practice that empirically supports their knowledge sharing practices. Thus, reward system and culture were antecedents and significant predictors for teachers’ knowledge sharing practices in technical HLIs compared with their colleges directors’ transformational leadership practices. Teachers also highlighted that their directors provide affirmative responses concerning the knowledge sharing activities; thus, practising their roles as a knowledge sharing catalysts. However, lack of support from the management, micro-politics and teachers’ own negative perceptions were identified as challenges and constraints teachers encountered while sharing their knowledge with their peers. The findings put forward some suggestions for improvement on technical college’s knowledge sharing practices. 相似文献
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Tahir Abbas 《British Journal of Sociology of Education》2003,24(4):411-428
This paper is a discussion of how the educational attitudes, perspectives and experiences of young South Asian women in schools and colleges in the city of Birmingham, UK, are affected by domestic religio-cultural norms and values. Taking into consideration social class and the different types of schools they attend, young South Asian women were interviewed and surveyed to ascertain the effects of religion and culture upon education. The empirical findings show that all young South Asian women had supportive parents who actively encouraged them in education, irrespective of religion. For young Muslim women a strong bond between religion and individual was found, but for Hindus and Sikhs it was more tentative. For young working-class South Asian women, Hindus and Sikhs also regarded religion as less significant in their lives, but for Muslims it was again seen as crucial--but certain practices were argued to be more cultural than religious, and thereby problematic. For some young South Asian Muslim women, it leads to further marginalisation in education, given that they also originate from lower social class positions. 相似文献
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Tahir Abbas 《牛津教育评论》2013,39(4):447-471
The views of a range of teachers towards South Asians in schools and colleges in Birmingham are explored in this paper. Based on 23 teachers, often senior in nature, from 11 educational institutions (9 schools [1 independent, 2 selective, 6 comprehensive] and 2 further education colleges), analysis of attitudes is in relation to gender and religion; socialisation and language differences between South Asian groups; and teacher ethnicity and antiracist multicultural education policy. It was broadly found that teachers viewed the education of South Asians based on the modus operandi of the educational institution they represented as well as the way in which differing South Asians based on socio-economic status, ethnicity and gender were thought to act and behave. There are implications for how South Asians are perceived as individuals as well as groups by teachers, as well as how schools can make a real attempt to improve existing home-school relations. 相似文献
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