Setting frequency relays and voltage relays to protect synchronous distributed generators against islanding and abnormal frequencies and voltages

This study concerns frequency relays and voltage relays applied to the protection of synchronous distributed generators operating in reactive power control mode without a frequency regulation function. The effect of active and reactive powers combination, load power factor, and reactive power imbalance are investigated for their implication for the anti-islanding setting of the frequency relay. Results reveal that the effect of these factors must be considered when setting the relay for islanding detection. For the voltage relay, results reveal that the effect of active and reactive powers combination, load power factor, and active power imbalance must be considered when setting the relay for islanding detection. The effect of multi-stage tripping on the frequency relay ability to detect island was also investigated. Results show that multistage tripping can improve the anti-islanding performance of the frequency relay.Electrical EngineeringM. Tech. (Electrical Engineering

The Indian Residential Schools Settlement Agreement's Common Experience Payment and Healing: A Qualitative Study Exploring Impacts on Recipients

This study reports on how the common experience payment has impacted Survivors and their healing

Barriers to Including Indigenous Content in Canadian Health Professions Curricula

Indigenous peoples in Canada continue to face health care inequities despite their increased risk for various negative health outcomes. Evidence suggests that health professions students and faculty do not feel their curriculum adequately prepares learners to address these inequities. The aim of this study was to identify barriers that hinder the inclusion of adequate Indigenous content in curricula across health professions programs. Semi-structured interviews were conducted with 33 faculty members at a university in Canada from various health disciplines. Employing thematic analysis, four principal barriers were identified: (1) the limited number and overburdening of Indigenous faculty, (2) the need for non-Indigenous faculty training and capacity, (3) the lack of oversight and direction regarding curricular content and training approaches, and (4) the limited amount of time in curriculum and competing priorities. Addressing these barriers is necessary to prepare learners to provide equitable health care for Indigenous peoples. Keywords: Indigenous health, health professions, curricula, faculty perspectives, barriers, CanadaMalgré leur risque accru de développer des ennuis de santé, les Autochtones du Canada continuent de subir des inégalités en matière de soins de santé. Les données existantes révèlent que les étudiants en formation pour devenir des professionnels de la santé et leurs professeurs estiment que leurs programmes d’études actuels ne les préparent pas adéquatement à s’attaquer à ces inégalités. L’objectif de cette étude était d’identifier les obstacles qui entravent l’inclusion de contenu autochtone adéquat dans les programmes d’études de la formation des professionnels de la santé. Des entrevues semi-structurées ont été menées avec 33 membres du corps enseignant, issus de diverses disciplines de la santé, d’une université du Canada. Une analyse thématique a permis d’identifier quatre principaux obstacles : 1) le nombre insuffisant de professeurs autochtones et la surcharge de travail qui en résulte ; 2) la nécessité d’accroître la formation et la capacité des professeurs non autochtones ; 3) le manque de supervision et d’orientation concernant le contenu des programmes et les approches de formation ; et 4) le temps limité qui entraîne une concurrence de priorité des thèmes abordés. Il est nécessaire de surmonter ces obstacles pour préparer les étudiants à fournir des soins de santé sûrs et équitables aux Autochtones. Mots-clés : santé des Autochtones, professionnels de la santé, programmes d’études, perspectives du corps enseignant, obstacles, Canad

Traumatic Experiences, Perceived Discrimination, and Psychological Distress Among Members of Various Socially Marginalized Groups

Perceived discrimination has consistently been shown to be associated with diminished mental health, but the psychological processes underlying this link are less well understood. The present series of four studies assessed the role of a history traumatic events in generating a proliferation of discrimination stressors and threat appraisals, which in turn predict psychological distress (depressive and posttraumatic stress symptoms) (mediation model), or whether prior traumatic events sensitize group members, such that when they encounter discrimination, the link to stress-related symptoms is heightened (moderation model). Each of the studies assessed a different marginalized group in Canada, including Indigenous peoples, Blacks, Jews, and a diverse sample of women. Participants completed measures assessing history of traumatic events, perceived explicit and ambiguous discrimination, discrimination threat appraisals, and symptoms of depression and posttraumatic stress. The four populations varied in their experiences, with Indigenous peoples encountering the highest levels of trauma, discrimination, and psychological distress symptoms. A mediated model was evident among Indigenous peoples and women, possibly reflecting the role of systemic processes that engender discrimination when traumatic events are experienced. There was evidence for a moderating role of a history of traumatic events on the relations between discrimination and depressive symptoms among Jewish and Black participants. Although the hypothesized synergistic effects of traumatic experiences were noted when assessing the relation between perceived discrimination and depressive symptoms among Jews, the presence of trauma blunted these relations among Blacks. The results suggest that trauma-informed approaches to addressing stress-related processes and psychological outcomes need to consider the unique social context of members of various socially marginalized groups