Good performance RF-MEMS SP2T switches in CPW configuration for space applications.

Coplanar (CPW) waveguide based on cantilever or clamped-clamped switches have been developed for use in space applications. All the devices are manufactured on high-resistive silicon using surface micro-machining technology. The SP2T switches provide very good performance in terms of insertion and return loss and isolation over a wide frequency band. These switches are intended to be used as building blocks for large order switching matrices for satellite applications. Full wave simulations and measured RF performances are shown to be in very good agreement, showing high performance for all SPST typologies. Depending on the specific design, insertion loss -20dB, return loss between -5dB and -15dB and isolation between -20dB and -23dB has been obtained in the 0-40 GHz frequency band. In this paper implementation of HFSS (High Frequency Structure Simulator) is done to take desired results

Collaborating for a changing future in education

As technology and demand changes day by day, we as educators must be up to date too in the area of education. We must adapt and grow our-self first in this environment. It is each teacher's accountability to invest learners to adapt changes, face challenges, be innovative and grab any opportunities that come their way. So to collaborate in teaching for the future we teachers must be ready and organised to be information accumulators, developers, predictors, curriculum professionals, researchers and problem-solvers

Collaborating for a changing future in education

As technology and demand changes day by day, we as educators must be up to date too in the area of education.. We must adapt and grow our-self first in this environment. It is each teacher's accountability to invest learners to adapt changes, face challenges, be innovative and grab any opportunities that come their way. So to collaborate in teaching for the future we teachers must be ready and organised to be information accumulators, developers, predictors, curriculum professionals, researchers and problem-solvers

Incorporating effective teaching pedagogies to improve learning and teaching approaches globally

From secondary to tertiary level, educational development relies comprehensively on teaching elements and strategies, it is about learning to think and act in ways that will apply safety measures to the future wellbeing of our students. Learner centered teaching not only includes authentic and modernised teaching, but it includes a mix of planning, continual management, and measure changes of learning (Harper, Chen, & Yen, 2004). This paper presents range of efficient teaching pedagogies with a reflection element, which are also supported with adult learning theories to standardise and prove their effectiveness globally. PURPOSE To apply and measure the effectiveness of innovative learning and teaching pedagogies by analysing student performances in Wintec, New Zealand. In addition to that, to attain qualitative and standardised teaching and learning approaches. APPROACH Illustrating the most significant theme of innovation in learning and teaching. The paper has taken the approach describing and applying five major teaching pedagogies such as flipped classroom, inquiry-based learning, active learning, differentiated learning and reflective teaching. For justification, it also comprises of Adult Learning Theories (ALT) such as social and situated learning, social constructivism and behaviourist theory. These ALTs are sourced from the book, University Teaching in Focus by L. Hunt & D. Chalmers, 2012. RESULTS The preliminary analysis revealed that overall student participation has risen with positive feedback and acceptance of the modernised learning and teaching environment. All courses utilised and established these innovative teaching pedagogies with range of learner centered activities described in the research paper. These innovative pedagogies resulted in effective learnings with improved summative grades and increased student participation in formative assessments. Overall, the authors of this research found benefits of students leading the sessions, becoming problem solvers and developing employability skills. CONCLUSIONS Overall, the analysis of the results showed that learner centered teaching is accomplished from the approach of applying innovative teaching pedagogies. The use of these pedagogies aligned efficiently with the development of student adoption to become competent in the new teaching environment. Also, the students’ feedback demonstrated positive outlook towards adapting this shift to modernised teaching

Motivation and engagement: Māori and Pasifika learners

Motivation and engagement in the classroom are essential to help learner’s achievement their potential. Teachers play a key role in creating interest, energy and drive in learners and motivating them to engage with the material (Martin, 2006). Māori and Pasifika learners face challenges in classrooms, which are only recently being recognised, and we need to provide culturally safe spaces for them. In diverse classrooms, teachers’ relationships with learners (Tätaiako) is vital to support learners’ engagement. PURPOSE OR GOAL The purpose of this research is to reflect on four academics’ attempts to create culturally safe classrooms. It will assess what worked, and what did not, in terms of classroom context and creative learning activities to motivate and engage learners. APPROACH This research based on the approaches we have considered in improving Motivation and Engagement of students (Both Māori and Pasifika) by implementing teaching and learning instructions such as student-centred learning (flipped classroom), critical thinking, student engagement and motivational inquiry-based learning while working in groups. Bloom’s critical thinking are the main foundations of our Learning and Teaching approaches. We have considered group assignments and group project based tasks to access or justify our approaches. ACTUAL OR ANTICIPATED OUTCOMES We anticipate that implementing more student-centred, critical thinking, inquiry-based learning approaches while working in groups will improve motivation and engagement of learners. All approaches we have considered for our learners in the classroom will create more confident, skilled and motivated learners, including amongst Māori and Pasfika. We are interested to see if there are additional benefits to Maori and Pacific learners, above the general cohort, from these approaches. CONCLUSIONS During this research, we have noticed that by implementing all these approaches, make a lot of difference in engagement of learners in the classroom and increase their motivation. We have noticed critical thinking is an essential skill in the cognitive development and motivation of students and student-centred approach in teaching help a lot to engage more by having good communication with each other. In future, we as a teacher can support New Zealand Māori Language in our sessions in our greetings and opening and closing of sessions

Frequency response of lung

Respiratory disorders are common in both developed and developing countries. Many of these disorders are directly connected to the constrictions in the airways of the human respiratory system. Asthma and bronchitis are typical examples that arise from the constriction of airways. Asthma is a respiratory disease that is characterised by chronic inflammation, hypersensitivity, and obstruction of the airways. During an asthma attack contraction of airway smooth muscle and mucous production cause a reduction of the bronchial diameter, significantly changing the airflow resistance in and out of the lungs

Incorporating effective teaching pedagogies to improve learning and teaching approaches globally

CONTEXT From secondary to tertiary level, educational development relies comprehensively on teaching elements and strategies, it is about learning to think and act in ways that will apply safety measures to the future wellbeing of our students. Learner centered teaching not only includes authentic and modernised teaching, but it includes a mix of planning, continual management, and measure changes of learning (Harper, Chen, & Yen, 2004). This paper presents range of efficient teaching pedagogies with a reflection element, which are also supported with adult learning theories to standardise and prove their effectiveness globally. PURPOSE To apply and measure the effectiveness of innovative learning and teaching pedagogies by analysing student performances in Wintec, New Zealand. In addition to that, to attain qualitative and standardised teaching and learning approaches. APPROACH Illustrating the most significant theme of innovation in learning and teaching. The paper has taken the approach describing and applying five major teaching pedagogies such as flipped classroom, inquiry-based learning, active learning, differentiated learning and reflective teaching. For justification, it also comprises of Adult Learning Theories (ALT) such as social and situated learning, social constructivism and behaviourist theory. These ALTs are sourced from the book, University Teaching in Focus by L. Hunt & D. Chalmers, 2012. RESULTS The preliminary analysis revealed that overall student participation has risen with positive feedback and acceptance of the modernised learning and teaching environment. All courses utilised and established these innovative teaching pedagogies with range of learner centered activities described in the research paper. These innovative pedagogies resulted in effective learnings with improved summative grades and increased student participation in formative assessments. Overall, the authors of this research found benefits of students leading the sessions, becoming problem solvers and developing employability skills. CONCLUSIONS Overall, the analysis of the results showed that learner centered teaching is accomplished from the approach of applying innovative teaching pedagogies. The use of these pedagogies aligned efficiently with the development of student adoption to become competent in the new teaching environment. Also, the students’ feedback demonstrated positive outlook towards adapting this shift to modernised teaching

Motivation and Engagement: Māori and Pasifika learners

CONTEXT Motivation and engagement in the classroom are essential to help learner’s achievement their potential. Teachers play a key role in creating interest, energy and drive in learners and motivating them to engage with the material (Martin, 2006). Māori and Pasifika learners face challenges in classrooms, which are only recently being recognised, and we need to provide culturally safe spaces for them. In diverse classrooms, teachers’ relationships with learners (Tätaiako) is vital to support learners’ engagement. PURPOSE OR GOAL The purpose of this research is to reflect on four academics’ attempts to create culturally safe classrooms. It will assess what worked, and what did not, in terms of classroom context and creative learning activities to motivate and engage learners. APPROACH This research based on the approaches we have considered in improving Motivation and Engagement of students (Both Māori and Pasifika) by implementing teaching and learning instructions such as student-centred learning (flipped classroom), critical thinking, student engagement and motivational inquiry-based learning while working in groups. Bloom’s critical thinking are the main foundations of our Learning and Teaching approaches. We have considered group assignments and group project based tasks to access or justify our approaches. ACTUAL OR ANTICIPATED OUTCOMES We anticipate that implementing more student-centred, critical thinking, inquiry-based learning approaches while working in groups will improve motivation and engagement of learners. All approaches we have considered for our learners in the classroom will create more confident, skilled and motivated learners, including amongst Māori and Pasfika. We are interested to see if there are additional benefits to Maori and Pacific learners, above the general cohort, from these approaches. CONCLUSIONS During this research, we have noticed that by implementing all these approaches, make a lot of difference in engagement of learners in the classroom and increase their motivation. We have noticed critical thinking is an essential skill in the cognitive development and motivation of students and student-centred approach in teaching help a lot to engage more by having good communication with each other. In future, we as a teacher can support New Zealand Māori Language in our sessions in our greetings and opening and closing of sessions

Enhancing Active Learning in Challenging World: Simple Strategies

To mould people into good citizens, education is very important. It plays an essential role in the wealth of a nation. Teachers have a vital role in ensuring a high-quality society. In a teacher’s role, one of the biggest challenges is to prepare an effective lesson plan so that learners are actively involved in the class. Active learning includes engaging learners with course material through discussions, role-play, project-based studies, problem solving, etc. During the global COVID-19 pandemic, we were obliged to switch from physical classrooms to online learning environments. However, maintaining active learning strategies in an online environment was challenging. In this article, we share our experience of adapting active learning strategies to suit virtual classrooms. Reviews showed that even though there is no substantial difference in assessment performance, students prefer to complete activities face-to-face rather than online (Kemp & Grieve, 2014). Their study also indicated that students’ written feedback showed a strong preference for class face-to-face discussions, as they felt actively engaged, and received instantaneous feedback, compared to online discussions. In-class learning is a better way of facilitating two-way interaction than online learning as sometimes content is delivered using pre-recorded videos instead of in the presence of a tutor. This mean that in online learning, there is often only one-way interaction. This study is an attempt to discuss various active learning strategies that can be used to improve student performance. Although, the innovation in technology-enhanced the virtual classrooms in many respects but still the transition from face-to-face to online classroom was still challenging. However, online delivery is the only available learning mode in some exceptional situations like the 2020 Covid-19 pandemic. In any classroom, there is a diverse group of students as they are invariably from different age groups, different cultures and every student has a different background, which means every student has a unique perspective. According to our observation with online class delivery experiences, mature learners (age group above 18 years) are able to adapt to new environments quickly, and they can easily cope with such challenges. During online classes, we have noticed that their higher focus on studies helped them to succeed in distance papers even with reduced tutor interaction and they have excellent time management skills. There are various active learning strategies we can use to make our teaching and learning process more effective. We create opportunities for our learners to become engaged, empowered and inspired by following student-centred learning processes. Active learning will encourage learners to interact more deeply with course content. It is a two-way process, with students sharing their knowledge and thoughts instead of just listening to the tutor. There are various approaches and strategies to get learners engaged during online sessions