This paper provides a detailed account of analytical work carried out to determine the parameters of power system stabilizers for a large generating station.Small signal and transient stability studies are reported which demonstrate the effectiveness of the stabilizers in enhancing the stability of inter-area as well as local plant modes of oscillation.Performance of two alternative schemes, one with and the other with no transient exciter gain reduction, are investigated. Kevwords Excitation Control -Power System Stabilizers -Steady State Stability -Transient Stability. 0885-8950/89/0500-0614$01 .WO 1989 IEEE

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In 1988, Richard Felder and Linda Silverman developed a learning model that focuses specifically on aspects of learning styles of engineering students. Three years later, a corresponding psychometric assessment instrument, the Felder-Soloman's Index of Learning Styles, was developed. This paper offers a contribution to an ongoing validation work on the ILS instrument, based on the author's three-year study of the relationship between student learning styles and their academic achievement in hypermedia-assisted learning environment. The paper provides an analysis of psychometric properties of the ILS, based on the scores for 557 valid questionnaires collected in the study. This includes test-retest reliability, factor structure, internal reliability, total item correlation and inter-scale correlation. Construct validity is also discussed. In summary, the author supports conclusions found in the literature pointing to the ILS as a suitable psychometric tool for evaluating learning styles of engineering students. The author also concurs in recommendations for further work on validating the meaning of its scores and on improving the specific items to reduce inter-scale correlation.

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The paper presents results of an action research project, which took place between January and April 2001, and examined how differences in prior academic achievement of students and in their learning styles affected learning outcomes. All students received hypermedia instruction. The results show that hypermedia allowed previously lower-achieving students to improve their academic performance and therefore reduce the gap between them and their higher-achieving peers. The findings suggest that reducing the gap was a result of hypermedia instruction moderating differences in achievement between students with different learning modalities and accommodating a wider range of learning styles than conventional instruction. These findings were consistent with the previous 2000 study and with the 1999 pilot project, where students in the experimental group received hypermedia instruction, and their achievement was compared with the achievement of conventionally instructed students in the control group. Course website access patterns and a survey of student attitudes towards hypermedia instruction are also discussed. The findings support the use of learning styles as a guideline for incorporation of the hypermedia into the instructional design of the course. I.