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An analytical approach is preferred to carry out the harmonic modelling of power electronics converters because it is generally faster than time simulation chained with FFT. However, the difficulty of such an approach is to build the model and to manage the uncontrolled commutations that occur in the studied static converter, and also to deal with large equations. The purpose of this paper is to propose an aid in the frequency modelling of the drive elements, in the frequency domain, including all key parameters for sizing aim i.e. a way to optimize the EMC filter using different algorithms.

The paper aims to propose an aid to create such models, and to assure its good solving, i.e. that the correct operating mode is represented. So, the solving problem is formulated as an optimization problem under constraints, to solve this difficulty.

The difficulty is to be sure to deal with the good operating mode of the static converter when soft or uncontrolled commutations occur. So, the model is formulated as a constrained optimization problem. The paper proposes a symbolic approach, that allows to build automatically the frequency model. It is translated to be solved in Matlab.

The approach does not fit for static converters with a control implying numerous commutations per operating period. However, the approach deals with natural and soft commutations.

The modelling is based on the use of linear components and ideal switches.

This chapter explores how neoliberal higher education reforms in the United Republic of Tanzania (URT) during the 1990s and 2000s were shaped by the history of governance, schooling, and foreign donor involvement in the country following its independence in 1961. Against this backdrop, I examine how concepts of private versus public leadership, individualism, competition, and education’s place in the overall development scheme shifted over time, and the influence these changing conceptualizations had on the role of universities in Tanzania by the end of the first decade of the 21st century. In an international environment in which powerful funding agencies see neoliberal higher education policies and “knowledge societies” as the key to increased national competitiveness and poverty eradication in sub-Saharan Africa, this chapter shows how changes embedded in recent market-centered university reforms – in which the state is said to “steer” rather than “row” – have influenced the quest for equitable development.

The purpose of this paper is to investigate the early career values and individual factors of objective career success among graduates from a top-tier French business school.

The authors conducted a quantitative analysis of 629 graduates classified in three job markets according to income: the traditional business market, the alternative market and the high-potential business market. The graduation dates span a period of 12 years before the 2008 Recession.

The findings suggest that membership of each job market is associated with distinct early career values (when choosing/leaving the first job). Moreover, the authors confirm that the presence of a mentor, international experience, job-hopping and gender, all affect objective career success.

The paper discusses implications for business career development and higher business education.

The originality of this study lies in the identification of the individual factors of objective career success among French business graduates and the links between objective career success and early career values.