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Mihale Matobola Joel,Tungaraza Clavery,Baeyens Willy,Brion Natacha 한국해양과학기술원 2021 Ocean science journal Vol.56 No.3
Elemental (C, N) and isotopic (δ13C, δ15N) signatures were used as proxies to identify seasonal changes in proportions of sedimentary organic matter (OM) in the Mtoni estuary and its Kizinga and Mzinga tributary rivers. Depth-averaged values of TOC and TN in the Kizinga River were low in the wet season (TOC: up to 1.0 ± 0.3%; TN: up to 0.1 ± 0.1%) compared to the dry period (TOC: up to 1.9 ± 0.2%; TN: up to 0.2 ± 0.1%), and vice versa in the Mzinga River (wet: up to 5.7 ± 2.8% for TOC and 0.3 ± 0.03% for TN; dry: up to 3.6 ± 0.7% for TOC and 0.2 ± 0.01% for TN). C/N ratios in rivers showed no clear seasonal trend. At all sampling stations, δ13C values were higher in the wet season (up to − 23.9 ± 0.8‰) and low in the dry period (up to − 26.3 ± 1.0‰) whereas δ15N values were low in the wet season (up to 6.6 ± 0.4‰) and high in the dry period (up to 8.1 ± 1.4‰). Spatial gradients of OM during the dry period were observed from upstream to the estuarine mouth for TOC and TN. FRUITS model results revealed that OM in the Mtoni estuary was dominated by anthropogenic sources in both seasons. Total contribution of mangrove, phytoplankton, and macroalgae to the Mtoni OM was relatively high in the wet season. It is concluded that the Mtoni estuary sediment OM was a mixture of different sources. The contribution of OM from phytoplankton and macroalgae was low while the contribution from mangrove OM was restricted to the Mzinga River.
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Teaching Magnetic Component Design in Power Electronics Course using Project Based Learning Approach
Hren, Alenka,Milanovic, Miro,Mihalic, Franc The Korean Institute of Power Electronics 2012 JOURNAL OF POWER ELECTRONICS Vol.12 No.1
This paper presents the results and gained experiences from the Project Based Learning (PBL) of magnetic component design within a Power Electronics Course. PBL was applied during the laboratory exercises through a design-project task based on a boost converter test board. The students were asked to calculate the main boost converter's circuit parameters' capacitor C and inductor L, and then additionally required to design and build-up the inductor L, in order to meet the project's goals. The whole PBL process relied on ideas from the CDIO (Conceive, Design, Implement, Operate), where the students are encouraged to consider the whole system's process, in order to obtain hands-on experience. PBL is known to be a motivating and problem-centered teaching method that gives students the ability to transfer their acquired scientific knowledge into industrial practice. It has the potential to help students cope with demanding complexities in the field, and those problems they will face in their future careers.
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CONTACT CR-WARPED PRODUCT SUBMANIFOLDS IN KENMOTSU SPACE FORMS
ARSLAN, KADRI,EZENTAS, RIDVAN,MIHAl, ION,MURATHAN, CENGIZHAN Korean Mathematical Society 2005 대한수학회지 Vol.42 No.5
Recently, Chen studied warped products which are CR-submanifolds in Kaehler manifolds and established general sharp inequalities for CR-warped products in Kaehler manifolds. In the present paper, we obtain sharp estimates for the squared norm of the second fundamental form (an extrinsic invariant) in terms of the warping function for contact CR-warped products isometrically immersed in Kenmotsu space forms. The equality case is considered. Some applications are derived.
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Teaching Magnetic Component Design in Power Electronics Course using Project Based Learning Approach
Alenka Hren,Miro Milanovic,Franc Mihalic 전력전자학회 2012 JOURNAL OF POWER ELECTRONICS Vol.12 No.1
This paper presents the results and gained experiences from the Project Based Learning (PBL) of magnetic component design within a Power Electronics Course. PBL was applied during the laboratory exercises through a design-project task based on a boost converter test board. The students were asked to calculate the main boost converter’"s circuit parameters’" capacitor C and inductor L, and then additionally required to design and build-up the inductor L, in order to meet the project’"s goals. The whole PBL process relied on ideas from the CDIO (Conceive, Design, Implement, Operate), where the students are encouraged to consider the whole system’"s process, in order to obtain hands-on experience. PBL is known to be a motivating and problem-centered teaching method that gives students the ability to transfer their acquired scientific knowledge into industrial practice. It has the potential to help students cope with demanding complexities in the field, and those problems they will face in their future careers.
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