Distributed power supply (DPS) systems are extensively used to supply different electronic equipment and systems such as telecom switching systems. Continuous reduction of supply voltages of digital integrated circuits from the previous industry standard of 5 V down to 1 V or even less has necessitated the use of point-of-load system architectures due to high supply currents. The input currents of the switched-mode power supplies contain typically high ripple currents necessitating the use of noise suppression (EMI) filters to meet the stringent requirements stipulated by international standards. The interactions between the load converters, EMI filters, and supply side converters may adversely affect the stability and performance of the system. The system analysis is typically made based on the behavior of the ratio between the output impedance of the supply side and the input impedance of the load side known as minor-loop gain. Certain forbidden regions in the complex plane have been developed out of which the minor-loop gain should stay in order to guarantee stability. Even if the restrictions for the behavior of the minor-loop gain are well-defined, the accurate prediction of the associated impedances is difficult or even impossible. We propose, in this paper, a method based on input invariance to cancel the load-side interactions in the small-signal sense. The only concern left is then the stability of EMI filters, which may be considered based on the input power of the associated converters.
The increase in remote work in the Information and Communication Technology (ICT) industry has introduced the need for research into team collaboration platforms and education using a project-based blended learning approach. This study investigates the perceptions of ICT engineering students ( N = 56) at Lapland University of Applied Sciences in Finland regarding the social, cognitive, and teaching presences in a blended setting using the Community of Inquiry (CoI) framework. The CoI questionnaire data were analyzed using the Rasch Rating Scale Model, and team collaboration and development platform logs were used to explore platform usage. The results suggest that the students’ overall perception of blended learning was highly positive. Questions associated with discussing through the online medium were relatively harder for the students to agree with, although the online medium was perceived as excellent for social interaction by the students. The results may help institutions develop an understanding of the factors that may improve the quality of blended learning experiences in project-based digital ecosystems.
Remote working enables organisations to have location- and time-independent business processes. Working life practices should also be applied in higher education. Lapland University of Applied Sciences' ICT education in Finland met the challenge by developing an online internship concept that improves cooperation between the university and industry and promotes the content and quality of education. This paper describes the experiences of the research project of online internship models. Oral feedback from students (N = 12) and companies (N = 6) were analysed along with the online internship concept during 2021. The concept includes three types of process models. Based on the idea that business and industry representatives are active players in the process. The supervising teachers and technical support staff of Lapland University of Applied Sciences (UAS) acted as a support network. Results confirmed the notion of the usefulness and suitability of the concept for the purpose. The marketing of the concept was supported by a process website. The challenges found focused on, for example equipment resources and the pedagogical skills of industry representatives. The concept can be generalised regardless of the field.
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