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Elevated Temperature Modeling of Wide Bandgap High Electron Mobility Transistors

Thesis Info

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Author

Khan, Muhammad Naeem

Program

PhD

Institute

Capital University of Science & Technology

City

Islamabad

Province

Islamabad.

Country

Pakistan

Thesis Completing Year

2018

Thesis Completion Status

Completed

Subject

Power Electronic Device

Language

English

Link

http://prr.hec.gov.pk/jspui/bitstream/123456789/10522/1/Muhammad%20Naeem%20Khan_Power%20Electronic%20Device_2018_CUST_PRR.pdf

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676726049355

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This thesis presents elevated temperature modeling of the 3rd generation wide bandgap GaN High Electron Mobility Transistors (HEMTs). In AlGaN/GaN HEMTs, Two Dimensional Electron Gas (2-DEG) can be achieved without having a dopant layer, because of the piezoelectric e ect found inherently in GaN semiconductor. This provides an increased saturation velocity and GaN HEMT, therefore, is a considered promising candidate for microwave power applications. In therst part of thesis, an analytical model is developed to predict temperature dependent DC characteristics of AlGaN/GaN HEMTs. The model comprehensively incorporates, temperature dependent variation in Schottky barrier height,b(T); bandgap discontinuity,Ec(T); sheet carrier concentration of 2- DEG, ns(T); saturation velocity,sat(T) and carriers mobility,(T). It has been shown that by increasing the ambient temperature, there is a decrease inb; an increase in ns; a decrease insat of 2-DEG carriers and a decrease inT . A comparative analysis revealed that the proposed model''s accuracy is at least 30% better than its counterparts. In the second part of thesis, AlGaN/GaN HEMTs AC characteristics are modeled by developing an analytical technique. In the proposed technique, temperature dependent ns(T) of 2-DEG isrst assessed to predict the DC characteristics of AlGaN/GaN HEMTs. Engaging the modeled DC data and by evaluating depletion layer capacitors, device''s intrinsic small signal parameters are determined. By employing assessed small signal parameters, S-parameters of the device are calculated and their compliance with the measured data ensures the validity of the proposed mechanism. In the third part of thesis, a numerical model to simulate output and transfer characteristics of GaN HEMTs is developed. The model takes into account dependence of output conductance on the device drain and gate bias, and simulates both positive and negative conductance to a good degree of accuracy. Appearance of peak transconductance to a relatively higher negative gate bias is a routinely observed phenomenon in GaN HEMTs, and the proposed model has the ability to simulate such 2nd order e ects with a good degree of accuracy. A comparative study revealed that the proposed model o ers at least 17% improved accuracy compared to other such models reported in literature. The accuracy of the model was also checked at elevated temperature and found signi cantly better than its counterparts. As, the model is based on a single expression, it is therefore easy to handle with and can comfortably be used in computer aided design software to assess the temperature dependent performance of GaN HEMTs for their possible integration into power circuitries.
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ڈاکٹر شہزاد احمد کی شاعری کا فنی جائزہ

ڈاکٹرشہزاد احمد کی شاعری کا فنی جائزہ
سہل ممتنع
ڈاکٹرشہزاداحمد نعت خوانی سے نعت گوئی کی طرف مائل ہوئے ہیں۔ انھیں خیال آفرینی و مرصع کاری سے زیادہ ابلاغ کی فکر رہتی ہے۔ اس لیے وہ کلام میں سادگی کو اہمیت دیتے نظر آتے ہیں۔اُن کے کلام میں بھاری بھرکم تراکیب کی جگہ عام بول چال کے سادہ الفاظ ادائے مطلب کے لیے استعمال ہوئے ہیں۔ ان کی نعت کی مرکزی خصوصیت سہل ممتنع ہے جس کے بارے میں مولانا حسرت موہانی لکھتے ہیں :
’’سہل ممتنع سادگی وحسن بیان کی اُس صنف کا نام ہے جس کو دیکھ کر ہر شخص بظاہر یہ سمجھے کہ یہ بات میرے دل میں بھی تھی اور ایسا کہنا ہر شاعر کے لیے آسان ہے مگر جب کوشش کرکے ویسا لکھنا چاہے تو نہ لکھ سکے۔‘‘ (۲۴)
یہی سادہ اسلوب ہمیں ڈاکٹر شہزاد احمد کی نعت میں بڑے سلیقے سے برتا ہوا ملتا ہے۔ مثال میں دو شعر ملاحظہ ہوں:
آپ صرف اپنے محبوب کا
مجھ کو شیدا بنا دیجیے

پھر جہاں میں ہے تیرگی چھائی
اپنا جلوہ دکھائیے آقاؐ
غنائی لہجہ
شاعری میں موسیقیت نہ ہو تو کلام فصاحت سے کوسوں دُور رہتا ہے۔ موسیقیت کے لیے آواز کے زیرو بم کے استعمال سے واقفیت ضروری ہے۔ ڈاکٹر شہزاد احمد چوں کہ نعت خوانی سے بھی وابستہ ہیں۔ اس لیے اُن کے کلام میں غنائیت کا عنصر اوج پر ہے۔ پروفیسرنویدعاجز ؔ اس بارے میں یوں رقم طراز ہیں:
’’انھوں نے نعتیں محافل میں پڑھنے کے لیے لکھی ہیں، اس لیے اُن کی سب سے بڑی خوبی موسیقیت اور روانی ہے۔ ’’حبیبی یارسول اللہ، درودتم پر سلام تم پر اور بسم اللہ ‘‘ کی ردیف میں کہی گئی نعتیں مترنم لہجے کی حامل ہیں۔‘‘(۲۵)
ڈاکٹر شہزاداحمد کے کلام میں روانی اور مترنم لہجے کے اشعار کی کمی نہیں۔ چند مثالیں ملاحظہ ہوں:

بدائع التفاسیرکی روشنی میں سماجی حسد سے بچنے کے تدابیر کا تحقیقی مطالعہ

Like all the physical diseases, which are fatal for a body, all the ethical weaknesses, like avarice, rampage, and malignity are also most harmful for a man. But, amidst these, envy is the malady which, apart from personally, also affects badly the whole society. Individually, the victim of envy suffers from a high psychological troubles and inner becomes subjected to many diseases. The reaction of envy firstly attacks the envier, rather than the envied person. There can never come affection or consolidation in the society which contains this moral disease: envy. That is why, the Holy Qur┐’n directs us to seek refuge from the envy of an envier. The Holy Qur┐’n says : ( Say, I seek refuge) from the evil of an envier when he envies. The Holy Prophet said: Avoid yourselves from envy, it eats one’s good deeds such as a fire eats the wood.

Including the Excluded: A Case Study of an Inclusive Classroom in an Inclusive Education School in Karachi, Pakistan

The purpose of inclusive education is to value children with special needs, so that they can participate equally in all educational activities in a general school along with their peers without discrimination. There is a worldwide movement towards establishing inclusive educational settings for children who have not as yet received due attention from governments and the private sector. The Salamanca Conference (1994) focused on education of the child with special education needs. In this gathering, all governments of the world were to ensure the basic education of all children with and without special education needs (SEN) within the existing mainstream schools. Many developed countries have already worked on this critical issue. In the developing countries, much less initiatives have been taken to include children with SEN in the mainstream schooling systems. As a result, there is a dearth of research in this area (with the exception of studies on teachers' attitudes), and where efforts (have been) made, they lack enough support, direction and clarity towards inclusive education. In Pakistan, as in many other developing counties, the government has given more attention to the inclusion of girl child in the main stream educational system, as compared to inclusion of the child with SEN. Despite these difficulties, I found a private school in Karachi, Pakistan, which has taken initiatives for implement a policy of inclusion of all children in their school. This study set out to find the perceptions, classroom practices, interactions, facilitating and hindering factors within an inclusive classroom and their relationship with the practical steps that can be taken towards inclusive education. The study was a case study, where in- depth interviews and classroom observations were conducted. The class had three students with SEN, and the remaining 22 students had no special needs. It was found that the participants (teachers, co-ordinator, and principal) had positive attitudes towards inclusion. They perceived that inclusive education (IE) allows all children to share the same school and classroom. There was a two-sided interaction (negative and positive) between perceptions and practices. The study also found that more students with SEN could be accommodated in mainstream classroom than the current number through the existing practice, for example, students having physical handicaps or mild impairments are not particularly disruptive to the classroom. In the research questions, through this study, six major themes were extracted; and they have been analyzed and discussed in chapter four. The key findings