An ideal floating inductor circuit using translinear conveyors is introduced. The floating induct... more An ideal floating inductor circuit using translinear conveyors is introduced. The floating inductor simulator uses two translinear conveyors and a single capacitor in its realization. The circuit provides the current controlled ideal floating inductance without any component matching constraints. Simulation results on the floating inductor simulator verify the theory.
INT. J. ELECTRONICS, 2000, VOL. 87, NO. 9, 1047±1051 Multifunctional translinear-C current-mode ®... more INT. J. ELECTRONICS, 2000, VOL. 87, NO. 9, 1047±1051 Multifunctional translinear-C current-mode ®lter IQBAL A. KHAN{{ and MEHMOOD H. ZAIDI{ A multifunctional current mode ®lter using three current controlled conveyors and two grounded capacitors is described. ...
American Journal of Obstetrics and Gynecology, 2004
Objective: Our purpose was to determine whether an interactive medical student contraceptive teac... more Objective: Our purpose was to determine whether an interactive medical student contraceptive teaching session results in improved knowledge gain or satisfaction when compared with a standard, didactic lecture. Study design: An interactive lecture was compared with a standard lecture among third-year medical students at Oregon Health and Science University School of Medicine and Medical College of Georgia. Knowledge gain was assessed by comparing correct responses to a posttest with the students' own responses to the same questions given as a pretest before the lecture. Satisfaction with the lecture was assessed on a visual analog scale. Scores and satisfaction ratings were compared within and between lecture groups. Results: A total of 150 students participated. There was a significant increase in test scores within both the interactive and standard groups (P ! .0001 for both groups). The change in scores did not differ significantly between the groups (P = .087). Although overall satisfaction was significantly greater with the standard lecture (P = .004), it was high with both lectures. Conclusion: Knowledge gain with the interactive lecture was equivalent to that with the standard lecture. Satisfaction with both learning formats was high. Ó 2004 Elsevier Inc. All rights reserved.
An ideal floating inductor circuit using translinear conveyors is introduced. The floating induct... more An ideal floating inductor circuit using translinear conveyors is introduced. The floating inductor simulator uses two translinear conveyors and a single capacitor in its realization. The circuit provides the current controlled ideal floating inductance without any component matching constraints. Simulation results on the floating inductor simulator verify the theory.
INT. J. ELECTRONICS, 2000, VOL. 87, NO. 9, 1047±1051 Multifunctional translinear-C current-mode ®... more INT. J. ELECTRONICS, 2000, VOL. 87, NO. 9, 1047±1051 Multifunctional translinear-C current-mode ®lter IQBAL A. KHAN{{ and MEHMOOD H. ZAIDI{ A multifunctional current mode ®lter using three current controlled conveyors and two grounded capacitors is described. ...
American Journal of Obstetrics and Gynecology, 2004
Objective: Our purpose was to determine whether an interactive medical student contraceptive teac... more Objective: Our purpose was to determine whether an interactive medical student contraceptive teaching session results in improved knowledge gain or satisfaction when compared with a standard, didactic lecture. Study design: An interactive lecture was compared with a standard lecture among third-year medical students at Oregon Health and Science University School of Medicine and Medical College of Georgia. Knowledge gain was assessed by comparing correct responses to a posttest with the students' own responses to the same questions given as a pretest before the lecture. Satisfaction with the lecture was assessed on a visual analog scale. Scores and satisfaction ratings were compared within and between lecture groups. Results: A total of 150 students participated. There was a significant increase in test scores within both the interactive and standard groups (P ! .0001 for both groups). The change in scores did not differ significantly between the groups (P = .087). Although overall satisfaction was significantly greater with the standard lecture (P = .004), it was high with both lectures. Conclusion: Knowledge gain with the interactive lecture was equivalent to that with the standard lecture. Satisfaction with both learning formats was high. Ó 2004 Elsevier Inc. All rights reserved.
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