Highly Sensitive Sensor Based On Intracavity Laser Absorption Spectroscopy By Means of Relative Intensity Noise

This thesis concerns with the main aspects of medical trace molecules detection by means of intracavity laser absorption spectroscopy (ICLAS), namely with the equirements for highly sensitive, highly selective, low price, and compact size sensor. A novel two modes semiconductor laser sensor is demonstrated. Its operation principle is based on the competition between these two modes. The sensor sensitivity is improved when the sample is placed inside the two modes laser cavity, and the competition between the two modes exists. The effects of the mode competition in ICLAS are discussed theoretically and experimentally. The sensor selectivity is enhanced using external cavity diode laser (ECDL) configuration, where the tuning range only depends on the external cavity configuration. In order to considerably reduce the sensor cost, relative intensity noise (RIN) is chosen for monitoring the intensity ratio of the two modes. RIN is found to be an excellent indicator for the two modes intensity ratio variations which strongly supports the sensor methodology. On the other hand, it has been found that, wavelength tuning has no effect on the RIN spectrum which is very beneficial for the proposed detection principle. In order to use the sensor for medical applications, the absorption line of an anesthetic sample, propofol, is measured. Propofol has been dissolved in various solvents. RIN has been chosen to monitor the sensor response. From the measured spectra, the sensor sensitivity enhancement factor is found to be of the order of 10^(3) times of the conventional laser spectroscopy.

Effects of tillage intensity on soil C, N, and P pools with different stability

Es ist bekannt, dass die Umsatzdynamik der organischen Substanz von der Bodenbearbeitungsintensität abhängt. Bis jetzt sind nur wenige Daten zum Einfluss der Bearbeitungsintensität und des Zwischenfruchtanbaus auf C-, N-, und P-Dynamik im Ober- (0-5 cm Tiefe) und Unterboden (5-25 cm Tiefe) von Lössböden verfügbar. Hauptziele dieser Arbeit waren die (i) Quantifizierung des Einflusses von verschiedenen langzeitig durchgeführten Bearbeitungssystemen auf labile, intermediäre, und passive C- und N-Pools; (ii) Quantifizierung des Einflusses dieser Systeme auf P-Fraktionen mit unterschiedlicher Verfügbarkeit für die Pflanzenaufnahme; (iii) Quantifizierung des Einflusses des Zwischenfruchtanbaus in Verbindung mit einer unterschiedlichen Einarbeitungstiefe der der Zwischenfrüchte auf mineralisierbares C und N. Die Ergebnisse des 1. und 2. Teilexperiments basieren auf Untersuchungen von 4 Langzeitfeldexperimenten (LFE) in Ost- und Süddeutschland, die zwischen 1990 und 1997 durch das Institut für Zuckerrübenforschung angelegt wurden. Jedes LFE umfasst 3 Bearbeitungssysteme: konventionelle Bearbeitung (CT), reduzierte Bearbeitung (RT) und Direktsaat (NT). Die Ergebnisse des 3. Teilexperiments basieren auf einem Inkubationsexperiment. Entsprechend den Hauptfragestellungen wurden folgende Untersuchungsergebnisse beschrieben: (i) Im Oberboden von NT wurden höhere labile C-Vorräte gefunden (C: 1.76 t ha-1, N: 166 kg ha-1), verglichen mit CT (C: 0.44 t ha-1, N: 52 kg ha-1). Im Gegensatz dazu waren die labile- C-Vorräte höher im Unterboden von CT mit 2.68 t ha-1 verglichen zu NT mit 2 t ha-1 und RT mit 1.87 t ha-1. Die intermediären C-Vorräte betrugen 73-85% der gesamten organischen C-Vorräte, intermediäre N-Vorräte betrugen 70-95% des Gesamt-N im Ober- und Unterboden und waren vielfach größer als die labilen und passiven C- und N-Vorräte. Nur im Oberboden konnte ein Effekt der Bearbeitungsintensität auf die intermediären N-Pools mit höheren Vorräten unter NT als CT festgestellt werden. Die passiven C- und N-Pools waren eng mit den mineralischen Bodeneigenschaften verbunden und unabhängig vom Bearbeitungssystem. Insgesamt hat sich gezeigt, dass 14 bis 22 Jahre durchgängige Direktsaatverfahren nur im Oberboden zu höheren labilen C- und N-Vorräten führen, verglichen zu konventionellen Systemen. Dies lässt eine tiefenabhängige Stärke der Dynamik der organischen Bodensubstanz vermuten. (ii) Die Konzentration des Gesamt-P (Pt) im Oberboden war höher in NT (792 mg kg-1) und ~15% höher als die Pt-Konzentration in CT (691 mg kg 1). Die Abnahme der Pt-Konzentration mit zunehmender Bodentiefe war höher in NT als in CT. Dies gilt auch für die einzelnen P-Fraktionen, ausgenommen der stabilsten P-Fraktion (residual-P). Generell hatte das Bearbeitungssystem nur einen kleinen Einfluss auf die P-Konzentration mit höheren Pt-Konzentrationen in Böden unter NT als CT. Dies resultiert vermutlich aus der flacheren Einarbeitung der Pflanzenreste als in CT. (iii) Im Zwischenfruchtexperiment war der Biomassezuwachs von Senf am höchsten und nimmt in der Reihenfolge ab (oberirdischer Ertrag in t / ha): Senf (7.0 t ha-1) > Phacelia (5.7 t ha-1) > Ölrettich (4.4 t ha-1). Damit war potentiell mineralisierbares C und N am höchsten in Böden mit Senfbewuchs. Kumulative CO2- und N2O-Emissionen während der Inkubation unterschieden sich nicht signifikant zwischen den Zwischenfruchtvarianten und waren unabhängig von der Verteilung der Pflanzenreste im Boden. Die kumulativen ausgewaschenen mineralisierten N (Nmin)-Vorräte waren in den brachliegenden Böden am höchsten. Die Nmin-Vorräte waren 51-72% niedriger in den Varianten mit Zwischenfrucht und Einarbeitung verglichen zur Brache. In den Varianten ohne Einarbeitung waren die Nmin-Vorräte 36-55% niedriger verglichen zur Brache. Dies weißt auf einen deutlichen Beitrag von Zwischenfrüchten zur Reduzierung von Nitrat-Auswaschung zwischen Winter und Frühjahr hin. Insgesamt führte reduzierte Bearbeitung zu einer Sequestrierung von C und N im Boden und der Zwischenfruchtanbau führte zu reduzierten N-Verlusten. Die P-Verfügbarkeit war höher unter Direktsaat verglichen zur konventionellen Bearbeitung. Diese Ergebnisse resultieren aus den höheren Konzentrationen der OS in den reduzierten, als in den konventionellen Systemen. Die Ergebnisse zeigen deutlich das Potential von reduzierter Bearbeitung zur Sequestrierung von intermediärem C und N zur Reduzierung von klimarelevanten Treibhausgasen. Gleichzeitig steigen die Konzentrationen an pflanzenverfügaren P-Gehalten. Zwischenfrüchte führen auch zu einem Anstieg der C- und N-Vorräte im Boden, offensichtlich unabhängig von der Zwischenfruchtart.

Knowledge Building in Landscape Architecture

The objective of this study was to develop an internet-based seminar framework applicable for landscape architecture education. This process was accompanied by various aims. The basic expectation was to keep the main characteristics of landscape architecture education also in the online format. On top of that, four further objectives were anticipated: (1) training of competences for virtual team work, (2) fostering intercultural competence, (3) creation of equal opportunities for education through internet-based open access and (4) synergy effects and learning processes across institutional boundaries. This work started with the hypothesis that these four expected advantages would compensate for additional organisational efforts caused by the online delivery of the seminars and thus lead to a sustainable integration of this new learning mode into landscape architecture curricula. This rationale was followed by a presentation of four areas of knowledge to which the seminar development was directly related (1) landscape architecture as a subject and its pedagogy, (2) general learning theories, (3) developments in the ICT sector and (4) wider societal driving forces such as global citizenship and the increase of open educational resources. The research design took the shape of a pedagogical action research cycle. This approach was constructive: The author herself is teaching international landscape architecture students so that the model could directly be applied in practice. Seven online seminars were implemented in the period from 2008 to 2013 and this experience represents the core of this study. The seminars were conducted with varying themes while its pedagogy, organisation and the technological tools remained widely identical. The research design is further based on three levels of observation: (1) the seminar design on the basis of theory and methods from the learning sciences, in particular educational constructivism, (2) the seminar evaluation and (3) the evaluation of the seminars’ long term impact. The seminar model itself basically consists of four elements: (1) the taxonomy of learning objectives, (2) ICT tools and their application and pedagogy, (3) process models and (4) the case study framework. The seminar framework was followed by the presentation of the evaluation findings. The major findings of this study can be summed up as follows: Implementing online seminars across educational and national boundaries was possible both in term of organisation and technology. In particular, a high level of cultural diversity among the seminar participants has definitively been achieved. However, there were also obvious obstacles. These were primarily competing study commitments and incompatible schedules among the students attending from different academic programmes, partly even in different time zones. Both factors had negative impact on the individual and working group performances. With respect to the technical framework it can be concluded that the majority of the participants were able to use the tools either directly without any problem or after overcoming some smaller problems. Also the seminar wiki was intensively used for completing the seminar assignments. However, too less truly collaborative text production was observed which could be improved by changing the requirements for the collaborative task. Two different process models have been applied for guiding the collaboration of the small groups and both were in general successful. However, it needs to be said that even if the students were able to follow the collaborative task and to co-construct and compare case studies, most of them were not able to synthesize the knowledge they had compiled. This means that the area of consideration often remained on the level of the case and further reflections, generalisations and critique were largely missing. This shows that the seminar model needs to find better ways for triggering knowledge building and critical reflection. It was also suggested to have a more differentiated group building strategy in future seminars. A comparison of pre- and post seminar concept maps showed that an increase of factual and conceptual knowledge on the individual level was widely recognizable. Also the evaluation of the case studies (the major seminar output) revealed that the students have undergone developments of both the factual and the conceptual knowledge domain. Also their self-assessment with respect to individual learning development showed that the highest consensus was achieved in the field of subject-specific knowledge. The participants were much more doubtful with regard to the progress of generic competences such as analysis, communication and organisation. However, 50% of the participants confirmed that they perceived individual development on all competence areas the survey had asked for. Have the additional four targets been met? Concerning the competences for working in a virtual team it can be concluded that the vast majority was able to use the internet-based tools and to work with them in a target-oriented way. However, there were obvious differences regarding the intensity and activity of participation, both because of external and personal factors. A very positive aspect is the achievement of a high cultural diversity supporting the participants’ intercultural competence. Learning from group members was obviously a success factor for the working groups. Regarding the possibilities for better accessibility of educational opportunities it became clear that a significant number of participants were not able to go abroad during their studies because of financial or personal reasons. They confirmed that the online seminar was to some extent a compensation for not having been abroad for studying. Inter-institutional learning and synergy was achieved in so far that many teachers from different countries contributed with individual lectures. However, those teachers hardly ever followed more than one session. Therefore, the learning effect remained largely within the seminar learning group. Looking back at the research design it can be said that the pedagogical action research cycle was an appropriate and valuable approach allowing for strong interaction between theory and practice. However, some more external evaluation from peers in particular regarding the participants’ products would have been valuable.