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Sökning: swepub > Karlstads universitet > (2008)

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21.
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23.
  • Nordfeldt, Marie, 1961-, et al. (författare)
  • Regionalpolitikens lokala avtryck
  • 2008
  • Ingår i: Regionalpolitikens geografi. - Lund : Studentlitteratur. - 9789144015415
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)
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24.
  • Zhang, Hanmin, et al. (författare)
  • High-temperature annealing and surface photovoltage shifts on Si(111)7×7
  • 2008
  • Ingår i: Physical Review B. Condensed Matter and Materials Physics. - 1098-0121 .- 1550-235X. ; 78:3, s. 035318-
  • Tidskriftsartikel (refereegranskat)abstract
    • The relation between annealing temperature and surface photovoltage (SPV) shifts on the Si(111)7×7 surface of lightly n-doped substrates has been studied by core-level and valence-band photoelectron spectroscopies at 100 K. The SPV shift was found to depend strongly on the annealing temperature and the photon flux. Between 900 and 1150 °C the magnitude of the SPV shift shows a general decrease with annealing temperature. After a narrow plateau, the SPV shift becomes positive for annealings at 1250 and 1270 °C. As a consequence, the adatom surface state of the 7×7 surface appears above the Fermi level. The unexpected SPV shift can be explained by the formation of a p-type layer during high-temperature annealing of the Si sample. The role of boron and carbon contaminations has been discussed in this context in the literature. By correlating the SPV shifts with the C 1s and B 1s core-level signals, we conclude that carbon, but not boron, is involved in the formation of the p-type layer. Further, our results show that the annealing temperature plays a crucial role when binding energies are determined from photoemission spectra at low temperature. The effect is of particular importance in the study of surface band-gap openings related to phase transitions at low temperature.
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  • Nafari, Alexandra, 1980, et al. (författare)
  • MEMS Sensor for in Situ TEM Atomic Force Microscopy
  • 2008
  • Ingår i: Journal of microelectromechanical systems. - : IEEE Press. - 1057-7157 .- 1941-0158. ; 17:2, s. 328-333
  • Tidskriftsartikel (refereegranskat)abstract
    • Here, we present a MEMS atomic force microscope sensor for use inside a transmission electron microscope (TEM). This enables direct in situ TEM force measurements in the nanonewton range and thus mechanical characterization of nanosized structures. The main design challenges of the system and sensor are to reach a high sensitivity and to make a compact design that allows the sensor to be fitted in the narrow dimensions of the pole gap inside the TEM. In order to miniaturize the sensing device, an integrated detection with piezoresistive elements arranged in a full Wheatstone bridge was used. Fabrication of the sensor was done using standard micromachining techniques, such as ion implantation, oxide growth and deep reactive ion etch. We also present in situ TEM force measurements on nanotubes, which demonstrate the ability to measure spring constants of nanoscale systems.
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  • Abraham, Getahun Yacob (författare)
  • Compulsory School Curricula of South Africa (RNCS, 2002) and Sweden (Lpo94).
  • 2008
  • Ingår i: Compulsory School Curricula of South Africa (RNCS, 2002) and Sweden (Lpo94)..
  • Konferensbidrag (refereegranskat)abstract
    • Compulsory School Curricula of South Africa (RNCS1, 2002) and Sweden (Lpo 294).AbstractThe aim of this paper is to analyse the compulsory school curricula of South Africa and Sweden. It focuses on contexts for their introduction, main actors in the process, democratic values they contain and their similarities and differences. Norman Fairclough’s Critical Discourse Analysis (CDA) is used for analysis. The curricula and references to other literatures show similarities and differences. Contextual similarities are that both countries were once under oppression and their masses were isolated from the education process and more resources were invested on their elites. At present the curricula of both countries strives for democratic education. A major difference is equal opportunities for the students to attend a school of their choice are higher in Sweden than in South Africa. The Swedish curriculum is more concrete on issues related to students, teachers and other school staff’s rights and responsibilities, and on relations between school, home and society.Key words: South Africa, Sweden, Curricula, and Democratic values
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