text:
User talk:Swampy

Welcome at Wikiversity Swampy, how is it going ? Would you be so kind to explain what learning objective the newly created page Stacy Ann Peterson has ? Below more info about WV, Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 17:44, 27 January 2008 (UTC)

Welcome
Hello Swampy, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 17:44, 27 January 2008 (UTC)

title: User talk:Swampy


text: File:Course administration.png

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: File:Course administration.png


text:
User talk:Mmorales

Welcome
Hello Mmorales, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 20:51, 27 January 2008 (UTC)

title: User talk:Mmorales


text:
User talk:Cmillosh

Welcome
Hello Cmillosh, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 21:26, 27 January 2008 (UTC)

Image Tagging Image:Clock2.jpg
Thanks for uploading Image:Clock2.jpg. I notice the image page currently doesn't specify who created the content, so the copyright status is unclear. If you have not created this media yourself then you need to argue that we have the right to use the media on Wikimedia Commons (see copyright tagging below). If you have not created the media yourself then you should also specify where you found it, i.e., in most cases link to the website where you got it, and the terms of use for content from that page. If the content is a derivative of a copyrighted work, you need to supply the names and a licence of the original authors as well.

If the media also doesn't have a copyright tag, then you must also add one. If you created/took the picture, audio, or video then you can use to release it under the multilicense GFDL plus Creative Commons Attribution-ShareAlike All-version license or PD-self to release it into the public domain. See commons:Commons:Copyright tags for the full list of copyright tags that you can use.

Note that any unsourced and untagged images will be deleted one week after they have been uploaded, as described on criteria for speedy deletion. If you have uploaded other media, please check that you have specified their source and copyright tagged them, too. You can find all your uploads using the Gallery tool. Thank you. TeleComNasSprVen (discuss • contribs) 06:17, 15 March 2014 (UTC)

title: User talk:Cmillosh


text:
User:Cmillosh

About Christine

title: User:Cmillosh


text: File:Daz-wikiversity-example-starwars.jpg


text:
User:Jnemoto

Junko Nemoto

Status: student Country: Japan Job: Research Associate at Kumamoto university URL: http://www.gsis.kumamoto-u.ac.jp/ (Japanese only)

My wiki help

break line : " " table :

Exercise example
Confirm the level of your understanding about the topic!. Select the right answer from the choices.

{Which of the following is correct descrption about ACL? Select of the correct response. + Write a correct answer about ACL - Write a wrong answer (1) about ACL - Write a wrong answer (2) about ACL
 * type="[]"}
 * Correct! You got a right answer! Yes, this is right….
 * Incorrect! Too bad… You chose a wrong answer. Try again!.
 * Incorrect! oo bad… You chose a wrong answer. Try again!.

{Which of the following is correct descrption about CSS? Select of the correct response. - Write a wrong answer (1) about CSS + Write a correct answer about CSS - Write a wrong answer (2) about CSS
 * type=""}
 * Incorrect! Too bad… You chose a wrong answer. Try again!.
 * Correct! You got a right answer! Yes, this is right….
 * Incorrect! oo bad… You chose a wrong answer. Try again!.

title: User:Jnemoto


text:
Wikiversity:Main page learning project/QOTD/Archive

Henry David Thoreau
"I stand on a notch between two eternities." - Henry David Thoreau

 * source: Possibly  which has " In any weather, at any hour of the day or night, I have been anxious to improve the nick of time, and notch it on my stick too; to stand on the meeting of two eternities, the past and future, which is precisely the present moment; to toe that line."

 * Discuss:

 * Perhaps this quote would make more sense to me if I knew the context (what are the two "eternities") but even then I don't see what the quote would have to do with wv, learning, etc.) --mikeu 16:24, 15 January 2008 (UTC)  Get the quote right, or remove it.  Still don't see how it is relevent.  --mikeu 16:49, 15 January 2008 (UTC)
 * Dont understand.--Juan 12:51, 22 January 2008 (UTC)
 * I have replaced this quote in Template:QOTD with "Knowledge grows when shared." -Bhartrihari. --mikeu talk 13:10, 22 January 2008 (UTC)

John Lennon
"It's nice to be important, but it's more important to be nice." -John Lennon

 * source: Wikiquote attributes this quote (unsourced) to Roger Federer; see

 * Discuss:
 * I think useless for Wikiversity.--Juan 12:51, 22 January 2008 (UTC)

Ayn Rand
"The second handers offer substitutes for competence such as love, charm, kindness - easy substitutes - and there is no substitute for creation." -Ayn Rand

 * source: Journals of Ayn Rand (1997), see.

 * Discuss:
 * This quote makes me feel slightly sick. Is it just me, or is she suggesting that love and kindness are unnecessary and useless?  --Luai lashire 02:59, 20 January 2008 (UTC)
 * With more thought, I furthermore come to the conclusion that this quote does not offer anything of relevance or value to wikiversity. I definitely do not support the continued use of this quote.  --Luai lashire 17:25, 23 January 2008 (UTC)
 * I agree - can't see how this would be something we'd put on our main page. Cormaggio talk 10:58, 26 January 2008 (UTC)
 * See also the Colloquium thread that was copied to the talk page. --mikeu talk 17:41, 23 January 2008 (UTC)
 * I don't see any support for this one, and some strong negative reactions. Time to take it out of the QTOD rotation.  --mikeu talk 21:40, 1 February 2008 (UTC)

Helen Keller
"The bulk of the world’s knowledge is an imaginary construction." -Helen Keller

 * source: "The Five-sensed World", 1910; see.

 * Discuss:
 * Doesnt like. I cant see its importence for v.--Juan 12:51, 22 January 2008 (UTC)
 * I don't really like this phrasing - I think we can find better quotes for the (social) construction of knowledge. Cormaggio talk 10:58, 26 January 2008 (UTC)

Albert Einstein
"When I examine myself and my methods of thought, I come to the conclusion that the gift of fantasy has meant more to me than my talent for absorbing positive knowledge." -Albert Einstein

 * source: This version seems to be from QuoteDB which does not look like a reliable source. Possibly a misquote of "I am enough of an artist to draw freely upon my imagination. Imagination is more important than knowledge. For knowledge is limited, whereas imagination embraces the entire world, stimulating progress, giving birth to evolution." source

 * Discuss:

 * Quite difficult I think.--Juan 12:51, 22 January 2008 (UTC)
 * I much prefer the second quote, from "Imagination is more important.." onwards. Cormaggio talk 10:58, 26 January 2008 (UTC)
 * I've changed the QOTD to "Imagination is..." --mikeu talk 22:18, 27 January 2008 (UTC)

Victor Hugo
"More powerful than the might of all the armies on Earth is an idea whose time has come." -Victor Hugo

 * source: History of a Crime, 1877; see

 * Discuss:
 * Might be.--Juan 12:51, 22 January 2008 (UTC)
 * This might be construed by someone looking at this quote on the main page as making the claim that Wikiversity is that idea. Cormaggio talk 10:58, 26 January 2008 (UTC)
 * I have boldly changed the quote to the original (in French) and added a link to Victor Hugo quote because, IMHO, something was lost (or added) in the tranlation.  Plus, if someone doesn't understand the language, they might click on (discuss) and join in...  Feel free to leave a message on my talk page if you would like this reverted.  It will go live in a couple days. --mikeu talk 23:46, 27 January 2008 (UTC)

Albert Einstein
"'Imagination is more important than knowledge. For knowledge is limited, whereas imagination embraces the entire world, stimulating progress, giving birth to evolution.' — Albert Einstein (discuss)"
 * Source: As quoted in "What Life Means to Einstein : An Interview by George Sylvester Viereck" in The Saturday Evening Post (26 October 1929) Albert_Einstein
 * Discuss:  Main discussion is now at Talk:Albert Einstein quote
 * See also archived discussion. --mikeu talk 18:55, 20 January 2016 (UTC)

Bhartrihari
"'Knowledge grows when shared.' — Bhartrihari (discuss)"
 * Source: (unsourced) Knowledge
 * Discuss:   Main discussion is now at Talk:Bhartrihari quote
 * Strong support for this quote--Gbaor 14:30, 16 January 2008 (UTC)
 * Yes, definitely yes. --Luai lashire 03:02, 20 January 2008 (UTC)
 * Same as Luai lashire.--Juan 13:02, 22 January 2008 (UTC)
 * Support. --mikeu talk 13:07, 22 January 2008 (UTC)
 * Very nice. Cormaggio talk 10:58, 26 January 2008 (UTC)

John Dewey
"'Education [..] is a process of living and not a preparation for future living.' — John Dewey (discuss)"
 * Source: My Pedagogic Creed
 * Discuss: Main discussion is now at Talk:John Dewey quote
 * I like this one a lot. --Luai lashire 03:02, 20 January 2008 (UTC)
 * This is nice. --Juan 13:02, 22 January 2008 (UTC)
 * Support. --mikeu talk 14:36, 22 January 2008 (UTC)
 * Yes, though can we remove the "therefore"? (It doesn't make sense in a soundbyte.) I'll look for more nuggets from Dewey... Cormaggio talk 10:58, 26 January 2008 (UTC)
 * Is it still a quote if we remove words ;) Wikiquote does not give a specific source for this quote, so I'm not even sure if it is correct.  See also "Education is a social process; education is growth; education is not a preparation for life but is life itself."  but this does not look like a reliable source.  --mikeu talk 03:00, 28 January 2008 (UTC)
 * :-) A quote can be shortened, or made to fit a context better, by replacing words with a "[...]" to indicate that words have been removed. (It is presumed the words removed are peripheral, and not completely altering the meaning of the sentence!) The original wording is correct - it's from "My Pedagogic Creed". Cormaggio talk 12:25, 28 January 2008 (UTC)
 * I've removed the "therefore" in QOTD - also added a comment to John Dewey quote. Cormaggio talk 18:48, 28 January 2008 (UTC)

Victor Hugo
"'On résiste à l'invasion des armées; on ne résiste pas à l'invasion des idées.' — Victor Hugo (discuss)"
 * Source: History of a Crime, 1877; Victor_Hugo
 * Discuss: Main discussion is now at Talk:Victor Hugo quote
 * See also below. --mikeu talk 01:46, 28 January 2008 (UTC)
 * I agree that the English translation is dreadful and the French better. But the original French expresses exactly the idea that is present in the concept of cultural imperialism. So I'm not sure that this is really the message that we should be giving. There are many educational quotes that are better than this. Sorry for posting this outside the main discussion page, but I'm vaguely against this one, even in the French. McCormack 07:19, 2 February 2008 (UTC)

Plutarch
"'The mind is not a vessel to be filled, but a fire to be kindled.' — Plutarch (discuss)"
 * Source: "The correct analogy for the mind is not a vessel that needs filling, but wood that needs igniting — no more — and then it motivates one towards originality and instills the desire for truth. Suppose someone were to go and ask his neighbors for fire and find a substantial blaze there, and just stay there continually warming himself: that is no different from someone who goes to someone else to get to some of his rationality, and fails to realize that he ought to ignite his own flame, his own intellect, but is happy to sit entranced by the lecture, and the words trigger only associative thinking and bring, as it were, only a flush to his cheeks and a glow to his limbs; but he has not dispelled or dispersed, in the warm light of philosophy, the internal dank gloom of his mind."  On Listening to Lectures; Education
 * Discuss: Main discussion is now at Talk:Plutarch quote
 * Need to see it in the context.--Juan 13:02, 22 January 2008 (UTC)
 * Now, when I see part of its context I support it too. --Juan 15:26, 1 February 2008 (UTC)
 * Support. --mikeu talk 14:36, 22 January 2008 (UTC)
 * I like. :-) Cormaggio talk 11:08, 26 January 2008 (UTC)

Benjamin Cardozo
"'Freedom of expression is the matrix, the indispensable condition, of nearly every other form of freedom.' — Benjamin N. Cardozo"
 * Source: Palko v. Connecticut, 302 U.S. 319, 327, (1937); see.
 * Discuss: Main discussion is now at Talk:Benjamin N. Cardozo quote
 * Dont know, what this have with v.--Juan 12:51, 22 January 2008 (UTC)
 * Nice, but I'm kinda neutral (in light of other quotes here). Cormaggio talk 10:58, 26 January 2008 (UTC)
 * I'm not so keen on this one. Seeing the backstory it is about a death penalty court case. It has a lot do with freedom of expression, but little to do with education or learning. --mikeu talk 04:18, 8 January 2016 (UTC)

Zen proverb
"'When the pupil is ready to learn, a teacher will appear.' — Zen proverb (discuss)"
 * Source: (unsourced) c.f. Zen proverbs
 * Discuss: Main discussion is now at Talk:Zen proverb
 * I like also this one. --Gbaor 14:30, 16 January 2008 (UTC)
 * This sounds more theological, so dont sure if it is good for us.--Juan 13:02, 22 January 2008 (UTC)
 * Support. --mikeu talk 14:36, 22 January 2008 (UTC)
 * Interesting - I hope it would (will?) work like this. :-) Cormaggio talk 11:08, 26 January 2008 (UTC)
 * But what or who is the teacher in this system?--Juan 15:34, 1 February 2008 (UTC)
 * A teacher is anyone who has knowledge, and is willing to show others. A student is anyone who has a desire to learn.  --mikeu talk 22:06, 27 September 2008 (UTC)

When the student is ready for enlightenment, The Buddha will appear in the road And promptly be slain by the student Whereupon the student will become enlightened

 * Caprice, the Fantastic Flying Scape-Goat for Azazel 12:06, 28 September 2008 (UTC)

Agatha Christie
"I suppose it is because nearly all children go to school nowadays, and have things arranged for them, that they seem so forlornly unable to produce their own ideas." -Agatha Christie
 * source: Learning
 * Discuss:
 * I suggested this one, and then struke it out as too negative. See also Talk page.  --mikeu 16:51, 15 January 2008 (UTC)
 * I rather like this one. It seems no more negative to me than the Mark Twain or Einstein quotes down below.  --Luai lashire 03:02, 20 January 2008 (UTC)
 * A little negative - I prefer Mark Twain's phrasing. Cormaggio talk 11:08, 26 January 2008 (UTC)
 * Support - allixpeeke (discuss • contribs) 04:06, 16 April 2015 (UTC)

Mark Twain
"Never let your schooling interfere with your education." -Mark Twain
 * source: Mark_Twain
 * Discuss:
 * A classic - support (though it's unsourced on Wikiquote, and I fear it may be a slight misquote). Cormaggio talk 11:08, 26 January 2008 (UTC)
 * Support - allixpeeke (discuss • contribs) 04:05, 16 April 2015 (UTC)

Albert Einstein
"It is almost a miracle that modern teaching methods have not yet entirely strangled the holy curiousity of inquiry; for what this delicate little plant needs more than anything, besides stimulation, is freedom." -Albert Einstein
 * source: Albert_Einstein
 * Discuss:
 * I like what it's trying to say, but I feel it's too similar to Agatha Christie's, and perhaps based on a different, "modern", system of teaching. Cormaggio talk 11:08, 26 January 2008 (UTC)
 * Support - allixpeeke (discuss • contribs) 04:07, 16 April 2015 (UTC)

John Amos Comenius
"Much can be learned in play that will afterwards be of use when the circumstances demand it." -John Amos Comenius
 * source: John_Amos_Comenius
 * Discuss:
 * Support. --mikeu talk 14:36, 22 January 2008 (UTC)
 * Nice. Cormaggio talk 11:08, 26 January 2008 (UTC)
 * Shallow? --McCormack 14:02, 2 February 2008 (UTC)

Derek Bok
"If you think that education is expensive, try ignorance."- Derek Bok
 * source: education
 * Discuss:
 * It's very funny, but quite sarcastic, and possibly superior. Cormaggio talk 11:08, 26 January 2008 (UTC)
 * Hmmm.--Juan 15:29, 1 February 2008 (UTC)
 * Hiliarious, but inappropriate. --McCormack 14:01, 2 February 2008 (UTC)
 * I like this one. Education can safe people from poverty. Many poor people around the world work tremendously hard to get their kids to a good school. The result is that their children have a better life (materially) than they had. It is a pity that western countries are neglecting education, but they neglect much more. A big waste and a shame for what past generations tried to build up.--Daanschr 19:42, 18 February 2009 (UTC)

Louis Sullivan
"To teach is to touch the heart and impel it to action."- Louis Sullivan
 * source: education
 * Discuss:
 * I like it - similar to Plutarch though. Cormaggio talk 11:08, 26 January 2008 (UTC)

John F. Kennedy
"Liberty without learning is always in peril; learning without liberty is always in vain." -John F. Kennedy
 * source: "The essence of Vanderbilt is still learning, the essence of its outlook is still liberty, and liberty and learning will be and must be the touchstones of Vanderbilt University and of any free university in this country or the world. I say two touchstones, yet they are almost inseparable, inseparable if not indistinguishable, for liberty without learning is always in peril, and learning without liberty is always in vain." Speech on 18th May 1963
 * suggested by:
 * Discuss:
 * I don't like this one. I agree with the first line, but the second one I don't, as I firmly believe that educating the uneducated can lead to much greater liberty for everyone.  Anyway, I don't see that wikiversity suggesting education is ever a bad thing or "in vain" is a good idea.  --Luai lashire 18:12, 25 January 2008 (UTC)
 * I think you've misinterpreted the quote - it's only saying that learning without liberty is in vain. I'd paraphrase it as: "you can't have an open society without learning; and you can't learn in a non-open environment". I think it's perfect for Wikiversity. :-) Cormaggio talk 10:48, 26 January 2008 (UTC)
 * I still don't understand the difference in what you're saying. However, I re-examined it.  If one interprets it to mean that education itself must be liberated, for learning without freedom to learn what you want to is learning in vain, then I can accept it.  Is this the interpretation you were describing?  --Luai lashire 03:46, 27 January 2008 (UTC)
 * I'd maintain he is saying something more general, which is, as he says, that liberty and learning are inseperable - there needs to be a society based on a respect for human rights in order to learn; and there needs to be learning in order to achieve that kind of society. Cormaggio talk 12:02, 27 January 2008 (UTC)
 * I like this one very much, it contain both aims of Wikimedia - to teach or be a sourse for teaching and free knoweledge/information sharing.--Juan 15:33, 1 February 2008 (UTC)
 * In the structure of this page, we've rather forgotten to enter a line labelled "suggested by". I was intrigued by this one and wanted to know who thought it up. After delving through the history, I finally discovered the originator. Anyway, brilliant. --McCormack 13:56, 2 February 2008 (UTC)
 * I disagree with Kennedy on this. Schools are forms of coercion and so is work. If people don't go to school or don't work, they will suffer later on. Schools are mandatory, imposed by the state, or by parental authority. At schools there are different kinds of coercion. Some kind of liberty is good. Schools should be mainly for learning people skills that are handy for work later on in life. Social life should be kept for people to spend freely (so, i am a liberal :-)).--Daanschr 19:55, 18 February 2009 (UTC)

Jacques Barzun
"The truth is, when all is said and done, one does not teach a subject, one teaches a student how to learn it." -Jacques Barzun
 * source: "The truth is, when all is said and done, one does not teach a subject, one teaches a student how to learn it." "Reasons to De-Test the Schools," New York Times (1988-10-11), later published in Begin Here: The Forgotten Conditions of Teaching and Learning (1991) Jacques_Barzun
 * Discuss:
 * Perhaps shorten to: "One does not teach a subject, one teaches a student how to learn it." --mikeu talk 04:08, 29 January 2008 (UTC)

Luther W. Youngdahl
"Our great democracy can be measured best by what it does for the least of its littlest citizens." -Luther W. Youngdahl, Governor of Minnesota, 1950
 * I'm not keen on politicians, but the quote itself could encompass both education in general, and the hoped-for spirit of WV. McCormack 07:13, 2 February 2008 (UTC)
 * Dunno - I think it's patronising in tone, though if it was phrased differently, I could see it being used (though, sadly, it wasn't :-)). Cormaggio talk 13:25, 2 February 2008 (UTC)
 * True. "Our great" does sound rather like a presidential election race getting into gear ;-) Perhaps, rather than rephrasing (which wouldn't be a quote), one could simply omit the first couple of words with a .... ? --McCormack 13:33, 2 February 2008 (UTC)
 * Yes, though I think even more patronising is the reference to "the least of its littlest citizens". I'm not suggesting rephrasing a quote, of course :-) - I'm just disappointed he chose to phrase it this way. Cormaggio talk 13:39, 2 February 2008 (UTC)
 * Mind you, the quote wouldn't make sense if it wasn't phrased this way. I think part of the meaning is somewhere in the region of correcting our perceptions of those we consider unimportant. Freeing up education is largely about catering for excluded or underprivileged minorities and outsiders. "Education is the most important part of democracy" somehow isn't quite as catchy. Anyway, next please! --McCormack 14:00, 2 February 2008 (UTC)

Carl Rogers
"The only person who is educated is the one who has learned how to learn - and change." - Carl Rogers
 * source: Unknown
 * suggested by: -- Jtneill - Talk - c 08:09, 22 March 2010 (UTC)
 * Discuss:

John Stuart Mill
"All that has been said of the importance of individuality of character, and diversity in opinions and modes of conduct, involves, as of the same unspeakable importace, diversity of education. A general State education is a mere contrivance for moulding people to be exactly like one another: and as the mould in which it casts them is that which pleases the predominant power in the government, whether this be a monarch, a priesthood, an aristocracy, or the majority of the existing generation; in proportion as it is efficient and successful, it establishes a despotism over the mind, leading by natural tendency to one over the body." - John Stuart Mill
 * source: On Liberty (1859),
 * suggested by: allixpeeke (discuss • contribs) 04:04, 16 April 2015 (UTC)
 * Discuss:

Richard Feynman
"'We absolutely must leave room for doubt or there is no progress and no learning. There is no learning without having to pose a question. And a question requires doubt. People search for certainty. But there is no certainty. People are terrified — how can you live and not know? It is not odd at all. You only think you know, as a matter of fact. And most of your actions are based on incomplete knowledge and you really don't know what it is all about, or what the purpose of the world is, or know a great deal of other things. It is possible to live and not know.' — Richard Feynman"

 * Source: "What is and What Should be the Role of Scientific Culture in Modern Society", given at the Galileo Symposium in Italy (1964) Richard Feynman
 * Discuss:

Stewart Brand
"'On the one hand information wants to be expensive, because it's so valuable. The right information in the right place just changes your life. On the other hand, information wants to be free, because the cost of getting it out is getting lower and lower all the time. So you have these two fighting against each other.' — Stewart Brand"
 * Source: Information wants to be free
 * Discuss:
 * I would suggest using just the "information wants to be free..." part on the main page with the full quote at the discussion page. --mikeu talk 18:45, 20 January 2016 (UTC)

Horace Mann
"'Forts, arsenals, garrisons, armies, navies, are means of security and defence, which were invented in half-civilized times and in feudal or despotic countries; but schoolhouses are the republican line of fortifications, and if they are dismantled and dilapidated, ignorance and vice will pour in their legions through every breach' — Horace Mann"
 * Source: Fourth Annual Report of the Secretary of the Board of Education, The Common School Journal (Boston. January 13, 1841)
 * Discuss:
 * This is one of my favorite quotes, but I'm having difficulty shortening it to a length appropriate for the main page. Perhaps "[if schoolhouses] are dismantled and dilapidated, ignorance and vice will pour in their legions through every breach" though that is still a bit too long. --mikeu talk 18:51, 20 January 2016 (UTC)


text:
User talk:Jnemoto

Welcome
Hello Jnemoto, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --mikeu talk 13:16, 28 January 2008 (UTC)

title: User talk:Jnemoto


text:
BEAM robotics/Brain storming

combine Beam robotics with logic boards...

Beam for things like balance...

Suppose you had a device you wanted to "jump"...

have the logic tell it to jump.. let the beam components do the work..

let the logic decide on an end point...

..

in a sense - this is what already seems to be done.. maybe...

Inspiration

 * SARSA

title: BEAM robotics/Brain storming


text:
Template:Wmdgs-sexuality and relationships-survey1

Usage:

Gender, sexuality, and relationships

 * Add more questions using the template below:


text:
User talk:Trameyer

Welcome
Hello Trameyer, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 14:17, 28 January 2008 (UTC)

image licensing
Hi, thanks for all your contributions. You may or may not be familiar with all this. if you made an image and want to license it gfdl please put - "" on the image page, or license it appropriately, otherwise i think people will delete them. --Remi 23:45, 22 March 2008 (UTC)

deletion of Module Resources
Hello, the page was deleted, but could you please also make the necessary changes on the pages where it is still listed (except on Please delete my page) ? see Special:WhatLinksHere/Module_Resources Thx, Erkan Yilmaz uses the Wikiversity:Chat (try) 22:12, 13 April 2008 (UTC)

title: User talk:Trameyer


text:
User talk:Killprogram

Welcome
Hello Killprogram, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 14:17, 28 January 2008 (UTC)

title: User talk:Killprogram


text:
User talk:Oellis

Welcome
Hello Oellis, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 14:17, 28 January 2008 (UTC)

title: User talk:Oellis


text:
User talk:AlimanRuna

Welcome
Hello AlimanRuna, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 14:17, 28 January 2008 (UTC)

title: User talk:AlimanRuna


text:
User talk:Nainagarg

Welcome
Hello Nainagarg, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 14:18, 28 January 2008 (UTC)

title: User talk:Nainagarg


text:
User talk:Darthbobo

Welcome
Hello Darthbobo, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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title: User talk:Darthbobo


text:
Wikiversity:Plagiarisms from Wikipedia

*

title: Wikiversity:Plagiarisms from Wikipedia


text:
User talk:Doriee

Hi You're limo service looks sort of like an ad. http://adswiki.org/wiki/Main_Page - I started that wiki. I'm sure you're free to post this there presuming you are the copyright holder. --Remi 15:57, 28 January 2008 (UTC)

Welcome
Hello Doriee, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Remi 16:09, 28 January 2008 (UTC) btw..

You may find helpful: --Remi 16:09, 28 January 2008 (UTC)
 * Mission
 * Scope

advertising
Wikiversity is not an advertising service (see WV:NOT) and we do not host pages like DF Limo that are simply links to a commercial company. The page you have created has been deleted. See the above links for more infomation about what Wikiversity is. --mikeu talk 16:23, 28 January 2008 (UTC)

blocked
Your account has been blocked from editing for one day. Wikiversity is not an advertising service. Creating pages that are solely used to advertise commercial companies is considered spam. You have not responded to the previous message above, and you have recreated two pages (DF Limo and BM Movers) that were deleted because they were spam. --mikeu talk 17:00, 28 January 2008 (UTC)

title: User talk:Doriee


text:
User talk:Amikajade

Welcome
Hello Amikajade, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --mikeu talk 16:20, 28 January 2008 (UTC)

advertising
Wikiversity is not an advertising service (see WV:NOT) and we do not host pages like Seo that are simply links to a commercial company. The page you have created has been deleted. See the above links for more infomation about what Wikiversity is. --mikeu talk 16:20, 28 January 2008 (UTC)

title: User talk:Amikajade


text:
User talk:91.122.85.179

Hi guys, Please, tell me information,that is most popular about anything,but only legal and not adult. Thanks for the info.

also valuable info: w:User talk:91.122.85.179

title: User talk:91.122.85.179


text:
User talk:Fellnhofer

Welcome
Hello Fellnhofer, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --mikeu talk 17:32, 28 January 2008 (UTC)

Image:Pipeline.png
Could you please add information to Image:Pipeline.png indicating the source of the image and the copyright holder? Also see Uploading_files which includes the statement: "Wikiversity content that is used under the fair use doctrine must have no free equivalent." --mikeu talk 17:38, 28 January 2008 (UTC)

Files Missing Information
Thanks for uploading files to Wikiversity. All files must have source and license information to stay at Wikiversity. The following files are missing and/or License tags, and will be deleted if the missing information is not added. See Uploading files for more information.

 * File:Diogenes pipeline.png

MaintenanceBot (discuss • contribs) 15:25, 16 April 2016 (UTC)

title: User talk:Fellnhofer


text:
Template:Wmdgs-sexuality and relationships-survey1-preload

==Gender, sexuality, and relationships==


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User talk:Luciene~enwikiversity

Welcome
Hello Luciene, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --mikeu talk 18:06, 28 January 2008 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Luciene. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Luciene~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:37, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:14, 19 April 2015 (UTC)

title: User talk:Luciene~enwikiversity


text: File:Diogenes snake.gif

title: File:Diogenes snake.gif


text: User:Aleta/Survey responses

title: User:Aleta/Survey responses


text: User:Dev920/Survey responses

title: User:Dev920/Survey responses


text: User:William P. Coleman/Survey responses


text:
User talk:William P. Coleman

Welcome
Hello William P. Coleman, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 18:52, 28 January 2008 (UTC)

title: User talk:William P. Coleman


text:
User talk:Aleta

Welcome
Hello Aleta, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 18:52, 28 January 2008 (UTC)
 * You are welcome, have fun around here. Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 19:24, 28 January 2008 (UTC)

title: User talk:Aleta


text: Category:WMDGS/Rarely uses IRC

title: Category:WMDGS/Rarely uses IRC


text: Category:WMGDS/Sexuality and relationships-1/Participant


text: Category:WMGDS/Bisexual

title: Category:WMGDS/Bisexual


text: Category:WMGDS/Single

title: Category:WMGDS/Single


text: Category:WMGDS/Not Sexually active

title: Category:WMGDS/Not Sexually active


text: Category:WMGDS/Supports legal abortion

title: Category:WMGDS/Supports legal abortion


text: Category:WMGDS/Sexual preference is genetic


text: Category:WMGDS/Homosexual sex is not immoral


text: Category:WMGDS/Premarital sex is not immoral


text:
User:Aleta

Hi! My main page is at wikipedia

title: User:Aleta


text: Category:WMDGS/Has visited Australia

title: Category:WMDGS/Has visited Australia


text: Category:WMDGS/Wikipedia/articles often unreliable


text: Category:WMDGS/Politics/2008 US Presidential Elections/prefers Edwards for democratic nominee


text: Category:WMGDS/Homosexual

title: Category:WMGDS/Homosexual


text: Category:WMGDS/Married

title: Category:WMGDS/Married


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World History/Global Civilization I

Global civilization: Part I - Foundations to 1500
Click here to view the first assignment(s) posted. Instructor: --Gfkidd 20:28, 28 January 2008 (UTC)

Required text(s): World History Before 1600: The Development of Early Civilization, Compact 4th ed. by Upshur, Terry, Holoka, et. al.

Course Objectives

 * Participants will analyze the importance of global interaction, social patterns, drawing conclusions/making inferences, examining evidence of cultural diffusion, the exchange of ideas, etc.
 * One will gain a level of comfort with regards to basic historical writing
 * Participants will interpret/analyze a wide-range of external sources, including articles, maps, world literature, etc.

Grading
This online course utilizes a percentages/weights grading system as follows:

 * 25% Exams (four per semester)- each worth 50 points
 * 25% Reading Quizzes (approximately 14 per semester)- each worth 5 points
 * 25% Writing (six major assignments per semester) - each worth 10 points
 * 25% Discussion (a total of 20 points per semester) - more information below.

Assignments
Exams will be given two times each semester. Multiple-choice items and writing topics will be posted on the course page. Participants will have seven days to complete their exam and email it to the instructor: [mailto:globalcivilization1@gmail.com globalcivilization1@gmail.com] Please be sure to send exams in MSWord or Wordpad format.

Similarly, quizzes for assigned reading will be posted on the course page (see the link towards the top of this course description). All reading quizzes will be in a short-answer format. Again, files must be sent as either MSWord or Wordpad to the above address. A respectable response will include a thesis/subthesis combination, sufficient details, and proper analysis. When quizzes are posted along with reading material, participants are to complete their quiz within two days.

Writing assignments will be posted in a similar manner and are due within two weeks. Please follow the above format/content requirements.

Participants will earn discussion points for contributing to assigned threads on the main course page at least twice for C-level credit.

Grades
Grades will be posted as soon as they are made available.

This course's grading scale is as follows:

 * A = 90-100%
 * B = 80-89%
 * C = 70-79%
 * D = 60-69%
 * F = below 60

title: World History/Global Civilization I


text:
User talk:Gfkidd

Welcome
Hello Gfkidd, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 20:38, 28 January 2008 (UTC)

title: User talk:Gfkidd


text:
User:Gfkidd

GLOBAL CIVILIZATION: PART I

Week of 2/4/2008

'''CURRENT ASSIGNMENTS - DUE 9/8/08

title: User:Gfkidd


text: User:SatyrTN/Survey responses

title: User:SatyrTN/Survey responses


text: Materials Science and Engineering/Doctoral review questions/Oral Schedule


text: Category:WMGDS/Sexually active

title: Category:WMGDS/Sexually active


text: Category:WMGDS/Always uses condoms

title: Category:WMGDS/Always uses condoms


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Materials Science and Engineering/Doctoral review questions/Professors

Research

 * optical fibers
 * smart fibers
 * sense heat, light, molecules
 * create transistors
 * advisor is the ISN director
 * created smart thin films
 * combine many materials classes
 * need materials that melt together congruently
 * poster in hallway

Favorite orals topics

 * DOS
 * Fermi Function
 * Maxwell's Equations
 * Multilayers
 * OLED

Research
"Our research concentrates on integrating previously incompatible materials to create new functionality in electronic and optoelectronic components and systems. In semiconductor materials, understanding and accommodating differences in lattice constant, atom valence, and thermal expansion are key to producing new substrates and heterostructures. Our work has already had important commercial impact on the areas of strained Si for high-performance, low-power digital electronics and high-efficiency, low-weight solar cells for space applications. Furthermore, we have fabricated the first commercially promising lasers and visible light-emitters on Si, which will impact future electronic and optoelectronic systems. Finally, we are incorporating thin film battery materials into Si-based fabrication, ultimately leading to a truly integrated "system on a chip" with components for power supply and management, wireless communication, optical communication, and high-speed digital computation.
 * Nanowires
 * GaP
 * Si
 * Thin films
 * MOCVD
 * gallium phosphide
 * SiGe
 * buffer layers to grow any III-V compound
 * integrate InP
 * strained silicon
 * Statement on website:

"Current projects include: Selective defect nucleation in H+-implanted semiconductor layers for improved layer-transfer applications; fabrication of new substrates such as GOI, SSOI, SGOI, and SSOS through relaxed buffer bonding; growth and fabrication of high-mobility strained-SiGe MOSFETs for CMOS applications; controlling threading dislocation density (TDD) in SiGe graded buffers for integration of III-V devices on Si; growth of high-quality InGaAs graded buffers on GaAs for HEMT electronics and telecommunications applications; visible AlInGaP LEDs and lasers integrated on Si and GaAs; basic studies concerning the generation, propagation, and interaction of point, line, and planar defects in these heterostructures."

Favorite orals topics

 * band gap versus lattice parameter
 * phase diagrams
 * strained silicon
 * compound semiconductors
 * trends in terms of properties, price
 * apply a hydrostatic pressure
 * force wavefunction overlap
 * electrons ejected
 * insulator formed
 * could function as a metal after wavefunction overlap
 * unit cell doubles
 * two atom system
 * Pierels distortion

Classes Taught

 * 3.225
 * Half semester version of 3.23

Research

 * Semiconductor nanowires grown by MOCVD
 * Quantum confinement effect (1D material)
 * High lattice mismatch
 * InGaN: indium segregates
 * difficult to cause light emission
 * substrate: sapphire
 * nanowire system: easier
 * thin film: defect is minimized to strain relaxation
 * grow without dislocations
 * GaAs, AlGaAs, GaN (expand)
 * nitrogen is very inert
 * control the stoichiometry
 * critical range of temperature
 * HEMT, LED (InGaN), lasers (GaAs, AlGaAs), EGMT (alternate MOSFET), thermal electrics (term paper - nanowires good phonon scattering)
 * issue with laser: reflectivity of ends and electrically pump
 * heterostructures
 * core-shell structures
 * pseudobinary systems
 * MOCVD
 * arsene (AsH3)
 * ammonia (NH3)
 * neutral (N2): can't decompose
 * Specialist in cathode luminescence in TEM

Favorite orals topics

 * LED
 * Device of physics question

Research

 * Waveguide in silicon
 * amorphous materials
 * create with lift-off
 * complicated compound
 * resonator
 * use optical ways to sense
 * small change in the absorption
 * absorption frequency will change
 * Integrate photonics
 * Optical devices
 * Active devices
 * Strained germanium (3.43 and 3.44)
 * Silicon based light emitter
 * Silicon embedded devices
 * Higher recombination coefficient
 * hard to inject electricity with insulator present
 * premature
 * investigating the field
 * Raman laser
 * silicon: pump at 1.1 eV and supply the phonons
 * Raman provides the phonon
 * Silicon based solar cells
 * high efficiency
 * quantum wells

Favorite orals topics

 * Photonics
 * Silicon waveguide
 * System on a chip
 * Questions may be from a unique perspective

Classes taught

 * 3.46 (OCW)
 * Focus in fundamentals
 * Trends in periodic table
 * Different processing techniques
 * Low concentration of defects
 * How to produce high quality films
 * Device
 * Optical
 * Germanium
 * Figures of merit

Personality

 * not overbearing
 * soft-spoken

Research

 * Tight-binding simulations

Favorite orals topics

 * Quantum mechanics
 * E vs. k
 * Similar to Fick's questions

Favorite orals topics

 * Fundamentals
 * MOS
 * Density of states
 * quantum well laser and non-quantum well laser
 * E vs. k

Personality

 * nice person

Favorite orals topics

 * Not necessarily magnetics questions
 * Ion implanation
 * Diffusion
 * Oxidation
 * Tight binding
 * Crystal properties of GaAs
 * CZ growth of Si
 * Electromigration
 * Atomic potentiatial versus atom separation (electron orbitals)
 * Electron tunneling

Classes Taught

 * Fall 2006 3.155J Microelectronics Processing Tech.
 * Spring 2007 3.022 Microstructural Evolution
 * Spring 2007 3.024 Electronic Properties

Research
a. hard magnetic materials such as the rare earth CoSm series, b. soft amorphous materials such as the FePB type, c. small particulates such as found in magnetic tape, and d. ferromagnetic shape memory alloys.
 * Simulations
 * Magnetisms
 * Research in the following fields:

Favorite orals topics

 * TMR
 * Capacitor topics
 * Magnetic energy storage
 * Electrical energy storage
 * Broad questions

Research

 * Magnetic memories
 * GMR effect to create device
 * Multilayer
 * Self-Assembly with block polymers
 * Phase separation (3.44)
 * Use templated transfer
 * Periodic magnetic films
 * Find a silicon or GaAs material that is electroptic
 * Stable output of laser
 * Fardly effect
 * magneoptically active material
 * must be a ferromagnetic material
 * Light can be rotated clockwise
 * Use two polarizers of different size
 * Principle of polarization
 * Polarization of the electrons
 * In oxides
 * Molecular orbital mechanism
 * Different energies
 * Electron jumping
 * Permittity tensor
 * Off-diagonal components
 * Electric field in the material
 * Anisotropy permeability
 * Kerr effect
 * Velocity is different
 * Second-order non-linear effect
 * Difference in the traveling speed of the different components

Favorite orals topics

 * Clear, brief questions

Classes taught

 * Undergraduate

Personality

 * nice

Research

 * Porous alumina
 * Template to create carbon nanotubes
 * Multiwall
 * Inerted pyramid created by interference lithography
 * Dewet the Ni film
 * Self-assembly of gold nanoparticle
 * Electromigration
 * Minimize diffusion on the surface
 * SiN using plasma enchanced CVD
 * Thiol of polymer can bond into the copper
 * Use polymer to coat
 * Coat the copper with polymer
 * Electromigration on the surface
 * Can also implement with gold
 * Deposit Ni films
 * Buffer layer

Favorite orals topics

 * Rate limiting steps
 * Thermo more than quantum
 * Si and Ge (bandgaps, devices)
 * MOSFET characteristics
 * BJT characteristics
 * SiGe (wafers, thin films, quantum wires, quantum dots)
 * evaporative deposition
 * amorphous vs. poly vs. epitaxial films
 * cellular/dendritic growth
 * Sn

Research

 * Quantum confinement effect
 * Surface measurement with AFM and TEM
 * Optical applications
 * Waveguide
 * "Investigation of the structure-property relationships that exist between nanostructured molecular assemblies and their surface properties"

Research

 * Full cells and sensors
 * micro fuel cells
 * electrode
 * solid state devices
 * mixed ionic and electronic conduction
 * both in a fuel cell
 * ionize whatever is flowing across
 * oxygen conducting
 * charge
 * conduct electrons
 * Y stabilized Zr
 * Ce
 * f-orbital
 * unusual applications
 * defect chemistry
 * ZnO
 * reaction of gas throughout the thickness
 * Operated at low temperature
 * Chemiosorption and desorption
 * Fundamental aspects
 * Impedance spectroscopy
 * Measure the complex impedance
 * See the resistance
 * Different capacitance at grain boundary
 * Schottky contact
 * Through the air and between electrodes
 * Thermoelectric effect
 * Use Prof. Ross
 * DC and RF sputtering
 * why sputtering is useful

Favorite orals topics

 * Ampeometric
 * Focus on fundameals
 * Device properties
 * Columns III, IV, V
 * Defect chemistry
 * Research in full cells and sensors
 * Refractory materials
 * Electronic applications
 * Materials used as a temperature compensated sensor
 * Compensate: zero temperature of resistance

Personality

 * Clarify the question
 * open-ended
 * direct
 * approachable
 * would like direct answers

Research

 * Superconducting
 * Microstructure
 * Transmission
 * Magnetic field
 * Ceramics
 * Small particles generated by combustion

Research
No research group
 * Point defects
 * Isotopes to use with tracers

Favorite orals topics

 * Crystal structure of a particular element (interstitials, symmetry, etc.)
 * Diffusion
 * Magnetization versus applied field (Hysteresis loop)
 * Effective mass

Classes

 * 3.60: Structure


text:
Materials Science and Engineering/Doctoral review questions/Discussion List

Discussion List

 * Definition of a mode (i.e., for optical fibers) (Melissa Smith)
 * Quantum mechanical descriptions of electron (Megan)
 * Free electron
 * Infinite well
 * Finite well
 * Harmonic oscillator
 * Hydrogen (H)
 * Hydrogen (H2)
 * Hartree Fock
 * Fermi energy, occupation levels for electrons
 * Photonic Bandgap and Periodic Mediums (George)

Wave equation

Electromagnetic waves as a general phenomenon were predicted by the classical laws of electricity and magnetism, known as Maxwell's equations. If you inspect Maxwell's equations without sources (charges or currents) then you will find that, along with the possibility of nothing happening, the theory will also admit nontrivial solutions of changing electric and magnetic fields. Beginning with Maxwell's equations for a vacuum:

 * $$\nabla \cdot \mathbf{E} = 0 \qquad \qquad \qquad \ \ (1)$$
 * $$\nabla \times \mathbf{E} = -\frac{\partial}{\partial t} \mathbf{B} \qquad \qquad (2)$$
 * $$\nabla \cdot \mathbf{B} = 0 \qquad \qquad \qquad \ \ (3)$$
 * $$\nabla \times \mathbf{B} = \mu_0 \epsilon_0 \frac{\partial}{\partial t} \mathbf{E} \qquad \ \ \ (4)$$
 * where
 * $$\nabla$$ is a vector differential operator (see Del).

One solution,
 * $$\mathbf{E}=\mathbf{B}=\mathbf{0}$$,

is trivial.

To see the more interesting one, we utilize vector identities, which work for any vector, as follows:

 * $$\nabla \times \left( \nabla \times \mathbf{A} \right) = \nabla \left( \nabla \cdot \mathbf{A} \right) - \nabla^2 \mathbf{A}$$

To see how we can use this take the curl of equation (2):

 * $$\nabla \times \left(\nabla \times \mathbf{E} \right) = \nabla \times \left(-\frac{\partial \mathbf{B}}{\partial t} \right) \qquad \qquad \qquad \quad \ \ \ (5) \,$$

Evaluating the left hand side:

 * $$ \nabla \times \left(\nabla \times \mathbf{E} \right) = \nabla\left(\nabla \cdot \mathbf{E} \right) - \nabla^2 \mathbf{E} = - \nabla^2 \mathbf{E} \qquad \quad \ (6) \,$$
 * where we simplified the above by using equation (1).

Evaluate the right hand side:

 * $$\nabla \times \left(-\frac{\partial \mathbf{B}}{\partial t} \right) = -\frac{\partial}{\partial t} \left( \nabla \times \mathbf{B} \right) = -\mu_0 \epsilon_0 \frac{\partial^2}{\partial^2 t} \mathbf{E} \qquad (7)$$

Equations (6) and (7) are equal, so this results in a vector-valued differential equation for the electric field, namely

 * {|cellpadding="2" style="border:2px solid #ccccff"

 * $$\nabla^2 \mathbf{E} = \mu_0 \epsilon_0 \frac{\partial^2}{\partial t^2} \mathbf{E}$$
 * }

Applying a similar pattern results in similar differential equation for the magnetic field:

 * {|cellpadding="2" style="border:2px solid #ccccff"

 * $$\nabla^2 \mathbf{B} = \mu_0 \epsilon_0 \frac{\partial^2}{\partial t^2} \mathbf{B}$$.
 * }

These differential equations are equivalent to the wave equation:

 * $$\nabla^2 f = \frac{1}{c^2} \frac{\partial^2 f}{\partial t^2} \,$$
 * where
 * c is the speed of the wave and
 * f describes a displacement

Or more simply:
 * $$\Box^2 f = 0$$
 * where $$\Box^2$$ is d'Alembertian:
 * $$\Box^2 = \nabla^2 - \frac{1}{c^2} \frac{\partial^2}{\partial t^2} = \frac{\partial^2}{\partial x^2} + \frac{\partial^2}{\partial y^2} + \frac{\partial^2}{\partial z^2} - \frac{1}{c^2} \frac{\partial^2}{\partial t^2} \ $$

Notice that in the case of the electric and magnetic fields, the speed is:

 * $$c = \frac{1}{\sqrt{\mu_0 \epsilon_0}}$$

Which, as it turns out, is the speed of light. Maxwell's equations have unified the permittivity of free space $$\epsilon_0$$, the permeability of free space $$\mu_0$$, and the speed of light itself, c. Before this derivation it was not known that there was such a strong relationship between light and electricity and magnetism.

Snell's Law

In optics and physics, Snell's law (also known as Descartes' law or the law of refraction), is a formula used to describe the relationship between the angles of incidence and refraction, when referring to light or other waves, passing through a boundary between two different isotropic media, such as air and glass. The law says that the ratio of the sines of the angles of incidence and of refraction is a constant that depends on the media.

Named after Dutch mathematician Willebrord Snellius, one of its discoverers, Snell's law states that the ratio of the sines of the angles of incidence and refraction is equal to the ratio of velocities in the two media, or equivalently to the inverse ratio of the indices of refraction:

 * $$\frac{\sin\theta_1}{\sin\theta_2} = \frac{v_1}{v_2} = \frac{n_2}{n_1}$$

Incident, Reflected, and Transmitted Wave

Equations of wave resulting from movement initially from left to right:

Incident Wave: $$\overrightarrow{E_i} e^{\omega t - i \overrightarrow{k_i} \cdot \overrightarrow{r}}$$

Reflected Wave: $$\overrightarrow{E_r} e^{\omega t - i \overrightarrow{k_r} \cdot \overrightarrow{r}}$$

Transmitted Wave: $$\overrightarrow{E_t} e^{\omega t - i \overrightarrow{k_t} \cdot \overrightarrow{r}}$$

Boundary Equations
Dispersion relations with regard to a homogeneous medium provide the following equations:

$$\left | \overrightarrow{k_i} \right |= \left | \overrightarrow{k_r} \right | =\frac{\omega n_1}{c}$$

$$\left | \overrightarrow{k_t} \right | = \frac{\omega n_2}{c}$$

The phases of the field be equal in order that the boundary conditions are satisfied.

$$\left ( \overrightarrow{k_1} \cdot \overrightarrow{r} \right )_{x=0} = \left ( \overrightarrow{k_1'} \cdot \overrightarrow{r} \right )_{x=0} = \left ( \overrightarrow{k_2} \cdot \overrightarrow{r} \right )_{x=0}$$

$$\left (k_{1_y} y + k_{1_z} z \right ) = \left (k_{1_y}' y + k_{1_z}' z \right ) = \left (k_{2_y} y + k_{2_z} z \right )$$

 * $$k_{1_y} = k_{1_y}' = k_{2_y}$$
 * $$k_{1_z} = k_{1_z}' = k_{2_z}$$

Two Important and Related Consequences
The vector $$\overrightarrow{r}$$ is an arbitrary vector in the z-y plane.

$$\overrightarrow{r} = (x=0, y, z) = \overrightarrow{r}_{z-y}$$

$$\left ( \overrightarrow{k_{1t}} \cdot \overrightarrow{r_t} \right ) = \left ( \overrightarrow{k_{1t}'} \cdot \overrightarrow{r_t} \right ) = \left ( \overrightarrow{k_{2t}} \cdot \overrightarrow{r_t} \right )$$

The vectors $$\overrightarrow{k_1}, \overrightarrow{k_{1'}}, \overrightarrow{k_2}$$ are all in the plane of incidence. The coordinate system is oriented such that the plane of incidence is the same as the x-z plane.

$$\overrightarrow{E} = \overrightarrow{E} e^{i(\omega t - k_x x - k_z z)}$$

The tangential components of the wavevector are the same regardless of the medium is lossless of absorbing

$$k_{1z} = k_{1'z} = k_{2z} = \beta \;$$

 * $$k_{iz} = k_{tz} \rightarrow |k_i| \sin \theta_1 = |k_t| \sin \theta_2$$

$$\frac{\omega n_1}{c} \sin \theta_1 = \frac{\omega n_2}{c} \sin \theta_2$$

Conclusion of Derivation
Angle of reflection is equal to angle of incidence:

$$\theta_i = \theta_r \;$$

Snell's law:

$$n_1 \sin \theta_1 = n_2 \sin \theta_2 \;$$

System
$$N$$ electrons in box of side length $$L$$

Hamiltonian
$$\hat H(\overrightarrow{r_1}, \overrightarrow{r_2}, ..., \overrightarrow{r_N}) = \sum_{i=1}^N \frac{\hbar^2}{2m} \nabla_i^2$$

$$\hat H(\overrightarrow{r_1}, \overrightarrow{r_2}, ..., \overrightarrow{r_N}) = \sum_{i=1}^N \hat{H_i}$$

Eigenvalues and Eigenfunctions
$$\hat H_i u_k (x,y,z) = E_k u_k (x,y,z)$$

$$u_k (x,y,z) = u_k(\overrightarrow{r})$$

$$\frac{1}{V^{1/2}} e^{i \overrightarrow{k} \cdot \overrightarrow{r}}$$

$$\epsilon_k = \frac{\hbar^2 (k_x^2 + k_y^2 +k_z^2)}{2m}$$

Born Von-Karman Boundary Conditions
$$u_k (x+L,y,z) = u_k(x,y,z)\;$$

$$u_k (x,y+L,z) = u_k(x,y,z)\;$$

$$u_k (x,y,z+L) = u_k(x,y,z)\;$$

k vectors

 * k vector: momentum
 * Energy eigenfunctions: momentum eigenfunctions

 * $$\hat P u_k(\overrightarrow{r}) = \frac{\hbar}{i} \overrightarrow{\nabla} u_k ( \overrightarrow{r} )$$
 * $$\hat P u_k(\overrightarrow{r}) = \hbar \overrightarrow{k} u_k ( \overrightarrow{r} )$$

 * The k vector can be interpreted as a wave vector

 * $$\left | \overrightarrow{k} \right | = \frac{2 \pi}{\lambda}$$

 * $$\lambda$$: de Broglie wavelength

Boundary Conditions

 * Apply boundary condition to develop identities

 * $$e^{ik_xL} = e^{ik_yL} = e^{ik_zL} = 1$$

 * The boundary conditions result in quantization of k vectors

 * $$k_x = \frac{2 \pi n_x}{L}$$
 * $$k_y = \frac{2 \pi n_y}{L}$$
 * $$k_z = \frac{2 \pi n_z}{L}$$
 * $$\epsilon_k = \frac{\hbar^2 (2 \pi)^3 (n_x^2 + n_y^2 + n_z^2)}{2 m L^2}$$

Enumerate States

 * $$N_{spatial states} = \frac{\Omega}{\left ( \frac{2 \pi}{L} \right )^2}$$

 * $$N_{spatial states} = \left ( \frac{L}{2 \pi} \right )^2$$

 * $$N_{spatial states} = DOS \times area$$

 * $$\left ( \frac{L}{2 \pi} \right )^2$$: density of spatial states in k space

Fermi Surface
After introducing electrons into the system, what states will they occupy? Lowest energy levels are filled, and the Fermi surface, which is a circle in 2D and a sphere in 3D, separates the filled from unfilled states.

 * $$N_{electrons} = 2 \frac{2 \pi k_F^3}{3} \cdot \frac{1}{\left ( \frac{2 \pi}{L} \right )^3}$$

 * $$N_{electrons} = 2 \frac{4 \pi k_F^3}{3} \frac{V}{(2 \pi)^3}$$

The number of electrons per unit volume, $$n$$, is equal to the total number of electrons, $$N_{electrons}$$, divided by the volume:

 * $$n = \frac{N}{V}$$

 * $$n = \frac{k_F^3}{3 \pi^2}$$

Fermi energy
The Fermi energy is typically between $$1.5 eV$$ and $$15 eV$$

 * $$\epsilon_F = \frac{\hbar^2}{2m} k_F^2$$

Ground State Energy

 * $$E = 2 \sum_{k \le k_F} \frac{\hbar^2}{2m} k^2$$

 * $$E = \int_{k<k_F}d^3 k \frac{V}{8 \pi^3} \frac{\hbar^2}{2m} k^2$$

 * $$E = \frac{V}{\pi^2} \frac{\hbar^2 k_F^5}{10 m}$$

Energy per electron:

 * $$\frac{E}{N} = \frac{3}{5} \epsilon_F$$

Density of States
The density of states is used to determine how many states are in the interval $$\epsilon \rightarrow \epsilon + d \epsilon$$

The number of states provided in the free electron case is as expressed below:

 * $$N = 2 \frac{4 \pi k^3}{3} \cdot \frac{1}{\left (\frac{2 \pi}{L} \right )^3}$$

 * $$N = \left ( \frac{2 m \epsilon}{\hbar^2} \right )^{3/2}$$

The density of states is the derivative of the number of electrons with respect to $$\epsilon$$:

 * $$\frac{dN}{d \epsilon} = g( \epsilon)$$

 * $$\frac{dN}{d \epsilon} = \frac{m}{\hbar^2 \pi^2} \sqrt{ \frac{2 m \epsilon}{\hbar^2}}$$

The number of energy levels in the range $$\epsilon \rightarrow \epsilon + d \epsilon$$ is the density of states multiplied by $$d \epsilon\;$$:

 * $$g( \epsilon ) d \epsilon \;$$

The density of states in a particular band is expressed below:

 * $$g_n ( \epsilon ) = \frac{1}{4 \pi^3} \int_{S_n(\epsilon)} \frac{dS}{\left | \overrightarrow {\nabla_k} \epsilon (k) \right |}$$

 * $$g( \epsilon ) = \sum_n g_n (\epsilon) \;$$

Periodic Potential and Expression with Fourier Series
$$V(r+T) = V(r)\;$$

 * $$T\;$$: Translation vector of the lattice

$$V(r) = \sum_G V_G \exp (i \cdot G r))$$

 * $$\sum_G\;$$: sum over all reciprocal vectors
 * $$V_G\;$$: Fourier coefficients of the potential
 * $$G\;$$: Reciprocal lattice vector

Expression of Wave Function with Fourier Transformation
$$\Psi(r) = \sum_k C_k \exp [ikr]\;$$

 * $$C_k\;$$: Fourier coefficients of the wave function
 * $$k\;$$: Wave vectors

k vectors
$$k_x = \pm \frac{n_x \cdot 2 \pi}{N \cdot a}$$

 * $$\frac{2 \pi}{a}\;$$: magnitude of reciprocal lattice vector
 * $$\frac{n_x 2 \pi}{a}\;$$: whole set of reciprocal lattice vectors
 * $$\frac{1}{N}\;$$: intersperse $$N$$ points between reciprocal lattice points

Connection between wave vectors and reciprocal vectors
Express any wave vector, $$k$$, as the sum of a reciprocal vector, $$G$$, and wave vector that is within the Brillouin zone.

$$k = G + k'\;$$

 * $$k'\;$$: wavevector always confined to the Brillouin zone of the reciproval lattice

Substitute expressions into the Schrodinger equation
$$\left [ \frac{- \hbar^2 \nabla^2}{2m} + V(\overrightarrow{r}) \right ] \Psi = E \Psi$$

$$\sum_k \frac{(\hbar k)^2}{2m} C_k \exp(ikr) + \sum_{k'} \sum_{G} C_{k'} V_G \exp (i[k' + G] \cdot r = E \sum_k C_k \exp (ikr)$$

Rename the summation indices and replace $$k'$$

$$k' + G = k\;$$
 * $$k' = k - G\;$$

$$V(r) \Psi = \sum_{G,k} V_G C_{k-G} e^{i k r}\;$$

$$\sum_k e^{ikr} \left [ \left ( \frac{\hbar^2 k^2}{2m} - E \right ) C_k + \sum_G V_G C_{k-G} \right ]= 0$$

The equation is true with regard to an space vector $$r$$

$$\left ( \frac{(\hbar \cdot k)^2}{2m} - E \right ) \cdot C_k + \sum_G (C_{k-G} \cdot V_G ) = 0$$

The known Fourier coefficients of the periodic potential are coupled to the Fourier coefficients of the wave function.

$$   \begin{bmatrix} \frac{\hbar}{2m}(k - G)^2 & V & 0 \\ V & \frac{\hbar}{2m}k^2 & V \\ 0 & V & \frac{\hbar}{2m}(k+G)^2 \\ \end{bmatrix} \begin{bmatrix} C_{k-G} \\ C_k \\ C_{k+G} \\ \end{bmatrix} =   E_k \begin{bmatrix} C_{k-G} \\ C_k \\ C_{k+G} \\ \end{bmatrix} $$

de Broglie Relation
$$E = hf = \hbar \omega$$

$$\hbar \omega = \frac{1}{2} m v_g^2$$

$$\hbar \frac{\partial \omega}{\partial k} = mv_g \frac{\partial v_g}{\partial k}$$

$$\hbar = m \frac{\partial v_g}{\partial k}$$

$$\hbar k = m v_g$$

$$\lambda = \frac{h}{mv_g}$$


text:
Materials Science and Engineering/Doctoral review questions/Information Suggested to Memorize

Structures of materials

 * III-V compounds
 * Wurtzite (combination HCP)
 * Zinc blende (combination of FCC)

High-k materials
The term high-κ dielectric refers to a material with a high dielectric constant (κ) (as compared to silicon dioxide) used in semiconductor manufacturing processes which replaces the silicon dioxide gate dielectric. The implementation of high-κ gate dielectrics is one of several strategies developed to allow further miniaturization of microelectronic components, colloquially referred to as extending Moore's Law.

Why are high k-materials needed?
Silicon dioxide has been used as a gate oxide material for decades. As transistors have decreased in size, the thickness of the silicon dioxide gate dielectric has steadily decreased to increase the gate capacitance and thereby drive current and device performance. As the thickness scales below 2 nm, leakage currents due to tunneling increase drastically, leading to unwieldy power consumption and reduced device reliability. Replacing the silicon dioxide gate dielectric with a high-κ material allows increased gate capacitance without the concomitant leakage effects.

The gate oxide in a MOSFET can be modeled as a parallel plate capacitor. Ignoring quantum mechanical and depletion effects from the Si substrate and gate, the capacitance C of this parallel plate capacitor is given by

 * $$C=\frac{\kappa\varepsilon_{0}A}{t} $$

Where

 * $$\, A$$ is the capacitor area
 * $$\, \kappa$$ is the relative dielectric constant of the material (3.9 for silicon dioxide)
 * $$\, \varepsilon_{0}$$ is the permittivity of free space
 * $$\, t$$ is the thickness of the capacitor oxide insulator

Since leakage limitation constrains further reduction of $$\, t$$, an alternative method to increase gate capacitance is alter $$\, \kappa$$ by replacing silicon dioxide with a high-$$\, \kappa$$ material. In such a scenario, a thicker gate layer might be used which can reduce the leakage current flowing through the structure as well as improving the gate dielectric reliability.

Choice of Materials
Replacing the silicon dioxide gate dielectric with another material adds complexity to the manufacturing process. Silicon dioxide can be formed by oxidizing the underlying silicon, ensuring a uniform, conformal oxide and high interface quality. As a consequence, development efforts have focused on finding a material with a requisitely high dielectric constant that can be easily integrated into a manufacturing process. Other key considerations include band alignment to silicon (which may alter leakage current), film morphology, thermal stability, maintenance of a high mobility of charge carriers in the channel and minimization of electrical defects in the film/interface. Materials which have received considerable attention are hafnium and zirconium silicates and oxides, typically deposited using atomic layer deposition.

It is expected that defect states in the high-k dielectric can influence its electrical properties. Defect states can be measured for example by using zero-bias thermally stimulated current, zero-temperature-gradient zero-bias thermally stimulated current spectroscopy, or Inelastic electron tunneling spectroscopy (IETS).

Moore's Law
Moore's Law describes an important trend in the history of computer hardware: that the number of transistors that can be inexpensively placed on an integrated circuit is increasing exponentially, doubling approximately every two years. The observation was first made by Intel co-founder Gordon E. Moore in a 1965 paper. The trend has continued for more than half a century and is not expected to stop for a decade at least and perhaps much longer.

Almost every measure of the capabilities of digital electronic devices is linked to Moore's Law: processing speed, memory capacity, even the resolution of digital cameras. All of these are improving at (roughly) exponential rates as well. This has dramatically changed the usefulness of digital electronics in nearly every segment of the world economy. Moore's Law describes this driving force of technological and social change in the late 20th and early 21st centuries.

Moore's original statement that transistor counts had doubled every year can be found in his publication "Cramming more components onto integrated circuits", Electronics Magazine 19 April 1965:

"The complexity for minimum component costs has increased at a rate of roughly a factor of two per year ... Certainly over the short term this rate can be expected to continue, if not to increase. Over the longer term, the rate of increase is a bit more uncertain, although there is no reason to believe it will not remain nearly constant for at least 10 years. That means by 1975, the number of components per integrated circuit for minimum cost will be 65,000. I believe that such a large circuit can be built on a single wafer."

 * Resource: paper by Megan and George

Most significant problems of the silicon industry

 * Resistance of interconnects
 * Channel mobility will be very good

Modern channel width

 * 45 nm gate: channel length
 * 7 nm oxide thickness
 * Reduce tunneling effects

BJT

 * Draw structure
 * How to improve upon the device?
 * Significance of heterojunctions


text:
Open source software

Operating systems

 * Ubuntu

Video

 * mp4cam2avi - Converts .mov files to .avi

2d animation

 * Pencil - For Linux, Windows, and Mac

title: Open source software


text:
Materials Science and Engineering/Doctoral review questions/Major Material Classes

Indirect semiconductor: Si

In semiconductor physics, an indirect bandgap is a bandgap in which the minimum energy in the conduction band is shifted by a k-vector relative to the valence band. The k-vector difference represents a difference in momentum.

Semiconductors that have an indirect bandgap are inefficient at emitting light. This is because any electrons present in the conduction band quickly settle into the energy minimum of that band. Electrons in this minimum require some source of momentum allowing them to overcome the offset and fall into the valence band. Photons have very little momentum compared to this energy offset –. The momentum "kick" of a photon being emitted or absorbed is negligible and direct transitions are essentially 'vertical' in k-space.

Since the electron cannot rejoin the valence band by radiative recombination, conduction band electrons typically last quite some time before recombining through less efficient means. Silicon is an indirect bandgap semiconductor, and hence is not generally useful for light-emitting diodes or laser diodes.

However, the indirect (non-radiative) recombination takes place at point defects or at grain boundaries (surface) in Si. If the excited electrons are prevented from reaching these recombination places, they have no choice but to fall back into the valence band by radiative recombination. This can be done by creating a dislocation loop in the silicon. At the edge of the loop, the planes above and beneath the "dislocation disk" are pulled apart, creating a negative pressure, which raises the energy of the conduction band substantially, with the result that the electrons cannot pass this edge. Provided that the area directly above the dislocation loop is defect-free (no non-radiative recombination possible), the electrons will fall back into the valence shell by radiative recombination and thus emitting light.

Direct semiconductor: GaAs

In semiconductor physics, a direct bandgap means that the minimum of the conduction band lies directly above the maximum of the valence band in momentum space. In a direct bandgap semiconductor, electrons at the conduction-band minimum can combine directly with holes at the valence band maximum, while conserving momentum. The energy of the recombination across the bandgap will be emitted in the form of a photon of light. This is radiative recombination, also called spontaneous emission.

The prime example of a direct bandgap semiconductor is gallium arsenide—a material commonly used in laser diodes.

Ferroelectric: BaTiO3
Barium titanate is an oxide of barium and titanium with the chemical formula BaTiO3. It is a ferroelectric ceramic material, with a photorefractive effect and piezoelectric properties. It has five phases as a solid, listing from high temperature to low temperature: hexagonal, cubic, tetragonal, orthorhombic, and rhombohedral crystal structure. All of the structures exhibit the ferroelectric effect except cubic.

Superconductor: YBaCuO3, Nb-Ti
Superconductivity is a phenomenon occurring in certain materials at extremely low temperatures, characterized by exactly zero electrical resistance and the exclusion of the interior magnetic field (the Meissner effect).

The electrical resistivity of a metallic conductor decreases gradually as the temperature is lowered. However, in ordinary conductors such as copper and silver, impurities and other defects impose a lower limit. Even near absolute zero a real sample of copper shows a non-zero resistance. The resistance of a superconductor, on the other hand, drops abruptly to zero when the material is cooled below its "critical temperature". An electrical current flowing in a loop of superconducting wire can persist indefinitely with no power source. Like ferromagnetism and atomic spectral lines, superconductivity is a quantum mechanical phenomenon. It cannot be understood simply as the idealization of "perfect conductivity" in classical physics.

Superconductivity occurs in a wide variety of materials, including simple elements like tin and aluminium, various metallic alloys and some heavily-doped semiconductors. Superconductivity does not occur in noble metals like gold and silver, nor in most ferromagnetic metals.

In 1986 the discovery of a family of cuprate-perovskite ceramic materials known as high-temperature superconductors, with critical temperatures in excess of 90 kelvin, spurred renewed interest and research in superconductivity for several reasons. As a topic of pure research, these materials represented a new phenomenon not explained by the current theory. And, because the superconducting state persists up to more manageable temperatures, past the economically-important boiling point of liquid nitrogen, more commercial applications are feasible, especially if materials with even higher critical temperatures could be discovered.

Antiferromagnetic: Cr, Mn

In materials that exhibit antiferromagnetism, the spins of electrons align in a regular pattern with neighboring spins pointing in opposite directions. This is a different manifestation of magnetism. Generally, antiferromagnetic materials exhibit antiferromagnetism at a low temperature, and become disordered above a certain temperature; the transition temperature is called the Néel temperature. Above the Néel temperature, the material is typically paramagnetic.

The antiferromagnetic behaviour at low temperature usually results in diamagnetic properties, but can sometimes display ferrimagnetic behaviour, which in many physically observable properties is more similar to ferromagnetic interactions.

The magnetic susceptibility of an antiferromagnetic material will appear to go through a maximum as the temperature is lowered; in contrast, that of a paramagnet will continually increase with decreasing temperature. However, more complicated behavior may result if the magnetic structure is more complicated.

Antiferromagnetic materials have low geometrical frustration, and a negative coupling between adjacent moments.

Antiferromagnetic materials are relatively uncommon. An example is the heavy-fermion superconductor URu2Si2. More everyday examples include metals such as chromium, alloys such as iron manganese (FeMn), and oxides such as nickel oxide (NiO). There are also numerous examples among high nuclearity metal clusters. Organic molecules can also exhibit antiferromagnetic coupling under rare circumstances, as seen in radicals such as 5-dehydro-m-xylylene.

Soft ferromagnetic (refrigerator doors): defect-free Fe-Ni (permalloy)
Permalloy is the term for a nickel iron magnetic alloy. Generically, it refers to an alloy with about 20% iron and 80% nickel content. Permalloy has a high magnetic permeability, low coercivity, near zero magnetostriction, and significant anisotropic magnetoresistance. The low magnetostriction is critical for industrial applications, where variable stresses in thin films would otherwise cause a ruinously large variation in magnetic properties. Permalloy's electrical resistivity generally varies within the range of 5% depending on the strength and the direction of an applied magnetic field.

After a prolonged search, Permalloy was discovered in 1914 by Gustav Elmen of Bell Laboratories, who found it had higher permeability than silicon steel. Later, in 1923, he found its permeability could be greatly enhanced by heat treatment. Other compositions of Permalloy are available, designated by a numerical prefix denoting the percentage of nickel in the alloy, for example 45 Permalloy containing 45% nickel, and 55% iron. Molybdenum Permalloy is an alloy of 81% nickel, 17% iron and 2% molybdenum. The latter was invented at Bell Labs in 1940. At the time, when used in long distance copper telephone lines, it allowed a tenfold increase in maximum line working speed.

Hard ferromagnetic (refrigerator magnets): defect-full BaFeOx, rare-earth compounds, Alnico
Alnico is an acronym referring to alloys which are composed primarily of aluminium (symbol Al), nickel (symbol Ni) and cobalt (symbol Co), hence al-ni-co, with the addition of iron, copper, and sometimes titanium, typically 8-12% Al, 15-26% Ni, 5-24% Co, up to 6% Cu, up to 1% Ti, rest is Fe. The primary use of alnico alloys is magnet applications.

Alnico alloys make strong permanent magnets, and can be magnetized to produce strong magnetic fields. Of the more commonly available magnets, only rare-earth magnets such as neodymium and samarium-cobalt are stronger. Alnico magnets produce magnetic field strength at their poles as high as 1500 gauss (0.15 tesla), or about 3000 times the strength of Earth's magnetic field. Some types of Alnico are isotropic and can be efficiently magnetized in any direction. Other types, such as Alnico 5 and Alnico 8, are anisotropic, with each having a preferred direction of magnetization, or orientation. Anisotropic alloys generally have greater magnetic capacity in a preferred orientation than isotropic types. Alnico remanence (Br) may exceed 12000 gauss (1.2T), its coercion force (Hc) can be up to 1000 oersted (80kA/m), its energy product ((B*H)max) can be up to 5.5M Gs*Oe (44 T*A/m) - this means Alnico can produce high magnetic flux in closed magnetic circuit, but has relatively small resistance against demagnetization.

Alnico is produced by casting or sintering processes. Anisotropic alnico magnets are oriented by heating above a critical temperature, and cooling in the presence of a magnetic field. Both isotropic and anisotropic Alnico require proper heat treatment to get its magnetic properties - without it its coercion is about 10 Oe - comparable to technical iron, which is a soft magnetic material. After the heat treatment alnico becomes kind of composite material, named "precipitation material" - it consist of rich-Co precipitate in rich-NiAl matrix. Alnico anisotropy is oriented if it is in external magnetic field during the precipitate particle nucleation, which occur when cooling from 900 to 800 C, near Curie point. Without external field there are local anisotropies of different orientations, due to spontaneous magnetization. The precipitate structure is a "barrier" against magnetization changes, as it prefers few magnetization states requiring high energy to get the material into any intermediate state. Also, small magnetic field change magnetization of matrix phase only, and it is reversible.

Alnico alloys have some of the highest Curie points of any magnetic material, around 800 °C. This property, as well as its brittleness and high melting point, is the result of the strong tendency toward order due to intermetallic bonding between aluminium and its other constituents. They are also one of the most stable magnets if they are handled properly.

Diamagnetic: C2 (no net spin)

Diamagnetism is a weak repulsion from a magnetic field. It is a form of magnetism that is only exhibited by a substance in the presence of an externally applied magnetic field. It results from changes in the orbital motion of electrons. Applying a magnetic field creates a magnetic force on a moving electron in the form of F = Qv × B. This force changes the centripetal force on the electron, causing it to either speed up or slow down in its orbital motion. This changed electron speed modifies the magnetic moment of the orbital in a direction opposing the external field.

Consider two electron orbitals; one rotating clockwise and the other counterclockwise. An external magnetic field into the page will make the centripetal force on an electron rotating clockwise increase, causing it to speed up. That same field would make the centripetal force on an electron rotating counterclockwise decrease, causing it to slow down. The orbiting electrons create magnetic fields themselves, and in both cases, the change in B due to the electron's change in velocity is in the opposite direction to the external B field. Since the material originally had no net magnetic field from its orbiting electrons (because their orbits were aligned in random directions), the result is that the induced B field opposes the applied B field, and these repel each other.

All materials show a diamagnetic response in an applied magnetic field. In fact, diamagnetism is a very general phenomenon, because all paired electrons, including the core electrons of an atom will always make a weak diamagnetic contribution to the material's response. However, for materials which show some other form of magnetism (such as ferromagnetism or paramagnetism), the diamagnetism is completely overpowered. Substances which only, or mostly, display diamagnetic behaviour are termed diamagnetic materials, or diamagnets. Materials that are said to be diamagnetic are those which are usually considered by non-physicists as "non magnetic", and include water, DNA, most organic compounds such as petroleum and some plastics, and many metals, particularly the heavy ones with many core electrons, such as mercury, gold and bismuth.

Paramagnetic: B2 (net spin)

Paramagnetism is a form of magnetism which occurs only in the presence of an externally applied magnetic field. Paramagnetic materials are attracted to magnetic fields, hence have a relative magnetic permeability greater than one (or, equivalently, a positive magnetic susceptibility). The force of attraction generated by the applied field is linear in the field strength and rather weak. It typically requires a sensitive analytical balance to detect the effect. Unlike ferromagnets paramagnets do not retain any magnetization in the absence of an externally applied magnetic field, because thermal motion causes the spins to become randomly oriented without it. Thus the total magnetization will drop to zero when the applied field is removed. Even in the presence of the field there is only a small induced magnetization because only a small fraction of the spins will be orientated by the field. This fraction is proportional to the field strength and this explains the linear dependency. The attraction experienced by ferromagnets is non-linear and much stronger, so that it is easily observed on the door of one's fridge.

Magnetoresistance:
Magnetoresistance is the property of a material to change the value of its electrical resistance when an external magnetic field is applied to it. The effect was first discovered by William Thomson (more commonly known as Lord Kelvin) in 1856, but he was unable to lower the electrical resistance of anything by more than 5%. This effect was later called ordinary magnetoresistance (OMR). More recent researchers discovered materials showing giant magnetoresistance (GMR), colossal magnetoresistance (CMR) and magnetic tunnel effect (TMR).

High-K Dielectric: HfO2

The term high-κ dielectric refers to a material with a high dielectric constant (κ) (as compared to silicon dioxide) used in semiconductor manufacturing processes which replaces the silicon dioxide gate dielectric. The implementation of high-κ gate dielectrics is one of several strategies developed to allow further miniaturization of microelectronic components, colloquially referred to as extending Moore's Law.

Silicon dioxide has been used as a gate oxide material for decades. As transistors have decreased in size, the thickness of the silicon dioxide gate dielectric has steadily decreased to increase the gate capacitance and thereby drive current and device performance. As the thickness scales below 2 nm, leakage currents due to tunneling increase drastically, leading to unwieldy power consumption and reduced device reliability. Replacing the silicon dioxide gate dielectric with a high-κ material allows increased gate capacitance without the concomitant leakage effects.

The gate oxide in a MOSFET can be modeled as a parallel plate capacitor. Ignoring quantum mechanical and depletion effects from the Si substrate and gate, the capacitance C of this parallel plate capacitor is given by
 * $$C=\frac{\kappa\varepsilon_{0}A}{t} $$

Where

 * $$\, A$$ is the capacitor area
 * $$\, \kappa$$ is the relative dielectric constant of the material (3.9 for silicon dioxide)
 * $$\, \varepsilon_{0}$$ is the permittivity of free space
 * $$\, t$$ is the thickness of the capacitor oxide insulator

Low-K dielectric:
In semiconductor manufacturing, a Low-κ dielectric is a material with a small dielectric constant relative to silicon dioxide. Although the proper symbol for the dielectric constant is the Greek letter κ (kappa), in conversation such materials are referred to as being "low-k" (low-kay) rather than "low-κ" (low-kappa). Low-κ dielectric material implementation is one of several strategies used to allow continued scaling of microelectronic devices, colloquially referred to as extending Moore's law. In digital circuits, insulating dielectrics separate the conducting parts (wire interconnects and transistors) from one another. As components have scaled and transistors have gotten closer and closer together, the insulating dielectrics have thinned to the point where charge build up and crosstalk adversely affect the performance of the device. Replacing the silicon dioxide with a low-κ dielectric of the same thickness reduces parasitic capacitance, enabling faster switching speeds and lower heat dissipation. The dielectric constant of SiO2, the insulating material used in silicon chips, is 3.9.

Miscible system:
Miscibility is a term in chemistry that refers to the property of liquids to mix in all proportions, forming a homogeneous solution. In principle, the term applies also to other phases (solids and gases), but the main focus is on the solubility of one liquid in another. For example, water and ethanol are miscible in all proportions.

Miscibility is partly a function of entropy, and so is seen more commonly in states of matter that are more entropic. Gases mix quite readily, but solids only rarely display miscibility. Two useful exceptions to this rule are solid solutions of copper with nickel (the cupronickel used in coins and specialty plumbing), and of silicon with germanium (used in electronics). Substances with extremely low configurational entropy, especially polymers, are unlikely to be miscible in one another even in the liquid state. Perdeuteropolyethylene is immiscible in polyethylene.

Immiscible system:
By contrast, substances are said to be immiscible if in any proportion, they do not form a homogeneous phase. For example, diethyl ether is fairly soluble in water, but these two solvents are not miscible since they are not soluble in all proportions.