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Band offsets in ITO/Ga<sub>2</sub>O<sub>3</sub> heterostructures
Carey IV, Patrick H.,Ren IV, F.,Hays IV, David C.,Gila IV, B.P,Pearton IV, S.J.,Jang IV, Soohwan,Kuramata IV, Akito Elsevier 2017 APPLIED SURFACE SCIENCE - Vol.422 No.-
<P><B>Abstract</B></P> <P>The valence band offsets in rf-sputtered Indium Tin Oxide (ITO)/single crystal β-Ga<SUB>2</SUB>O<SUB>3</SUB> (ITO/Ga<SUB>2</SUB>O<SUB>3</SUB>) heterostructures were measured with X-Ray Photoelectron Spectroscopy using the Kraut method. The bandgaps of the component materials in the heterostructure were determined by Reflection Electron Energy Loss Spectroscopy as 4.6eV for Ga<SUB>2</SUB>O<SUB>3</SUB> and 3.5eV for ITO. The valence band offset was determined to be −0.78±0.30eV, while the conduction band offset was determined to be −0.32±0.13eV. The ITO/Ga<SUB>2</SUB>O<SUB>3</SUB> system has a nested gap (type I) alignment. The use of a thin layer of ITO between a metal and the Ga<SUB>2</SUB>O<SUB>3</SUB> is an attractive approach for reducing contact resistance on Ga<SUB>2</SUB>O<SUB>3</SUB>-based power electronic devices and solar-blind photodetectors.</P> <P><B>Highlights</B></P> <P> <UL> <LI> We measured the band offsets of ITO on Ga<SUB>2</SUB>O<SUB>3</SUB>, a promising wide bandgap semiconductor for solar-blind detectors and power electronics. </LI> <LI> The band alignment is nested (type I), with a valence band offset of −0.78eV </LI> <LI> The results show the use of ITO interlayers will be beneficial to improving Ohmic contacts on Ga<SUB>2</SUB>O<SUB>3</SUB>. </LI> </UL> </P>
Mythopoesis in the Poetry of Emily Dickinson
Carey, Hilda 聖心女子大學校 1979 論文集 Vol.10 No.-
Emily Dickinson and myth are no strangers, but their relationship has been characterized all too often by misrepresentation, misunderstanding, and inaccuracy. Although frequently called one, she was no myth; her poems are not truly mythic, but they are undoubtedly mythopoeic. Long before 1881, when Mabel Loomis Todd first arrived in Amherst, ED's deliberately chosen seclusion and exclusive preference for white dresses had inspired village gossips to brand her as "The Myth." Fascinated by finding such legendary possibilities in an otherwise dull, provincial town, Mrs. Todd wrote her parents shortly after her arrival: I must tell you about the character of Amherst. It is a lady whom the people call the Myth..... She has not been outside of her own house in fifteen years, except once to see a new church, when she crept out at night&viewed it by moonlight.... She dresses wholly in white&her mind is said to be perfectly wonderful. She writes finely, but no one ever sees her..... No one knows the cause of her isolation, but of course there are dozens of reasons assigned.
Carey Holleran,Jeffrey Konrad,Barbara Norton,Tamara Burlis,Steven Ambler 한국보건의료인국가시험원 2023 보건의료교육평가 Vol.20 No.-
Purpose The purpose of this project was to implement a process for learner-driven, formative, prospective, ad-hoc, entrustment assessment in Doctor of Physical Therapy clinical education. Our goals were to develop an innovative entrustment assessment tool, and then explore whether the tool detected (1) differences between learners at different stages of development and (2) differences within learners across the course of a clinical education experience. We also investigated whether there was a relationship between the number of assessments and change in performance. Methods A prospective, observational, cohort of clinical instructors (CIs) was recruited to perform learner-driven, formative, ad-hoc, prospective, entrustment assessments. Two entrustable professional activities (EPAs) were used: (1) gather a history and perform an examination and (2) implement and modify the plan of care, as needed. CIs provided a rating on the entrustment scale and provided narrative support for their rating. Results Forty-nine learners participated across 4 clinical experiences (CEs), resulting in 453 EPA learner-driven assessments. For both EPAs, statistically significant changes were detected both between learners at different stages of development and within learners across the course of a CE. Improvement within each CE was significantly related to the number of feedback opportunities. Conclusion The results of this pilot study provide preliminary support for the use of learner-driven, formative, ad-hoc assessments of competence based on EPAs with a novel entrustment scale. The number of formative assessments requested correlated with change on the EPA scale, suggesting that formative feedback may augment performance improvement.