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Direct observation of a two-dimensional hole gas at oxide interfaces
Lee, H.,Campbell, N.,Lee, J.,Asel, T. J.,Paudel, T. R.,Zhou, H.,Lee, J. W.,Noesges, B.,Seo, J.,Park, B.,Brillson, L. J.,Oh, S. H.,Tsymbal, E. Y.,Rzchowski, M. S.,Eom, C. B. Nature Publishing Group UK 2018 Nature materials Vol.17 No.3
<P>The discovery of a two-dimensional electron gas (2DEG) at the LaAlO3/SrTiO3 interface(1) has resulted in the observation of many properties(2-5) not present in conventional semiconductor heterostructures, and so become a focal point for device applications(6-8). Its counterpart, the two-dimensional hole gas (2DHG), is expected to complement the 2DEG. However, although the 2DEG has been widely observed(9), the 2DHG has proved elusive. Herein we demonstrate a highly mobile 2DHG in epitaxially grown SrTiO3/LaAlO3/SrTiO3 heterostructures. Using electrical transport measurements and in-line electron holography, we provide direct evidence of a 2DHG that coexists with a 2DEG at complementary heterointerfaces in the same structure. First-principles calculations, coherent Bragg rod analysis and depth-resolved cathodoluminescence spectroscopy consistently support our finding that to eliminate ionic point defects is key to realizing a 2DHG. The coexistence of a 2DEG and a 2DHG in a single oxide heterostructure provides a platform for the exciting physics of confined electron-hole systems and for developing applications.</P>
다문화가정 미취학 아동 말하기,듣기 이중언어 교육 프로그램 개발을 위한 기초 연구
유희재 ( Hui Jae Yu ),최윤영 ( Yoon Young Choi ),카제노바 아셀 ( Kadenova Asel ),강승혜 ( Seung Hae Kang ) 연세대학교 언어연구교육원 한국어학당 2016 외국어로서의 한국어교육 Vol.44 No.-
This study includes a basic research for a program design aiming at 3- to 5-year-old preschoolers of multi-cultural families under bilingual environment. For the program design, this study conducts a multilateral needs analysis including a literature review, analyses of previous programs, and interviews with the parents and an employee from a related institution, and classroom observations as well. With the interview with multi-cultural families we figured out that their children have more problems with the language of their foreign mothers rather than Korean. Also the parents responded that they would like the program to teach children similar things as what native Korean children at that age are taught which can be found from pre-existing Korean kindergarten programs. The employee from the institution suggested that a bilingual program for children would work the best when a teacher directly teaches the children. At the later part of this paper we suggest a curriculum focusing on listening and speaking ability based on the result of the needs analysis.