ABSTRACT High quality ZnS0.06Se0.94 epilayer which was lattice-matched to GaAs substrate has been prepared. The sulfur composition x was 0.06 has been determined by EPMA. The FWHM of X-ray diffraction was 187.2 arcsec. Its R-value was 5.191%. High quality ZnS0.06Se0.94:N epilayer which was lattice-matched to GaAs substrate has been prepared. The FWHM of X-ray diffraction was 169.2 arcsec. Its R-value was 3.521%. ITO film formed by thermal evaporated In-Sn alloy first, then annealing in O2 atmosphere. The conductivity and transparency of ITO have been trade-off at acceptable parameter. Because of the highest current in I-V characteristic in the structure of ITO/ZnS0.06Se0.94:N, we optimized the annealing temperature and time at 450¢J for 60min in O2 atmosphere. Because of the excellent transparency and conductivity in the structure of ITO/Glass, we optimized the annealing temperature and time at 650¢J for 60min in O2 atmosphere. The requirements for an excellent ohmic contact for ZnSe-based blue LED are: (1) transparent (2) low contact resistance (3) good for bonding (4) low melting point. For (1), Tin-doped indium oxide (ITO) is the only good choice. In this study, ITO/ZnS0.06Se0.94:Cl/ZnSe/ZnS0.06Se0.94:N/GaAs:Zn/Au-Zn double heterojunction (DH) structure has been prepared after annealing In-Sn/ZnS0.06Se0.94:Cl/ZnSe/ZnS0.06Se0.94:N/GaAs:Zn/Au-Zn in O2 atmosphere. I-V characteristic of DH junction structure shows a diode electric property.

Thesis (M. Phil.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 51-52).

published_or_final_version / abstract / toc / Mathematics / Master / Master of Philosophy

Regensburg, Univ., Diss., 2008

Thesis (testi di perfezionamento)--Scuola normale superiore, Pisa, 1969. / At head of title: Scuola normale superiore, Pisa. Classe de scienze. Includes bibliographical references (p. 151-153).

The purpose of the paper is to prove that the Lp spaces, p ≥ 1, of equivalence classes of functions are Banach spaces.

Made available in DSpace on 2017-07-21T14:53:57Z (GMT). No. of bitstreams: 1 SIMONE DE FATIMA COLMAN MARTINS.pdf: 2962077 bytes, checksum: d1d4abde07faf3b4da2e5a8779021c11 (MD5) Previous issue date: 2016-11-01 / This work presents an investigation and analysis on the beliefs about how to evaluate of Portuguese teachers as first language, whom work in a private school system (Ponta Grossa/PR) which establishes that the evaluations should be held jointly by teachers. Through our research we want to demonstrate the influences of social context, historical, economic and mostly political in the educational field as well as of the laws governing education. The analyzes reinforce belief evaluate that is rooted in the subjects that make up society, beliefs perpetuated by various social environments and the school, perhaps the main one. Countless works and authors reflect and analyze the evaluation in the educational context, however, there are few works that reflect and ask about beliefs evaluate in the LP as first language, so we base in research that accost beliefs evaluate a LE ( BARCELOS, 1995, 2001, 2004, 2006; ROLIM, 1998; FLAIN - FERREIRA, 2005; BARATA, 2006; AVILA , 2013). We lead our research showing the historical context and policy on the evaluation (COSTA, 2004; DIAS SOBRINHO, 2002; VIANNA , 2002; GARCIA, 2013; LIMA FILHO, 2013) and the historical context of teaching in LP (SILVA; CYRANKA 2009; BUNZEN, 1999; RAZZINI, 2000; SOARES, 2004, 2011; ARAUJO, 2014). In this perspective, the project aims to specifically investigate and analyze the beliefs of these teachers about what is to work in groups and the beliefs evaluate of these teachers. We search also to analyze the beliefs evaluate the LP of those teachers and beliefs about single evaluation / standardization of evaluation of these teachers. Methodologically, the research is qualitative and data were obtained through two meetings with teachers and semistructured interviews. To participate in the meetings and interviews were invited Portuguese teachers who work from 6th to 9th year and participate in the process of preparation of evaluations together. We note that the process of preparation of evaluations together is extremely complex because it involves confrontation and divergence of ideas concerning personal relationship issues, but also of the academic education, of treatment contents, among other factors and require the permanent establishment in the form of work. As a result, we present the following positions: for the teachers to work in group is to deal with criticism, to work ‘equal’ and to interact; assess is to know whether the teacher taught and the students learned; assess LP is to assessing grammar and interpretation of texts; a only one evaluation unites the group, ensures the ‘same’ job and the same performance both the teacher and the student. Through reflections that consider language as a social practice and as a constituent of the subjects and of history, we hope to have contributed to the studies related to beliefs in teaching of the LP as first language. / Esta dissertação apresenta uma investigação e análise das crenças de avaliar de professores de Língua Portuguesa que atuam em uma rede particular de ensino (de Ponta Grossa/PR), rede esta que estabelece que as avaliações da disciplina devem ser realizadas em conjunto pelos docentes. Por meio da pesquisa, demonstramos as influências do contexto social, histórico, econômico e, principalmente, político no campo educacional, bem como nas leis que regem a educação. As análises realizadas nos apresentam crenças de avaliar enraizadas nos sujeitos que compõem a sociedade, crenças presentes em vários ambientes sociais, e a escola, talvez, seja o principal deles. São inúmeros trabalhos e autores que se propõem a refletir sobre e analisar a avaliação no contexto educacional, no entanto, são escassos os trabalhos que refletem e questionam as crenças sobre avaliar a LP como 1ª língua, por isso nos embasamos em pesquisas que apresentam as crenças de avaliar em LE (BARCELOS, 1995, 2001, 2004, 2006; ROLIM, 1998; FLAIN-FERREIRA, 2005; BARATA, 2006; ÁVILA, 2013). Encaminhamos nossa pesquisa mostrando a contextualização histórica e política sobre a avaliação (COSTA, 2004; DIAS SOBRINHO, 2002; VIANNA, 2002; GARCIA, 2013; LIMA FILHO, 2013), bem como a contextualização histórica do ensino de LP (SILVA e CYRANKA, 2009; BUNZEN, 1999; RAZZINI, 2000; SOARES, 2004, 2011; ARAÚJO, 2014). Nessa perspectiva, o projeto visa mais especificamente a investigar e a analisar as crenças dos referidos professores sobre o que seja trabalhar em grupo, bem como as crenças de avaliar desses professores. Pretendemos também investigar as crenças de avaliar em LP e as crenças sobre avaliação única/padronização de avaliação desses professores. Metodologicamente, a pesquisa é qualitativa e os dados foram obtidos em duas entrevistas tipo grupo de foco com os professores e entrevistas semiestruturadas. Os participantes são professores de Língua Portuguesa que atuam do 6º ao 9º ano e participam do processo de elaboração das avaliações em conjunto. Constatamos que o processo de elaboração das avaliações em conjunto é extremamente complexo, pois pressupõe confronto e divergência de ideias, que dizem respeito a questões de relacionamento pessoal, mas também relativas à formação acadêmica, ao tratamento de conteúdos, entre outros fatores, e exigem um exercício permanente no estabelecimento da forma de trabalho. Como resultados, apresentamos os seguintes posicionamentos: para os professores, trabalhar em grupo é lidar com as críticas, trabalhar ‘igual’ e interagir; avaliar é saber se o professor ensinou e o aluno aprendeu; avaliar em LP é avaliar gramática e interpretação de textos; a avaliação única une o grupo, garante o trabalho ‘igual’ e o mesmo desempenho tanto do professor como do aluno. Através de reflexões que consideram a linguagem como prática social e como constituinte dos sujeitos e da história, esperamos ter contribuído para os estudos relacionados às crenças no ensino de LP como primeira língua.

ABSTRACT ZnSe-based materials have excellent characteristics for blue light emitting devices. So the substrates used for the growth of ZnSe-based alloys are considered from three points of (1) lattice match, (2) thermal match, and (3) interdiffusion. By replacing GaAs or GaP wafers by ZnSe substrates can avoid disadvantages of heteroepitaxy caused by lattice constant mismatch, by differential thermal expansion coefficients between substrate and epilayer. But the ZnSe substrate is cost too much. And it is not easy to achieve. So we choose the other way to get the substrate by Epitaxial Lift-Off (ELO). Another reason for this study is that the light extraction efficiency of these devices is limited by the optically absorbing GaAs substrate. So it can be improved by replacing GaAs with a new metal/glass substrate. The metallic interlayer can be used not only as an adhesive, but also as the reflective mirror to reflect light in the wafer-bonded LED structure. In this study, ZnSe-epliayer have been successfully lifted-off from GaAs by etching solution (NaOH(1M): H2O2(30%) = 4:1 or NH4OH(30%): H2O2(30%) = 9:1) and adhered it onto Indium/glass. From PL spectra, the PL intensity and broad band increases after ELO. The broad band can be decreased by surface trimming of citric etching solution (C6H8O7: H2O: H2O2 = 30g: 30ml: 10ml). This etching process is helpful in regrown ZnSe-epilayer. Regrowth of ZnSSe with [H2Se]/[H2S]¡×4 and II/IV=12.5, shows a NBE emission at 432nm with a FWHM of 26.6 meV at 77K PL spectrum. And the DAP is disappear after regrown. It means that the quality of ZnSe-epilayer becomes better after regrown.

No description available.

by Lo Chui-sim. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (leaves 91-93). / Abstract --- p.i / Introcution --- p.1 / Chapter 1 --- Preliminaries --- p.3 / Chapter 1.1 --- Preliminaries on von-Neumann algebra --- p.3 / Chapter 1.2 --- Modular theory --- p.6 / Chapter 2 --- Abstract Lp Spaces --- p.10 / Chapter 2.1 --- "Preliminaries on dual action, dual weights and extended positive part" --- p.10 / Chapter 2.2 --- Abstract LP spaces associated with von-Neumann algebras --- p.20 / Chapter 2.3 --- "LP(M) is a Banach space for p E [1, ∞ ]" --- p.25 / Chapter 2.4 --- Independence of the choice of ψ --- p.32 / Chapter 3 --- Spatial Lp Spaces --- p.34 / Chapter 3.1 --- Definition and elementary properties of spatial derivative --- p.35 / Chapter 3.2 --- Modular properties of spatial derivatives --- p.47 / Chapter 3.3 --- Spatial Lp spaces --- p.51 / Chapter 4 --- LP Spaces constructed by using complex interpolation method --- p.60 / Chapter 4.1 --- The complex interpolation space --- p.60 / Chapter 4.2 --- LP space with respect to a faithful normal state --- p.71 / Chapter 4.3 --- LP spaces with respect to a normal faithful semifinite weight . . --- p.78 / Chapter 4.4 --- Equivalence to spatial LP spaces --- p.87 / Bibliography --- p.91