Connection Between Magnetism and Structure in Fe Double Chains on the Ir(100) Surface

The magnetic ground state of nanosized systems such as Fe double chains, recently shown to form in the early stages of Fe deposition on Ir(100), is generally nontrivial. Using ab initio density functional theory we find that the straight ferromagnetic (FM) state typical of bulk Fe as well as of isolated Fe chains and double chains is disfavored after deposition on Ir(100) for all the experimentally relevant double chain structures considered. So long as spin-orbit coupling (SOC) is neglected, the double chain lowest energy state is generally antiferromagnetic (AFM), a state which appears to prevail over the FM state due to Fe-Ir hybridization. Successive inclusion of SOC adds two further elements, namely a magnetocrystalline anisotropy, and a Dzyaloshinskii-Moriya (DM) spin-spin interaction, the former stabilizing the collinear AFM state, the second favoring a long-period spin modulation. We find that anisotropy is most important when the double chain is adsorbed on the partially deconstructed Ir(100) -- a state which we find to be substantially lower in energy than any reconstructed structure -- so that in this case the Fe double chain should remain collinear AFM. Alternatively, when the same Fe double chain is adsorbed in a metastable state onto the (5x1) fully reconstructed Ir(100) surface, the FM-AFM energy difference is very much reduced and the DM interaction is expected to prevail, probably yielding a helical spin structure.Comment: to appear on PR

Fearless: Professor Hakim Williams

With his consistently energetic and enthusiastic personality, his progressive teaching methods using discussion and debate in the classroom, and his desire for his students to develop more comprehensive understandings of the problems facing education in a global context, Dr. Hakim Williams fearlessly uses his passion for change and justice in education to enlighten his students, sharpen their critical thinking skills, and change their outlooks on the future. [excerpt

I\u27m More Than the Sum of My Parts : Multiracial Identities and the Creation of Racial Meaning

This paper examines the ways that multiracial individuals understand and give meaning to their identities. Specifically, how do we—as a culture and as individuals—conceptualize and construct multiracial identities? What is the relationship between the way people identify themselves and the way they are identified by others? What do people mean when they say they are mixed race? Through a series of in-depth interviews with 11 individuals who self-identify as multiracial or mixed race, I find that racial identities are fundamentally multifaceted; they can be asserted by an individual, ascribed by an outsider, deeply rooted in culture and heritage, employed as a way of creating community, and a source of discrimination or privilege. I go on to argue that conflict between the way that someone self-identifies and the way they are identified by others can influence the way that they construct the meaning of their own identity, and the way that they present this identity to others. I draw a distinction between the concepts of multiracial identities as a blending of cultures and mixed race as a stand-alone racial category with a unique set of experiences and characteristics, and examine the purposes that these theoretical frameworks serve

Problem Solving Skills Deconstructed And Implemented In An Adaptive Learning Tool

The development of problem-solving skills is an important subject in engineering curricula. Helping novice students develop such skills can be challenging because problem solving is a complex skill in the sense that it is accompanied with an internal thinking process that many experts are even unaware of doing. From a combination of literature and a thinking-aloud exercise with the entire teaching team, a scheme with building blocks and strategies that are commonly used by engineers was constructed. In addition to commonly named steps such as Identify/Define, Plan/Choose, Carry Out/Do and Look back/Inspect the scheme refines the first step into multiple interdependent building blocks, emphasizes the need for critical reflection at each point as well as the possible need to return to previous steps at any time. Moreover, multiple correct solution paths can be followed in solving a problem. To address this and to empower the students in their divergent thinking processes when solving a problem, an innovative intra-exercise adaptive e-learning tool was created. The anywhere-anytime availability enables for virtual and remote learning in the post-COVID world. In the learning tool students can choose between different solution paths, after firstly identifying the correct context, parameters etc. This paper describes the process of defining the building blocks, resulting strategy scheme and implementation of the building blocks in the adaptive e-learning tool. Initial findings indicate that the strategy scheme consisting of building blocks and the adaptive e-learning tool help students in developing their problem-solving skills

The Exploration Of Self Construction Through Art

This thesis investigates the different outlets of starting a conversation with people about our contemporary dilemmas, while exploring influences from historical and modern views. I do this by elaborating on the importance of discourse in making art and how these conversations can impact and widen our lives and understandings. Within these discourses, topics surrounding controversial issues such as gender disparities, social acceptability, race inequality and body images are brought up. My main arguments explore the importance of self-construction and the limitations and influences that the outside world might bring forth, the impact and results of speaking out and how it can help in the progression of our society, the fabrication of oneself and what that includes, and lastly how to effectively challenge mainstream ideas and beliefs. In all, I explain how these different sectors of my life have strengthened the content of my work and what it means to be able to educate people and myself throughout

Organizational Citizenship and Teacher Evaluation: Using the T-TESS to Promote OCB and Improve Student Outcomes

Within the reach of institutional climate, organizational citizenship behavior (OCB) has received much attention in the business and psychological literature as a constructive mechanism designed to enhance group efficiency (Bateman & Organ, 1983; Organ, 1988; Podsakoff, Ahearn, & McKenzie, 1997). The essential definition indicates that organizational citizenship behavior refers to going beyond the requirements of one’s job with the understanding that taking such actions benefits the greater good (i.e., the company or school), with no expectation of reward or recognition for the action(s). Subsequent studies investigated OCB and its possible application in educational environs as a tool for improving school efficiency, climate, and student outcomes. The literature revealed that in schools where collectively high levels of faculty and administrator OCB existed, there have been improvements to school climate, school effectiveness, and student outcomes. In this paper, the researchers argue that the newly implemented teacher evaluation system used in the Texas public school system, the Texas Teacher Evaluation and Support System (T-TESS), may be leveraged as an effective planning and professional development tool to strategically and positively impact levels of OCB among the faculty, and by extension, to improve pedagogical practice, school climate, and increase student achievement