Revisiting spin state crossover in (MgFe)O by means of high resolution X-ray diffraction from a single crystal

(MgFe)O is a solid solution with ferrous iron undergoing the high to low spin state (HS-LS) crossover under high pressure. The exact state of the material in the region of the crossover is still a mystery, as domains with different spin states may coexist over a wide pressure range without changing the crystal structure neither from the symmetry nor from the atomic positions point of view. At the conditions of the crossover, (MgFe)O is a special type of microscopic disorder system. We explore the influences of (a) stress-strain relations in a diamond anvil cell, (b) time relaxation processes, and (c) the crossover itself on the characteristic features of a single crystal (111) Bragg spot before, during and after the transformation. Using high resolution X-ray diffraction as a novel method for studies of unconventional processes at the conditions of suppressed diffusion, we detect and discuss subtle changes of the (111) Bragg spot projections which we measure and analyze as a function of pressure. We report changes of the spot shape which can be correlated with the HS-LS relative abundance. In addition, we report the formation of structural defects as an intrinsic material response. These static defects are accumulated during transformation of the material from HS to LS.Comment: 28 pages, 11 Figure

Equation of state and elastic properties of face-centered-cubic FeMg alloy at ultrahigh pressures from first-principles

We have calculated the equation of state and elastic properties of face-centered cubic Fe and Fe-rich FeMg alloy at ultrahigh pressures from first principles using the Exact Muffin-Tin Orbitals method. The results show that adding Mg into Fe influences strongly the equation of state, and cause a large degree of softening of the elastic constants, even at concentrations as small as 1-2 at. %. Moreover, the elastic anisotropy increases, and the effect is higher at higher pressures.Comment: 6 figure

Inverse pressure-induced Mott transition in TiPO4_4

TiPO$_4$ shows interesting structural and magnetic properties as temperature and pressure are varied, such as a spin-Peierls phase transition and the development of incommensurate modulations of the lattice. Recently, high pressure experiments for TiPO$_4$ reported two new structural phases appearing at high pressures, the so-called phases IV and V [M. Bykov et al., Angew. Chem. Int. Ed. 55, 15053]. The latter was shown to include the first example of 5-fold O-coordinated P-atoms in an inorganic phosphate compound. In this work we characterize the electronic structure and other physical properties of these new phases by means of ab-initio calculations, and investigate the structural transition. We find that the appearance of phases IV and V coincides with a collapse of the Mott insulating gap and quenching of magnetism in phase III as pressure is applied. Remarkably, our calculations show that in the high pressure phase V, these features reappear, leading to an antiferromagnetic Mott insulating phase, with robust local moments

Tin weathering experiment set by nature for 300 years: natural crystals ofthe anthropogenic mineral hydroromarchite from Creussen, Bavaria, Germany

Hydroromarchite is a mineral that so far has been found only in afew locations in the world and recognized as a common product of submarinecorrosion of pewter artefacts. Here we report a new locality for this raremineral found at the Saint James Church archaeological site in Creussen,Germany. There it appeared to be a product of weathering of a tin artefact(a tin button) buried in soil of the churchyard for about 300 years. Themineral, found in paragenesis with romarchite and cassiterite, wasidentified using single-crystal X-ray diffraction

Making Good Lawyers

Today, the criticism of law schools has become an industry. Detractors argue that legal education fails to effectively prepare students for the practice of law, that it is too theoretical and detached from the profession, that it dehumanizes and alienates students, too expensive and inapt in helping students develop a sense of professional identity, professional values, and professionalism. In this sea of criticisms it is hard to see the forest from the trees. “There is so much wrong with legal education today,” writes one commentator, “that it is hard to know where to begin.” This article argues that any reform agenda will fall short if it does not start by recognizing the dominant influence of the culture of autonomous self-interest in legal education. Law schools engage in a project of professional formation and instill a very particular brand of professional identity. They educate students to become autonomously self-interested lawyers who see their clients and themselves as pursuing self-interest as atomistic actors. As a result, they understand that their primary role is to serve as neutral partisans who promote the narrow self-interest of clients without regard to the interests of their families, neighbors, colleagues, or communities and to the exclusion of counseling clients on the implications of those interests. They view as marginal their roles as an officer of the legal system and as a public citizen and accordingly place a low priority on traditional professional values, such as the commitment to the public good, that conflict with their primary allegiance to autonomous self-interest. In this work of professional formation, law schools are reflecting the values and commitments of the autonomously self-interested culture that is dominant in the legal profession. Therefore, even if law schools sought to form a professional identity outside of the mold of autonomous self-interest, such a commitment would require much more than curricular reform. It would, at minimum, require the construction of a persuasive alternative understanding of the lawyer’s role. The article seeks to offer such an understanding grounded in a relational perspective on lawyers and clients. Part I offers workable definitions of professionalism and professional identity that enable an informed discussion of the formation of professional identity in and by law schools. Part II explores what and how legal education teaches students showing that both institutionally (at the law school level) and individually (at the law professor level) legal education is proactively engaged in the formation of a professional identity of autonomous self-interest. Part II further explains that its dominance in legal education notwithstanding, autonomous self-interest is but one, often unpersuasive, account of professionalism and professional identity. Part III turns to the competing vision of relationally self-interested professionalism and professional identity and develops an outline for legal education grounded in these conceptions. Because legal education reflects a deep commitment to the dominant culture of autonomous self-interest, it is unlikely that reform proposals that are inconsistent with that culture are likely to succeed in the near future. Yet proposing an alternative account of professional identity that exposes the assumptions of the dominant culture, explains their limitations, and develops a more persuasive understanding is a necessary step toward providing a workable framework for reformers committed to promoting professional values in the long term