Strained SiGe-channel p-MOSFETs : impact of heterostructure design and process technology

Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2007.Includes bibliographical references (p. 163-173).Conventional Si CMOS intrinsic device performance has improved by 17% per year over the last 30 years through scaling of the gate length of the MOSFET along with process innovations such as the super-steep retrograde channel doping and ultra shallow source-drain junctions. In order to continue performance scaling with gate length for the 90 nm node and beyond (physical gate length 45 nm) an increase in the carrier mobility through the introduction of strain to the Si channel was required. To continue this scaling down to gate lengths of 10 nm new channel materials with superior mobility will be required. Superior hole mobility (up to 10X enhancement over bulk Si channels) and compatibility with mainstream Si processing technology make compressively strained SiGe an attractive channel material for sub 45 nm p-MOSFETs. This research investigates strained SiGe as a suitable channel material for p-MOSFETs using SiGe grown pseudomorphically on both relaxed SiGe and bulk Si substrates. Some of the fundamental and technological challenges that must be faced in order to incorporate SiGe channel materials are addressed, including the impact of heterostructure composition and SiGe channel thickness on mobility and MOSFET off-state leakage, as well as critical thickness and thermal budget constraints. In particular, the impact of the strained channel thickness on mobility is analyzed in detail. This work provides a detailed analysis of the design space for the SiGe heterostructure required to evaluate the trade off's between mobility enhancement, subthreshold characteristics and ease of integration with conventional CMOS processing in order to determine the optimum device structure.by Cáit Ní Chléirigh.Ph.D

Eiriceachtai agus Scealta Eile, le hAlan Titley; Saothar Iar-Nua-Aoiseach

No abstract availabl

Eiriceachtai agus Scealta Eile, le hAlan Titley; Saothar Iar-Nua-Aoiseach

No abstract availabl

Loving Mother Earth: Exploring education for sustainable development and the circular economy concept in an Irish primary school context.

This thesis examines key concepts of circular economy in education for sustainable development in the Irish primary school. Using arts-based methods, participants were invited to explore the concepts of a circular economy, circularity, and waste valorisation and to develop knowledge and awareness around measures we can take through education for sustainable development, to heal Mother Earth. Relevant literature was used to analyse how education for sustainable development is presented in policy and curriculum, drawing on Bacchi’s model of policy analysis. The research was guided by a theoretical framework of Froebelian philosophy and ecofeminism which highlight the holistic, participative, and loving potential of creative pedagogies in primary school education. This research examined, with participants, how their learning and activities on sustainability with regard to the sustainable development goals (SDGs) positively impacted on their lives and the lives of others, helping to sustain and protect the natural world. It explicitly introduced the concept of a circular economy in the Irish primary school, with emphasis on the concepts of circularity and reciprocity. It explored an integrative approach to sustainability concepts, specifically the concept of circular economy with visual art approaches. The research reveals findings which demonstrate the place complex concepts such as the circular economy concept have in the primary classroom, when approached carefully and democratically through carefully designed pedagogical approaches, informed by a Froebelian ecofeminist theoretical framework and a pedagogy of love

WOMAASHI (We press on): Communications and Activism in the Ada Songor Salt Women’s Association, Ghana

The purpose of the project is to create a model for improved and expanded participation in an activist network, The Ada Songor Salt Women's Association (ASSWA) by enhancing communications. ASSWA is an organization of Brave Women (Yihi katseme) salt winners from the Songor lagoon area in south eastern Ghana. They are committed to ensuring that the lagoon and its harvest is a resource for all. ASSWA has found over time that to defend the lagoon and the livelihood of the 45 communities around it, requires that they articulate the experiences and demands of women and marginalized members of the community. This study exmines communications of the ASSWA network within the context of Communications for Change. describes the dialectic within the network, how members discuss issues and resolve differences, how they define and articulate their programmes and demands. It examines if the mobilisation and activism of poor rural women can challenge the dominant discourses of traditional development and patriarchy. Key to learning is abstraction, the linking of issues and abstracting of the problematic causative mechanisms, the project studies this process within the ASSWA context by looking at how the network and its members link their struggles with broader social movements within Ghana and beyond. The continued agency of the ASSWA is challenged by the poverty of the community within which it operates and by its ability to communicate effectively locally, nationally and internationally. As it stands now, the organisation is active but long-term sustainability may be compromised by the lack of dialogic interactions at all levels of engagement. This paper creates a model (theory) for more active participation in based on their identified priorities, needs and requirements, in such a way as to promote ‘power participation’. The research was conducted using a critical realist ontological framework and qualitative interview research methodologie

Loving Mother Earth: Exploring education for sustainable development and the circular economy concept in an Irish primary school context.

This thesis examines key concepts of circular economy in education for sustainable development in the Irish primary school. Using arts-based methods, participants were invited to explore the concepts of a circular economy, circularity, and waste valorisation and to develop knowledge and awareness around measures we can take through education for sustainable development, to heal Mother Earth. Relevant literature was used to analyse how education for sustainable development is presented in policy and curriculum, drawing on Bacchi’s model of policy analysis. The research was guided by a theoretical framework of Froebelian philosophy and ecofeminism which highlight the holistic, participative, and loving potential of creative pedagogies in primary school education. This research examined, with participants, how their learning and activities on sustainability with regard to the sustainable development goals (SDGs) positively impacted on their lives and the lives of others, helping to sustain and protect the natural world. It explicitly introduced the concept of a circular economy in the Irish primary school, with emphasis on the concepts of circularity and reciprocity. It explored an integrative approach to sustainability concepts, specifically the concept of circular economy with visual art approaches. The research reveals findings which demonstrate the place complex concepts such as the circular economy concept have in the primary classroom, when approached carefully and democratically through carefully designed pedagogical approaches, informed by a Froebelian ecofeminist theoretical framework and a pedagogy of love

Loving Mother Earth: Exploring education for sustainable development and the circular economy concept in an Irish primary school context.

This thesis examines key concepts of circular economy in education for sustainable development in the Irish primary school. Using arts-based methods, participants were invited to explore the concepts of a circular economy, circularity, and waste valorisation and to develop knowledge and awareness around measures we can take through education for sustainable development, to heal Mother Earth. Relevant literature was used to analyse how education for sustainable development is presented in policy and curriculum, drawing on Bacchi’s model of policy analysis. The research was guided by a theoretical framework of Froebelian philosophy and ecofeminism which highlight the holistic, participative, and loving potential of creative pedagogies in primary school education. This research examined, with participants, how their learning and activities on sustainability with regard to the sustainable development goals (SDGs) positively impacted on their lives and the lives of others, helping to sustain and protect the natural world. It explicitly introduced the concept of a circular economy in the Irish primary school, with emphasis on the concepts of circularity and reciprocity. It explored an integrative approach to sustainability concepts, specifically the concept of circular economy with visual art approaches. The research reveals findings which demonstrate the place complex concepts such as the circular economy concept have in the primary classroom, when approached carefully and democratically through carefully designed pedagogical approaches, informed by a Froebelian ecofeminist theoretical framework and a pedagogy of love

Eiriceachtai agus Scealta Eile, le hAlan Titley; Saothar Iar-Nua-Aoiseach

No abstract availabl

WOMAASHI (We press on): Communications and Activism in the Ada Songor Salt Women’s Association, Ghana

The purpose of the project is to create a model for improved and expanded participation in an activist network, The Ada Songor Salt Women's Association (ASSWA) by enhancing communications. ASSWA is an organization of Brave Women (Yihi katseme) salt winners from the Songor lagoon area in south eastern Ghana. They are committed to ensuring that the lagoon and its harvest is a resource for all. ASSWA has found over time that to defend the lagoon and the livelihood of the 45 communities around it, requires that they articulate the experiences and demands of women and marginalized members of the community. This study exmines communications of the ASSWA network within the context of Communications for Change. describes the dialectic within the network, how members discuss issues and resolve differences, how they define and articulate their programmes and demands. It examines if the mobilisation and activism of poor rural women can challenge the dominant discourses of traditional development and patriarchy. Key to learning is abstraction, the linking of issues and abstracting of the problematic causative mechanisms, the project studies this process within the ASSWA context by looking at how the network and its members link their struggles with broader social movements within Ghana and beyond. The continued agency of the ASSWA is challenged by the poverty of the community within which it operates and by its ability to communicate effectively locally, nationally and internationally. As it stands now, the organisation is active but long-term sustainability may be compromised by the lack of dialogic interactions at all levels of engagement. This paper creates a model (theory) for more active participation in based on their identified priorities, needs and requirements, in such a way as to promote ‘power participation’. The research was conducted using a critical realist ontological framework and qualitative interview research methodologie