Non-Centrosymmetric Heavy-Fermion Superconductors

In this chapter we discuss the physical properties of a particular family of non-centrosymmetric superconductors belonging to the class heavy-fermion compounds. This group includes the ferromagnet UIr and the antiferromagnets CeRhSi3, CeIrSi3, CeCoGe3, CeIrGe3 and CePt3Si, of which all but CePt3Si become superconducting only under pressure. Each of these superconductors has intriguing and interesting properties. We first analyze CePt3Si, then review CeRhSi3, CeIrSi3, CeCoGe3 and CeIrGe3, which are very similar to each other in their magnetic and electrical properties, and finally discuss UIr. For each material we discuss the crystal structure, magnetic order, occurrence of superconductivity, phase diagram, characteristic parameters, superconducting properties and pairing states. We present an overview of the similarities and differences between all these six compounds at the end.Comment: To appear in "Non-Centrosymmetric Superconductors: Introduction and Overview", Lecture Notes in Physics 847, edited by E. Bauer and M. Sigrist (Springer-Verlag, Berlin Heidelberg, 2012) Chap. 2, pp. 35-7

Using FCA to Analyse how Students Learn to Program

www.upriss.org.uk Abstract. In computer science and mathematics education, universities often observe high failure rates among students if they are taught in a traditional, lecturecentric manner. Interactive engagement teaching methods are more successful but in order to develop suitable teaching materials, lecturers must be aware of potential conceptual difficulties of a domain in advance, for example, by analysing the data of student-submitted work from previous sessions. In computer science education, the data collected from computer-based assessment tools provides a possible source for analysing conceptual difficulties students encounter. The data can be analysed with data mining techniques and in particular with FCA as discussed in this paper.

Using Conceptual Structures in the Design of Computer-based Assessment Software

Abstract. This paper discusses the use of conceptual structures in the design of computer-based assessment (CBA) tools for e-assessment of programming exercises. In STEM (science, technology, engineering and maths) subjects, universities often observe high dropout and failure rates among the first year students. There are a number of research initiatives that investigate the use of interactive teaching methods and e-learning technologies for improving STEM education. This paper presents a conceptual model of programming exercises and discusses more generally how conceptual structures can be employed for the implementation of CBA tools.