Anomalous Hall Effect of Calcium-doped Lanthanum Cobaltite Films

The Hall resistivity, magnetoresistance, and magnetization of La_{1-x}Ca_{x}CoO_{3} epitaxial films with x between 0.25 and 0.4 grown on lanthanum aluminate were measured in fields up to 7 T. The x=1/3 film, shows a reentrant metal insulator transition. Below 100 K, the x=1/3 and 0.4 films have significant coercivity which increases with decreasing temperature. At low temperature the Hall resistivity remains large and essentially field independent in these films, except for a sign change at the coercive field that is more abrupt than the switching of the magnetization. A unique magnetoresistance behavior accompanies this effect. These results are discussed in terms of a percolation picture and the mixed spin state model for this system. We propose that the low-temperature Hall effect is caused by spin-polarized carriers scattering off of orbital disorder in the spin-ordered clusters.Comment: REVTeX 4, 3 pages with 4 encapsulated postscript graphics. Submitted to MMM 2002 conference proceedings (J. Appl. Phys.

Economic Policy Following the Terrorist Attacks

America has shown its best side in recent weeks in the efforts to help the victims of September 11. And it is showing its strength as it moves to strike back and tighten security at home. Dealing with the economic impact of these horrendous crimes has, appropriately, not been the first priority.

Contract Theory and the Moderation for Inflation by Recession and by Controls

macroeconomics, contract theory, inflation, recession

Productivity and the Services of Capital and Labor

macroeconomics, productivity, labor

The Productivity Growth Slowdown by Industry

macroeconomics, financial crisis, crises, U.S. markets, international markets

Refined Characterization of Student Perspectives on Quantum Physics

The perspectives of introductory classical physics students can often negatively influence how those students later interpret quantum phenomena when taking an introductory course in modern physics. A detailed exploration of student perspectives on the interpretation of quantum physics is needed, both to characterize student understanding of physics concepts, and to inform how we might teach traditional content. Our previous investigations of student perspectives on quantum physics have indicated they can be highly nuanced, and may vary both within and across contexts. In order to better understand the contextual and often seemingly contradictory stances of students on matters of interpretation, we interviewed 19 students from four introductory modern physics courses taught at the University of Colorado. We find that students have attitudes and opinions that often parallel the stances of expert physicists when arguing for their favored interpretations of quantum mechanics, allowing for more nuanced characterizations of student perspectives in terms of three key interpretive themes. We present a framework for characterizing student perspectives on quantum mechanics, and demonstrate its utility in interpreting the sometimes-contradictory nature of student responses to previous surveys. We further find that students most often vacillate in their responses when what makes intuitive sense to them is not in agreement with what they consider to be a correct response, underscoring the need to distinguish between the personal and the public perspectives of introductory modern physics students.Comment: 24 pages, 31 references, 1 Appendix (5 pages

Teaching Quantum Interpretations: Revisiting the goals and practices of introductory quantum physics courses

Most introductory quantum physics instructors would agree that transitioning students from classical to quantum thinking is an important learning goal, but may disagree on whether or how this can be accomplished. Although (and perhaps because) physicists have long debated the physical interpretation of quantum theory, many instructors choose to avoid emphasizing interpretive themes; or they discuss the views of scientists in their classrooms, but do not adequately attend to student interpretations. In this synthesis and extension of prior work, we demonstrate: (1) instructors vary in their approaches to teaching interpretive themes; (2) different instructional approaches have differential impacts on student thinking; and (3) when student interpretations go unattended, they often develop their own (sometimes scientifically undesirable) views. We introduce here a new modern physics curriculum that explicitly attends to student interpretations, and provide evidence-based arguments that doing so helps them to develop more consistent interpretations of quantum phenomena, more sophisticated views of uncertainty, and greater interest in quantum physics.Comment: 14 pages, 11 figures; submitted to PRST-PER: Focused Collection on Upper-Division PER. arXiv admin note: text overlap with arXiv:1409.849

What Does International Experience Tell Us About Regulatory Consolidation?

Describes the integrated, twin peaks, functional, and institutional approaches to financial regulation and draws lessons from how Canada's, the United Kingdom's, Australia's, and other countries' regulatory structures have fared in the financial crisis

Interpretation in Quantum Physics as Hidden Curriculum

Prior research has demonstrated how the realist perspectives of classical physics students can translate into specific beliefs about quantum phenomena when taking an introductory modern physics course. Student beliefs regarding the interpretation of quantum mechanics often vary by context, and are most often in alignment with instructional goals in topic areas where instructors are explicit in promoting a particular perspective. Moreover, students are more likely to maintain realist perspectives in topic areas where instructors are less explicit in addressing interpretive themes, thereby making such issues part of a hidden curriculum. We discuss various approaches to addressing student perspectives and interpretive themes in a modern physics course, and explore the associated impacts on student thinking