Recovery of Semiconductor and Defect Properties from Charge-Collection Measurements

This paper discusses the modeling of the measurements which are performed with the charge-collection, or Electron Beam Induced Current (EBIC) technique of the scanning electron microscope, and the use of the related theoretical results for recovering bulk and local recombination properties of semi conductors. A general description of different EBIC measurements can be given on the basis of the notion of charge-collection probability (r) in the device being examined. This function can be calculated by solving a stationary diffusion equation and the induced current results from the convolution of (r) with the generation function of the electron beam. According to this approach, EBIC experiments give information about or the essential semiconductor or defect parameters upon which is dependent. The more usual procedures to recover this information from actual measurements are reviewed and some new possibilities are examined

Domain wall displacement in Py square ring for single nanometric magnetic bead detection

A new approach based on the domain wall displacement in confined ferromagnetic nanostructures for attracting and sensing a single nanometric magnetic particles is presented. We modeled and experimentally demonstrated the viability of the approach using an anisotropic magnetoresistance device made by a micron-size square ring of Permalloy designed for application in magnetic storage. This detection concept can be suitable to biomolecular recognition, and in particular to single molecule detection.Comment: 8pages, 3figure

Personal resources versus risk factors: From academic achievement to anxiety forms

Learning in the school context involves strong social and emotional components that have a role in academic achievement and children development (Zins, Weissberg, Wang, & Walberg, 2007). Among individual factors that prevent or promote school success and emotional well-being at school, different risk factors and personal resources have been considered in the literature. The aim of the present dissertation is to consider the joint role of negative affect, anxiety forms and personal resources related to self-concept and resilience once the effect of cognitive abilities (i.e., working memory or intelligence) is taken into account. The relation among these different variables was addressed in three related studies that involved typically developing children. In the first Study, the interplay between general factors related to negative affect (i.e., general-anxiety and depressive symptoms), working memory and personal resources (i.e., competence and academic self-concept and ego-resilience) on mathematics and reading literacy was considered. In the second Study the relation among general and academic forms of anxiety (i.e., test-anxiety and mathematics-anxiety), and ego-resilience on mathematics and reading literacy was explored after controlling for fluid intelligence. In the third Study, the presence of different anxiety profiles and their relation with general (i.e., competence self-concept and ego-resiliency) or academic (i.e., academic self-concept and academic buoyancy) personal resources was considered. Each study will be presented starting from theoretical background and empirical evidence and then describing methodology, statistical analyses and results. General conclusions derived from the main findings of the three studies as well as clinical and educational implications will be finally highlighted

Differences in verbal and visuospatial forward and backward order recall: A review of the literature

How sequential, verbal and visuospatial stimuli are encoded and stored in memory is not clear in cognitive psychology. Studies with order recall tasks, such as the digit, and Corsi span, indicate that order of presentation is a crucial element for verbal memory, but not for visuospatial memory. This seems to be due to the different effects of forward and backward recall in verbal and visuospatial tasks. In verbal span tasks, performance is worse when recalling things in backward sequence rather than the original forward sequence. In contrast, when it comes to visuospatial tasks, performance is not always worse for a modified backward sequence. However, worse performance in backward visuospatial recall is evident in individuals with weak visuospatial abilities; such individuals perform worse in the backward version of visuospatial tasks than in the forward version. The main aim of the present review is to summarize findings on order recall in verbal and visuospatial materials by considering both cognitive and neural correlates. The results of this review will be considered in the light of the current models of WM, and will be used to make recommendations for future studie

PROTOCOL: Language interventions for improving oral language outcomes in children with neurodevelopmental disorders: A systematic review

This protocol presents the plan for a systematic review that will investigate the effect of oral language interventions for children with intellectual disability (ID), language disorder (LD), autism spectrum disorder (ASD), Down syndrome (DS), Williams syndrome (WS), and fragile X syndrome (FXS). Language development is a highly frequent area of difficulty for children within these diagnostic groups, and oral language interventions are therefore important. However, to provide better evidence‐informed practice, we need to investigate what oral language interventions are effective and for whom. The systematic review will not only investigate the effect of oral language interventions targeted at specific disorders but also identify interventions that may be yield similar improvements in different neurodevelopmental disorders.publishedVersio