Electrical and Thermal Transport in Metallic Single-Wall Carbon Nanotubes on Insulating Substrates

We analyze transport in metallic single-wall carbon nanotubes (SWNTs) on insulating substrates over the bias range up to electrical breakdown in air. To account for Joule self-heating, a temperature-dependent Landauer model for electrical transport is coupled with the heat conduction equation along the nanotube. The electrical breakdown voltage of SWNTs in air is found to scale linearly with their length, approximately as 5 V/um; we use this to deduce a thermal conductance between SWNT and substrate g ~ 0.17 +/- 0.03 W/K/m per tube length, which appears limited by the SWNT-substrate interface rather than the thermal properties of the substrate itself. We examine the phonon scattering mechanisms limiting electron transport, and find the strong temperature dependence of the optical phonon absorption rate to have a remarkable influence on the electrical resistance of micron-length nanotubes. Further analysis reveals that unlike in typical metals, electrons are responsible for less than 15% of the total thermal conductivity of metallic nanotubes around room temperature, and this contribution decreases at high bias or higher temperatures. For interconnect applications of metallic SWNTs, significant self-heating may be avoided if power densities are limited below 5 uW/um, or if the SWNT-surrounding thermal interface is optimized.Comment: accepted for publication in J. Appl. Phys. (2007

Cholinergic mechanisms in schizophrenia: Relationship to sleep-EEG abnormalities and positive/ negative symptoms

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/30875/1/0000539.pd

Cholinergic mechanisms and REM sleep abnormalities in schizophrenia

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/30304/1/0000706.pd

Sleep onset REM periods in schizophrenic patients

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/29224/1/0000279.pd

Curriculum-making in school and college: The case of hospitality

Drawing upon research in the curriculum of Hospitality, this article explores the contrasting ways in which the prescribed curriculum is translated into the enacted curriculum is school and college contexts. It identifies organisational culture and teacher and student backgrounds and dispositions as central to the emerging contrasts. It uses this evidence to argue that the evolution of credit frameworks which assume a rational curriculum is unhelpful in understanding the multiple plays of difference in learning and the enacted curriculu

Accretion dynamics in the classical T Tauri star V2129 Oph

We analyze the photometric and spectroscopic variability of the classical T Tauri star V2129 Oph over several rotational cycles to test the dynamical predictions of magnetospheric accretion models. The photometric variability and the radial velocity variations in the photospheric lines can be explained by rotational modulation due to cold spots, while the radial velocity variations of the He I (5876 \AA) line and the veiling variability are due to hot spot rotational modulation. The hot and cold spots are located at high latitudes and about the same phase, but the hot spot is expected to sit at the chromospheric level, while the cold spot is at the photospheric level. Using the dipole+octupole magnetic-field configuration previously proposed in the literature for the system, we compute 3D MHD magnetospheric simulations of the star-disk system. We use the simulation's density, velocity and scaled temperature structures as input to a radiative transfer code, from which we calculate theoretical line profiles at all rotational phases. The theoretical profiles tend to be narrower than the observed ones, but the qualitative behavior and the observed rotational modulation of the H\alpha and H\beta emission lines are well reproduced by the theoretical profiles. The spectroscopic and photometric variability observed in V2129 Oph support the general predictions of complex magnetospheric accretion models with non-axisymmetric, multipolar fields.Comment: Accepted by Astronomy and Astrophysic

"From ‘What the hell is going on?’ to the ‘Mushy middle ground’ to ‘getting used to a new normal’: Young people’s biographical narratives around navigating parental dementia"

The number of young people who have a parent with dementia is rising as a result of improvements in diagnosis of young onset variants and demographic shifts. There has, however, been very little research focusing on this group. Accounts elicited as part of the Perceptions and Experiences of Young People With a Parent With Dementia described the period, usually some years, leading up to a diagnosis of a dementia and then the progress of the condition post diagnosis. These narratives were characterised by confusion, uncertainty, trauma and distress as the young people struggled to make sense of the significant and often extreme, behavioural and attitudinal changes that were symptoms of the illness. This paper describes and discusses how the young people experienced and navigated the temporal messiness and consequent biographical disruption arising from parental dementia

Changing times in England: the influence on geography teachers’ professional practice

School geography in England has been characterised as a pendulum swinging between policies that emphasise curriculum and pedagogy alternately. In this paper, I illustrate the influence of these shifts on geography teacher's professional practice, by drawing on three “moments” from my experience as a student, teacher and teacher educator. Barnett's description of teacher professionalism as a continuous project of “being” illuminates how geography teachers can adapt to competing influences. It reflects teacher professionalism as an unfinished project, which is responsive, but not beholden, to shifting trends, and is informed by how teachers frame and enact policies. I argue that recognising these contextual factors is key to supporting geography teachers in “being” geography education professionals. As education becomes increasingly competitive on a global scale, individual governments are looking internationally for “solutions” to improve educational rankings. In this climate, the future of geography education will rest on how teachers react locally to international trends. Geography teacher educators can support this process by continuing to inform the field through meaningful geography education research, in particular in making the contextual factors of their research explicit. This can be supported through continued successful international collaboration in geography education research