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(1998) Han, Shaowei; Zhao, Yong; Yang, C; Cheng, Chun-Chung; Zhang, Hua; Gu, Genda; Russell, Graeme; Koshizu, NJournal Article
(1998) Han, Shaowei; Zhao, Yong; Yang, C; Cheng, Chun-Chung; Zhang, Hua; Gu, Genda; Russell, Graeme; Koshizuka, NJournal ArticleThe vortex-glass-liquid transition in Bi---Sr---Ca---Cu---O (BSCCO) intergrowth single crystals in which some CuO2 trilayers are inserted into the Bi2Sr2CaCu2O8 matrix has been studied. The curvature of the log V-logI curves for CuO2 trilayers is found to change from negative to positive with increasing magnetic field and a scaling behaviour for the vortex-glass state is observed. The magnetic field dependence of the vortex-glass transition temperature, TG, qualitatively obeys the relation H(TG) (Tc − Tg)2v0, with v0 = 1.15 ± 0.2, which is larger than the 2/3 predicted theoretically for an isotropic 3D system. Our results reveal that the vortex-glass transition exists in a system constructed with CuO2 trilayers.
(2008) Cranney, Jacquelyn; Jones, Gwyn; Morris, Suzanne; Starfield, Sue; Martire, Kristy; Newell, Benjamin; Wong, KwanConference Paper
(2006) McAlpine, Iain; Reidsema, Carl; Allen, BelindaConference Paper
Evidence-based narratives to reconcile academic disciplines with the scholarship of teaching and learning(2009) Quinnell, Rosanne; Russell, Carol; Thompson, Rachel; Nancy, Marshall; Cowley, JillConference PaperA raft of models and definitions of SoTL exist and the best appear to transcend disciplinary contexts, and are sufficiently robust for academics to measure scholarly practices. Critical engagement with the scholarly literature is necessary for academics to gain a realistic view of where their work practices are situated within the scholarly domain. Because academic staff are disciplinary experts they are best placed to comment on whether the models of scholarship describe the scholarship of learning and teaching within the context of their own disciplines as well as within the confines of the Australian higher education sector. This paper pushes the existing debates on reconciling what evidence of scholarship in the disciplines actually is and what is considered valid, and in doing so uncovers why the process of reconciliation, between current practice and supporting evidence, remains elusive. Higher education academics need to identify and reconcile tacit disciplinary knowledge with their SoTL approach in order to unpack the complexity and value of their practices. Enabling academic staff to annotate their activities, roles and accomplishments and then map these items onto the various models of scholarship will enrich the status of scholarship of teaching and learning within the higher education sector.