Influence of demagnetization in remanence curves of magnetic thin films
Remanent magnetization curves of perpendicular magnetic thin films are simulated and measured. The simulations are used to investigate the theoretical influence of the strong demagnetizing field present in these films. Conclusions are drawn from this on how remanence curves should be measured and how they should be corrected for the demagnetizing influence. The experimental part consists of measurements on Fe‐Alumite, Co‐Pt–based multilayers, and Co‐Cr. In addition the latter material is also artificially patterned into microstrips in order to investigate the influence of demagnetization on remanence curves experimentally.
Reversal behaviour in perpendicular iron particle array (alumite Media)
Alumite was chosen as an ideal material for investigating the influence of particle interaction on the magnetic behavior of a perpendicular anisotropic particle array. It was found that the measured reduced coercivity versus the reduced diameter curves fit the theoretical curling mode. However, the magnetic behavior will no longer obey curling if the applied field deviates from the film normal. This is due to the presence of magnetic charge next to iron single-domain cylinders, which completely destroys the validity of curling. Their reversal can be interpreted as due to the superposition of Cos-type incoherent rotation and the magnetization reversal caused by the demagnetizing field and the dipole-dipole field. >
Using Activity Theory in Developing Instructial Tools for Project Management Studies
Competence and skills of the project manager are significant to project success. The skills needed in project managersâ work cannot be learned only by reading the books or a lecture hall; one learns them by practice. Therefore, an important challenge for educational institutions is to develop pedagogical practices that allow students to participate in working life projects and to confront real-life problems. Project-based learning (PBL) offers a model that enables students to practice the skills and competences needed in working life projects by utilizing real-world work assignments in time-limited projects. Using PBL method alone does not necessarily guarantee learning result. In order to be successful, PBL method requires effective and competent supervision and guidance of students as well as appropriate tools for instruction. In this study the concepts from activity theory (AT) are applied to development tools for supervising project-based learning.