Magnetic phase transition and Mossbauer spectroscopy of ErNi2Mnx compounds
Investigation of ErNi2Mnx with 0.90 ≤ x ≤ 1.10 indicates that the MgCu2-type structure (with space group Fd-3m) is formed within x = 0.97−1.10. Curie temperature TC = 50 K of ErNi2Mn is significantly higher than those of the corresponding ErNi2 (TC = 7 K) and ErMn2 (TC = 15 K) compounds. Detailed analyses of DC magnetization data demonstrate that the magnetic phase transition at the Curie temperature is second order. The magnetic entropy change around TC has been found to be 4.8 J/kg K for a magnetic field change of 0 to 5 T with its relative cooling power ∼283 J/kg. 57Fe Mossbauer spectra below TC have been fitted with three sub-spectra representing three inequivalent local magnetic environments while the paramagnetic spectra are fitted using two sub-spectra for two inequivalent crystal sites (8a and 16d), which supports the conclusion based on Rietveld refinement that Mn atoms occupy at both 8a and 16d sites.
Electrical resistivity, magnetism and electronic structure of the intermetallic 3d/4f Laves phase compounds ErNi2Mnx
The non-stoichiometric intermetallic compounds RENi2Mnx (RE = rare earth) with the cubic MgCu2-type structure display a large variety of magnetic properties which is due to a complex interplay between the degrees of freedom of the 3d and 4f electrons and their interactions. We performed a comprehensive study of the electrical resistivity, magnetic properties and the electronic structure of ErNi2Mnx (x =0, 0.25, 0.5, 0.75, 1, 1.25) compounds by employing a suitable set of complementary experimental approaches. We find an increase in electrical resistance compared to ErNi2 upon Mn doping, the residual resistivity ratio decreases with increasing manganese content. The Curie temperature exhibits a sharp increase to around 50 K for Mn concentrations x ≥ 0.5, whereas the saturation magnetization decreases with growing Mn content x ≥ 0.5. Valence band X-ray photoelectron spectroscopy reveals an increasing intensity of Mn 3d states near Fermi energy in dependence of Mn concentration and Curie temperature. Resonant photoelectron spectroscopy of ErNi2Mn0.75 reveals that the photoemission decay channels dominate the valence band spectra across the Er N5 and Mn L3 X-ray absorption maxima, whereas the L3VV Auger dictates the resonant valence band spectra close to and at the Ni L3 X-ray absorption edge.The non-stoichiometric intermetallic compounds RENi2Mnx (RE = rare earth) with the cubic MgCu2-type structure display a large variety of magnetic properties which is due to a complex interplay between the degrees of freedom of the 3d and 4f electrons and their interactions. We performed a comprehensive study of the electrical resistivity, magnetic properties and the electronic structure of ErNi2Mnx (x =0, 0.25, 0.5, 0.75, 1, 1.25) compounds by employing a suitable set of complementary experimental approaches. We find an increase in electrical resistance compared to ErNi2 upon Mn doping, the residual resistivity ratio decreases with increasing manganese content. The Curie temperature exhibits a sharp increase to around 50 K for Mn concentrations x ≥ 0.5, whereas the saturation magnetization decreases with growing Mn content x ≥ 0.5. Valence band X-ray photoelectron spectroscopy reveals an increasing intensity of Mn 3d states near Fermi energy in dependence of Mn concentration and Curie temperature. Resonan...
Pedagogy of the “Not”: Negation, Exodus, and Postdigital Temporal Regimes
Postdigital capitalist time is an incessant acceleration that acts to homogenize time and wed us to the present, to which we have to constantly catch up. While the impulse of this is no doubt economic (the realization of value), it is crucially undergirded by a pedagogical logic wherein we have to perpetually learn and re-learn the latest apps, social media configurations, operating systems, and so on. Political strategies of resistance thus need to be bolstered by an alternative mode of educational life, and I propose a pedagogy of the “not” as one possibility. Such a pedagogy is an act of suspension that sustains a detachment from the present, clearing out oppositions and thereby exposing us to a radical indeterminacy and potentiality that is always untimely. Suspension is the praxis of negation, which means that negation operates by keeping sense indeterminate to meaning and signification. Rather than suppressing, disavowing, or annihilating the stated content, negation retains even that which is negated. While this would appear as a form of exopedagogy, which withdraws from the dialectic of the private/public, I instead argue that it redefines the terms of any dialectic, redefining the very categories exopedagogy withdraws from. Before concluding, I spend some time with Sandy Grande’s important critiques of Eurocentrism and progress in Western critical education, demonstrating how negation as suspension circumvents these errors through its accommodation of—or, better, insistence on—variegated temporalities and forms of life.