Epitaxial Growth of Silicon by Vacuum Sublimation
SINGLE crystal layers of silicon up to several μ thick have been deposited on to a heated single crystal silicon substrate from a sublimating source. We believe we can grow good epitaxial crystals at a lower growing temperature than previous experiments1 by reducing the growth rate in a good vacuum free from contamination.
Epitaxial Growth of Silicon by Vacuum Evaporation
SINGLE crystal layers of silicon up to 50µ thick have been deposited on to a heated single crystal silicon substrate. Reflexion electron diffraction of the deposited layer showed Kikuchi lines indicating a high order of crystalline perfection. PN junctions with a maximum reverse breakdown of voltage in excess of 300 V. have been made. The conventional bevelling and staining techniques1 showed a sharp junction between the deposited layer and the substrate. Maximum resistivities of 10 Ω-cm. for P-type and 3 Ω-cm. for N-type layers have been obtained.
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.