Optimum transit angles of millimeter-wave Si IMPATT diodes
Optimum transit angles for maximum output power in the millimeter-wave IMPATT diodes are calculated analytically by considering the carrier diffusion process through the space-charge region. It is found that the optimum transit angle decreases, as the space-charge layer width reduces. The theoretical results show satisfactory agreement with the previously published experimental results for Si p+-n-n+abrupt junction diodes.
Ion-implanted complementary IMPATT diodes for D-band
Complementary silicon single-drift-region IMPATT diodes designed to operate above 100 GHz have been fabricated with ion-implanted dopant profiles. Continuous-wave output powers of 140 mW with 2.8-percent conversion efficiencies were obtained at 142 GHz.
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.