Browsing by Author "黃筱嵐"

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    原子島在金屬/半導體介面的成長研究 (以鈷/銀/鍺(111)為例)
    (2012) 黃筱嵐; Xiao-Lan Huang
    The thermal reaction of Co on Ag/Ge(111)-(√3×√3)/(4×4) phases was studied by scanning tunneling microscopy, low energy electron diffraction, and Auger electron spectroscopy. Firstly, we address on the controversies over the chemical composition of Co islands by examining the thermal reaction of Co on "Ag/Ge(111)-" √3×√3 phase, as well as the coexisting Ag/Ge(111)-4×4 phase. From the study, one finds that Ag atoms shift from (4×4) phase to (√3×√3) phase because of the interaction between Co and the surface. The fact suggests that it is on the surface where Ag-less phase (4×4) transforms into Ag-richer phase (√3×√3). Secondly, we proof that (√13×√13) periodicity is composed of Co-Ge alloy, whereas (2×2) periodicity is composed of pure Co. Thirdly, we realize that it is "Ag/Ge(111)-" √3×√3 preventing Co from diffusing into substrate when annealing the surface at the temperature between 320 K and 730 K. It is known that Co"-" 2×2 islands grown on Ag/Ge(111)-√3×√3 surface are in hcp structure with a (11-20) orientation. The island evolution involves the shape transformation of a unit cell from parallelogram into rectangular. Meanwhile, the shape of the island shifts from hexagonal to stripe. In additions, it is identified that Co-2×2 islands grow along two crystallographic directions: pseudo-[0001] and pseudo-[1-100]. We observe a lateral shift between the topmost and the underlying bilayers for islands which grow along pseudo-[0001] direction. On the other hands, no lateral shift is perceived for those growing along pseudo-[1-100] direction. In terms of the strain–relaxation of Co-2×2 islands grown on Ag/Ge(111)-√3×√3 surface, we analyze the images taken by scanning tunneling microscopy. From the studies, one realizes a common fact that Co"-" 2×2 islands adopt a more compact arrangement than Ge(111) substrate does, whereas each Co-2×2 island is different in the degree of atomic compactness. Yet, we do not observe any distinct relationship between strain–relaxation and the island height. In addition, we identify three different groups of islands from analyzing the correspondence between the strain–relaxation and the island size: (i) small islands (less than 80 nm2) with fixed inter-row distances in high atomic compactness, (ii) small islands with unfixed inter-row distances, and (iii) big islands (bigger than 80 nm2) with fixed inter-row distances in less compact atomic arrangement, as compared to the first two groups. Based on the obtained information, we propose the model that explains the relationship between the strain–relaxation and the island size. Regarding electronic structure, we study "Ag/Ge(111)-" 4×4 phase, "Ag/Ge(111)-" √3×√3 phase, Co"-" 2×2 island, and "CoxGey-" √13×√13 island by means of scanning tunneling spectroscopy at room temperature. Similar to the one acquired from "Ge(111)-c" 2×8, the spectrum obtained from Ag/Ge(111)-4×4 structure reveals a shoulder at 0.7 V, which indicates that Ge adatoms were donated to the electronic states of the Ag-driven phase. However, the electronic spectrum taken from the "CoxGey-" √13×√13 island shows a large number of peaks, which indicates the complex bonding between "CoxGey-" √13×√13 island and the substrate. In addition, the spectra obtained from the Co-2×2 island grown on the step demonstrate a number of peaks at negative sample bias, which is different comparing to those taken from the Co-2×2 island located on the terrace. The phenomenon explains the various Co-substrate interactions, which are accompanied with the growth of Co islands at different areas of the stepped surface.
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    看見創意的彩虹-三位國小班級經營創意教師之生涯發展與班級經營創意歷程之探析
    (2011) 黃筱嵐; Hsiao-Lan Huang
    本研究旨在探討班級經營創意教師之生涯發展規劃，以了解他們過去、現在、未來之生涯發展脈絡。本研究以深度訪談作為主要之研究方法，研究參與者為三位獲選為「桃園縣班級經營創意獎」之教師，分從「個人特質」、「生涯歷程」、「班級經營創意歷程」等三個面向探討之。 本研究主要發現及所得結論如下： 一、班級經營創意教師個人特質方面： (一) 具有專注投入、堅持到底、接受開放經驗之創意人格特質。 (二) 重視自我反省，並透析自己內在想法。 (三) 背後動機都是具有不斷追求突破的人生價值觀。 二、班級經營創意教師生涯歷程方面： (一) 原生家庭教養方式造就創意教師堅毅、喜歡挑戰的人格特質。 (二) 不同學歷畢業的創意教師其生涯發展規劃有所不同。 (三) 教學實務經驗比專業知識更有助於生涯發展。 (四) 重要他人與幸福家庭對生涯發展產生穩定力量，亦影響教學信念。 三、班級經營創意教師之班級經營創意歷程方面： (一) 先建立班級常規再運用鼓勵方式激發學生的榮譽心。 (二) 提供不同的創作舞台讓學生展現個人創意，此也有助於提升教師之 教學成就感。 (三) 教學內在動機強烈使創意教師更投入於班級經營。