Search results

This paper aims to investigate the usability of the nickel copper zinc ferrite with the composition Ni_0.4Cu_0.2Zn_0.4Fe_1.98O_3.99 for the realization of high-temperature multilayer coils as discrete components and integrated, buried function units in low temperature cofired ceramics (LTCC).

LTCC tapes were cast and test components were produced as multilayer coils and as embedded coils in a dielectric tape. Different metallization pastes are compared. The properties of the components were measured at room temperature and higher temperature up to 250°C. The results are compared with simulation data.

The silver palladium paste revealed the highest inductance values within the study. The measured characteristics over a frequency range from 1 MHz to 100 MHz agree qualitatively with the measurements obtained from toroidal test samples. The inductance increases with increasing temperature and this influence is lower than 10%. The characteristic of embedded coils is comparable with this of multilayer components. The effective permeability of the ferrite material reaches values around 130.

The research results based on a limited number of experiments; therefore, the results should be verified considering higher sample sizes.

The results encourage the further investigation of the material Ni_0.4Cu_0.2Zn_0.4Fe_1.98O_3.99 for the use as high-temperature ferrite for the design of multilayer coils with an operation frequency in the range of 5-10 MHz and operation temperatures up to 250°C.

It is demonstrated for the first time, that the material Ni_0.4Cu_0.2Zn_0.4Fe_1.98O_3.99 is suitable for the realization of high-temperature multilayer coils and embedded coils in LTCC circuit carriers with high performance.

Enculturation is a central and defining idea within socioculturally minded research that informs the design of school learning environments. Now, three decades since the idea has emerged in the field, the authors believe it is time to reflect on it because of several ambiguities that have emerged from its use, which is the purpose of this study

The authors carried out a metasynthesis of learning scientists’ school enculturation discourse. This included reviewing the concept within 84 articles found in six leading and relevant learning sciences journals.

This study’s findings show that school enculturation discourse is divided between those that view it unidirectionally, bidirectionally or both, and that three reifications of associated cultures (authentic, designed and traditional) together with various conduits frame the way learning environments are designed to facilitate enculturation.

This metasynthesis can help advance sociocultural research in schools by clarifying the meaning and conceptualization of a central idea in the field.

This study can help teachers and educational researchers clarify the role that culture has in the designs of their learning environments.

Culture is a vital facet of learning; designers of learning environments need to understand the way culture interplays with learning.

As this research shows, current school enculturation discourse is vague and often appears to be applied inconsistently. It is vital for any field to reflect on its own discourse to sharpen the conceptual tools that it uses so that it can advance.