Numerical analysis of thermally actuated magnets for magnetization of superconductors

Superconductors, such as YBCO bulks, have extremely high potential magnetic flux densities, comparing to rare earth magnets. Therefore, the magnetization of superconductors has attracted broad attention and contribution from both academic research and industry. In this paper, a novel technique is proposed to magnetize superconductors. Unusually, instead of using high magnetic fields and pulses, repeatedly magnetic waves with strength of as low as rare earth magnets are applied. These magnetic waves, generated by thermally controlling a Gadolinium (Gd) bulk with a rare earth magnet underneath, travel over the flat surface of a YBCO bulk and get trapped little by little. Thus, a very small magnetic field can be used to build up a very large magnetic field. In this paper, the modelling results of thermally actuated magnetic waves are presented showing how to transfer sequentially applied thermal pulses into magnetic waves. The experiment results of the magnetization of YBCO bulk are also presented to demonstrate how superconductors are progressively magnetized by small magnetic field © 2010 IOP Publishing Ltd.

Statistics anxiety, trait anxiety, learning behavior, and academic performance

The present study investigated the relationship between statistics anxiety, individual characteristics (e.g., trait anxiety and learning strategies), and academic performance. Students enrolled in a statistics course in psychology (N=147) filled in a questionnaire on statistics anxiety, trait anxiety, interest in statistics, mathematical selfconcept, learning strategies, and procrastination. Additionally, their performance in the examination was recorded. The structural equation model showed that statistics anxiety held a crucial role as the strongest direct predictor of performance. Students with higher statistics anxiety achieved less in the examination and showed higher procrastination scores. Statistics anxiety was related indirectly to spending less effort and time on learning. Trait anxiety was related positively to statistics anxiety and, counterintuitively, to academic performance. This result can be explained by the heterogeneity of the measure of trait anxiety. The part of trait anxiety that is unrelated to the specific part of statistics anxiety correlated positively with performance.