Linear transconductor with flipped voltage follower in 130 nm CMOS

This paper presents a modified design method for linear transconductor circuit in 130 nm CMOS technology to improve linearity, robustness against process induced threshold voltage variability and reduce harmonic distortion. Source follower in the adaptively biased differential pair (ABDP) linear transconductor circuit is replaced with flipped voltage follower to improve the efficiency of the tail current source, which is connected to a conventional differential pair. The simulation results show the performance of the modified circuit also has better speed, noise performance and common mode rejection ratio compared to the ABDP circuit.

Flipped symmetry potential in heavy-ion collisions

Within the IBUU transport model, flipping of the symmetry potential in heavy-ion collisions is studied. It is found that there exist flipping of the symmetry potential in the isospin fractionation, the single neutron to proton ratio, the double neutron to proton ratio and the neutron-proton differential flow from lower to higher incident energies. The flipping of the symmetry potential results from the change of the relative magnitude of the hard and soft symmetry energies at lower and higher densities. Future observations of the flipped symmetry potential in experiment will help the study of the density-dependent symmetry energy.

The four I-model for scaffolding the professional development of experienced teachers in the use of virtual learning environments for classroom teaching.

Models of professional development for teachers have been criticized for not being embedded in the context in which teachers are familiar, namely their own classrooms. This paper discusses an adapted-Continuous Practice Improvement model, which qualitative findings indicate was effective in facilitating the transfer of creative and innovative teaching approaches from the expert or Resident Teacher’s school to the novice or Visiting Teachers’ classrooms over the duration of the project. The cultural shift needed to embed and extend the use of online teaching across the school was achieved through the positive support and commitment of the principals in the Visiting Teachers’ schools, combined with the success of the professional development activities offered by the Visiting Teachers to their school-based colleagues.