Influences of annealing on residual stress and structure of HfO2 films

HfO2 Elms are deposited on BK7 glass substrates by electron beam evaporation. The influences of annealing between 100 degrees C and 400 degrees C on residual stresses and structures of HfO2 films are studied. It is found that little differences of spectra, residual stresses and structures are obtained after annealing at lower temperatures. After annealing at higher temperatures, the spectra shift to short wavelength, the residual stress increases with the increasing annealing temperature. At the same time, the crystallite size increases and interplanar distance decreases. The variations of optical spectra and residual stress correspond to the evolutions of structures induced by annealing.

Influence of ytterbia content on residual stress and microstructure of Y2O3-ZrO2 thin films prepared by EB-PVD

Y2O3 stabilized ZrO2 (YSZ) thin films with different Y2O3 molar contents (0, 3, 7, and 12 mol%) are deposited on BK7 substrates by electron-beam evaporation technique. The effects of different Y2O3 contents on residual stresses and structures of YSZ thin films are studied. Residual stresses are investigated by means of two different techniques: the curvature measurement and x- ray diffraction method. It is found that the evolution of residual stresses of YSZ thin films by the two different methods is consistent. Residual stresses of films transform from compressive stress into tensile stress and the tensile stress increases monotonically with the increase of Y2O3 content. At the same time, the structures of these films change from the mixture of amorphous and monoclinic phases into high temperature cubic phase. The variations of residual stress correspond to the evolution of structures induced by adding of Y2O3 content.

El mindfulness como herramienta educativa para desarrollar las competencias emocionales

[es] Este trabajo presenta una intervención educativa realizada en una Ikastola del País Vasco. Su propósito es atender las necesidades que en el ámbito de la educación emocional presentan los niños y niñas de la escuela de primaria. Con este punto de partida, el objeto de estudio se sitúa en la técnica del mindfulness como herramienta educativa para el desarrollo de las competencias emocionales. El proceso de elaboración de la propuesta ha requerido buscar información sobre el objeto de estudio y elaborar un diagnóstico de necesidades a partir del cual concretar los objetivos de la intervención. Entre los resultados obtenidos cabe destacar que el alumnado participante ha sido capaz de identificar y verbalizar diferentes sentimientos y emociones con las que ha entrado en contacto en la práctica del mindfulness.