Since its inception in 1966, the series of numbered volumes known as Semiconductors and Semimetals has distinguished itself through the careful selection of well-known authors, editors, and contributors. The "Willardson and Beer" Series, as it is widely known, has succeeded in publishing numerous landmark volumes and chapters. Not only did many of these volumes make an impact at the time of their publication, but they continue to be well-cited years after their original release. Recently, Professor Eicke R. Weber of the University of California at Berkeley joined as a co-editor of the series. Professor Weber, a well-known expert in the field of semiconductor materials, will further contribute to continuing the series' tradition of publishing timely, highly relevant, and long-impacting volumes. Some of the recent volumes, such as Hydrogen in Semiconductors, Imperfections in III/V Materials, Epitaxial Microstructures, High-Speed Heterostructure Devices, Oxygen in Silicon, and others promise that this tradition will be maintained and even expanded.
Reflecting the truly interdisciplinary nature of the field that the series covers, the volumes in Semiconductors and Semimetals have been and will continue to be of great interest to physicists, chemists, materials scientists, and device engineers in modern industry.

Published in 1985. Dialogue between teacher and pupil is a crucial factor in the learning experience. This book questions the role of language as a 'natural' vehicle for learning and considers how it may, in fact, hinder communication. In a detailed examination of day-to-day language practices across a range of subjects, including English, History, Maths and Remedial teaching, in a particular comprehensive school, Robert Hull develops a powerful and coherent critique of the closed and limiting nature of the language employed by classroom teachers. By analysing the texts of school knowledge - worksheets, textbooks and teacher's talk - and relating pupils' views and responses to teachers' intentions and attitudes, he indicates how pupils are denied access to that knowledge, and prevented from sharing their own, by those very practices which are intended to facilitate learning - talk which actually gets in the way of learning. Written by a schoolteacher for schoolteachers, this book should help any training or practising teacher in the primary or secondary context concerned with the crucial relationship between language and learning to develop an alternative approach, and so make better sense in the classroom.

Published in 1985. Dialogue between teacher and pupil is a crucial factor in the learning experience. This book questions the role of language as a 'natural' vehicle for learning and considers how it may, in fact, hinder communication. In a detailed examination of day-to-day language practices across a range of subjects, including English, History, Maths and Remedial teaching, in a particular comprehensive school, Robert Hull develops a powerful and coherent critique of the closed and limiting nature of the language employed by classroom teachers. By analysing the texts of school knowledge - worksheets, textbooks and teacher's talk - and relating pupils' views and responses to teachers' intentions and attitudes, he indicates how pupils are denied access to that knowledge, and prevented from sharing their own, by those very practices which are intended to facilitate learning - talk which actually gets in the way of learning. Written by a schoolteacher for schoolteachers, this book should help any training or practising teacher in the primary or secondary context concerned with the crucial relationship between language and learning to develop an alternative approach, and so make better sense in the classroom.

Published in 1988, this book is a teacher's eye view of how children come to write and rewrite poems, and of how they make aesthetic choices in their writing. Drawing on over twenty years' experience of teaching poetry in primary and secondary schools, Robert Hull presents a detailed account of the process of writing poetry in the classroom. The reader is invited, almost in confidence, to be witness to a skilled teacher's planning, recognition, and definition of children's emergent understanding and expertise. The author adopts a non-behaviourist model which stresses difficulty and uncertainty, rejecting a simplistic assumption of linear progression, predictability of outcome, and short-term results. The many examples of poems written by the children demonstrate in a very vivid and impressive way the value of this approach. All teachers, not just of poetry, will find this a fascinating and informed study, and an inspiration for their own work in the classroom.

Published in 1988, this book is a teacher's eye view of how children come to write and rewrite poems, and of how they make aesthetic choices in their writing. Drawing on over twenty years' experience of teaching poetry in primary and secondary schools, Robert Hull presents a detailed account of the process of writing poetry in the classroom. The reader is invited, almost in confidence, to be witness to a skilled teacher's planning, recognition, and definition of children's emergent understanding and expertise. The author adopts a non-behaviourist model which stresses difficulty and uncertainty, rejecting a simplistic assumption of linear progression, predictability of outcome, and short-term results. The many examples of poems written by the children demonstrate in a very vivid and impressive way the value of this approach. All teachers, not just of poetry, will find this a fascinating and informed study, and an inspiration for their own work in the classroom.

Poetry - From Reading to Writing covers the process of writing poetry, from reading poems through to writing them. It is intended particularly for teachers at key stage 2 level, but other teachers will also find it valuable. It is clearly and accessibly written and jargon-free. In providing a wealth of practical ideas and activities preparing for the writing of poems, the book also stresses the use of talk, improvised drama and the reading and performance of poems. The author, who has published four collections of poetry, uses his own work and the work of others to explore how creative readings of poems can spark a child's imagination and lead to original writing. Pupils are encouraged throughout the book to explore different forms of poetry, including:

This book can be used by both pupils and teachers, and contains motivating tasks and tips to build pupils' confidence in poetry writing. Explicit links are made throughout to the latest primary framework for literacy, making this an invaluable resource for all practising and trainee teachers who wish to teach poetry in the classroom in a creative and enjoyable way.

Poetry From Reading to Writing covers the process of writing poetry, from reading poems through to writing them. It is intended particularly for teachers at key stage 2 level, but other teachers will also find it valuable. It is clearly and accessibly written and jargon-free. In providing a wealth of practical ideas and activities preparing for the writing of poems, the book also stresses the use of talk, improvised drama and the reading and performance of poems. The author, who has published four collections of poetry, uses his own work and the work of others to explore how creative readings of poems can spark a child s imagination and lead to original writing. Pupils are encouraged throughout the book to explore different forms of poetry, including:

This book can be used by both pupils and teachers, and contains motivating tasks and tips to build pupils confidence in poetry writing. Explicit links are made throughout to the latest primary framework for literacy, making this an invaluable resource for all practising and trainee teachers who wish to teach poetry in the classroom in a creative and enjoyable way.

The mechanical properties of small volumes of materials such as thin films and patterned structures can be very different from the mechanical properties of those same materials in bulk. Many explanations of the mechanical behaviors of such small volumes have depended on simplified models of dislocation behavior. However, recent developments in dislocation modeling have made it possible to understand dislocation behavior in much more detail than before. A wide range of topics is presented in these proceedings, including mechanisms of plastic deformation in heteroepitaxial, multilayered and polycrystalline thin films, as well as three-dimensional mesostructures such as epitaxial islands, semiconducting devices and microcrystallites. Experimental, theoretical and numerical simulations are addressed. Topics include: dislocation and deformation mechanisms in thin metal films and multilayers; discrete dislocations - observations and simulations; dislocations and deformation mechanisms in thin films and small structures; dislocations in small structures; dislocations and deformation in epitaxial layers; dislocation fundamentals -observations, calculations and simulations.

This scarce antiquarian book is a selection from Kessinger Publishing's Legacy Reprint Series. Due to its age, it may contain imperfections such as marks, notations, marginalia and flawed pages. Because we believe this work is culturally important, we have made it available as part of our commitment to protecting, preserving, and promoting the world's literature. Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone!

High Tide is a collection of the best of my poems for children written since 2002. This is a book of very accessible, crafted poetry for children of seven years old and upwards, with a balance of rhyming poems and non-rhyming poems, amusing poems and serious poems. It ranges from pieces about animals and nature to poems about space, school, and family. It includes some nonsense and riddles, and two long story poems.

The MRS Symposium Proceeding series is an internationally recognised reference suitable for researchers and practitioners.