From the Publisher: 
A Question of Identity 
Life on the Screen is a fascinating and wide-ranging investigation of the impact of computers and networking on society, peoples' perceptions of themselves, and the individual's relationship to machines. Sherry Turkle, a Professor of the Sociology of Science at MIT and a licensed psychologist, uses Internet MUDs (multi-user domains, or in older gaming parlance multi-user dungeons) as a launching pad for explorations of software design, user interfaces, simulation, artificial intelligence, artificial life, agents, "bots," virtual reality, and "the on-line way of life." 
Turkle's discussion of postmodernism is particularly enlightening. She shows how postmodern concepts in art, architecture, and ethics are related to concrete topics much closer to home, for example AI research (Minsky's "Society of Mind") and even MUDs (exemplified by students with X-window terminals who are doing homework in one window and simultaneously playing out several different roles in the same MUD in other windows). Those of you who have (like me) been turned off by the shallow, pretentious, meaningless paintings and sculptures that litter our museums of modern art may have a different perspective after hearing what Turkle has to say. 
This is a psychoanalytical book, not a technical one. However, software developers and engineers will find it highly accessible because of the depth of the author's technical understanding and credibility. Unlike most other authors in this genre, Turkle does not constantly jar the technically-literate reader with blatant errors or bogus assertions about how things work. Although I personally don't have time or patience for MUDs,view most of AI as snake-oil, and abhor postmodern architecture, I thought the time spent reading this book was an extremely good investment.

스크린 위의 삶 = Life on the screen : identity in the age of the internet

Power semiconductor devices are key components in power conversion systems. Silicon carbide (SiC) has received increasing attention as a wide-bandgap semiconductor suitable for high-voltage and low-loss power devices. Through recent progress in the crystal growth and process technology of SiC, the production of medium-voltage (600?1700 V) SiC Schottky barrier diodes (SBDs) and power metal?oxide?semiconductor field-effect transistors (MOSFETs) has started. However, basic understanding of the material properties, defect electronics, and the reliability of SiC devices is still poor. In this review paper, the features and present status of SiC power devices are briefly described. Then, several important aspects of the material science and device physics of SiC, such as impurity doping, extended and point defects, and the impact of such defects on device performance and reliability, are reviewed. Fundamental issues regarding SiC SBDs and power MOSFETs are also discussed.

https://iopscience.iop.org/article/10.7567/JJAP.54.040103/pdf

Material science and device physics in SiC technology for high-voltage power devices

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/pdf/action-criticism-and-theory-for-music-education-4gbuv2qcjh.pdf

Action, Criticism and Theory for Music Education

If a curriculum in higher education is understood to be an educational vehicle to promote a student's development, and if a curriculum in higher education is also understood to be built in large part around a project of knowledge, then the issue arises as to the links between knowledge and student being and becoming. A distinction is made here between knowing as such and coming to know, with the focus on the latter. It is argued that the process of coming to know can be edifying: through the challenges of engaging over time with disciplines and their embedded standards, worthwhile dispositions and qualities may develop, the worthwhileness arising through the formation of ‘epistemic virtues’. Examples of such dispositions and qualities are identified, with differences between dispositions, on the one hand, and qualities, on the other hand, being observed. Educational implications of understanding the nurturing of student being in this way are sketched, with a set of 10 principles offered for curricula and ...

Knowing and becoming in the higher education curriculum

Evidence suggesting that the growth of civic roots in adolescence may be crucial to the long-term development of citizenship has stimulated research into factors that might influence civic development during this time. One interesting finding to emerge from that exploration is the apparent importance of discussion to the development of civic competence. Adolescents who discuss politics and current events with their parents, peers, or teachers tend to score higher than other youth on measures of civic behaviors, attitudes, and skills. They develop higher levels of political knowledge, show greater intention to vote in the future, and do better on a range of civic outcomes from petitioning and boycotting to raising money for charities and participating in community meetings (Torney-Purta et al. 2001; Andolina et al. 2003).

https://www.jstor.org/stable/pdfplus/20452003.pdf

The Influence of Family Political Discussion on Youth Civic Development: Which Parent Qualities Matter?

Using electron paramagnetic resonance (EPR), energy levels of the carbon vacancy (V(C)) in 4H-SiC and its negative-U properties have been determined. Combining EPR and deep-level transient spectroscopy we show that the two most common defects in as-grown 4H-SiC--the Z(1/2) lifetime-limiting defect and the EH(7) deep defect--are related to the double acceptor (2-|0) and single donor (0|+) levels of V(C), respectively.

/pdf/negative-u-system-of-carbon-vacancy-in-4h-sic-3bksqib23c.pdf

Negative-U System of Carbon Vacancy in 4H-SiC

In 1962 Theodor Adorno published the article ‘The Theory of HalfEducation’. There he abandoned the hope that education for humanity—he used the term Bildung—could retain its normative power in our time. When educative experiences are products of the culture industry, when humanity has become a cheap political phrase, and when freedom is turned into an advertisement for Coca-Cola, then we live in the age of Halbbildung or half-culture. Adorno lambastes his own age for a cheap consumerism given over to the half-experienced and half-digested. This is bad enough as a contemporary diagnosis. Even worse is the fact that the prime source of German culture, the magnificent heritage of Weimar classicism in literature and philosophy, has dried up as well. Adorno maintains that this heritage has from its beginnings been coagulating into the half-cultured posturing of the German bourgeoisie—a Bürgertum rapidly deteriorating into a petty bourgeoisie, a Kleinbürgertum. This bourgeoisie has pursued selfassurance without a self and aesthetic style without taste, entrapped in cultural arrogance and dull conformism. ‘In the ideal ofBildung’, Adorno writes, ‘which sets culture on a pedestal, the dubious nature of culture shows through’ (Adorno, 1962, p. 93). Even as he appreciates Friedrich Schiller’s original vision of Bildung, he rejects the core content of German neo-humanism—that is, the ideal of the self-education of a bourgeoisie that saw its own inherent values as the true fount of wisdom and power. Adorno wrote in the transition from industrial society to the information society. His critique implicitly refers to the specific German history of a misfired revolution in 1848, the failure of democracy and the withdrawal of the educated classes from public and political responsibility between the world wars. In a collection of essays, The Transparency of Evil, Jean Baudrillard paints a garish picture of the information society we live in. Now narcissists and buffoons present half-culture in distorted mirror images that turn every pretension towards the education of character into a mere sham. In Baudrillard’s postmodern universe the cultivated self is not lost. It is rather recycled in the infinite reproduction of surfaces— the self as simulacrum. ‘We live’, Baudrillard writes in 1993, ‘amid the interminable reproduction of ideals, phantasies, images Journal of Philosophy of Education, Vol. 36, No. 3, 2002

Introduction: Bildung and the idea of a liberal education

(1990) Postmodernism and Subjectivity The Humanistic Psychologist: Vol 18, Psychology and Postmodernity, pp 105-119

Postmodernism and Subjectivity

Preface. Acknowledgements. 1. Introduction: Bildung and the idea of a liberal education: Lars Lovlie and Paul Standish. 2. Bildung and the Thinking of Bildung: Sven Erik Nordenbo. 3. The Idea of a Universal Theory of Education -- an Impossible but Necessary Project?: Michael Uljens. 4. How General Can Bildung Be? Reflections on the Future of a Modern Education Ideal: Gery Biesta. 5. Bildung and Critical Theory in the Face of Postmodern Education: Ilan Gur--Zea ev. 6. On Irritation and Transformation: A--teleological Bildung and its Significance for the Democratic Form of Living: Roland Reichenbach. 7. Beyond the Present State of Affairs: Bildung and the Search for Orientation in Rapidly Transforming Societies: Halmut Peukert. 8. The Double Call: on Bildung in a literary and reflective perspective: Klaus Peter Mortensen. 9. Modernising Media or Modernist Medium? The Struggle for Liberal Oearning in Our Information Age: Rene V. Arcilla. 10. The Promise of Bildung: Lars Lovlie. 11. Illusion -- How Friedrich Schiller Can Cast Light on Bildung: Hansjorg Hohr. Bibliography. Index.

Lars Løvlie

Papers

Negative-U System of Carbon Vacancy in 4H-SiC

Introduction: Bildung and the idea of a liberal education

Postmodernism and Subjectivity

Educating Humanity: Bildung in Postmodernity

The Promise of Bildung