DOCSLIB.ORG

Electronic Switching in Phase-Change Materials

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Electronic Switching in Phase-Change Materials Electronic switching in phase-change materials Von der Fakult¨atf¨urMathematik, Informatik und Naturwissenschaften der RWTH Aachen University zur Erlangung des akademischen Grades eines Doktors der Naturwissenschaften genehmigte Dissertation vorgelegt von Diplom-Physiker Gunnar Bruns aus Telgte Berichter: Univ.-Prof. Dr.rer.nat. Matthias Wuttig Univ.-Prof. Dr.-Ing. Rainer Waser Tag der m¨undlichenPr¨ufung:31.01.2012 Diese Dissertation ist auf den Internetseiten der Hochschulbibliothek online verf¨ugbar. Acknowledgements An interdisciplinary work like this de- have been advisors in all fields of physics. mands for perfect interplay between dif- Regarding phase-change switching effects ferent affiliations and people with different and resistance drift Daniel Krebs was an in- aims and different ways of thinking and dispensable discussion partner. working. I am grateful to all those people A close and fruitful teamwork with my which have enabled the fast and successfully three diploma students, Martin Wimmer, progressing projects of my work. Karsten Fleck, and R¨udigerSchmidt, has I acknowledge the opportunity to con- lead to exciting experiments and results tribute to the fascinating field of phase- which can be found all over this work. change material research which has been Stephan Hermes skills and his commitment made possible by my PhD-advisor Matthias maintains our equipment, and therefore, se- Wuttig. I would like to thank Rainer Waser, cures a failure free work environment. The the second advisor of this work, for the fruit- precise and fast work of our team in the ful projects with his department. mechanical and electronic workshops, espe- The custom made setups which have been cially Axel Gross, Franz Neus, and Gert build in this work have been created to- Kirchhoff, were indispensable for the relia- gether with Carl Schlockermann in a close bility of the custom made setups. Ralf De- and complementary work. Philipp Merkel- temple, Sarah Schlenter, and Josefine Elbert bach has developed and performed most of enabled a simple and productive manage- the lithographic processes. He and Peter ment of fundings, equipment acquisitions, Zalden were great office mates, and they and all other aspects of administrations. were the first address to discuss new results Special topics and aspects of this thesis and to solve problems. have been discussed with Janika Boltz, Peter The Qimonda project allowed a close con- Jost, Andreas Kaldenbach, Michael Klein, nection to Jan Boris Philipp, Thomas Happ, Anja K¨onig, Stephan Kremers, Dominic and Michael Kund. This project was a per- Lencer, Jennifer Luckas, Hanno Volker, and fect example for an industry-university joint Michael Woda. venture and was a driving force towards the results of this thesis. I'd like to thank my family and all my friends Martin Salinga and Daniel Wamwangi for their support. III Abstract Phase-change materials (PCM) possess regarding the memory switching speed in a unique property contrast between their phase-change memory will be presented in crystalline and amorphous phases. Differ- this work, and reveal that the phase tran- ences in resistivity of some orders of magni- sitions can be accomplished within a few tude can be observed between both phases. nanoseconds. This demonstrates the poten- Also, the reflectivity shows a remarkable tial of PCMs to compete with DRAM in contrast, and it allows the application of terms of speed. thin phase-change layers in optical media, The second topic in this work are tran- such as CD, DVD and Bluray disk, to enable sient phenomena, like threshold switching, rewritable storage of information. Although which occur when PCMs are treated with both phases are stable for decades at room electrical pulses. Threshold switching de- temperature, it is possible to switch between scribes a sudden decrease of the material's the phases in nanoseconds at elevated tem- resistivity. This effect can be observed in peratures. This striking combination of sta- amorphous PCMs, if the applied electrical bility and rapid transition, together with the field exceeds a threshold value. In this pronounced resistivity contrast, make PCMs work, results will be presented which de- one of the most promising candidates for scribe both the resistance drop during the future, non-volatile, electronic memory. In threshold switching and the life time of this this work, three physical aspects concern- high conductive state. While present pub- ing such a memory have been investigated lications use a characteristic field strength using custom made setups to cope with the for each PCM to describe the occurrence challenges of sub-nanosecond timescales and of the threshold switch, the results of this resistances of hundreds of Gigaohms. work suggest the definition of a field depen- Speed limitations of write and rewrite op- dent delay time, which predicts the sudden erations are a crucial topic, if PCMs shall be change of conductivity. able to compete with the established con- Besides the extraordinary behavior of cepts in electronic devices. Two classes of disordered semiconductors at high electric storage devices are used in modern computer fields, there is a further effect at low fields, systems, so far. On the one hand, there is which has a tremendous influence on phase- the fast, but volatile memory close to the change memory applications: the resistance processor unit, like the dynamic (DRAM) drift. This effect describes the time depen- and the static (SRAM) random access mem- dent increase of the resistivity of amorphous ory. On the other hand, there are slower, but PCMs. In this work, experimental data will non-volatile storages, like hard disk drive, be presented which demonstrate the similar- flash, and optical media. In terms of speed, ity of this effect in both unstructured films there is a gap of several orders of mag- and memory devices. These data have been nitude between memory and storage con- used to modify an existing model which ex- cepts. Phase-change memory could close plains the drift's origin. The reported de- this gap and establish a new storage class pendency of the drift behavior on the activa- memory, and maybe, even allow to build tion energy for conduction can be confirmed a non-volatile memory device, which could and a new aspect of this dependency will be replace the volatile DRAM. Investigations presented. IV Kurzfassung Ubersetzung¨ des englischen Originaltitels: Elektronisches Schalten in Phasenwech- selmaterialien. Phasenwechselmaterialien (PCM) be- gibt es die schnellen, aber fl¨uchtigen Ar- sitzen einen einzigartigen Kontrast physi- beitsspeicher (memory), wie DRAM (dy- kalischer Eigenschaften zwischen ihrer namic random access memory) und SRAM kristallinen und amorphen Phase. So un- (static random access memory). Zum terscheidet sich der spezifische Widerstand anderen sind da die langsameren, aber beider Phasen in manchen Materialien um nicht fl¨uchtigen Speicher (storage), wie Fest- mehrere Gr¨oßenordnungen. Ebenso gibt platte, Flash und optische Medien. Unter es einen beachtlichen Kontrast im Reflexi- dem Blickwinkel der Geschwindigkeit klafft onsverm¨ogen, der bereits industrielle An- eine L¨ucke von mehrerer Gr¨oßenordnun- wendung gefunden hat: in optischen Me- gen zwischen den Konzepten Arbeitsspe- dien wie CD, DVD und Bluray Disks icher und Langzeitspeicher. Phasenwechsel- erm¨oglichen d¨unne Schichten aus PCM Speicher k¨onnten diese L¨ucke schließen eine mehrfach wiederbeschreibbare Daten- und eine neue Speicherklasse (storage speicherung. Und obwohl beide Phasen class memory) schaffen und eventuell an Raumtemperatur f¨ur Jahrzehnte sta- sogar einen nicht fl¨uchtigen Arbeitsspe- bil sind, ist es bei h¨oherenTemperaturen icher erm¨oglichen, der den fl¨uchtigen DRAM m¨oglich, innerhalb von Nanosekunden zwis- ersetzt. In dieser Arbeit werden Un- chen den Phasen zu wechseln. Diese er- tersuchungen der Schaltgeschwindigkeiten staunliche Kombination von Stabilit¨atund in Phasenwechsel-Speichern pr¨asentiert, die schnellen Uberg¨angen,gemeinsam¨ mit dem belegen, dass der Phasen¨ubergang inner- ausgepr¨agten Eigenschaftskontrast, macht halb weniger Nanosekunden stattfinden PCMs zu einem vielversprechenden Kandi- kann. Dies demonstriert das Potential der daten f¨urzuk¨unftige,nicht fl¨uchtige, elek- PCMs unter dem Gesichtspunkt der Schalt- tronische Speicher. In dieser Arbeit wur- geschwindigkeit mit dem DRAM mithalten den drei physikalische Aspekte solcher Spe- zu k¨onnen. icher untersucht, wof¨urspeziell angefertigte Das zweite Thema dieser Arbeit sind die Messpl¨atzegeschaffen wurden, um die Her- Ubergangsph¨anomene,die¨ auftreten, wenn ausforderungen zu meistern, die bei Mes- PCMs hohen elektrischen Feldern ausge- sungen auf der Picosekunden-Skala und mit setzt werden. Das Threshold switch- " Widerst¨anden von mehreren hundert Gi- ing\ beschreibt die pl¨otzliche Abnahme gaohm auftreten. des spezifischen Widerstandes. Dieser Ef- Die Limitierung der Geschwindigkeit von fekt kann in amorphen PCMs beobachtet Schreib- und L¨osch-Operationen ist ein werden, sobald die angelegten Feldst¨arken wesentliches Thema bei der Realisierung auf einen Schwellenwert ¨uberschreiten. In dieser PCMs basierender elektronischer Speicher, Arbeit werden Ergebnisse pr¨asentiert, die die mit den bereits etablierten Konzepten sowohl den Einbruch des Widerstandes mit konkurrieren sollen. Zur Zeit werden dem Threshold switching\ beschreiben, als " zwei Klassen zur Speicherung elektronischer auch die Lebenszeit des damit verbun- Daten in Computern genutzt. Zum einen denen angeregten Zustandes
Load more

Recommended publications
  • Standing up for Equality in Germany’S Schools Standing up for Equality in Germany’S Schools 1
    STANDING UP FOR EQUALITY IN GERMANy’S SCHOOLS STANDING UP FOR EQUALITY IN GERMANy’S SCHOOLS 1 INTRODUCTION No country wants to believe that it is It is clear that children from a “migration failing its children in any way. It is difficult background”1 perform significantly to imagine a government that would not worse at school than their native German support the idea of equal education for counterparts. The term “migration back- all. Germany is no exception. And yet, ground” covers children from families in Germany, children of varied ethnic who are still perceived as “foreigners” and racial backgrounds have vastly because of their racial or ethnic identity, different educational opportunities and even though their families may have experiences. arrived in Germany years ago. This should no longer be a surprise. In 2001, an influential European study shocked Germans with the news that their country, which long had prided itself on its excellent educational system, was at the low end of the compara- tive spectrum. The study, undertaken in 2000 by the Program for International Student Assessment (PISA) (an arm of the Organization for Economic Development and Cooperation (OECD)), showed that German children did poorly in reading, math, and science, in comparison to students from 56 other countries. The PISA study described the deep flaws in the German education system. In particular, it explained that at-risk students—including those of migration, or migrant, backgrounds—performed among the worst in the world. They were more often tracked into the lowest level Hauptschule; they were excluded from the best classrooms; and they had far fewer opportunities to attend Gymnasium, which meant they were not permitted to take the state Abitur examination and attend university.
    [Show full text]
  • Germany's New Security Demographics Military Recruitment in the Era of Population Aging
    Demographic Research Monographs Wenke Apt Germany's New Security Demographics Military Recruitment in the Era of Population Aging 123 Demographic Research Monographs A Series of the Max Planck Institute for Demographic Research Editor-in-chief James W. Vaupel Max Planck Institute for Demographic Research, Rostock, Germany For further volumes: http://www.springer.com/series/5521 Wenke Apt Germany’s New Security Demographics Military Recruitment in the Era of Population Aging Wenke Apt ISSN 1613-5520 ISBN 978-94-007-6963-2 ISBN 978-94-007-6964-9 (eBook) DOI 10.1007/978-94-007-6964-9 Springer Dordrecht Heidelberg New York London Library of Congress Control Number: 2013952746 © Springer Science+Business Media Dordrecht 2014 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifi cally for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center.
    [Show full text]
  • Secondary School
    Secondary school A secondary school is an organization that provides secondary education and the building where this takes place. Some secondary schools provide both lower secondary education and upper secondary education (levels 2 and 3 of the ISCED scale), but these can also be provided in separate schools, as in the American middle and high school system. Secondary schools typically follow on from primary schools and prepare for vocational or tertiary education. Attendance is usually compulsory for students until the age of 16. The organisations, buildings, and terminology are more or less unique in each Tóth Árpád Gimnázium, a secondary school in Debrecen, country.[1][2] Hungary Contents Levels of education Terminology: descriptions of cohorts Theoretical framework Building design specifications Secondary schools by country See also References External links Levels of education In the ISCED 2011 education scale levels 2 and 3 correspond to secondary education which are as follows: Lower secondary education- First stage of secondary education building on primary education, typically with a more subject-oriented curriculum. Students are generally around 12-15 years old Upper secondary education- Second stage of secondary education and final stage of formal education for students typically aged 16–18, preparing for tertiary/adult education or providing skills relevant to employment. Usually with an increased range of subject options and streams. Terminology: descriptions of cohorts Within the English speaking world, there are three widely used systems to describe the age of the child. The first is the 'equivalent ages', then countries that base their education systems on the 'English model' use one of two methods to identify the year group, while countries that base their systems on the 'American K-12 model' refer to their year groups as 'grades'.
    [Show full text]
  • Education, Training, Careers Your Opportunities in NRW a Careers Guide
    Training Market | October 2015 | Education, training, careers Your opportunities in NRW A careers guide Published by Federal Employment Agency Regional Directorate North Rhine-Westphalia Training Market Department Düsseldorf Mr André Bergmann October 2015 www.arbeitsagentur.de References So funktioniert das Schulsystem in NRW: Auszüge aus dem Ministerium für Schule und Weiterbildung des Landes Nordrhein-Westfalen, www.schulministerium.nrw.de Berufsbeschreibungen: Bundesagentur für Arbeit, BERUFENET – revised 20.09.2015 Welcome to North Rhine-Westphalia and to the Employment Agency! You have travelled a long, hard road and are starting to get your bearings in your new home. You have already learned a lot and are discovering something new every day. You want to stand on your own two feet in Germany, learn the language, and work. This brochure will help you to achieve this goal. I know that most of the people that come to us are highly motivated to work. This high level of motivation serves as an excellent basis for becoming successfully established on the labour and training market, and this, in turn, is a key component of social integration. With this brochure, we will highlight to you the opportunities available on the training market in North Rhine-Westphalia (NRW). The smart and successful way to go about this begins with good school-leaving qualifications in conjunction with regulated vocational training in a recognised occupation. The next few pages will explain to you, step by step, how to progress from general schooling in NRW to selecting the right career and making a successful start in training. Following this, the brochure contains descriptions of occupations that offer excellent chances of lasting employment.
    [Show full text]
  • School Sport Facing Digitalisation: a Brief Conceptual Review on a Strategy to Teach and Promote Media Competence Transferred to Physical Education
    Journal of Physical Education and Sport ® (JPES), Vol 19 (Supplement issue 4), Art 206 pp 1424 – 1428, 2019 online ISSN: 2247 - 806X; p-ISSN: 2247 – 8051; ISSN - L = 2247 - 8051 © JPES Original Article School sport facing digitalisation: A brief conceptual review on a strategy to teach and promote media competence transferred to physical education TOBIAS VOGT 1,4, KONSTANTIN REHLINGHAUS 1, DANIEL KLEIN 2,3 1Institute of Professional Sport Education and Sport Qualifications, German Sport University Cologne, GERMANY 2Institute of Sport Didactics and School Sport, German Sport University Cologne, GERMANY 3Institute of Outdoor Sports and Environmental Science, GERMANY 4Faculty of Sport Sciences, Waseda University, JAPAN Published online: July 31, 2019 (Accepted for publication: June 25, 2019) DOI:10.7752/jpes.2019.s4206 Abstract : Digitalisation more and more impacts todays’ everyday life, not least our schools and, thus, pupils. Accordingly, educational concepts as well as teaching strategies have been revised considering media competences as an integrative part of all school subjects’ curricula. However, possible implementations of media competences into school sport or, more precisely, physical education remain to be elucidated. On the basis of a media competency framework, six defined media competences were conceptually reviewed regarding their potential to meet the aims of physical education in Germany. Suggesting practical ideas for selected pedagogical perspectives, findings underline a promising potential of teaching and promoting media competences in physical education; however, remaining challenges were identified. Consequently, combining aims of the core curriculum as well as the media competency framework seems crucial, whereas a separated approach may be questionable. Key Words : Learning concept, Educational framework, Digital teaching, Curriculum, Physical activity, Competency Introduction Todays’ digital impact on society (re)shapes our everyday lives, including our work and education.
    [Show full text]
  • The German Concept of “Bildung” Then and Now*)
    1 Jürgen Oelkers *) The German Concept of “Bildung” then and now 1. Seclusion and freedom “What about Humboldt?” was a question raised two years ago during a student protest at German universities that was to be seen on many posters during the weeks of protest. There were other posters referring to Humboldt. “What about Humboldt” pointed to the apparent threat to higher education originating from the Bologna process. The word “Bologna” sounded no better to German professors, as it stands for a process of educational efficiency deeply alien to the spirit of liberal humanism. • So: “What about Humboldt?” means “What happened to Bildung?” • The equation seems to be self-evident: no one in Germany needs to explain what Humboldt has to do with “Bildung”. • Being a German, what will my lecture be all about? The German term “Bildung” is not only hard explain, but also nearly untranslatable. “Bildung” has a more extensive range of meanings than “education”, implying the cultivation of a profound intellectual culture, and is often rendered in English as “self-cultivation”. The term originated from the European philosophy of Neo-Platonism in 17th century and referred to what is called the “inward from” of the soul. Humboldt’s concept echoes this tradition even though Humboldt was not a Platonist. But “Bildung” was the key concept of German humanism and was backed by famous philosophers like Herder and Hegel as well as classical writers like Goethe or Schiller. The German “Bildungsroman” - novel of Bildung - shows how “Bildung” should work, i.e. experiencing the world in a free and personal way without formal schooling.
    [Show full text]
  • High School Exchange in Germany (Berlin)
    Germany Age : 14 to 18 HIGH SCHOOL PROGRAMS High school exchange in Germany (Berlin) SCHOOL EXPERIENCE classes ranging from year 5 to year 13, the “Gymnasium” is the most advanced International students are placed in a school type in Germany; most paid host family and a public school, international students attend year 10 across Germany. Students must be or 11. Location : Baden-Wurttemberg / Bavaria / ready to live in small villages and n i Berlin / Hesse / Lower Saxony / North- the countryside and should not expect There are about 12 subjects: two or Rhine Westphalia / Saxony / Thuringia to be placed in urban areas, except if three foreign languages (one to be they opt for Berlin. The taken for 9 years, another for at least Boarding : Full board 3 years), physics, biology, chemistry carefully-chosen host family opens its Accommodation : Host family home to a student not as a guest, but and usually civics/social studies, as a new family member. This mathematics, music, art, history, Length : Term (12 weeks) / Semester (20 program allows students to German, geography, physical education weeks) / Academic Year (44 weeks) / Fall experience the everyday life of and religious education/ethics. Semester (26 weeks) / Spring Semester German families and teenagers. (20 weeks) / Academic Year (47 weeks) Classes usually begin between early August and mid September and finish Type : Public SCHOOL SYSTEM between the end of June and the end of July, depending on the region. Germany, the German language and German Secondary education in Germany Graduation is not possible. includes four types of schools: the universities have become more and more “Gymnasium” prepares students for popular among international students.
    [Show full text]
  • EDUCATION POLICY OUTLOOK: GERMANY © OECD 2020 0 June 2020 EDUCATION POLICY OUTLOOK
    EDUCATION POLICY OUTLOOK GERMANY EDUCATION POLICY OUTLOOK: GERMANY © OECD 2020 0 June 2020 EDUCATION POLICY OUTLOOK This policy profile on education in Germany is part of the Education Policy Outlook series, which presents comparative analysis of education policies and reforms across OECD countries. Building on the OECD’s substantial comparative and sectoral policy knowledge base, the series offers a comparative outlook on education policy. This country policy profile is an update of the first policy profile of Germany (2014) and provides: analysis of the educational context, strengths, challenges and policies; analysis of international trends; and insight into policies and reforms on selected topics. It is an opportunity to take stock of progress and where the education system stands today from the perspective of the OECD through synthetic, evidence-based and comparable analysis. In addition to country-specific profiles, the series also includes a recurring publication. The first volume, Education Policy Outlook 2015: Making Reforms Happen, was released in 2015. The second volume, Education Policy Outlook 2018: Putting Student Learning at the Centre was released in 2018. Its complement, Education Policy Outlook 2019: Working Together to Help Students Achieve their Potential was released in autumn 2019. Designed for policy makers, analysts and practitioners who seek information and analysis of education policy taking into account the importance of national context, the country policy profiles offer constructive analysis of education policy
    [Show full text]
  • Basic Structure of the Education System in the Federal Republic of Germany Diagram
    Basic Structure of the Education System in the Federal Republic of Germany Diagram kmk.org Basic Structure of the Educational System in the Federal Republic of Germany continuing education (various forms of continuing general, vocational and academic education) Doctorate (Promotion) Degree or examination after a course of study which provides qualification for a profession (Bachelor, Master, staatl./kirchl. Prüfung, Diplom16) Continuing Education Bachelor universität 13 technische universität / 15 technische hochschule pädagogische hochschule 14 kunsthochschule musikhochschule fachhochschule Qualification of vocational Allgemeine berufsakademie Tertiary Education further education Hochschulreife verwaltungsfachhochschule Fachgeb. 12 abendgymnasium / fachschule kolleg Hochschul- reife Allgemeine Hochschulreife 13 19 Berufsqualifizierender Abschluss 11 Fachhochschulreife berufs- ober- 2, 7 8 gymnasiale oberstufe 18 12 schule berufs- fach- in the different school types: berufsschule fach- ober- Gymnasium, Schularten mit 17 10 9 11 und betrieb schule schule drei Bildungsgängen, (dual System of vocational Berufliches Gymnasium 2 16 education) 10 Secondary level II 15 Mittlerer Schulabschluss (Realschule leaving certificate) after 10 years, Erster allgemeinbildender Schulabschluss (Hauptschule leaving certificate) after 9 years 6 10 10th grade 16 2 9 15 schularten 4 5 8 4 realschule mit mehreren gymnasium 14 hauptschule bildungs- 4, 5 13 7 gängen 12 6 förderschule Secondary level I 11 Orientation phase 3 5 10 2 4 9 3 8 grundschule 1 2 7 1 förderschule Primary Education 6 grade 5 kindertagesstätte/kindertagespflege 4 (optional) 3 integrativer kindergarten age Pre-school Educ. Published by: Secretariat of the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany, German EURYDICE Unit of the Länder, Taubenstr.
    [Show full text]
  • Curriculum Vitae Ekaterina Korneeva, M.Sc
    Curriculum Vitae Ekaterina Korneeva, M.Sc. Technology and Innovation Management Group (TIM) and Innovation, Strategy and Organization Group (ISO) TIME Research Area RWTH Aachen University Kackertstr. 7, 52072 Aachen, Germany Tel.: + 49 (0) 241 80 99182 Mail: [email protected] Web: www.time.rwth-aachen.de/iso www.time.rwth-aachen.de/tim Academic Employment Since 04/2017 Research Associate, Technology and Innovation Management Group (TIM) and Innovation, Strategy, and Organization (ISO) Group, TIME Research Area, School of Business and Economics, RWTH Aachen University, Germany 12/2016-03/2017 Research Assistant, Innovation, Organization and Strategy (ISO) Group, TIME Research Area, School of Business and Economics, RWTH Aachen University, Germany 09/2014-08/2015 Research Assistant, Decision Research and Financial Services Group, MOE Research Area, School of Business and Economics, RWTH Aachen University, Germany Education Since 04/2017 Ph.D. Candidate and member of the Technology and Innovation Management (TIM) Group and Innovation, Strategy and Organization (ISO) Group, TIME Research Area, School of Business and Economics, RWTH Aachen University, Germany 10/2014-04/2017 M.Sc. (Master of Science) in Business Administration (majors in Corporate Development and Strategy), School of Business and Economics, RWTH Aachen University, Germany, with one semester of study at the University of Quebec in Montreal (ESG UQAM), Montreal, Canada Summer School Philosophy of Science (RWTH Aachen, 2016) 10/2011-09/2014 B.Sc. (Bachelor of Science)
    [Show full text]
  • Curriculum Vitae Nicole Hartwich, M.Sc
    Curriculum Vitae Nicole Hartwich, M.Sc. Innovation, Strategy and Organization Group (ISO) TIME Research Area RWTH Aachen University Kackerstr. 7, 52072 Aachen, Germany Tel.: + 49 (0) 241 80 - 99189 Mail: [email protected] Web: www.time.rwth-aachen.de/iso Academic Employment Since 11/2017 Research Associate, Innovation, Strategy, and Organization (ISO) Group, TIME Research Area, School of Business and Economics, RWTH Aachen University, Germany 02/2015-03/2017 Research Assistant, Social and Economic Cognition, Social Cognition Center Cologne, Cologne Education Since 11/2017 Ph.D. Candidate and member of the Innovation, Strategy and Organization (ISO) Research Group, TIME Research Area, School of Business and Economics, RWTH Aachen University, Germany 10/2015-09/2017 M.Sc. (Master of Science) in Psychology, RWTH Aachen University, Germany 10/2012-09/2015 B.Sc. (Bachelor of Science) in Psychology, University of Cologne, Cologne, Germany 07/2011 Abitur in English, Biology, Mathematics and Educational Science at Ernst- Barlach-Gymnasium, Unna, Germany Professional and Consulting Experience 02/2017-09/2017 Talent Acquisition Consultant, Nuance Communications, Aachen 09/2015-10/2015 Internship at Psychiatric Department “LWL-Klinik Dortmund”, Dortmund 11/2014-02/2015 Research Internship, Social and Economic Cognition I, Social Cognition Center Cologne, Cologne 01/2016-04/2016 Economic Internship at Business Hotel “Park Inn”, Kamen Page 1 Languages German Mother Tongue English C2 – Advanced Proficiency Spanish A2 – Basic Level Scholarships
    [Show full text]
  • List of Certified Schools by Country
    LIST OF CERTIFIED SCHOOLS BY COUNTRY Please click to select country AUSTRIA BELGIUM BULGARIA CROATIA CYPRUS CZECH REPUBLIC DENMARK ESTONIA FINLAND FRANCE GERMANY GREECE HUNGARY IRELAND ITALY LATVIA LITHUANIA LUXEMBOURG MALTA NETHERLANDS POLAND PORTUGAL ROMANIA SLOVAKIA SLOVENIA SPAIN SWEDEN AUSTRIA Name of School Website Official Email BBAfEP Haspingerstraße https://www.bafep-ibk.at/ [email protected] Bernoulligymnasium https://www.bernoulligymnasium office@bernoulligymnasiu .at/ m.at BG Babenbergerring https://www.bg-bab.ac.at/ [email protected] BG Seekirchen http://bg-seekirchen.at/ [email protected] BG/BRG für Slowenen https://www.slog.at/home_de bg-klu-slow@bildung- ktn.gv.at BG/BRG Judenburg https://www.brg-judenburg.ac.at/ direktion(at)brg- judenburg.ac.at BG/BRG Klusemannstraße https://www.klusemann.at/ [email protected] BG/BRG Leibnitz https://www.gym-leibnitz.at/ [email protected] BG/BRG Lilienfeld https://bglilienfeld.ac.at/cms_wor [email protected]. dpress/ at BG/BRG Purkersdorf https://www.gympurkersdorf.ac.a [email protected] t/ BG/BRG Tulln https://www.bgtulln.ac.at/ [email protected] BG/BRG Villach St. Martin https://www.it-gymnasium.at/ direktion@it- gymnasium.at BG/BRG Waidhofen an der Thaya http://www.gymwt.at [email protected] BG/BRG/BORG Eisenstadt https://www.gymnasium- [email protected] eisenstadt.at/kontakt/ BG/BRG/BORG Köflach https://www.ahskoeflach.at/ [email protected] BG/BRG/BORG Oberpullendorf http://www.brgop.at [email protected] BHAK Korneuburg https://www.hak-korneuburg.at/ hak.korneuburg@noeschul e.at BHAK Spittal/Drau https://www.hakspittal.at/ [email protected] BHAK und BHAS Baden https://www.hak-baden.com/ [email protected] BHAK Weiz http://www.hakweiz.at [email protected] BHAK/BHAS Bruck an der Leitha https://www.bebruck.at/ [email protected] BHAK/BHAS Deutschlandsberg http://www.bhak-dl.ac.at [email protected] BHAK/BHAS Liezen https://www.hak-liezen.at/ [email protected] BHAK/BHAS St.
    [Show full text]