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Your search keyword '"Ghimire, Nirmal"' showing total 2 results
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2 results on '"Ghimire, Nirmal"'

1. Chiral Altermagnon in MnTe

Author

Jost, Daniel, Regmi, Resham B., Sahel-Schackis, Samuel, Scheufele, Monika, Neuhaus, Marcel, Nickel, Rachel, Yakhou, Flora, Kummer, Kurt, Brookes, Nicholas, Shen, Lingjia, Dakovski, Georgi L., Ghimire, Nirmal J., Geprägs, Stephan, and Kling, Matthias F.

Subjects
Condensed Matter - Materials Science
Abstract

Altermagnetism has surfaced as a novel magnetic phase, bridging the properties of ferro- and anti-ferromagnetism. The momentum-dependent spin-splitting observed in these materials reflects their unique symmetry characteristics which also establish the conditions for chiral magnons to emerge. Here we provide the first direct experimental evidence for a chiral magnon in the altermagnetic candidate MnTe, revealed by circular-dichroism resonant inelastic X-ray scattering (CD-RIXS). This mode which we term chiral altermagnon exhibits a distinct momentum dependence consistent with the proposed altermagnetic $g-$wave symmetry of MnTe. Our results reveal a new class of magnetic excitations, demonstrating how altermagnetic order shapes spin dynamics and paves the way for advances in spintronic and quantum technologies.

Published
2025

2. Mapping Connections Across Layers: Interrelationships Between Key Factors and 15-Year-Old's Reading Scores.

Author

Ghimire, Nirmal and Mokhtari, Kouider

Subjects
*SOCIOCULTURAL factors, *RURAL schools, *LONGITUDINAL method, *URBAN schools, *ETHNICITY
Abstract

This study uses 2018 PISA data to explore factors impacting 15-year-old U.S. students' reading performance. It finds teacher experience positively correlates with scores, while attributes like age negatively impact them. Home ICT access boosts achievement, but overabundance of devices proves counterproductive. Ethnicity, parental education, and language crucially determine reading performance, underscoring socio-cultural factors. School context significantly influences outcomes with urban and rural schools facing varied challenges. The study concludes reading proficiency depends on complex factors, emphasizing need for balanced digital resources and interventions to address disparities. Limitations include reliance on single-cycle quantitative data, suggesting more longitudinal research is required. [ABSTRACT FROM AUTHOR]

Published
2025
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