Melting temperature of graphene

We present an approach to the melting of graphene based on nucleation theory for a first order phase transition from the 2D solid to the 3D liquid via an intermediate quasi-2D liquid. The applicability of nucleation theory, supported by the results of systematic atomistic Monte Carlo simulations, provides an intrinsic definition of the melting temperature of graphene, $T_m$, and allows us to determine it. We find $T_m \simeq 4510$ K, about 250 K higher than that of graphite using the same interatomic interaction model. The found melting temperature is shown to be in good agreement with the asymptotic results of melting simulations for finite disks and ribbons of graphene. Our results strongly suggest that graphene is the most refractory of all known materials

Relationship Between Traditional Grammar Terminology and Metacognitive Application of Grammar Concepts

This literature review revisits the debate of whether grammar instruction can improve adherence to written English conventions. However, the paper focuses on the role of traditional definitions rather than on delivery methods. Two questions guide this paper: I. Do traditional terms and definitions hinder students\u27 understanding of grammar concepts? 2. How can teachers define grammar terms in a clearer, more accurate manner? The paper uses prominent grammarians such as C. Weaver, R. Noguchi and M. Kolin and provides a history of methodology, noting researchers\u27 observations of traditional terms and definitions. The paper concludes that secondary teachers can supplement traditional definitions with metaphors and use Noguchi\u27s operational definitions and Kolin\u27s rhetorical grammar framework to facilitate students\u27 understanding of grammar concepts

Abstract Concepts and Aging: An Embodied and Grounded Perspective

How do we represent abstract concepts, as “justice” and “phantasy”? This issue has become hotly debated within embodied and grounded cognition views (for reviews: Pecher et al., 2011; Dove, 2016; Borghi et al., 2017). It is in fact unclear how such views can explain how we represent concepts that do not have single concrete referents and are rather detached from sensory experience (Barsalou, 2003; Binder, 2016). In spite of the increasing interest for this issue, to date evidence on abstract concepts across the lifespan is limited. Assuming that the representation of abstract concepts changes from adulthood to older age, in this paper we discuss how a new embodied and grounded proposal, the Words As social Tools (WAT) view (Borghi and Binkofski, 2014), can explain how abstract concepts are represented by older individuals. More specifically we will advance hypotheses on abstract concepts in aging focusing on WAT, and reinterpret previous findings in light of it. We propose that WAT can account for existing findings and provide a suitable framework to test conceptual knowledge in older adult

Glass transition in models with controlled frustration

A class of models with self-generated disorder and controlled frustration is studied. Between the trivial case, where frustration is not present at all, and the limit case, where frustration is present over every length scale, a region with local frustration is found where glassy dynamics appears. We suggest that in this region, the mean field model might undergo a p-spin like transition, and increasing the range of frustration, a crossover from a 1-step replica symmetry breaking to a continuous one might be observed.Comment: 4 pages, 6 figure

Co-generation of societally impactful knowledge in Change Laboratories

Formative interventions and the specific method of the Change Laboratory (CL) are presented as examples of intervention research that generates actionable and societally impactful knowledge. In contrast with stabilization knowledge that fixates phenomena into static categories, actionable knowledge is understood here as collaborative and generative possibility knowledge intertwined with transformative action. The article asks what can be learned from the different ways the epistemological principles behind formative interventions are implemented in different CLs. Three CL interventions are analyzed. The analysis is summarized with the help of a grid covering the key characteristics of formative interventions: contradictions, conflicts of motives, double stimulation, zone of proximal development, germ cells and emerging concepts. Comparison of the three cases shows that understanding the specific historical stage of the development of contradictions in a given organization is of foundational importance. In transformations induced by CLs, contradiction and conflict may be seen as acute push and the future-oriented concept as gradually emerging pull, with the change actions of the local practitioners in the middle. Constructing a germ cell and eventually an expanded concrete concept based on it are the most demanding challenges for CL interventions.Peer reviewe