High-Temperature Dielectric Response of (1-x)Pb(Mg1/3Nb2/3)O3-xPbTiO3: Does Burns Temperature Exist in Ferroelectric Relaxors?

It has been considered that polar nanoregions in relaxors form at Burns temperature Td approx 600 K. High-temperature dielectric investigations of Pb(Mg1/3Nb2/3)O3 (PMN) and 0.7PMN-0.3PbTiO3 reveal, however, that the dielectric dispersion around 600 K appears due to the surface-layer contributions. The intrinsic response, analyzed in terms of the universal scaling, imply much higher Td or formation of polar nanoregions in a broad temperature range, while high dielectric constants manifest that polar order exists already at the highest measured temperatures of 800 K. The obtained critical exponents indicate critical behavior associated with universality classes typically found in spin glasses

Cognitive behavioural model of chronic fatigue sindrom

Chronic fatigue syndrome is heterogeneous, with wide variation in presenting symptoms, severity of fatigue and degree of functional impairment. Social and role functioning may be significantly impaired capabilities. Cognitive behavioural therapy offers a novel approach to the treatment of chronic fatigue syndrome. It is based on the hypothesis that inaccurate and unhelpful beliefs, ineffective coping behaviour, negative mood states, social problems and pathophysiological processes all interact to perpetuate the disorder. Treatment aims to help patients to re-evaluate their understanding of the disorder and to adopt more effective coping behaviours. Cognitive behavioural model involve the physical and the psychological view. Therapeutic interventions are often useful to start with behavioural interventions and then to move on to cognitive strategies. The principal behavioural intervention is to stabilise and then to gradually increase activity. The principal cognitive interventions are work on negative thoughts, beliefs, and attitudes about disorder

Expressiveness and Scalability of Semantic Web Systems

In this thesis we focus on Semantic Web systems, their expressiveness and scalability. We go through technologies and standards of Semantic Web and compare their expressiveness. Our goal is to research and compare Semantic Web systems and define which are suitable for solving real industry problems. After defining several industry related use cases, we perform a comprehensive analysis and evaluation of selected systems on given problems. Results show that Semantic Web systems are a good option for complicated problems needing high expressiveness. Scaling shows to be a problem, so we propose hybrid solutions as the best choice for industry problems

Expressiveness and Scalability of Semantic Web Systems

In this thesis we focus on Semantic Web systems, their expressiveness and scalability. We go through technologies and standards of Semantic Web and compare their expressiveness. Our goal is to research and compare Semantic Web systems and define which are suitable for solving real industry problems. After defining several industry related use cases, we perform a comprehensive analysis and evaluation of selected systems on given problems. Results show that Semantic Web systems are a good option for complicated problems needing high expressiveness. Scaling shows to be a problem, so we propose hybrid solutions as the best choice for industry problems

Questioning and preparation for teachers of history

When history education researchers discuss historical inquiry they describe a process of asking questions about and investigating human experience using skills and concepts from history and the social sciences. Classroom teachers often see inquiry quite differently. As noted in Teaching History for the Common Good, purpose has a great deal to do with how (or whether) teachers implement practices as challenging as historical inquiry. Purpose alone, however, cannot prepare a teacher to conduct instructional practices for which their own experience as learners has ill-prepared them. Questioning, for instance, is an often over-looked feature of historical inquiry. Too often teachers do not see questions as opportunities to engage students in reflective, disciplined inquiry—using historical skills and concepts to build a deeper understanding of the world or encourage civic engagement. Rather, their purposes focus more on motivating students to learn content covered on a test. As a result, teachers tend to be less interested in students building evidence-based interpretations than in whether students got the “right” answer for a test. Drawing on a number of studies that examine this and other challenges involved in formulating questions that motivate and sustain historical inquiry, this paper argues that teachers must themselves learn skills, concepts and content so deeply that inquiry initiated by historically compelling questions becomes normal practice

Expressiveness and Scalability of Semantic Web Systems

In this thesis we focus on Semantic Web systems, their expressiveness and scalability. We go through technologies and standards of Semantic Web and compare their expressiveness. Our goal is to research and compare Semantic Web systems and define which are suitable for solving real industry problems. After defining several industry related use cases, we perform a comprehensive analysis and evaluation of selected systems on given problems. Results show that Semantic Web systems are a good option for complicated problems needing high expressiveness. Scaling shows to be a problem, so we propose hybrid solutions as the best choice for industry problems

Camera! Action! Collaborate with Digital Moviemaking

Broadly defined, digital moviemaking integrates a variety of media (images, sound, text, video, narration) to communicate with an audience. There is near-ubiquitous access to the necessary software (MovieMaker and iMovie are bundled free with their respective operating systems) and hardware (computers with Internet access, digital cameras, etc.). This easy access, along with the open-ended nature of digital movies, presents powerful opportunities to design student-centered, inquiry-based history projects. Engaging students as digital directors can not only help them develop historical questions and select and evaluate sources relevant to those questions, but can frame (literally and figuratively) and present historical interpretations. In this article, the authors discuss how they examined the impact of this kind of experience on children\u27s historical thinking and learning through a digital moviemaking project in a fifth grade social studies classroom. In this project, much of the content learning and narrative construction took place prior to working with the technology. On the other hand, the technology did seem to shape students\u27 use of sources in interesting ways. One unanticipated outcome of this project was that all the students in the class were able to participate in meaningful ways. Lessons learned during the implementation of this project, challenges for the educator, and concerns that surfaced along the way are also discussed