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Close-circuit domain quadruplets in BaTiO nanorods embedded in SrTiO film
Cylindrical BaTiO3 nanorods embedded in (100)-oriented SrTiO3 epitaxial film
in a brush-like configuration are investigated in the framework of the
Ginzburg-Landau-Devonshire model. It is shown that strain compatibility at
BaTiO3/SrTiO3 interfaces keeps BaTiO3 nanorods in the rhombohedral phase even
at room temperature. Depolarization field at the BaTiO3/SrTiO3 interfaces is
reduced by an emission of the 109-degree or 71-degree domain boundaries. In
case of nanorods of about 10-80 nm diameter, the ferroelectric domains are
found to form a quadruplet with a robust flux-closure arrangement of the
in-plane components of the spontaneous polarization. The out-of-plane
components of the polarization are either balanced or oriented up or down along
the nanorod axis. Switching of the out-of-plane polarization with coercive
field of about V/m occurs as a collapse of a 71-degree cylindrical
domain boundary formed at the curved circumference surface of the nanorod. The
remnant domain quadruplet configuration is chiral, with the macroscopic
symmetry. More complex stable domain configurations with coexisting clockwise
and anticlockwise quadruplets contain interesting arrangement of strongly
curved 71-degree boundaries.Comment: Erratta - corrected error in Fig.
Virtual reality in theatre education and design practice - new developments and applications
The global use of Information and Communication Technologies (ICTs) has already established new approaches to theatre education and research, shifting traditional methods of knowledge delivery towards a more visually enhanced experience, which is especially important for teaching scenography. In this paper, I examine the role of multimedia within the field of theatre studies, with particular focus on the theory and practice of theatre design and education. I discuss various IT applications that have transformed the way we experience, learn and co-create our cultural heritage. I explore a suite of rapidly developing communication and computer-visualization techniques that enable reciprocal exchange between students, theatre performances and artefacts. Eventually, I analyse novel technology-mediated teaching techniques that attempt to provide a new media platform for visually enhanced information transfer. My findings indicate that the recent developments in the personalization of knowledge delivery, and also in student-centred study and e-learning, necessitate the transformation of the learners from passive consumers of digital products to active and creative participants in the learning experience
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