Manifestation of pseudogap in ab-plane optical characteristics

A model in which a gap forms in the renormalized electronic density of state (DOS) with missing states recovered just above the pseudogap $\Delta_{pg}$, is able to give a robust description of the striking, triangular like, peak seen in the real part of the optical self-energy of underdoped cuprates. We use this model to explore the effect of the pseudogap on the real part of the optical conductivity and on the partial sum rule associated with it. An important result is that the optical spectral weight redistributes over a much larger frequency window than it does in the DOS.Comment: 12 pages, 3 figures. Submitted to Journal of Physics: Condensed Matte

Composition and field tuned magnetism and superconductivity in Nd1-xCexCoIn5

The Nd1-xCexCoIn5 alloys evolve from local moment magnetism (x = 0) to heavy fermion superconductivity (x =1). Magnetic order is observed over a broad range of x. For a substantial range of x (0.83 <= x <= 0.95) in the temperature - composition phase diagram we find that superconductivity may coexist with spin - density wave magnetic order at the Fermi surface. We show that a delicate balance betwen superconducting and magnetic instabilities can be reversibly tuned by both the Ce/Nd ratio and magnetic field, offering a new and unique model electronic system.Comment: 7 pages, 7 figures. Physical Review B in pres

Anisotropy of Electrical Transport and Superconductivity in Metal Chains of Nb2Se3

In this work we have shown bulk superconductivity and studied the anisotropy in both the normal and superconducting states in quasi-1D conductor Nb2Se3. Electron - electron Umklapp scattering dominates electronic transport along the direction of Nb metal chains as well as perpendicular to it. The superconducting state is rather anisotropic with possible multi - band features.Comment: 5 pages, 5 figure

Discrimination between the superconducting gap and the pseudo-gap in Bi2212 from intrinsic tunneling spectroscopy in magnetic field

Intrinsic tunneling spectroscopy in high magnetic field ($H$) is used for a direct test of superconducting features in a quasiparticle density of states of high-$T_c$ superconductors. We were able to distinguish with a great clarity two co-existing gaps: (i) the superconducting gap, which closes as $H \to H_{c2}(T)$ and $T\to T_c(H)$, and (ii) the $c$-axis pseudo-gap, which does not change neither with $H$, nor $T$. Strikingly different magnetic field dependencies, together with previously observed different temperature dependencies of the two gaps ~\cite{Krasnov}, speak against the superconducting origin of the pseudo-gap.Comment: 4 pages, 4 eps figure

From Interactive Open Learner Modelling to Intelligent Mentoring: STyLE-OLM and Beyond

STyLE-OLM (Dimitrova 2003 International Journal of Artificial Intelligence in Education, 13, 35–78) presented a framework for interactive open learner modelling which entails the development of the means by which learners can inspect, discuss and alter the learner model that has been jointly constructed by themselves and the system. This paper outlines the STyLE-OLM framework and reflects on the key challenges it addressed: (a) the design of an appropriate communication medium; this was addressed by proposing a structured language using diagrammatic presentations of conceptual graphs; (b) the management of the interaction with the learner; this was addressed by designing a framework for interactive open learner modelling dialogue utilising dialogue games; (c) the accommodation of different beliefs about the learner’s domain model; this was addressed with a mechanism for maintaining different views about the learner beliefs which adapted belief modal logic operators; and (d) the assessment of any resulting improvements in learner model accuracy and learner reflection; this was addressed in a user study with an instantiation of STyLE-OLM for diagnosing a learner’s knowledge of finance concept, as part of a larger project that developed an intelligent system to assist with learning domain terminology in a foreign language. Reviewing follow on work, we refer to projects by the authors’ students and colleagues leading to further extension and adoption of STyLE-OLM, as well as relevant approaches in open learner modelling which have cited the STyLE-OLM framework. The paper points at outstanding research challenges and outlines future a research direction to extend interactive open learner modelling towards mentor-like intelligent learning systems

Using Learning Analytics to Devise Interactive Personalised Nudges for Active Video Watching

Videos can be a powerful medium for acquiring soft skills, where learning requires contextualisation in personal experience and ability to see different perspectives. However, to learn effectively while watching videos, students need to actively engage with video content. We implemented interactive notetaking during video watching in an active video watching system (AVW) as a means to encourage engagement. This paper proposes a systematic approach to utilise learning analytics for the introduction of adaptive intervention - a choice architecture for personalised nudges in the AVW to extend learning. A user study was conducted and used as an illustration. By characterising clusters derived from user profiles, we identify different styles of engagement, such as parochial learning, habitual video watching, and self-regulated learning (which is the target ideal behaviour). To find opportunities for interventions, interaction traces in the AVW were used to identify video intervals with high user interest and relevant behaviour patterns that indicate when nudges may be triggered. A prediction model was developed to identify comments that are likely to have high social value, and can be used as examples in nudges. A framework for interactive personalised nudges was then conceptualised for the case study

Superconducting Fluctuations and the Pseudogap in the Slightly-overdoped High-Tc Superconductor TlSr2CaCu2O6.8: High Magnetic Field NMR Studies

From measurements of the ^{63}Cu Knight shift (K) and the nuclear spin-lattice relaxation rate (1/T_{1}) under magnetic fields from zero up to 28 T in the slightly overdoped superconductor TlSr_{2}CaCu_{2}O_{6.8} (T_{c}=68 K), we find that the pseudogap behavior, {\em i.e.}, the reductions of 1/T_{1}T and K above T_{c} from the values expected from the normal state at high T, is strongly field dependent and follows a scaling relation. We show that this scaling is consistent with the effects of the Cooper pair density fluctuations. The present finding contrasts sharply with the pseudogap property reported previously in the underdoped regime where no field effect was seen up to 23.2 T. The implications are discussed.Comment: 10 pages, 4 GIF figures, to be published in Phys. Rev. Let

Motivational Social Visualizations for Personalized E-Learning

A large number of educational resources is now available on the Web to support both regular classroom learning and online learning. However, the abundance of available content produces at least two problems: how to help students find the most appropriate resources, and how to engage them into using these resources and benefiting from them. Personalized and social learning have been suggested as potential methods for addressing these problems. Our work presented in this paper attempts to combine the ideas of personalized and social learning. We introduce Progressor + , an innovative Web-based interface that helps students find the most relevant resources in a large collection of self-assessment questions and programming examples. We also present the results of a classroom study of the Progressor +  in an undergraduate class. The data revealed the motivational impact of the personalized social guidance provided by the system in the target context. The interface encouraged students to explore more educational resources and motivated them to do some work ahead of the course schedule. The increase in diversity of explored content resulted in improving students’ problem solving success. A deeper analysis of the social guidance mechanism revealed that it is based on the leading behavior of the strong students, who discovered the most relevant resources and created trails for weaker students to follow. The study results also demonstrate that students were more engaged with the system: they spent more time in working with self-assessment questions and annotated examples, attempted more questions, and achieved higher success rates in answering them