Incipient ferroelectricity in 2.3% tensile-strained CaMnO3 films

Epitaxial CaMnO3 films grown with 2.3% tensile strain on (001)-oriented LaAlO3 substrates are found to be incipiently ferroelectric below 25 K. Optical second harmonic generation (SHG) was used for the detection of the incipient polarization. The SHG analysis reveals that CaMnO3 crystallites with in-plane orientation of the orthorhombic b axis contribute to an electric polarization oriented along the orthorhombic a (resp.\ c) axis in agreement with the predictions from density functional calculations

Wannier-based definition of layer polarizations in perovskite superlattices

In insulators, the method of Marzari and Vanderbilt [Phys. Rev. B {\bf 56}, 12847 (1997)] can be used to generate maximally localized Wannier functions whose centers are related to the electronic polarization. In the case of layered insulators, this approach can be adapted to provide a natural definition of the local polarization associated with each layer, based on the locations of the nuclear charges and one-dimensional Wannier centers comprising each layer. Here, we use this approach to compute and analyze layer polarizations of ferroelectric perovskite superlattices, including changes in layer polarizations induced by sublattice displacements (i.e., layer-decomposed Born effective charges) and local symmetry breaking at the interfaces. The method provides a powerful tool for analyzing the polarization-related properties of complex layered oxide systems

Spatial variability of microbial indicators and assessment of tillage systems on the soil microbiological functioning on organic farming.

Reduction tillage, in modifying the soil microorganisms’ environment, modifies their potential to supply plants nutrients. This is of primary importance in organic farming as the nutrients availability is mainly dependent on the organic matter degradation by microorganisms. To study the effect of tillage on soil physical and microbiological properties, we compare 4 tillage practises (deep and shallow ploughing, chisel and no tillage) in an experimental field near Lyon. Our objective is to link a structural statement with a microbiological functioning in order to study the microorganisms’ abilities to supply nitrogen and phosphorus. For such studies, it is of primary importance to use a convenient sampling design as the microbiological properties are highly variable in space and time. So, we first studied, before the treatments differentiation, the spatial variability of some microbiological properties. We first present this study briefly and its utilities for the future assessment of the tillage practises on the soil microbiological functioning

Testing Landau gauge OPE on the Lattice with a <A2><A^2> Condensate

Using the operator product expansion we show that the $O(1/p^2)$ correction to the perturbative expressions for the gluon propagator and the strong coupling constant resulting from lattice simulations in the Landau gauge are due to a non-vanishing vacuum expectation value of the operator $A^\mu A_\mu$. This is done using the recently published Wilson coefficients of the identity operator computed to third order, and the subdominant Wilson coefficient computed in this paper to the leading logarithm. As a test of the applicability of OPE we compare the $$ estimated from the gluon propagator and the one from the coupling constant in the flavourless case. Both agree within the statistical uncertainty: $\sqrt{} \simeq 1.64(15)$ GeV. Simultaneously we fit \Lams = 233(28) MeV in perfect agreement with previous lattice estimates. When the leading coefficients are only expanded to two loops, the two estimates of the condensate differ drastically. As a consequence we insist that OPE can be applied in predicting physical quantities only if the Wilson coefficients are computed to a high enough perturbative order.Comment: 15 pages, LaTex file with 5 figure

Successful White Mathematics Teachers of African American Students

In the United States, a growing disparity exists between the racial composition of teachers and the students they teach. In 2006, 43.1% of K–12 public school students were reported as non-White—in 1990, 32.4% (U.S. Department of Education, 2008). Teachers, however, are predominantly White, 83.3% (U.S. Department of Education, 2007a). Exacerbating this disparity, it has been noted that fewer African Americans are choosing education as a profession (see, e.g., Irvine, 1989; Ladson-Billings, 1994). This growing disparity motivates a crucial question: Can White teachers be successful with “other people’s children” (Delpit, 1995)? This study explores this question by examining the life histories of four White mathematics teachers who have experienced success with other people’s children, specifically, with African American children. The purpose of the study was to better understand what led each of the participants to teach African American children, and what factors may have led to her or his success as a White teacher of African American students. A qualitative, collective case study methodology (Stake, 1995) was employed. Data were collected through semi-structured interviews and analyzed using an eclectic theoretical framework (Stinson, 2009) which included critical theory, critical race theory, and Whiteness studies. Analysis of the data revealed the participants incorporated into their own teaching many of the same characteristics of culturally relevant pedagogy identified by Ladson-Billings (1994). Nevertheless, three strategies were identified as being essential to the teachers’ success with African American students: (a) forming meaningful relationships with students, (b) engaging students in racial conversations, and (c) reflecting both individually and with colleagues. The findings suggest a need for “spaces” in which pre-service teachers, in-service teachers, and teacher educators can discuss and openly debate issues of race, and challenge racial hierarchies found in schools and society at large. The findings also suggest developing a sharp focus on multicultural anti-racist education in teacher preparation programs as well as incorporating it into professional development plans for in-service teachers. Moreover, the findings highlight a need for school districts to provide teachers with professional development in three “How to” areas: (a) build teacher–student relationships, (b) connect to the local community, and (c) develop as reflective practitioners

Fermat, Leibniz, Euler, and the gang: The true history of the concepts of limit and shadow

Fermat, Leibniz, Euler, and Cauchy all used one or another form of approximate equality, or the idea of discarding "negligible" terms, so as to obtain a correct analytic answer. Their inferential moves find suitable proxies in the context of modern theories of infinitesimals, and specifically the concept of shadow. We give an application to decreasing rearrangements of real functions.Comment: 35 pages, 2 figures, to appear in Notices of the American Mathematical Society 61 (2014), no.

Compositional Inversion Symmetry Breaking in Ferroelectric Perovskites

Ternary cubic perovskite compounds of the form A_(1/3)A'_(1/3)A''_(1/3)BO_3 and AB_(1/3)B'_(1/3)B''_(1/3)O_3, in which the differentiated cations form an alternating series of monolayers, are studied using first-principles methods. Such compounds are representative of a possible new class of materials in which ferroelectricity is perturbed by compositional breaking of inversion symmetry. For isovalent substitution on either sublattice, the ferroelectric double-well potential is found to persist, but becomes sufficiently asymmetric that minority domains may no longer survive. The strength of the symmetry breaking is enormously stronger for heterovalent substitution, so that the double-well behavior is completely destroyed. Possible means of tuning between these behaviors may allow for the optimization of resulting materials properties.Comment: 4 pages, two-column style with 3 postscript figures embedded. Uses REVTEX and epsf macros. Also available at http://www.physics.rutgers.edu/~dhv/preprints/index.html#sai_is