Close-circuit domain quadruplets in BaTiO3_3 nanorods embedded in SrTiO3_3 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 $5.10^6$ 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 $C_4$ 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