Scaling and metastable behavior in uniaxial ferroelectricsFernández del Castillo, J.R.; Noheda, Beatriz; Cereceda, N.; Gonzalo, J.A.; Iglesias, T.; Przeslawski, J. Take-down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. J. PrzeslawskiInstitute of Experimental Physics, University of Wroclaw, Max Born Sr.,9, Poland ͑Received 15 July 1997͒Improved experimental resolution and computer aided data analysis of hysteresis loops at TϷT C in uniaxial ferroelectrics triglycene sulfate ͑ordinary critical point͒, and triglycine selenate ͑quasitricritical point͒ show that scaling holds in a wide range of scaled fields spanning many orders of magnitude, well beyond the asymptotic region (͉TϪT C ͉→0), and that the behavior of metastable experimental points (EϽ0,PϾ0) approaches the theoretical branch of the respective scaling equation as T→T C . ͓S0163-1829͑98͒05102-9͔
Deaf students hardly ever finish higher studies. One of the biggest difficulties they have to face in studying for their degrees is reading comprehension due to their poor literacy skills.It is believed that though deaf people cannot hear, nothing impedes them being able to read because, in general they are not blind. Unfortunately this is not true as showed in [1]. This results in another barrier to their integration process in the education system, given that most of the contents delivered by a lecturer in a standard course are written, whether they are printed, downloaded or accessed in an elearning platform.There are some questions to be considered if we want to find a solution for the problem depicted above. Firstly, it can be affirmed that each deaf person learns at his own pace and, what it is more important, that this pace is clearly different to his or her hearing classmates' pace [1]. Secondly, a number of studies show that deaf people whose main way of communication is sign language process images in an easier and more efficient way than words [2]. Thirdly, nowadays e-learning systems are used world-wide due to its ease of access and the pace being determined by the learner.Taking all these factors into account we should deduce that e-learning systems could constitute an appropriate way of learning for deaf people if courses were adequately adapted.Unfortunately, the vast majority of lecturers do not know about the problems that deaf people have to face when reading. Therefore, nearly all the written resources for education, including e-learning courses, are written for hearing people without any kind of adaptation.For the reasons depicted above it is necessary to adapt texts used in web pages or e-learning courses so they can understand them.In a previous work submitted and accepted to this conference, we have referred that we have obtained a knowledge database with several hundreds of words and expressions related to Computing Science and terms in common use that deaf people do not understand. Once we have this information, one of the following steps to adapt a text or is to enrich that vocabulary with visual resources like pictures or videos in sign language in order to translate or to explain Copyright is held by the author/owner(s). ITiCSE '07, J une 23-27, 2007, Dundee, Scotland, United K ingdom . ACM 978-1-59593-610-3/07/0006.
Deaf students hardly ever finish higher studies. One of the biggest difficulties they have to face in studying for their degrees is reading comprehension. This paper presents a study about their needs when reading a text, and proposes several measures to alleviate this problem. The methodology proposed in this paper, when applied to adapt an e-learning Computing course, has achieved a promising improvement of the understanding level of this kind of student.
Digital data of polarization vs. field on triglycine selenate at closely spaced temperature intervals (AT = 0.015) in the vicinity of the quasi-tricritical point of triglycine selenate have been collected. These data fulfill very well the scaling equation of state e^, = 36 + + ( 1/5)iO5
Deaf students hardly ever finish higher studies. One of the biggest difficulties they have to face in studying for their degrees is reading comprehension due to their poor literacy skills. It is believed that though deaf people cannot hear, nothing impedes them being able to read because, in general they are not blind. Unfortunately this is not true as showed in [1]. This results in another barrier to their integration process in the education system, given that most of the contents delivered by a lecturer in a standard course are written, whether they are printed, downloaded or accessed in an e-learning platform. There are some questions to be considered if we want to find a solution for the problem depicted above. Firstly, it can be affirmed that each deaf person learns at his own pace and, what it is more important, that this pace is clearly different to his or her hearing classmates' pace [1]. Secondly, a number of studies show that deaf people whose main way of communication is sign language process images in an easier and more efficient way than words [2]. Thirdly, nowadays e-learning systems are used world-wide due to its ease of access and the pace being determined by the learner. Taking all these factors into account we should deduce that e-learning systems could constitute an appropriate way of learning for deaf people if courses were adequately adapted. Unfortunately, the vast majority of lecturers do not know about the problems that deaf people have to face when reading. Therefore, nearly all the written resources for education, including e-learning courses, are written for hearing people without any kind of adaptation. For the reasons depicted above it is necessary to adapt texts used in web pages or e-learning courses so they can understand them. In a previous work submitted and accepted to this conference, we have referred that we have obtained a knowledge database with several hundreds of words and expressions related to Computing Science and terms in common use that deaf people do not understand. Once we have this information, one of the following steps to adapt a text or is to enrich that vocabulary with visual resources like pictures or videos in sign language in order to translate or to explain the concepts expressed by that set of words. Nevertheless, this work is really heavy even if you have the knowledge database to hand. For this reason, we present a tool able to assist lecturers to adapt texts in a semiautomatic way. When given a text this tool highlights words or expressions difficult to understand for a deaf person with intermediate literacy skills and links them to some visual resources like the above mentioned. In addition, each image or video incorporates a short description of the word or concept to be explained with the visual resource. The tool is a light-weight, easy to use, accessible web application that can be used not only by teachers but also by deaf persons who want to expand the knowledge database inserting more words or expressions that they do not understand.
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