On the material properties and constitutive equations of piezoelectric poly vinylidene fluoride (PVD
The complex elastic and piezoelectric material properties of uniaxially orientedPVDF were measured over a temperature range of 20Â°C to 80Â°C and a frequency range of0.01 Hz to 100 Hz using specially developed equipment. A WLF Time-TemperatureSuperposition (TTS) expansion of the resulting data confirmed previously reportedthermorheologically simple (TRS) behavior for the elastic properties and established thatthe piezoelectric behavior is also TRS. The form of the piezoelectric TTS expansion
Taimeriik - testid
Taimeriik. Ülevaade süsteemist. Testid
Tööleht III kooliastmele. See on harjutus eessõnade kohta.
Introduction to Music Theory
This course introduces the basic concepts and terms needed to discuss melody and harmony. It is intended for teens or adults with no background in music theory but some familiarity with reading common notation and playing an instrument (or singing). Concepts covered include interval, major and minor keys and scales, triads and chords.
Walk Two Moons: An Integrated Unit
"Walk Two Moons" by Sharon Creech is a bittersweet story of a teenager who desperately wants to be reunited with her mother. This unit is an integrated study combining setting, theme, point of view, character, and plot with geography and geometry.
Visualizations Useful for Teaching Tides
This site houses a collection of web-based visual resources suitable for teaching about tides. Visualizations include photos, simple animations, animated maps and field videos. Resources can be integrated into lectures, labs, classes, or other activities about tides, their distribution in space and time, their role in sedimentary processes, and their use as an energy source.
Developing countries in the world trade regime
Free trade or fair trade? This unit will help you to analyse the relationship that exists between developed and developing countries under the World Trade Organization regime of Development Round negotiations. The current world trade regime has a very mixed record in promoting growth and reducing poverty.
Claiming connections: a distant world of sweatshops?
Sweatshops and the exploitation of workers are often linked to the globalised production of 'big brand' labels. This unit examines how campaigners have successfully closed the distance between the brands and the sweatshops, while others argue that such production 'kick starts' economies into growth benefiting whole communities.
Who are Europeans?
What is Europe and what defines a European? This unit looks at the development of identities within Europe and the European Union. You will assess the mechanisms through which a new identity commitment is being formed and the limitations of and oppositions to this process. Can a genuine European identity ever be created in an expanding multi-cultural European Union?
What is Europe?
The European Union (EU), formed out of the ashes of the Second World War, continues to expand in the wake of the collapse of the Soviet Union. Despite the EU's growing size and significance the question 'What is Europe?' still resonates through the continent. This unit looks at a range of different views on the question, contrasting different conceptions of Europeanness and outlining competing visions for the future of the EU.
Dyslexia is a condition affecting literacy skills. This unit analyses how our image of normality affects the way we as a society define such conditions. You will learn how important it is to integrate the different psychological accounts of dyslexia in order to provide a full explanation of potential causes and strategies for remediation.
Themes in discourse research: the case of Diana
This unit introduces some of the main themes and issues in discourse research using Martin Bashir's famous interview with Diana, Princess of Wales as a case study. Through this it examines the role of discourse in shaping social interaction and its psychological implications for the study of minds, selves and sense-making. The unit aims to demonstrate that in studying discourse we cannot help but study social life.
River Trent - The Staffordshire Trent
A collection of photographs following the river from the source to the sea.
Difference Quotients - Problem 2 of 3
This video is a continuation and presents another example that demonstrates how to calculate and simplify a difference quotient. (3:05)
"Song of the Nymphomaniac" by Fiona Pitt-Kethley (poetry reading)
Nymphomania has been classified as an Impulse Control Disorder. That doesn't apply in this case though. A poodle faker is a young man who preys on older women. More information about Fiona and her works here: http://en.wikipedia.org/wiki/Fiona_Pitt-Kethley http://fionapitt-kethley.blogspot.com/ http://www.amazon.co.uk/s?_encoding=UTF8&search-alias=books-uk&field-author=Fiona%20Pitt-Kethley The first image is from a film poster, Diary of a Nymphomaniac http://www.ivewatchedit.com/movie/19173
Sustainable development is the usage of natural resources for human needs in a way that preserves the environment that produces those resources so they can be used in the future. Scientists argue that sustainable development has many benefits and that it maintains biodiversity, ensures future resources for economic stability, encourages greater efficiency and often reduces the impact of natural disasters. (03:28)
In this short animated video, the viewer will learn that a nuclear reactor produces heat from nuclear fission. (01:18)
Introduction to the Environmental Technology Centre
ETC Director Keith Baker explains how the Environmental Technology Centre at the University of Nottingham can help businesses in the East Midlands region.
Sid Luck is a fifth generation potter in Seagrove, North Carolina. This forty-five minute documentary explores his life and work, and the family heritage he hopes to pass on to his two sons, Jason and Matthew.
Arts & Crafts, Traditional, Work / South / 1999
Lesson #037, Tuesday capire = to understand finire = to finish, to end preferire = to prefer To conjugate these types of verbs, you will drop the 'ire' and: io = add 'isco' tu = add 'isci' Lei/lui/lei = add 'isce' noi = add 'iamo' voi = add 'ite' loro = add 'iscono' Then to conjugate the verb 'capire': io capisco tu capisci Lei/lui/lei capisce noi capiamo voi capite loro capiscono Il ragazzo capi
capire = to understand
finire = to finish, to end
preferire = to prefer
To conjugate these types of verbs, you will drop the 'ire' and:
io = add 'isco'
tu = add 'isci'
Lei/lui/lei = add 'isce'
noi = add 'iamo'
voi = add 'ite'
loro = add 'iscono'
Then to conjugate the verb 'capire':
Il ragazzo capi