A-Site Cation Size Effect on Structure and Magnetic Properties of Sm(Eu,Gd)Cr0.2Mn0.2Fe0.2Co0.2Ni0.2O3 High-Entropy Solid Solutions

Three high-entropy Sm(Eu,Gd)Cr0.2Mn0.2Fe0.2Co0.2Ni0.2O3 perovskite solid solutions were synthesized using the usual ceramic technology. The XRD investigation at room temperature established a single-phase perovskite product. The Rietveld refinement with the FullProf computer program in the frame of the orthorhombic Pnma (No 62) space group was realized. Along with a decrease in the V unit cell volume from ~224.33 Å3 for the Sm-based sample down to ~221.52 Å3 for the Gd-based sample, an opposite tendency was observed for the unit cell parameters as the ordinal number of the rare-earth cation increased. The average grain size was in the range of 5–8 μm. Field magnetization was measured up to 30 kOe at 50 K and 300 K. The law of approach to saturation was used to determine the Ms spontaneous magnetization that nonlinearly increased from ~1.89 emu/g (Sm) up to ~17.49 emu/g (Gd) and from ~0.59 emu/g (Sm) up to ~3.16 emu/g (Gd) at 50 K and 300 K, respectively. The Mr residual magnetization and Hc coercive force were also determined, while the SQR loop squareness, k magnetic crystallographic anisotropy coefficient, and Ha anisotropy field were calculated. Temperature magnetization was measured in a field of 30 kOe. ZFC and FC magnetization curves were fixed in a field of 100 Oe. It was discovered that the Tmo magnetic ordering temperature downward-curve decreased from ~137.98 K (Sm) down to ~133.99 K (Gd). The spin glass state with ferromagnetic nanoinclusions for all the samples was observed. The <D> average and Dmax maximum diameter of ferromagnetic nanoinclusions were calculated and they were in the range of 40–50 nm and 160–180 nm, respectively. The mechanism of magnetic state formation is discussed in terms of the effects of the A-site cation size and B-site poly-substitution on the indirect superexchange interactions.

Thermodynamic properties of alloys binary In—Pr (Nd) and ternary In—Pr (Nd)—Ni systems

The thermochemical properties of In—Pr system melts in the range of compositions 0 < xIn < 0,4 and In—Nd in the whole concentration range at 1573 ± 1 K were investigated by isoperibolic calorimetry. The obtained data for the In—Pr system melts were extrapolated to the unexplored concentration interval, taking into account that at xPr = 1 the integral and partial mixing for Pr enthalpy are equal to zero. It was found that the first partial for Pr and the minimum enthalpy of mixing are equal to –139 ± 11 and –40,3 ± 0,2 kJ / mol, respectively. For the In—Nd system the first partial for In and Nd, the minimum enthalpy of mixing is equal to −131,7 ± 11, −140,6 ± 12 і –43,3  0,2 kJ / mol, respectively. Comparison of ΔHmin, melts of the five previously studied In—Ln systems from the ordinal number Ln (zLn) together with the data obtained in this work showed that they are described by a single trend line. For ΔHmin of melts of In—Eu (Yb) systems there are very insignificant deviations from the trend line. But for the size factor, these deviations from the trend line are more significant. The enthalpies of formation of some intermetallics of In—Ln systems are known, and most of them belong to the compound LnIn3. But there is no complete agreement between these data. The results of the most modern work show less dependence on the serial number of lanthanide and are more exothermic for heavy lanthanides, compared with other data. Keywords: thermochemical properties, compounds, melts, In, Pr, Nd.

Peningkatan Kemampuan Membaca Ordinal Number dengan Menggunakan Bola-Bola Hypnotist dalam 5M

Tujuan penggunaan bola-bola hypnotist dalam 5M adalah untuk meningkatkan kemampuan membaca ordinal number dan keaktifan peserta didik dalam pembelajaran. Bola-bola hypnotist adalah media komunikasi dalam penerapan hypnoteaching. Sedangkan, 5M adalah pendekatan saintifik, yang melipuiti mengamati, menanya, mengumpulkan data, mengasosiasi, dan mengomunikasi. Metode penelitian ini adalah PTK model Stephen Kemmis dan Robyn Mc. Taggart yang meliputi dua siklus. Setiap siklus terdiri atas perencanaan, tindakan, observasi, dan refleksi. Hasil penelitian menunjukkan dengan bola-bola hypnotist dalam 5M kemampuan membaca ordinal number peserta didik mengalami peningkatan sebesar 38,35%. Keaktifan belajar peserta didik juga meningkat 17,24%. Bola-bola hypnotist dalam 5M sangat membantu peserta didik dalam pembelajaran.

Common and distinct predictors of non-symbolic and symbolic ordinal number processing across the early primary school years

What are the cognitive mechanisms supporting non-symbolic and symbolic order processing? Preliminary evidence suggests that non-symbolic and symbolic order processing are partly distinct constructs. The precise mechanisms supporting these skills, however, are still unclear. Moreover, predictive patterns may undergo dynamic developmental changes during the first years of formal schooling. This study investigates the contribution of theoretically relevant constructs (non-symbolic and symbolic magnitude comparison, counting and storage and manipulation components of verbal and visuo-spatial working memory) to performance and developmental change in non-symbolic and symbolic numerical order processing. We followed 157 children longitudinally from Grade 1 to 3. In the order judgement tasks, children decided whether or not triplets of dots or digits were arranged in numerically ascending order. Non-symbolic magnitude comparison and visuo-spatial manipulation were significant predictors of initial performance in both non-symbolic and symbolic ordering. In line with our expectations, counting skills contributed additional variance to the prediction of symbolic, but not of non-symbolic ordering. Developmental change in ordering performance from Grade 1 to 2 was predicted by symbolic comparison skills and visuo-spatial manipulation. None of the predictors explained variance in developmental change from Grade 2 to 3. Taken together, the present results provide robust evidence for a general involvement of pair-wise magnitude comparison and visuo-spatial manipulation in numerical ordering, irrespective of the number format. Importantly, counting-based mechanisms appear to be a unique predictor of symbolic ordering. We thus conclude that there is only a partial overlap of the cognitive mechanisms underlying non-symbolic and symbolic order processing.

Гадание по хулилам среди монголов

Introduction. Various collections of Mongolian xylographs and manuscripts may contain works on divination practice with eight khulils. What does the word khulil mean? Why does one use eight khulils? What are the texts devoted to the khulil divination? This article deals with the practice of khulil divination in Mongolia, while introducing a Mongolian text devoted to this form of divination. Results. The divination practice goes back to the oldest Chinese source on divination Yijing (I Ching, Book of Changes, about the seventh century BC). Divination is carried out with the help of the trigram, or the three dashes, which are the result of casting coins or of some other method. A combination of trigrams means a particular future. These three lines are called khulil in Mongolian (gua in Chinese). Divination by 8 gua, or 8 khulils, and 64 (8 × 8) or 512 (8 × 8 × 8) combinations is the most common form of divination in China. Later, each trigram was represented by a year of the 12-year animal cycle so that the ninth year was the beginning of the next cycle. Thus, each of the 8 years symbolizes a certain trigram, or khulil, according to the ordinal number of the latter. Granted the number of Mongolian manuscripts on khulil divination in various collections, this divination form was widely practiced by Mongolians. By way of introducing the literature on the subject, the present article presents the Russian translation of the initial fragment of manuscript MN 1145 originating from Ts. Damdinsuren museum in Ulaanbaatar. This is a Mongolian translation from Chinese made relatively late that has few traces of Mongolization or efforts of adaptation to nomadic realia. Besides concerns for the illnesses of relatives or issues of choosing a son-in-law or a bride, which are of a universal character, the most popular topics are questions about farming, such as: should one expect rain? what will be the harvest of grain and raw silk? Also, there are many questions related to promotion and career, e.g., passing exams for the degree of an official. The text contains numerous Sinicisms, including idioms, expressions, and names of Chinese astrological signs; there is also a reference to buying a jins, which points to the Manchu period. Notably, neither Tibetan items nor Buddhist deities are mentioned in the text.

楊伯峻《春秋左傳注》考訂六則——以《左傳》隱公至僖公時期為範圍

<p>本文討論楊伯峻《春秋左傳注》釋《左傳》魯隱公至魯僖公時期六則有待商榷字詞，計有「季年」、「征伐以討其不然」、「不以阻隘」、「薄而觀之」、「獻狀」、「鄉役之三月」。一、「季年」專指某位國君在位最末年，非泛指最後一段時間。二、「征伐以討其不然」之「不然」有「不如此」義，「征伐以討其不然」指可征伐不遵「會」、「朝」之「禮」之諸侯。三、「不以阻隘」之「阻」、「隘」於傳文相對舉，故仍應從《春秋左傳集解》釋為同義詞。四、「薄而觀之」之「薄」仍應釋為「迫」，表現曹共公欲詳觀重耳駢脅而無禮之狀。五、「獻狀」之「獻」當讀為《說文解字》之「𤅊」，即典籍所見「讞」，有議罪、辨別是非之意。「獻狀」乃如《國語．晉語四》「誅觀狀」，謂議曹共公觀駢脅之罪。六、「鄉役之三月」之「三月」，依《左傳》「某公之某年」、「謚號之某年」句法與僖公二十八年《春秋經》、《左傳》記載，「三月」當為序數，釋為魯僖公二十八年（632 B.C.）三月。</p> <p>&nbsp;</p><p>This article discusses six phrases on Y&aacute;ng B&oacute;-j&ugrave;n’s &quot;Chun Qiu Zuo Zhuan Zhu&quot; which based on the period of Lǔ Yǐn Gōng to Lǔ Xī Gōng in Zuo Zhuan. They are &quot;j&igrave; ni&aacute;n&quot;, &quot;zhēng f&aacute; yǐ tǎo q&iacute; b&ugrave; r&aacute;n&quot;, &quot;b&ugrave; yǐ zǔ &agrave;i&quot;, &quot;b&aacute;o &eacute;r guān zhī&quot;, &quot;xi&agrave;n(獻) zhu&agrave;ng&quot; and &quot;xiāng y&igrave; zhī sān yu&egrave;&quot; 1. The meaning of the phrase &quot;j&igrave; ni&aacute;n&quot; is the last year of a certain monarch’s reign only, not the last period of his reign. 2. The phrase &quot;b&ugrave; r&aacute;n&quot; has the meaning of disobeying the agreement; therefore, the sentence &quot;zhēng f&aacute; yǐ tǎo q&iacute; b&ugrave; r&aacute;n&quot; means to go on a&nbsp;punitive expedition to those vassals who disobeyed the rules of &quot;hu&igrave;&quot; and &quot;ch&aacute;o&quot;. 3. Although the words &quot;zǔ&quot; and &quot;&agrave;i&quot; in the phrase &quot;b&ugrave; yǐ zǔ &agrave;i&quot; are contrastive meanings in &quot;Zhuan&quot;; however, from &quot;Ji Jie&quot;, they should be still interpreted as synonyms. 4. The word &quot;b&aacute;o&quot; should be interpreted as &quot;p&ograve;&quot; in the phrase &quot;b&aacute;o &eacute;r guān zhī&quot;. The whole meaning of this phrase is C&aacute;o G&ograve;ng Gōng heard that Zh&ograve;ng Er’s ribs were connected together, and wanted to take a look at him while he was taking a bath. That was so rude. 5. According to &quot;Shuō W&eacute;n Jiě Z&igrave;&quot;, the word &quot;xi&agrave;n(獻)&quot; should read as &quot;y&agrave;n(𤅊)&quot; in the phrase &quot;xi&agrave;n(獻) zhu&agrave;ng&quot;. The words &quot;y&agrave;n(𤅊)&quot; and &quot;y&agrave;n(讞)&quot; are the same in ancient books and records. It means to judge the cases and distinguish right from wrong. For example, C&aacute;o G&ograve;ng Gōng wanted to take a look at Zh&ograve;ng’ Er’s ribs and that was a case so-called &quot;Zhū guān zhu&agrave;ng&quot; in Gu&oacute; Yǔ. 6. The grammar of the phrase &quot;sān yu&egrave;&quot; in the sentence &quot;xiāng y&igrave; zhī sān yu&egrave;&quot; is quite similar to the sentences &quot;mǒu gōng zhī mǒu ni&aacute;n&quot; and &quot;sh&igrave; h&agrave;o zhī mǒu ni&aacute;n&quot; in Zhun. According to &quot;Jīng&quot; and &quot;Zhu&aacute;n&quot;, &quot;sān yu&egrave;&quot; should be an ordinal number ,and it means the March in 632 B. C.</p> <p>&nbsp;</p>

Quantum information as the information of infinite collections or series

The quantum information introduced by quantum mechanics is equivalent to a certain generalization of classical information: from finite to infinite series or collections. The quantity of information is the quantity of choices measured in the units of elementary choice. The “qubit”, can be interpreted as that generalization of “bit”, which is a choice among a continuum of alternatives. The axiom of choice is necessary for quantum information. The coherent state is transformed into a well-ordered series of results in time after measurement. The quantity of quantum information is the transfinite ordinal number corresponding to the infinity series in question. The transfinite ordinal numbers can be defined as ambiguously corresponding “transfinite natural numbers” generalizing the natural numbers of Peano arithmetic to “Hilbert arithmetic” allowing for the unification of the foundations of mathematics and quantum mechanics.

Ranking of Institutions of Higher Education

Ranking of higher education institutions (HEI) is a convenient and easily understandable method of evaluation and assessment. An ordinal number assigned to an HEI by a ranking system represents its comparative position in a list of ranked institutions based on marks obtained by it on various performance parameters or indicators. Ranking of HEIs have been lauded and criticised simultaneously. University rankings are often criticised for methodology used, choice of indicators and weightage assigned to them, focus on science, technology and English language publications, assessment of institutions as whole (instead of individual program) and the practice of assigning an ordinal number or a rank to represent quality of an HEI. At the same time, university rankings are lauded for serving as information tools for students, researchers, funding agencies, policy makers and other stakeholders as well as for instilling a competitive spirit amongst institutions to perform better in ranking systems. However, most experts agree that rankings are here to stay in the education market place. As such, although ranking system cannot measure quality of education and research in absolute term, it does serve as indicator to various aspects of quality in higher education, which, in turn, can be used by institutions themselves for improving their performance on these parameters. While universities are welcomed to use rankings for improving their performance, ranking systems should not dictate university policy, either at a national or institutional level, but should be used as a source of information for guiding policies that should be decided according to the needs of the university’s own community, traditions, market niche, national role and so on1.

EKSPLORASI KONSEP MATEMATIKA PADA BATIK JETIS SIDOARJO UNTUK MENTRANSFORMASIKAN KONTEKS PEMBELAJARAN MATEMATIKA DI SEKOLAH DASAR

Abstract:. The background of this research is based on culture and experiences of the researcher when studying mathematics during became student. As Sidoarjo citizen, researcher never had experienced studying mathematics with local culture. Integration of culture and mathematics known as ethnomathematics. One of cultures in Sidoarjo is batik Jetis. The aim of this research is to exploration mathematics concept in primary school on batik Jetis Sidoarjo. The type of this research is qualitative transformative with writing as inquiry method, postmodern interview, and literature study.The results of this research show that on the steps of the the process batik Jetis Sidoarjo there are some concepts of mathematics. The concepts of the steps berofe production are whole number, the operations of whole number, measurement, and statistics. The concepts of the production process are ordinal number, time, and geometry as straight lines, zig-zag lines, parallel, rotational symmetry, curve, triangle, rhombus, circle, rectangle, oval, fold symmetry, and reflection. Meanwhile, The concepts of after production are measurement, money, and statistic. The results of this research ultimately had an impact on changing views of researcher and teacher who previously thought that culture and mathematics had absolutely not related, changed and understood that culture and mathematics are closly related.Keyword: Batik Jetis Sidoarjo, Ethnomathematics, Transformative Abstrak: Penelitian ini dilatarbelakangi oleh kultur peneliti dan pengalaman peneliti pada saat belajar matematika selama menjadi siswa. Peneliti sebagai orang Sidoarjo tidak pernah mengalami pembelajaran yang dikaitkan dengan budaya setempat terutama dalam pembelajaran matematika. Keterkaitan budaya dan matematika dikenal dengan istilah etnomatematika. Salah satu budaya yang dimiliki oleh Sidoarjo adalah batik jetis Sidoarjo. Adapun tujuan dari penelitian ini adalah untuk mengeksplorasi konsep matematika di sekolah dasar pada batik Jetis Sidoarjo. Penelitian ini berjenis kualitatif transformatif dengan metode autoetnografi melalui writing as inquiry, wawancara semiterstruktur, dan studi literatur. Hasil eksplorasi menunjukkan bahwa pada tahapan pembuatan batik Jetis Sidoarjo terdapat konsep matematika. Pada tahap persiapan produksi terdapat konsep bilangan cacah, operasi bilangan bulat, satuan baku, dan penyajian data. Pada tahap proses produksi terdapat konsep bilangan ordinal, satuan waktu, geometri seperti garis lurus, garis zig-zag, garis sejajar, simetri putar, kurva, segitiga, belah ketupat, lingkaran, persegi panjang, oval, simetri lipat dan pencerminan. Sedangkan pada tahap pasca produksi terdapat konsep satuan panjang, mata uang, dan penyajian data mean, median, modus, grafik, dan tabel. Melalui penelitian ini dapat merubah pandangan dari peneliti dan guru di sekolah dasar yang sebelumnya matematika tidak memiliki hubungan dengan budaya, berubah bahwa matematika dan budaya memiliki kaitan yang erat.Kata Kunci: Batik Jetis Sidoarjo, Etnomatematika, Transformatif

Written preparation for history class

Teaching is an organized and planned work process that accomplishes the tasks of upbringing and education. The success of teaching depends on the quality of planning. The lecturer has the obligation to perform planning continuously. Planning can be annual, monthly, and daily, and for the processing of each teaching unit, it is necessary to have the class prepared. Class is the basic time unit for planning educational work in the school. Each lesson must be preceded by the appropriate written preparation of the teacher. It should not be an obligation but a need for the material to be successfully mastered. Every class is special and with good preparation mistakes and shortcomings are minimized. Each writing preparation for a class has several phases: professional, didactic-methodical, and technical preparation. After these phases, the making of written preparation is approached. It should contain the following elements: name of the school, name of the teacher, name of the subject, grade and class, date, the ordinal number of class, teaching topic, teaching unit, type of class, goals and tasks of the class, form of work, teaching methods, teaching AIDS, correlation with other subjects, class flow, homework, the layout of the board and observations about the class. The methodology of teaching history has similarities with the methods of other subjects, but also its peculiarities, due to its subject of work, history.