Premelting-Induced Smoothening of the Ice-Vapor Interface

We perform computer simulations of the quasiliquid layer of ice formed at the ice-vapor interface close to the ice Ih-liquid-vapor triple point of water. Our study shows that the two distinct surfaces bounding the film behave at small wavelengths as atomically rough and independent ice-water and water-vapor interfaces. For long wavelengths, however, the two surfaces couple, large scale parallel fluctuations are inhibited, and the ice-vapor interface becomes smooth. Our results could help explain the complex morphology of ice crystallites.

Premelting-Induced Smoothening of the Ice-Vapor Interface

We perform computer simulations of the quasi-liquid layer of ice formed at the ice/vapor interface close to the ice Ih/liquid/vapor triple point of water. Our study shows that the two distinct surfaces bounding the film behave at small wave-lengths as atomically rough and independent ice/water and water/vapor interfaces. For long wave-lengths, however, the two surfaces couple, large scale parallel fluctuations are inhibited and the ice/vapor interface becomes smooth. Our results could help explaining the complex morphology of ice crystallites.

An Analysis of Individual Differences for a Computer Self-Regulated Reading Comprehension Task

Recent developments in brain imagery have made it possible to explore links between brain functions and psychological phenomena, opening a window between mind, brain and behavior. However, behavior cannot be understood solely by looking at the brain alone; the roles of the context, task, and practice are potent forces in shaping behavior. According to these ideas, we present a work experience to reflect on: 1) the variations of how people learn, 2) the learning potential of students with learning disabilities, and 3) computers as a tool to learn and to analyze student’s reading comprehension processes. In this vein, we present and discuss an example of how different types of readers (average, dyslexia, and hemispherectomy) undertake a computer self-regulated reading comprehension task. This is not an experimental research study and results cannot be generalized. Theoretical and educational implications are discussed in line with the proposed aims.