Modulation orientation

In addition to one-dimensional modulations considered above, both two-and three-dimensional modulations are possible. Furthermore, atomic parameters affected by modulations may be one or several of the following positional (as shown in Figure 1.52 and Figure 1.53), occupancy, thermal displacement, and orientation of magnetic moments. The latter, i.e. commensurately or incommensurately modulated orientations of magnetic moments are quite common in various magnetically ordered structures (e.g. pure lanthanide metals such as Er and Ho), and both the value of the modulation vector and the amplitude of the modulation function often vary with temperature. 

Fig.18a,b. Schematic of a the total poling field b the spatially modulated orientation of the dipolar molecules in the sample... 

Figure 3-10. The 13 different fluorite modules oriented along (211) p containing 0, 1 and 2 vacant anion sites. In parentheses the new designation (see [25] and Table 3-4).

In this section we will consider another type of nonuniform liquid crystal structures in nematics. These structures are created by a spatially nonuniform electric field, and have nothing in common with the modulated orientational and electrohydrodynamic patterns discussed above which, in fact, were created as a result of self-organization. A spatially nonuniform electric field exists in an electrooptical cell in many important cases such as, photosensitive liquid crystal cells [152-154], spatial light modulators with matrix addressing [152], liquid crystal defectoscopy of surfaces [155], liquid crystal microlens [156], etc. By analyzing the liquid crystal electrooptical behavior in a nonuniform field we can estimate different characteristics of the layer, in particular, sensitivity (i.e., the intensity of the optical response at a given voltage), spatial resolution, etc. 

Create preorientation base - understand underlying context-concept approach in modules - orientation how to use approach in classrooms Did course activities lead to understanding of the approach Yes, teachers formulated student questions, understood relevance No understanding ill-defined activity too high level of abstraction No understanding. 

Besides the pervious considering of content based planning process of CFPS and description of stakeholders who are usually involved in the process, modules for CFPS are to develop. These modules oriented model can help to understand the process of planning of CFPS not only based on content or documents introduced before but also based on modules, which contain actions and documents. A modules oriented management system for processes to planning CFPS is shown in Figure 6. 

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