Influence of the preparation conditions on the properties of gold catalysts for the oxidation of glucose

In this work, two deposition–precipitation methods for the preparation of gold catalysts for glucose oxidation were investigated. Thus far, gold colloids immobilized on carbon have been used for catalytic glucose oxidation, but the long-term stability of these systems was not sufficient. To improve the long-term stability we used the deposition–precipitation methods using NaOH (DP NaOH) or urea (DP urea) as precipitation agents as they were described by Haruta and Dekkers, respectively, using alumina as a support material. With these methods, it was possible to prepare highly active and selective catalysts which showed an excellent long-term stability. DP urea was found to be the preferred method, because in contrast to DP NaOH, no losses of gold occurred during the preparation, and it was possible to adjust various gold contents up to 10 wt% Au.     

Être à l’écoute des élèves : un incontournable dans la classe de mathématiques

Abstract

This article examines a unique professional development initiative in mathematics teaching that focuses on the design and field testing of pedagogical resources for primary teachers. We examine a particular aspect of the project—namely, helping teachers move from a model centred on explanation and repetitive exercises to an approach centred on listening and responding to students' thinking. In particular, the initiative emphasizes the important role played by students’ reasoning in the construction of their own computational algorithms. This analysis provides evidence that professional development that aims to deepen understanding of students’ mathematical thinking, that provides resources to support the implementation of new teaching strategies, and that strives to establish a collaborative environment enables educators to gain confidence and to develop expertise in their interactions with students in the context of problem solving.     

Developing authentic assessment: Case studies of secondary school mathematics teachers’ experiences

Abstract

Authentic assessment techniques in mathematics raise issues that merit the attention of practitioners, educators, and researchers. Teacher training in assessment, the reliability and validity of authentic assessment, the variety of methods employed in such assessment, and the ways assessment is employed are all concerns that emerge as new assessment techniques other than the expected paper‐and‐pencil tests are implemented. At the secondary school level, new assessment techniques are emerging in mathematics classrooms and little is known about these experiences. This article specifically addresses the issues associated with authentic assessment by describing and exploring mathematics teachers’ experiences as they implement these assessment techniques in their secondary school mathematics program. It summarizes the findings of a qualitative study of five secondary school mathematics teachers in Ontario, Canada, and offers suggestions as to how to support teachers through such a change project. How teachers use authentic assessment, the problems they encounter, and the theoretical and practical issues that emerge are all questions that require exploration and understanding.     

Ready steady push--a study of the role of arm posture in manual exertions

This study investigated arm posture and hand forces during bi-manual pushing. Nine male and eight female participants performed isometric exertions at two reach distances (0 and elbow-grip) and six different positions of the hand interface (handle), defined by the plane (longitudinal, lateral, horizontal) and orientation (0 degrees and 45 degrees). Electrogoniometer instruments were used to measure the displacements/postures of the wrist and elbow joints and the forearm, and force measuring strain gauges were used to measure the exerted hand forces (x-, y- and z-components). The results showed that ability to vary arm posture, particularly the forearm, is important during build up of force and that people tend to seek for a balance in the forces applied at the hands by exerting more in the vertical direction. Also, lateral plane handle positions permitted exertion of greater forces than longitudinal and horizontal plane positions.     

The development of a formative scenario-based computer assisted assessment tool in psychology for teachers: The PePCAA project

Formative computer assisted assessment has become increasingly attractive in Higher Education where providing useful feedback to large numbers of students can be difficult. However, the nature of such assessments has often been limited to objective questions such as multiple-choice. This paper reports on the development and initial trialling of a more innovative, formative use of computer assisted assessment in a Higher Education context. The European funded PePCAA (Pedagogical Psychology Computer Assisted Assessment) project developed a series of scenario-based computer-delivered formative assessments of pedagogical psychology for teachers and trainee teachers, using a range of software features, including the addition of confidence measurement. The project had a two-fold aim: to provide a tool to improve understanding of pedagogical psychology and to explore the potential of more innovative techniques of computer assisted assessment to motivate students and to assess deeper learning. The combination of computer-delivered formative assessment with innovative question styles and confidence ratings is believed to be unique for pedagogical psychology. Scenarios were based on realistic classroom situations and focused on problem solving or on utilising best practice. The PePCAA Learning Assessment Circle (PLAC) provided a framework for indexing the kinds of processes required of users. In the UK, small scale trialling involved a total of 23 teacher trainees such that each assessment was attempted by about seven participants. Participants completed evaluation questionnaires after each assessment. Responses from learners indicated that the UK scenarios were generally very well received and had at least partly achieved the aim of stimulating deeper learning. Transfer of assessments between countries proved more difficult than expected. The next stage of development should be to conduct a larger pilot, thus allowing full investigation of the reliability and validity of the assessments. There is also scope for further development of the PePCAA approach and for its application in other subjects.     

Ferritin Protein Regulates the Degradation of Iron Oxide Nanoparticles

Proteins implicated in iron homeostasis are assumed to be also involved in the cellular processing of iron oxide nanoparticles. In this work, the role of an endogenous iron storage protein—namely the ferritin—is examined in the remediation and biodegradation of magnetic iron oxide nanoparticles. Previous in vivo studies suggest the intracellular transfer of the iron ions released during the degradation of nanoparticles to endogenous protein cages within lysosomal compartments. Here, the capacity of ferritin cages to accommodate and store the degradation products of nanoparticles is investigated in vitro in the physiological acidic environment of the lysosomes. Moreover, it is questioned whether ferritin proteins can play an active role in the degradation of the nanoparticles. The magnetic, colloidal, and structural follow‐up of iron oxide nanoparticles and proteins in lysosome‐like medium confirms the efficient remediation of potentially harmful iron ions generated by nanoparticles within ferritins. The presence of ferritins, however, delays the degradation of particles due to a complex colloidal behavior of the mixture in acidic medium. This study exemplifies the important implications of intracellular proteins in processes of degradation and metabolization of iron oxide nanoparticles.