Emerging analytical methods to characterize zeolite-based materials

Zeolites and zeolitic materials are, through their use in numerous conventional and sustainable applications, very important to our daily lives, including to foster the necessary transition to a more circular society. The characterization of zeolite-based materials has a tremendous history and a great number of applications and properties of these materials have been discovered in the past decades. This review focuses on recently developed novel as well as more conventional techniques applied with the aim of better understanding zeolite-based materials. Recently explored analytical methods, e.g. atom probe tomography, scanning transmission X-ray microscopy, confocal fluorescence microscopy and photo-induced force microscopy, are discussed on their important contributions to the better understanding of zeolites as they mainly focus on the micro- to nanoscale chemical imaging and the revelation of structure–composition–performance relationships. Some other techniques have a long and established history, e.g. nuclear magnetic resonance, infrared, neutron scattering, electron microscopy and X-ray diffraction techniques, and have gone through increasing developments allowing the techniques to discover new and important features in zeolite-based materials. Additional to the increasing application of these methods, multiple techniques are nowadays used to study zeolites under working conditions (i.e. the in situ/operando mode of analysis) providing new insights in reaction and deactivation mechanisms.     

Effects of radiant heat exposure on pacing pattern during a 15-km cycling time trial

Abstract

The goal of this study was to investigate the effects of different durations of skin temperature manipulation on pacing patterns and performance during a 15-km cycling time trial. Nineteen well-trained men completed three 15-km cycling time trials in 18°C and 50% relative humidity with 4.5-km (short-heat), 9.0-km (long-heat) or without (control) radiant heat exposure applied by infrared heaters after 1.5 km in the time trial. During the time trials, power output, mean skin temperature, rectal temperature, heart rate and rating of perceived exertion were assessed. The radiant heat exposure resulted in higher mean skin temperature during the time trial for short-heat (35.0 ± 0.6°C) and long-heat (35.3 ± 0.5°C) than for control (32.5 ± 1.0°C; P < 0.001), whereas rectal temperature was similar (P = 0.55). The mean power output was less for short-heat (273 ± 8 W; P = 0.001) and long-heat (271 ± 9 W; P = 0.02) than for control (287 ± 7 W), but pacing patterns did not differ (P = 0.55). Heart rate was greatest in control (177 ± 9 beats · min^?1; P < 0.001), whereas the rating of perceived exertion remained similar. We concluded that a radiant heat exposure and associated higher skin temperature reduced overall performance, but did not modify pacing pattern during a 15-km cycling time trial, regardless of the duration of the exposure.     

Effects of cooperation and feedback by fellow-pupils on spelling-achievement

In a field experiment among third grade pupils from 15 primary schools, three instruction methods were compared. At five schools (control condition) pupils did spelling exercises as usual, i. e. individually; at five other schools the pupils also worked individually, but checked each other’s work after which they had the opportunity to correct their own mistakes. At another five schools pupils worked in pairs. Each pupil had to check the other pupil’s work and discuss the mistakes. For the low achievers cooperation led to higher achievement than the individual working method. Pupils who checked each other’s work but did not cooperate did not show any more improvement than pupils who worked individually.     

Beginning teachers’ self-efficacy and stress and the supposed effects of induction arrangements

Induction arrangements are implemented in schools all over the world to support beginning teachers (BTs) (novices) in gradually growing into their profession. The aim of this study is to gain more insight into two key psychological processes involved in the work of a qualified beginning teacher, namely perceived stress and self-efficacy. This unfolding is necessary to find a path of influence to lead the way to meaningful support interventions. Support in the form of induction arrangements is hypothesised to decrease perceived stress and to increase self-efficacy and, thus, decrease stress outcomes. To test our hypotheses 30 BTs and their school-based educators, working in 13 different schools, were surveyed. The analyses revealed that stress causes and stress outcomes are indeed interrelated and that self-efficacy affects this relationship in a mediating way. However, besides decreasing a beginning teachers’ perceived lack of learning opportunities, no other influences of induction arrangements were obtained. Implications and suggestions for future research are discussed.     

Numerical Magnitude Representations and Individual Differences in Children's Arithmetic Strategy Use

Against the background of neuroimaging studies on how the brain processes numbers, there is now converging evidence that numerical magnitude representations are crucial for successful mathematics achievement. One major drawback of this research is that it mainly investigated mathematics performance as measured through general standardized achievement tests. We extended this research by investigating the association between numerical magnitude representations and children's strategy use during single‐digit arithmetic. Our findings reveal that children's symbolic but not nonsymbolic numerical magnitude processing skills are associated with individual differences in arithmetic. Children with better access to magnitude representations from symbolic digits retrieve more facts from their memory and are faster in executing fact retrieval as well as procedural strategies. These associations remain even when intellectual ability, digit naming, and general mathematics achievement are additionally controlled for. All this indicates that particularly the access to numerical meaning from Arabic symbols is key for children's arithmetic strategy development, which suggests that educators and remedial teachers should focus on connecting Arabic symbols to the quantities they represent.     

Team and seasonal performance indicator evolution in the ANZ Championship netball league

ABSTRACT

Analysis of netball has received scant attention in the literature and there is little understanding of the dynamics of netball game-play. This study aimed to analyse team and seasonal performance indicator (dis)similarity in the ANZ Championship (netball). Total season values for nine performance indicators were analysed for the ten ANZ Championship teams from 2009 to 2016. The data were analysed using a multivariate, distance-based, approach. Specifically, non-metric multidimensional scaling was used to examine seasonal and team (dis)similarity. After declining from 2009, shooting percentage, goal assists, centre pass receives, penalties and turnovers began to rise from 2011. Both penalties and turnovers declined from 2015, in addition to attempts at goal. The two-dimensional multivariate ordination plot showed relative similarity between each team and season over the observational period, suggesting stagnant game-play dynamics. Further, despite idiosyncratic seasonal profiles, teams generally followed similar directional progression across the ordination surface. Despite being observed in other team invasion sports, league-wide synchronous evolutionary tendencies were not observed within the ANZ Championships between the 2006 to 2016 seasons. However, certain teams did display seasonal fluctuation in their observed multivariate profile, with these seasonal idiosyncrasies being discussed relative to coaching and playing roster changes specific to the analysed team.     

The influence of prior knowledge and viewing repertoire on learning from video

Video is increasingly used as an instructional tool. It is therefore becoming more important to improve learning of students from video. We investigated whether student learning effects are influenced through an instruction about other viewing behaviours, and whether these learning effects depend on their prior knowledge. In a controlled environment, 115 students watched a number of instructional videos about the technical equipment needed in a course on digital photography. Every second student was instructed about other possible viewing behaviours. A pre-post-retention test was carried out to calculate learning effects. The differences with respect to the learning effects of students who received an awareness instruction on an alternative viewing strategy were not significantly different. The differences as observed in our earlier experiment however could not be reproduced. Students with a broad viewing repertoire showed higher learning effects than students with a narrow repertoire. Furthermore, students with a strategic viewing approach also showed higher learning effects. Certain conditions have to be met: the technical and didactical quality of the video must be good, the integration in a learning task must be apparent, students must be aware of their viewing behaviour, and teachers must be aware of their students’ viewing behaviour in order to enrich the viewing repertoire of students when they have at least some basic knowledge e.g. after several lessons on the topics at hand. In future research, this study should be replicated using more complex video episodes than the instruction videos we used in our experiments that were only on the factual knowledge level of the taxonomy of Bloom. Moreover, replication of this study with a larger sample size could yield a significant improvement in learning effects. This is plausible because students need an amount of prior knowledge beyond a certain threshold value in order to be able to expand their knowledge network in their long term memory. Finally, additional media player functionality, facilitating effective student learning from video, can be described based on the results of this study.     

Thinking In,Around, and About The Curriculum: the role of cognitive education

Although everybody agrees that education reform is needed, there is little agreement on the nature of the problems, and certainly not on the remedies; nevertheless, there is a central focus on curriculum issues. Three principal points are addressed in this paper: (a) new approaches in education are urgently needed, (b) new educational approaches require revised concepts of the nature and development of human abilities, and (c) those new concepts must lead inevitably to emphasis on the acquisition, growth, and application of systematic processes of logical thinking, which is to say, “cognitive” or “metacognitive” education. The author presents a “transactional perspective” on human abilities, with three principal components: intelligence, cognitive processes, and intrinsic motivation. Intelligence and cognitive processes differ with respect to their respective sources, their relative modifiability, their composition, methods of assessment, and the role of parents and teachers in their development. Individual differences in intrinsic motivation are associated with differences in learning effectiveness that are not accounted for by the other two components of the transactional model, which is transactional rather than merely interactive because the ability of any one of the three principal components to influence development of either or both of the other two changes with each effect of one upon another. Two programs of cognitive education, one for preschool children, the other for older children, adolescents, and adults, are described and data are presented showing that systematic classroom application of such programs by well trained teachers can lead to enhancement of cognitive development, intrinsic motivation, and even IQ. Further, relatively long‐term evaluative studies demonstrate that there are positive and long‐lasting effects of cognitive education on subsequent learning and school achievement.

Thinking In, Around, and About The Curriculum: the role of cognitive education

All authors

H. Carl Haywood *

https://doi.org/10.1080/1034912042000259215

Published online:

22 January 2007

Figure 11. School achievement scores, grades 1 and 2, of Bright Start and low‐SES control children (Paour et al., 2000 Paour J‐L Ce`be S Haywood HC 2000 Learning to learn in preschool education: Effects on later school achievement, Journal of Cognitive Education and Psychology (online) 1 3 25 http://www.iace.coged.org/journal  [Google Scholar]).     

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