Nobel Prize in Physics 2006

The discovery of the cosmic microwave background radiation in 1965 was a defining moment in the history of cosmology — the science that deals with the universe as a whole, its origin, evolution and future. This discovery was recognized with Nobel Prizes to Penzias and Wilson in 1978. The Nobel Prize in Physics for 2006 further acknowledged the importance of the study of this background radiation. The precise measurement of the spectrum of this radiation and its variation across the sky have helped our understanding of the evolution of structures in the universe. This article explains these discoveries and their importance. T Padmanabhan is a professor at IUCAA, Pune. He is interested in all aspects of theoretical physics, and especially in those in which gravity plays a role.     

Low-Temperature Selective Catalytic Reduction of NO with NH<Subscript>3</Subscript> over Fe–Ce–O<Subscript><Emphasis Type="Italic">x</Emphasis></Subscript> Catalysts

In this study, we used a simple impregnation method to prepare Fe–Ce–O _x catalysts and tested them regarding their low-temperature (200–300 °C) selective catalytic reduction (SCR) of NO using NH₃. We investigated the effects of Fe/Ce molar ratio, the gas hourly space velocity (GHSV), the stability and SO₂/H₂O resistance of the catalysts. The results showed that the FeCe(1:6)O _x (Ce/Fe molar ratio is 1:6) catalyst, which has some ordered parallel channels, exhibited good SCR performance. The FeCe(1:6)O _x catalyst had the highest NO conversion with an activity of 94–99% at temperatures between 200 and 300 °C at a space velocity of 28,800 h^?1. The NO conversion for the FeCe(1:6)O _x catalyst also reached 80–98% between 200 and 300 °C at a space velocity of 204,000 h^?1. In addition, the FeCe(1:6)O _x catalyst demonstrated good stability in a 10-h SCR reaction at 200–300 °C. Even in the presence of SO₂ and H₂O, the FeCe(1:6)O _x catalyst exhibited good SCR performance.     

Categorical color coding by pigeons

Pigeons were trained on two independent tasks. One involved red and yellow hues, the other involved blue and green hues. For half of the birds, the two tasks were the same (i.e., both tasks were either matching-to-sample, or oddity-from-sample). For the remaining birds, the two tasks were different (i.e., one task was matching-to-sample; the other task was oddity-from-sample). Following acquisition, the pigeons were exposed to test trials on which either the correct or the incorrect comparison hue was replaced with one of the hues from the other task. On yellow-sample trials and on green-sample trials, the pigeons performed as if they had a common code for yellow and green. When there was one comparison available that was appropriate to the “yellow/green” code, performance remained high; but when either both comparisons or neither comparison was appropriate to the “yellow/green” code, performance dropped. The pigeons also tended to code red samples as green and to code blue samples as yellow. The results indicate that pigeons can categorically code colors under conditions that rule out a failure to discriminate among the colors.     

Mathematical Flexibility: Aspects of a Continuum and the Role of Prior Knowledge

Abstract

Psychologists and mathematics educators have long viewed flexibility as critical to students’ mathematical development. In this paper, we focused on the multidimensional nature of flexibility to better understand how preference, knowledge, and use of effective methods for solving algebra problems are related. In Study 1, we identified research-based aspects of flexibility with algebra and assessed students on them following a two-step equations unit. Results indicated that certain aspects of flexibility develop prior to others and that prior knowledge of algebra plays a significant role in that development. Study 2 confirmed and elaborated on these results using a larger sample size. Implications for theory and for supporting flexibility in classrooms are discussed.     

Noise assisted directed motion at the molecular level — 2

The term noise is used to describe fluctuations about the mean deterministic stationary value of a physical quantity. It is now being increasingly realised that noise is an important ingredient to bring order in dynamical processes. Though it appears counterintuitive, noise seems to help in directing transport processes in biological systems at the molecular level. In Part 2 of the article, we discuss some more examples of noise assisted directed motion.     

Degradation kinetics and mechanisms of phenol in photo-Fenton process

Phenol degradation in photochemically enhanced Fenton process was investigated in this work. UV-VIS spectra of phenol degradation showed the difference between photo-Fenton process and UV/H2O2, which is a typical hydroxyl radical process. A possible pathway diagram for phenol degradation in photo-Fenton process was proposed, and a mathematical model for chemical oxygen demand (COD) removal was developed. Operating parameters such as dosage of H2O2 and ferrous ions, pH, suitable carrier gas were found to impact the removal of COD significantly. The results and analysis of kinetic parameters calculated from the kinetic model showed that complex degradation of phenol was the main pathway for removal of COD; while hydroxyl radicals acted weakly in the photo-Fenton degradation of phenol.     

校本德育的实践探索

传统德育的缺憾在于疏离生活。德育内容只有来源于生活,才能对学生产生吸引力。学生只有亲身体验,才能不断提升自己的道德认识水平,并内化为自己的行为准则。通过“大”、“小”两类生活德育和校园环境文化的开发与建设,对学生达成“立体包围”、潜移默化的教育,取得实效。     

坚持科学发展观 为办好让人民满意的教育作出贡献

伴随着我国教育改革与发展的历史性跨越,教育科研成绩显著,贡献突出,主要表现为:教育科研的组织机制逐步健全和完善,教育科研队伍不断壮大,教育科研的投入趋向多元化,教育科研工作逐步形成多学科、跨领域、综合化的格局。但是,在观念、体制、方法、技术、管理和学术环境等方面,在对教育理论发展的贡献和对教育实践的指导方面还存在不少问题。因此,教育科研要以“三个代表”重要思想和科学发展观为指导,研究与回答新时期我国教育改革与发展中的重大现实问题,不断提高教育科研的水平和质量,为办好让人民满意的教育作出更大的贡献。     

The Journey Toward Transformational Learning in a Statewide Doctoral Program

This article describes strategies for redesigning the University of Missouri's Statewide Cooperative Ed.D. Cohort Program in educational leadership. Results had suggested a need to redesign aspects of the program in order to achieve higher levels of cognitive learning outcomes inclusive of transformational learning. To help meet this objective, the areas targeted for redesign were the curriculum as it relates to issues of diversity and ethics, instruction as it relates to group dynamics and cohort models, and increased time and a forum for students to reflect on their leadership practices. This forum also allowed faculty to monitor and assess the transformational learning outcomes of their students. This article is meant to assist others who are interested in fostering higher levels of transformational learning outcomes within their programs. Meredith L. Mountford holds a Bachelor of Science degree from Illinois State University, a Master of Science degree in educational administration from Northern Illinois University and a Philosophy of Science degree in educational administration from the University of Wisconsin—Madison. She is an Assistant Professor and has served as Director for the Statewide Cooperative Ed.D. Cohort Program in educational leadership at the University of Missouri—Columbia.