Bewertungssyteme und Zetafunktionen algebraischer Funktionenkörper II

Ohne ZusammenfassungDer Deutschen Forschungsgemeinschaft bin ich für Unterstützung bei der Durchführung dieser Untersuchungen zu Dank verpflichtet.     

A novel regiospecific N to O-methyl transferase activity in the biotransformation of a thebaine derivative with Cunninghamella echinulata NRRL 1384

A novel regiospecific N- to O-methyl transfer reaction has been characterised in the biotransformation of an N-CD3-thebaine derivative with the fungus Cunninghamella echinulata NRRL 1384.     

Phonon Spectroscopy of Oriented hcp Iron

High-pressure phonon spectroscopy was performed on iron in the bcc and hcp phase up to 40 GPa using the nuclear inelastic scattering (NIS) of synchrotron radiation (SR). In hcp iron we observe differences in the density of phonon states for spectra measured with different orientations of the diamond anvil cell (DAC) with respect to the SR beam. These differences are attributed to a preferred orientation of the hexagonal c -axis along the load axis of the DAC. These texture effects are used, in conjunction with theoretical calculations, to extract density of phonon states as seen parallel and perpendicular to the c -axis of hcp iron.     

NEEDING TO USE ALGEBRA

We have completed a Teacher Training Agency (TTA) funded project looking at the teaching and learning of algebra with one mixed-ability year 7 class (11–12 year-olds in the UK). We take Kieran's (quoted in Sutherland, 1997) definition of algebra and see ourselves as developing a'community of practice’ (Lave and Wenger, 1991) in the classroom where the practice is not that of mathematician but of inquirer (Schoenfeld, 1996) into mathematics. The teacher in this community acts as role model for inquirer and metacomments (Bateson, 1972) on the practice of inquiry. In this paper we present evidence for how such metacommenting supports the development of a'community of inquiry’ which leads to the'need’ for algebraic activity. We conclude with a case study, illustrating one student's need for algebra.     

Mathematics teachers learning with video: the role,for the didactician,of a heightened listening

This article addresses two main questions, how do mathematics teachers learn from using video? and, what is the role of the didactician? A common problem is reported in the difficulty of keeping teacher discussion of video away from judgment and evaluation. A review of mathematics education literature revealed four existing models for the use of video with teachers. Drawing on enactivist ideas (Rosch, Concepts: core readings, pp 189–206, 1999), there are reasons why these models are likely to be productive and therefore suggestions for how teachers can learn from video. However, little is known about the role of the didactician in supporting learning. From empirical data, there is evidence that didacticians need to engage in a particular form of attention that I label a ‘heightened listening’ since there are simultaneous foci (on the content of teachers’ contributions and what kind of a comment is being made), in order to establish discussion norms and to support the development of new ways of seeing and acting in the classroom.     

Integrated waveguide sensor utilizing organic photodiodes

We present a novel optical sensor platform, combining monolithically integrated ring‐like sensor waveguides together with ring‐shaped thin‐film organic photodiodes (OPDs) on one substrate. The OPDs serve as integrated light detectors, simplifying the detection system by minimizing the number of required optical components. The waveguide structures, including a means of coupling light in and out of the waveguides, serve as sensing elements. The functionality of the concept is demonstrated by an integrated carbon dioxide sensor, utilizing absorbance as sensing principle. The integrated optical sensor platform is suitable for the parallel detection of multiple parameters in a single sensor chip using sensor arrays. (© 2011 WILEY‐VCH Verlag GmbH & Co. KGaA, Weinheim)