A new Löwenheim-Skolem theorem

This paper establishes a refinement of the classical Löwenheim-Skolem theorem. The main result shows that any first order structure has a countable elementary substructure with strong second order properties. Several consequences for Singular Cardinals Combinatorics are deduced from this.

     

Synthesis and antibody conjugation of magnetic nanoparticles with improved specific power absorption rates for alternating magnetic field cancer therapy

Bionized nanoferrite (BNF) particles with high specific power absorption rates were synthesized in the size range of 20–100 nm by high-pressure homogenization for targeted cancer therapy with alternating magnetic fields. Several strategies were used to conjugate antibodies to the BNF particles. These strategies were compared using an immunoassay to find optimal conditions to reach a high immunoreactivity of the final antibody–particle conjugate.     

Hydrothermal synthesis of [Mn(HTPO)(BIPY)] (H3TPO = tris-(4-carboxylphenyl)phosphine oxide): a crosslinked coordination polymer

The hydrothermal synthesis and crystal structure of the title compound is reported. The structure consists of 1-D looped chains with the HTPO ligand binding through the phosphoryl and two carboxylate oxygens to manganese atoms. The carboxylic acid group is hydrogen bonded to adjacent chains forming a 2-D hydrogen bonded network. The crystals are triclinic and the space group isP-1 with a = 11.6767(8) Å, b = 10.8680(8) Å and c = 11.4232(87rpar; Å = 92.301(2)°, = 106.932(2)° and = 103.2390(10)° V = 1341.02(16) ų; Z = 2.     

Synthesis of [Mn(O2CCH2CH2CO2)(2,2′-bipyridyl) (H2O)2]n·H2O

The title compound exists as a 1D coordination polymer consisting of succinate anions, manganese cations and 2,2-bipyridyl molecules. Twelve water molecules are present in the unit cell and are part of a hydrogen bonding system. Some of these waters are binding to manganese cations while others are only participating in hydrogen bonding. The structure has a monoclinic space group P2₁/c with a = 8.2750(3) Å, b = 11.5104(3) Å and c = 16.9113(6) Å, = 95.2727(16); V = 1603.96(9) ų and Z = 4.     

Supercritical fluid chromatography with redox chemiluminescence detection

Summary The new selective and sensitive redox chemiluminescence detector (RCD), originally developed for gas chromatography, has been successfully interfaced with a capillary column supercritical fluid chromatograph. Interfacing the SFC-RCD was accomplished simply through utilization of the redox reaction chamber presently used for both capillary and packed column GC. The feasibility of this new separation-detection scheme was demonstrated with SFC chromatograms of antioxidant isomers and some compounds of biological relevance. Mobile phase compatibility and signal quenching are also discussed.

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Chromatographie mit überkritischen fluiden phasen unter Verwendung der Redox-Chemiluminescenz-Detektion

     

The first rhodaboratrane: [RhCl(PPh3){B(mt)3}](Rh-->B)(mt = methimazolyl)

The reaction of [Rh(C6H5)Cl2(PPh3)2] with Na[HB(mt)3](mt = methimazolyl) provides [RhCl(PPh3){B(mt)3}](Rh-->B) the first authentic example of a compound with a rhodium-boron dative bond.     

Impacts of professional development focused on teaching engineering applications of mathematics and science

With the recent national emphasis on preparing children for future careers in science, technology, engineering, and mathematics, K-12 teachers are being called upon to include engineering in their instruction. This study explores the impacts of a summer professional development (PD) program focused on the engineering applications of mathematics and science on in-service K-12 teachers' (a) personal engineering efficacy, (b) engineering teaching efficacy, and (c) perceived barriers to teaching engineering. This quantitative study revealed that a single engineering-focused PD could increase teachers' personal engineering efficacy and engineering teaching efficacy and reduce particular perceived barriers to teaching engineering. No differences existed in pre- to post workshop assessment scores based on grade level taught, gender, or years of teaching experiences. However, pre- to post workshop assessment differences existed between participants depending on the discipline they taught and wether or not they had previously used engineering activities in their classrooms. These findings suggest that a single engineering PD can have significant impacts on in-service teachers' personal engineering efficacy, engineering teaching efficacy, and perceived barriers to teaching engineering, but a one-size-fits-all approach to such PD is not equally effective for all participants.