Donor-acceptor complexes of quinoline N-oxides with boron trifluoride

Molecular n-v complexes of quinoline N-oxides with BF₃ have been studied by electronic and IR spectroscopy. In most case the donor centre is the oxygen atom of the N-oxide group.Translated from Khimiya Geterotsiklicheskikh Soedinenii, No. 8, pp. 1087–1092, August, 1994.     

Study of the charge-exchange reactions\pi ^ - p \to (\pi ^0 ,\eta ,\eta \prime )n at 63 GeV

Muon electron pairs were detected in an Al multiplate spark chamber, exposed to a neutrino beam from the CERN PS. The leptons were not accompanied by other particles, except occasionally by protons. The background came mainly from muon associated π⁰ production, with one decay gamma lost. It was determined empirically, together with the small contribution from υ _e reactions. For electron energies above 2 GeV the background is 5.7±1.5 events, whereas 18 (μe)-candidates have been observed. Hence the effect is established, with a rate of about 10^?4 as compared to the muonic reactions above 3 GeV. Charm creation as the origin of this (μe)-production process is excluded; heavy neutral lepton production does not fit the kinematics observed. Instead the events are compatible with the two-body decay of an object with variable invariant mass of order 1 GeV, possibly resulting from axion interactions.     

Teachers' beliefs on teacher training contents and related characteristics of implementation—the example of introducing the topic study method in mathematics classrooms

So-called “bottom-up” strategies for implementation based on mathematics teachers' own developmental activities are considered to be a powerful approach when encouraging teachers to introduce alternative instructional practices. For evaluational research of in-service teacher training programs using “bottom-up” implementation strategies, the way how teachers implement contents of the teacher training is at the centre of interest. As the teachers' active role in the implementation process is necessary, their individual beliefs on the contents of the teacher training and their expectancies might influence the teachers' implementational activities. These beliefs can be considered as components of professional knowledge and pedagogical contents knowledge (Shulman, 1986) in particular. For this reason, the study focuses on the development of beliefs on contents of a teacher training program throughout the training on the one hand and relationships with characteristics of implementation on the other hand. We consider the example of introducing a student-centred learning environment, the so-called topic study method, in the teachers' classrooms. The results indicate that there are interdependencies between beliefs on the teacher training contents and characteristics of implementation.     

Advantages of NIR radiation use for optical determination of skin horny layer thickness with embedded TiO2 nanoparticles during tape stripping procedure

The tape stripping technique is an experimental method frequently used for reconstruction of the in-depth distribution of various topically administered substances within the horny layer of human skin, e.g., compounds contained in sunscreens. Titanium dioxide (TiO₂) nanoparticles (25–200 nm in diameter) are one such compound. Optical techniques which apply blue light are found to be suitable for reconstruction. However, the presence of particles affects the light propagation within the skin and therefore causes incorrect determination of strip thickness, leading to an improper reconstructed distribution of nanoparticle concentration revealed from the experimental data. This study evaluates the errors emerging from the use of blue (400 nm) and NIR (800 nm) radiation and finds the use of longer wavelength light more advantageous. Particles of different diameters are considered, and it is revealed that the application of small particles (25–60 nm) results in the lowest rate of error.