The hydrogenation of styrenes by hydridocobalt tetracarbonyl

The rates of hydrogenation of several styrene derivatives by stoichiometric hydridocobalt tetracarbonyl [HCo(CO)₄] were measured and compared. The relative rates are discussed in terms of conjugative and steric effects on the geminate radical pair mechanism. An improved method for determining HCo(CO)₄ concentration is described.     

SPECTRAL PERTURBATIONS OF THE AEQUOREA GREEN-FLUORESCENT PROTEIN

Abstract— In the jellyfish Aequorea, the green-fluorescent protein (GFP) functions as the in vivo bio-luminescence emitter via energy transfer from the photoprotein aequorin. Accumulated evidence has indicated that the Aequorea GFP is a relatively inflexible protein. Present evidence, however, indicates that the chromophore environment is readily accessible to a variety of external perturbants. Native Aequorea GFP has an absorbance maximum at 395 nm and a shoulder at 470 nm. In low ionic strength buffer at neutral pH and room temperature the 395/470 nm absorbance ratio is about 2.0. We show that this ratio is highly variable depending upon temperature, ionic strength, protein concentration, and pH. A maximum ratio of 6.5 (at a protein concentration of 18.6 mg/m/) and minimum of 0.42 (at a pH of 12.2) have been measured. In the latter case, the resulting absorption and excitation spectra resemble those of Renilla GFP in spectral shape (but not wavelength maximum). In all cases as the perturbant is varied the resulting spectra pass through a sharp isosbestic point, suggesting a relatively simple two-state mechanism. These spectral perturbations are fully reversible. On the basis of these results, we suggest that the chromophore binding site is conformationally flexible. pH-Dependent changes in the near-UV and visible circular dichroism spectra plus spectrophotometric titration of tyrosine residues lend additional support to this hypothesis.     

Connecting Science and Mathematics: Using Inquiry Investigations to Learn About Data Collection,Analysis, and Display

The purpose of this study was to explore the effect of providing preservice teachers the opportunity to collect real data in a science methods inquiry investigation and using the data, design data displays in their mathematics methods course. The research questions focused on how preservice teachers' understandings of data displays, research design, and the specific content addressed improved when they used these displays to attempt to communicate the data they had collected themselves in their inquiry investigations. The 46 preservice teachers were given questionnaires at the beginning and end of the courses, twelve were interviewed both pre and post, all written work pertaining to data displays and the inquiry investigations was collected, methods class sessions were audio and videotaped, and the final data display and science investigation projects were photocopied. The findings show that by creating and scrutinizing their data displays, the preservice teachers were able to recognize the limitations of their inquiry investigation design. Through working with data in the context of inquiry projects of their own design, the preservice teachers realized meaningful connections and commonalities that exist in mathematics and science while strengthening their knowledge and skills in both disciplines.     

Self‐Directed Teacher Learning in Collaborative Contexts

Two related case studies of secondary mathematics teachers examine the roles and conditions helpful in initiating, directing, and/or supporting teachers' own professional development. Using multiple data sources from school‐based and professional settings, we applied analytic induction to identify patterns of similarities and differences in teachers' experiences and developmental trajectories. Findings revealed how the teachers served as brokers in their own development process and how attitude, attention, and awareness played important roles in teacher learning. As the teachers initiated learning processes, they demonstrated awareness of broader educational contexts that support learning by identifying external policies and priorities that aligned with teachers' attitudes. They then used these external priorities as boundary objects to broker for teachers' learning, including other teachers' learning. They attended to learning needs in directing a plan for learning activities, rather than using externally mandated goals for changing practice (e.g., an external focus on improving students' tests scores). These cases suggest that in structuring professional learning, opportunities to self‐identify learning needs should be part of the process, and external supports can become more powerful when teachers play a brokering role in relating these supports to their immediate contexts. Further implications for professional development processes are explored.     

A study of early career teachers’ practices related to language and language diversity during mathematics instruction

The role of language in mathematics teaching and learning is increasingly highlighted by standards and reform movements in the US. However, little is known about teachers’, and especially early career teachers’ (ECTs) practices and understandings related to language in mathematics instruction. This multiple case study explored the language-related understandings and practices of six ECTs in diverse elementary classrooms. Using iterative cycles of analysis, we found that all ECTs regularly attended to students’ mathematical vocabulary use and development. Yet, there was variability in ECTs’ focus on how to teach mathematical vocabulary, expectations for students’ precise use of mathematical terminology, and the use of multiple languages during instruction. These findings indicate that ECTs need more targeted support during teacher preparation and early career teaching in order to better support all students’ language development in the mathematics classroom.     

An inverse problem for infinitely divisible moving average random fields

Statistical Inference for Stochastic Processes - Given a low frequency sample of an infinitely divisible moving average random field $${int _{mathbb {R}^d} f(x-t)varLambda (dx); t in mathbb...     

Extrinsic radius pinching for hypersurfaces of space forms

We prove some pinching results for the extrinsic radius of compact hypersurfaces in space forms. In the hyperbolic space, we show that if the volume of M is 1, then there exists a constant C depending on the dimension of M and the L^∞-norm of the second fundamental form B such that the pinching condition (where H is the mean curvature) implies that M is diffeomorphic to an n-dimensional sphere. We prove the corresponding result for hypersurfaces of the Euclidean space and the sphere with the Lp-norm of H, p?2, instead of the L^∞-norm.     

On support points of univalent functions and a disproof of a conjecture of Bombieri

We consider the linear functional for on the set of normalized univalent functions in the unit disk and use the result to disprove a conjecture of Bombieri.