Optimization of Mass Transfer Processes in the Zone of the Air Electrode of a Fuel Cell with a Solid Polymer Electrolyte

A two-dimensional mathematical model for the transport of reactants in a fuel cell with a solid polymer electrolyte is developed. The model is used for analyzing spatial distributions of the concentration of reactants and current density over the cell. The effect of the catalytic-layer activity, reactant speed, bipolar-plate geometry, thickness and porosity of current collector and/or gas-diffusion sublayer, and the reaction mixture composition on the fuel cell efficiency is estimated theoretically and experimentally.     

Synthesis of Novel Monomeric Dyes with Anthraquinone Residue

Two novel polymerizable dyes with anthraquinone residue have been prepared, and their structures were characterized by FTIR, ^1HNMR and EA.     

Augmented Lagrangian Algorithms Based on the Spectral Projected Gradient Method for Solving Nonlinear Programming Problems

The spectral projected gradient method SPG is an algorithm for large-scale bound-constrained optimization introduced recently by Birgin, Martínez, and Raydan. It is based on the Raydan unconstrained generalization of the Barzilai-Borwein method for quadratics. The SPG algorithm turned out to be surprisingly effective for solving many large-scale minimization problems with box constraints. Therefore, it is natural to test its perfomance for solving the sub-problems that appear in nonlinear programming methods based on augmented Lagrangians. In this work, augmented Lagrangian methods which use SPG as the underlying convex-constraint solver are introduced (ALSPG) and the methods are tested in two sets of problems. First, a meaningful subset of large-scale nonlinearly constrained problems of the CUTE collection is solved and compared with the perfomance of LANCELOT. Second, a family of location problems in the minimax formulation is solved against the package FFSQP.     

Optimality Conditions and Geometric Properties of a Linear Multilevel Programming Problem with Dominated Objective Functions

In this paper, a model of a linear multilevel programming problem with dominated objective functions (LMPPD(l)) is proposed, where multiple reactions of the lower levels do not lead to any uncertainty in the upper-level decision making. Under the assumption that the constrained set is nonempty and bounded, a necessary optimality condition is obtained. Two types of geometric properties of the solution sets are studied. It is demonstrated that the feasible set of LMPPD(l) is neither necessarily composed of faces of the constrained set nor necessarily connected. These properties are different from the existing theoretical results for linear multilevel programming problems.     

John Hawkes (1944-2001)

In his curriculum vitae, John Hawkes lists his research interestsas geometric measure theory, probability (Lévy processes),and potential theory (probabilistic). In fact, he made significantcontributions to all three areas, and there are strong relationshipsbetween them. He used both geometric measure theory and potentialtheory as tools for his study of the trajectories of particularLévy processes, but in many cases he needed to developthe tool before it was ready to be used. We will summarise hisresearch later, but first we discuss what is known of his lifehistory.     

A note on a generalized Douglas space

Periodica Mathematica Hungarica -     

Planning District‐Wide Professional Development: Insights Gained From Teachers and Students Regarding Mathematics Teaching in a Large Urban District

This paper describes the mechanism used to gain insights into the state of the art of mathematics instruction in a large urban district in order to design meaningful professional development for the teachers in the district. Surveys of close to 2,000 elementary, middle school, and high school students were collected in order to assess the instructional practices used in mathematics classes across the district. Students were questioned about the frequency of use of various instructional practices that support the meaningful learning of mathematics. These included practices such as problem solving, use of calculators and computers, group work, homework, discussions, and projects, among others. Responses were analyzed and comparisons were drawn between elementary and middle school students' responses and between middle school and high school responses. Finally, fifth‐grade student responses were compared to those of their teachers. Student responses indicated that they had fewer inquiry‐based experiences, fewer student‐to‐student interactions, and fewer opportunities to defend their answers and justify their thinking as they moved from elementary to middle school to high school. In the elementary grades students reported an overemphasis on the use of memorization of facts and procedures and sparse use of calculators. Results were interpreted and specific directions for professional development, as reported in this paper, were drawn from these data. The paper illustrates how student surveys can inform the design of professional development experiences for the teachers in a district.