Control of the Morphology of Organic-Inorganic Hybrid Materials Elaborated by Reactive Processing Without Solvent

We study the synthesis of organic-inorganic hybrids in the molten state of the polymer without solvent, by reactive processing. The synthesis is based in a first step upon the crosslinking of ethylene vinyl acetate copolymer (EVA) through an exchange reaction between the pendant ester groups of EVA and tetrapropoxysilane (TPOS) in presence of dibutyltin oxide (DBTO) as an indispensable catalyst. Then in a second step the hydrolysis-condensation reactions of residual alkoxide groups results in silica network formation, which is covalently bonded with the organic network. An original approach was developed to correlate the evolution of the hydrolysis-condensation reactions through the assessment of propanol by gas chromatography and the evolution of the morphology through SAXS and TEM analysis. Silica-rich domains with a diameter close to 5 nm are obtained.     

Randers space forms

This note chronicles various roles played by the Yasuda-Shimada theorem in some recent developments of Riemann--Finsler geometry. We shall demonstrate that the said theorem is, at various stages of its life, an enigma, an inspiration, a flawed icon, and a powerful catalyst.     

Halogenation effects on the conformational properties of alkanes

The rotational barriers of the CC bonds of halocarbons are believed to be rather different than those of hydrocarbons. We wish to systematically study the effect of halogen substituents on the conformational flexibility of hydrocarbons. As our initial approach to this problem, we have synthesized the following molecules: Pyrene-(CF₂)_n-Pyrene (n=3, 4, and 6) and Pyrene-(CF₂)_n-F (n=4 and 6). We describe here the concentration and temperature dependence of the emissive behavior of these materials.     

The fundamental cycle of concept construction underlying various theoretical frameworks

In this paper, the development of mathematical concepts over time is considered. Particular reference is given to the shifting of attention from step-by-step procedures that are performed in time, to symbolism that can be manipulated as mental entities on paper and in the mind. The development is analysed using different theoretical perspectives, including the SOLO model and various theories of concept construction to reveal a fundamental cycle underlying the building of concepts that features widely in different ways of thinking that occurs throughout mathematical learning.     

Emergence of classicality for primordial fluctuations: Concepts and analogies

We clarify the way in which cosmological perturbations of quantum origin, produced during inflation, assume classical properties. Two features play an important role in this process: First, the dynamics of fluctuations which are presently on large cosmological scales leads to a very peculiar state (highly squeezed) that is indistinguishable, in a precise sense, from a classical stochastic process. This holds for almost all initial quantum states. Second, the process of decoherence by interaction with the environment distinguishes the field amplitude basis as the robust pointer basis. We discuss in detail the interplay between these features and use simple analogies such as the free quantum particle to illustrate the main conceptual issues.     

Looking Back in Mathematical Modeling: Classroom Observations and Instructional Strategies

Theorists often characterize modeling as a cyclic problem-solving process. One builds the model, assesses its validity with regard to the underlying problem situation, and revises accordingly. The process halts when, in the opinion of the modeler, the model generates a valid solution to the underlying problem. Recent research suggests that students, like experts, employ cyclic modeling processes. Extensive observations of university and high school students’ modeling efforts, however, suggest the use of linear rather than cyclic modeling strategies. That is, novice modelers often fail to look back or revise their initial models. This paper offers empirical evidence on behalf of the linear modeling theory and identifies five factors that promote the use of linear modeling strategies: students’ conceptions of models and the modeling process, the perceived objectives of the modeling activity, constraints on time and resources, statistical misconceptions, and an overall lack of interest. The paper concludes with several promising instructional strategies (strategies that address students’ difficulties and promote reflective modeling behavior), as well as suggestions for future research.