The benefit of practice for sound localization without sight

An experiment was designed to determine whether normally sighted human subjects would be able to adapt to the handicapping effects of sudden deprivation of visual cues on horizontal plane sound localization. Two groups of sighted normal-hearing young adults participated. One group was allowed the benefit of sight. The other group was blindfolded. Measurements of accuracy and the time to respond were made daily over the course of five consecutive days, in a semi-reverberant sound proof booth that modeled listening in a small office. Sound localization was assessed using an array of eight speakers that surrounded the subject in space. Each day, one block of 120 trials was presented for each of three stimuli, two one-third octave noise bands, centred at 0.5 and 4 kHz, and broadband noise, to assess the utilization of interaural temporal difference cues, interaural level difference cues and binaural and spectral cues in combination. Blindfolded subjects were relatively less accurate than sighted subjects. Both groups showed gains with practice, the blindfolded group to a greater degree, largely due to improvements in the use of spectral cues. The blindfolded group took longer to respond than the sighted group, but showed greater decrements in response time with practice.     

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.     

The versatile chemistry of the [B20H18]2- ions: novel reactions and structural motifs

Among the polyhedral [closo-BnHn]2- ion series (n = 5-12 inclusive) the aromatic [closo-B10H10]2- ion is both readily available and quite reactive. Among its many reactions which retain its cage structure one finds the oxidative dimerization reaction in which two [closo-B10H12]2- ions each formally lose a hydride ion and undergo dimerization of the resulting [closo-B10H9]- ions to produce the [trans-B20H18]2- ion. The two-component [closo-B10H9]- ions of the latter are linked together by a pair of unique B-B-B bonds which provide unprecedented reactivity to the structure. Among these reactions are the two-electron reduction to a set of three interconvertible [B20H18]4- ions having intercage B-B bonds and the related reductive substitution reaction in which [trans-B20H18]2- undergoes attack by nucleophile, L, to produce [B20H18L]2-. The latter species is formally a substituted [B20H19]3- (L = H) ion formed by B-B bond protonation of one of the isomeric [B20H18]4- ions. These and a variety of novel reactions are described here along with interrelated reaction mechanisms considered for the first time.     

Photocatalytic degradation of azo dyes using Zn-doped and undoped TiO2 nanoparticles

Undoped and Zn-doped TiO₂ nanoparticles were synthesized by the sol gel method. The dopant (Zn) was taken at 0.1, 0.2, 0.5, 0.7, and 1.0 mol%. The initial precursors were titanium tetraisopropoxide and zinc acetate. The samples were characterized by X-ray powder diffraction, Fourier transform infrared spectroscopy, transmission electron microscopy, and UV–vis diffuse reflectance. The photocatalytic activity of the prepared nanoparticles was studied by observing their role in degradation of two azo dyes, i.e., Eriochrome Black T and Methyl Red under UV–visible light. The results revealed that Zn-doped TiO₂ nanoparticles exhibited better degradation as compared to undoped TiO₂ nanoparticles. In this study, 0.7 mol% Zn-doped TiO₂ showed highest photocatalytic activity. Doping of Zn allowed better separation of electron–hole pairs which results in increased oxidation and reduction reactions.     

Flame stabilization in high pressure LOx/GH2 and GCH4 combustion

Planar laser induced fluorescence (PLIF) of OH is used to examine flame stabilization in high pressure cryogenic flames formed by injecting a central jet of low speed liquid oxygen surrounded by a high speed gaseous stream of hydrogen or methane. In the LO_x/GH₂ experiments injection conditions are transcritical as the chamber pressure is above critical but the temperature is below critical . In the LO_x/GCH₄ experiments the chamber pressure and LO_x injection temperature are below critical , . Hydrogen or methane are injected at room temperature LIF images delineate the flame edge in the injector nearfield. The two flames are stabilized in the vicinity of the liquid oxygen injector lip but the anchor point is found to lie closer to the lip in the LO_x/GH₂ case and its displacement from shot to shot is of a smaller amplitude than that corresponding to the LO_x/GCH₄ flame. Interpretation of these data is based on a previous analysis which indicates that stabilization is essentially controlled by a dimensionless group formed by comparing the lip thickness to the flame edge thickness Ψ = h_s/δ_f. It is found that Ψ slightly exceeds unity in the LO_x/GH₂ case essentially fulfilling the stability condition while Ψ < 1 in the LO_x/GCH₄ case. In this last situation the flame is thicker than the characteristic thickness h_s and it is therefore sensitive to the high speed methane stream. Anchoring is imperfect and the flame edge moves with the turbulent eddies shed from the lip. Global stabilization is achieved dynamically but the reactive layer is not well established and the large amplitude motion of the edge is a symptom of a possible lift-off. Theoretical estimates indicate that LO_x/GCH₄ flame stabilization requires a thicker lip size than the LO_x/GH₂ propellant couple.     

The reaction of PPh3 with Di-μ-chlorobis(arylazooximato)dipalladium(II)

Summary Di--chlorobis(arylazooximato)dipalladiuni(II) compounds react with PPh₃ to give the four-coordinate complexes (5) and (4) in which the azooxime acts as a unidentate and bidentate ligand respectively. Hydrogen bonding in polar solvents such as MeOH or EtOHetc. stabilize (5) whereas, polar solvents such as Me₂CO, py and Et₂O convert (5) into (4). The equilibrium: (4) + PPh₃ (5) exists in PhH solution and equilibrium constants at 30°C have been calculated spectrophotometrically. The variation in equilibrium constants and the stabilities of (5) have been explained on the basis of electron-releasing and electron-withdrawing properties of substituents, R, in the azooxime ligand.