9,702 research outputs found
Qantas Consolidated LB-30 Liberator II passenger transport G-AGKT with another Liberator and Douglas DC-3s on tarmac at Mascot Airport, Sydney, 1946 [picture] /
No full textTitle from caption list.; Part of the collection: Russell Smith aviation collection, 1946-1959.; Inscriptions: "R.S.46/07(D)"--Printed lower left corner; "Liberator G-AGKT, Mascot, 1946. (Note Kangaroo & Speedbird Emblems on Cheat Line)"--Printed lower right.; Also available in an electronic version via the Internet at: http://nla.gov.au/nla.pic-vn4501985; Donated by Russell Smith, 2008
Langmuir and LB properties of two calix[4]resorcinarenes: Interactions with various analytes
No full textThe ability of calixarene-based molecules to interact with amino acids has been
the basis of many studies. The Langmuir and LB properties of two calix
[4]resorcinarenes have been investigated. The properties of the layer formed at
the air–water interface were studied by surface pressure–area isotherms. LB
deposition onto glass substrates has shown that multilayer assemblies can be
built up. The UV–vis spectra of resulting LB films have been recorded,
indicating that the compounds are coloured as a result of intra-molecular charge
transfer bands. The sensitivity of the surface pressure–area isotherms has been
investigated in relation to the exposure to various analytes delivered from the
subphase (i.e. amino acids). Furthermore, exposure of the LB films to a wide
range of vapours (e.g. amines, alcohols, thiols) has led to modified UV–v
Androgen Receptor
No full textThe majority of physiological actions of testosterone and dihydrotestosterone are mediated by the androgen receptor, a member of the nuclear receptor superfamily, encoded as a single gene on the X-chromosome. Androgen receptor has four functional domains, N-terminal, DNA binding, hinge and ligand binding. In response to hormone binding the androgen receptor protein positively or negatively regulates gene expression (classical pathway) or signaling cascade activity (nonclassical pathway) in target tissues. Androgen receptor is long known to be essential for correct masculinization, and male fertility, however recent studies have identified novel influences androgen receptor plays in both lifelong health, and disease.No Full Tex
Photoelectro-chemical properties of anilino squaraine derivatives in LB films
No full textPhotocurrent generation from Langmuir-Blodgett (LB) overlays on indium tin oxide (ITO) electrodes, where the active components are 2,4-bis[4-(dibutylamino)-2-hydroxyphenyl]squaraine (1) and the unsubstituted analogue, 2,4-bis[4-(dibutylamino)phenyl]squaraine (2), have been investigated. Dye 1 shows improved behaviour compared with the latter and differences in performance are attributed to a modified aggregate structure, this being indicated by variations in the LB film spectra. The photocurrent generation is enhanced by the presence of electron accepters, e.g. N,N'-dimethyl-4,4'-bipyridinium diiodide (MV2+), but quenched by electron donors, e.g. hydroquinone (HQ). The concentration dependence is reported
Theory of learning or theory of education? a response to Smith
No full textThe explicit aim of our article was to depict teachers' knowledge of such accounts. Because of the very circumscribed aim, we were not, as Smith states in his abstract, considering "applications of learning theory to teaching". While, of course, it is useful to the reader if an article stimulates a range of further ideas and/or helps the reader to make new conceptual connections, the ideas stimulated in the reader are not necessarily accidental omissions by the author(s). We deliberately chose to exclude the literature on the 'complex' relationships between theory and practice since Thomas (1997), Rowlands (1999), and Loughran (2002) are but a few who have rigorously examined that issue. Similarly we would not deny (Maclellan & Soden, 2004, Soden, 2003) that analysing issues involves the variety of interpretative considerations that Smith raises. However, in order to make a contribution to the body of literature, it is necessary both to focus tightly on the issue of concern and to develop that issue within a coherent explanatory framework: ours happened to be a psychological one although others working within different perspectives (such as philosophical, sociological or historical) would doubtless draw on different bodies of literature
Letters from Smith Green to grandma and grandpa
No full textLetters from Smith Green to his grandparents, William and Mary Green -3 in one envelope (August 25, 1935, August 30, 1935, September 4, 1935).1 I got your letter after I started this as you'll see. I dn't blame the Nunn girls for running Nannie off. Camp Bullis, Texas August 25, 1935 Dear Grandma and Grandpa- I don't remember getting a letter from you in about a month so I thought I would write again. We've been out here at Bullis for over three weeks now, training reserve officers. Some of them are pretty dumb, too. The first week is pretty easy, just close order drill and specialists training in the morning. The next week is field maneuvers though and that's pretty hard for its morning and evening 2 and sometimes all night. After that week we rest a day or two then start over again with a new bunch of officers. As you know, I'm a mule leader. I have to water and feed and lead a 1,500 lb red mule called Eubanks on field maneuvers. I also have to wash his harness after every meal and groom him. That's just during long hikes. We stayed out a whole day and night last week. It was just like war times, airplanes dropping flares by night and flying low by day, machine guns, automatic rifle and rifles 3 popping and rattling and artillery booming. And I was leading a red mule around following up the advance and stringing wire over mountains, cactus, mesquite and shellholes ravines, etc. We saw deer rattlesnakes and armadillos. I didn't sleep all night because we were advancing or retreating all the time. We strung miles of wire and took it up after night. What a time! What I've told you is just a little of it all. I was in the 2nd Battalion 4 section which means our section followed up the 2nd Battalion and kept communication by telephone, radio and buzzer phone. I've done some roamin' around the hills here, going in caves etc. I took a bunch of pictures of scenes and another boy shot some of me. I'll send some when they're developed. Did the money get to you? There is no way of insuring anything out here. We'll be in the post next payday (I hope) and I'll insure the letter. Tell Ray and Pearl to spend 3 cents and a little time and write 5 me. I'd like to play Ray a nice game of pitch. I know I could beat him. I got another letter from Bee and Florence and another from Aunt Lucy last week. When Uncle George comes next time tell him I'm getting along fine and hope he's the same. I weigh around 170 now and feel fine. I hope this reaches you and Grandpa in good health. Love Smith (over) 6 P.S. WAsn't it too bad that Will Rogers and Wiley Post were killed. I don't know what we'll do without Will. We heard about the accident over a radio a few hours after it happened. I saw some article in the San Antonio light wrightn by Bill Murray. He was kicking about the "Raw" deal. Long live Bill. P.S.S. Aug. 27. I forgot to mail this letter until now. 7 August 30, 1935 Fort Sam Houston I got your letter the other day and decided not to mail this one until pay-day which is to-day. We sure covered ground in the past frew days. Thursday we went on a maneuver that lasted all day and night. We strung wire that day and took it up under cover of darkness. Certainly had a time and walked about 8 miles back to campm in the wee small hours. Two weeks ago Thursday we went on one that 8 lasted all day and night and part of the next day. When we go on maneuvers with the REgular Army officers we'll be out for weeks thought without coming to camp. I hope that this letter reaches you both of you are feeling fine. Well I guess I'll close. Smith P.S. you should have seen me this morning when we come in. I looked like I was disguised by the dust. September 4, 1935 Well it looks like I'll never end this letter. It went up to the P.O. Saturday to mail this letter right after payday, but it was closed for some reason. And of course it was closed Sunday and Monday. I'm on dining room orderly for a week. Everybody has to do it when it comes their turn. It don't come often though. I have to scrub off the 10 tables, set them, take care of the silver ware, sweep the dining room three times daily and mop or scrub it once and several more things. I'll be glad when this week's over. Well I hope I can mail the letter this time. Lots of Love I hope you're feeling fine S.L. Green Hq. Co. 23rd Inf. Ft. Sam Houston Tex Mr. W.M. Green Box 426 Broken Bow, Okla
Comments on author citations for nomenclatural novelties published in volume 15 of the Flora Reipublicae Popularis Sinicae (FRPS)
No full textStudent teachers learning to plan mathematics lessons
No full textMost educational professionals would agree that planning is an essential component of teaching. Such planning, educational texts and reports often stress, must focus on the specifying of clear objectives and a clear lesson structure. As a result, a common framework used to introduce student teachers to the complexities of lesson planning is premised on starting the planning process with specifying objectives. Yet there is considerable evidence that experienced teachers do not plan in this way. Their planning is likely to more idiosyncratic or they may plan in different ways depending on particular circumstances. The effect of this can be that the more skilful the planning, or the more it happens at unscheduled times, the more difficult it is for student teachers to understand how successful lesson planning is achieved. In this article we review the basis for introducing student teachers to lesson planning and examine some of the advantages and disadvantages of beginning with an emphasis on the explicit formulation of lesson objectives. We argue that while starting with objectives may help to focus student teachers on what pupils might learn during a particular lesson, there is a danger that it produces rigid plans that emphasise the more easily measurable parts of the mathematics curriculum at the expense of the more creative and spontaneous aspects of mathematical thinking
Learning styles in education and training: problems, politicisation and potential
No full textPurpose– The purpose of this paper is to introduce a selection of papers from the 10th Annual European Learning Styles Information Network Conference.Design/methodology/approach– The paper looks at problems, developments in the application of style and potential styles for practice in the area of cognitive and learning styles in education and training practice, with a brief look at the papers within this issue.Findings– The paper finds that each of the papers presented here raises a number of pertinent issues which are significant in the ongoing debate regarding the value of cognitive and learning styles in education and training practice. These are presented in the form of ten key messages.Originality/value– The paper presents a useful insight into the problems, politicisation and potential of learning styles in education and training
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