4-Amino-1,8-naphthalimide-based anion receptors: employing the naphthalimide N-H moiety in the cooperative binding of dihydrogenphosphate

The 4-amino-1,8-naphthalimide-based anion receptor 3 binds dihydrogenphosphate with 1:1 stoichiometry through cooperative hydrogen bonding to a naphthalimide N–H and thiourea N–H groups. This was clearly established from ¹H NMR titration experiments in DMSO-d₆ where a substantial shift in the resonance for the naphthalimide N–H was observed concomitant with the expected thiourea N–H chemical shift migration upon successive additions of H₂PO₄⁻. However, whilst ¹H NMR titration experiments indicate that 3 was capable of binding other anions such as acetate, the naphthalimide N–H does not participate and the N–H resonance was essentially invariant during the titration. The lack of cooperative binding in this instance was justifiable on steric grounds.

The impact of teaching models, group structures and assessment modes on cooperative learning in the student design studio

As a result of ever diminishing teaching resources, an increasing number of architectural educators are setting group design projects, rather then spreading their time thinly over a large number of individual projects. This allows them to co-ordinate longer and more in-depth review sessions on a smaller number of assignment submissions. However, while the group
model may offer an authentic learning model by reflecting design in practice, the approach is not without its obvious shortcomings as a teaching archetype for the assessment of the knowledge and skill competencies of individual students. Hence, what is clear is the need for a readily adoptable andragogy for the teaching and assessment of group design projects.
The following paper describes the background, methodology and findings of a Strategic Teaching and Learning Grant funded research project carried out in the year 2005 at the School of Architecture and Building at Deakin University. The project aimed to inform a change of classroom/studio practice governing the assemblage, teaching and assessment of student design teams. The development through these changes of cooperative and student centred learning principles focused on effective design collaboration and fair assessment should, it will be argued, lead to an enhanced group-learning experience in studio, which will subsequently and ultimately enhance professional practice.

Measuring moral judgement and the implications of cooperative education and rule-based learning

The Defining Issues Test (DIT), developed by Rest (1986), measures a person's level of moral development using hypothetical social dilemmas. Although the DIT is useful for measuring moral development in social settings, it might not adequately capture an individual's moral judgement abilities in solving work-related problems (Weber, 1990; Trevino, 1992; Welton et al., 1994). In the present study, the moral judgement levels of 97 accounting students were measured over a 1 year period using two separate test instruments, the DIT and a context-specific instrument developed by Welton et al. (1994). The test scores are significantly higher on the DIT than the Welton instrument (between the instruments and over time), suggesting that accounting students use higher levels of moral reasoning in resolving hypothetical social dilemmas and lower levels of moral reasoning in resolving context-specific dilemmas. The difference in test scores was highest during cooperative education (work placement programme), implying that the environment is a significant determinant on students' test scores.

Teaching practices for effective cooperative learning in an online learning environment (OLE)

As a teaching practice the application of cooperative learning in tertiary education can present unique challenges for both the practitioner and her students. Mastering this teaching approach requires careful planning, design and implementation for effective deployment in a face-to-face setting. In this setting the success of the cooperative learning approach has been demonstrated. The complexity is significantly increased by additional variables such as the selection and application of technological teaching tools and the change in nature of existing variables including awareness of students' social and communication skills when applying this practice in an Online Learning Environment (OLE). In addition student acceptance of this e-learning approach to learning also needs to be carefully considered. The practitioner must be aware of these factors and have suitable methods in place to support collaboration and interaction between student groups to ensure the ultimate goal with regard to students' learning is achieved. This paper considers how cooperative learning can be combined effectively with these variables and factors of an OLE, and begins with the presentation of a conceptual framework to represent this relationship as a constructive teaching practice. It is anticipated that the conceptual framework would be applied by other practitioners to facilitate cooperative teaching within their OLE. To demonstrate the validity of the framework a case scenario is provided using an Information Technology (IT) undergraduate unit named 'IT Practice'. This is a wholly online unit where extensive participation by the students within small groups is a core requirement. The paper demonstrates the themes of designing curriculum and assessment, as well as flexible teaching strategies for learner diversity but primarily concentrates on managing an effective OLE; that is managing small groups in an online teaching environment.

Conceptualising best practices in cooperative industry-based learning in information systems and information technology: an inter-institutional investigation in Australian higher education

The professional fields of information systems and information technology are drivers and enablers of the global economy. Moreover, their theoretical scope and practices are global in focus. University graduates need to develop a range of leadership, conceptual and technical capacities to work effectively in, and contribute to, the shaping of companies, business models and systems which operate in globalised settings. This paper reports a study of the operation of industry-based learning (IBL) at three Australian universities, which employ different models and approaches, as part of a series of investigations of the needs, circumstances and perspectives of various stakeholders (program coordinator, faculty teaching staff, the students, industry mentors, and the professional body which has supported the most recent stage of this study). The focus of this paper is a discussion of salient pragmatic considerations as we attempt to conceptualise what constitutes best practice in offering industry-based learning for higher education students in the disciplines of information systems and information technology.

Geographic routing with cooperative relaying and leapfrogging in wireless sensor networks

A novel geographic routing protocol for multi-hop wireless sensor networks is presented. It exploits the broadcast nature of the wireless channel to enable on-demand cooperative relaying and leapfrogging for circumventing weak radio links. In order to achieve energy efficiency, a metric is introduced for next-hop selection that takes into account information on the residual battery energy, the geographical position of the sensor nodes, and the channel quality of the involved radio links when available. Performance results show that the completely decentralized protocol offers significant benefits by reducing the number of (re)transmissions required to reach the destination. This translates into network-wide energy savings that extend the network lifetime.

The rise and decline of the New South Wales cooperative housing societies

In the past, New South Wales cooperative housing societies made an important contribution to the financing of housing construction. In this paper the expansion and later contraction of the societies is explained. It is shown that, in recent times, not only have they suffered from a drying up of loan funding, but also a great number have operated at far below their possible level of efficiency.

Luminescence: overview

Article Outline
• Introduction
• Photoluminescence
• General Principles
• Structural and Environmental Influences on Photoluminescence
• The Relationship between Photoluminescence Intensity and Analyte Concentration
• Excitation and Emission Spectra
• Chemiluminescence
• Bioluminescence
• Other Types of Luminescence
• Further Reading

Luminescence and microstructure of Sr2Mg(BO3)2 doped with Eu

Sr₂Mg(B0₃)₂ doped with Eu was synthesized respectively in air and weak reducing atmosphere (combustion of carbon particle), whose photoluminescence characteristics and structure were also studied at room-temperature. In air, the fluorescent body's color was white for different synthesized temperatures. At room temperature, the sample was excited and showed red typical emission spectrum of Eu³⁺ whose emission apex were sharp near 612 nm and emission spect~m was made up of the charge transformation band (CTB) of Eu^{3 +} and excitation spectrum of 4f→4f high energy level transition, then reached the area of VUV. However, under reducing atmosphere (combustion of carbon particles), the color of the sample yielded was yellow, whose color became deeper with increasing temperature and showed phase transition. Using UV excitation, the luminescence of yellow sample was very weak. In a complicated broad spectrum at visible light area, the red emission spectrum of Eu²⁺ was not observed. Crystal structure and luminescence of the sample were completely different from the results of Diaz and Keszler. Two samples were prepared under oxidation and reducing atmosphere at high temperature, which were different on crystal structure and microstructure. By studying Sr₂Mg(B0₃)₂:Eu³⁺ a series of directional faults or educts were found, because Eu^{3 +} ions substituted for Sr^{2 +} ions. However, microstructure of Sr₂Mg(B0₃ )₂: Eu^{2 +} is more complicated, whose excitation spectrum might be excited by Eu^{2 +}. By XRD patten of the samples, phase transitibn could be found. Twins and clusters that were formed from point defect such as interstitial atom and big angle crystal boundary could be found by TEM.