Luminescent centers of EU2+ in BaMgAl10O17 phosphor

Two kinds of luminescent centers an observed in BaMgAl10O17:Eu2+ phosphor. Influence of flux on luminescence of Eu2+ in the phosphor is discussed in detail. There exists Eu2+ (F-) center (a luminescent center with 277 nm excitation band and 386 nm emission band) due to the substitution of F- ions for O2- ions, Effective energy transfer from Eu2+ (F-) to Eu2+ (O2-) (a luminescent center with 334 nm excitation band and 450 nm emission band) is observed. The quenching concentration of Eu2+ in BaMgAl10O17 is raised by 0.20 mole per mole host due to forming of new luminescent center Eu2+ (F-). (C) 2001 Elsevier Science Ltd. All rights reserved.

A rule to design high spin molecules with hetero-spin centers

The series of biradicals with m-phenylene coupling unit and hetero-spin centers were calculated compared with those possessing home-spin centers using AM1-CI method. A simple rule was proposed to design high spin molecules with ferromagnetic coupling unit and hetero-spin centers. Two neutral (or charged) hetero-spin centers resulted in high spin ground state, one neutral and another charged hetero-spin centers correspond to low spin ground state. The latter was ascribed to the huge splitting of two partially occupied molecular orbitals.

Studies on the electron transfer centers of amino oxidase immobilized on self-assembly monolayer using electrochemical methods

The direct electron transfer of amino oxidase on electrode surface based on self-assembly technique occurs at 505 mW(vs. Ag/AgCl), indicating that copper atoms are the electron transfer centers and catalytic centers of amino oxidase.

Kinetics of electrocatalytic ascorbic acid at ultramicroelectrode modified by Eastman-AQ polymer containing tris(2,2-'-bipyridine) osmium(III/II) complexes as electron-transfer centers

The theoretical model[17] of an ultramicroelectrode modified with a redox species film is used as the diagnostic tool to characterize the catalytic oxidation of ascorbic acid at carbon fiber ultramicrodisk electrodes coated with an Eastman-AQ-Os(bpy)(3)(2+) film. The electrocatalytic behavior of ascorbic acid at the ultramicroelectrode modified by an Eastman-AQ polymer containing tris(2,2'-bipyridine) osmium(III/II) as mediators is described. In order to determine the five characteristic currents quantitatively, the radius of the ultramicroelectrode and the concentration of ascorbic acid are varied systematically. The kinetic zone diagram has been used to study the electrocatalytic system. This system with 0.5-2.75 mM ascorbic acid belongs to SR + E case, and the concentration profiles of the catalyst in the film are given in detail. Finally, optimizing the design of catalytic system is discussed.

CHARGE COMPENSATION AND LUMINOUS CENTERS IN CAF2-CE3+

We synthesize some powder phosphors of CaF2:Ce3+ under different reaction conditions, find three luminous centres, and demonstrate that each luminous centre is formed with different charge compensation procedures.

THE INVESTIGATION ON THE EMISSION CENTERS AND SUBSTITUTING SITES IN KMGF3-CE3+

With the method of high temperature solid state reaction and stockbarger, we synthesized a series of powder phosphors of KMgF3-Ce3+, KMg1-alphaMalphaF3-Ce3+(M = Be2+, Ca2+) and the single crystal of KMgF3-Ce3+. We tested their excitation and emission spectra, found two emission centers in KMgF3-Ce3+ and demonstrated that they resulted from different charge compensating ways. By the structural analysis on KMgF3-Ce-3+ from a four-cycle diffractometer and spectral analysis on KMg1-alphaMalphaF3-Ce3+(M = Be2+, Ca2+), we deduced that Ce3+ ion only.substituted K+ site in KMgF3.

STUDY ON THE ACTIVE-CENTERS OF METHANE COUPLING CATALYSTS BY MEANS OF FLUORESCENCE EMISSION OF EU3+

Eu3+ ion was adopted as a probe to detect the probability of entrance of alkali elements into the crystal lattice of MgO, CaO and La2O3 by means of its characteristic emission. Based on the experimental data it is concluded that Li+ and Na+ ions can substitute Mg2+ and Ca2+ ions and only a small amount of K+ ion can enter into the lattice of CaO. Whilst Li+ ion can not enter into the lattice of lanthana. The conclusion of this investigation is in good agreement with that obtained by Lunsford by ESR studies.

Hypothesis Formation and Evaluation in Medical Diagnosis

This thesis describes some aspects of a computer system for doing medical diagnosis in the specialized field of kidney disease. Because such a system faces the spectre of combinatorial explosion, this discussion concentrates on heuristics which control the number of concurrent hypotheses and efficient "compiled" representations of medical knowledge. In particular, the differential diagnosis of hematuria (blood in the urine) is discussed in detail. A protocol of a simulated doctor/patient interaction is presented and analyzed to determine the crucial structures and processes involved in the diagnosis procedure. The data structure proposed for representing medical information revolves around elementary hypotheses which are activated when certain disposing of findings, activating hypotheses, evaluating hypotheses locally and combining hypotheses globally is examined for its heuristic implications. The thesis attempts to fit the problem of medical diagnosis into the framework of other Artifcial Intelligence problems and paradigms and in particular explores the notions of pure search vs. heuristic methods, linearity and interaction, local vs. global knowledge and the structure of hypotheses within the world of kidney disease.

Freedom to learn: a radically revised pedagogy to facilitate lifewide learning in the academic curriculum.

Higher education has progressed fairly steadily to a common pedagogical approach which centres on the idea of alignment. In this arrangement, intended learning outcomes are identified and declared; learning activities which will enable the desired learning and development to be achieved are conceived and undertaken with the support of appropriate and effective teaching; and assessment which calls for these outcomes is (ideally) carefully designed and implemented. All three elements are aligned in advance. The same principles and practices underpinned by notions of alignment have been applied to date in most of the purposeful schemes for personal development planning. In this chapter I argue that lifewide learning, wherein learning and development often occur incidentally in multiple and varied real-world situations throughout an individual’s life course, calls for a different approach, and a different pedagogy. Higher education should therefore visualise lifewide learning as an emergent phenomenon wherein the outcomes of learning emerge later on, and are often unintended. Consequently, they cannot be defined in advance of the activities through which they are formed. The main purpose of this chapter is to offer some practical ideas to support the development of pedagogies that would enable programme designers to embed in their programmes the principle and practice of lifewide education.

Perfil competencial de los estudiantes de últimos cursos de grado en las universidades de la Comunidad de Madrid: diferencias en función del género y la edad

El cambio de modelo de enseñanza que han sufrido las Universidades con la implementación del Espacio Europeo de Educación Superior, puso el foco en el desarrollo competencial, buscando que los estudiantes adquieran las habilidades y capacidades. Con el fin de comprobar si el desarrollo de las competencia académicas se ve afectado por el género y la edad de los estudiantes, a una muestra de 364 estudiantes de diferentes Universidades de la Comunidad de Madrid se les aplicó COMPEUEM, un test que evalúa en qué medida los estudiantes poseen 8 competencias académicas: Comunicación, Liderazgo, Trabajo en Equipo, Adaptación a los Cambios, Iniciativa, Solución de Problemas, Toma de Decisiones, Organización y Planificación. Los resultados encontrados ponen de manifiesto que los sujetos de más edad presentan mayores niveles en la adquisición de competencias que los de menor edad. Por otro lado, encontramos diferencias significativas en función del género de los estudiantes.

E-books in academic libraries: an international overview

Tedd, L. A. (2005). E-books in academic libraries: an international overview. New Review of Academic Librarianship, 11(1), 57-79.