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Journal articles on the topic 'Views on chemistry practicals'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

McGarvey, David J. "Industry-linked context-based chemistry practicals." New Directions in the Teaching of Physical Sciences, no. 2 (December 1, 2006): 57–64. http://dx.doi.org/10.29311/ndtps.v0i2.436.

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There is considerable evidence that the use of tangible contexts enriches the learning experience for students. In view of this, the author has developed two ‘industry-linked context-based chemistry practicals’ that illustrate the importance of core chemistry topics within commercial/industrial contexts. A common feature of the practicals is that the students work with actual commercial samples and compare their data with that published by the two companies. The principal features of the two practicals are described and contrasted with conventional practicals. Finally, the results of a student evaluation of the practicals are reported.
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2

Al-Amoush, Siham A., Silvija Markic, and Ingo Eilks. "Jordanian chemistry teachers' views on teaching practices and educational reform." Chem. Educ. Res. Pract. 13, no. 3 (2012): 314–24. http://dx.doi.org/10.1039/c2rp20022h.

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3

Kohen, Zehavit, Orit Herscovitz, and Yehudit Judy Dori. "How to promote chemical literacy? On-line question posing and communicating with scientists." Chemistry Education Research and Practice 21, no. 1 (2020): 250–66. http://dx.doi.org/10.1039/c9rp00134d.

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Facilitating students' chemical literacy is a focal point of current science education. This study examines views of chemists and chemistry teachers on chemical literacy and, more broadly, on scientific literacy of four kinds of stakeholders: scientists, teachers, STEM students, and the educated public. We explored the views of 347 participants, representing the four stakeholder groups with diversified scientific literacy, and an Ask-a-Scientist public website as a communication channel for facilitating chemical literacy through posing questions. Research tools included interviews, open-ended questionnaires, and questions retrieved from the website. We found that the questions posed on the website expressed a range of levels of chemical literacy that the students had constructed. The stakeholder groups expressed diverse perspectives of their experiences using various types of communication channels, arguing for the need to encourage students to pose questions and receive scientists' responses. Our study is placed in the larger context of scientific literacy and communication channels, as it takes the example of chemical literacy, with a focus on communications among scientists and chemistry teachers in the context of an Ask-a-Scientist website. It has established a link between responses of various stakeholders and the literature definitions regarding scientific literacy with focus on chemical literacy. From a practical viewpoint, the study presents a productive communication channel for posing questions in the context of chemistry and other sciences. Methodologically, this study includes the design of tools for analyzing both the views of different stakeholders and for evaluating the complexity level of chemistry questions, which might serve chemistry educators.
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Lok, Wai Foong, and Pooi Wan Yau. "A case study of direct assessment of students’ manipulative skills in chemistry practical: Perspective of lecturers." Asian Journal Of Assessment In Teaching And Learning 10, no. 2 (July 3, 2020): 10–17. http://dx.doi.org/10.37134/ajatel.vol10.2.2.2020.

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Direct assessment has adopted in matriculation college as an innovative change in assessment method for practical in line with the implementation of outcome-based education. The purpose of this study was to obtain the views of matriculation lecturers on the use of direct assessment to assess students’ manipulative skills in titration experiment during Chemistry practical. A qualitative case study approach was adopted, in which four matriculation lecturers were purposely selected. Observation and interview were conducted to obtain their views regarding to the perception, implementation, effectiveness, and critical factors for sustainability of direct assessment. The findings of the study indicated that lecturers positively perceived direct assessment were able to enhance students’ manipulative skills in Chemistry practical, by identifying their weaknesses in skills and to increases their motivation in hands-on practical. Several issues such as lack of skills among lecturers and the requiring of excessive effort needed to overcome in order to sustain the implementation of direct assessment in matriculation college.
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Sneddon, Peter H., and Robert A. Hill. "Perceptions, views and opinions of university students about chemistry learning during practical work at school." Chem. Educ. Res. Pract. 12, no. 3 (2011): 312–21. http://dx.doi.org/10.1039/c1rp90038b.

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6

Gennes, P. G. de. "Simple views on adhesion and fracture." Canadian Journal of Physics 68, no. 9 (September 1, 1990): 1049–54. http://dx.doi.org/10.1139/p90-148.

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The industrial importance of adhesives is constantly increasing. Yet it is difficult to systematize the vast amount of practical knowledge, which has accumulated, covering chemistry, interfacial physics, and mechanics. This review describes an attempt to bridge the gap between polymer science and fracture mechanics. It focuses on weak mechanical junctions. Examples can be found at glass–rubber interfaces or at glass–plastic interfaces, where the glass has been grafted with polymer chains that promote adhesion. When a fracture propagates along such a junction, the dissipation tends to be localized in the junction region. We present a phenomenological description of this process in terms of two ingredients: (i) a threshold stress σc associated with chemical scission or with plastic flow; (ii) a "suction" process with a suction velocity proportional to the local stress σ, which ends when the volume transfer (per unit area) has reached a certain limit hf. Assuming no cavitation (no crazes), we are led to expect two fracture regimes: (a) at low-fracture velocities V, the process is quasi-static and the fracture energy G scales like σchf and (b) beyond a velocity V*, the width of the suction region is very much spread out, and G increases linearly with V. On the whole, these ideas can put into perspective a number of existing data, for instance, we may understand why adhesive elastomers become poorer when their level of cross linking is increased.
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7

Danczak, S. M., C. D. Thompson, and T. L. Overton. "‘What does the term Critical Thinking mean to you?’ A qualitative analysis of chemistry undergraduate, teaching staff and employers' views of critical thinking." Chemistry Education Research and Practice 18, no. 3 (2017): 420–34. http://dx.doi.org/10.1039/c6rp00249h.

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Good critical thinking is important to the development of students and a valued skill in commercial markets and wider society. There has been much discussion regarding the definition of critical thinking and how it is best taught in higher education. This discussion has generally occurred between philosophers, cognitive psychologists and education researchers. This study examined the perceptions around critical thinking of 470 chemistry students from an Australian University, 106 chemistry teaching staff and 43 employers of chemistry graduates. An open-ended questionnaire was administered to these groups, qualitatively analysed and subsequently quantified. When asked to define critical thinking respondents identified themes such as ‘analysis’, ‘critique’, ‘objectivity’, ‘problem solving’, ‘evaluate’ and ‘identification of opportunities and problems’. Student respondents described the smallest number of themes whereas employers described the largest number of themes. When asked where critical thinking was developed during the study of chemistry students overwhelmingly described practical environments and themes around inquiry-based learning. When teaching staff were asked this question they commonly identified critiques, research, projects and practical environments to some extent. This research highlights that there is only limited shared understanding of the definition of critical thinking and where it is developed in the study of chemistry. The findings within this article would be of interest to higher education teaching practitioners of science and chemistry, those interested in development of graduate attributes and higher order cognitive skills (HOCS) and those interested in the student and employer perspectives.
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8

Klinman, J. P. "Dynamic barriers and tunneling. New views of hydrogen transfer in enzyme reactions." Pure and Applied Chemistry 75, no. 5 (January 1, 2003): 601–8. http://dx.doi.org/10.1351/pac200375050601.

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Hydrogen-transfer processes are expected to show appreciable quantum mechanical behavior. Intensive investigations of enzymes under their physiological conditions show this to be true in practically every example investigated. Initially, tunneling was treated either as a tunneling correction [cf. Bell, The Tunnel Effect in Chemistry, Chapman & Hall, New York, (l980)], or as corner-cutting [Truhlar et al., J. Chem. Phys. 100, 12771 (l996)]. This worked well as long as the observed properties could be explained by “corrections” to transition-state theory. However, over the past several years, enzymatic behaviors have been observed that are so deviant as to lie outside of transition-state theory. This phenomenon is discussed in the context of the enzyme, soybean lipoxygenase. An environmentally coupled hydrogen-tunneling model is presented that derives from the treatments of Kuznetsov and Ullstrup [Can. J. Chem. 77, 689 (l999)], and includes heavy-atom reorganization (temperature-dependent and largely isotope-independent), together with heavy-atom gating (temperature- and isotope-dependent). This treatment can explain a wide range of behaviors and leads to a new view of the origin of kinetic isotope effects in hydrogen-transfer reactions. These properties link enzyme fluctuations to the hydrogen-transfer reaction coordinate, making a quantum view of H-transfer necessarily a dynamic view of catalysis.
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George-Williams, Stephen R., Angela L. Ziebell, Russell R. A. Kitson, Paolo Coppo, Christopher D. Thompson, and Tina L. Overton. "‘What do you think the aims of doing a practical chemistry course are?’ A comparison of the views of students and teaching staff across three universities." Chemistry Education Research and Practice 19, no. 2 (2018): 463–73. http://dx.doi.org/10.1039/c7rp00177k.

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The aims of teaching laboratories is an important and ever-evolving topic of discussion amongst teaching staff at teaching institutions. It is often assumed that both teaching staff and students are implicitly aware of these aims, although this is rarely tested or measured. This assumption can lead to mismatched beliefs between students and teaching staff and, if not corrected for, could lead to negative learning gains for students and become a source of frustration for teaching staff. In order to measure and identify this gap in a manner that could be readily generalised to other institutions, a single open question – ‘What do you think the aims of doing a practical chemistry course are?’ – was distributed to students and teaching staff at two Australian universities and one UK university. Qualitative analysis of the responses revealed that students and teaching staff held relatively narrow views of teaching laboratories, particularly focusing on aims more in line with expository experiences (e.g. development of practical skills or enhances understanding of theory). Whilst some differences were noted between students at the three institutions, the large amount of similarities in their responses indicated a fairly common perception of laboratory aims. Of the three groups, academics actually held the narrowest view of teaching laboratories, typically neglecting the preparation of students for the workforce or the simple increase in laboratory experience the students could gain. This study highlights gaps between the perceptions of students and teaching staff with regards to laboratory aims alongside revealing that all three groups held relatively simplified views of teaching laboratories.
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10

Zhang, Le, Jian Sun, and Qiang Zheng. "3D Point Cloud Recognition Based on a Multi-View Convolutional Neural Network." Sensors 18, no. 11 (October 29, 2018): 3681. http://dx.doi.org/10.3390/s18113681.

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The recognition of three-dimensional (3D) lidar (light detection and ranging) point clouds remains a significant issue in point cloud processing. Traditional point cloud recognition employs the 3D point clouds from the whole object. Nevertheless, the lidar data is a collection of two-and-a-half-dimensional (2.5D) point clouds (each 2.5D point cloud comes from a single view) obtained by scanning the object within a certain field angle by lidar. To deal with this problem, we initially propose a novel representation which expresses 3D point clouds using 2.5D point clouds from multiple views and then we generate multi-view 2.5D point cloud data based on the Point Cloud Library (PCL). Subsequently, we design an effective recognition model based on a multi-view convolutional neural network. The model directly acts on the raw 2.5D point clouds from all views and learns to get a global feature descriptor by fusing the features from all views by the view fusion network. It has been proved that our approach can achieve an excellent recognition performance without any requirement for three-dimensional reconstruction and the preprocessing of point clouds. In conclusion, this paper can effectively solve the recognition problem of lidar point clouds and provide vital practical value.
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11

Salo, Jukka-Pekka, and Hannele Salomies. "Teaching the Basics of Pharmaceutical Analysis by Thin-Layer Chromatography and High-Performance Thin-Layer Chromatography to Undergraduate Students—Laboratory Practicals." Journal of AOAC INTERNATIONAL 82, no. 1 (January 1, 1999): 38–47. http://dx.doi.org/10.1093/jaoac/82.1.38.

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Abstract As part of the renewal of the pharmacy students’ curriculum, we planned a 2-day program with 9 exercises in thin-layer chromatography to teach the basics of the technique. Written reports with proper presentation ofresults were required. Related issues such assimple experimental design were integrated into the program. The results and difficultiesin their interpretation are described from a teacher’s point of view. As in real life, some exercises do not allow simple conclusions or complete solutions to a problem. The mostly positive feedback about the program suggests the program served its purpose well.
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12

Bhathal, R. "Retrospective perceptions and views of engineering students about physics and engineering practicals." European Journal of Engineering Education 36, no. 4 (August 2011): 403–11. http://dx.doi.org/10.1080/03043797.2011.599062.

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13

McGarvey, David J., and Katherine J. Haxton. "Using audio for feedback on assessments: Tutor and student experiences." New Directions in the Teaching of Physical Sciences, no. 7 (July 1, 2011): 5–9. http://dx.doi.org/10.29311/ndtps.v0i7.459.

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Recently we have been providing individual audio feedback to 1st and 2nd year undergraduate Chemistry students on a variety of assessments (posters, laboratory reports, laboratory diaries) with the aim of providing richer, more detailed and more comprehensible individual feedback than is possible within the same timeframe using written feedback. In this communication, various aspects of the use of audio for feedback are discussed including practical and technical aspects of the recording of audio files whilst viewing and assessing student work, the transmission of these files to individual students, our experiences as tutors of providing audio feedback and the experiences and views of students on audio feedback.
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14

Hoang, Long, Suk-Hwan Lee, and Ki-Ryong Kwon. "A Deep Learning Method for 3D Object Classification and Retrieval Using the Global Point Signature Plus and Deep Wide Residual Network." Sensors 21, no. 8 (April 9, 2021): 2644. http://dx.doi.org/10.3390/s21082644.

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A vital and challenging task in computer vision is 3D Object Classification and Retrieval, with many practical applications such as an intelligent robot, autonomous driving, multimedia contents processing and retrieval, and augmented/mixed reality. Various deep learning methods were introduced for solving classification and retrieval problems of 3D objects. Almost all view-based methods use many views to handle spatial loss, although they perform the best among current techniques such as View-based, Voxelization, and Point Cloud methods. Many views make network structure more complicated due to the parallel Convolutional Neural Network (CNN). We propose a novel method that combines a Global Point Signature Plus with a Deep Wide Residual Network, namely GPSP-DWRN, in this paper. Global Point Signature Plus (GPSPlus) is a novel descriptor because it can capture more shape information of the 3D object for a single view. First, an original 3D model was converted into a colored one by applying GPSPlus. Then, a 32 × 32 × 3 matrix stored the obtained 2D projection of this color 3D model. This matrix was the input data of a Deep Residual Network, which used a single CNN structure. We evaluated the GPSP-DWRN for a retrieval task using the Shapnetcore55 dataset, while using two well-known datasets—ModelNet10 and ModelNet40 for a classification task. Based on our experimental results, our framework performed better than the state-of-the-art methods.
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McGarvey, David J. "Experimenting with undergraduate practicals." New Directions in the Teaching of Physical Sciences, no. 1 (February 23, 2016): 3–5. http://dx.doi.org/10.29311/ndtps.v0i1.361.

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In my experience the prescriptive nature of many undergraduate practicals restricts the scope for students to apply and develop their subject-specific knowledge. In addition, the nature of such practicals places limitations on their effectiveness for development of problem solving, team working and transferable skills. In recognition of this, a number of laboratory practicals in physical chemistry have been developed (some from existing traditional scripts) which feature clearly formulated and explicit objectives, but which omit detailed instructions to a greater or lesser extent. One particular aspect of these practicals is that the onus is placed on students to design a viable experimental approach in order to achieve the stated objectives and to reflect critically on their work. In this respect some of the practicals may be considered as structured mini-projects. Another implicit aspect is an attempt to encourage students to de-compartmentalise their subject knowledge (e.g. organic mechanisms in a ‘physical’ chemistry practical).The practicals have been used successfully at levels 1 and 2 during the past two years at Keele, and although the approach described has been applied to laboratory work in physical chemistry, there is no reason why it cannot be applied more generally.
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Hyde, Julie. "Taking laboratory chemistry to China: A personal view." New Directions in the Teaching of Physical Sciences, no. 10 (June 1, 2014): 32–35. http://dx.doi.org/10.29311/ndtps.v0i10.521.

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The opportunity to prepare and deliver a three-year practical university Chemistry course in China was a very exciting and challenging prospect. I have written an account of my experiences in the hope that it will inspire colleagues to consider delivering practical chemistry laboratory courses in other countries.
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Rahimi, Humapar Azhar, Omid Afghan, Angeela Dadwar, Valentina Nori, Mahmood Mahaly, and Hamasa Eftkhar. "Content analysis of chemistry book of eleventh school grade, from an application point of view: A case study at Professor Rasool Amin School in Kabul province." International Journal of Innovative Research and Scientific Studies 2, no. 4 (November 11, 2019): 50–54. http://dx.doi.org/10.53894/ijirss.v2i4.24.

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In this research, the application of eleventh grade chemistry book content on the daily life of students at professor Rasoon Amin school in kabul provinces has been studied. The application has been evaluatyed at two levels of social and individual bases. The research was based on the active components of William Roman's theory and the context-based approach, which based on this theory, the practical content of the book, encourages students to use it in their daily lives. The results of this study showed that the practical content of the 11th grade chemistry in daily life has confirmed to maintain the health of students with more than 80% of their answers. Recognition of natural resources using chemistry content is more than 80% in students and they feel responsibility about 80% in their lives. In addition, more than 80% of students have taken benefits of chemistry content. On the other hand, the study made it clear that whenever the subject is taught empirically and practically and the students' attention is drawn to practical activities, it can be used in all aspects of everyday’s life.
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Prins, Gjalt T., Astrid M. W. Bulte, and Albert Pilot. "Evaluation of a Design Principle for Fostering Students’ Epistemological Views on Models and Modelling Using Authentic Practices as Contexts for Learning in Chemistry Education." International Journal of Science Education 33, no. 11 (November 11, 2010): 1539–69. http://dx.doi.org/10.1080/09500693.2010.519405.

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Sun, Jun, Mantao Wang, Xin Zhao, and Dejun Zhang. "Multi-View Pose Generator Based on Deep Learning for Monocular 3D Human Pose Estimation." Symmetry 12, no. 7 (July 4, 2020): 1116. http://dx.doi.org/10.3390/sym12071116.

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In this paper, we study the problem of monocular 3D human pose estimation based on deep learning. Due to single view limitations, the monocular human pose estimation cannot avoid the inherent occlusion problem. The common methods use the multi-view based 3D pose estimation method to solve this problem. However, single-view images cannot be used directly in multi-view methods, which greatly limits practical applications. To address the above-mentioned issues, we propose a novel end-to-end 3D pose estimation network for monocular 3D human pose estimation. First, we propose a multi-view pose generator to predict multi-view 2D poses from the 2D poses in a single view. Secondly, we propose a simple but effective data augmentation method for generating multi-view 2D pose annotations, on account of the existing datasets (e.g., Human3.6M, etc.) not containing a large number of 2D pose annotations in different views. Thirdly, we employ graph convolutional network to infer a 3D pose from multi-view 2D poses. From experiments conducted on public datasets, the results have verified the effectiveness of our method. Furthermore, the ablation studies show that our method improved the performance of existing 3D pose estimation networks.
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Hill, Michelle A., Tina L. Overton, Christopher D. Thompson, Russell R. A. Kitson, and Paolo Coppo. "Undergraduate recognition of curriculum-related skill development and the skills employers are seeking." Chemistry Education Research and Practice 20, no. 1 (2019): 68–84. http://dx.doi.org/10.1039/c8rp00105g.

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Employers of chemistry graduates are seeking a range of transferable skills from prospective employees, and academics are increasingly seeking to build employability skill development opportunities into the undergraduate curriculum. However, research suggests that undergraduates do not recognise or value such skill development without prompting. This recognition is essential if graduates are to be able to articulate their skills in the employment process. This study involves research amongst almost 1000 undergraduates studying chemistry at two institutions, using open-ended questions to collect qualitative data. The extent to which students recognised course-related skills development and understood the skills that employers are looking for was investigated, as was their desire to develop additional skills. Similarities and differences in student views between institutions are discussed, as well as trends across year levels and by gender. Results indicate that undergraduates studying chemistry are most likely to value and recognise development of some key skills sought by employers (teamwork, communication, thinking/problem solving, organisation/time management and laboratory/practical skills), but are very unlikely to value or recognise others (numeracy, independent learning, commercial awareness, interpersonal, research, computer/IT, creativity/innovation, flexibility/adaptability and initiative). Opportunities to develop the latter skills and recognition of the value of doing so will require improved communication with students and/or provision of new experiences within the curriculum.
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Priya, T. Jaba, and R. Wilfred Sugumar. "Service Learning Approach to Recycling." International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 9, no. 1 (April 30, 2014): 108–16. http://dx.doi.org/10.24908/ijsle.v9i1.5281.

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Integrating curriculum-based service learning program into chemistry courses yields many benefits for the students such as improved cognition and practical skills. Additionally the community partner benefits from both the expertise and the services of the class. This paper describes the success story of one such program conducted by students at Madras Christian College. It involves the interaction with informal recyclers and the chemical recycling of polyethylene terephthalate (PET) waste. The stakeholders of the project were the students, informal recyclers, residential population, and an NGO. The marginalized informal recyclers were brought into mainstream society through formal solid waste collection system. This approach views the recyclers as catalysts to tackle climate change instead of viewing them as a social burden. The public was taught waste segregation and collection methods. On the whole the program resulted in improving the immediate environment and saving a wetland where dumping of waste was carried out.
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22

Timmerman, Philip, Morten Anders Kall, Ben Gordon, Sirpa Laakso, Achim Freisleben, and Richard Hucker. "Best practices in a tiered approach to metabolite quantification: views and recommendations of the European Bioanalysis Forum." Bioanalysis 2, no. 7 (July 2010): 1185–94. http://dx.doi.org/10.4155/bio.10.90.

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23

Denny, Michael, and Frank Chennell. "Exploring Pupils’ Views and Feelings about their School Science Practicals: use of letter‐writing and drawing exercises." Educational Studies 12, no. 1 (January 1986): 73–86. http://dx.doi.org/10.1080/0305569860120105.

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A. Chowdhury, Mohammad. "The necessity to incorporate TQM and QA study into the undergraduate chemistry/science/engineering curriculum." TQM Journal 26, no. 1 (January 7, 2014): 2–13. http://dx.doi.org/10.1108/tqm-06-2012-0043.

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Purpose – The purpose of this paper is to define the necessity of total quality management (TQM) and quality assurance (QA) study into the undergraduate chemistry/science/engineering curriculum based on the consideration of current declining trend of science education, lack of social, business and technological implications with science, and for students to perceive science knowledge as useful, interesting and relevant. Design/methodology/approach – The course design is outlined as an integrated and part of the science curriculum where “student-centred” and participative “inquiry-based” learning approaches is suggested to teach TQM and QA. Findings – TQM and QA provide the opportunity to learn applied science and associated business consequences, enhance student motivation and engagements, improves decision-making and problem-solving abilities. Students become creative, develop thinking capability in a structured and logical way to express views, and evidently their knowledge-building efforts become apparent. Research limitations/implications – The impetus of the “unit course” design is to focus on the fundamental concepts and understanding of TQM and QA, develop basic knowledge and practices, and explain quality system development and continuous improvement process. Practical implications – TQM and QA study help students easily accommodate into the workforce; and enhance employability. Students achieve higher awareness of the social implications of science studies, better prepared to become future informed citizens, and take responsibility. Originality/value – The paper discusses the rationale of TQM and QA study in the undergraduate course, and explains the underlying causes for not being receptive in the higher education. The paper discusses implicated contents and issues related to TQM and QA required to consider for implementation and, in context of the outlined course.
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Cheruiyot, Ronoh Obadiah, Peter Waswa Nyongesa, and Lusweti Kituyi. "Influence of Teaching Resources in Chemistry Practicals on Performance in Chemistry Subject." International Journal of Research and Innovation in Social Science 05, no. 02 (2021): 491–96. http://dx.doi.org/10.47772/ijriss.2021.5225.

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26

ERBUDAK, M., M. HOCHSTRASSER, E. WETLI, and M. ZURKIRCH. "INVESTIGATION OF SYMMETRY PROPERTIES OF SURFACES BY MEANS OF BACKSCATTERED ELECTRONS." Surface Review and Letters 04, no. 01 (February 1997): 179–96. http://dx.doi.org/10.1142/s0218625x97000183.

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Secondary-electron imaging is presented as a practical method which allows investigation of the near-surface structure in real time. It is based on the observation that electrons backscattered from surfaces in the keV range show a strong enhancement of intensity along directions defined by atomic rows. The spatial imaging of such electrons reveals the symmetry of near-surface regions in real space. Three-dimensional views of the solid are readily obtained, which makes this method ideally suited for the study of unknown structures and any material system where there is a change of symmetry.
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Szydło, Zbigniew A. "Teaching Experimental Chemistry in English Schools / Nauczanie Chemii Doświadczalnej W Angielskich Szkołach." Chemistry-Didactics-Ecology-Metrology 17, no. 1-2 (December 1, 2012): 7–25. http://dx.doi.org/10.2478/cdem-2013-0001.

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Abstract An historical background to the teaching of chemistry is presented, together with examples of great teachers from the past. Some aspects of the modern English school chemistry syllabus are discussed, both from the point of view of its theoretical content and its aim in helping children to develop practical skills. Chemistry Clubs, Open days and popular science lectures are also mentioned as a means of stimulating interest in chemistry as taught in schools.
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HEIDBUCHEL, P., G. ENGELBOSCH, M. SMET, and A. NEYENS. "Long-term Practicals in Chemistry in the First-cycle Engineering Curriculum." European Journal of Engineering Education 15, no. 2 (January 1990): 169–73. http://dx.doi.org/10.1080/03043799008939472.

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Krivenko, Pavlо, Hai Lin Cao, Lu Qian Weng, and Еlena Kаvalerova. "Mineralogical Aspects of Durable Geocement Matrix Formation - Role of Alkali." Advanced Materials Research 1004-1005 (August 2014): 1523–30. http://dx.doi.org/10.4028/www.scientific.net/amr.1004-1005.1523.

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Less than half a century ago just an idea of presence of free alkalis in a ceramic matrix was considered by ordinary Portland cement people as an absurd one and this was a basic postulate accepted in chemistry of cements. In 1957 a scientist from Ukraine (USSR) Viktor Glukhovsky put forward an assumption which was taken as a base for development and bringing into practice of construction a principally new class of cementitious materials which first appeared in the field under a name of alkaline (now also known under a general name of alkali-activated) cementitious materials. A validity of these ideas was confirmed by more than 50 years of evolutional development and vast experience collected on practical use of new materials in different applications. The paper covers theoretical views on role played by alkali in the formation of an alkali-activated cement matrix with high durability. Examples of compositional build-up of the alkali-activated cementitious materials vs. quantity of added alkali and type of aluminosilicate component are reported together with results of 50-year experience obtained from observation of concrete structures made from these cements.
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Alvi, Hafiz Muhammad Usama Hassan, Muhammad Shahid Farid, Muhammad Hassan Khan, and Marcin Grzegorzek. "Quality Assessment of 3D Synthesized Images Based on Textural and Structural Distortion Estimation." Applied Sciences 11, no. 6 (March 17, 2021): 2666. http://dx.doi.org/10.3390/app11062666.

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Emerging 3D-related technologies such as augmented reality, virtual reality, mixed reality, and stereoscopy have gained remarkable growth due to their numerous applications in the entertainment, gaming, and electromedical industries. In particular, the 3D television (3DTV) and free-viewpoint television (FTV) enhance viewers’ television experience by providing immersion. They need an infinite number of views to provide a full parallax to the viewer, which is not practical due to various financial and technological constraints. Therefore, novel 3D views are generated from a set of available views and their depth maps using depth-image-based rendering (DIBR) techniques. The quality of a DIBR-synthesized image may be compromised for several reasons, e.g., inaccurate depth estimation. Since depth is important in this application, inaccuracies in depth maps lead to different textural and structural distortions that degrade the quality of the generated image and result in a poor quality of experience (QoE). Therefore, quality assessment DIBR-generated images are essential to guarantee an appreciative QoE. This paper aims at estimating the quality of DIBR-synthesized images and proposes a novel 3D objective image quality metric. The proposed algorithm aims to measure both textural and structural distortions in the DIBR image by exploiting the contrast sensitivity and the Hausdorff distance, respectively. The two measures are combined to estimate an overall quality score. The experimental evaluations performed on the benchmark MCL-3D dataset show that the proposed metric is reliable and accurate, and performs better than existing 2D and 3D quality assessment metrics.
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Williams, Ian H. "Preface." Pure and Applied Chemistry 85, no. 10 (October 1, 2013): iv. http://dx.doi.org/10.1351/pac20138510iv.

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The IUPAC Conference on Physical Organic Chemistry (ICPOC) series of biennial conferences has a long history as the leading international meeting on physical organic chemistry. From its first installment in Crans sur Sierre (Switzerland) in 1972, ICPOC has acted as a focus point for the physical organic community worldwide, and the conference series enjoys a respected international reputation. With its focus on relating chemical behavior and properties to molecular structure through the development of (ideally quantitative) understanding of structure–property relationships, physical organic chemistry (POC) finds wide application in tackling current scientific challenges and has been undergoing something of a resurgence in recent years. ICPOC-21, held on 9-13 September 2012 at the University of Durham, UK, provided a forum for researchers (329 delegates from 38 countries) in academia and industry, and at all career stages, to present their results to the POC community and to exchange ideas, meet old friends, and make new contacts while enjoying spectacular views of the World Heritage castle and cathedral. In line with a developing interpretation of POC as a widely applicable approach to chemistry, the scientific program embraced three broad themes (physical underpinnings, mechanism and catalysis, and supramolecular chemistry) but often these strands were as inseparably interconnected as the three leaves held in unity in the minimal saddle trefoil adopted as the conference logo. The scope of the meeting is illustrated by the selection of contributions included in this issue of Pure and Applied Chemistry. In addition to the 24 plenary and keynote lectures, there were 120 contributed talks and 141 poster presentations. Donna Blackmond's paper on the interplay of thermodynamics and kinetics in dictating organocatalytic reactivity and selectivity demonstrates the use of kinetic modeling to provide mechanistic understanding leading to practical application. Martin Tanner's discussion of rearrangements catalyzed by indole alkaloid prenyltransferases shows how the experimental POC approach may shed light on enzyme mechanisms, while Dean Tantillo describes the application of quantum chemical dynamics calculations to mechanistic problems in the field of terpene biosynthesis, and a blend of experiment and computation is presented in Brian Ohta's account of the structure of halonium ions in superacidic solutions. Hiromitsu Maeda reviews research on various stimuli-responsive circularly polarized luminescence properties derived from π-conjugated molecules and related materials, and Jason Harper summarizes progress towards a predictive understanding of how ionic solvents affect and control organic reactivity. Finally, Izumi Iwakura reports directly observations of the Claisen rearrangement by timeresolved vibrational spectroscopy using a few-optical-cycle pulse laser. This selection of excellent work provides only a taste, but the conference as a whole showed that the international POC community is as vital and vibrant as it has ever been, promising exciting times ahead for this approach to chemistry. The next ICPOC will be held in Ottawa (Canada) 10-15 August 2014 under the chairmanship of Prof. Paul Mayer (University of Ottawa). Further information can be found at http://events.science.uottawa. ca/icpoc22/welcome.html.Ian H. Williams Conference Chair and Editor
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Jabeen, Farkhanda, and Muhammad Tanveer Afzal. "EFFECT OF SIMULATED CHEMISTRY PRACTICALS ON STUDENTS’ PERFORMANCE AT SECONDARY SCHOOL LEVEL." Journal of Education and Educational Development 7, no. 1 (July 7, 2020): 119. http://dx.doi.org/10.22555/joeed.v7i1.2600.

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<p><em>The study was conducted to compare the performance of students working in chemistry laboratory with those working in chemistry laboratory supplemented with simulations at secondary school level. The focus of the study was to find out the effectiveness of laboratory work supplemented with simulation on the performance of students. The study was experimental in nature and posttest only control group design was used. Qualitative data is collected by means of interview of chemistry teachers. Quantitative data was also collected and analyzed. The sample comprised of 118 (60 males and 58 female) students and (02) Chemistry teachers of class IX of Public schools of Peshawar. The control group worked in the Chemistry laboratory under normal condition whereas experimental group performed practicals with the help of simulated software. At the end of the treatment practical examination was conducted on the pattern of Peshawar Board of Intermediate and Secondary Education (PBISE). The scores of both control and experimental groups were compared in three main areas i.e. written, viva voce and notebook. For the sake of comparison of control group and experimental group independent sample t-test was used. The result of t-test indicates that there is a significant difference between the performance of control and experimental groups with large effect size. The qualitative data was collected by means of interview which indicated that both the interviewees were motivated and showed keen interest in the simulated software. Both the respondents confirmed that the use of simulated software results in better understanding of concepts in students but at the same time both interviewees reported that it seems difficult to apply the simulated software in our system of Education. The performance of the students of experimental groups showed improvement, results in the rejection of hypotheses that there is no significant difference between the performance of students taught by conventional demonstration in laboratory and laboratory work facilitated with simulation. If proper physical facilities were available simulated software is the solutions of many problems faced by students and teachers in Chemistry laboratories. </em></p>
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Yang, Haiwei, Peilin Jiang, and Fei Wang. "Multi-View-Based Pose Estimation and Its Applications on Intelligent Manufacturing." Sensors 20, no. 18 (September 7, 2020): 5072. http://dx.doi.org/10.3390/s20185072.

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Pose estimation is a typical problem in the field of image processing, the purpose of which is to compare or fuse images acquired under different conditions. In recent years, many studies have focused on pose estimation algorithms, but so far there are still many challenges, such as efficiency, complexity and accuracy for various targets and conditions, in the field of algorithm research and practical applications. In this paper, a multi-view-based pose estimation method is proposed. This method can solve the pose estimation problem effectively for large-scale targets and achieve good performance accuracy and stability. Compared with existing methods, this method uses different views (positions and angles), each of which only observes some features of large-size parts, to estimate the six-degree-of-freedom pose of the entire large-size parts. Experimental results demonstrate that the accurate six-degree-of-freedom pose for different targets can be obtained by the proposed method which plays an important role in many actual production lines. What is more, a new visual guidance system, applied into intelligent manufacturing, is presented based on this method. The new visual guidance system has been widely used in automobile manufacturing with high accuracy and efficiency but low cost.
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Maevskaya, L. B. "THE INFLUENCE OF ISRAILIYAT ON THE TEACHINGS OF THE SECT OF EARLY ANTHROPOMORPHISTS, THE HISTORY OF THE HANBALI MADHHAB AND THE FORMATION OF RELIGIOUS AND PHILOSOPHICAL VIEWS OF IBN TAYMIYYAH." Innovative Solution in Modern Science 4, no. 40 (July 5, 2020): 39. http://dx.doi.org/10.26886/2414-634x.4(40)2020.4.

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The relevance of this topic is due to the lack of study of the history of the formation of two mutually exclusive concepts of God, tanzih akyda (impropriety) and tashbih akyda (likening God to created) and the influence of this process on the formation and development of the Hanbali madhhab in Russian history and religious studies. The influence of Israiliyat, individual stories and beliefs inherent in some Jewish and Christian sects on the formation of the teachings of anthropomorphic sects is also noted. In this regard, the special role of neophytes, who formally accepted Islam and actively introduced Israelism, was noted. This applies primarily to Kab al-Akhbar and Wahb Ibn Munabbih. The subject of the study is tanzih akida and tashbih akida, the influence of Israiliyat on its formation and its role in the history of the Hanbali madhhab. Due to the fact that our research is primarily of a philosophical and religious nature, we applied research methods adopted in these Humanities. As a result, we studied the processes of influence of Israiliyat on the formation of tashbih akyda and came to the conclusion that it had a great impact on the formation of the Hanbali madhhab and the historical features of its development. Particular emphasis was placed on the fact that Imam Ahmad Ibn Hanbali, the eponym of Hanbali madhhab, held the aqida of unlikening God to created, but some of his disciples, who were followers of some anthropomorphistic sects, brought tasbih aqida mazhab, which was formed largely under the influence of Israiliyat. This has led to the fact that for many centuries, under the name of Hanbali madhhab, researchers unite two groups of people who profess a diametrically opposite concept of God. This research occupies an important place in religious studies, history and philosophy, because it reveals new aspects of the formation and historical development of this madhhab. There is also shown the Israiliyat influence on the formation of tasbih aqida and religious-philosophical doctrine, which at the turn of XIII – XIV centuries was preached by a famous religious figure from Syria – Ahmad Ibn Taymiyah, known for having the key influence on the formation of the Wahhabi sect in Arabia. The scope of the research results includes: theoretical development of courses and textbooks on the history of Islam, Islamic theology and sectarianism, etc. Practical application of the research results is possible in the development of methods for resolving religious and political conflicts of modern times, mainly between Sunnis and Shiites, as our research helps to understand the origins of their appearance and the formation of religious and political differences.Key words: Islam, Muslim, Israiliyat, tanzih aqida, tasbih aqida, Kab al-Ahbar, Wahb Ibn Munabbih, Hanbali madhhab, Ahmad Ibn Imam Hanbali, Ibn al-jawzi, the history of Baghdad
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Meester, Marthie A. M., and Roger Maskill. "First‐year chemistry practicals at universities in England and Wales: organizational and teaching aspects." International Journal of Science Education 17, no. 6 (November 1995): 705–19. http://dx.doi.org/10.1080/0950069950170603.

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ERMOLOVA, Natalya Victorovna, Yuriy Alekseevich PETROV, Marina Arkadevna LEVKOVICH, Ludmila Valerievna KOLESNIKOVA, and Nina Aleksandrovna DRUKKER. "INFLUENCE OF CYTOKINES PRODUCTION, NITROGEN OXIDE METABOLITES AND LIPIDS EXCHANGE ON THE FORMATION OF EXTERNAL GENITAL ENDOMETRIOSIS STAGES IN PATIENTS OF REPRODUCTIVE AGE." Periódico Tchê Química 17, no. 35 (July 20, 2020): 813–24. http://dx.doi.org/10.52571/ptq.v17.n35.2020.69_ermolova_pgs_813_824.pdf.

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The relevance of the study is due to the prevalence and increase in the incidence of endometriosis, especially in young patients, its influence on reproductive function, and the lack of reliable non-invasive diagnosis of the disease and its stages. There are no unified views on the etiology and multifactorial pathogenesis of this disease. This article is aimed at revealing the mechanisms of the formation of endometriosis stages basing on the study of the effect of cytokines production, nitric oxide metabolites and lipid metabolism. The main approach to study this problem is both to investigate systemic (blood serum) and local (peritoneal fluid) levels, their comparison. This allows comprehensive consideration of the pathogenesis of the disease and determination of the value of the mentioned biologically active factors depending on the stages of the disease. The article presents new data on the content of high- and low-density lipoproteins, cholesterol, transforming growth factor β1 and tumor necrosis factor α, the content of nitric oxide metabolites and their clinical interpretation is given according to the stages of the disease. The materials of the article are of practical value for researchers of endometriosis and practicing obstetrician-gynecologists.. Keywords: external genital endometriosis, lipoproteins, nitric oxide, transforming growth factor.
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Ravishankar, Joshitha, Mansi Sharma, and Pradeep Gopalakrishnan. "A Flexible Coding Scheme Based on Block Krylov Subspace Approximation for Light Field Displays with Stacked Multiplicative Layers." Sensors 21, no. 13 (July 4, 2021): 4574. http://dx.doi.org/10.3390/s21134574.

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To create a realistic 3D perception on glasses-free displays, it is critical to support continuous motion parallax, greater depths of field, and wider fields of view. A new type of Layered or Tensor light field 3D display has attracted greater attention these days. Using only a few light-attenuating pixelized layers (e.g., LCD panels), it supports many views from different viewing directions that can be displayed simultaneously with a high resolution. This paper presents a novel flexible scheme for efficient layer-based representation and lossy compression of light fields on layered displays. The proposed scheme learns stacked multiplicative layers optimized using a convolutional neural network (CNN). The intrinsic redundancy in light field data is efficiently removed by analyzing the hidden low-rank structure of multiplicative layers on a Krylov subspace. Factorization derived from Block Krylov singular value decomposition (BK-SVD) exploits the spatial correlation in layer patterns for multiplicative layers with varying low ranks. Further, encoding with HEVC eliminates inter-frame and intra-frame redundancies in the low-rank approximated representation of layers and improves the compression efficiency. The scheme is flexible to realize multiple bitrates at the decoder by adjusting the ranks of BK-SVD representation and HEVC quantization. Thus, it would complement the generality and flexibility of a data-driven CNN-based method for coding with multiple bitrates within a single training framework for practical display applications. Extensive experiments demonstrate that the proposed coding scheme achieves substantial bitrate savings compared with pseudo-sequence-based light field compression approaches and state-of-the-art JPEG and HEVC coders.
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MASLENNIKOVA, Nadezhda N., and Ilzira I. GIBADULINA. "THE POSITION OF ENVIRONMENTAL COMPETENCE IN THE STRUCTURE OF THE PRACTICE-ORIENTED PREPARATION OF ENGINEERING STUDENTS." Periódico Tchê Química 16, no. 32 (August 20, 2019): 168–85. http://dx.doi.org/10.52571/ptq.v16.n32.2019.186_periodico32_pgs_168_185.pdf.

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The environment is the base for the existence and development of humanity in general. As shown by the history of the development of civilization, it is exactly the relations with nature and the integration of the human being with the environment that formed many cultural views in the social environment. However, the constant development of the technologies declares the lack of the need in the integration of the environment. There is no system of environmental education in the training of specialists in the general context, not only in the form of adaptation to a particular profession. The novelty of the study is defined by the fact that the authors of the paper show the opportunity of forming the environmental culture of future engineers in the general structure of their professional training. They showed the aspects of the structural development of engineers as the main sources of technogenic impact on the environment. They also formed the basic parameters of the environmental activities’ allocation among the engineers and presented the opportunities of increasing the environmental culture based on the introduction of particular pedagogical methods during their training. The practical significance of the study is defined by the fact that the environmental culture in the nearest future will define the opportunities of its own development and the transformation of the entire society in general.
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Tanglin, Zhang. "POTENTIAL OF MEDIA EDUCATION IN PROFESSIONAL TRAINING OF MUSIC TEACHERS." Innovative Solution in Modern Science 7, no. 43 (December 27, 2020): 5. http://dx.doi.org/10.26886/2414-634x.7(43)2020.1.

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The article examines pedagogical activity as a way of social and cultural practice of the individual, which implements the tasks of preserving national traditions, adapting and regulating the process of professional development of a future teacher. The modernization of the educational system of Ukraine is determined by the tendencies of European integration, which can be considered an essential lever of success not only for the economic and political transformation of society, but also for strategic changes in the educational policy of Ukraine. The purpose of the article is to substantiate the practical importance of media education, taking into account modern trends in the modernization of the educational system in Ukraine in the era of globalization of the world educational space. To achieve this goal, the following tasks were set: to consider the role of media education in the professional activities of future music education specialists, to substantiate media education as a component of general education, and media literacy and media competence as a component of the professional and general culture of a modern music teacher; identify ways to solve the problem of the need for media education in the professional activity of a future musician teacher; to reveal and analyze promising directions for increasing the level of media educational training of future music teachers in social relations, new dimensions of his self-realization; substantiate the conclusions and directions for further consideration of the selected problem. The main methods used in the study are comparative, analytical, systemic and structural. Conclusions. We consider media education as a component of ICT, which includes, on the one hand, knowledge, skills and abilities of their application, on the other hand, media literacy, media competence and media culture. We associate the training of future teachers of musical disciplines using ICT tools with the need to improve the state educational standard by introducing new specialties, the need for which is dictated by the current state of art education and culture. The practical implementation of media education requires a change in scientific views on the need to introduce media education as a component of general education, and media literacy and media competence as an integral part of the professional and general culture of a modern music teacher. The solution to the problem posed also depends on the understanding of the value of professional activity, which occurs only through the actualization of the processes of self-awareness by future teachers-musicians, revealing themselves in the search for the meaning of artistic values. Key words: media education, modernization of professional training, musical and pedagogical activity, information and communication technologies, future teacher-musician.
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Addison, R. F. "The use of biological effects monitoring in studies of marine pollution." Environmental Reviews 4, no. 3 (July 1, 1996): 225–37. http://dx.doi.org/10.1139/a96-012.

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Although we usually view marine pollution in terms of the distribution of chemicals, several modern approaches allow us to detect biological responses to contaminants with sensitivity approaching that of analytical chemistry. In this review, I summarize practical field experience of measuring responses to pollution at different levels of biological complexity. I discuss three biochemical measurements (hepatic monooxygenase induction in fish, metallothionein induction, and acetylcholinesterase inhibition), measurements of energy partitioning in bivalve molluscs, and analyses of benthic community structure to assess the impact of marine pollution.Key words: monooxygenases, metallothioneins, acetylcholinesterase, Scope for growth, community structure.
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Zhao, Ling, Yu Zhang, and Mengdi Kang. "Recent advances in heighten sulfur resistance of SCR catalysts: A review." Environmental Engineering Research 27, no. 1 (January 2, 2021): 200642–0. http://dx.doi.org/10.4491/eer.2020.642.

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NOx removal by selective catalytic reduction (SCR) technology is a research hotspot in the field of environmental catalysis, and this method is dominated by catalysts. However, denitrification catalyst is easy to be polluted by the presence of SO2, which seriously restricts its practical industrial application. This review focuses on the latest domestic and foreign research results and advancement in improving sulfur resistance of deNOx catalysts, reveals the sulfur poisoning mechanism and regeneration process, as well as introduces the positive role of quantum chemistry in the field of sulfur resistance. In view of the questions set forth in this review, the future development direction of deNOx catalysts is prospected, which provides valuable scientific guidance for the design and development of efficient and practical sulfur resistant deNOx catalysts.
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Meester, Marthie A. M., and Roger Maskill. "First‐year chemistry practicals at universities in England and Wales: aims and the scientific level of the experiments." International Journal of Science Education 17, no. 5 (September 1995): 575–88. http://dx.doi.org/10.1080/0950069950170503.

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43

Rab, Irén. "The early stages of anatomy and obstetrics at the Göttingen University – 1734–1760." Orvosi Hetilap 155, no. 11 (March 2014): 424–28. http://dx.doi.org/10.1556/oh.2014.29839.

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In the Age of Enlightenment medical education was based on new fundaments. According to experts at that time, a medical faculty had to have five branches: anatomy, botany, chemistry, practical and theoretical medicine. Perhaps Göttingen was the most successful university foundation at that time, because a generous financial support was provided, outstanding professors were invited and an education without censorship was warranted. The spirit of Enlightenment affected both the structure and the standards of education of the facultas medicinae. The word-wide reputation of this faculty was earned by Albrecht von Haller. Haller conceived both the still highly regarded botanical garden and the anatomical theatre, which was the first of its kind in the German speaking area. Furthermore, he founded one of the first clinical obstetrics departments in the world. Students gained theoretical knowledge, were trained practically and had the opportunity to make scientific observations and medical experiments. This paper describes the founding era of the medical faculty of University of Göttingen from a historical-cultural view of point, based on contemporary documents from Germany and Hungary. Orv. Hetil., 2014, 155(11), 424–428.
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Lastusaari, Mika, Eero Laakkonen, and Mari Murtonen. "ChemApproach: validation of a questionnaire to assess the learning approaches of chemistry students." Chemistry Education Research and Practice 17, no. 4 (2016): 723–30. http://dx.doi.org/10.1039/c5rp00216h.

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The theory of learning approaches has proven to be one of the most powerful theories explaining university students' learning. However, learning approaches are sensitive to the situation and the content of learning. Chemistry has its own specific features that should be considered when exploring chemistry students' learning habits, specifically the role of practicals (i.e. hands-on laboratory work), as they are crucial in chemistry education. Therefore, the aims of this study were to find and validate a questionnaire for measuring chemistry students' learning approaches. A 17-item questionnaire was tested with 561 Finnish chemistry students from four different universities. Students ranging from the first year bachelor level to the fifth year master level participated in the study. Statistical analyses showed that a four factor model fitted the data best and these factors were named submissive surface, technical surface, active deep, and practical deep. In order to establish validity, the model was further tested by analysis of the subgroups of the major subject and gender. The analyses show that the questionnaire is statistically valid and can be used for studying chemistry students' learning approaches.
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Francesconi, Kevin A. "Radical views on snow chemistry." Environmental Chemistry 9, no. 2 (2012): iii. http://dx.doi.org/10.1071/env9n2_ed.

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Alquraan, Mahmoud F., and Ahmed A. Al-Shaqsi. "Math and Science Post-basic Education School Teachers’ Use of As-sessment for Learning and Assessment of Learning Practices in Oman." Journal of Educational and Psychological Studies [JEPS] 13, no. 4 (October 22, 2019): 615. http://dx.doi.org/10.24200/jeps.vol13iss4pp615-627.

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The present study aimed at investigating math and science post-basic education school teachers’ use of Assessment for Learning (AfL) and Assessment of Learning (AoL) Practices in Oman from teachers’ points of view and as perceived by their educational supervisors. To achieve the objectives of this study, a 31-item of Likert type questionnaire was used. The questionnaire was divided into two subscales. The first subscale contains 12 AoL practices while the second one contains 19 AfL practices. The questionnaire was distributed to 288 math, biology, physics, and chemistry teachers and to 78 math and science educational supervisors. The results show that math and science teachers use AoL practices more than their use of AfL practices from their points of view and based on their educational supervisors perceptions. The study recommends math and science teachers balance between the use of AoL and AfL practices.
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Mitchell, John. "News and views." Carbohydrate Polymers 20, no. 2 (January 1993): 145. http://dx.doi.org/10.1016/0144-8617(93)90090-q.

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48

Mitchell, J. "News and views." Carbohydrate Polymers 7, no. 6 (1987): 483–87. http://dx.doi.org/10.1016/0144-8617(87)90014-2.

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Mitchell, J. R. "News and views." Carbohydrate Polymers 7, no. 5 (January 1987): 403–5. http://dx.doi.org/10.1016/0144-8617(87)90006-3.

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Morris, E. R. "News and views." Carbohydrate Polymers 11, no. 2 (January 1989): 147–48. http://dx.doi.org/10.1016/0144-8617(89)90022-2.

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