Relevant bibliographies by topics / School of Chemical and Physical Sciences

Academic literature on the topic 'School of Chemical and Physical Sciences'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "School of Chemical and Physical Sciences"

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Sherburn, Michael. "Introduction to Supramolecular Chemistry By Helena Dodziuk." Australian Journal of Chemistry 55, no. 5 (2002): 357. http://dx.doi.org/10.1071/ch02004_br.

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Introduction to Supramolecular ChemistryBy Helena DodziukKluwer Academic Publishers, The Netherlands.December 2001, 364 pp.ISBN 1402002149Hardcover, 82.00 GBP.Introduction to Supramolecular Chemistry by Dr Helena Dodziuk of the Institute of Physical Chemistry, Polish Academy of Sciences, is a broad summary of chemical aspects of supramolecular science. * Dr Michael Sherburn is a senior lecturer in organic chemistry at the School of Chemistry, the University of Sydney.
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Pekhnyo, Vasyl, Anatoliy Omel’chuk, and Olga Linyucheva. "SCIENTIFIC ELECTROCHEMICAL SCHOOL OF KYIV." Ukrainian Chemistry Journal 88, no. 6 (July 27, 2022): 71–101. http://dx.doi.org/10.33609/2708-129x.88.06.2022.71-101.

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An overview dedicates to the directions of scientific research and achieved results in the field of electrochemistry, initiated by scientific institutions and in higher educational institutions of Kyiv. Academician O.V. Plotnikov is the forerunner of the world- known Kyiv School of Electrochemistry, formed in the last century's twenties: M.I. Usanovych, V.O. Izbekov, Ya.A. Fialkov, Yu.K. Delimarskyi, I.A. Sheka, and many other scientists known to the general scientific community. O.V. Plotnikov and his followers are one of the first to attempt to combine the most progressive theoretical provisions on electrolytic dissociation, the chemical theory of solutions, and the chemistry of complex compounds for that time. World achievements of the Kyiv School of Electrochemistry were provided by the results of such fundamental research as the chemical theory of solutions, acid-base interactions (Usanovich's theory), the structure of the electric double layer (the Yesin-Markov effect, the reduced Antropov scale of potentials), physical chemistry and electrochemistry of molten electrolytes, kine­tics electrode processes, electrometallurgy, electrochemical materials science, electrochemical power engineering. Representatives of our School significantly expanded the knowledge of mass transfer in electrochemical systems with molten electrolytes (the phenomenon of the transfer of metals from the anode to the cathode). New technological processes of obtaining and refining heavy non-ferrous metals (bismuth, lead, indium, etc.), finishing metal surfaces, extraction of radionuclides, electroplating technology, and environmental monitoring have been introduced into the practice of industrial production. Research in electrochemical materials science is closely connected to solving the problems of electrochemical energy, particularly, the creation of new sources of current, including solid-state, hydrogen generators, and converters of solar energy into electrical power. The studies of electrochemical aspects of the extraction of some refractory metals from natural raw materials, the creation of new materials with specified functional properties, catalysts, and electrocatalysts, the latest galvanic coatings, electrode and electrolyte materials for chemical current sources and supercapacitors, valuable inorganic compounds, metal and carbon nanophases, corrosion inhibitors are expanding the scientific direction of elect­rochemical materials science.
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Grigoriev, N. D. "Chemist, Practitioner, Teacher… Ivan Alekseevich Kablukov (1857–1942)." World of Transport and Transportation 20, no. 1 (December 17, 2022): 113–19. http://dx.doi.org/10.30932/1992-3252-2022-20-1-13.

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2022 marks the 165th anniversary of the birth of the outstanding Russian scientist Ivan Alekseevich Kablukov. The main field of scientific interests and discoveries of Academician Kablukov relates to electrochemistry of non-aqueous solutions. I. A. Kablukov is also known as a teacher and populariser of science, the founder of the school of physical chemists in Russia, as the author of a number of works on the history of chemistry.In 1896, at the Moscow Imperial Engineering School of the Department of Railways (now Russian University of Transport), Kablukov founded the Department of Chemistry, which he led for a long time. In total, Kablukov’s scientific heritage includes more than three hundred works.Corresponding Member of the Academy of Sciences of the USSR (1928), Honorary Member of the Academy of Sciences of the USSR (1932), Honorary Member of the Society of Lovers of Natural Science, Anthropology and Ethnography (since 1921), Member of Russian Physico-Chemical Society, Society for Acclimatisation of Animals and Plants (since 1898), All-Union Chemical Society n.a. D. I. Mendeleev (in 1934 he was elected vice-president of Moscow branch of AUCS) and many other scientific societies. Honoured Professor of Moscow University (since 1910).A. Kablukov owns fundamental work on the theory of solutions, thermochemistry, and processing of mineral raw materials into fertilisers. He was an outstanding teacher.
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S, Khairil Mizal, Praveen Kumaran, Ainul Husna K, and Ahmad Faizol H. "Development of Safety Briefing Kit for School of Health Sciences." Asian Journal of Medicine and Biomedicine 6, S1 (November 4, 2022): 9–11. http://dx.doi.org/10.37231/ajmb.2022.6.s1.504.

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Occupational safety and health (OSH) briefings for employees and other interested parties are crucial in ensuring the proper dissemination of minimal OSH requirements and information across the organization [1]. The implementation in Malaysia is based on OSH regulations as outlined by the Department of Safety and Health Malaysia. The challenge here is the requirement for OSH briefing shall be different depending on the facility and operations themselves. Adding up, it is crucial for OSH briefing to be delivered with the right content to everyone efficiently and simply but as accurately and easily understandable as possible [2]. Several studies have indicated the multiple types of hazards available in tertiary education settings (i.e., university, college, polytechnic, etc.) which include physical, chemical, biological, electrical, and even radiological [3–5]. As tertiary education settings have multiple types of occupancy ranging from students, academic staff, support staff, contractors, and visitors, the risk of injury to the occupants is feasible. Hence, the objective of this study was to identify the elements of OSH briefing content and develop an OSH briefing kit for tertiary education settings. Understanding and evaluating elements of OSH briefing require a systematic approach for reviewing documents, both printed and electronic materials, hence document analysis methods were utilized [6]. Reports, articles, books, standards, and guidelines with a keyword of safety briefing were used to filter the identified documents and every identified information on OSH briefing is categorized into larger elements. These produced the total elements needed in conducting an effective OSH briefing. An OSH briefing kit was developed for the School of Health Sciences, Universiti Sains Malaysia (USM) based on the identified elements. By utilizing the face validity method [7], the OSH was then discussed and verified by seven experts consisting of the school emergency team. Using an adopted four sections, thirteen questions of five points Likert scale questionnaire were used to assist experts in reviewing the OSH briefing kit. This study has been reviewed and approved by the USM Human Research Ethics Committee (USM/JEPeM/22020125). Through extensive literature, there were seven safety briefing elements identified for a good safety briefing [1–3,5,8] as summarized in Figure 1. The scope of the safety briefing served as the learning outcomes must be informed to the participant earlier during each safety briefing session. A specified facility background is necessary as different facilities might have different layouts and arrangements. General safety and security requirements should be stated clearly as each facility is unique and might have different risks. Basic personal protective equipment (PPE) is required to ensure that everyone entering the facility is minimally protected in preventing or minimizing injuries. Common hazards, which are typically identified by a comprehensive risk management process, will ensure that everyone understands the hazards located across the facility while reiterating the necessity of general safety and security regulations and basic PPE needs. An essential emergency procedure provides everyone with an understanding of basic response to the emergency which includes notification, communication, evacuation process, and route including assembly area and accountability process. Finally, the briefing time should be less than 15 minutes to ensure short and precise communications and to minimally disrupt the main activity or operations. The developed OSH briefing kit was tailored to the School of Health Sciences requirements and consisted of a presentation slide for a manual briefing by respective emergency team personnel as well as the three minutes and 40 seconds of pre-recorded OSH briefing multimedia depending on the availability of non-emergency team members. There were 13 slides in the presentation, each with pre-written text to make the briefing process simpler. School event organizers could have the option to use any of the two materials from the OSH briefing kit. The kit utilizes the elements of effective safety briefing identified earlier. Through the experts' validations process, it was agreed that the OSH briefing kit has good information quality with an average score of 4.26 indicating the accuracy of the content covered. The usefulness of the kit was also consented by experts at 4.52 average score indicating comprehensive general OSH requirement in the school. The OSH briefing kit scored 4.24 on average for usage characteristic and the overall satisfaction of the kit was at 4.29 average score. It is concluded that in developing an effective OSH briefing, a total of seven (7) elements should be considered to ensure the comprehensiveness of the briefing, hence the novelty of this study. The elements are suitable to be used in developing an OSH briefing for tertiary education settings, but the content should be tailored based on the entity itself. Future studies will include the evaluation of the developed OSH briefing kit for the end-user in understanding the acceptability and understanding of the minimum OSH requirement in tertiary education settings.
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Mlinac-Jerković, Kristina, Vladimir Damjanović, Svjetlana Kalanj-Bognar, and Jasna Lovrić. "Marking a Century of the Department of Chemistry and Biochemistry at School of Medicine in Zagreb." Croatica chemica acta 92, no. 3 (2019): 435–42. http://dx.doi.org/10.5562/cca3554.

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In 2018 the Department of Chemistry and Biochemistry at Zagreb School of Medicine celebrated 100 years since it was established by professor Fran Bubanović. This essay is focused on his successors, outstanding teachers and scientists, professors Tomislav Pinter and Mihovil Proštenik, members of Yugoslavian (today Croatian) Academy of Sciences and Arts. Tomislav Pinter was a prominent physical chemist who had an original approach and gave novel interpretation of van der Waals and Wohl’s equations. He also served as the president of Croatian Chemical Society. Neurobiochemist Mihovil Proštenik started as an organic chemist at “Prelog’s Zagreb School of Organic Chemistry”. He collaborated with two Croatian Nobel prize winners in chemistry: his PhD thesis supervisor Vladimir Prelog and Lavoslav Ružička. He was the founder of “Zagreb School of Lipidology”, discovered a new sphingoid base C20-sphingosine, and had a major role in the establishment of Ruđer Bošković Institute. Herein we honor their contributions to Croatian science and beyond, and share so far unpublished valuable material from the Department archive.
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Kachalova, Galina Semenovna. "Chemical literacy as a component of the natural scientific literacy of students." Journal of Pedagogical Innovations, no. 3 (October 19, 2021): 77–85. http://dx.doi.org/10.15293/1812-9463.2103.07.

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The article is devoted to the problem of the formation of chemical literacy of students of an educational school. It is shown that chemical literacy is a component of natural science literacy, which is considered as a manifestation of functional literacy. The article analyzes the content of the tasks of the international research of natural science literacy PISA from the open bank of tasks. It was found that the tasks are dominated by the context associated with the content of the sciences of physical systems – physics, geography, geology, but practically no content related to chemistry is presented. The literature contains a sufficient number of individual publications that describe different methods of forming chemical literacy. PISA tasks are used as a tool for the formation and assessment of the formation of chemical literacy. But there are no guidelines for chemistry teachers, including a description of the technology for developing tasks in the PISA format and sets of such tasks. As an innovative component, a methodology for preparing tasks in chemistry in the PISA format within the framework of the systemic and competency-based approaches is proposed.
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Gudyanga, Remeredzayi. "Probing Physical Sciences Teachers’ Chemical Laboratory Safety Awareness in Some South African High Schools." African Journal of Research in Mathematics, Science and Technology Education 24, no. 3 (September 1, 2020): 423–34. http://dx.doi.org/10.1080/18117295.2020.1841960.

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Demircioğlu, Hülya, Mustafa Dinç, and Muammer Çalik. "THE EFFECT OF STORYLINES EMBEDDED WITHIN CONTEXT-BASED LEARNING APPROACH ON GRADE 6 STUDENTS’ UNDERSTANDING OF ‘PHYSICAL AND CHEMICAL CHANGE’ CONCEPTS." Journal of Baltic Science Education 12, no. 5 (October 25, 2013): 682–91. http://dx.doi.org/10.33225/jbse/13.12.682.

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Alternative conceptions of ‘physical and chemical change’ concepts to minimize their effects on further learning should be handled at lower secondary school in that these concepts are formally introduced at grade 6. This study aimed to investigate the effect of storylines embedded within context-based learning approach on grade 6 students’ understanding of ‘physical and chemical change’ concepts. To probe the students’ conceptions, Chemical and Physical Change Concept Questionnaire (CPCCQ) was employed as pre- and post-test. The results indicated that most of the students tended to pay more attention to ‘reversibility’ criterion in distinguishing ‘chemical change’ concept from ‘physical change’ one. Finally, it can be deduced that the storylines embedded within the context-based learning approach not only resulted in a better meaningful learning but also increased student achievement level. To give an opportunity for the students to grasp the relevance of chemistry/science to their lives, the meaning of each daily life concept should be bridged with that in a chemistry context. Key words: alternative conception, context-based learning approach, chemical change, physical change, science education, storylines.
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J Buckman, Stephen, and Erich Weigold. "Introduction." Australian Journal of Physics 49, no. 2 (1996): 197. http://dx.doi.org/10.1071/ph960197.

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The Advanced Workshop on Atomic and Molecular Physics was held at the Research School of Physical Sciences and Engineering, Australian National University between February 13-15, 1995. The Workshop was a bilateral meeting involving physicists and chemists from Australia and the United States and the main goals were to bring together research workers in the field of low energy atomic and chemical physics to review recent advances and to chart possible directions for the future. The Workshop attracted 75 registrants. Of these, 20 eminent speakers in diverse areas of atomic and molecular physics were supported directly by grants from the Department of Industry, Science and Technology (Australia) and the National Science Foundation (USA). The remaining 55 attendees comprised 30 staff and, most importantly, 25 postgraduate students from Australian institutions.
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Makri, Kyriaki. "The Content of Meteorology in Greek Geosciences’ Textbooks." World Journal of Educational Research 9, no. 5 (October 14, 2022): p43. http://dx.doi.org/10.22158/wjer.v9n5p43.

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In the Greek primary and secondary education, weather phenomena and climate change are mainly approached through the courses of Physics, Geology, Geography and Chemistry. The main objective of teaching Science is to acquire knowledge about theories, laws and principles. The expected result is that the student will be able to interpret the physical, chemical, biological and geological phenomena, as well as their interactions. Furthermore, teaching Science aims to develop the personality of the student through the promotion of independent thinking and the ability to reasonably deal with difficult situations. In this context, this research seeks to investigate the adequacy of the knowledge provided in existing school textbooks on weather events with impact on society. This study is based on the content analysis method, adopting the following four key steps: Specification of the objectives, identification of the analysis term, clustering of the data and data analysis. The main focus of the work is the chronological approach of the content of Meteorology in Geosciences and Natural Sciences, and Junior High School textbooks.
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Dissertations / Theses on the topic "School of Chemical and Physical Sciences"

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Holm, Sandra, and Ahlbin Mimmie Jönsson. "Naturvetenskap och estetik i förskolan : fysikaliska förändringar och upptäckande av vätskor med barn i förskolan." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-21724.

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Det här examensarbetet fokuserar på hur man kan kombinera två innehållsaspekter i undervisning med barn i förskolan. Innehållet som bearbetas är naturvetenskap och estetik. Naturvetenskapsdelen i arbetet innefattar kemiska reaktioner och den estetiska delen innefattar drama. Dramat kommer att användas som ett verktyg för att lära om naturvetenskap med fokus på kemiska reaktioner. Studiens insamlingsmetod innefattar filmning och ljudinspelning. Resultatet i studien visar att barnens perspektiv blir synligt genom att barnen får berätta sina tankar om kemiska vätskor. Studiens resultat visar även att ett intresse har väckts bland barnen kring kemiska vätskor och detta lägger en grund för förskollärare att arbeta vidare med och utgå från barnens intresse.
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Öman, Sotterman Lars. "Undervisning i källkritik i grundskolans NO-ämnen åk 7–9 : En tematisk studie." Thesis, KTH, Lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-301171.

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Syftet med denna uppsats är att undersöka på hur ämneslärare i grundskolans NO - ämnen företrädesvis kemi, men också biologi och fysik, i sin praktik bedriver undervisning om källkritik för att möta läroplanens mål och kunskapskrav inom detta område. Studien har baserats på inspelade kvalitativa semi-strukturerade intervjuer av åtta lärareverksamma i grundskolan. Resultaten har tagits fram genom tematisk analys och beskriverhur lärarna undervisar i källkritik i NO-ämnena, samt deras bedömning av de förmågor somde anser eleverna behöver för att tillgodogöra sig undervisningen i källkritik. Källkritiken behandlas främst som en aspekt i undervisningen tex i samband med olika påståenden eller frågor som eleverna tar upp baserat på information de tagit del av i samhällsdebatten eller i olika diskussionsforum. Lärarna diskuterar då tillsammans med eleverna vilka faktorer som gör att information är mer eller mindre trovärdig. Lärarna beskriver också att det är viktigt i undervisningen att lyfta fram att trovärdigheten för vetenskapliga påståenden är beroende av huruvida påståendet stöds av de vetenskapliga metoder som använts vid framtagningen och att påståendet har granskats av ämnes experter. Lärarna i denna studie beskriver att den viktigaste förmågan för att eleverna ska kunna källkritiskt granska information med ett naturvetenskapligt innehåll är deras kunskaper i de olika NO-ämnena. En annan viktig förmåga är att eleverna förstår hur de ska använda sökmotorer på internet för att kunna ta fram oberoende källor. Risken är annars att de hamnar i en s.k. sökbubbla och de inte erhåller relevant information.
The purpose of this thesis is to investigate how science teachers in compulsory school, preferably chemistry, but also biology and physics, in their practice conduct teaching about source credibility to meet the curriculum's goals and knowledge requirements in this area. The study has been based on recorded qualitative semi-structured interviews of eight teachers active in primary school. The results have been produced through thematic analysis and describe how the teachers teach source criticism in the science subjects, as well as the capabilities that the teachers believe the students need to be able to benefit the teaching ofsource credibility. Source credibility is mainly treated as an aspect of ordinary teaching, for example in connection with various statements or questions that students address based on information they have taken part in in the public debate or in various discussion forums is mainly treated as an aspect of the usual teaching. The teachers then discuss with the pupils which factors make information credible. The teachers also describe that it is important in the teaching to emphasize that the credibility of scientific statements depends on the statement being supported by the scientific methods used in the development and that the statement has been reviewed by subject matter experts. The teachers in this study describe that the most important capability for students to critically review information with a scientific content is their knowledge of the various NO subjects. Another important capability is that students understand how to use search engines on the Internet to be able to find independent sources. The risk is otherwise that they end up in a so called search bubble and they do not receive relevant information.
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Grewal, Burrinder S. "Mechanisms of chemical and physical transdermal penetration enhancement." Thesis, Aston University, 1999. http://publications.aston.ac.uk/10978/.

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The underlying theme of this thesis is one of exploring the processes involved in the enhancement of percutaneous absorption. The development of an attenuated total reflectance Fourier-Transform infrared (ATR-FTIR) spectroscopic method to analyse diffusion of suitable topically applied compounds in membrane is described. Diffusion coefficients (D/h2) and membrane solubility (AO) for topically applied compounds were determined using a solution to Fick's second law of diffusion. This method was employed to determine the diffusional characteristics of a model permeant, 4-cyanophenol (CP), across silicone membrane as a function of formulation applied and permeant physicochemical properties. The formulations applied were able to either affect CP diffusivity and/or its membrane solubility in the membrane; such parameters partially correlated with permeant physicochemical properties in each formulation. The interplay during the diffusion process between drug, enhancer and vehicle in stratum corneum (SC) was examined. When enhancers were added to the applied formulations, CP diffusivity and solubility were significantly enhanced when compared to the neat propylene glycol (PG) application. Enhancers did not affect PG diffusivity in SC but enhancers did affect PG solubility in SC. PG diffusion closely resembled that of CP, implying that the respective transport processes were inter-related. Additionally, a synergistic effect, which increases CP diffusivity and membrane solubility in SC, was found to occur between PG and water. Using 12-azidooleic acid (AOA) as an IR active probe for oleic acid, the simultaneous penetration of CP, AOA and PG into human stratum corneum was determined. It was found that the diffusion profiles for all three permeants were similar. This indicated that the diffusion of each species through SC was closely related and most likely occurred via the same route or SC microenvironment.
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Mahama, Wundow. "High school learners’ attitudes towards physical sciences." Thesis, University of Zululand, 2018. http://uzspace.unizulu.ac.za:8080/xmlui/handle/10530/1639.

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A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Master Of Education in Research Methodology in the Department of Educational Psychology and Special Education at the University Of Zululand, 2018
The investigation of high school learners’ attitudes towards physical science has been one of the prominent areas of research for the science education research community globally for some time now. However, its current importance in South Africa is emphasised by the mounting evidence of poor performance in physical science at matriculation level. Consequently, identifying the nature of learners’ attitudes towards physical science, and promoting favourable attitudes towards physical science is increasingly a matter of concern. The present study therefore investigated high school learners’ attitudes towards physical science and the relationship between their attitudes and learners’ biographical data such as gender, age and grade level. Both systematic and stratified sampling techniques were used to select a sample size of 298 respondents from five high schools in the Nongoma circuit in KwaZulu-Natal province of South Africa. The research was based on descriptive research design to obtain information from respondents in their natural environment through the use of adopted attitude scale. Permission was sought and obtained through email to use the attitude scale. Descriptive and inferential statistics were used to present and analyse the data. The findings from the present study suggest that majority of high school learners hold positive attitudes towards physical science. Findings with regard to the relationship between learners’ attitudes and their biographical data reveal that there is no association between attitudes and learners’ biographical data such as gender, age and grade level. The findings from this study will add value to education policy pertaining to science education in the country. It will also contribute to the theory of attitudes towards physical science. However, there is a need in future to study ways of encouraging learners to have positive attitudes towards physical science.
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Brooker, Michael R. "Physical and Chemical Characterization of Self-Developing Agricultural Floodplains." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1513778530623727.

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Yimamu, (Imam) Maiwulidan (Mewlude). "Chemical vapour deposition of boron-carbon thin films from organoboron precursors." Licentiate thesis, Linköpings universitet, Tunnfilmsfysik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-123909.

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Boron-carbon (BxC) thin films enriched in 10B are potential neutron converting layers for 10Bbased solid-state neutron detectors given the good neutron absorption cross-section of 10B atoms in the thin film. Chemical Vapour Deposition (CVD) of such films faces the challenge that the maximum temperature tolerated by the aluminium substrate is 660 °C and low temperature CVD routes for BxC films are thus needed. This thesis presents the use of two different organoboron precursors, triethylboron –B(C2H5)3 (TEB) and trimethylboron – B(CH3)3 (TMB) as single-source precursors for CVD of BxC thin films. The CVD behaviour of TEB in thermal CVD has been studied by both BxC thin film deposition and quantum chemical calculations of the gas phase chemistry at the corresponding CVD conditions. The calculations predict that the gas phase reactions are dominated by β-hydride eliminations of C2H4 to yield BH3. In addition, a complementary bimolecular reaction path based on H2-assisted C2H6 elimination to BH3 is also present at lower temperatures in the presence of hydrogen molecules. A temperature window of 600 – 1000 °C for deposition of X-ray amorphous BxC films with 2.5 ≤ x ≤ 4.5 is identified showing good film density (2.40 – 2.65 g/cm3) which is close to the bulk density of crystalline B4C, 2.52 g/cm3 and high hardness (29 – 39 GPa). The impurity level of H is lowered to < 1 at. % within the temperature window. Plasma chemical vapour deposition has been studied using TMB as single-source precursor in Ar plasma for investigating BxC thin film deposition at lower temperature than allowed by thermal CVD and further understanding of thin film deposition process. The effect of plasma power, total pressure, TMB and Ar gas flow on film composition and morphology are investigated. The highest B/C ratio of 1.9 is obtained at highest plasma power of 2400 W and TMB flow of 7 sccm. The H content in the films seems constant at 15±5 at. %. The B-C bond is dominant in the films with small amount of C-C and B-O bonds, which are likely due to the formation of amorphous carbon and surface oxidation, respectively. The film density is determined as 2.16±0.01 g/cm3 and the internal compressive stresses are measured to be <400 MPa.
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Gerothanassis, I. P. "Application of a DSc in the School of Chemical Sciences." Thesis, University of East Anglia, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539366.

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Chen, James. "In-situ study of the chemical composition of photochromic Yttrium Oxy-Hydrides thin films." Thesis, Uppsala universitet, Tillämpad kärnfysik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-389390.

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Amini, Tina. "Chemical and physical methods of enhancing the percutaneous absorption of antimicrobial agents." Thesis, Aston University, 2001. http://publications.aston.ac.uk/10994/.

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The underlying theme of this study is to enhance the permeation of a antimicrobial agent in the skin by employing chemical (enhancers and supersaturated systems) or physical (iontophoresis) techniques. The hydrochloride salt of chlorhexidine (CHX), a poorly soluble salt, was used throughout this study. The effect of ionisation on in vitro permeation rate across the excised human epidermis was investigated using Franz-type diffusion cells. Saturated solutions of CHX were used as donor and the variable studied was vehicle pH. Permeation rate was increased with increasing vehicle pH. The pH effect was not related to the level of ionisation of the drug. The effect of donor vehicle was also studied using saturated solutions of CHX in 10% and 20% ethanol as the donor solutions. Permeation of CHX was enhanced by increasing the concentration of ethanol which could be due to the higher concentration of CHX in the donor phase and the effect of ethanol itself on the membrane. The interplay between drug diffusion and enhancer pretreatment of the epidermis was studied. Pretreatment of the membrane with 10% Azone /PG demonstrated the highest diffusion rate followed by 10% oleic acid/PG pretreatment compared to other pretreatment regimens (ethanol, dimethyl sulfoxide (DMSO), propylene glycol (PG), sodium dodecyl sulphate (SDS) and dodecyl trimethyl ammonium bromide (DTAB). The potential of supersaturated solutions in enhancing percutaneous absorption of CHX was investigated. Various anti-nucleating polymers were screened in order to establish the most effective agent. Polyvinylpyrrolidone (PVP, K30) was found to be a better candidate than its lower molecular weight counterpart (K25) and hyroxypropyl methylcellulose (HPMC). The permeation studies showed an increase in diffusion rate by increasing the degree of saturation.
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Demyan, Michael Scott. "Chemical and Physical Changes in Twenty Five Year-Old Minesoils in Southeast Ohio." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1419259892.

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Books on the topic "School of Chemical and Physical Sciences"

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Henryk, Matyja, Zielinski, Piotr G., d. 1986., Institute for Materials Science and Engineering (U.S.), Warsaw University of Technology, and Instytut Fizyki (Polska Akademia Nauk), eds. Summer School on Amorphous Metals, Wilga, Poland, September 16-21, 1985. Singapore: World Scientific, 1986.

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Sinko, Patrick J. Martin's physical pharmacy pharmaceutical sciences: Physical chemical principles in the pharmaceutical sciences. 5th ed. Philadelphia: Lippincott Williams & Wilkins, 2006.

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Martin, Alfred. Physical pharmacy: Physical chemical principles in the pharmaceutical sciences. 4th ed. Baltimore: Williams & Wilkins, 1993.

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Pilar, Bustamante, ed. Physical pharmacy: Physical chemical principles in the pharmaceutical sciences. 4th ed. Philadelphia: Lea & Febiger, 1993.

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Fleischhacker, W., and T. Schönfeld, eds. Pioneering Ideas for the Physical and Chemical Sciences. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4899-0268-9.

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Oceans, Canada Department of Fisheries and. Discovering the ocean's secrets: Physical and chemical sciences. Ottawa: Department of Fisheries and Oceans, 1987.

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Raymond, Chang, ed. Physical chemistry for the chemical and biological sciences. Sausalito, Calif: University Science Books, 2000.

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Chen, Loris. Painless physical sciences chemisty. Hauppauge, N.Y: Barron's Educational Series, 2011.

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Kimbrough, Ted D. Physical science, secondary school. [Chicago]: Board of Education, City of Chicago, 1990.

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N, Martin Alfred, Sinko Patrick J, and Singh Yashveer, eds. Martin's physical pharmacy and pharmaceutical sciences: Physical chemical and biopharmaceutical principles in the pharmaceutical sciences. 6th ed. Philadelphia: Lippincott Williams & Wilkins, 2011.

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Book chapters on the topic "School of Chemical and Physical Sciences"

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Allewell, Norma M., Linda O. Narhi, and Ivan Rayment. "Structural, Physical, and Chemical Principles." In Molecular Biophysics for the Life Sciences, 17–30. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8548-3_2.

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Hölting, Bernward, and Wilhelm G. Coldewey. "Basic Physical and Chemical Factors." In Springer Textbooks in Earth Sciences, Geography and Environment, 95–103. Berlin, Heidelberg: Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-662-56375-5_10.

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Becker, R., G. Blöchl, and H. Bräunling. "Basic Polypyrrylenmethines — Chemical and Physical Properties." In Springer Series in Solid-State Sciences, 465–69. Berlin, Heidelberg: Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/978-3-642-83833-0_84.

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Voncken, J. H. L. "Physical and Chemical Properties of the Rare Earths." In SpringerBriefs in Earth Sciences, 53–72. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-26809-5_3.

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Komkov, A. G., G. L. Antipov, and E. G. Gurinovich. "Physical Activity Levels of School-Aged Children in St. Petersburg." In Current Research in Sports Sciences, 247–53. Boston, MA: Springer US, 1996. http://dx.doi.org/10.1007/978-1-4757-2510-0_36.

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Glassman, I., K. Brezinsky, A. Gomez, and F. Takahashi. "Physical and Chemical Kinetic Effects in Soot Formation." In Recent Advances in the Aerospace Sciences, 345–70. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-4298-4_17.

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Nete, M., and W. Purcell. "Beneficiation of Niobium and Tantalum from Tantalite Ore Using Physical and Chemical Processes." In Emerging Trends in Chemical Sciences, 267–83. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60408-4_16.

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Sarkar, Kanchan, and Sankar Prasad Bhattacharyya. "A New Computing Paradigm." In Soft-Computing in Physical and Chemical Sciences, 1–8. Boca Raton : CRC Press, Taylor & Francis, 2018.: CRC Press, 2017. http://dx.doi.org/10.4324/9781315152899-1.

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Sarkar, Kanchan, and Sankar Prasad Bhattacharyya. "Quantum and Soft Computing." In Soft-Computing in Physical and Chemical Sciences, 359–404. Boca Raton : CRC Press, Taylor & Francis, 2018.: CRC Press, 2017. http://dx.doi.org/10.4324/9781315152899-10.

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Sarkar, Kanchan, and Sankar Prasad Bhattacharyya. "Genetic Algorithms." In Soft-Computing in Physical and Chemical Sciences, 9–52. Boca Raton : CRC Press, Taylor & Francis, 2018.: CRC Press, 2017. http://dx.doi.org/10.4324/9781315152899-2.

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Conference papers on the topic "School of Chemical and Physical Sciences"

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Stefanova, Galina, Saule Kasimova, and Elena Kondratenko. "Developing methods for solving typical professional tasks for students of medical and biological majors based on integration of natural science subjects." In Innovations in Medical Science and Education. Dela Press Publishing House, 2022. http://dx.doi.org/10.56199/dpcsms.gnzl4373.

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A higher school course in physics determines three main areas of training students of medical and biological majors. Professional tasks for biologists and doctors solved on the basis of physical and chemical knowledge are established, methods for their solving are developed. Examples of typical professional tasks and an algorithm of the method for their solving are given.
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Мифтахов, Эльдар, and Светлана Мустафина. "Cloud technologies in modeling physical and chemical processes." In International scientific conference "Ufa autumn mathematical school - 2021". Baskir State University, 2021. http://dx.doi.org/10.33184/mnkuomsh2t-2021-10-06.92.

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Bellova, Enis, and Eleonora Mileva. "PHYSICAL EDUCATION ONLINE TEACHING MODEL IN SCHOOL EDUCATION SETTINGS." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/107.

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ABSTRACT Blending learning is a teaching method due to a combination of tradition teaching method combine will information technology communication. The COVID-19 pandemic gave us the possibility to increase the use of this new method to deliver physical education lessons. The purpose of this literature review is to gather information on the advantages or disadvantages of using physical education online teaching model. The collection of literature studies was carried out using a database search tool using keywords such as: COVID-19 pandemic, physical education lesson, teacher perception, blending learning disadvantages. From the research conducted, 45 research articles were identified. In the second phase of the research, the key words were added: motivation and perception. At this final search a total of 10 scientific articles were identified, where it was used in this literature review. Results from this literature review show that physical education online teaching method has a lot of benefits in managing PE classes. The results from this review show that there is no a unique consensus about the percentage of advantage or disadvantages using this PE online teaching method. This method although has a lot of benefits more research finding are needed about the level of self-motivation as from teacher and from students.
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Li, Xiaojun. "Discussion on the Essence of School Physical Education." In 2nd International Conference on Civil, Materials and Environmental Sciences. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/cmes-15.2015.90.

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Petrusev, Andrey, Sergey Surzhikov, and Joseph Shang. "3D Modelling of Glow Discharge with Physical-Chemical Kinetics." In 45th AIAA Aerospace Sciences Meeting and Exhibit. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2007. http://dx.doi.org/10.2514/6.2007-825.

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Zulfikar, Mr, Mr Nuzuli, and Sukardi Putra. "Physical Fitness Test for Senior High School." In Proceedings of the 2nd International Conference on Sports Sciences and Health 2018 (2nd ICSSH 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icssh-18.2019.47.

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Marinov, Todor. "STRUCTURAL SPECIFICS OF THE PHYSICAL ABILITY OF SECONDARY SCHOOL STUDENTS." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/124.

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ABSTRACT Physical ability is a key indicator of the quality of the educational process at sports in schools. It is the subject of multiple publications, where the information analyzed by experts is used as the basis for tracking the quantitative changes in the development of motor qualities. Not much attention is given to determining its structure, which is defined by the interrelations when its specific qualities are manifested. The changes of the pre-determination of the motor qualities as a result of applying existing methodologies are not being analyzed. This, however, is of great interest to practice, since determining the structure of physical ability can provide for more precise planning of the process for the physical preparation of a lesson. The purpose of the study is to define the structural specifics of physical ability of secondary school students. To achieve this goal, a group of 581 students from 4th, 7th, and 12th grade (the grade levels of elementary, middle school and high school completion) was studied. The analysis of the results aims to reveal the interconnections between motor qualities, as the relationships observed reflect the effect of the subject content mastered by the students as this is defined by the state educational standards. It was observed that speed is the most informative indicator of the structure of physical ability among students from 1st grade to 7th grade, and the strength of the lower limbs is the most indicative indicator for students from 8th to 12th grade. Female students from the primary and secondary levels of education have a more harmonious structure of physical ability in comparison with the one of male students. The interconnections revealed lead to the creating specific methodological recommendations for the physical preparation of lessons for each educational stage.
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Musarat, Muhammad Ali, Wesam Salah Alaloul, Saba Ayub, Muhammad Babar Ali Rabbani, Waqas Farooq, and Muhammad Altaf. "Chemical and Physical Behavior of Rubberized Concrete: A Review." In 2021 International Conference on Decision Aid Sciences and Application (DASA). IEEE, 2021. http://dx.doi.org/10.1109/dasa53625.2021.9682385.

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Tashiro, Asuki, and Kazuyuki Kojima. "Design of School Chair Seat Surface Considering Physical Burden." In 2020 IEEE 2nd Global Conference on Life Sciences and Technologies (LifeTech). IEEE, 2020. http://dx.doi.org/10.1109/lifetech48969.2020.1570619110.

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Landucci, G., F. Argenti, V. Cozzani, and G. Reniers. "Quantitative performance assessment of physical security barriers for chemical facilities." In The 2nd International Conference on Engineering Sciences and Technologies. CRC Press Taylor & Francis Group 6000 Broken Sound Parkway NW, Suite 300 Boca Raton, FL 33487-2742: CRC Press, 2017. http://dx.doi.org/10.1201/9781315210469-161.

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Reports on the topic "School of Chemical and Physical Sciences"

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PHILLIPS, JULIA M. Physical and Chemical Sciences Center Research Briefs 2001. Office of Scientific and Technical Information (OSTI), December 2001. http://dx.doi.org/10.2172/791900.

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Vook, F. L., and G. A. Samara. Physical and Chemical Sciences Center: Research briefs. Volume 9-94. Office of Scientific and Technical Information (OSTI), December 1994. http://dx.doi.org/10.2172/10107582.

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Mattern, P. L. Physical and Chemical Sciences Center - research briefs. Volume 1-96. Office of Scientific and Technical Information (OSTI), December 1994. http://dx.doi.org/10.2172/380371.

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Verronen, P. T:, ed. 11 th International Workshop on Long-Term Changes and Trends in the Atmosphere, Book of Abstracts. Finnish Meteorological Institute, May 2022. http://dx.doi.org/10.35614/isbn.9789523361577.

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The 11 th International Workshop on Long-Term Changes and Trends in the Atmosphere will be held between 30 May and 3 June, 2022, at the Finnish Meteorological Institute in Helsinki, Finland. The workshop is organised by the Finnish Meteorological Institute. The workshop gathers together more than 50 scientists from the EU, USA, India, Canada, Argentina, Norway, China, Switzerland, and UK. This report is the official abstract book of the workshop. The scientific topics include: ● Stratospheric and mesospheric observations ● Simulations and predictions of the stratosphere and mesosphere ● Changes in the ionosphere and thermosphere ● Dynamic, physical, chemical and radiative mechanisms ● Role of the stratosphere and mesosphere for climate The workshop is sponsored by the International Association of Geomagnetism and Aeronomy (IAGA) and the International Association of Meteorology and Atmospheric Sciences (IAMAS).
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Goncharenko, Tatiana, Nataliia Yermakova-Cherchenko, and Yelyzaveta Anedchenko. Experience in the Use of Mobile Technologies as a Physics Learning Method. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4468.

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Swift changes in society, related to sciences technicians’ development, technologies, by the increase of general volume of information, pull out new requirements for maintenance, structure, and quality of education. It requires teachers to diversify a tool in the direction of the increase in possibilities of the use of mobile technologies and computer systems. Lately in the world, more attention spared to the use of mobile learning, which in obedience to «Recommendations of UNESCO on the questions of a policy in the area of mobile learning» foresees the use of mobile technology, both separate and together with other by informational computer technologies. [1]. Mobile learning allows using the open informational systems, global educational networks, unique digital resources which belong to different educational establishments and co-operate with each other. The use of existent educational resources and creation of own, based on the academic resources from informative space, allows to promote the interest of students to the study of physics, to take into account the individual features, and also features of region and framework of society of the country. During the last years in Ukraine competency-based approach to the organization of studies certainly one of basic. The new Education Act addresses the key competencies that every modern person needs for a successful life, including mathematical competence; competence in natural sciences, engineering, and technology; innovation; information and communication competence [2]. This further emphasizes the importance of providing students with quality physical education and the problems associated with it. Using mobile technology in professional teaching work, the teacher has the opportunity to implement the basic principles of the competence approach in teaching physics. An analysis of the data provided in the official reports of the Ukrainian Center for Educational Quality Assessment showed that the number of students making an external independent assessment in physics and choosing a future profession related to physics has decreased significantly. This is due to the loss of students' interest in physics and the complexity of the content of the subject, as well as the increase in the amount of information that students need to absorb. In this article, we explore the possibilities of mobile technology as a means of teaching physics students and give our own experience of using mobile technology in the process of teaching physics (for example, the optics section in primary school).
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