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1
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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Baughman, Fred A. "Psychiatry’s “Chemical Imbalance” Fraud: Who Killed Rebecca Riley?" Ethical Human Psychology and Psychiatry 10, no. 2 (October 2008): 96–108. http://dx.doi.org/10.1891/1559-4343.10.2.96.
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All physicians attend medical school and learn of (a) all things physically normal; anatomy, physiology, and chemistry, (b) all things physically abnormal; pathology, disease, and (c) how to tell the difference. Diagnosis is the first obligation of every physician to every patient, and must precede treatment. Diagnosis first asks, “Is there a physical abnormality (physical abnormality = disorder = disease), yes or no?” Patients with no abnormality (no physical abnormality = no disorder = no disease = normal) are referred to as having “no evidence or disease” (NED) or “no organic disease” (NOD). Their problems may be psychological or psychiatric, but they are not medical or surgical. In patients found to have an abnormality, diagnosis now asks, “Which disease?” Psychiatrists are the only physicians who do not perform physical diagnosis. The absence of disease is determined for them by other physicians, usually referring physicians. In 1948 the previously conjoint specialty of neuropsychiatry was divided into neurology—responsible for the diagnosis and treatment or physical/organic disease of the nervous system—and psychiatry—responsible for the treatment of emotional and psychological problems, none of them due to organic diseases. Nor did psychiatry object to this scientific division of labor at the time. However, in the 1950s, with the advent of psychotropic drugs, psychiatry, increasingly in league with the pharmaceutical industry, began referring to psychological diagnoses as disorders/diseases/chemical imbalances of the brain, albeit with no proof or science. In a congressional hearing in 1970, psychiatrists and federal officials, including the Food and Drug Administration and the Department of Health, Education, and Welfare, represented hyperkinetic disorder (HKD) to be a disorder/disease of the brain leading to the appropriation of millions of dollars for research, diagnosis and treatment into the drug treatment of school children said to have the new disease HKD. HKD became ADD, then ADHD, a disorder/disease/chemical imbalance always in need of a “chemical balancer”—a pill. Without proof of an abnormality/disorder/disease, the ADHD epidemic grew from 150,000 in 1970 to 6 million to 7 million today, the most common childhood diagnosis in the United States, a multi-billion dollar industry, and a model for all 374 DSM–IV psychological/psychiatric diagnoses—none of them actual diseases. As such, psychiatry is not a legitimate branch of medicine deserving scientific-fiscal parity; rather, collectively, it is the greatest health care fraud in history. Every time a so-called chemical imbalance is diagnosed, a patient’s right to informed consent has been abrogated. Every time a medically normal person is treated with a psychotropic chemical balancer—a pill—their first and only abnormality is the iatrogenic intoxication: poisoning.
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Omilani, Nathaniel, and F. D. Elebute. "Analysis of misconceptions in chemical equilibrium among senior secondary school students in Ilesa Metropolis in Osun State, Niger." African Journal of Educational Studies in Mathematics and Sciences 16, no. 2 (December 21, 2020): 1–13. http://dx.doi.org/10.4314/ajesms.v16i.2.1.
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Physical chemistry has been an aspect of chemistry which students find difficult at the secondary and tertiary levels of education. In the past, the effort of researchers has been focused on the research that will identify various causal factors which can be attributed to the performance of the learners in this aspect of chemistry. Also, very few experimental studies, has been carried out to improve students’ performance. In order to find the right bases for all research that will improve students’ achievement, there is a need to profile the misconceptions in the aspect of physical chemistry which is chemical equilibrium. The purpose of this study is to determine students’ misconceptions regarding the concepts of chemical equilibrium. To diagnose students' misconceptions in this area, a two-tier multiple-choice question on chemical equilibrium test was administered to 300 high school students in Ilesa Metropolis of Osun- state, Nigeria. Descriptive analysis was used in analyzing the data, students’ responses in a Chemical Equilibrium Misconception Test (CEMT) were categorized. The results revealed widespread misconceptions among students in the areas related to (1) equilibrium constant (2) heterogeneous Equilibrium (3) Approach to chemical equilibrium, (4) Application of Le-Chatelier Principle and (5) adding a catalyst.
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Omilani, Nathaniel, and F. D. Elebute. "Analysis of misconceptions in chemical equilibrium among senior secondary school students in Ilesa Metropolis in Osun State, Niger." African Journal of Educational Studies in Mathematics and Sciences 16, no. 2 (December 21, 2020): 1–13. http://dx.doi.org/10.4314/ajesms.v16i2.1.
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Physical chemistry has been an aspect of chemistry which students find difficult at the secondary and tertiary levels of education. In the past, the effort of researchers has been focused on the research that will identify various causal factors which can be attributed to the performance of the learners in this aspect of chemistry. Also, very few experimental studies, has been carried out to improve students’ performance. In order to find the right bases for all research that will improve students’ achievement, there is a need to profile the misconceptions in the aspect of physical chemistry which is chemical equilibrium. The purpose of this study is to determine students’ misconceptions regarding the concepts of chemical equilibrium. To diagnose students' misconceptions in this area, a two-tier multiple-choice question on chemical equilibrium test was administered to 300 high school students in Ilesa Metropolis of Osun- state, Nigeria. Descriptive analysis was used in analyzing the data, students’ responses in a Chemical Equilibrium Misconception Test (CEMT) were categorized. The results revealed widespread misconceptions among students in the areas related to (1) equilibrium constant (2) heterogeneous Equilibrium (3) Approach to chemical equilibrium, (4) Application of Le-Chatelier Principle and (5) adding a catalyst.
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Paik, Seoung-Hey, and Sun Kyoung Kim. "An Analysis of Concepts related to Physical and Chemical Change on Middle and High School Science Textbooks." Journal of the Korean Chemical Society 47, no. 2 (April 20, 2003): 155–64. http://dx.doi.org/10.5012/jkcs.2003.47.2.155.
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Putica, Katarina, and Lidija Ralević. "Unapređivanje hemijske pismenosti učenika osnovnih škola kroz kontekstualni pristup obradi nastavne jedinice Alkani." Inovacije u nastavi 35, no. 1 (2022): 91–100. http://dx.doi.org/10.5937/inovacije2201091p.
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Organic chemistry represents an essential part of everyday life, but previous research indicates that traditional organic chemistry teaching, which focuses on the transmission of academic content, insufficiently promotes the development of pupils' chemical literacy in this field. Since context-based teaching approach has the potential to improve scientific literacy, in order to compare the effectiveness of the aforementioned teaching approaches in terms of developing elementary school pupils' chemical literacy in the field of organic chemistry, a pedagogical experiment with parallel groups was conducted. The experiment was organized within the elaboration of the teaching unit Alkanes and it encompassed 148 eighth-grade elementary school pupils (76 pupils in the experimental and 72 pupils in the control group). Through the elaboration of the content about alkanes, pupils develop chemical literacy in regard to the structure and nomenclature of these compounds, their physical and chemical properties and oil and its derivatives as energy sources, as well as environmental pollutants. Upon the elaboration of the abovementioned teaching unit, the experimental group achieved a significantly higher overall percentage of correct answers on the test that checked the development of pupils' chemical literacy in regard to alkanes on all three levels (knowledge, application and reasoning), which implies that context-based teaching approach could significantly enhance elementary school pupils' chemical literacy, in the field of organic chemistry.
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Putica, Katarina, and Lidija Ralević. "Unapređivanje hemijske pismenosti učenika osnovnih škola kroz kontekstualni pristup obradi nastavne jedinice Alkani." Inovacije u nastavi 35, no. 1 (2022): 91–100. http://dx.doi.org/10.5937/inovacije2201091p.
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Organic chemistry represents an essential part of everyday life, but previous research indicates that traditional organic chemistry teaching, which focuses on the transmission of academic content, insufficiently promotes the development of pupils' chemical literacy in this field. Since context-based teaching approach has the potential to improve scientific literacy, in order to compare the effectiveness of the aforementioned teaching approaches in terms of developing elementary school pupils' chemical literacy in the field of organic chemistry, a pedagogical experiment with parallel groups was conducted. The experiment was organized within the elaboration of the teaching unit Alkanes and it encompassed 148 eighth-grade elementary school pupils (76 pupils in the experimental and 72 pupils in the control group). Through the elaboration of the content about alkanes, pupils develop chemical literacy in regard to the structure and nomenclature of these compounds, their physical and chemical properties and oil and its derivatives as energy sources, as well as environmental pollutants. Upon the elaboration of the abovementioned teaching unit, the experimental group achieved a significantly higher overall percentage of correct answers on the test that checked the development of pupils' chemical literacy in regard to alkanes on all three levels (knowledge, application and reasoning), which implies that context-based teaching approach could significantly enhance elementary school pupils' chemical literacy, in the field of organic chemistry.
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Özkanbaş, Müge, and Özgecan Taştan Kırık. "Implementing collaborative inquiry in a middle school science course." Chemistry Education Research and Practice 21, no. 4 (2020): 1199–217. http://dx.doi.org/10.1039/c9rp00231f.
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Process Oriented Guided Inquiry Learning (POGIL®) as a collaborative inquiry method has been widely used in teaching chemistry to high school and college students. This paper presents the impact of POGIL on 65 middle school students’ understanding about nature of matter. It is a quasi-experimental non-equivalent control group design study in which a control group taught by whole class instruction was compared to the experimental group which was taught by POGIL in the context of the “Particulate Nature of Matter (PNM) Unit” including PNM, physical and chemical change and density topics. A Nature of Matter Achievement Test was administered as both pre- and post-test. It was found that a POGIL method improved students’ achievement more than teacher-centered whole-class instruction. This study provides evidence supporting the fact that POGIL is an effective pedagogy to teach nature of matter to middle school students.
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Bugrov, Konstantin D. "CHEMICAL SCIENCE IN SVERDLOVSK, 1920s–1950s: EMERGENCE OF KEY RESEARCH THEMES AND SCHOOLS." Ural Historical Journal 73, no. 4 (2021): 164–72. http://dx.doi.org/10.30759/1728-9718-2021-4(73)-164-172.
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The paper presents an overview analysis of development of chemical research in the city of Sverdlovsk in 1920s–1950s. The author, relying on the theory of frontier modernization, proposes the concepts of frontier and support-point development of Soviet science. The frontier development was associated with peripherality, concentration of efforts in extractive (mining) industries, and a lack of resources for growth. The result of such frontier development was the emergence of a research-educational complex which, by the mid-1930s, included deeply integrated branch research organizations, institutes of the Academy of Sciences, and universities. The leading role was played by physical chemistry of metallurgical processes (and particularly electrochemistry), chemistry of wood and coal, inorganic and analytical chemistry. By the end of 1930s this chemical complex started to lose its frontier characteristics, which is evident from the effort of coal chemists led by I. Ya. Postovsky to develop the pharmaceutical chemistry. Due to the evacuation of enterprises and institutes from the western parts of USSR during the Great Patriotic War, the chemical complex of Sverdlovsk acquired a support-point character associated with the appearance of duplicate centers on the periphery. The new branches of chemical science emerged, for instance, the chemistry of polymers and the chemical machine-building. The implementation of the Soviet atomic project in Urals in late 1940s — early 1950s completed the paradigm shift in development of chemical science in Sverdlovsk, laying the foundation for the transformation of the city into a leading center of materials science.
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Derkach, Tetiana M. "EFFECTIVENESS OF E-LEARNING RESOURCES IN PHYSICAL CHEMISTRY TEACHING." Information Technologies and Learning Tools 66, no. 4 (September 30, 2018): 139. http://dx.doi.org/10.33407/itlt.v66i4.2205.
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Implementation of electronic learning resources into the teaching of chemical disciplines in higher school does not always lead to an improvement in students' mastery of the material. Therefore, the optimal choice of effective electronic resources for the teaching of basic chemical disciplines is an urgent task. The purpose of the work was to identify the resources that are relevant to the teaching of physical chemistry from the point of view of both teachers and students. Specific questionnaires were developed to achieve the goal, and a survey of pedagogical process participants (students and faculty members) was conducted, followed by statistical processing of the survey results. The expediency of usage of 41 e-resources was investigated, and 21 resources were identified as suitable for the study of a university course in physical chemistry. Among them, eight e-resources were found to be important for teaching most topics of the discipline, and so are attributed to universal resources. Another thirteen resources are important for teaching some topics and ineffective for others (specific resources). At the same time, only five universal and eight specific resources are currently used in the practice of the Faculty of Chemistry of Olesj Honchar Dnipropetrovsk National University. Some discrepancies have been identified between teachers and students concerning resource preferences that create the preconditions for the loss of effectiveness of the use of such resources. Since the use of some electronic resources is sensitive to learning styles, existing styles for faculties and students were analysed. The main differences consist in the explicit preferences of the faculty for reflective and global styles, while students are characterised by predominantly active and sequential learning styles. The results obtained regarding the effectiveness of e-resource usage are discussed from the viewpoint of preferences in learning styles characteristic of students and teachers of natural sciences.
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Odom, Arthur Louis, Lloyd H. Barrow, and William L. Romine. "Teaching Osmosis to Biology Students." American Biology Teacher 79, no. 6 (August 1, 2017): 473–79. http://dx.doi.org/10.1525/abt.2017.79.6.473.
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Osmosis is a fundamental concept of great importance to understanding natural biological, physical, and chemical processes. We provide an instructional guide to assist instructors of advanced high school biology and college biology students in defining questions that are central to deriving a highly developed understanding of osmosis. We present teaching activities that focus on advancing multiple hypotheses about the cause of osmosis, presenting a tentative explanation and model of osmosis, and drawing scientifically accepted conclusions about osmotic processes.
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Albán, Wagner Cristhian Cañizares. "El sistema de bachillerato internacional y su enseñanza en idioma inglés como factores claves para la excelencia académica de los bachilleres del Colegio Americano de Guayaquil." South Florida Journal of Development 2, no. 3 (July 22, 2021): 4313–23. http://dx.doi.org/10.46932/sfjdv2n3-039.
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RESUMEN
El colegio Americano de Guayaquil fundado hace 79 años se caracteriza por ser líder en la enseñanza bilingüe, habiendo graduado bachilleres en las especialidades de físico matemático, químico biólogos, comercio y de acuerdo a las reformas educativas actualmente gradúa bachilleres en ciencias, ciencias empresariales, y ciencias humanísticas. A lo cual debe agregarse que desde 1985 mediante convenio con la Organización de Bachillerato Internacional con sede en Ginebra, Suiza, imparte la educación IB como un agregado académico que ha dado relevancia a los graduados de esta institución, por cuanto además de ser bachilleres de calidad internacional, dominan el inglés como un segundo idioma, lo que permite que tengan acceso para realizar sus estudios superiores en prestigiosas universidades del exterior.
Las autoridades de educación del país han otorgado los permisos correspondientes, autorizando que el Colegio Americano de Guayaquil enseñe su malla curricular de estudios bajo el sistema de IB en idioma inglés, lo cual lo ha convertido en el pionero y líder de este sistema de enseñanza en la región Costa.
ABSTRACT
The Colegio Americano de Guayaquil was founded 79 years ago. It is characterized by being a leader in bilingual education. It has submitted High School Diplomas to many students in the Physical Mathematic Science, Chemical Biology Science and Business specializations. According to the educational reforms, currently it graduates students in Science, Business Science and Humanistic Sciences. It must be added that since 1985, the International Baccalaureate Organization, Geneva, Switzerland, provides IB education as an academic added value, which has given a high relevance to the graduates of this institution since, besides being international high school graduates, they are proficient in English as a second language; this allows them to enter prestigious universities abroad.
The Ecuadorian education authorities have authorized the Colegio Americano to teach the curriculum under the English IB system. In this way, the School has become the pioneer and leader of this education system in the Coast region.
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Kolodyazhnaya, Tatyana A., Olga I. Zaitseva, Zhanna G. Zaitseva, and Irina A. Ignatova. "SYNDROME OF AUTONOMIC DYSFUNCTION IN CHILDREN OF YOUNG SCHOOL AGE: RISK FACTORS AND STRUCTURAL AND FUNCTIONAL STATE OF ERYTHROCYTE MEMBRANES." Siberian Journal of Life Sciences and Agriculture 13, no. 4 (August 31, 2021): 115–30. http://dx.doi.org/10.12731/2658-6649-2021-13-4-115-130.
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Aim. To study the anamnesis and physical and chemical characteristics of erythrocyte membranes in schoolchildren aged 7-11 years to determine the risk of developing autonomic dysfunction syndrome in a particular child. Materials and methods. Clinical, anamnestic and laboratory examination of schoolchildren aged 7-11 years with the syndrome of autonomic dysfunction and practically healthy children was carried out. The physical and chemical properties of erythrocyte membranes were studied by fluorescence spectroscopy. Results. In children with autonomic dysfunction syndrome, the method of fluorescence spectroscopy revealed structural transformations and changes in the functions of erythrocyte membranes of a destabilizing nature. Significant biophysical risk factors for the development of autonomic dysfunction syndrome in children in children of 7-11 years old turned out to be: low calcium-accumulating capacity of membranes, high rates of membrane-bound water and fluidity of the surface layers of the membrane, as well as an increased coefficient of asymmetry of the fluidity of the lipid bilayer. Conclusion. Identification of significant anamnestic and biophysical (at the membrane level) risk factors in a particular child is necessary to include the child in the risk group for psychosomatic diseases for dynamic monitoring and timely implementation of preventive measures.
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Голубина, Ольга Александровна, Светлана Владимировна Ковалёва, and Ирина Анатольевна Шабанова. "PRACTICAL COURSE ON PHYSICAL AND CHEMICAL METHODS OF PEATS ANALYSIS AS AN ELEMENT OF IMPLEMENTATION OF ADDITIONAL NATURAL SCIENCE EDUCATION AT SENIOR SCHOOL." Pedagogical Review, no. 3(31) (June 21, 2020): 25–35. http://dx.doi.org/10.23951/2307-6127-2020-3-25-35.
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Показана актуальность дополнительного естественно-научного образования с использованием экспериментальной работы обучающихся, основанной на региональных особенностях. Приведено понятие «региональный компонент содержания образования». Обоснован выбор тематики практикума по анализу торфов физико-химическими методами, содержание которого связано со специфическими особенностями Томской области по запасам торфа и накопленным опытом научных исследований по функционированию торфяно-болотных экосистем. Приведены цели, задачи практикума и тематика практических занятий. Описана методика проведения практических работ по определению ботанического состава торфов и его физико-химических характеристик. Разработаны вопросы анкетирования для выявления у обучающихся экспериментальных умений и знаний качественных химических реакций до проведения занятий практикума и после их завершения, представлены полученные результаты. На основе анкетирования обучающихся выявлено их отношение к тематике практикума и его содержанию. Результаты анкетирования свидетельствуют об эффективности проведения экспериментальной работы на занятиях. The importance of additional education in modern school is characterized. The relevance of additional science education using the experimental work of students based on regional characteristics is shown. The concept of “regional component of the content of education” is given. The choice of the topics of practical works on peat analysis by physicochemical methods is substantiated, the content of which is determined by the specific features of the Tomsk Region in terms of peat reserves and the accumulated experience of scientific research on the functioning of peat-swamp ecosystems. The goals, objectives and a list of topics of practical training are presented. The methodology for conducting practical work to determine the composition of peat, its physico-chemical characteristics: the degree of decomposition, moisture, ash, metabolic acidity, the determination of magnesium, calcium, iron, phosphorus, nitrogen (ammonium ions and nitrate ions) is described. The physicochemical methods used in the practical work are indicated: titrimetric (determination of magnesium and calcium), potentiometric (exchange peat acidity), photocolorimetric (determination of ammonium and nitrate ions), mobile compounds of iron and phosphorus) methods. Questions have been developed to identify students’ experimental skills and knowledge of qualitative chemical reactions before and after the practical work, and the results are presented. Questioning revealed an improvement in the level of all experimental skills by an average of 37 %. The attitude of students to the subject of the practical work, its content, as well as interest in conducting experimental work were identified on the basis of their questionnaire.
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Kabashin, A. V., S. M. Klimentov, V. Yu Timoshenko, and A. A. Fronya. "International Symposium and International School for Young Scientists on “Physics, Engineering and Technologies for Biomedicine”." Journal of Physics: Conference Series 2058, no. 1 (October 1, 2021): 011001. http://dx.doi.org/10.1088/1742-6596/2058/1/011001.
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Abstract International Symposium and International School for Young Scientists on “Physics, Engineering and Technologies for Biomedicine” (PhysBioSymp) is an annually held event in National Research Nuclear University MEPhI (https://eng.mephi.ru/) (Moscow, Russia) since 2016. This symposium is conceived as the main conference of the Institute of Engineering Physics for Biomedicine (PhysBio, https://physbio.mephi.ru/), which is one of new strategic academic units founded in 2016 in the course of transformation of MEPhI from the technical to a global university in order to extend its portfolio toward life sciences, chemical and biomedical engineering. Following the chosen strategy, PhysBio aims at the advancement of its international reputation in biomedical sciences and technologies, as well as the integration of latest research achievements into the educational process in order to contribute to the solution of global problems, such as early diagnostics and efficient therapy of socially significant diseases, including cancer. Conceived as an essentially interdisciplinary institution, PhysBio is unique in combining powerful background of MEPhI in physics, mathematics, engineering, material sciences, nanotechnologies and expertise in new areas in chemistry and biology in order to develop breakthrough technologies for biomedical applications. List of Committees are available in this pdf.
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Tsai, Chi-Yi, Yu-Chen Ho, and Humaira Nisar. "Design and Validation of a Virtual Chemical Laboratory—An Example of Natural Science in Elementary Education." Applied Sciences 11, no. 21 (October 27, 2021): 10070. http://dx.doi.org/10.3390/app112110070.
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In the natural science curriculum, chemistry is a very important domain. However, when conducting chemistry experiments, safety issues need to be taken seriously, and excessive material waste may be caused during the experiment. Based on the 11-year-old student science curriculum, this paper proposed a virtual chemistry laboratory, which was designed by combining a virtual experiment application with physical teaching materials. The virtual experiment application was a virtual experiment laboratory environment created by using selected experimental equipment cards in combination with augmented reality (AR) technology. The physical teaching materials included all virtual equipment required for experiment units. Each piece of equipment had corresponding cards for learners to choose from and utilize in specific experimental operations. It was hoped that students were able to achieve the desired learning effectiveness of experimental teaching while reducing the waste of experimental materials through the virtual experimental environment. This study employed the quasi-experimental and questionnaire survey methods to evaluate both learning effectiveness and learning motivation. Eighty-one students and eight elementary school teachers were surveyed as research subjects. The experimental results revealed that significant differences in learning effectiveness existed between the experimental group and control group, indicating that the application of AR technology to teaching substantively helped enhance students’ learning effectiveness and motivation. In addition, the results of the teacher questionnaire demonstrated that the virtual chemistry laboratory proposed in this study could effectively assist with classroom teaching.
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Kelly, Orla C., and Odilla E. Finlayson. "Easing the transition from secondary school to higher education through recognition of the skills of our students." New Directions in the Teaching of Physical Sciences, no. 6 (February 23, 2016): 51–55. http://dx.doi.org/10.29311/ndtps.v0i6.385.
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This short communication discusses research, which has investigated students‟ self-perception of their skills. This was to identify which skills they felt most and least confident in upon starting university. General and scientific and practical skills as well as skills related to improving learning were explored. The results suggested that students felt most confident in working in groups, interacting with people to obtain the necessary information and assistance, and observing chemical events and changes among others. In contrast students felt least confident in planning and presenting an oral presentation, analysing and evaluating experimental data, and using the internet and other resources to gain information. Details of how the findings were used to make effective changes to an existing module will be discussed. Furthermore, the relevance of this in terms of supporting our first year students in their transition to university-level work and subsequently planning appropriate modules will be discussed in relation to the recently published results from the UK Physical Sciences Centre Review of the Student Learning Experience in Chemistry and in light of the Department for Business Innovation and Skills Higher Ambitions and Skills for Growth papers.
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Ajmal, Muhammad, Muhammad Nadeem, Maryam Batool, and Imran Taj Khan. "Review Probable Ingredients for Trans Free Margarine with Omega-3 Fatty Acids." Biological Sciences - PJSIR 61, no. 3 (December 24, 2018): 182–86. http://dx.doi.org/10.52763/pjsir.biol.sci.61.3.2018.182.186.
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Margarine is widely used as table spread, in cooking and bakery products. Awareness of consumers regarding the intake of omega fatty acids has led the food industry to develop foods which are rich sources of omega fatty acids. Harmful effects of trans on the development of cardiovascular diseases have steered the researchers to find out wide range of trans free options, without compromising on functional and physical properties of fats. Nutritionists recommend margarine for the growing and school going babies, it is usually manufactured from the combination of hard and soft fats, followed by the addition of vitamins A, D and E. However, little is known regarding the supplementation of margarines with omega fatty acids of chia oil. This paper summarizes the physical and chemical characteristics of few ingredients that may be used in the formulation of trans free margarine with higher magnitude of omega fatty acids.
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Karamanou, Marianna, Gregory Tsoucalas, and George Androutsos. "Hallmarks in the study of respiratory physiology and the crucial role of Antoine-Laurent de Lavoisier (1743–1794)." American Journal of Physiology-Lung Cellular and Molecular Physiology 305, no. 9 (November 1, 2013): L591—L594. http://dx.doi.org/10.1152/ajplung.00142.2013.
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From the early 17th century the advent of physical and chemical sciences developed two important movements toward the explanation of all vital phenomena: the Iatrochemical and Iatromechanical Schools. The important research of their representatives such as Jan Baptist van Helmont, John Mayow, Robert Boyle, Gian Alfonso Borelli, Richard Lower, and Albrecht von Haller, followed by the discovery of the atmospheric gases, provided a fecund soil for the leading work of Lavoisier in respiratory physiology.
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Baek, Seong Hye, and Seon Gyeong Kim. "A Survey of Secondary School Science Teachers’ Thinking on Classifying Phenomena Related to Dissolution of Ionic Compound and Acid into Physical and Chemical Change." Journal of the Korean Chemical Society 46, no. 6 (December 20, 2002): 561–68. http://dx.doi.org/10.5012/jkcs.2002.46.6.561.
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Mascarenhas, Yvonne Primerano. "Science in my life." Pure and Applied Chemistry 91, no. 4 (April 24, 2019): 751–60. http://dx.doi.org/10.1515/pac-2018-0606.
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Abstract This paper presents an overview of my career from my first contact with chemistry in 1948, when I was in the second year of secondary school and realized, for the first time, the importance of this science. This discovery led me to focus my university studies toward a bachelor’s degree in Chemistry. It was then that I had my first experience with the discipline of Crystallography, taught by Elisiário Távora, a young mineralogist who received his doctorate from MIT. Recognizing the importance of X-ray Crystallography for the elucidation of the molecular and crystal structure of all substances and for the understanding of their chemical and physical properties, I decided to dedicate myself to improving my knowledge of this subject with several visits to excellent international research groups working under the supervision of well-known crystallographers. Along with my scientific activities in Crystallography, another of my interests was to contribute to efforts to increase the number of crystallographers in Brazil and Latin-America, orienting several Master and PhD students. The support given by foreign visiting scientists and by those that became permanent members of our Institute and of other Brazilian research groups have been very important throughout my career.
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Ya Midak, L., Ju D. Pahomov, O. V. Kuzyshyn, V. M. Lutsyshyn, I. V. Kravets, Kh V. Buzhdyhan, and L. V. Baziuk. "Visualizing the school organic chemistry course with augmented reality." Journal of Physics: Conference Series 2288, no. 1 (June 1, 2022): 012017. http://dx.doi.org/10.1088/1742-6596/2288/1/012017.
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Abstract Nowadays, studying natural sciences, as well as chemistry, is impossible without good-quality visualization of the theoretic data. Supplying mobile apps with augmented reality give the opportunity to visualize the study information for the students and make its perception and learning easier. The paper is dedicated to developing a lap book and mobile app LiCo.STEAM Sugar with augmented reality and studying the “Carbohydrates” topic according to the 10 th grade chemistry program, and also to investigate it’s effciency within the chemistry lessons. The developed lap book includes the theories with carbohydrate molecules’ images, an experimental part designed for performing chemical experiments and studying properties of organic compounds, and also tasks of different levels. Molecules of carbohydrates, their structure can be visualized with AR, and also video-experiments on this subjets can be played. Using the lap book “Carbohydrates” with augmented reality together with LiCo.STEAM Sugar mobile app allows to upgrade the content and the volumes of the theories, apply modern ICT within the study in order to build students’ skills of a new level. Applying educational data with augmented reality give students the ability to memorize the theories in a better way, which is shown with the increased results of educational achievements of students in chemistry.
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Tsaparlis, Georgios. "The logical and psychological structure of physical chemistry and its relevance to graduate students' opinions about the difficulties of the major areas of the subject." Chemistry Education Research and Practice 17, no. 2 (2016): 320–36. http://dx.doi.org/10.1039/c5rp00203f.
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In a previous publication, Jensen's scheme for the logical structure of chemistry was employed to identify a logical structure for physical chemistry, which was further used as a tool for analyzing the organization of twenty physical chemistry textbooks. In addition, science education research was considered for the study of the psychological structure of physical chemistry. In this companion paper, the findings are presented of a semi-structured interview study with seventeen chemistry graduates, which aimed to find out their opinion about the difficulties of the various areas of physical chemistry, their disposition towards the subject, and their explanations for the difficulties identified, and in this way to study further the psychological structure of physical chemistry. A mixture of an intensive inductive and a confirmatory data analysis was carried out that revealed ideas and trends and allowed for a reliable portrait of learners to emerge by identifying similarities and differences in the data. Students unanimously found the phenomenological subjects (classical thermodynamics, electrochemistry, chemical kinetics) easier than the submicroscopic subjects of quantum chemistry and statistical thermodynamics. The reasons invoked included that the latter subjects deal with more difficult and abstract concepts, and also their highly mathematical nature. Many students found classical thermodynamics simpler than quantum chemistry, because it “has logic”, includes “tangible examples”, and they had encountered related topics before (especially in high school). The findings for electrochemistry and chemical kinetics were more or less similar to those for classical thermodynamics. Implications, generalizability, and limitations of the findings and prospects for further research are discussed.
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Freitas da Cunha, Beatriz, Samara Escobar Martins, Maria Eduarda Tomaz Luiz, Vitória Matos Garibaldi, and Alcyane Marinho. "Perceptions of Physical Education teachers from a metropolitan region of southern Brazil about the repercussions of the COVID-19 on their pedagogical practices." Actualidades Investigativas en Educación 23, no. 1 (December 6, 2022): 1–25. http://dx.doi.org/10.15517/aie.v23i1.51623.
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The COVID-19 pandemic has had an impact around the world, impacting various sectors of society, including education and consequently school physical education. In this way, we sought to investigate, through a descriptive-exploratory field research, with a qualitative approach to the data, the perceptions of Physical Education teachers from a metropolitan region of southern Brazil about the repercussions of the pandemic on their pedagogical practices. To this end, sixteen teachers participated in this study, nine from the public school system and seven from the private network, through semi-structured interviews, online, during the months of June and July 2021. The data, which were organized through the NVivo-12 software and analyzed by the content analysis technique, point to difficulties, facilities and learning resulting from experiences during the pandemic. Aspects of emergency remote teaching, the application of security protocols in physical education classes and the potential of physical education for students in the current and future context were addressed. From these findings it was possible to verify that these teachers needed, more than ever, to develop their adaptive skills. This is because this study demonstrated that Physical Education classes were the only time when children are out of the classroom, being perceived as a moment of liberation, after experiencing the restrictions imposed by the pandemic, considering that these teachers provide feelings of lightness, joy, and manifestation of expressions. Thus, the findings of this study can contribute to reflections and overcoming of future challenges related to the teaching of School Physical Education. For this, future research is needed to verify how these consequences are reverberating over time.
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Dahal, Sirjana, Prakash Poudel, Megha Pradhan, and Bhawana Mainali. "Tooth Wear and Associated Factors in School Children with Primary Dentition in Kathmandu Valley." Journal of Nepal Health Research Council 18, no. 4 (January 21, 2021): 637–43. http://dx.doi.org/10.33314/jnhrc.v18i4.2518.
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Background: Tooth wear is the loss of tooth structure from physical or chemical attack of nonbacterial origin. Predominant causative factor for tooth wear in primary dentition is erosion. This study was conducted to assess the prevalence of tooth wear and its associated factors in primary dentition.Methods: Analytical cross-sectional study was conducted after obtaining ethical approval among 425 children aged two to 12 years, enrolled in different preschools/schools located in Kathmandu valley. Informed consent from parents as well as assent from children were obtained. Oral examination for assessing tooth wear was done using Smith and Knight Tooth Wear Index. Self-administered questionnaires were sent to parents for considering the factors associated with tooth wear. Data were entered in Microsoft Excel Sheet and analysed in Statistical Package of Social Sciences. The chi-square/fisher’s exact test was done to establish the association between tooth wear and various factors.Results: Among total participants, 295 (69.4%) had tooth wear in at least one or more teeth. Tooth wear was seen significantly higher in children with increasing age (p<0.001). It was significantly associated with brushing technique (p=0.022), type of toothbrush (p=0.005), increasing duration of bottle feeding (p=0.003), in children frequently taking sour food stuffs (p=0.019) and soft drinks/juices (p<0.001).Conclusions: Prevalence of tooth wear was high in primary dentition that increased with age. The condition was significantly associated with type of brushing technique, brushing frequency, materials used and type of diet. Tooth wear is a major problem in young age group having multifactorial etiology. It may lead to dental hypersensitivity and pulpal involvement if not followed up in early stages.Keywords: Factors; primary dentition; Kathmandu valley; tooth wear
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Minyurova, S. A., O. V. Kruzhkova, I. V. Vorobyeva, and A. I. Matveeva. "For citation: Minyurova S. A., Kruzhkova O. V., Vorobyeva I. V., Matveeva A. I. Addictive behaviour of adolescents and young men in the education system: Review of psychological and pedagogical research." Education and science journal 24, no. 6 (June 14, 2022): 84–121. http://dx.doi.org/10.17853/1994-5639-2022-6-84-121.
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Introduction. Addictive behaviour of students today is one of the most acute problems of the education system. Not only chemical addiction leads to serious problems, but also social networks, smartphones, gaming addictions lead to a significant decrease in the level of physical and mental health of adolescents and young men, socio-psychological maladaptation in society, violation of their psychological well-being and in critical cases – the development of suicidal risks. Nevertheless, a comprehensive study of the experience in psychological and pedagogical research in the field of addictive behaviour with the generalisation of methodological approaches and empirical results has not been conducted yet (although such review studies are present in relation to general and specific issues of addictive behaviour, its spread in individual countries or geographical regions, the role of the family, etc.). At the same time, such studies are necessary to ensure a complete understanding of the problem from the perspective of the educational organisation and the possibilities of the educational environment in the prevention of the spread of addictive behaviour among students.Aim. The aim of the study was to review and systematise international research in the field of psychological and pedagogical study of addictive behaviour of students.Methodology and research methods. The selection of scientific publications in the international scientometric database Scopus was carried out for inclusion in the review with search depth from 2011 to the present. The authors used the following keywords complexes for the search: “addiction&school”, “addictive behaviour&school”, “drug&school”, “alcohol&school”, “tobacco&school”, “internet addiction&school”, “gambling&school”. The specified word complexes such as “article title, short description, keywords” were included in the search section. Additional search restrictions were the type of articles (reviews, article); the chosen field of science was “Psychology” and an additional keyword was “adolescent”. After analysis the final list of selected publications amounted to 246 works.Results. The results of the study made it possible to systematise scientific publications and identify trends in the consideration of addictive behaviour in psychological and pedagogical research in the education system. Thus, it was revealed that the definition of addictive behaviour has a specific interpretation in relation to the concept of dependent behaviour. Behavioural manifestations of addictive behaviour in chemical and behavioural addictions have similar characteristics, whereas personal predictors, which determine the propensity of students to choose this deviation, may have ambivalent characteristics depending on the chosen form of addictive behaviour. At the same time, the forms of addictive behaviour of students in the educational environment are diverse and include both chemical addictions (smoking, alcohol and drug addiction) and behavioural variants of addictive behaviour (Internet addiction and dependence on video and computer games). At the same time, any of the listed addictions individually, or taking into account their combined nature, leads to a decrease in the success of training and unsatisfactory academic performance of students. In addition, difficulties in learning and interacting with other subjects of the educational environment may (among other things) be a factor stimulating the emergence of addictive behaviour as a form of care or compensation. Prevention of addictive behaviour, as a rule, is based on informing about the negative consequences of addictions, but it can take into account both the peculiarities of social behaviour and learning of adolescents and young men, as well as their personal characteristics, which act as zones of vulnerability for the development of addiction.Scientific novelty. The scientific novelty lies in the fact that the authors systematised scientific research in the field of psychological and pedagogical study of addictive behaviour of students, taking into account current trends in the spread of both chemical and non-chemical addictions, as well as their combined nature of distribution among adolescents and young men.Practical significance. The practical significance is due to the potential possibilities of using the data obtained to organise effective prophylactic work for preventing the development of addictive behaviour among students within the framework of the educational process in an educational organisation, taking into account international experience and psychological and pedagogical basis.
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Popovych, Igor. "Similarity effects of two types of adaptogens (transcutaneous electrical stimulation with the device “VEB” ® and using of bioactive Naftussya water) on the human body." Journal of Education, Health and Sport 12, no. 4 (April 29, 2022): 213–58. http://dx.doi.org/10.12775/jehs.2022.12.04.019.
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Background. The studies of the Truskavetsian Scientific School of Balneology have shown that both the Naftussya bioactive water and the standard balneotherapy complex (Naftussya drink, ozokerite applications, mineral baths) exhibit the properties of adaptogens, similar to such ginseng and phytocompositions. At the same time, in the process of researching the influence of devices for transcutaneous electrical stimulation on the human body, we found that changes in the parameters of the neuro-endocrine-immune complex and metabolism also have an adaptogenic character. The purpose of this study is to find effects common to adaptogens of chemical and physical nature. Materials and Methods. The object of observation were 29 women 30-76 (50±13) y and 28 men 25-69 (48±13) y without a clinical diagnosis, but with the deviations from the norm in a number of parameters of the neuro-endocrine-immune complex as a manifestation of dysadaptation. Parameters of biophotonics, acupuncture points, EEG, HRV, immunity, metabolism, blood pressure and hormones levels before and after a four-day transcutaneous electrical stimulation session or one-week course of drinking of Naftussya water registered. Results. Screening revealed that 43 variables respond to the action of adaptogens according to the law of the initial level, at the same time, 4 initially elevated and 9 normal variables show further growth. Caused by adaptogens changes in 7 EEG and 7 HRV parameters determine favorable changes in 2 endocrine, 10 immune, 3 metabolic, 2 hemodynamic and 3 biophotonics parameters by 83,5%. Conclusion. The adaptogens both of chemical and physical nature, activating the receptors of the gut mucosa or the skin, respectively, have similar favorable effects on the parameters of the neuroendocrine-immune complex, metabolism, hemodynamics and biophotonics.
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Rodríguez-Arteche, Iñigo, and M. Mercedes Martínez-Aznar. "Chemistry open-ended problem solving during initial secondary education teacher training." International Journal of Learning and Teaching 8, no. 3 (October 31, 2016): 174. http://dx.doi.org/10.18844/ijlt.v8i3.895.
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We present a case study of the work with the Methodology of Problem-Solving as an Investigation (MPSI) in the context of the Spanish Master’s in Secondary Education. Here, future physics and chemistry secondary teachers had to solve some sequences of school open-ended problems, in order to promote reflection on its characteristics and favour its later use. The objectives of this research consist of describing how the problem “What might happen when a substance is heated up?” was introduced, and analysing preservice teachers’ achievement levels in the competence dimensions of the MPSI. In addition, the article justifies the suitability of the abovementioned problem to work on most of the curricular requirements about physical and chemical changes in a single problem. The results from the future teachers’ written reports can be considered as positive, and appear to be best for the “formulation of hypotheses” and worst for the “design of resolution strategies”. Moreover, these results do not seem to very much depend on the preservice teachers’ previous studies. Finally, we call for providing more inquiry-based learning opportunities to future teachers, in order to promote improvement in these scientific competencies and favour a later inclusion of the Inquiry-Based Science Education at school levels.
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Lee, Ju Young, Hyoungju Kim, and Mooyoung Han. "Importance of maintenance in rainwater harvesting systems: a case study." Water Supply 16, no. 1 (August 24, 2015): 97–103. http://dx.doi.org/10.2166/ws.2015.115.
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In this study, the quality of collected rainwater at a downtown middle school rainwater harvesting system was evaluated by measuring physical, chemical, and microbiological parameters such as pH, dissolved oxygen (DO), chemical oxygen demand (COD), total nitrogen (TN), total phosphorus (TP), NO3, PO4, total coliform (TC), Escherichia coli , and some metals (i.e. Al, Cr, Mn, Zn, Cu, As, Cd, and Pb) (2003 to 2011). The analysis shows that the collected water quality is poor, which presents health, considering the high levels of bacterial indicators detected in the harvested rainwater, i.e. turbidity (1.4 to 15.5 NTU) and E. coli (120 and 35 CFU/100 mL in 2007 to 210 and 60 CFU/100 mL in 2011). This study shows that deteriorating water quality was caused by system contamination due to the absence of maintenance. Based on this study, proper operation and maintenance are generally the simplest and most effective ways of maintaining water quality.
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Tanveer, Moazzam, Umar Tanveer, Mubeen Afzal, Nasrullah Rana, Rashid Nagra, Waqar Anjum, and Musa Haseeb. "Community-Level Factors Associated with Body Mass Index Among Pakistani School-Aged Adolescents." Pakistan Journal of Medical and Health Sciences 16, no. 9 (September 30, 2022): 463–66. http://dx.doi.org/10.53350/pjmhs22169463.
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Aim: To investigate the most recent estimates of underweight, overweight, and obesity prevalence with association of community-level factors in Pakistani school-aged adolescents aged 12 to 17 years. Methods: A cross-sectional study was conducted using a convenience sampling approach with 1,997 Pakistani from 40 schools in central Punjab province. The CDC US 2000 was used to define underweight < 5th percentile BMI, overweight 85th ≤ BMI to < 95th percentile BMI, and obese 95th percentile ≤ BMI, the Chi-square test was used. The Pearson correlation coefficient (r) was used to determine the correlation. The statistical significance level was set at p < 0.05. Results: prevalence of underweight U/W, overweight O/W, and obesity O/B was (23.5%, 4.6%, and 6.9%, respectively. There were no chances for students to engage in physical activity in the community, according to 72.9% of parents. Conclusion: Underweight, overweight, and obesity were prevalent among Pakistani school-aged adolescents. The community-based characteristics we discovered here have detrimental influences on school going adolescents’ health. The relationship between weight-status, behavioral, and other health variables should also be investigated in future research using longitudinal or interventional approaches. Keywords: Body Mass Index, School-aged adolescents, Community-Level
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Urbanger, Michael, and Andreas Kometz. "Visualizing chemistry - IT-based learning in chemistry education." Lumat: International Journal of Math, Science and Technology Education 3, no. 4 (September 30, 2015): 583–91. http://dx.doi.org/10.31129/lumat.v3i4.1026.
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Learning chemistry is often difficult for students regarding the contents of this natural science. The reason behind this is mostly the degree of abstraction which is necessary to understand the procedures and invisible functional backgrounds of macroscopic processes. Until now this problem has been approached by using pre-built and fixed chemical models and chemical language without subject-specific meaning unknown to the student. To counter this unsatisfying situation it is necessary to find a new way to teach chemistry. In modern society the use of new media like PCs, Tablet-PCs and Smartphones is very common among today´s students, and thus it is necessary and absolutely essential to implement those media in modern education. Using these media as a supplement of education is nothing new, but using it as an integrated component in educational training with a whole new form of teaching is a big challenge. The students have to acquire professional (chemical) expertise in combination with media skills as well, not only in chemistry lessons but interdisciplinary with other subjects like Information-Technology or Art. The aim of a project dealing with these needs and requirements is highlighting the inclusion of all aspects of new media in chemistry education and conveyance of skills to depict chemical sub-microscopic processes in conjunction with other subjects of school education. The didactics of chemistry of the Friedrich-Alexander-Universität Erlangen-Nürnberg is designing an educational programme for students using Tablet-PCs, PCs and art materials which let students literally see chemical processes with self-made models, drawings, 3D-models rendered with CAD-programs, role-playings, blogs for exchanging ideas and data, self-designed virtual and physical experiments, tutorials and presentations.
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Vaiopoulou, Julie, Themistocles Tsikalas, Dimitrios Stamovlasis, and George Papageorgiou. "Neo-Piagetian Predictors of Students’ Performance in Science Learning: Evidence from Primary Education." Behavioral Sciences 13, no. 1 (January 11, 2023): 64. http://dx.doi.org/10.3390/bs13010064.
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This study explores primary school pupils’ knowledge recall and interpretation skills regarding chemical and physical phenomena, in relation to three psychometric variables: logical thinking, field dependence/field independence, and divergent thinking. The participants (N = 375) were in the fifth and sixth grades (aged 11–12) taking an introductory course in science, and they were involved in three tasks related to combustion, dissolution, and mixture separation. The pupils had to complete an instrument, in which they were asked to describe and interpret the phenomena involved in the tasks. Two achievement variables were recorded separately, one relating to knowledge recall and the other to the interpretation of the phenomena. In addition, the participants completed the corresponding psychometric tests. Correlational and multiple linear regression analysis showed that the dependent measures were associated with the cognitive variables, while path and mediation analysis showed the direct and indirect effects of the neo-Piagetian constructs on the dimensions of knowledge and interpretations. The main implications of the findings are theoretical and concern the role of the operationalized mental resources in learning the specific subject matter. Moreover, the results inform teaching practices and curricula designs, and they point out the learning difficulties ascending from the individual differences under study. Further discussion on conceptual change is provided.
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Herrera, Rito, Rubén Collantes, Martín Caballero, and Javier Pittí. "Caracterización de fincas hortícolas en Cerro Punta, Chiriquí, Panamá." Revista de Investigaciones Altoandinas - Journal of High Andean Research 23, no. 4 (October 31, 2021): 200–209. http://dx.doi.org/10.18271/ria.2021.329.
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The objective of this study was to characterize horticultural farms in Cerro Punta, Tierras Altas (Chiriqui, Panama), on socioeconomic and agro-environmental aspects, with emphasis on the pesticides used. Thirty-one farms were randomly selected, and producers were surveyed. In addition, random soil sampling was carried out in five locations for physical-chemical and residue analysis of pesticides such as organophosphates, carbamates, pyrethroids and organochlorines. According to the results, 48% of the respondents were between 41 and 55 years of age, 39% had primary school education and 55% belonged to producer associations. The five main crops are potatoes, carrots, cabbage, lettuce, and onions, and 26% raise animals. Production costs ranged from less than USD 3500 to more than USD 14000 per hectare per year; yields ranged from 3.68 t · ha-1 to 52.62 t ·ha-1, associated with the technologies implemented. Seventy-seven percent of the producers use untreated poultry manure, and 36 different pesticides are used in the area. Fifty-two percent use full personal protective equipment. Laboratory analyses show that the soils are of the Andisol order, with pH between 5.7 and 6.5, organic matter content between 1.34% and 4.34% and effective cation exchange capacity between 8.04 and 26.75.
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Díaz, Manuel J., Casimiro Mantell, Ildefonso Caro, Ignacio de Ory, Jezabel Sánchez, and Juan R. Portela. "Creation of Immersive Resources Based on Virtual Reality for Dissemination and Teaching in Chemical Engineering." Education Sciences 12, no. 8 (August 22, 2022): 572. http://dx.doi.org/10.3390/educsci12080572.
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Chemical Engineering is a complex discipline that is mainly applied to the industrial context, which makes it difficult to approach real equipment and systems in the classroom to students. Nevertheless, Information and Communication Technologies (ICTs) are particularly useful to encourage active and autonomous learning, normally associated with deeper levels of engagement and understanding of the subjects taught. In this way, several studies have demonstrated that immersion has the potential to increase learning experiences and improve creativity and engagement, Virtual Reality (VR) being a remarkable example. In this context, we created and shared with students two immersive resources based on VR: (a) a laboratory 360° video tour, which was used to disseminate the Chemical Engineering Degree in an Open Door Days organized for high school students; and (b) an experiential learning tool integrated with Moodle, which was available previously to face-to-face practical lessons of the subject Separation Operations. In both cases, the feedback from the participant students was positive. High school students increased their interest in Chemical Engineering Degree after viewing the 360° video, meanwhile undergraduate students found the immersive tool useful in the subsequent performance of real practical activities. From the perspective of professors, creation of these resources required purchase of equipment, time and effort, but they were highly valued as a tool for disseminating and supporting teaching, being an initial starting point for the creation of more enhanced VR-based materials.
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Bottoli, Carla. "In Memoriam - BrJAC mourns the death of Prof. Dr. Carol Hollingworth Collins and recognizes her great contribution to the Analytical Chemistry in Brazil." Brazilian Journal of Analytical Chemistry 9, no. 37 (October 5, 2022): 14–15. http://dx.doi.org/10.30744/brjac.2179-3425.inmemoriam.carol-collins.
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Professor Carol Collins graduated in Chemistry from Bates College (1952) and obtained her PhD in Organic Physical Chemistry from Iowa State University of Science and Technology (1958), when she was introduced to the recently developed gas–liquid chromatography. She conducted postdoctoral research at the University of Wisconsin and later worked on radiochemistry and nuclear medicine at the Brookhaven National Laboratory and the Western New York Nuclear Research Center in Louvain (Belgium) and Southwest Asia. Professor Collins came to the State University of Campinas (Unicamp) with her husband, Kenneth Collins, in July 1974, during the university’s first decade, and played a leading role in consolidation of the Institute of Chemistry at Unicamp and in the growth of chemistry and analytical chemistry in Brazil. Her first line of research in Brazil was radioanalytical chemistry, later focusing on chromatographic techniques, initially applied to the products of radiochemical reactions and radiation chemistry. Subsequently, her attention was directed to the preparation of stationary phases for liquid chromatography. She gained remarkable achievement in the area of chromatography that allowed her to publish two books that are very popular in Brazil: "Introduction to Chromatographic Methods" (1987) and "Fundamentals of Chromatography" (2006). Her scientific and technological contributions have been recognized through several awards, including the “Marie Curie Award” from the American Association of University Women and the “Simão Mathias Medal” from the Brazilian Chemical Society (SBQ). She also received honors in recognition of the contributions of Unicamp's 40th anniversary, SBQ's 30th anniversary, a tribute from the Journal of the Brazilian Chemical Society, the National Meeting of Analytical Chemistry, the School of Separations and the Brazilian Symposium on Chromatography and Related Techniques (SIMCRO) Medal. For her outstanding performance and leadership in the creation and consolidation of the Analytical Chemistry Division of the Brazilian Chemical Society, her name was recognized in the Carol Collins Medal given to each National Meeting of Analytical Chemistry since the 2018 edition. Professor Collins was also a full member of the Brazilian Academy of Sciences and the Academy of Sciences of São Paulo, and received the title of Professor Emerita of Unicamp on 14 May 2012, in addition to being Emeritus Researcher at the National Council for Scientific and Technological Development (CNPq). Apart from her scientific competence, some characteristics shaped her personality and made her very popular among her colleagues and students: her vast gourmet knowledge, keen taste for caipirinha and coffee, infallible memory, great love for her work and for Brazil, dedication to science, analytical chemistry/chromatography, kindness as a person and her incessant search for justice. She was always receptive to clarifying the doubts of students, teachers and interested parties, which she did with great pleasure, characteristic of those who like to teach and transmit knowledge. The contributions of Professor Collins to the training of human resources, the consolidation and development of the Institute of Chemistry at Unicamp and the analytical chemistry/chromatography sector in Brazil and abroad are immeasurable. Her brilliant trajectory will leave a huge legacy that is difficult to measure and she will remain forever in the memory of those who were fortunate enough to live with her.
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Orecchio, Santino, Diana Amorello, Roberta Indelicato, Salvatore Barreca, and Silvia Orecchio. "A Short Review of Simple Analytical Methods for the Evaluation of PAHs and PAEs as Indoor Pollutants in House Dust Samples." Atmosphere 13, no. 11 (October 30, 2022): 1799. http://dx.doi.org/10.3390/atmos13111799.
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Studies on indoor air quality are indispensable when considering that people spend approximately 85% of their time in confined environments. This short review mostly takes into consideration research that uses passive samplers to evaluate the quality of indoor environments (houses, school, cars, etc.). This short review summarizes most analytical methods to detect and quantify PAHs and PAEs in house dust used as a passive sampler. The objective of house dust analysis is to identify the presence, amount and distribution of specific hazardous substances in confined spaces and, if possible, to identify their sources. Household dust and the compounds present in it can enter the human body by inhalation, non-food ingestion and absorption through the skin. The observed differences in concentrations of house dust may also indicate important differences in the chemical and physical nature of pollutants caused by air filtration and absorption during the migration of ambient air into the indoor environment.
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Nurhasnah*, Nurhasnah, Lufri Lufri, and Asrizal Asrizal. "Effect Size Analysis of the Implications Ethnoscience Approach to the Improvement of 21st Century Skills in Science Learning." Jurnal IPA & Pembelajaran IPA 6, no. 3 (September 21, 2022): 287–99. http://dx.doi.org/10.24815/jipi.v6i3.26116.
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Indonesia has a variety of cultures so it has a variety of local knowledge related to natural knowledge that can be used as a study of scientific knowledge. Local knowledge of natural knowledge is known as ethnoscience. Integration of ethnosciences into science learning can facilitate the various skills possessed by students. This study aims to analyze the effects of ethnoscience approaches in science learning. This research is a meta-analysis study. Research data were obtained by searching for national articles and international articles in 2017-2021 based on predetermined criteria, namely having data pretest and posttest. The search was carried out on google scholar with the keyword "ethnoscience", "science education", "biology education", "chemical education", "physical education", and "local culture". Next, as many as 26 articles were analyzed by measuring the size of the article effect. Based on the results of the data analysis carried out, the results show that the ethnoscience approach in science learning has a positive influence on improving students' abilities and is effectively used in the learning process of science 1.12 with a high category. Knowing the effects of the ethnoscience approach in science learning, it can be a choice of approach that realizes the purpose of learning science in schools and becomes one of the forums for preserving local culture for the next generation
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MARTSENYUK, V., A. SVERSTIUK, O. BAGRIY-ZAYATS, A. PAVLYSHYN, and I. BOYMISTRUK. "MODELING OF PHYSICOCHEMICAL AND BIOLOGICAL PROCESSES DIFFERENTIAL EQUATIONS." Herald of Khmelnytskyi National University 301, no. 5 (October 2021): 177–87. http://dx.doi.org/10.31891/2307-5732-2021-301-5-177-187.
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The approaches to modeling of physicochemical and biological processes of differential equations are explained in the work. The law of radioactive decay, the law of absorption of ionizing radiation by the environment, the law of reproduction of bacteria, the law of dissolution of medicinal substance from a tablet, chemical reactions of the first and second order, mathematical model G.I. Marchuk are resulted, mathematical model of a cyber-physical immunosensory system on a hexagonal lattice using a system of delayed differential equations. The results of mathematical modeling in the form of the results of numerical modeling of the dynamic logic of the cyber-physical immunosensory system are presented. Phase planes, lattice images of the probability of antigen-antibody binding, images of fluorescent pixels, electrical signal from the transducer, which characterizes the number of fluorescent pixels, were obtained. In order to increase the student’s research interest in the study of natural sciences and improve the level of understanding of educational material in the disciplines “Biophysics with physical methods of analysis” and “Higher Mathematics” it is important to inform students about the latest discoveries in this field of knowledge, modern scientific mathematical and physical schools, because it is largely a motivating factor in the formation of future specialists in medicine, pharmacy, biology. Acquainting students with the current results of their own research allows them to be interested in the process of modeling medical and biological processes using differential equations, motivating them to their own research and development of various biosensor devices.
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Ponomarenko, Gennady N., Viktor N. Golubev, Elena V. Antonenkova, Yuri N. Korolev, and Olga V. Savokina. "Samoilov Vladimir Olegovich (on the 80th anniversary of his birth)." Bulletin of the Russian Military Medical Academy 23, no. 2 (July 12, 2021): 279–82. http://dx.doi.org/10.17816/brmma64575.
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The article briefly covers the scientific, pedagogical and creative activities of Vladimir Olegovich Samoilov, whose life and fate have been associated with his alma mater for more than six decades. May 7, 2021 Vladimir Olegovich Samoilov turned 80 years old. Vladimir Olegovich Doctor of Medical Sciences, Professor, Corresponding Member of the Russian Academy of Sciences, Honored Scientist of the Russian Federation, Retired Major General of the Medical Service, Honorary Doctor of the Military Medical Academy named after S.M. Kirov. Vladimir Olegovich made a significant contribution to the emergence of an independent scientific discipline in medical universities of the country medical biophysics, which began to study the fundamental problems of metabolism and bioenergetics at the molecular, cellular and systemic levels. Samoilov developed original training courses in biophysics and medical electronics and headed the Department of Medical Physics for 14 years. Together with the staff of the department, he revived and rebuilt the teaching of higher mathematics and general physics at the Academy on the basis of the deductive method. Since 1974 Biophysics is taught at the Military Medical Academy named after S.M. Kirov as a system of physical and physico-chemical processes underlying life activity. In 1988, V.O. Samoilov was appointed Deputy Head of the Academy for Academic and Scientific Work. In the next six years, under his leadership, the system of basic military medical education was restructured. In 2001 Vladimir Olegovich headed the Department of Normal Physiology. During the difficult time of the change of generations, the department reorganized the educational process and resumed scientific research on the main sections of normal physiology. He formed one of the brightest scientific academic schools, which consists of seven doctors and 22 candidates of science.
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Kryvoshein, V. V. "Georges Guerwich is the forerunner of the foundation of a sociological school at the Dnipro University." Науково-теоретичний альманах "Грані" 21, no. 10 (November 14, 2018): 61–69. http://dx.doi.org/10.15421/1718030.
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The role and place of Georges Guerwich in the foundation of a sociological school at the University of Dnipro. It was found out that at the beginning of his academic career, Georges Guerwich, a coryphae of the Paris School of Sociology, worked for some time at the University of Katerynoslav, thus having laid, at least implicitly, the seeds of sociological education in the Pridneprovsky region. The course of events preceding the opening of the classical university in Katerynoslav is described. It is also noted that when opening the Faculty of Law of the named above, special attention was paid to ensuring the sociological component of the training of future lawyers. Relying on the experience of Western European and especially American universities, it was proposed at the opening of the Faculty of Law in Katerynoslav to establish a department of sociology. For this mission to the University of Katerynoslav, a talented graduate of the Petrograd University George George Gurvich was invited, who is a pupil of intellectual leaders of the Russian law school L. Petrazhitsky, P. Novgorodtsev, F. Taranovsky. While working at the Department of Encyclopedia, History of Philosophy of Law, he laid the foundations of sociological culture at this institution of higher education. It is proved that his general sociological views have a phenomenological basis. G. Gurvich determined that the object of sociology is sui generis phenomena, which are neither reduced to physical nor chemical, biological or psychological phenomena, and the explanation of their main attributes is the main task of sociology. In this case, the main attributes of social phenomena may be in agreement or in conflict. Characterized by the sociological views of Georges Gurvich, it was noted that his sociology is distinguished by the principal attention to theoretical and methodological issues, the phenomenological angle of considering social problems, the elucidation of the historical and genetic foundations of social processes. It was emphasized that it is precisely this focus of the problem’s consideration that is inherent in a sociological school formed at the Dnipro University. Georges Guerwich’s intellectual heritage, academic and scientific-organizational activities are of great importance for the development of world sociology. He co-operated with P. Sorokin, N. Timashev, F. Stepun, P. Struve, and maintained friendly relations with L. Brunswick, L. Lévy-Bruhl, M. Mouss, M. Halbwachs, T. Parsons, R. Merton and others luminaries of modern sociological science. His lectures were attended by J.-P. Sartre and J. Lacan.
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Khan, Mohammad Rizwan, Naushad Ahmad, Mohamed Ouladsmane, and Mohammad Azam. "Heavy Metals in Acrylic Color Paints Intended for the School Children Use: A Potential Threat to the Children of Early Age." Molecules 26, no. 8 (April 19, 2021): 2375. http://dx.doi.org/10.3390/molecules26082375.
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Heavy metals are the harmful elements, regarded as carcinogens. Nevertheless, owing to their physical and chemical properties, they are still used in the production of several commercial products. Utilization of such products increases the chance for the exposure of heavy metals, some of them are categorized as probable human carcinogens (Group 1) by the International Agency for Research on Cancer. Exposure of heavy metals to school children at early age can result severe life time health issues and high chance of emerging cancer. Thus, we have performed study relating to the presence of heavy metals in acrylic color paints commonly used by the school children. Acrylic paints of different colors were assayed for seven potential heavy metals manganese (Mn), cobalt (Co), nickel (Ni), zinc (Zn), arsenic (As), cadmium (Cd) and lead (Pb) using microwave digestion and iCAPQ inductively coupled plasma mass spectrometry (ICP-MS) system. The optimized method including paints digestion reagents nitric acid (HNO3, 65%, 5 mL) and hydrofluoric acid (HF, 40%, 2 mL) have offered excellent method performance with recovery values ranged between 99.33% and 105.67%. The elements were identified in all of the analyzed samples with concentrations ranged from 0.05 to 372.59 µg/g. Cd constitutes the lower percentage (0.05%), whereas Zn constitutes high ratio contribution which was tremendously high (68.33%). Besides, the paints contamination was also color specific, with considerably total heavy metal concentrations found in brunt umber (526.57 µg/g) while scarlet color (12.62 µg/g) contained lower amounts. The outcomes of our investigation highlight the necessity for guidelines addressing the heavy metals in acrylic color paints intended for the school children usage.