Atchley, Bill Oral History Interview

President of University (1987-1995). Topics include: Balancing the budget, financial difficulties, problems at physical plant, outsourcing food service, employee benefits restructuring, increasing endowments, alumni interests, faculty salary, and Western Association of Schools and Colleges accreditation.https://scholarlycommons.pacific.edu/esohc/1081/thumbnail.jp

NMR studies of catalysts: phosphorous-31 and vanadium-51 in vanadium-phosphorous-oxygen selective oxidation catalysts and the selective averaging of the second order quadrupolar interaction in aluminosilicates

The results of EPR and (\u2731)P and (\u2751)V NMR experiments on vanadium-phosphorous-oxygen catalysts revealed the presence of V(III) as well as the expected V(IV) and V(V). Preparations known to be highly oxidized, such as (beta)-VOPO(,4) and B phase catalyst with P/V = 0.9, yielded NMR spectra showing only small effects of unpaired electron spin, and the EPR spin count indicated a correspondingly low concentration of V(IV). On the other hand, catalysts known to be highly reduced, such as butane-treated (VO)(,2)P(,2)O(,7) and B phase catalysts with P/V = 1.0, 1.1, gave NMR spectra with strong effects of unpaired electron spin but low EPR spin counts. Since EPR will routinely detect V(IV) but not V(III) (and no unpaired electron spins are associated with V(V)), the strong paramagnetic effects observed in the reduced catalysts must result from V(III). The catalysts examined included the model compounds (beta)-VOPO(,4) and (VO)(,2)P(,2)O(,7) before and after butane and butane treatment, precatalysts (P/V = 0.9, 1.0, 1.1) and B phase catalysts (P/V = 0.9, 1.0, 1.1) before and after butane treatment;The line broadening effects of the second order quadrupolar interaction cause loss of resolution in the NMR spectra of interesting systems, such as (\u2727)Al in zeolites. A multiple pulse sequence proposed to selectively average the effects of the second order quadrupolar interaction was investigated. The negative results obtained, including an echo of problematic origin, are described

Izkoriscanje porajajoce se tehnologije za oblikovanje vkljucujoce prihodnosti z univerzalnim modelom za ucenje

The aim of this article is to explore the opportunities and challenges that arise with the proliferation of new technology, to provide an understanding of why it is important to try new strategies in education, and to provide an inclusive framework for experimentation using tools such as robotisation, automatisation, artificial intelligence and immersive learning. Significant challenges exist in implementing transformative technologies with a limited or non-existent evidence base for their use, and designing inclusive educational experiences with a limited evidence base is even more challenging. In order to address this need, the article presents some ways in which educators can make informed implementation decisions around these new tools. First, we examine the rule of the least dangerous assumption, which supports trying new technologies even if the evidence base is lacking. Next, we present a strategy that educators can use to apply the research-based framework of UDL in order to make informed implementation choices with new technologies. Finally, based on information gained from experience in providing professional development, school level implementation, individual student interventions and teacher focus groups, we offer some recommendations for practice. We present several fun propositions that can help create a culture to support educators as they endeavour to create inclusive educational experiences with emerging technologies. We also explore current trends in technology use, describing and providing practical examples of implementation and integration to support a more inclusive future with emerging technologies. (DIPF/Orig.

Corrole Sensitized Solar Cells

The performance of dye sensitized solar cells (DSSC) was investigated as a function of electrolyte composition and dye sensitizer. Electrolytes consisting of increasing concentrations of bromide and tri-bromide effectively increased the current of DSSCs while conserving an increase in open circuit voltage. Corroles were used to investigate their efficacy as light absorbers for DSSCs. Electronic spectroscopy of corroles demonstrated that the spectra of corroles could be red shifted through β substitution. Also, the changes in the electronic spectra of corroles was not affected by adsorption to TiO2. Electrochemical data concluded that the functionalization of the β positions of the corroles did not significantly affect the corrole's redox potentials. FTIR spectroscopy confirmed that the corroles were chemically adsorbed onto TiO2. Photoelectrochemical measurements concluded that the corroles are efficient sensitizers for DSSCs. A highly efficient corrole utilizing sulfonic acid binding groups was discovered. Also, a corrole with a malonic acid binding group was 70% as efficient as one of the best performing dye sensitizers in DSSCs

Investigating the Relationship Between Student Engagement and Transition

Failure to establish meaningful and effective transition for undergraduates can lead to academic underachievement. Student engagement represents a key component of student success. This study sought to investigate the impact of a bespoke transition programme featuring a wide range of innovative, student-centred activities on enhancing students’ engagement with educationally effective practices through examining student relations with others, learning and the discipline. For the study 104 undergraduates on a Sport Development course at a British university undertook a five-week transition programme. Data were collected via weekly questionnaires and focus groups at the end of weeks 1, 3 and 5. The investigation revealed that transition programmes require a high-intensity, novel and varied timetable supported by a student-centred staff team. Effective transition programmes can enhance students’ engagement with educationally effective practices. Future research should investigate the longer-term impact of such programmes

Investigating the relationship between student engagement and transition

Failure to establish meaningful and effective transition for undergraduates can lead to academic underachievement. Student engagement represents a key component of student success. This study sought to investigate the impact of a bespoke transition programme featuring a wide range of innovative, student-centred activities on enhancing students' engagement with educationally effective practices through examining student relations with others, learning and the discipline. For the study 104 undergraduates on a Sport Development course at a British university undertook a five-week transition programme. Data were collected via weekly questionnaires and focus groups at the end of weeks 1, 3 and 5. The investigation revealed that transition programmes require a high-intensity, novel and varied timetable supported by a student-centred staff team. Effective transition programmes can enhance students' engagement with educationally effective practices. Future research should investigate the longer-term impact of such programmes