Master of Science

thesisMarine boundary layer clouds are an important component of Earth's climate system due to their vast spatial and temporal coverage. Representation of these clouds in climate models remains challenging and continues to result in the largest feedback uncertainties. It is essential to increase understanding of cloud physical processes in order to improve climate models. In this study, we investigate possible conditions influencing albedo and precipitation susceptibility of marine boundary layer clouds, which gauge the clouds' sensitivity to perturbations in aerosol concentration. To do so, we employ a recently developed retrieval algorithm that uses A-Train satellite data to infer cloud properties. This unique algorithm assumes a bimodal particle size distribution, and then uses information from CloudSat and MODIS to simultaneously retrieve cloud mode and precipitation mode properties. Additionally, a new parameterization for the single scattering properties of clouds is developed to account for the bimodal size distribution, and is used to help provide constraints for the cloud retrieval. An equivalent retrieval has been developed to use ground-based ARM data. To study marine boundary layer cloud susceptibility, we focus our attention on the region spanning the stratocumulus cloud regime near California and the trade cumulus cloud regime near Hawaii. We compare albedo and precipitation susceptibility between winter and summer months and also between high and low surface wind conditions. It is found that cloud droplet number concentrations vary between seasons and surface wind conditions. Albedo susceptibility tends to increase monotonically with liquid water path (LWP). Precipitation susceptibility, on the other hand, shows non-monotonic behavior characterized by an autoconversion regime at low LWP and a transition to an accretion regime at higher LWP

The structure of triphenylgermanium hydroxide

C18H~6GeO, Mr = 320.9, triclinic, Pi, a = 15.408 (6), b = 19.974 (7), c = 23.264 (11) A, a = 107.78 (4), 13 = 1.03.54 (4), y= 101.51 (3) °, V = 6338 (5)/~3, Z = 16, Dx = 1.34 g cm -3, a(Mo Ka) = 0.71073A, /z = 19.1cm-1, F(000)=2624, T= 293 K, R = 0.055 for 6846 observed reflections. The eight independent molecules in the asymmetric unit form two independent O--H...O hydrogen-bonded tetramers with the O atoms in a flattened tetrahedral arrangement [hydrogen-bond distances in the range 2.609 (11) to 2.657 (11)A]. The Ge atoms are tetrahedrally coordinated with mean Gc O 1.791 (7) and Gc C 1.931 (8) A

Delivery and assessment strategies to improve on- and off-campus student performance in structural mechanics

This paper considers the delivery and assessment strategies used in two structural mechanics units at Deakin University, a leader in distance education in Australia. The two units have had unacceptably high rates of student failure. Student perceptions of the delivery method were analysed and an investigation was carried out of the performance of 329 (173 on- and 156 off-campus) students enrolled in the two units. An analysis of the assignment, laboratory and examination marks is presented. Consideration is also given to the total marks. The results show that on-campus students performed better in structural mechanics than their off-campus counterparts. Plots of the distributions of student performance for the three assessment methods are provided (for each unit) and high failure rates are linked to low examination marks. Students tended to perform best in assignments and worst in examinations. Parametric statistical tests show a correlation between the marks obtained in continuous assessment and in examinations, and it is therefore proposed that, in order to improve performance, the students must be encouraged to participate fully in all aspects of the course. Many students were unenthusiastic about laboratory practical sessions and did not think they aided their understanding of the theoretical material. Motivation to participate is often dependent on the perceived relevance of a given task and its contribution to the total mark and, thus, to help motivate students to participate fully in the continuous assessment tasks, the authors propose several changes to the delivery methods, as well as to assessment criteria and marking schemes.<br /

Improving on- and off-campus student performance in structural mechanics

This paper investigates the performance of 329 (173 on- and 186&nbsp; off-campus) students enrolled in two structural mechanics units at Deakin University, a leader in engineering distance-education in Australia. The two units experience unacceptably high rates of failure. An analysis of the assignment, laboratory and examination marks is presented. Consideration is also given to the total marks. The results show that on-campus students perform better in structural mechanics than their off-campus counterparts. Plots of the student performance distributions for the three assessment methods are provided (for each unit) and high failure rates are linked to low examination marks. Students tend to perform best in assignments and worst in examinations. Parametric statistical tests show a correlation between the continuous assessment and examination marks. To motivate students to fully participate in continuous assessment tasks the authors therefore propose several changes to the assessment criteria and marking schemes.<br /

Twisted [(R3P)PdX] groups above dicarbaborane ligands: 4-dimethylsulfido-3-iodo-3-triphenylphosphine-closo-3-pallada-1,2-dicarbadodecaborane and 3-dimethylphenylphosphine-3-chloro-4-dimethylsulfido-closo-3-pallada-1,2-dicarbadodecaborane

The structural analyses of [3-(PPh₃)-3-I-4-(SMe₂)-closo-3,1,2-PdC₂B₉H₁₀] or [Pd(C₄H₁₆B₉S)I(C₁₈H₁₅P)], (I), and [3-(PPhMe₂)-3-Cl-4-(SMe₂)-closo-3,1,2-PdC₂B₉H₁₀] or [Pd(C₄H₁₆B₉S)Cl(C₈H₁₁P)], (II), show that in comparison with [3-(PR₃)2-closo-3,1,2-PdC₂B₉H₁₁] the presence of the 4-SMe₂ group causes the [PdX(PR₃)] unit (X = halogen) to twist about an axis passing through the Pd atom and the directly opposite B atom of the carbaborane ligand. The halogen atoms are located almost directly above a C atom in the C₂B₃ face, and the conformations of the [PdX(PR₃)] units above the C₂B₃ faces are not those predicted from molecular orbital calculations of the closo-3,1,2-PdC₂B₉ system. The fact that the variation from the predicted conformation is greater in the case of (I) than in (II) may be ascribed to the greater steric interactions induced by the I atom in (I) compared with the Cl atom in (II)

Narrative and portfolio approaches to teacher professional standards

This paper analyses various uses of narrative in the exploration of teacher identity. It highlights the way many contemporary education writers use terminology such as &lsquo;storying lives&rsquo; and &lsquo;storied landscapes&rsquo; to describe teacher processes of reflection on practice. In this paper the authors discuss some recent approaches to narrative that incorporate or suggest systematic uses of narrative theory (Conle 2003, Kamler, 2001, Richardson, 2003). Consideration is also given to the links between critical ethnography and narrative in order to critique the use of teacher portfolios, as in a recent Australian initiative for the appraisal of beginning teachers. The authors conclude with an argument for the rehabilitation and refinement of narrative theory in the &lsquo;writing&rsquo; of teacher identity.<br /

[8,8-(PPh3)2-9-(OEt)-8,7-RhSB9H9].0.95(CH2Cl2)

9-Ethoxy-8,8-di(triphenylphosphine)-9,10- tz H-8-rhoda-7-thia-nido-undecaborane( l O) dichloromethane solvate, C38Ha4B9OP2RhS.0.95(CH2C12), Mr = 891.7, triclinic, Pi, a = 10.271 (4), b = 11.401 (3), c = 19.426 (4)/~, a = 74.86 (2), 13 = 88.51 (3), y = 83.51 (3) °, V= 2182 (2)/~3, Z= 2, Dx = 1.357 g cm-3, graphite-monochromated Mo Ka radiation, a = 0.71073 A, /z = 6.5 cm-1, F(000) = 912, T= 294 K, R = 0.038 for 3984 observed reflections. The title compound contains an l 1-atom RhSB9 nido-structured cage with Rh and S atoms adjacent in the open RhSB3 face. An ethoxy group is bonded to the B atom adjacent to Rh in the open face with Rh--B9 2.119 (6) and B9--O 1.387 (9)A. The phosphine ligands are bonded to the Rh atom with one Rh--P bond [2.278 (2)A] trans to the S atom and the other [2.417 (1) A] located perpendicular to the open face of the cage

Noticing a flow of networks

The world of the classroom is no less a &lsquo;flow of networks&rsquo; (Castells 1999) than the globalised world outside its doors. In this fluid context of the world outside and the inner world of identity, the linear and somewhat found understandings of reflective practice (Schon 1987) and observations of classroom practice may serve to limit rather than reveal. The authors of this paper have been engaging with the ways teachers shape personal and professional theory through a movement - oriented process of noticing (Moss et al 2004). Noticing,working at the elusive intersections of observation and construction, permits non-linear connections. Noticing theorised in this way draws on the physical (Mason 2002). The movement occurs between the seen and the seer &ndash; between beliefs, identity and responses. The movement of the eye in noticing touches the seen in various places &ndash; pulling in and out of focus that which is seen. The same movement brings in and out of focus the seer- the beliefs and values held and let go in the seeing. The focusing in the act requires convergence and divergence (&lsquo;Notitia&rsquo; being known -&lsquo;Middle English from Old French from Latin Notitia being known from notus past part. of noscere know&rsquo;). The paper will report on early data on the impact of implementing this theoretical model in mass teacher education at the University of Melbourne, Australia.<br /