Oxidation of Alpha-pinene initiated by O(3P) and analyze via Synchrotron Radiation

Alpha-pinene oxidation is initiated via photolytically generated atomic oxygen O(3P). Reactions were analyzed at 550 K under 4 torr and 750 K at 5 torr. Reaction products are analyzed using multiplexed photoionization mass spectrometry. Vacuum ultraviolet synchrotron radiation is generated at the Advanced Light Source at the Lawrence Berkeley National Laboratory. Kinetic time traces are used to identify primary products, which are then characterized by comparing the experimental photoionization spectra to literature and/or simulated spectra. Calculations using the CBS-QB3 composite method suggest oxygen addition is the favorable pathway vs hydrogen abstraction, agreeing with experimental data. Branching fractions have determined for identified products. Singlet and triplet potential energy scans are underway to verify reactions pathways

Cycles of love and confusion

This is a collection of Fiction and Narrative Poetry. It contains three chapters from a novel, two short stories, and three narrative poems. Themes include disconnection and naivete related to the current mainstream historical period. Realism and satire walk hand in hand

Micro-Skills for learning Soft Systems Methodology? Challenges and opportunities in an undergraduate dissertation project

Soft Systems Methodology (SSM) holds promise as an effective approach to addressing real-world problem situations. However, new learners of SSM can expect a number of challenges in learning the approach: its ambiguity and complexity, the number of likely unfamiliar concepts, its focus on rational analysis over emotion, and the demanding environment in which it is applied. This paper furthers the discussion of the teaching and learning of SSM in undergraduate education by considering SSM and its components from a skills-based perspective. We suggest that attention to critical, underlying component behaviors that make up SSM and an increased consideration of emotional issues in its application are key to improving learning outcomes for initial learners. We explore challenges and an approach for address these through an illustrative case involving an undergraduate dissertation project. Finally, we offer a number of recommendations and possible future lines of research which could support SSM's more widespread adoption in education and practice

Opportunities and challenges of unplanned follow-up interviews: Experiences with Polish migrants in London

Although there is growing interest in qualitative longitudinal research as a way of taking time seriously (ADAM, 2000), this approach still holds many challenges for the social researcher. In this article we use a reflexive approach, drawing on a Goffmanian analysis of self-presentation, to consider our separate but related experience of re-interviewing Polish migrants over intervals of several years. In each case, the repeat interviews were not part of the original research design and were undertaken years later for a range of different reasons. After briefly presenting case studies from our individual interviews, we critically reflect upon some opportunities and challenges of researching change through time. We first consider the ways in which repeat interviews may challenge earlier analyses and findings. We then explore some of the ethical considerations involved in unplanned repeat interviews. Next, we reflect upon dilemmas about self-revelation, particularly in contexts of social media and on-line technologies. Finally, we discuss what we have learned from our different experiences and what implications there are for this kind of ad hoc longitudinal research in migration studies

Distractor functioning in modified items for test accessibility

Effective distractors in multiple-choice items should attract lower ability students, those with misconceptions or limited knowledge and skills, because they are based on common misconceptions or errors in logic. A large, multi-state data set collected for a quasi-experimental study on test modifications was analyzed to measure the impact on distractor functioning. The key modification of interest was the removal of the weakest of three distractors, from 39 items in reading and 39 items in mathematics. Distractor functioning was neither systematically improved nor systematically weakened through the modification process. However, more than 70% of the distractors became more discriminating. A moderate correlation between distractor selection rate and distractor discrimination, in mathematics, may have indicated that the modified items were being missed by the appropriate students. Implications of these findings for test developers are discussed

How Community Colleges in Texas Prioritize Resources for Latino Men

This study explored how administrators at community colleges conceptualized change related to resource allocation and managing competing priorities to support targeted programming for Latino men. The study included the perspectives of 39 administrators from seven community colleges across Texas using concepts associated with institutional change to ground our analysis. Findings revealed that state and national initiatives, particularly those concerned with enhancing success for students of color, influenced how community college administrators approached change on their campuses. In addition, community college institutional mission, leadership, and a desire for data-informed resource management influenced the approach to resource allocation for Latino men

Polish pupils in London schools: opportunities and challenges.

The study, Polish Pupils in London Schools: opportunities and challenges, highlighted how Polish children share many challenges faced by other new arrivals but also bring specific issues related to the migration strategies of their parents. The nature of their migration also means that Polish children often have little preparation for English education and this can mean that their transition into British schools may be difficult and they may need considerable support over an extended period. Many interviews with both teachers and parents reinforced the stereotype of Polish children as clever, hard working and diligent. The research suggests that this image simplifies a far more complex reality and not all Polish pupils were able to achieve as highly as the parents expected. A particularly striking finding was the mismatch in expectation between parents and teachers, especially about the information provided about the children's progress. Parents were often uncertain about how the British system worked and this caused confusion and some anxiety. Our findings identified examples of good practice but also concerns about lack of information and resources. They also highlighted the need for better parental engagement and information and training opportunities for teacher