ICCHP Summer University - letní škola matematiky pro studenty se zrakovým postižením

Ve dnech 9. - 13. července 2012 proběhl již 3. ročník ICCHP Summer Univerzity - letní školy matematiky pro studenty se zrakovým postižením. V příspěvku se blížeji seznámíme s touto mezinárodní akcí, s jejím posláním a historií. Dále budou představeny workshopy, které byly doposud nabídnuty zrakově postiženým účastníkům ICCHP Summer University pracovníky Střediska Teiresiás Masarykovy univerzity.Ve dnech 9. - 13. července 2012 proběhl již 3. ročník ICCHP Summer Univerzity - letní školy matematiky pro studenty se zrakovým postižením. V příspěvku se blížeji seznámíme s touto mezinárodní akcí, s jejím posláním a historií. Dále budou představeny workshopy, které byly doposud nabídnuty zrakově postiženým účastníkům ICCHP Summer University pracovníky Střediska Teiresiás Masarykovy univerzity.On 9-13 July 2012, the 3rd year of ICCHP Summer University on Maths, Science and Statistics for Blind and Partially Sighted Students took place. This paper describes this international event, its mission and history. Furthermore, workshops that have been so far offered to visually impaired participants of ICCHP Summer University by the staff of Masaryk University’s Teiresias Centre will be presented

The Characterization of Fixation of Ba, Pb, and Cu in Alkali-Activated Fly Ash/Blast Furnace Slag Matrix

The fixation of heavy metals (Ba, Cu, Pb) in an alkali-activated matrix was investigated. The matrix consisted of fly ash and blast furnace slag (BFS). The mixture of NaOH and Na-silicate was used as alkaline activator. Three analytical techniques were used to describe the fixation of heavy metals—X-ray photoelectron spectroscopy (XPS), scanning electron microscopy (SEM) equipped with energy dispersive X-ray spectroscopy (EDS), and X-ray powder diffraction (XRD). All heavy metals formed insoluble salts after alkaline activation. Ba was fixed as BaSO4, and only this product was crystalline. EDS mapping showed that Ba was cumulated in some regions and formed clusters. Pb was present in the form of Pb(OH)2 and was dispersed throughout the matrix on the edges of BFS grains. Cu was fixed as Cu(OH)2 and also was cumulated in some regions and formed clusters. Cu was present in two different chemical states; apart from Cu(OH)2, a Cu–O bond was also identified

Cement Kiln By-Pass Dust: An Effective Alkaline Activator for Pozzolanic Materials

Cement kiln by-pass dust (CKD) is a fine-grained by-product of Portland clinker manufacturing. Its chemical composition is not suitable for returning back into feedstock and, therefore, it has to be discharged. Such an increasing waste production contributes to the high environmental impact of the cement industry. A possible solution for the ecological processing of CKD is its incorporation into alkali-activated blast furnace slag binders. Thanks to high alkaline content, CKD serves as an effective accelerator for latent hydraulic substances which positively affect their mechanical properties. It was found out that CKD in combination with sodium carbonate creates sodium hydroxide in situ which together with sodium water glass content increases the dissolution of blast furnace slag particles and subsequently binder phase formation resulting in better flexural and compressive strength development compared to the sample without it. At the same time, the addition of CKD compensates the autogenous shrinkage of alkali-activated materials reducing the risk of material cracking. On the other hand, this type of inorganic admixture accelerates the hydration process causing rapid loss of workability

Impact of grain size and structural changes on magnetic, dielectric, electrical, impedance and modulus spectroscopic characteristics of CoFe2O4nanoparticles synthesized by honey mediated sol-gel combustion method

In this work CoFe2O4spinel ferrite nanoparticles were synthesized by honey mediated sol-gel combustion method and further annealed at higher temperature 500 °C, 700 °C, 900 °C and 1100 °C. The synthesized spinel ferrite nanoparticles is investigated by x-ray diffraction, Raman spectroscopy, Fourier transform infrared (FTIR) spectroscopy, thermogravimetric analysis/differential scanning calorimetry (TGA/DSC), field emission scanning electron microscopy, x-ray photoelectron spectroscopy and vibrating sample magnetometer. The x-ray diffraction study reveals face-centered cubic spinel cobalt ferrite crystal phase formation. The crystallite size and lattice parameter are increased with annealing temperature. Raman and Fourier transform infrared spectra also confirm spinel ferrite crystal structure of synthesized nanoparticles. The existence of cation at octahedral and tetrahedral site in cobalt ferrite nanoparticles is confirmed by x-ray photoelectron spectroscopy. Magnetic measurement shows increased saturation magnetization 74.4 emu g-1at higher annealing temperature 1100 °C, high coercivity 1347.3 Oe at lower annealing temperature 500 °C, and high remanent magnetization 32.3 emu g-1at 900 °C annealing temperature. The magnetic properties of synthesized ferrite nanoparticles can be tuned by adjusting sizes through annealing temperature. Furthermore, the dielectric constant and ac conductivity shows variation with frequency (1-107Hz), grain size and cation redistribution. The modulus spectroscopy study reveals the role of bulk grain and grain boundary towards the resistance and capacitance. The cole-cole plots in modulus formalism also well support the electrical response of nanoparticles originated from both grain and grain boundaries. The dielectric, electrical, magnetic, impedance and modulus spectroscopic characteristics of synthesized CoFe2O4spinel ferrite nanoparticles demonstrate the applicability of these nanoparticles for magnetic recording, memory devices and for microwave applications. © 2017 Vietnam Academy of Science & Technology.LO1504, NPU, Northwestern Polytechnical Universit

Inquiry in University Mathematics Teaching and Learning. The Platinum Project

The book presents developmental outcomes from an EU Erasmus+ project involving eight partner universities in seven countries in Europe. Its focus is the development of mathematics teaching and learning at university level to enhance the learning of mathematics by university students. Its theoretical focus is inquiry-based teaching and learning. It bases all activity on a three-layer model of inquiry: (1) Inquiry in mathematics and in the learning of mathematics in lecture, tutorial, seminar or workshop, involving students and teachers; (2) Inquiry in mathematics teaching involving teachers exploring and developing their own practices in teaching mathematics; (3) Inquiry as a research process, analysing data from layers (1) and (2) to advance knowledge inthe field. As required by the Erasmus+ programme, it defines Intellectual Outputs (IOs) that will develop in the project. PLATINUM has six IOs: The Inquiry-based developmental model; Inquiry communities in mathematics learning and teaching; Design of mathematics tasks and teaching units; Inquiry-based professional development activity; Modelling as an inquiry process; Evalutation of inquiry activity with students. The project has developed Inquiry Communities, in each of the partner groups, in which mathematicians and educators work together in supportive collegial ways to promote inquiry processes in mathematics learning and teaching. Through involving students in inquiry activities, PLATINUM aims to encourage students‘ own in-depth engagement with mathematics, so that they develop conceptual understandings which go beyond memorisation and the use of procedures. Indeed the eight partners together have formed an inquiry community, working together to achieve PLATINUM goals within the specific environments of their own institutions and cultures. Together we learn from what we are able to achieve with respect to both common goals and diverse environments, bringing a richness of experience and learning to this important area of education. Inquiry communities enable participants to address the tensions and issues that emerge in developmental processes and to recognise the critical nature of the developmental process. Through engaging in inquiry-based development, partners are enabled and motivated to design activities for their peers, and for newcomers to university teaching of mathematics, to encourage their participation in new forms of teaching, design of teaching, and activities for students. Such professional development design is an important outcome of PLATINUM. One important area of inquiry-based activity is that of „modelling“ in mathematics. Partners have worked together across the project to investigate the nature of modelling activities and their use with students. Overall, the project evaluates its activity in these various parts to gain insights to the sucess of inquiry based teaching, learning and development as well as the issues and tensions that are faced in putting into practice its aims and goals

Inquiry in University Mathematics Teaching and Learning

The book presents developmental outcomes from an EU Erasmus+ project involving eight partner universities in seven countries in Europe. Its focus is the development of mathematics teaching and learning at university level to enhance the learning of mathematics by university students. Its theoretical focus is inquiry-based teaching and learning. It bases all activity on a three-layer model of inquiry: (1) Inquiry in mathematics and in the learning of mathematics in lecture, tutorial, seminar or workshop, involving students and teachers; (2) Inquiry in mathematics teaching involving teachers exploring and developing their own practices in teaching mathematics; (3) Inquiry as a research process, analysing data from layers (1) and (2) to advance knowledge inthe field. As required by the Erasmus+ programme, it defines Intellectual Outputs (IOs) that will develop in the project. PLATINUM has six IOs: The Inquiry-based developmental model; Inquiry communities in mathematics learning and teaching; Design of mathematics tasks and teaching units; Inquiry-based professional development activity; Modelling as an inquiry process; Evalutation of inquiry activity with students. The project has developed Inquiry Communities, in each of the partner groups, in which mathematicians and educators work together in supportive collegial ways to promote inquiry processes in mathematics learning and teaching. Through involving students in inquiry activities, PLATINUM aims to encourage students` own in-depth engagement with mathematics, so that they develop conceptual understandings which go beyond memorisation and the use of procedures. Indeed the eight partners together have formed an inquiry community, working together to achieve PLATINUM goals within the specific environments of their own institutions and cultures. Together we learn from what we are able to achieve with respect to both common goals and diverse environments, bringing a richness of experience and learning to this important area of education. Inquiry communities enable participants to address the tensions and issues that emerge in developmental processes and to recognise the critical nature of the developmental process. Through engaging in inquiry-based development, partners are enabled and motivated to design activities for their peers, and for newcomers to university teaching of mathematics, to encourage their participation in new forms of teaching, design of teaching, and activities for students. Such professional development design is an important outcome of PLATINUM. One important area of inquiry-based activity is that of “modelling” in mathematics. Partners have worked together across the project to investigate the nature of modelling activities and their use with students. Overall, the project evaluates its activity in these various parts to gain insights to the sucess of inquiry based teaching, learning and development as well as the issues and tensions that are faced in putting into practice its aims and goals

Influence of Pb Dosage on Immobilization Characteristics of Different Types of Alkali-Activated Mixtures and Mortars

Alkali-activated matrices are suitable materials for the immobilization of hazardous materials such as heavy metals.. is paper is focused on the comparison of immobilization characteristics of various inorganic composite materials based on blast furnace slag and on the influence of various dosages of the heavy metal Pb on the mechanical properties and fixation ability of prepared matrices. Blast furnace slag (BFS), fly ash, and standard sand were used as raw materials, and sodium water glass was used as an alkaline activator. Pb(NO3)(2) served as a source of heavy metal and was added in various dosages in solid state or as aqueous solution. The immobilization characteristics were determined by leaching tests, and the content of Pb in the eluate was measured by inductively coupled plasma optical emission spectroscopy (ICP-OES). The microstructure of matrices and distribution of Pb within the matrix were determined by scanning electron microscopy (SEM) equipped with energy dispersive X-ray spectroscopy (EDS). Increasing the dosage of the heavy metal had negative impacts on the mechanical properties of prepared matrices. The leaching tests confirmed the ability of alkali-activated materials to immobilize heavy metals. With increasing addition of Pb, its content in eluates increased