Heterogeneous photocatalytic oxidation of atmospheric trace contaminants

The following subject areas are covered: (1) design and construction of continuous flow photoreactor for study of oxidation of trace atmospheric contaminants; (2) establishment of kinetics of acetone oxidation including adsorption equilibration, variation of oxidation rate with acetone concentration and water (inhibitor), and variation of rate and apparent quantum yield with light intensity; (3) exploration of kinetics of butanol oxidation, including rate variation with concentration of butanol, and lack of inhibition by water; and (4) exploration of kinetics of catalyst deactivation during oxidation of butanol, including deactivation rate, influence of dark conditions, and establishment of photocatalytic regeneration of activity in alcohol-free air

Kinetics of liquid phase semiconductor photoassisted reactions : supporting observations for a pseudo-steady-state model

The kinetics of liquid phase semiconductor photocatalytic and photoassisted reactions are an area of some debate, reignited recently by an article by Ollis1 in which he proposed a simple pseudo-steady-state model to interpret the Langmuir-Hinshelwood type kinetics, commonly observed in such systems. In the current article, support for this model, over other models, is provided by a reinterpretation of the results of a study, reported initially in 1999,2 of the photoassisted mineralization of 4-chlorophenol, 4-CP, by titania films and dispersions as a function of incident light intensity, I. On the basis of this model, these results indicate that 4-CP is adsorbed more strongly on P25 TiO2 when it is in a dispersed, rather than a film form, due to a higher rate constant for adsorption, k1. In addition, the kinetics of 4-CP removal appear to depend on Iâ, where â ) 1 or 0.6 for when the TiO2 is in a film or a dispersed form, respectively. These findings are discussed both in terms of the pseudo-steady-state model and other popular kinetic models

In search of practitioner perspectives on ‘good code’

Much of a software developer's job involves working with existing code. The comprehensibility of code therefore has a significant and ongoing effect which can continue long after it was written. Personal experience has shown that some programmers' code is frustrating and time consuming to work with, while others write code that is crystal clear. This paper sets out the basis for a definition of 'good programmer' which emphasises the powerful but invisible productivity consequences for others, rather than the more readily measurable performance of the individual. The conjectured role of personality in shaping such characteristics is also discussed

A \u27respectful relationships\u27 approach : could it be the answer to preventing gender-based violence?

Normal 0 false false false EN-US JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:Cambria; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-ansi-language:EN-US;} Secondary Schools have been involved in Gender Based Violence (GBV) Prevention Education for many years. What, when and how this is done has always been difficult to assess. Programs come and go as governments react to public concerns and teachers and schools are expected to implement initiatives that are often reactions to public outcries. Teachers decide what they will teach and how they will teach it.&nbsp; Last year I returned to work on a new initiative after a near 20-year break. I was surprised by the lack of change that had taken place over this period. There was still a lack of focus in schools, teachers were still reluctant to teach about it and &lsquo;best practice&rsquo; appeared to be little different to that developed and implemented twenty years earlier.&nbsp;The purpose of this paper is to discuss the experience of teachers and students involved in a pilot of the Respectful Relationships curriculum materials trialled in Victoria in 2010. Using data collected from teachers and students as part of research to update the materials this paper explores the usefulness of the materials for teaching about GBV in secondary schools. <!--EndFragment--

Helping programmers get what they want

Notions of "good practice" exist for many aspects of a programmer’s work. They are intended to bring benefits on a variety of dimensions from the most concrete and measurable, such as program speed, to more subjective characteristics such as readability. This research addresses programmer practices good or bad in any part of their professional work but considers them from the perspective of a single outcome: impact on the productivity of fellow programmers. The findings are now being applied in an experimental new framework for professional development