http://pubs.acs.org/doi/pdfplus/10.1021/cr300162p

Deep Eutectic Solvents (DESs) and Their Applications

Within the framework of green chemistry, solvents occupy a strategic place. To be qualified as a green medium, these solvents have to meet different criteria such as availability, non-toxicity, biodegradability, recyclability, flammability, and low price among others. Up to now, the number of available green solvents are rather limited. Here we wish to discuss a new family of ionic fluids, so-called Deep Eutectic Solvents (DES), that are now rapidly emerging in the current literature. A DES is a fluid generally composed of two or three cheap and safe components that are capable of self-association, often through hydrogen bond interactions, to form a eutectic mixture with a melting point lower than that of each individual component. DESs are generally liquid at temperatures lower than 100 °C. These DESs exhibit similar physico-chemical properties to the traditionally used ionic liquids, while being much cheaper and environmentally friendlier. Owing to these remarkable advantages, DESs are now of growing interest in many fields of research. In this review, we report the major contributions of DESs in catalysis, organic synthesis, dissolution and extraction processes, electrochemistry and material chemistry. All works discussed in this review aim at demonstrating that DESs not only allow the design of eco-efficient processes but also open a straightforward access to new chemicals and materials.

Deep eutectic solvents: syntheses, properties and applications

Introduction - after the science question in feminism. Part 1 Science: feminism confronts the sciences how the women's movement benefits science - two views why \"physics\" is a bad model for physics. Part 2 Epistemology: what is feminist epistemology \"strong objectivity\" and socially situated knowledge feminist epistemology in and after the enlightenment. Part 3 \"Others\": \"...and race?\" - the science question in global feminism common histories, common destinies - science in the first and third worlds \"real science\" thinking from the perspective of lesbian lives reinventing ourselves as other Conclusion - what is a feminist science.

Whose Science? Whose Knowledge? Thinking from Women's Lives

This report examines the changes that have taken place since the 1998 UNESCO World Conference on Higher Education, in particular the main engines of change and their impact on higher education. This trend report is intended to provide background analysis and to animate discussion at the 2009 UNESCO World Conference on Higher Education. It examines the central issues and the contextual factors that have shaped higher education in the past decade, and presents prospects for the immediate future. Much of this report is concerned with the ways in which higher education has responded to the challenge of massification. Other issues examined include globalisation; inequalities in access; increasing student mobility; teaching, learning and curricula; quality assurance, accountability and qualifications frameworks; financing and the public good-private good debate; the growth of private higher education; the academic profession; the research environment; information and communications technology; and the impact of demographics and the economic crisis on the development and reform of higher education in the immediate future.

Trends in Global Higher Education: Tracking an Academic Revolution: A Report Prepared for the UNESCO 2009 World Conference on Higher Education

In both the United States and Europe, concerns have been raised about whether preservice and in-service training succeeds in equipping teachers with the professional knowledge they need to deliver consistently high-quality instruction. This article investigates the significance of teachers’ content knowledge and pedagogical content knowledge for high-quality instruction and student progress in secondary-level mathematics. It reports findings from a 1-year study conducted in Germany with a representative sample of Grade 10 classes and their mathematics teachers. Teachers’ pedagogical content knowledge was theoretically and empirically distinguishable from their content knowledge. Multilevel structural equation models revealed a substantial positive effect of pedagogical content knowledge on students’ learning gains that was mediated by the provision of cognitive activation and individual learning support.

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Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress:

Review of Widening Participation Research: Addressing the Barriers to Participation in Higher Education

This paper uses pupil responses to the PISA study in 2000 for all EU countries Using indicators of the pupil intakes to schools and their outcomes it computes segregation indices for 15 countries, and then tries to explain the resulting patterns in terms of the characteristics of national school systems Segregation by sex in each country is explicable by its provision of single-sex schools, religious schools, and the use of academic selection in allocating school places Segregation by outcome is largely explicable by the use of academic (and other forms of) selection Segregation by parental occupation or country of birth is lower in countries allocating places at school through elements of choice or with relatively little governmental control of schools rather than use of rigid catchment areas or selection In all countries there are small gaps between the performance of boys and girls in reading, in favour of girls This gap is generally smaller in countries with the highest overall scores Overall, the Scandinavian countries of Sweden, Finland and Denmark show less segregation on all indicators, while Germany, Greece and Belgium show the most The UK has below average segregation in terms of all indicators except sex, despite a commonly held but unfounded view that segregation in the UK is among the worst in the world

An international comparison of equity in education systems

This paper considers gendered patterns of participation in post‐compulsory STEM education. It examines the trajectory of learning that takes students from A‐level qualifications, through undergraduate work and into employment or further study. It also uses a long‐term view to look at the best available evidence to monitor participation and attainment over an extended period of time. The findings suggest that almost three decades of initiatives to increase participation in STEM subjects have had little noticeable impact on the recruitment data and gendered patterns of participation persist in several subject areas. This is despite more women entering HE and little gender difference in the entry qualifications for STEM subjects. While more women are studying science, as broadly conceived, than ever before, recruitment to key areas, namely physics and engineering remains stagnant. However, for those women who do remain in the ‘science stream’ patterns of employment in graduate careers and further study appea...

Women into science and engineering? Gendered participation in higher education STEM subjects

The electrolytic deposition of nickel is demonstrated using a solution of the metal chloride salt separately in either a urea or ethylene glycol/choline chloride based ionic liquid. It is shown that the deposition kinetics and thermodynamics differ from the aqueous processes and these result in different deposit morphologies. It is also shown for the first time that bright metal coatings can be obtained from these liquid systems by adding various brightening agents and deposits can be put directly onto substrates such as aluminium without prior treatment. The general mechanism by which brighteners function in ionic liquids is also discussed.

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Electrodeposition of nickel using eutectic based ionic liquids

This paper considers the use of secondary data analysis in educational research. It addresses some of the promises and potential pitfalls that influence its use and explores a possible role for the secondary analysis of numeric data in the ‘new’ political arithmetic tradition of social research. Secondary data analysis is a relatively under-used technique in Education and in the social sciences more widely, and it is an approach that is not without its critics. Here we consider two main objections to the use of secondary data: that it is full of errors and that because of the socially constructed nature of social data, simply reducing it to a numeric form cannot fully encapsulate its complexity. However, secondary data also offers numerous methodological, theoretical and pedagogical benefits. Indeed by treating secondary data analysis with appropriate scepticism and respect for its limitations, by demanding that tacit assumptions about the unreliability of secondary data are applied equally to ...

Emma Smith

Papers

Review of Widening Participation Research: Addressing the Barriers to Participation in Higher Education

An international comparison of equity in education systems

Women into science and engineering? Gendered participation in higher education STEM subjects

Electrodeposition of nickel using eutectic based ionic liquids

Pitfalls and Promises: The Use of Secondary Data Analysis in Educational Research.