NMR Spectra of 2-p-Nitrophenylindenone

Proton and C-13 NMR spectral studies of 2-p-nitrophenylindenone indicate that some polarization is present in this compound which would explain its stability to the dimerization that is observed with 2-phenylindenone. Assignment of frequencies in these spectra was based on intensities of signal and comparison with the spectra of 2-p-nitrophenyl-3-phenyl-2-propenenitrile, 2,3-diphenylindenone and the sodium methoxide addition products of 2-p-nitrophenylindenone and 2-p-nitrophenyl-3-phenyl-2-propenenitrile

OER erfolgreich in der Lehrkräftebildung einsetzen: Ein Praxisbericht

Geht es um aktuelle Angebote der Aus-, Fort- und Weiterbildung für inklusive Bildung, bieten Open Educational Resources (OER) große Chancen zur Unterstützung des Kompetenzerwerbs pädagogischer Fachkräfte. Wie diese Chancen genutzt werden können, stellt der vorliegende Praxisbericht zum Projekt „Handlungsstrategien für heterogene Klassen - OER für die Lehrkräftebildung“ dar. Der Beitrag bietet Anregungen zur Gestaltung offener Bildungsressourcen und berichtet von ersten Praxiserfahrungen in der Lehrkräftebildung.   When it comes to current offers of training and further education for inclusive education, Open Educational Resources (OER) offer great opportunities to support the competence acquisition of pedagogical professionals. This practical report on the project "Strategies for action in heterogeneous classes - OER for teacher training" shows how these opportunities can be used. The article offers suggestions for the design of open educational resources and reports on initial practical experiences in teacher training

Action strategies for heterogeneous classes. Evaluation of OER for teacher education

Der ersten Phase der Lehrkräftebildung kommt der Auftrag zu, für eine grundlegende Orientierung in einem inklusiven Bildungssystem wissenschaftlich fundierte Kenntnisse für alle Lehramtsstudiengänge bereitzustellen. Am Beispiel des Projekts "Handlungsstrategien für heterogene Klassen - OER für die Lehrkräftebildung" zeigt der Beitrag auf, wie die Entwicklung und Qualitätssicherung von Open Educational Resources (OER) zur Qualifizierung für inklusive Bildung erfolgen kann. Auf Basis von Projekterfahrungen wird skizziert, wie (1.) OER für angehende Lehrkräfte zur Gestaltung und Reflexion inklusiven Unterrichts entwickelt, (2.) von Hochschullehrenden und Studierenden erprobt und (3.) die Qualität der entstandenen Materialien geprüft und weiterentwickelt werden konnte. Die entwickelten Materialien wurden über unterschiedliche methodische Zugänge ("Thinking Aloud"-Methode, Gruppendiskussion mit Dozierenden, Pilotierung quantitativer Studierendenbefragung) erprobt. Der Beitrag stellt konzentriert die Ergebnisse qualitativer Forschungszugänge dar. Daraus lassen sich Erkenntnisse auf unterschiedlichen hochschuldidaktischen Handlungsebenen für die Potentiale von OER zur Qualifizierung von Lehrkräften für inklusive Bildung ableiten. (DIPF/Orig.)Teacher education has the task of providing scientifically grounded knowledge for basic orientation for an inclusive education system for all teacher training programs. Using the example of the project "Action Strategies for Heterogeneous Classes - OER for Teacher Education", the article shows how the development and quality assurance of Open Educational Resources (OER) for the qualification for inclusive education can take place. Based on project experiences, it outlines (1.) how OER could be developed for prospective teachers to design and reflect on inclusive education, (2.) tested by university teachers and students, and (3.) how the quality of the resulting materials could be evaluated and further developed. The developed materials are evaluated with three methodological approaches ("Thinking Aloud"-method, group discussion with lecturers). The paper presents the results of qualitative research approaches. From this, insights on different levels of higher education didactic action for the potentials of OER for the qualification of teachers for inclusive education can be derived. (DIPF/Orig.

Decay of the High-K Isomeric State to a Rotational Band in 257Rf

The 257Rf isotope has been populated via the 208Pb(50Ti, n) fusion-evaporation reaction and delayed gamma-ray and electron decay spectroscopy has been performed. The existence of a high-K isomeric state in 257Rf has been confirmed. The isomeric state decays into a rotational band based on the 11/2(-)[725] excitation, which was observed up to spin of (23/2(-)). Three multipolarity-E1 gamma transitions depopulating the isomeric state have been observed, which fixes the spin for that state to (21/2(+)). This assignment agrees with theoretical predictions calculated with the microscopic-macroscopic approach, which suggest the isomeric state to be formed by coupling an unpaired 11/2(-)[725] quasineutron to the (1/2(-)[521] circle times 9/2(+)[624])(5)- two-quasiproton state. The same two-quasiproton excitation is possible for the lowest isomer in 256Rf

Decay and Fission Hindrance of Two- and Four-Quasiparticle K Isomers in Rf 254

Two isomers decaying by electromagnetic transitions with half-lives of 4.7(1.1) and 247(73)μs have been discovered in the heavy Rf254 nucleus. The observation of the shorter-lived isomer was made possible by a novel application of a digital data acquisition system. The isomers were interpreted as the Kπ=8-, ν2(7/2+[624],9/2-[734]) two-quasineutron and the Kπ=16+, 8-ν2(7/2+[624],9/2-[734])⊗ - 8-π2(7/2-[514],9/2+[624]) four-quasiparticle configurations, respectively. Surprisingly, the lifetime of the two-quasiparticle isomer is more than 4 orders of magnitude shorter than what has been observed for analogous isomers in the lighter N=150 isotones. The four-quasiparticle isomer is longer lived than the Rf254 ground state that decays exclusively by spontaneous fission with a half-life of 23.2(1.1)μs. The absence of sizable fission branches from either of the isomers implies unprecedented fission hindrance relative to the ground state