Jack London

Infrared spectra of carbon monoxide, carbon dioxide, nitric oxide, nitrogen dioxide, nitrous oxide, and nitrogen adsorbed on copper oxide

Abstract Infrared spectra of CO, CO 2 , NO, NO 2 , and N 2 O adsorbed on silica supported CuO have been obtained over the temperature range of 30–250 °C. Bands were observed at 2170, 2140, 1675, 1585, and 1350 cm −1 for CO; 2350 cm −1 for CO 2 ; 1890, 1605, 1575, and 1510 cm −1 for NO; 1740, 1585, 1520, 1490, 1265, and 745 cm −1 for NO 2 ; and 2220 cm −1 for N 2 O. Efforts to obtain the spectrum for adsorbed N 2 were not successful. The spectrum for each adsorbed gas is interpreted in terms of the type and strength of bonding with the surface.

A simultaneous infrared and kinetic study of the reduction of nitric oxide by carbon monoxide over copper oxide

Infrared spectroscopy has been used to observe the surface of a silica supported copper oxide catalyst during the reduction of nitric oxide by carbon monoxide. Spectra taken under reaction conditions show the presence of adsorbed CO, CO2, NO, and N2O as well as CO32− and NO3− structures which characterize the degree of oxidation of the catalyst surface. An additional band observed at 2200 cm−1 and found only under reaction conditions has been assigned to an isocyanate structure of the form Cu+NCO−. The presence of this species together with other observations strongly supports the postulate that nitric oxide can dissociate upon adsorption. By combining the spectral observations with measurements of the reaction kinetics, it has been possible to develop a reaction mechanism consisting of nine elementary steps. The principal assumptions of this mechanism are that NO dissociates upon adsorption, that N2O acts as an intermediate to the formation of N2, and that CO maintains the catalyst surface in a reduced state as well as competing for sites needed for the dissociation of NO. Based upon the proposed mechanism the rate of NO consumption can be expressed as −rNO = 2b1b2CNO(1 + b2CNO + b3CN2O) (1+ b4CCO)

The Influence of Social Class Behavior Upon Adult Education Participation

This paper discusses theoretical bases of methodology and the concept of social class as used in participation studies; and a descriptive study and analytic survey of adult education programs of a middle sized city. The goal of the study was to ascertain what parts of the population are most likely to participate; what factors are influential to participation; and what barriers keep those individuals from participating in an adult education activity. The study describes the subjects, modes of instruction, agencies, clientele, and the interconnections between these elements. The analytic survey using matched sample of male middle class and working class participants and non-participants traces connections of adult education participation and other facets in social life, i.e. vocations, jobs, leisure pursuits, etc. Emphasis is on differ ences between higher/lower socio-economic groups. Findings and implications of working class adults are presented; methodological suggestion are given for further adult education participation research.

Leadership in a Local Union

The circumstances of joining a union become relatively unimportant where the unions method of operation, the status it achieves, or the pressure of events leads people to become active in its affairs. All the leaders of a union local identified themselves with the union and believed it had brought about substantial gains. Such identification indicates that the union has become a way of life, serving the needs of its members apart from, and in additon to, the reasons that initially brought it into existence. Convictions such as these leaders reported make it appear certain that the union is here to stay.

Book Reviews : Adult Education for the 1970's: Promise or Illusion?:

The war has &dquo;ended&dquo; but there is little rejoicing in the land. The problems that we are facing are multiple and complex. The crisis that has been cooled down in Viet Nam may be replaced by other difhculties in the Middle East, Latin America, Asia, and within our own country. Within the United States, we sense a lack of ease, a growing alienation from the world of work, a failure of our national leadership to inspire confidence from the young, increasing difF~culties of our citizenry to influence the nature of our priorities as a nation, the lack of substantial improvement of the conditions under which minorities live, including the aged, and our continuing failure to fulfill the American Dream of equalitarianism. A simplistic response is that we need better leadership, but leadership is not enough unless we find some way of raising the level of consciousness, (in spite of the pessimistic views of many of our elites and such scholars as Michels, Pareto, and Gaetano Moscal), among

Leisure Styles and Adult Education.

Participation in adult education is positively associated with certain leisure styles. One style is membership and participation in formal organizations (with the notable exception of labor union membership). A second is minimal engagement in a wide variety of diverse leisure activities. A third is frequent participation in cultural events, in social relations outside the immediate family or neighborhood or work situation, and in sports. Frequent par ticipation in ones immediate surroundings, in restricted friendship circles, and passive engagement in sports and the mass media, tend to be negatively associated with adult education participation. Essentially, people with broad and diverse leisure activities are more likely to participate in adult education. This finding con flicts with a prevailing view that adult education competes with other leisure pursuits for the interest and attention of a potential audience. On the contrary, one obstacle to participation in adult education is adherence to a relatively passive leisure style.

A Study of Social Controls in the Adult School

the organization of its activities. If we use social control to refer to the way in which a society develops and maintains itself, we realize the great importance of these controls and the value of examining them as a way of understanding the behavior of individuals, occupational groupings, organizations, institutions, and total societies. Accordingly, the purpose of this article is to examine some of the

The Career of the Public School Adult Administrator

movement through the public school occupational system. It will describe the origin of the position as a separate occupation, its legal basis, the prevailing practice of appointment, the adult administrator’s present standing within the system of public education, and the various stages of his career mobility. The primary methods of data collection were interviewing and participant observation over a three-year period. A more detailed discussion of methodology will be presented in the writer’s forthcoming monograph on public school adult education in Calif ornia.

Problems of the Adult Administrator: A Study of the Work of the Public School Adult Administrator in California

AN EMERGING interest of the sociolo~B gist is the study of work.’ Work is important because it determines one of the major bonds of an individual with his society. Hughes has observed that a man’s work is his calling card, his source of social status, and an important determinant of personal identity.2 The study of the work of an occupation or profession is important because it enables us to understand one of the major aspects of the behavior of man. In society, work constitutes the major concern of human beings. In addition, the study of work is important because it helps us develop an understanding of the activities carried on in performing one’s duties as a basis for preprofessional and on-the-job training. An important objective of the author is to develop a theoretical model of the occupation of adult school administrator through continued study of the work of the administrator in

a reappraisal of labor education

This analysis of the field of labor education is based on the Joseph Mire report, Labor Education: A Study Report on Needs, Programs, and Approaches (Madison: Inter-University Labor Education Committee, 1956). The particular interest of this reviewer was to extend the findings and recommensetions of the Mire report to a more critical examination, with particular emphasis upon liberal adult education.—J.L.