Effect of the Initial Form of the Zeolite Support on the State of Mo in the Mo/ZSM-5 Catalyst and its Activity in the Course of Methane Dehydroaromatization

2021 ◽  
Vol 29 (2) ◽  
pp. 190-197
Author(s):  
A. A. STEPANOV ◽  
V. I. ZAIKOVSKII ◽  
L. L. KOROBITSYNA ◽  
A. V. VOSMERIKOV
2005 ◽  
Vol 404 (4-6) ◽  
pp. 201-204 ◽  
Author(s):  
V. I. Zaikovskii ◽  
A. V. Vosmerikov ◽  
V. F. Anufrienko ◽  
L. L. Korobitsyna ◽  
E. G. Kodenev ◽  
...  

Author(s):  
T. A. Welton

Various authors have emphasized the spatial information resident in an electron micrograph taken with adequately coherent radiation. In view of the completion of at least one such instrument, this opportunity is taken to summarize the state of the art of processing such micrographs. We use the usual symbols for the aberration coefficients, and supplement these with £ and 6 for the transverse coherence length and the fractional energy spread respectively. He also assume a weak, biologically interesting sample, with principal interest lying in the molecular skeleton remaining after obvious hydrogen loss and other radiation damage has occurred.


2021 ◽  
Author(s):  
Daniyal Kiani ◽  
Sagar Sourav ◽  
Yadan Tang ◽  
Jonas Baltrusaitis ◽  
Israel E. Wachs

The literature on methane dehydroaromatization (MDA) to benzene using ZSM-5 supported, group V–VIII transition metal-based catalysts (MOx/ZSM-5) is critically reviewed with a focus on in situ and operando molecular insights.


1980 ◽  
Vol 11 (2) ◽  
pp. 85-94 ◽  
Author(s):  
Jack Damico ◽  
John W. Oller

Two methods of identifying language disordered children are examined. Traditional approaches require attention to relatively superficial morphological and surface syntactic criteria, such as, noun-verb agreement, tense marking, pluralization. More recently, however, language testers and others have turned to pragmatic criteria focussing on deeper aspects of meaning and communicative effectiveness, such as, general fluency, topic maintenance, specificity of referring terms. In this study, 54 regular K-5 teachers in two Albuquerque schools serving 1212 children were assigned on a roughly matched basis to one of two groups. Group S received in-service training using traditional surface criteria for referrals, while Group P received similar in-service training with pragmatic criteria. All referrals from both groups were reevaluated by a panel of judges following the state determined procedures for assignment to remedial programs. Teachers who were taught to use pragmatic criteria in identifying language disordered children identified significantly more children and were more often correct in their identification than teachers taught to use syntactic criteria. Both groups identified significantly fewer children as the grade level increased.


Sign in / Sign up

Export Citation Format

Share Document