Symphony no. 41 : in C, K. 551 ("Jupiter")

Soitinnus: ork.

Efeito do cromo nas propriedades catalíticas da MCM-41

The effect of chromium on the catalytic properties of MCM-41 was evaluated in order to develop new catalysts for the trimethylbenzene transalkylation with benzene to produce ethylbenzene, a high-value aromatic in the industry. It was found that chromium decreases the specific surface area but increases the acidity, turning MCM-41 into an active and selective catalyst for ethylbenzene and toluene production. The coke produced on the catalyst is hydrogenated and mainly located outside the pores and thus can be easily removed. The catalyst is more active and selective than mordenite, a commercial catalyst, and thus more promising for commercial applications.

Pastorale

Melartinin käsikirjoitusluettelon tunnus Mel 15:92 (ks. http://lib.siba.fi/fi/kokoelmat/kasikirjoitusarkisto/melartin_erkki/). Tämä kappale on Ave verumin (Mel 14:91) toisella puolella.

A novel method for fast enrichment and monitoring of hexavalent and trivalent chromium at the ppt level with modified silica MCM-41 and its determination by inductively coupled plasma optical emission spectrometry

Chromium(III) at the ng L-1 level was extracted using partially silylated MCM-41 modified by a tetraazamacrocyclic compound (TAMC) and determined by inductively coupled plasma optical emision spectrometry (ICP OES). The extraction time and efficiency, pH and flow rate, type and minimum amount of stripping acid, and break- through volume were investigated. The method's enrichment factor and detection limit are 300 and 45.5 pg mL-1, respectively. The maximum capacity of the 10 mg of modified silylated MCM-41 was found to be 400.5±4.7 µg for Cr(III). The method was applied to the determination of Cr(III) and Cr(VI) in the wastewater of the chromium electroplating industry and in environmental and biological samples (black tea, hot and black pepper).

A three dimensional study of heat transfer in a supercritical circulating fluidized bed combustor

From the boiler design point of view, it is imperative to know and understand the operation of the boiler. Since comprehensive measurement of a large furnace is impossible, the furnace can be modeled in order to study its behavior and phenomena. This requires the used model to be validated to correspond with the physical furnace behavior. In this thesis, a three dimensional furnace model is validated to match a bituminous coal utilizing, supercritical once-through circulating fluidized bed combustor based on measurement data. The validated model is used for analyzing the furnace heat transfer. Other heat transfer analysis methods are energy balance method based on tube surface temperature measurements and a method based on measured temperature difference between the tube crest and the fin. The latter method was developed in the thesis using Fluent-software. In the theory part, literature is reviewed and the fundamental aspects of circulating fluidized bed are discussed. These aspects are solid particle behavior in fluidization known as hydrodynamics, behavior of fuel and combustion and heat transfer. Fundamental aspects of modeling are also presented.

Saako historiasta selvää? Monikulttuuriset yläkoululaiset historian lähteillä historian taidot motiivien, seurauksien, historian tulkintojen ja lähteiden luotettavuuden arvioinneissa

The research assesses the skills of upper comprehensive school pupils in history. The focus is on locating personal motives, assessing wider reasons hidden in historical sources and evaluating source reliability. The research also questions how a wide use of multiple sources affects pupils’ holistic understanding of historical phenomena. The participants were a multicultural group of pupils. The origins of their cultures can be traced to the Balkan, the Middle East, Asia and Europe. The number of native Finnish speakers and pupils speaking Finnish as their second language was almost equal. The multicultural composition provides opportunities to assess how culturally responsive learning history from sources is. The intercultural approach to learning in a multicultural setting emphasizes equality as a precondition for learning. In order to set assignments at least to some extent match with all participants only those answers were taken into account which were produced by pupils who had studied history for a similar period of time in the Finnish comprehensive school system. Due to the small number of participants (41), the study avoids wide generalizations. Nevertheless, possible cultural blueprints in pupils’ way of thinking are noted. The first test examined the skills of pupils to find motives for emigration. The results showed that for 7th graders finding reasons is not a problematic task. However, the number of reasons noticed and justifications varied. In addition, the way the pupils explained their choices was a distinguishing factor. Some pupils interpreted source material making use of previous knowledge on the issue, while other pupils based their analysis solely on the text handed and did not try to add their own knowledge. Answers were divided into three categories: historical, explanatory and stating. Historical answers combined smoothly previously learned historical knowledge to one’s own source analysis; explanatory answers often ignored a wider frame, although they were effective when explaining e.g. historical concepts. The stating answers only noticed motives from the sources and made no attempts to explain them historically. Was the first test culturally responsive? All pupils representing different cultures tackled the first source exam successfully, but there were some signs of how historical concepts are understood in a slightly different way if the pupil’s personal history has no linkage to the concepts under scrutiny. The second test focused on the history of Native Americans. The test first required pupils to recognize whether short source extracts (5) were written by Indians or Caucasians. Based on what they had already learned from North American history, the pupils did not find it hard to distinguish between the sources. The analysis of multiphase causes and consequences of the disputes between Native Americans and white Americans caused dispersion among pupils. Using two historical sources and combining historical knowledge from both of them simultaneously was cumbersome for many. The explanations of consequences can be divided into two groups: the ones emphasizing short term consequences and those placing emphasis on long term consequences. The short term approach was mainly followed by boys in every group. The girls mainly paid attention to long term consequences. The result suggests that historical knowledge in sources is at least to some extent read through role and gender lenses. The third test required pupils to explain in their own words how the three sources given differed in their account of living conditions in Nazi Germany, which turned out to be demanding for many pupils. The pupils’ stronghold was rather the assessment of source reliability and accounts why the sources approached the same events differently. All participants wrote critical and justified comments on reliability and aspects that might have affected the content of the sources. The pupils felt that the main reasons that affected source reliability were the authors’ ethnic background, nationality and profession. The assessment showed that pupils were well aware that position in a historical situation has an impact on historical accounts, but in certain cases the victim’s account was seen as a historical truth. The account of events by a historian was chosen most often as the most reliable source, but it was often justified leniently with an indication to professionalism rather than with clear ideas of how historians conduct accounts based on sources. In brief, the last source test demonstrates that pupils have a strong idea that the ethnicity or nationalism determines how people explained events of the past. It is also an implication that pupils understand how historical knowledge is interpretative. The results also imply that history can be analyzed from a neutral perspective. One’s own membership in an ethnical or religious group does not automatically mean that a person’s cultural identity excludes historical explanations if something in them contradicts with his or her identity. The second method of extracting knowledge of pupils’ historical thinking was an essay analysis. The analysis shows that an analytical account of complicated political issues, which often include a great number of complicated political concepts, leads more likely to an inconsistent structure in the written work of pupils. The material also demonstrates that pupils have a strong tendency to take a critical stance when assessing history. Historical empathy in particular is shown if history somehow has a linkage to young people, children or minorities. Some topics can also awake strong feelings, especially among pupils with emigrant background, if there is a linkage between one’s own personal history and that of the school; and occasionally a student’s historical experience or thoughts replaced school history. Using sources during history lessons at school seems to have many advantages. It enhances the reasoning skills of pupils and their skills to assess the nature of historical knowledge. Thus one of the main aims and a great benefit of source work is to encourage pupils to express their own ideas and opinions. To conclude, when assessing the skills of adolescents in history - their work with sources, comments on history, historical knowledge and finally their historical thinking - one should be cautious and avoid cut off score evaluations. One purpose of pursuing history with sources is to encourage pupils to think independently, which is a useful tool for further identity construction. The idea that pupils have the right to conduct their own interpretations of history can be partially understood as part of a wider learning process, justification to study history comes from extrinsic reasons. The intrinsic reason is history itself; in order to understand history one should have a basic understanding of history as a specific domain of knowledge. Using sources does not mean that knowing history is of secondary importance. Only a balance between knowing the contextual history, understanding basic key concepts and working with sources is a solid base to improve pupils’ historical understanding.

The factorial structure of the 41-item version of the Screen for Child Anxiety Related Emotional Disorders (SCARED) in a Spanish population of 8 to 12 years-old

On this instrumental study we intend to analyse the factorial structure of the Screen for Child Anxiety Related Emotional Disorders (SCARED) in a Spanish sample using exploratory and confirmatory factorial analysis. As a second objective we intend to develop a short form of it for rapid screening and, finally, to analyze the reliabilities of both questionnaires. The SCARED was administered to a community sample of 1,508 children aged between 8 and 12 years. The sample was randomly split using half for the exploratory analysis and the other half for the confirmatory study. Furthermore a reduced version of the SCARED was developed using the SchmidLeiman procedure. Exploratory Factor Analysis yielded a four factor structure comprised of Somatic/panic, Generalized anxiety, Separation anxiety and Social phobia factors This structure was confirmed using Confirmatory Factor Analysis. The four factors, the full scale and the short scale showed good reliabilities. The results obtained seem to indicate that the Spanish version of the SCARED has good internal consistency, and along with other recent results, has a structure of four related factors that replicates the dimensions proposed for anxiety disorders by the DSM-IV-TR

Ta enonta. Luc. XI. 41

Invocatio: Q.B.V.D.T.O.M.

Iodeto de potássio suportado em peneiras moleculares mesoporosas (SBA-15 e MCM-41) como catalisador básico para síntese de biodiesel

Iodide potassium incorporated on mesoporous molecular sieves (SBA-15 and MCM-41) was used as heterogeneous catalysts in the transesterification of sunflower oil under different conditions of reaction time and ratio catalyst/oil (w/w). The results have showed that the system supported in SBA-15 has been more active than the supported in MCM-41, promoting a conversion to methyl esters of 84.98%.

Hidrólise de celulose por catalisadores mesoestruturados NiO-MCM-41 e MoO3-MCM-41

This study was carried out to synthesize, characterize and evaluate the application of mesoestruturated catalysts MCM-41, 5%MoO3-MCM-41 and 5%NiO-MCM-41 in the hydrolysis of microcrystalline cellulose. XRD results indicate that the phase of mesoporous MCM-41 was obtained and that the introduction of metal oxides did not affect this mesoporous phase. About the heterogeneous hydrolysis reaction, it was observed that the increase in temperature results in a higher concentration of glucose and the catalyst 5%MoO3-MCM-41 provides the highest concentrations of glucose.

Síntese do material mesoporoso MCM-41 usando esponja de água-doce como fonte de sílica

Fresh water sponge was used as a silica source for the synthesis of MCM-41 via the hydrothermal process. The silica was extracted from the sponge by washing with nitric acid and piranha solution. Synthesis of MCM-41 was performed at 100 °C for 5 days and the procedure was optimized, with modifications made to the leaching temperature of the silica and the synthesis of mesoporous material, which was characterized by XRD, FT-IR, SEM and adsorption of N2. The optimal result was achieved at a temperature of 135 °C for 3 days, showing ordered mesoporous material with a surface area of 1080 m² g-1.

DESENVOLVIMENTO DE MATERIAIS HÍBRIDOS MICRO-MESOPOROSOS DO TIPO ZSM-12/MCM-41

Micro-mesoporous hybrid materials of ZSM-12/MCM-41 type with different micro- and mesoporosity contributions were prepared by a procedure that uses the desilication of the zeolite in an alkaline medium, followed by recrystallization onto the mesostructure, where the zeolite is used as the silica source in the formation of mesoporous phase. The materials were characterized by X-ray diffraction, nitrogen adsorption-desorption at 77 K, scanning electron microscopy and thermal analysis. The results showed that the methodology utilized is efficient for obtaining hybrid materials of ZSM-12/MCM-41 type with optimized micro-and mesoporosity.

Juvan kunnan jätevedenpuhdistamon ympäristöasioiden parantaminen

Diplomityö on osa Mikkelin ammattikorkeakoulun YTI:ssä vuosina 2005 - 2008 toteutettua ”Yritysten ympäristöriskit” EU-osarahoitteista hanketta. Työn tarkoituksena oli tunnistaa, arvioida ja luokittaa Etelä-Savossa, Juvalla toimivan yhdyskuntajätevedenpuhdistamon ympäristöriskit sekä antaa neuvoja löytyneiden riskien hallintaan. Jätevedenpuhdistamon toiminnasta syntyvät mahdolliset ympäristöriskitekijät tunnistettiin kirjallisuusselvitysten sekä haastattelujen avulla. Riskien tunnistamisen jälkeen riskien kartoittamiseen, arviointiin ja luokittamiseen käytettiin osia eri riskianalyysimenetelmistä. Riskit jaettiin viiteen eri riskiluokkaan; vakavasta riskistä merkityksettömään riskiin. Juvan kunnan jätevedenpuhdistamolla esiintyi neljän pienimmän riskiluokan riskejä, ja vakavia riskejä ei kartoituksessa tullut esille lainkaan. Riskejä arvioitiin niin sanotuissa normaalioloissa. Merkittävin yksittäinen riskitekijä jätevedenpuhdistamolla oli haitallisen tai poikkeavan aineen kulkeutuminen jäteveden mukana puhdistamolle. Tämä voisi heikentää puhdistamon puhdistustulosta merkittävästi. Kun laitosta ajetaan ympäristöluvassa asetettujen vaatimusten mukaisesti ja alueella sijaitsevat teollisuuslaitokset noudattavat heille annettuja määräyksiä, ei Juvan jätevedenpuhdistamolta aiheudu merkittäviä päästöjä maa-perään tai pohjavesiin.