Surface properties and catalytic activity of phosphate modified zirconia

Preparation and physico-chemical characterization or phosphate modified zirconia systems and their application to Friedel-Crafts benzylation and benzoylation of toluene have been reported. The influence of transition metals on the surface properties and catalytic activity has also been discussed.

Photoacoustic Thermal Characterization of Porous Rare-Earth Phosphate Ceramics

The laser induced non-destructive photoacoustic technique has been employed to measure the thermal diffusivity of lanthanum phosphate ceramics prepared by the sol–gel route. The thermal diffusivity value was evaluated by knowing the transition frequency between the thermally thin to thermally thick region from the log–log plot of photoacoustic amplitude versus chopping frequency. Analysis of the data was carried out on the basis of the one-dimensional model of Rosencwaig and Gersho. The present investigation reveals that the sintering temperature has great influence on the propagation of heat carriers and hence on the thermal diffusivity value. The results were interpreted in terms of variations in porosity with sintering temperature as well as with changes in grain size.

Electrical conductivity, dielectric constant and phase transitions in pure and doped diammonium hydrogen phosphate

DC and AC electrical conductivity measurements in single crystals of diammonium hydrogen phosphate along the c axis show anomalous variations at 174, 246 and 416 K. The low-frequency dielectric constant also exhibits peaks exactly at these temperatures with a thermal hysteresis of 13 degrees C for the peak at 416 K. These specific features of the electrical properties are in agreement with earlier NMR second-moment data and can be identified with three distinct phase transitions that occur in the crystal. The electrical conductivity values have been found to increase linearly with impurity concentration in specimens doped with a specific amount of SO42- ions. The mechanisms of the phase transition and of the electrical conduction process are discussed in detail.

High‐temperature phase transitions in pure and deuterated ammonium dihydrogen phosphate: Conductivity and dielectric measurements

Results of axiswise measurements of the electrical conductivity (dc and ac) and dielectric constant of NH4H2PO4 confirm the occurrence of the recently suggested high‐temperature phase transition in this crystal (at 133 °C). The corresponding transition in ND4D2PO4 observed here for the first time takes place at 141.5 °C. The mechanism involved in these transitions and those associated with the electrical conduction and dielectric anomalies are explained on the basis of the motional effects of the ammonium ions in these crystals. Conductivity values for deuterated crystals give direct evidence for the predominance of protonic conduction throughout the entire range of temperatures studied (30–260 °C).

Effects of Tithonia diversifolia, farmyard manure and urea, and phosphate fertiliser application methods on maize yields in western Kenya

Maize production in western Kenya is often limited by deficiencies of nitrogen and phosphorus. We assessed the effectiveness of Tithonia diversifolia green manure (tithonia), farmyard manure (FYM) and urea as sources of nitrogen (N) for maize when inorganic phosphorus (P) fertiliser was either broadcast (BR) or spot-placed in the planting hole (SP) for two consecutive seasons; October to December of 1998 and April to August of 1999 at two sites; Nyabeda and Khwisero in western Kenya. A randomised complete block design with four replications was used. Maize yields were higher at Nyabeda and responded to P application better than at Khwisero. At the same N rate, tithonia and FYM were as effective as urea in increasing maize yields at both sites. There were no significant differences in maize yields when phosphate fertiliser was either BR or SP regardless of the N source used in the first season. However, in the second season, the residual yields for the BR treatments were consistently higher than those of the SP. Our results suggest that tithonia and FYM can substitute for urea as N sources and that fertiliser P should be broadcast and incorporated together with the organic materials at the time of planting to save on labour costs.

The Unsupervised Acquisition of a Lexicon from Continuous Speech

We present an unsupervised learning algorithm that acquires a natural-language lexicon from raw speech. The algorithm is based on the optimal encoding of symbol sequences in an MDL framework, and uses a hierarchical representation of language that overcomes many of the problems that have stymied previous grammar-induction procedures. The forward mapping from symbol sequences to the speech stream is modeled using features based on articulatory gestures. We present results on the acquisition of lexicons and language models from raw speech, text, and phonetic transcripts, and demonstrate that our algorithm compares very favorably to other reported results with respect to segmentation performance and statistical efficiency.

The Pursuit of Acquisition Intrapreneurs

This report represents research conducted at the Massachusetts Institute of Technology under the Lean Aerospace Initiative (LAI) program. The research focused on identifying Acquisition Intrapreneurs, viewed and defined for the purpose of this research as, individuals within the acquisition profession who take direct responsibility for turning ideas into products through assertive risk taking. The basis for this research stems from the agile acquisition push for “breeding innovators” to achieve a leaner and more responsive approach to the design, build, test and fielding of warfighting systems.

Experimentation and Stages of Acquisition for Tobacco Consumption in Spanish Adolescents

One area which has been largely neglected when studying the acquisition of addiction to smoking with the transtheoretical model is whether the individual had previously experimented with smoking. The importance of including the experimentation variable was supported by this research

La adquisición de la interrogación: las interrogativas parciales en catalán y castellano = The acquisition of interrogatives:Wh-questions in Catalan and Spanish

En este trabajo se describe la naturaleza y secuencia de adquisición de las preguntas interrogativas parciales en niños de habla catalana y/o castellana dentro de un marco de análisis según el cual la adquisición de las estructuras lingüísticas se construye gradualmente desde estructuras concretas hasta estructuras más abstractas. La muestra utilizada se compone de 10 niños y niñas procedentes de corpus longitudinales cuyas edades van de los 17 meses a los 3 años. El análisis se ha realizado atendiendo a la estructura sintáctica de la oración, los errores, los pronombres y adverbios interrogativos, y la tipología verbal. Los resultados muestran que la secuencia de adquisición pasa por un momento inicial caracterizado por producciones estereotipadas o fórmulas, durante el cual sólo aparecen algunas partículas interrogativas en estructuras muy concretas. Posteriormente la interrogación aparece con otros pronombres y adverbios y se diversifica a otros verbos, además, no se observan errores en la construcción sintáctica. Estos resultados suponen un hecho diferencial respecto de estudios previos en lengua inglesa

Visual SLAM for 3D large-scale seabed acquisition employing underwater vehicles

This paper presents a novel technique to align partial 3D reconstructions of the seabed acquired by a stereo camera mounted on an autonomous underwater vehicle. Vehicle localization and seabed mapping is performed simultaneously by means of an Extended Kalman Filter. Passive landmarks are detected on the images and characterized considering 2D and 3D features. Landmarks are re-observed while the robot is navigating and data association becomes easier but robust. Once the survey is completed, vehicle trajectory is smoothed by a Rauch-Tung-Striebel filter obtaining an even better alignment of the 3D views and yet a large-scale acquisition of the seabed

Language acquisition in the classroom.

Revisión didáctica subyacente a la impartición de lenguas extranjeras en el contexto sociopedagógico de las aulas, con el fin de que los alumnos puedan adquirir las destrezas comunicativas lingüísticas necesarias a nivel oral y escrito. Aplicado a seis grupos de primero de BUP de 35 alumnos cada grupo, del Instituto Tomás de Iriarte de Santa Cruz de Tenerife. La metodología llevada a cabo ha sido a través de un enfoque natural, siendo indispensable para ello, actitud favorable, orden creciente de dificultad, creación de reglas formales, mensajes significativos para el discente, etc. Los instrumentos de obtención de la información se llevaron a cabo a través de cuestionarios personales (intereses, nivel social, etc.) y observaciones de conocimientos y actitudes hacia la segunda lengua. La experiencia ha sido válida tanto para la formación profesional de los profesores como para el aprovechamiento académico de los alumnos. Valoración favorable del enfoque natural y necesidad de investigar en el área de adquisición de segundas lenguas.

Language acquisition through topical syllabus.

El presente proyecto viene a ser una labor ya experimentada desde hace cuatro años. Se trata de una aproximación a la Lengua Inglesa de COU de una forma totalmente innovadora. A partir de una serie de tópicos o temas de actualidad o considerados de interés por los alumnos, se elaboran unas tareas o actividades a realizar por el alumnado. Estos tópicos se trabajan a partir de material auténtico, tanto escrito como audiovisual, atendiendo tanto a razones de complejidad lingüística como de complejidad conceptual. Su contenido oscilará desde lo puramente morfosintáctico-léxico hasta el más puramente comunicativo. El proyecto afecta a todos los grupos de COU de los siguientes centros de Bachillerato: Anaga, Tomás de Iriarte, Padre Anchieta, Tejina, Cabrera Pinto, y de Formación Profesional Los Realejos, todos de la isla de Tenerife. Se llevó a cabo una evaluación continua a través de observación directa, participación y trabajo en clase, pruebas orales y escritas, etc. No constan resultados ni valoraciones al respecto.