Preparation, characterization and catalytic behavior for propanepartial oxidation of Ga-promoted MoVTeO catalysts

[EN] Two sets of Ga-promoted MoVTeO catalysts were synthesized hydrothermally and heat-treated at 600 degrees C in N-2: (i) materials prepared from gels with Mo/V/Te/Ga atomic ratios of 1/0.60/0.17/x (x=0-0.12) (A-series) and (ii) materials prepared from gels with Mo/V/Te/Ga atomic ratios of 1/0.60-x/0.17/x (x=0.15 or 0.25) (B-series). In addition, a Ga-containing MoVTeO catalyst was also prepared from M1-containing MoVTeO material by impregnation with aqueous solution of gallium and heat-treated at 450 degrees C in N-2. Catalysts were characterized by means of powder XRD, TEM, Raman spectroscopy, NH3-TPD and XPS and tested in the partial oxidation of propane. The results showed that the addition of small amount of gallium significantly increase the selectivity to acrylic acid (AA) at low propane conversion. However, at high propane conversion, the selectivity to AA strongly depends on both the catalyst composition and the gallium incorporation method. The higher selectivity to acrylic acid over Ga-containing MoVTeO catalysts has been related to: (i) structural changes in the M1 phase by the incorporation of Ga3+ into the octahedral structural framework and/or (ii) incorporation of Ga3+ species on the catalyst surface thus modifying catalysts acid properties. (C) 2014 Elsevier B.V. All rights reserved.Financial support from DGICYT in Spain (Project CTQ2012-37925-C03-1 and Program Severo Ochoa SEV-2012-0267) is gratefully acknowledged. EGG acknowledges finantial support through spanish project MAT2010-19837-C06-05 and the ICTS-Microscopia Electronica in Madrid for facilities.Hernández Morejudo, S.; Massó Ramírez, A.; García-González, E.; Concepción Heydorn, P.; López Nieto, JM. (2015). Preparation, characterization and catalytic behavior for propanepartial oxidation of Ga-promoted MoVTeO catalysts. Applied Catalysis A: General. 504:51-61. https://doi.org/10.1016/j.apcata.2014.12.039S516150

Recognising social and non-social emotions in self and others: A study of autism

Studies of emotion processing in autism have produced mixed results, with fewer studies observing autism-specific deficits than might be imagined. In the current study, 21 individuals with autism and 21 age- and ability-matched, learning disabled comparison participants were tested for their ability to (a) recognise, in others, expressions of “social” emotions (e.g., embarrassment) and “non-social” emotions (e.g., happiness) and; (b) report their own previous experiences of each of these emotions. In line with predictions, amongst both groups of participants, social emotions were more difficult to recognise and report than non-social emotions. Also amongst both groups, the ability to report social emotion-experience was significantly associated with the ability to recognise social emotions in others, independent of age and verbal ability. However, contrary to predictions, there were no group differences in the levels or patterns of performance amongst participants with autism and comparison participants. In light of previous research, these results suggest either that emotion-processing is not as specifically impaired in autism as is traditionally thought to be the case, or that individuals with autism are implementing compensatory strategies to succeed on experimental tasks in the absence of emotion-processing competence

A psychological model of climate change adaptation: influence of resource loss, post traumatic growth, norms, and risk perception following cyclone Winston in Fiji

This chapter examines behavioral intentions to prevent climate change and climate change risk perceptions among people living in coastal communities in Fiji following Cyclone Winston, a natural disaster whose strength was likely increased by climate change. Cyclone Winston was one of the strongest cyclones ever recorded in the Southern Hemisphere and the strongest to make landfall in Fiji. The study extends our psychological climate change risk perception model to examine how posttraumatic growth following Cyclone Winston influenced behavioral intentions to prevent climate change (Sattler and Graham 2017). Posttraumatic growth can occur in response to experiencing a traumatic stressor and involves reflecting on life priorities and what gives live meaning (Calhoun and Tedeschi 2001). We also tested van der Linden’s (2015) climate change risk perception model by considering how individual and socio-cultural variables influence climate change risk perception, and extended it to predict behavioral intentions to prevent climate change. For this study, we used behavioral intentions as a proxy for behavioral adaption. The participants, 274 persons (160 men, 114 women) in coastal communities in Fiji (age: M = 39, SD = 14), completed measures assessing climate change risk perception; knowledge, affect, and social norms concerning climate change; behavioral intention to prevent climate change, and demographics. The findings show three pathways to climate change adaptation/behavioral intention to prevent climate change: (1) posttraumatic growth mediates the relationship between resource loss due to the cyclone and education with behavioral intentions to prevent climate change, (2) resource loss due to the cyclone activates social norms concerning climate change action, which in turn leads to behavioral intention to prevent climate change, and (3) climate change risk perception mediates the influence of social norms, knowledge, and affect on behavioral intentions to prevent climate change. The findings support and extend our psychological model and van der Linden’s model. Implications of the findings for climate change adaptation and education are discussed

Self-recognition in live videos by young children : does video training help?

The overall aim of the experiment reported here was to establish whether self-recognition in live video can be facilitated when live video training is provided to children aged 2-2.5 years. While the majority of children failed the test of live self-recognition prior to video training, more than half exhibited live self-recognition post video training. Children who failed the live video self-recognition tasks passed the test of mirror self-recognition. The findings are discussed in light of a video deficit and the potential role of pre-test training in facilitating self-recognition in live video by young children.<br /