Phase transitions and crossovers in reaction-diffusion models with catalyst deactivation

The activity of catalytic materials is reduced during operation by several mechanisms, one of them being poisoning of catalytic sites by chemisorbed impurities or products. Here we study the effects of poisoning in two reaction-diffusion models in one-dimensional lattices with randomly distributed catalytic sites. Unimolecular and bimolecular single-species reactions are considered, without reactant input during the operation. The models show transitions between a phase with continuous decay of reactant concentration and a phase with asymptotic non-zero reactant concentration and complete poisoning of the catalyst. The transition boundary depends on the initial reactant and catalyst concentrations and on the poisoning probability. The critical system behaves as in the two-species annihilation reaction, with reactant concentration decaying as t^{-1/4} and the catalytic sites playing the role of the second species. In the unimolecular reaction, a significant crossover to the asymptotic scaling is observed even when one of those parameters is 10% far from criticality. Consequently, an effective power-law decay of concentration may persist up to long times and lead to an apparent change in the reaction kinetics. In the bimolecular single-species reaction, the critical scaling is followed by a two-dimensional rapid decay, thus two crossovers are found.Comment: 8 pages, 7 figure

Mancha-púrpura do alho e da cebola: doença difícil de controlar.

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"Vermelhão" do morangueiro: ameaça misteriosa.

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A sociodemographic and neuropsychological characterization of an illiterate population

The objectives of this article are to characterize the performance and to discuss the performance differences between literate and illiterate participants in a well-defined study population. We describe the participant-selection procedure used to investigate this population. Three groups with similar sociocultural backgrounds living in a relatively homogeneous fishing community in southern Portugal were characterized in terms of socioeconomic and sociocultural background variables and compared on a simple neuropsychological test battery; specifically, a literate group with more than 4 years of education (n = 9), a literate group with 4 years of education (n = 26), and an illiterate group (n = 31) were included in this study. We compare and discuss our results with other similar studies on the effects of literacy and illiteracy. The results indicate that naming and identification of real objects, verbal fluency using ecologically relevant semantic criteria, verbal memory, and orientation are not affected by literacy or level of formal education. In contrast, verbal working memory assessed with digit span, verbal abstraction, long-term semantic memory, and calculation (i.e., multiplication) are significantly affected by the level of literacy. We indicate that it is possible, with proper participant-selection procedures, to exclude general cognitive impairment and to control important sociocultural factors that potentially could introduce bias when studying the specific effects of literacy and level of formal education on cognitive brain function

Influência do esterco no crescimento e no acúmulo de nutrientes em mudas de mamão havaí.

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