Faculty from six eastern health science schools, from Florida to Nova Scotia, developed a new series of group-learning units during 1983 and 1984 using a recently developed patient-oriented problem-solving approach. The purpose of the units was to teach problem solving by applying the concepts and principles of pharmacology to therapeutic problems, and to find ways to engage students actively in their learning of this material. The development team envisioned that these goals would be met by means of well-crafted teaching units that could be evaluated and, if acceptable, used by academic pharmacologists in their teaching. The units were developed, edited, reviewed by experts, and field-tested with students at the authors' schools; editing and publication were done by the study's sponsor, the Upjohn Company. The results of the field trials (which indicated no need for revisions of the units) showed that the units were well crafted and that the students had higher scores on tests of their knowledge of pharmacology after they had used the units.
Alumina supported nickel palladium bimetallic catalysts were prepared by a selective redox deposition method and used for the hydrogenation of crotonaldehyde. Supported nickel catalysts, prepared by incipient wetness, were reduced to form a nickel hydride surface prior to contact with palladium(II) salt solutions. Palladium was successfully deposited selectively onto the nickel hydride surfaces, by a redox reaction. Catalysts were prepared using two different palladium(II) salt solutions; (a) pH 1 palladium chloride in hydrochloric acid solution or (b) pH 3 palladium nitrate in nitric acid. The deposition of palladium onto the supported nickel nanoparticles was strikingly different when using the two palladium solutions, with strong alloy formation with the pH 1 solution and a weaker segregated nickel palladium catalyst with the pH 3 solution. Both catalysts were compared with monometallic palladium and nickel supported catalysts for the hydrogenation of crotonaldehyde with the sample prepared at pH 1 being more active.
Cobalt and ruthenium-promoted cobalt
Fischer–Tropsch catalysts supported on titania have been prepared
for the first time by gas anti-solvent precipitation. The use of dense
CO2 as an anti-solvent enables the precipitation of cobalt
acetate and ruthenium acetylacetonate onto preformed titania. The
gas anti-solvent process produces catalysts with the desired 20 wt
% cobalt content as precursors, which on calcination give highly dispersed
Co3O4. The addition of ruthenium to the gas
anti-solvent prepared cobalt catalysts has been investigated by two
methods (a) coprecipitation with cobalt acetate and (b) wet impregnation
onto a precalcined cobalt titania catalyst, and these resulted in
catalysts with distinctly different properties. These catalysts were
compared with a standard ruthenium-promoted cobalt catalyst prepared
by wet impregnation and were found to be substantially more active
for the Fischer–Tropsch reaction.
A number of prominent distance learning journals have established the need for administrators to be informed and prepared with strategic plans equal to foreseeable challenges. This article provides decision makers with 32 trends that affect distance learning and thus enable them to plan accordingly. The trends are organized into categories as they pertain to academics (including students and faculty), the economy, technology, and distance learning.
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