The Significance - Why and How

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Greetings! I'm Sitong, currently immersed in the world of high school studies, particularly focused on the fascinating realm of research. The inception of my journey occurred through internships at university labs, where I encountered challenges that fueled my curiosity and passion for exploration.

 

Transitioning from high school to university-level research was, in all honesty, no walk in the park. Picture this: a canvas of unknowns, complexities, and a vast gap between what I knew and what I needed to learn. My initial forays into internships at university labs were eye-opening but came with challenges that tested my resolve.

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The decision to bridge this knowledge gap wasn't a spur-of-the-moment one. It meant immersing myself in both on-site and online university-level courses, each module a puzzle piece in my quest for a deeper understanding. The sheer complexity of the subject matter often felt like trying to navigate uncharted waters.

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The research projects, far from routine assignments, were akin to scaling intellectual mountains. Each data point, each experiment, brought forth new challenges. Collaborating with experienced peers elevated the difficulty level—imagine trying to harmonize with a seasoned orchestra when you've just picked up an instrument.

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Effective time management became an art I had to master, especially when the extra courses initially disrupted the rhythm of my regular academic commitments. This juggling act took its toll on my school grades, serving as a humbling reminder of the uphill battle I was facing.

 

Yet, through the difficulties emerged a silver lining. The setbacks became stepping stones, urging me to refine my skills, especially in the delicate art of balancing academic pursuits. The journey, dotted with sleepless nights, countless revisions, and the occasional frustration, taught me that resilience is born in the crucible of challenge.

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Sharing My Journey

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Why share this tumultuous academic journey here? It's not about flaunting accomplishments or presenting a polished facade. It's about authenticity, about sharing the raw and unfiltered reality of navigating the complexities of undergraduate studies and research. By laying bare the difficulties, I hope to connect with others who might be facing similar challenges and, in doing so, foster a community that thrives on shared experiences, mutual support, and the collective pursuit of knowledge. So, buckle up for an unfiltered ride through the highs and lows of my academic adventure—because it's the challenges that make the victories all the more meaningful.

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The research projects I undertook weren't mere academic exercises; they were intellectual voyages. Each project resembled a complex puzzle, with every data point contributing to a larger narrative. Collaborating with experienced students and graduates, I found myself co-authoring research papers that found their way into reputable journals.

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Effective time management emerged as a critical skill on this academic journey. Balancing the demands of additional courses with my regular academic commitments was initially challenging and impacted my school grades. However, recognizing the need for refinement, I gradually honed this skill, resulting in a positive shift in my academic performance.

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So, why embark on this academic pursuit? It transcends the pursuit of grades or intellectual accolades. It's about delving into real-world predicaments, contemplating viable solutions, and contributing meaningfully to ongoing dialogues.

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Now, why share this academic journey here? It's more than a mere documentation of my experiences. It's an earnest desire to create a space for shared exploration, a virtual hub where fellow learners can glean insights, find inspiration, and perhaps relate to the challenges and victories of the academic realm. Through sharing the intricacies of my academic journey, I aim to foster a sense of community, encouraging others to embark on their intellectual odyssey. This platform isn't just about my story; it's an open invitation for you to engage, contribute, and be part of this collective pursuit of knowledge. Together, let's explore the wonders of academia and forge connections that extend beyond the boundaries of individual experiences.

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Summary & Abstract of My Research Projects

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Welcome to the heart of my academic exploration—the Research Project Summary. This segment is a narrative thread weaving through the intellectual tapestry of my undergraduate journey, offering glimpses into the multifaceted world of research. Each project is a chapter, a distinct expedition into uncharted territories of knowledge, where curiosity meets methodical inquiry.

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Improved CO-PROX Selectivity of CuO/CeO2 Catalysts by Decorating with Lanthanum via Surface Cuξ+ Redox Site

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The current development of proton exchange membrane fuel cells (PEMFCs) typically relies on hydrogen produced by methanol (CH3OH) reforming. In the process of methanol steam reforming (MSR) reaction (CH3OH+H2O→CO2+3H2), aside from generating H2 and CO2, a small amount of carbon monoxide (CO) is co-produced. CO arises from side reactions, namely methanol decomposition and reverse water-gas shift (CH3OH→CO+2H2O; CO2+H2→CO+H2O). Trace amounts of CO preferentially adsorb on the anode of PEMFCs, poisoning the Pt electrode and reducing the fuel cell's lifespan, ultimately affecting its efficiency. Hence, industrially produced H2 requires further purification to lower CO concentrations to levels acceptable by the precious metal electrodes of PEMFCs (<10 ppm).

 

The CO-PROX (CO-Selective Oxidation) method is the most direct, economical, and effective means to remove CO from hydrogen-rich gases. It involves introducing a small amount of O2 or air into the hydrogen-rich gas to selectively catalyze the oxidation of CO, minimizing H2 loss. The design of catalytic materials is crucial for the success of this technique. The CeO2 carrier itself possesses stable Ce3+/Ce4+ redox sites capable of efficiently storing and releasing oxygen species, exhibiting abundant surface oxygen vacancies (Ov). For CuO/CeO2 catalysts, the reactive oxygen species and CO adsorption sites typically exist at the CuO and CeO2 interface, with the redox couple (Ce4+-Ce3+/Cu+-Cu2+) forming the Cu+ acting as the adsorption site for CO. Increasing the proportion of low-valence state Cu species at the interface enhances the CO adsorption capacity of the catalyst, improving CO-PROX selectivity.

 

Previous studies have shown that introducing metal cation doping into the CeO2 carrier alters its properties, enhancing the overall redox capabilities of the catalytic material. Among these, the lanthanum (La) element possesses the ability to facilitate effective ion conduction. The introduction of La3+ into CeO2 increases the number of surface Ov, enhancing the exchange and mobility of oxygen species between oxygen and the catalytic material. In this study, a La-doped CeO2 carrier was designed, followed by the loading of the transition metal oxide CuO as the active component. The performance and structure-activity relationship of the CuO/La-CeO2 catalyst in CO-PROX selectivity were investigated. The results indicate that the interface sites of CuO/La-CeO2 produce additional low-coordinated Cuξ+ sites for CO adsorption, reinforcing the anchoring effect of CO in hydrogen-rich gas and enhancing the selectivity of the CO-PROX reaction.

 

The Neural Substrates Of How Model-Based Learning Affects Risk Taking: Functional Coupling Between Right Cerebellum And Left Caudate

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Higher executive control capacity allows people to appropriately evaluate risk and avoid both excessive risk aversion and excessive risk-taking. The neural mechanisms underlying this relationship between executive function and risk taking are still unknown. We used voxel-based morphometry (VBM) analysis combined with resting-state functional connectivity (rs-FC) to evaluate how one component of executive function, model-based learning, relates to risk taking. We measured individuals’ use of the model-based learning system with the two-step task, and risk taking with the Balloon Analogue Risk Task.

 

Behavioral results indicated that risk taking was positively correlated with the model-based weighting parameter. The VBM results showed a positive association between model-based learning and gray matter volume in the right cerebellum (RCere) and left inferior parietal lobule (LIPL). Functional connectivity results suggested that the coupling between RCere and the left caudate (LCAU) was correlated with both model-based learning and risk taking. Mediation analysis indicated that RCere-LCAU functional connectivity completely mediated the effect of model-based learning on risk taking. These results indicate that learners who favor model-based strategies also engage in more appropriate risky behaviors through interactions between reward-based learning, error-based learning and executive control subserved by a caudate, cerebellar and parietal network.

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A Review of the Influence of Ownership Structure on Capital Structure

 

Abstract: The main content of this paper is the analysis of the influence of ownership structure on capital structure and the summary of some scholars in the past on this aspect of research.

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This article added some private perspectives and came to the conclusion. Bebchuk, Du andDai, Nor and Ariffin, Boubaker, Driffield, Friedman, Bany, Boubakri and Montreal have provided significant academic support for this paper, using a variety of regression models and

structures to conduct data sampling in different regions and come to quite authoritative conclusions. This article also presents basic information about the subject, such as the purpose of changing the ownership structure and how it works, and an explanation of some of the professional names mentioned in this article.

 

Each of these projects was a deep dive a journey of trial and discovery. Stay tuned for more detailed insights into the methodology, challenges faced, and the exciting outcomes of my endeavors!