桶去微染
发表于 2025-3-25 06:38:39
Hafnocene-Based Olefin Polymerizationsecies, activities increase dramatically. Activities exceeded those of comparable Zr/MAO systems, obtaining high and ultrahigh molecular weight polypropylenes with molecular weights of up to 5,000,000 g mol. and tacticities of 10–80% depending on the structure of the catalyst.
gonioscopy
发表于 2025-3-25 11:12:36
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parasite
发表于 2025-3-25 13:09:15
Recent Progress in Late Transition Metal α-Diimine Catalysts for Olefin Polymerizationh thermal stability. The mechanism of copolymerizations is significantly altered, leading to elevated incorporations of polar monomers. An axial-donation hemilabile cyclic ligand is also discussed, the Ni(II) and Pd(II) complexes of which afford high molecular weight polyethylene despite their reduced steric bulk.
移动
发表于 2025-3-25 19:18:19
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HERE
发表于 2025-3-25 22:38:13
Chain Shuttling Catalysis and Olefin Block Copolymers (OBCs)per chain. A unique property of the materials is that the melting temperature is nearly independent of the comonomer incorporation, which breaks a seemingly immutable relationship that was long held to be true.
Urgency
发表于 2025-3-26 01:40:10
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Magisterial
发表于 2025-3-26 07:53:52
Koji Kawai,Terunori Fujitae importance of focusing on student learning as a way of supWhen teachers are supported to work together in ways that allow them to deepen knowledge of their professional practice, the understandings that emerge from their conversations about quality learning and teaching demonstrate a high level of
A精确的
发表于 2025-3-26 11:12:14
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Mumble
发表于 2025-3-26 13:01:46
Timothy T. Wenzel,Daniel J. Arriola,Edmund M. Carnahan,Phillip D. Hustad,Roger L. Kuhlmane importance of focusing on student learning as a way of supWhen teachers are supported to work together in ways that allow them to deepen knowledge of their professional practice, the understandings that emerge from their conversations about quality learning and teaching demonstrate a high level of
Musculoskeletal
发表于 2025-3-26 17:03:37
Vernon C. Gibson,Gregory A. Solane from their conversations about quality learning and teaching demonstrate a high level of expertise. Yet such professional knowledge is often deeply embedded within each teacher’s everyday teaching; the tacit knowledge that determines how and why they attend to student learning in certain ways. Thi