Some reactions of 10-substituted-10H-pyrido[3,2-b][1,4]benzothiazine-n-butyllithium adducts with acyl and sulfonyl chlorides

1979 ◽  
Vol 57 (18) ◽  
pp. 2371-2378 ◽  
Author(s):  
Frank M. Pasutto ◽  
Edward E. Knaus
Keyword(s):  
The Other ◽  
Similar Reaction ◽  
Sulfinic Acid ◽  
Sulfonyl Chlorides ◽  
Chloro Derivative ◽  
Other Hand ◽  
Disubstituted Product ◽  
Methyl Analog

Reaction of 10H-pyrido[3,2-b][1,4]benzothiazines 1 possessing a 10-methyl 1f, 10-(3-dimethylaminopropyl) 1b, or 10-(2-dimethylaminopropyl) 1c substituent, with n-butyllithium and methyl chloroformate or diethyl chlorophosphate affords predominantly 1,2-dihydropyridines 11 and the 4-substituted derivatives 12. The 1,7-disubstituted product 15b was obtained from reaction of the 10-methyl compound 1f with p-fluorobenzoyl chloride. On the other hand, treatment of the 10-methyl analog 1f with trifluoromethanesulfonyl chloride gave the unexpected 4-chloro derivative 12c and 13c which probably arises from the 1-trifluoromethanesulfonyl-1,2-dihydropyridine 11c via elimination of trifluoromethanesulfonic (sulfinic) acid. The N-10 dealkylated product 1a was obtained from reaction of the 10-(1-methyl-2-dimethylaminoethyl) analog 1g with n-butyllithium and methyl chloroformate, whereas a similar reaction employing the 10-(2-dimethylaminoethyl) derivative 1h gave rise to the N-methoxycarbonyl derivative 18. On the other hand, reaction of 1h with n-butyllithium alone gave the N-10 n-hexyl product 19. Mechanisms for the formation of 1a, 11, 12, 13, 15, 16, and 19 are described.

Three Ways Aliphatic Aldehydes React with Nonstabilized Azomethine Ylides

Synlett ◽  
2020 ◽  
Vol 31 (04) ◽  
pp. 343-348
Author(s):  
Vladimir S. Moshkin ◽  
Evgeniya V. Gorbunova ◽  
Evgeny M. Buev ◽  
Vyacheslav Y. Sosnovskikh
Keyword(s):  
Mannich Bases ◽  
The Other ◽  
Azomethine Ylides ◽  
Similar Reaction ◽  
Hydrogen Atoms ◽  
Reaction Conditions ◽  
Aliphatic Aldehydes ◽  
Other Hand ◽  
Starting Compound ◽  
Alkyl Groups

Aliphatic aldehydes readily react with nonstabilized azomethine ylides in one of the three ways to give oxazolidines, pyrrolidines, or Mannich bases, depending on the structure of the starting compound and the reaction conditions. The use of N-(methoxymethyl)-N-[(trimethylsilyl)methyl]benzylamine in DMF provided 5-alkyloxazolidines in 40–97% yields. On the other hand, three-component reactions of aliphatic aldehydes bearing one α-hydrogen with N-methyl(benzyl)glycine and formaldehyde gives Mannich bases in yields of 47–98%. A similar reaction of aldehydes bearing branched alkyl groups and two hydrogen atoms at the α-position proceeds as a domino process that gives 3-alkyl-3-formylpyrrolidines in yields of 34–93%.

A STUDY OF THE EFFECTS OF TEMPERATURE AND OTHER FACTORS UPON THE GERMINATION OF VEGETABLE CROPS: III. VEGETABLE VINE CROPS

1960 ◽  
Vol 40 (4) ◽  
pp. 596-606
Author(s):  
W. E. Torfason ◽  
I. L. Nonnecke
Keyword(s):  
Seed Germination ◽  
The Other ◽  
Similar Reaction ◽  
Vegetable Crops ◽  
Watermelon Seed ◽  
Fungal Activity ◽  
Other Hand ◽  
Effects Of Temperature

A study was made of the effects of temperature and duration of exposure upon the germination of cucumber, muskmelon, and watermelon seed. Seeds of four varieties of each crop were germinated at controlled temperatures by rolled-towel method. Muskmelon seed germination was significantly reduced as temperature decreased from 60°F. through 55°, 50° and 45°F. On the other hand, germination of cucumber and watermelon seed was not significantly altered by temperature. Prolonging the duration of exposure to 15 or 22 days resulted in significant reductions in the germination of watermelons but not of the other crops. The interaction of temperature with duration of exposure caused significant differences in the germination of the three crops. At 45° and 50°F., germination decreased generally as exposure lengthened to 15 days and then increased sharply at 22 days. It is postulated that this increase was the result of temperature conditioning or some similar reaction. At 55° and 60°F., germination increased slightly as exposure increased to 8 or 15 days, followed by a decrease at 22 days. This effect was most pronounced at 60°F., probably due to greater fungal activity at that temperature.It is concluded that satisfactory germination of the vine crops can be obtained after relatively long exposure to temperatures lower than the previously accepted minima.

A study of cometary eruptions through OH radio-lines

1999 ◽  
Vol 173 ◽  
pp. 249-254
Author(s):  
A.M. Silva ◽  
R.D. Miró
Keyword(s):  
Short Duration ◽  
Growth Curves ◽  
The Other ◽  
Initial Mass ◽  
Radio Lines ◽  
Other Hand ◽  
Sudden Rise

AbstractWe have developed a model for theH2OandOHevolution in a comet outburst, assuming that together with the gas, a distribution of icy grains is ejected. With an initial mass of icy grains of 108kg released, theH2OandOHproductions are increased up to a factor two, and the growth curves change drastically in the first two days. The model is applied to eruptions detected in theOHradio monitorings and fits well with the slow variations in the flux. On the other hand, several events of short duration appear, consisting of a sudden rise ofOHflux, followed by a sudden decay on the second day. These apparent short bursts are frequently found as precursors of a more durable eruption. We suggest that both of them are part of a unique eruption, and that the sudden decay is due to collisions that de-excite theOHmaser, when it reaches the Cometopause region located at 1.35 × 105kmfrom the nucleus.

Closing the GAP—A 5Å Scanning Microscope

1969 ◽  
Vol 27 ◽  
pp. 6-7
Author(s):  
A. V. Crewe
Keyword(s):  
Normal Form ◽  
The Other ◽  
Resolving Power ◽  
Scanning Microscope ◽  
Conventional Microscope ◽  
Other Hand ◽  
Closing The Gap ◽  
Thermal Sources ◽  
Better Than ◽  
Transmission Microscope

We have become accustomed to differentiating between the scanning microscope and the conventional transmission microscope according to the resolving power which the two instruments offer. The conventional microscope is capable of a point resolution of a few angstroms and line resolutions of periodic objects of about 1Å. On the other hand, the scanning microscope, in its normal form, is not ordinarily capable of a point resolution better than 100Å. Upon examining reasons for the 100Å limitation, it becomes clear that this is based more on tradition than reason, and in particular, it is a condition imposed upon the microscope by adherence to thermal sources of electrons.

Life Beyond 1MeV

1980 ◽  
Vol 38 ◽  
pp. 30-33
Author(s):  
K.H. Westmacott
Keyword(s):  
Electron Microscopy ◽  
Past Experience ◽  
The Other ◽  
Good Case ◽  
Other Hand ◽  
The U.S

Life beyond 1MeV – like life after 40 – is not too different unless one takes advantage of past experience and is receptive to new opportunities. At first glance, the returns on performing electron microscopy at voltages greater than 1MeV diminish rather rapidly as the curves which describe the well-known advantages of HVEM often tend towards saturation. However, in a country with a significant HVEM capability, a good case can be made for investing in instruments with a range of maximum accelerating voltages. In this regard, the 1.5MeV KRATOS HVEM being installed in Berkeley will complement the other 650KeV, 1MeV, and 1.2MeV instruments currently operating in the U.S. One other consideration suggests that 1.5MeV is an optimum voltage machine – Its additional advantages may be purchased for not much more than a 1MeV instrument. On the other hand, the 3MeV HVEM's which seem to be operated at 2MeV maximum, are much more expensive.

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

Stories and the Self

2020 ◽  
Vol 32 (2) ◽  
pp. 47-58 ◽  
Author(s):  
Stefan Krause ◽  
Markus Appel
Keyword(s):  
Meta Analysis ◽  
The Self ◽  
The Other ◽  
Lower Degree ◽  
Contrast Effects ◽  
Self Perception ◽  
Self Perceptions ◽  
Other Hand ◽  
The One ◽  
Implicit And Explicit

Abstract. Two experiments examined the influence of stories on recipients’ self-perceptions. Extending prior theory and research, our focus was on assimilation effects (i.e., changes in self-perception in line with a protagonist’s traits) as well as on contrast effects (i.e., changes in self-perception in contrast to a protagonist’s traits). In Experiment 1 ( N = 113), implicit and explicit conscientiousness were assessed after participants read a story about either a diligent or a negligent student. Moderation analyses showed that highly transported participants and participants with lower counterarguing scores assimilate the depicted traits of a story protagonist, as indicated by explicit, self-reported conscientiousness ratings. Participants, who were more critical toward a story (i.e., higher counterarguing) and with a lower degree of transportation, showed contrast effects. In Experiment 2 ( N = 103), we manipulated transportation and counterarguing, but we could not identify an effect on participants’ self-ascribed level of conscientiousness. A mini meta-analysis across both experiments revealed significant positive overall associations between transportation and counterarguing on the one hand and story-consistent self-reported conscientiousness on the other hand.

Don’t Put Me in This Group

2019 ◽  
Vol 50 (2) ◽  
pp. 80-93
Author(s):  
Jort de Vreeze ◽  
Christina Matschke
Keyword(s):  
Positive Emotions ◽  
Negative Emotions ◽  
Negative Information ◽  
The Self ◽  
The Other ◽  
Other Hand ◽  
Group Memberships

Abstract. Not all group memberships are self-chosen. The current research examines whether assignments to non-preferred groups influence our relationship with the group and our preference for information about the ingroup. It was expected and found that, when people are assigned to non-preferred groups, they perceive the group as different to the self, experience negative emotions about the assignment and in turn disidentify with the group. On the other hand, when people are assigned to preferred groups, they perceive the group as similar to the self, experience positive emotions about the assignment and in turn identify with the group. Finally, disidentification increases a preference for negative information about the ingroup.

ON THE OTHER HAND

1961 ◽  
Vol 6 (6) ◽  
pp. 222-223
Author(s):  
Edwin G. Boring
Keyword(s):  
The Other ◽  
Other Hand

On the other hand, maybe I do remember...

2006 ◽  
Author(s):  
Lea Winerman
Keyword(s):  
The Other ◽  
Other Hand
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