Inductive Group Research Articles

“Inductive” electronegativity scale

A new approach to the calculation of group electronegativity is introduced on the basis of previously elaborated additive models for steric and inductive effects. The newly derived “inductive” group-electronegativities χI correlate well with other well-established electronegativity χ scales. A firm interrelation between three fundamental substituent characteristics: inductive and steric constants and group electronegativity is suggested.

Stability of Cahn-Hilliard fronts

We prove stability of the kink solution of the Cahn-Hilliard equation ∂tu = ∂( ∂u − u/2 + u3/2), x ∈ ℝ. The proof is based on an inductive renormalization group method, and we obtain detailed asymptotics of the solution as t → ∞. We prove stability of the kink solution of the Cahn-Hilliard equation ∂tu = ∂( ∂u − u/2 + u3/2), x ∈ ℝ. The proof is based on an inductive renormalization group method, and we obtain detailed asymptotics of the solution as t → ∞. © 1999 John Wiley & Sons, Inc.

Effective Use of Interactive Videodisc Instruction in Understanding and Implementing Cooperative Group Learning with Elementary Pupils in Social Studies and Social Education

Abstract How may videodisc technology be used effectively to assist elementary teacher education candidates in the development of their abilities to facilitate cooperative learning with elementary pupils in social studies and social education? Groups of elementary teacher education students were randomly assigned to three instructional groups to learn about cooperative learning: videodisc inductive, videodisc deductive, and reading/lecture/discussion. There were significant differences in content scores, observation skill scores, cooperative group facilitation skills, time used to complete instruction, and satisfaction with the technical presentation of the information. Students using the videodisc (whether inductive or deductive) obtained significantly higher content scores than did those participating in the reading/lecture/discussion group. Students in the videodisc inductive group received significantly higher observation scores than students in either of the other groups, and these same students had higher cooperative group facilitation skills when actually working with elementary children than did those in the videodisc/deductive group. Use of thinking skills such as creating personal labels for behaviors viewed and applying new concepts to ongoing instruction, found more frequently in the videodisc inductive group, may have contributed to these results. Videodisc instructional programs need to be designed for specific purposes—videodisc deductive may be effective for the rapid acquisition of basic concepts and videodisc inductive may be needed for the development of group facilitation skills. Interactive videodisc has been proclaimed the technology which will, at last, revolutionize education. The potential for individualized learning and user control, the possibility of responsive feedback, and the integration of various media resources have all been cited as characteristics of this “new wave” in education using interactive videodiscs. But, in reality, how effective is interactive videodisc instruction? More specifically, how effective is interactive videodisc in helping elementary teacher education students develop skills to implement cooperative learning experiences with elementary pupils in social studies and social education?

Representation theory of 𝑈₁(𝐻)

Mixed tensor representations of the inductive limit unitary group are studied according to factoriality, quasi-equivalence, and irreducibility

Neural network techniques used to create an adaptive spatial input system for the motor-impaired: [formula omitted]. Microcomputer Systems Laboratory, and the Inductive Learning Group, Department of Computer Science, University of Illinois at Urbana-Champaign, 1408 West University Avenue, Urbana, IL 61801 USA

Neural network techniques used to create an adaptive spatial input system for the motor-impaired: [formula omitted]. Microcomputer Systems Laboratory, and the Inductive Learning Group, Department of Computer Science, University of Illinois at Urbana-Champaign, 1408 West University Avenue, Urbana, IL 61801 USA

Characters of the infinite symplectic group—A Riesz ring approach

We classify both the finite and infinite characters of the inductive limit symplectic group G. An important feature of our technique is the systematic use of a multiplicative structure on an “ordered completion” of the K 0-group for the group C ∗-algebra A of G. We also give explicit examples of the K-theory for certain primitive quotients of A.

Influence of 16β formylation on Na, K-ATPase inhibition by cardiac glycosides

The inhibitory effect of formylated cardiac steroids (gitaloxin and its derivatives) on guinea-pig heart Na, K-ATPase was compared to that of other cardiac steroids with various hydroxy substituents. The decreasing order of potency of aglycones at equilibrium was as follows: gitaloxigenin greater than digitoxigenin greater than ouabagenin greater than digoxigenin greater than gitoxigenin greater than diginatigenin. This sequence was different to the sequence of drugs hydrophobic character. The compounds with hydroxy groups in the vicinity of the lactone ring (gitoxigenin, diginatigenin) were less potent than the hydrophilic compound ouabagenin. We propose that intramolecular bounding between 16 beta-OH and the lactone ring contributes to the relatively low potency of gitoxigenin and diginatigenin. The formylation of 16 beta-OH increased the potency of gitoxigenin by a factor of 41. The formylated compound (gitaloxigenin) was 5-fold more potent than digitoxigenin. The 3 beta-glycosylation of digoxigenin lead to pseudo-irreversible inhibitors of Na, K-ATPase. The half-time to achieve the equilibrium (for 5 mumol/l) was equal to 54 s, 90 s and 108 s respectively for digoxigenin monodigitoxoside, digoxin and desacetyllanatoside C. However, at equilibrium the three glycosides were equipotent, suggesting the existence of steric effects at the sugar site of the receptor. The sequence of potency observed for monodigitoxosides, monodigitalosides and tridigitoxosides after 60 min incubation was similar to that observed for the corresponding aglycones. These results suggest that the strongly negative inductive group 16 beta-OCHO is tightly bound to Na, K-ATPase, possibly to the same receptor site than that which is thought forming hydrogen and ionic bonds with the lactone ring. They show that the high toxicity of gitaloxin in guinea-pig heart is likely due to its high potency as Na, K-ATPase inhibitor.

Comparative ab initio and valence electron study of unsaturated 3-membered ring systems. Questions of conjugative and inductive group abilities, of

The method of conjugative interruption in conjunction with the CNDO/S and an ab initio method is applied to cyclopropene, cyclopropenone, cyclopropenthione, thiirene 1-oxide, and thiirene 1,1-dioxide. Thereby the orbital interactions between the π orbitals of the CC and M(MCH 2, CO, CS, SO, and SO 2) subunits a quantitatively analyzed as well as their consequences as regards the conjugative and inductive abilities of M, the aromaticities, and geometries of this chemically important series of compounds. A detailed comparison of the CNDO/S and ab initio results is made. Both sorts of calculation yield surprisingly well concurring results. Where the results of both methods basically differ (as to the sign of the aromaticities, or the splitting pattern of two interacting orbitals) it can be traced back to the zero differential overlap approximation made for the valence electron procedure. In addition, the paper presents the first ab initio data on cyclopropenethione, thiirene 1-oxide, and thiirene 1,1-dioxide.

Recherches dans la série des métallocènes : XXVIII. Action des réctifs de grignard sur les cétones benchrotréniques chirales

Benchrotrenyl chiral ketones beating an inductive group (CH 3 or OCH 3) were treated with Grignard reagents. The percentage of the diastereoisomeric tertiary alcohols obtained in each case depends on the natures of the inductive group and the benchrotrenyl ketone. In some cases the yield consists mainly or solely of the two secondary alcohols, obtained via reduction process. The structure of the alcohols is established by either spectroscopic or crystallographic means. Models complying with the observed stereoselectivity are proposed in each case.

Selected Word Analysis Generalizations for a Group Approach to Corrective Reading in the Secondary School

INVESTIGATES the utility of teaching phonic and structural analysis generalizations to disabled readers in junior and senior high school by an inductive versus a deductive approach. Two two-week instructional plans were used in the teaching of these generalizations, one of which followed an inductive, and the other a deductive approach. A post-test only control group design was used, with intact classes assigned to method at random. Each of ten teachers had three classs involved, one of which was assigned to the inductive group, one to the deductive group, and one to the control group. Group means were used in all the analyses. One-way analyses of variance performed on the data from delayed, unannounced post-tests indicated that: 1] in oral reading, differences among the groups were significant at the .01 level, favoring the two groups taught these generalizations over the control; 2] in silent reading, no significant differences were found among the groups. Averages of group means on both tests favored the deductive over the inductive approach and the inductive approach over no instruction in structural generalizations.