Inductive Groups Research Articles

Estimation of the hydrophobicity of 2,4-diphenyl-1,3-oxazoline analogs and QSAR analysis of their ovicidal activity against Tetranycus urticae

Partition coefficients of six 2-phenyl-1,3-oxazoline congeners containing 2-I, 2-NO 2, 2-CF 3, 2,6-(CH 3) 2, 2,6-F 2, and 2-F-6-Cl substitutions on the phenyl moiety were measured in a 1-octanol/water system using the flask-shaking method. The effect on the hydrophobicity (Log P) of substituents on the phenyl moiety of 2-phenyl-1,3-oxazolines linearly correlated with that of benzamide congeners. log P values of other 2-(substituted phenyl)-1,3-oxazoline analogs were empirically estimated from the corresponding substituted benzamides. The ovicidal activity of 2-(substituted phenyl)-4-phenyl-1,3-oxazoline analogs against the two-spotted spider mite Tetranycus urticae was quantitatively analyzed using the classical QSAR (Hansch–Fujita) method. Results showed that ovicidal activity increases with hydrophobicity. The introduction of inductive electron-withdrawing groups at ortho-positions increased ovicidal activity, but addition of steric bulk was unfavorable. Substitution at either the meta- or para-position was detrimental to the acaricidal activity.

Oscillator frequency spectrum as viewed from resonant energy storage and complex Q factor

The complex power theory is applied to characterize a passive linear circuit as the resonating load of an oscillator. Thanks to Tellegen's theorem relating the port impedance and internal status, the Q factor for use in Leeson's spectrum model is derived in regard to the behavior of the stored energy. The concept of complex Q factor is introduced in terms of the power dissipation slope and the energy difference between inductive and capacitive groups of components. As their relationship results in mathematical complication, it is visualized in Pythagorean charts for ease of phenomenological comprehension.

Individuality and Social Influence in Groups: Inductive and Deductive Routes to Group Identity.

A distinction between forms of social identity formation in small interactive groups is investigated. In groups in which a common identity is available or given, norms for individual behavior may be deduced from group properties (deductive identity). In groups in which interpersonal relations are central, a group identity may also be induced from individual group members' contributions, making individuality and individual distinctiveness a defining feature of the group (inductive identity). Two studies examined the prediction that depersonalization produced by anonymity has opposite effects for groups in which social identity has been induced or deduced. Results confirmed the prediction that depersonalization increases social influence in groups whose identity was more deductive. In contrast, depersonalization decreases social influence in inductive identity groups. Implications for the role of social identity in small groups are discussed. ((c) 2005 APA, all rights reserved).

Leflunomide Analogues as Potential Antiinflammatory Agents

AbstractFor Abstract see ChemInform Abstract in Full Text.

Leflunomide analogues as potential antiinflammatory agents.

A series of leflunomide (1a) analogues were examined for antiinflammatory activity using the carrageenan-induced paw edema assay. Some of the compounds were significantly more potent than leflunomide, particularly those with electron-donating or negative inductive groups situated in the phenyl rings. In contrast, all the nonsubstituted compounds or with further chain-extension in the 4-position of the rings led to a decrease in activity. The LD(50) values of the most active compounds (1d, g-j) in male ICR mice were significantly greater than those of either 1a or its active metabolite 2 and therefore merit further study.

Unitary Highest Weight-Modules of Inductive Limit Lie Algebras and Groups

Representations of inductive limits of finite-dimensional Lie groups and algebras am our main objects of study. Such representations can be constructed by taking inductive limits of the representations of the finite-dimensional groups or algebras. For (finite dimensional) Lie groups and algebras of Hermitian symmetric type, Enright-Howe-Wallach classified those highest weight representations which are unitarizable. In this paper we consider the limits of the algebras u(p, n), so*(2n) and sp(n, R), the limits of the corresponding maximal compact subgroup and the limits of the corresponding generalized Verma modules. We give necessary and sufficient conditions for the inductive limit representation to be unitarizable. In all three cases we show that a necessary condition for unitarizability is that the highest weight is eventually constant. We also give sufficient conditions (depending on the constant) which will ensure that the limit is unitarizable.

Etude du caractere nucleophile des radicaux lors de la reaction de transfert sur la liaison O-O des peracides

Peracids RC0 3H yield free radicals R' which react either with the peracid or with solvent giving the alcohol ROH and the hydrocarbon RH. The nucleophilic character of the free radicals was modified either by substitution of the carbon bearing the odd electron by inductive groups or by changing the free radical hybridation by the means of blocked structures such as cyclic or bicyclic free radicals. For each R, the measurement of the ratio ROH/RH establishes a reactivity scale for R with the peracid O-O bond. This reactivity does not depend on free radical stability but depends strongly on nucleophilic character. A primary free radical is less reactive than a secondary one, and is much less reactive than a tertiary one. A bridgehead free radical as the bicyclo[2.2.1]heptyle-1 does not react with the peracid. These results are interpreted to indicate a transition state with charge transfer (polar effect), the peracid being electrophilic and the free radical nucleophilic; PMO theory is discussed.

On the way people and models do it.

ON THE WAY PEOPLE AND MODELS DO IT KENNETH MARK COLBY* Model builders in the field of artificial intelligence who attempt to simulate human mental processes often face the question: Granted that your model is doing the same thing people do, how do you know the model is doing it the same way people do it? This question has, at various times, seemed odd, slippery, and vexing to me. Let us try to be clear about what a "same way" question might request. We first assume that the questioner and model builder have come to agree that people and models are "doing the same thing" under some initial set of described observations; for example, they are playing chess or solving problems or conversing in English or acting paranoid. Assume we agree on the descriptions ofclasses of patterned actions on which we are focusing our attention. Now, are the individuals involved (people and models) carrying out these patterned actions in the same way? This apparently simple adverbial question conceals more than a few difficulties . Consider the words "dog" and "cat." Are they the same or different? They are the same because: (1) they are letter concatenations ofthe same length; (2) they are English words; (3) they are terms for animals; (4) they have a vowel in the middle position; (5) etc. They are different because: (1) they have different letter components; (2) they refer to different animals; (3) they have a different vowel in the middle position; (4) they sound different; (5) etc. Thus, designating two individuals as the same or different can be played as an endless game. We have to say they are the same in respect to something, and for every property they share we can cite a property they do not. Basic to this game ofsame and different is an interest in forming general classes which free us from dealing with an otherwise overwhelming variety of experienced particulars. We place individuals in classes knowing they are not identical (otherwise we wouldn't term them "individuals ") but treating them as if they were by blurring certain dis- *Department of Psychiatry and Biobehavioral Sciences, Neuropsychiatrie Institute, University of California at Los Angeles, California 90024. This research was supported by grant MH27132-02 from the National Institute of Mental Health. Perspectives in Biology and Medicine ¦ Autumn 1977 | 99 tinctions. For an imprecision of reference we gain a precision of inference . What we want from a classification are inductive groups about which new and reliable inferences can be made. It is time, labor, and resource saving to generalize about classes, not only for cognitive efficiency but also for pragmatic purposes—for example, in medicine when we wish to carry out treatments in relation to members of an equivalence class. The term "way" usually means a method or manner of doing something . Suppose you and I are playing chess. (1) Are we doing the same thing? Yes. (2) Are we doing it the same way? Yes and no. Yes, because chess is constituted by rules and ifwe were not both following these legal rules we would not be playing chess. No, because as unique individuals we cannot behave in exactly the same way. It has seemed worth repeating for several centuries that no two blades of grass and no two people are alike. Again, much depends on what is agreed on as the description level. If it is a truism that every individual is unique, we must remember that to be unique does not mean that an individual shares no properties with others; it isjust that he does not share all his properties with others and does not behave exactly like anyone else. The number of shared properties is description relative. At some level of description you and I are playing chess in the same way and under another description we are not. Suppose when you analyze a chess position, you examine the pieces first whereas I look at the pawn structure first. Does this difference make a difference? If we arrive at the samejudgment about the position as to who has the overall advantage, this different "way" is not significant for that judgment, but it might be significant for something else...

Interactions between Instructional Methods and Styles of Concept Learning

Statistical interactions between Conceptual Levels Test (CLT) scores and deductive vs. inductive teaching methods were examined among 275 sixth grade pupils. The purposes of the study were to determine whether the two methods are most effective among different students, and whether CLT scores predict which students should receive each kind of instruction. Subjects were randomly assigned to deductive and inductive groups for instruction in critical thinking. Repeated measures of achievements and attitudes provided four sets of criterion scores. The regression of criterion scores on CLT scores yielded one significant disordinal interaction and four confidence intervals within which deductive teaching was significantly more effective than inductive instruction. Regions in which inductive teaching was significantly superior were not observed. While deductive instruction was advantageous for some learners, neither high, medium nor low CLT scorers benefited consistently from inductive teaching.

Electron inductive effects in the radiolysis of substituted phenylboronic acid solutions

The pulse radiolysis of aqueous solutions of phenylboronic acid PhB(OH)2 and its m-nitro and m-amino derivatives has been investigated. The transient optical absorption spectra indicate the presence of three intermediate species absorbing with independent niaxima at 297, 317 and 400 nm. The 297-nm band has been assigned to the anion formed in an electron capture reaction, i.e. PhB(OH)2+eaq- → PhB(OH)2- and the 317-nm band to cyclohexadienyl radicals formed from OH and H attack on PhB(OH)2. Hydroxyphenylboronic acid has been identified as the major stable radiation product. For each of the systems studied the respective yield and reactivity of observed intermediate species can be interpreted relative to the electron inductive effects of substituent groups in agreement with the Hammett relationship.

The Comparative Effects of Inductive and Deductive Sequences in Programed Instruction

Should students be asked to induce general rules and principles from the problems they solve and the facts they receive? Or will they learn and retain more if they are given the generalizations and are asked to deduce specific applications? Empirical evidence has not supported any one consistent set of hypotheses with regard to the relative efficacy of the inductive and deductive teaching methods. Some studies reported the inductive method superior (Haslerud and Meyers, 1958; Hendrix, 1947; Kersh, 1958; Ray, 1961); others reported findings in favor of the deductive method (Craig, 1953, 1956; Fowler, 1931). Still other studies found the two methods equally effective (Forgus and Schwartz, 1957; Nichols, 1957; Sobel, 1956). In Sobel's study, however, the high-IQ subjects did respond better to the inductive method; whereas neither Fowler nor Ray found a significant interaction between teaching method and intelligence. Previous experiments testing inductive versus deductive methods have not controlled two variables important in learning: (a) amount of participation by the learner, and (b) amount of information given to the learner prior to and following problem-solving activities. Characteristically, subjects in deductive groups have been passive, engaged in observing teacher presentations. Subjects in inductive groups have tended to be more active, involved in verbal or motor activities, or both, during the training periods. Thus, it has not always been clear whether it was the difference in method or the difference in activity level that produced the different outcomes. The amount of information feedback has also varied between inductive and deductive groups. Typically, more information has been given to sub-

Zur Frage der Leistungsspezifität abnormer Induktoren

Implantation experiments in which heterogeneous inductors are used show that at least two inductive substances or substance groups with specific action are included in those inductors: one, the archencephalic inductive agent, is thermostable, soluble in organic solvents, and passes over into the fractions with fatty acids and nucleoproteins; the other, the spinal inductive agent, is already destroyed at 70–90° C, is not soluble in organic solvents, and does not pass over into the fractions with fatty acids and nucleoproteins.