Structure analysis of an allene-containing estolide tetraester triglyceride in the seed oil of Sebastiana commersoniana (Euphorbiaceae)

The seed oil of Sebastiana commersoniana (Euphorbiaceae) was separated into a triglyceride and an estolide fraction by preparative thin-layer chromatography. The triglyceride band was characterized by spectroscopic methods, and its fatty acids have been analyzed by gas chromatography (GC) and GC-mass spectrometry (MS) and their methyl esters. Linolenic acid was the main fatty acid (65%). The estolide band was examined by a combination of spectroscopic and chromatographic methods (ultraviolet, infrared, nuclear magnetic resonance, fast atom bombardment-MS, GC-MS of the fatty acids before and after silylation) and was identified as a tetraglyceride, where on α-carbon of the glyceride backbone was esterfied with 8-hydroxy-5,6-octadienoic acid, which itself was esterfied with trans-2,cis-4-decadienoic acid. The remaining positions of the glyceride backbone were occupied by common fatty acids. This work was presented in part at the 87th Annual Meeting of the American Oil Chemists’ Society, April 28–May 1, 1996, Indianapolis, Indiana.     

Iron(II)‐based catalysts for ethene oligomerization

The synthesis of iron(II) complexes with various tridentate di(imino)pyridine ligands and their potential as ethene oligomerization catalysts are described. The ligands are characterized by ¹H‐ and ¹³C‐NMR spectroscopy and the complexes only by mass spectrometry due to their paramagnetism. After activation either with methylalumoxane (MAO) or with a heterogeneous cocatalyst consisting of partially hydrolyzed trimethylaluminum and silica gel, the prepared complexes proved to be good catalysts for the oligomerization of ethene. 1‐Octene, 1‐hexene, and 1‐decene were the major products, formed in very high isomeric purity (99.9 %). © 2003 Wiley Periodicals, Inc. J Appl Polym Sci 88: 476–482, 2003     

Academic intrinsic motivation in young elementary school children.

Two studies, 1 longitudinal and 1 cross-sectional, demonstrate that for young elementary school children, academic intrinsic motivation is a reliable, valid, and significant construct. It was positively related to achievement, IQ, and perception of competence, and inversely related to anxiety. Academic intrinsic motivation at age 9 was significantly predicted by motivation measured 1 and 2 years earlier, above and beyond the contribution of IQ and achievement. Children with higher academic intrinsic motivation at ages 7 and 8 were more likely to show higher motivation at age 9. Whereas young children could reliably distinguish between subject areas of academic intrinsic motivation, only math motivation showed consistently specific relations to other math criteria. Findings are discussed with regard to developmental theories of intrinsic motivation and the significance of academic intrinsic motivation for children's education. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Utilizing Instructional Consultations to Enhance the Teaching Performance of Engineering Faculty

Although many kinds of data can be used to guide instructional consultations, research comparing the efficacy of such data is scant, especially in engineering. In this study, multiple modes of assessment were used to evaluate the impact of consultations informed by different kinds of data. This study illuminates two key aspects of instructional consultations: (1) their efficacy varies depending on the kind of data used to guide them, with student feedback from a Small Group Instructional Diagnosis (SGID) having the largest positive impact, and (2) the instructional consultant plays a key role in helping both interpret the available data and identify strategies for improvement. These findings suggest three implications for practice: (1) whenever possible, SGID‐based consultations should be offered systematically and proactively for engineering faculty, (2) data for other kinds of consultations should be tailored to the needs of the individual instructor, and (3) instructional consultants should be available to collaborate with faculty to enhance their teaching, thereby building an engineering culture that actively supports teaching and learning.     

Integrating Scientometric Indicators into Sociological Studies: Methodical and Methodological Problems

This article discusses the methodological problems of integrating scientometric methods into a qualitative study. Integrative attempts of this kind are poorly supported by the methodologies of both the sociology of science and scientometrics. Therefore it was necessary to develop a project-specific methodological approach that linked scientometric methods to theoretical considerations. The methodological approach is presented and used to discuss general methodological problems concerning the relation between (qualitative) theory and scientometric methods. This discussion enables some conclusions to be drawn as to the relations that exist between scientometrics and the sociology of science. This revised version was published online in June 2006 with corrections to the Cover Date.     

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