1. A new route towards the synthesis of drugs and alkaloids by using N-alkylsulfonylacetamide and unsaturated ester as starting materials via stepwise [3+3] annulation. 2. The application of regioselective nucleophilic addition of glutarimide which prepared via stepwise [3+3] annulation. 3. Synthesis of (E)-3-Substituted-N-Alkylacryl-amides and 3,4-Disubstituted Succinimides by using N-alkylsulfonyl-acetamide and alkyl halides as starting materials in the different reaction condition.

Research study on sixth grade problem-posing instruction: Case of addition, subtraction and number comparison on decimals Abstract The aim of this research project is to investigate the implementation of problem-posing instruction on decimals to one sixth-grade mathematics class. There are four research objectives: 1) design and implement problem-posing instruction on decimals; 2) discuss the status of children¡¦s performance in problem-solving; 3) analyze the type of problems posed by children; and, 4) display categories of misconceptions exhibited when children did problem posing. The stages for instructions were three: 1) children solved the problem given by the instructor; 2) children referred to given problem and posed a problem; and, 3) children solved their own problem. In this study, the type of problem posing chosen for instruction is ¡§similar problem¡¨, which is adapted from Tsubota, a Japan scholar. The researcher collected data by using: own constructed decimal problems question sheet, worksheet on problem solving, worksheet on problem posing, children¡¦s diaries and teachers¡¦ notes on instruction. There are four findings. First, the implementation of sixth grade problem-posing instruction on decimals is feasible. Second, 96.9% of students¡¦ problems are plausible and contain sufficient information for problem solvers. Most students could change the number and content of the question but few revised the structure of the question. There was also multiple development for those problems. Third, children¡¦s performance in posing/solving stage was better than that in problem-solving stage. Finally, the researcher reported that the teacher faced problems such as difficulty in control of time, establishing children¡¦s habit in reporting, and collecting misconceptions of children. Key word : problem solving; problem posing; addition, subtraction and number comparison on decimals

The mechanism of carbon coupling reactions is traditionally represented in a very broad schematic. This thesis seeks to explore the mechanism of these reactions by focusing on Heck olefination. The Heck reaction has become a powerful tool in synthetic labs but the mechanism of this reaction has remained a topic of debate since the reaction's discovery. The catalytic cycle that has come to be accepted, while accurate in its own right, is not nearly as detailed as the complexity of the various stages of the Heck reaction suggest it should be. This study seeks to elucidate the nature of the oxidative addition of aryl halide to a palladium catalyst using a ligand that has been shown to have high activity in facilitating oxidative addition of aryl chlorides and bromides in other coupling reactions. This information is then compared to other studies in the field so that conclusions can be drawn about the oxidative addition. Also, selectivity studies seek to determine the nature of the migratory insertion of an olefin into the Pd-Ar bond. Again, comparison of results obtained in this study are compared to previous results so that a more definitive conclusion can be drawn about the oxidative addition.

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The last decade has seen the growth of knowledge based industries and knowledge work. It has also witnessed the ever-increasing onslaught of competition and change.Intangibles have become increasingly important factors in determining organizational effectiveness. The changing business scenario and the role of information technology has made it imperative to take a new look at existing business systems, policies and structures. Today we speak of networked innovation, knowledge work and knowledge value added. Stewart (1998) and Barley (1994) reported the increasing content of knowledge in work and increasing numbers of people doing knowledge work.Davenport (1994) and Bhat (1998) spoke of the importance of managing social interactions in the firm to create competitive advantage. The Dow Jones Index and the Fortune list of companies increasingly showed a growth in the knowledge industry.While organizations from the old economy struggled the new fangled knowledge industry was here to stay. Intellectual Capital and Intangibles accounting became a buzzword. Organizations began to demonstrate how effective management of these factors led to increased profits, reduced cycle time and brought about greater innovation. New accounting techniques were being designed and influx of information technology solutions for Knowledge Management found their way into the market. It became imperative to build Knowledge Management into business strategy and to concentrate on human capital. Late 1990’s saw a proliferation of studies and exercises in this direction. Yet, if people were to be recognized and if competitive advantage was dependent upon the effective management of human capital, this was not being done in the realm of understanding knowledge worker perceptions. A need was perceived to conduct a behavioral study of human capital value added. To understand which of the organizational and knowledge management factors were perceived as being essential for Human Capital Value Addition.

<p>Vi har undersökt vilka räknefärdigheter en grupp elever i årskurs 9 på en skola i Växjö har i addition, subtraktion, multiplikation och division. Vi har avgränsat studien till att behandla de naturliga talen och decimaltalen. De metoder, kunskaper och de svårigheter som åskådliggjorts har vi redovisat. Vi har även tagit reda på elevernas begreppsförståelse kring de fyra räknesätten. Vårt resultat bygger på en kvalitativ metod som består av ett test och två kompletterande intervjuer. Vi kan av vår undersökning se att den metod som gav flest</p><p>korrekta lösningar var traditionella algoritmuppställningar medan skriftlig huvudräkning oftare gav fel svar. Eftersom vi valde ut två elever från testet med varierande kunskaper och svårigheter, fann vi en intressant koppling till deras olika begreppsförståelse och ållning till ämnet matematik.</p>

Zugl.: Stuttgart, Univ., Diss., 2009

A central tenant of organic synthesis is the construction of carbon-carbon bonds. One of the traditional methods for carrying out such transformations is that of carbonyl addition. Unfortunately, traditional carbonyl addition chemistry suffers various drawbacks: preactivation, moisture sensitivity, and the generation of stoichiometric organometallic waste. The research presented in this dissertation focuses on the development of methods that make use of nucleophile-electrophile pairs generated in situ via transfer hydrogenation, which allow the formation of carbonyl or imine addition products from the alcohol or amine oxidation level; streamlining the construction of complex molecules from simple, readily available starting materials. Additionally, studies toward the total synthesis of the fibrinogen receptor inhibitor tetrafibricin, utilizing the methods developed in catalytic carbon-carbon bond formation through the addition, transfer or removal of hydrogen, are presented. / text

The cortistatins are a recently identified class of marine natural products that were found to exhibit potent and selective inhibition of human umbilical vein endothelial cells (HUVECs), making them promising leads for the development of anti-angiogenic drugs. In our synthesis, we envisioned that natural cortistatins and unnatural analogs could be prepared by late-stage introduction of isoquinolines to 17-keto precursors, and that these differentially substituted precursors could all be derived from a common key intermediate 112. We developed a robust synthetic route to prepare gram quantities of key intermediate 112 starting from readily available benzylzinc reagent 116 and enol triflate 117. Key intermediate 112 was next converted to cortistatin precursors 108, 109, 110, and 111 in three to eight steps, representing each of the four natural cortistatin ABC-ring substitution patterns. Subsequently, a generally applicable method was developed to introduce the isoquinoline moiety. After complexation to N,N,N',N'-tetramethylethylenediamine (TMEDA), 7-lithio-isoquinoline added to 17-keto precursors to provide the corresponding 1,2-addition products; the resulting tertiary alcohols underwent radical deoxygenation via their trifluoroacetates to afford the desired (17S)-products. This organolithium-addition-deoxygenation sequence provided cortistatins A (1, on a 20-mg scale), J (9), K (10), and L (11) in good overall yields. We also synthesized cortistatin primary amines (176 and 186) and used them to prepare several cortistatin based affinity reagents. By employing these reagents in pull-down experiments, we identified a 55-kD membrane kinase as a putative protein target of cortistatins. We wanted to prepare cortistatin analogs with isoquinoline modifications due to the importance of this ring for the biological activity of cortistatins. This led us to develop a novel and versatile synthesis of substituted isoquinolines. In our method, lithiated o-tolualdehyde tert-butylimines were condensed with different nitriles to generate eneamido anion intermediates, which were trapped in situ with various electrophiles at the C4-position, affording a wide range of substituted isoquinolines. Further diversification was achieved by modification of the work-up conditions and by subsequent transformations. / Chemistry and Chemical Biology

Abstract   The purpose of this degree project is to examine what impact working with physical objects has on children’s learning process concerning addition. We want to explore what addition strategies can be exercised using the game “Twice as much”. We have observed children in school year 1. To get a good insight in which addition strategies the children chose we used so called participating observations. With the game the children practice addition, subtraction and to double numbers. The children could use dried beans as physical objects. To sum up what we have seen that you can, through working with physical objects, create a learning environment so that the children give each other positive or negative reinforcement, the children converse/interact with the pedagogue and the other children, which gives the pedagogue the chance to observe the children’s learning process and development from a cognitive perspective. Learning by seeing and learning by doing (see page 11) work well in combination with laboratory material. The results show that many addition strategies were used in the game “Twice as much”. The most widely used strategies were finger counting, finger numbers and by starting with the largest number. / Sammanfattning   Syftet med vårt examensarbete är att undersöka vilken påverkan ett laborativt arbetssätt har på skolbarnens inlärningsprocess gällande addition. Vi vill även ta reda på vilka additionsstrategier man kan öva genom spelet Dubbelt upp. Vi har observerat barn som går i år ett och vi har använt oss av deltagande observation för att få en nära inblick i vilka additionsstrategier barnen väljer. Med spelet tränar barnen på bl.a. addition, subtraktion och att dubblera. Som laborativt material till spelet fick de använda sig av torkade bönor. Sammanfattningsvis har vi sett att man genom ett laborativt arbetssätt kan skapa en inlärningsmiljö där barnen ger varandra negativ eller positiv förstärkning samt att barnen konverserar med pedagog eller medspelare vilket ger pedagogen en chans att se barnens inlärning och utveckling ur ett kognitivt perspektiv. Visuell och kinestetisk inlärningstyp (se sida 11) passar bra tillsammans med ett laborativt material. Resultaten visar att många additionsstrategier användes i spelet Dubbelt upp. De mest förekommande var fingerräkning, fingertal och börja med det största talet.