Structure of β-Acylacrylic Acids
IN previous publications1–5 the β-formyl-, β-acetyl- and β-pivaloyl-acrylic acids were investigated by means of their spectra in the ultra-violet and infra-red. This work has been extended to comprise the α-methyl-β-acrylic acid6,7. In regard to cis–trans isomerism and open or cyclic structure for the preparations used, the infra-red spectra (in the case of acid (5) also by means of the nuclear magnetic resonance) have confirmed the following structures : (1) β-Formylacrylic acid, m.p. 53–56° C.: cyclic, cis (2) β-Acetylacrylic acid, m.p. 122–125° C.: trans (probably with a smaller amount cis-open acid) (3) β-Pivaloylacrylic acid, m.p. 84–85° C.: cyclic, cis (4) β-Pivaloylacrylic acid, m.p. 94–95° C.: trans (5) α-Methyl-β-acetylacrylic acid, m.p. 98–101° C.: cyclic, cis
Neue Abkömmlinge der Cyclohexanon‐(1)‐essigsäure‐(2)
Die Sauren I, II und III wurden dargestellt und ihre Eigenschaften untersucht. Wahrend II nur in der Lactolform existiert, kann I in der offenen und in der cyclischen Form auftreten.
Exploring interculturally competent teaching in social sciences classrooms
Abstract This paper explores a grounded research-based framework for intercultural competence and discusses the implications of interculturally competent teaching in the classroom and beyond. Given the importance of teachers being interculturally competent in today’s diverse classrooms, a number of questions, based on the framework, are presented, which guide teachers in reflecting upon their own teaching practice and the ways in which they integrate aspects of intercultural competence into their classrooms. The paper also provides some examples from the USA of ways in which intercultural competence development is being addressed in teacher training.