2-methoxy-2-[9]phenanthryl-ethylamine | 861813-80-1

• 分子结构分类: 有机化合物 - 苯类化合物 - 菲及其衍生物
• 英文名称: 2-methoxy-2-[9]phenanthryl-ethylamine
• 英文别名: 2-Methoxy-2-[9]phenanthryl-aethylamin
• CAS: 861813-80-1
• 化学式: C₁₇H₁₇NO
• 分子量: 251.328
• InChiKey: GILYJXKBUZPPSY-UHFFFAOYSA-N

计算性质

• 辛醇/水分配系数(LogP)：
  3.64
• 重原子数：
  19.0
• 可旋转键数：
  3.0
• 环数：
  3.0
• sp3杂化的碳原子比例：
  0.18
• 拓扑面积：
  35.25
• 氢给体数：
  1.0
• 氢受体数：
  2.0

反应信息

• 作为反应物：
  描述：

  甲酸 、 2-methoxy-2-[9]phenanthryl-ethylamine 在 乙醚 作用下， 生成 N-(2-methoxy-2-[9]phenanthryl-ethyl)-formamide
  参考文献：
  名称：

  Occupational stress in universities: Staff perceptions of the causes, consequences and moderators of stress

  摘要：

  In recent years, the Australian university sector has undergone large-scale organizational change, including restructuring, downsizing and government funding cuts. At the same tune, research front across the globe reports an alarming increase in the occupational stress experienced by university staff. We report on the first phase of a longitudinal investigation of occupational stress. A total of 22 focus groups were conducted with a representative sample of 178 academic and general staff from 15 Australian universities. The groups focused on understanding staff's experience of occupational stress, and perceptions of the sources, consequences and moderators of stress. Both general and academic staff reported a dramatic increase in stress during the previous 5 years. As a group, academic staff reported higher levels of stress than general staff. Five major or sources of stress were identified including: insufficient funding and resources; work overload; poor management practice; job insecurity; and insufficient recognition and reward. The majority of groups reported that job-related stress was having a deleterious impact on their professional work and personal welfare. Aspects of the work environment (support front co-workers and management, recognition and achievement, high morale, flexible working conditions), and personal coping strategies (stress management techniques, work/non-work balance, tight role boundaries and lowering standards), were reported to help staff cope with stress. The findings provide a timely insight into the experience of stress within universities.

  DOI：

  10.1080/02678370117944
• 作为产物：
  描述：

  9-甲醛菲 在 甲醇 、 乙醇 、 铂 作用下， 生成 2-methoxy-2-[9]phenanthryl-ethylamine
  参考文献：
  名称：

  Occupational stress in universities: Staff perceptions of the causes, consequences and moderators of stress

  摘要：

  In recent years, the Australian university sector has undergone large-scale organizational change, including restructuring, downsizing and government funding cuts. At the same tune, research front across the globe reports an alarming increase in the occupational stress experienced by university staff. We report on the first phase of a longitudinal investigation of occupational stress. A total of 22 focus groups were conducted with a representative sample of 178 academic and general staff from 15 Australian universities. The groups focused on understanding staff's experience of occupational stress, and perceptions of the sources, consequences and moderators of stress. Both general and academic staff reported a dramatic increase in stress during the previous 5 years. As a group, academic staff reported higher levels of stress than general staff. Five major or sources of stress were identified including: insufficient funding and resources; work overload; poor management practice; job insecurity; and insufficient recognition and reward. The majority of groups reported that job-related stress was having a deleterious impact on their professional work and personal welfare. Aspects of the work environment (support front co-workers and management, recognition and achievement, high morale, flexible working conditions), and personal coping strategies (stress management techniques, work/non-work balance, tight role boundaries and lowering standards), were reported to help staff cope with stress. The findings provide a timely insight into the experience of stress within universities.

  DOI：

  10.1080/02678370117944