2,2-bis-[4-(2-fluoro-ethoxy)-phenyl]-propane | 3772-40-5

• 分子结构分类: 有机化合物 - 苯类化合物 - 苯和取代衍生物
• 英文名称: 2,2-bis-[4-(2-fluoro-ethoxy)-phenyl]-propane
• 英文别名: 2,2-Bis-[4-(2-fluor-aethoxy)-phenyl]-propan；1-(2-Fluoroethoxy)-4-[2-[4-(2-fluoroethoxy)phenyl]propan-2-yl]benzene
• CAS: 3772-40-5
• 化学式: C₁₉H₂₂F₂O₂
• 分子量: 320.379
• InChiKey: KVGBOIMBTGORHG-UHFFFAOYSA-N

物化性质

• 沸点：
  421.8±45.0 °C(Predicted)
• 密度：
  1.087±0.06 g/cm3(Predicted)

计算性质

• 辛醇/水分配系数(LogP)：
  5.3
• 重原子数：
  23
• 可旋转键数：
  8
• 环数：
  2.0
• sp3杂化的碳原子比例：
  0.37
• 拓扑面积：
  18.5
• 氢给体数：
  0
• 氢受体数：
  4

反应信息

• 作为产物：
  描述：

  双酚A 、 1-溴-2-氟乙烷 生成 2,2-bis-[4-(2-fluoro-ethoxy)-phenyl]-propane
  参考文献：
  名称：

  A Structural Equation Model of Parental Involvement, Motivational and Aptitudinal Characteristics, and Academic Achievement

  摘要：

  The authors used the structural equation model (SEM) approach to test a model hypothesizing the influence of parental involvement on students' academic aptitudes, self-concept, and causal attributions, as well as the influence of the 3 variables on academic achievement. The theoretical model was contrasted in a group of 12- to 18-year-old adolescents (N = 261) attending various educational centers. The results indicate that (a) parental involvement had a positive and significant influence on the participant's measured characteristics; (b) causal attribution was not causally related to self-concept or academic achievement when the task involved finding causes for success, but, self-concept and causal attributions were found to be significantly and reciprocally related when the task involved finding causes accounting for failure; (c) self-concept was statistically and predominantly causally related to academic achievement, but not vice versa; and (d) aptitude and self-concept accounted for academic achievement, although the effect of self-concept was predominant. These results suggest that in adolescence, cognitive-affective variables become crucial in accounting for academic behavior.

  DOI：

  10.1080/00220970209599509

文献信息

• Pesticidal compositions
  申请人：E.I. DU PONT DE NEMOURS AND COMPANY

  公开号：EP0347227A1

  公开（公告）日：1989-12-20

  A palatable pesticidal composition in solid form comprising, based on the total composition, (a) 0.5 to 33 weight % of ethylene/vinyl acetate copolymer with from 18 to 50 weight % vinyl acetate, (b) an effective amount of a bioactive agent, and (c) a protein/carbohydrate/lipid source providing the remaining weight.

  一种固体形式的适口杀虫组合物，以组合物总量为基准，包括 (a) 0.5 至 33 重量百分比的乙烯/醋酸乙烯共聚物，其中醋酸乙烯占 18 至 50 重量百分比、 (b) 有效量的生物活性剂，以及 (c) 提供剩余重量的蛋白质/碳水化合物/脂质来源。
• US5135744A
  申请人：——

  公开号：US5135744A

  公开（公告）日：1992-08-04
• US5232484A
  申请人：——

  公开号：US5232484A

  公开（公告）日：1993-08-03
• A Structural Equation Model of Parental Involvement, Motivational and Aptitudinal Characteristics, and Academic Achievement
  作者：Julio Antonio Gonzalez-pienda、Jose Carlos Nunez、Soledad Gonzalez-pumariega、Luis Alvarez、Cristina Roces、Marta Garcia

  DOI：10.1080/00220970209599509

  日期：2002.1

  The authors used the structural equation model (SEM) approach to test a model hypothesizing the influence of parental involvement on students' academic aptitudes, self-concept, and causal attributions, as well as the influence of the 3 variables on academic achievement. The theoretical model was contrasted in a group of 12- to 18-year-old adolescents (N = 261) attending various educational centers. The results indicate that (a) parental involvement had a positive and significant influence on the participant's measured characteristics; (b) causal attribution was not causally related to self-concept or academic achievement when the task involved finding causes for success, but, self-concept and causal attributions were found to be significantly and reciprocally related when the task involved finding causes accounting for failure; (c) self-concept was statistically and predominantly causally related to academic achievement, but not vice versa; and (d) aptitude and self-concept accounted for academic achievement, although the effect of self-concept was predominant. These results suggest that in adolescence, cognitive-affective variables become crucial in accounting for academic behavior.