Normandale Community College

Examination of a series of "bridge-flipped" halogen- and nitrile-substituted benzylideneanilines for isomorphism by single-crystal X-ray diffraction has resulted in the identification of three non-isomorphous pairs: N-(4-cyanobenzylidine)-2-fluoroaniline (2Fan)/N-(2-fluorobenzylidene)-4-cyanoaniline (2Fbz); N-(4-cyanobenzylidene)-2-chloroaniline (2Clan)/N-(2-chlorobenzylidene)-4-cyanoaniline (2Clbz), and N-(4-cyanobenzylidene)-2-cyanoaniline (2CNan)/N-(2-cyanobenzylidene)-4-cyanoaniline (2CNbz). Their crystal structures are rendered unique by differences in solid-state molecular conformation and intermolecular interactions. The crystal structures of N-(4-cyanobenzylidene)-2-bromoaniline (2Bran) and N-(4-cyanobenzylidene)-2-iodoaniline (2Ian) were determined, but upon attempts to prepare their bridge-flipped isomers the unexpected dianilines 1-(2-bromophenyl)-N,N′-bis(4-cyanophenyl)methanediamine (2Brdian) and 1-(2-iodophenyl)-N,N′-bis(4-cyanophenyl)methanediamine (2Idian) were obtained. The crystal structures of 2Brdian and 2Idian were found to be isomorphous, as were the crystal structures of the three pairs 2Clan/2Bran, 2Ian/2CH3an (N-(4-cyanobenzylidene)-2-methylaniline), and 2CNan/XOXLOM (N-(4-methylbenzylidene)-2-cyanoaniline). Isomorphism involving iodine/methyl and nitrile/methyl exchanges is rare in the Cambridge Structural Database (CSD). The unexpected product meso-(E,E)-1,1′-[1,2-bis(4-methylphenyl)ethane-1,2-diyl]-bis[(2-trifluoromethyl)phenyldiazene] (2CF3azo) was obtained in an attempt to prepare the phenylhydrazone, and its crystal structure is reported here. Only one other example of this type of compound currently appears in the CSD. Examples of isomorphous bridge-flipped isomers among benzylideneanilines and phenylhydrazones remain rare in spite of their conformational flexibility and steric similarity.

Project-based engineering programs, where technical learning is contextualized with design projects, provide an alternative to traditional engineering programs.Currently, one such upperdivision program relies heavily on students' lower-division pre-engineering coursework as part of the application process, which is usually taught in lectures and formal, pre-defined lab experiences.However, it is not clear that a student's success in lecture-based courses would predict success in project-based courses.Thus, it is important to study the relationship between potential performance predictors and actual performance.Not only will this allow for refinement of the selection criteria for such programs, but it will also serve to inform those who are educating and advising potential applicants for these types of programs.Broadly, as engineering design projects are core to early career success, this work could have implications for all engineering curricula.This paper examines the relationship between students' performance in their pre-engineering coursework and their performance in the upper-division project-based program.The correlations between student pre-engineering academic records and their upper division performance are reported as potential performance indicators for success in a projectbased engineering program.

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Web-based education brings a new dimension to the issue of measuring faculty workload. Current literature reflects instructor concerns related to the time required to teach web-based courses (McAlpine, Lockerbie, Ramsay & Beaman 2002; Sellani & Harrington, 2002; Smith, Ferguson & Caris, 2001). This descriptive, comparative study seeks to determine the time required to teach web-based graduate nursing courses and compare that to teaching similar courses in the face-to-face setting. Utilizing time records previously collected as part of a federally funded grant, data from 11 web-based and five face-to-face graduate level nursing courses were analyzed. Although a statistically significant difference in teaching time requirements was not demonstrated, several interesting trends did appear. Examples include differences related to preparation time and the division of teacher time while teaching web-based as opposed to face-to-face courses. Future research and continued data collection related to faculty workload and time usage will be needed as web-based courses become a growing part of graduate nursing education.

The present study examined specific aspects of individuals' personal strivings as mediators, and religious tradition as a moderator, of the relationship between intrinsic religiousness and mental health. In a sample of 268 university students, the negative relationship between intrinsic religiousness and hostility was mediated by the degree of sanctification within individuals' strivings. The relationships between intrinsic religiousness and both anxiety and depression were moderated by religious tradition, with Catholics' intrinsic religiousness significantly associated with greater anxiety and depression but Protestants' intrinsic religiousness not significantly associated with either of these mental health variables. Implications of these results for future research on religiousness are discussed.

Our sense of identity is inextricably connected to our sense of ourselves as moral beings. However, concerns about the rightness and wrongfulness of our own actions, and a range of emotions connected to moral worry, such as regret and remorse, rarely receive clinical attention. The present study sought to develop and operationalize the construct of moral concern or worry in a psychiatric outpatient sample and to investigate relationships between moral worry and age, gender, religiosity, and the tendency to worry in general. The Eysenck Personality Inventory, Duke Religiosity Scale, and a 20-item Worry Scale (containing eight moral worry items) were administered to 225 psychiatric outpatients. Data analysis included principal components analysis, repeated measures MANOVA to examine extent of worry among factor scales and interactions between age and sex, and multiple regression to identify significant correlates of each factor scale. Worry about moral issues emerged as a domain distinct from worry about practical matters. Although respondents reported more worry about practical matters than about moral concerns, worry about the former declined with age, whereas worry about the latter did not. Intrinsic religiosity was negatively correlated and neuroticism positively correlated with both scales. Because patients are concerned about the moral aspects of their character and behavior, this area deserves further research and consideration.

p-Bromo-N-(p-cyanobenzylidene)aniline is triclinic, has space group P\(\overline 1\), at 173 K, with a = 7.3892(15), b = 12.087(2), c = 7.0283(14) A, α = 105.24(2), β = 98.11(2), γ = 98.89(2)°, Z = 2, V = 587.4(2) A3. p-Chloro-N-(p-cyanobenzylidene)aniline is triclinic, space group P\(\overline 1\), at 173 K, with a = 7.317(2), b = 12.165(3), c = 6.990(2) A, α = 104.02(2), β = 100.96(2), γ = 100.76(2)°, Z = 2, V = 574.7(3) A3. p-Cyano-N-(p-bromobenzylidene)aniline is orthorhombic, has space group P212121, at 173 K, with a = 10.333(3), b = 4.732(3), c = 23.526(5) A, Z = 4, V = 1150.3(8) A3. p-Cyano-N-(p-chlorobenzylidene)aniline is orthorhombic, has space group P212121, at 173 K, with a = 10.161(2), b = 4.713(2), c = 23.509(5) A, Z = 4, V = 1125.8(4) A3. In the two cyanobenzylidene compounds there are chains of molecules held together by CN······X interactions. The chains form two-dimensional sheets similar to those in the iodo analog, but with a different stacking arrangement between the sheets. In the two halobenzylidene compounds there are no CN······X contacts; rather there are short X······X and C–H······NC contacts.

This article reports results of a study of 563 practicing Minnesota and Wisconsin dental hygienists' knowledge and opinions about fluorides and water fluoridation. Two independent samples were selected randomly from the populations of licensed dental hygienists residing in the two states. Data were collected using a pretested, 42-item, mailed questionnaire. An 84 percent response was achieved with two followup reminders. These data provide baseline information about the caries prevention knowledge and attitudes of practicing dental hygienists in two states. Respondents from both states held similar levels of knowledge about fluorides and opinions about decision making on fluoridation. Fluoride topics, especially water fluoridation, were not receiving high priority in patient education, although nearly all believed that dental hygienists should promote water fluoridation actively. Two-thirds of respondents from both states believed fluoridation decisions should be made by health authorities, rather than by elected officials or through public vote. Greater attention to patient education about fluoride and community water fluoridation is needed by dental hygienists.