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EN
N-(3-Bromo-4-hydroxy-5-methoxybenzylidene)-4-Bromobenzenamine was synthesized. This was further used to synthesize Co(II), Ni(II) and Co(II) based metal complexes and characterized by FT-IR, Elemental analysis, ESI Mass and UV spectroscopy.
EN
A chelating resin based on Salicylic acid-Formaldehyde copolymer, containing Orcinol (SFO), has been synthesized and characterized on the basis of Elemental Analysis, Particle Size Distribution, FT-IR Analysis, XRD, SEM and Optical Photographs. The Physico-Chemical properties have been studied. This resin is highly stable in acidic and alkaline solutions and has been studied as a chelating sorbent for heavy metal ions and transition metal ions. The Exchange capacity order is Ni(II) > Cu(II) > Zn(II) > Cd(II) > Pb(II). The effect of nature and concentration of different electrolytes on distribution coefficient (Kd) for metal ions have been investigated. Separation of synthetic mixtures containing Cu(II)-Pb(II), Ni(II)-Cd(II) and Brass constituents has been carried out using a column prepared from the synthesized chelating resin. The developed procedure was also tested for the removal of Cd(II) and Pb(II) from natural water of Purna River near by Navsari, Gujarat, India. Keywords
3
Content available remote Process-Specific Information for Learning Electronic Negotiation Outcomes
EN
We introduce Process-Specific Feature Selection, an innovative procedure of feature selection for textual data. The procedure applies to data gathered in person-to-person communication. The procedure relies on the knowledge of the processes that govern such communication. It is general enough to represent data in a wide variety of domains. We present a case study of electronic negotiation, in which participants exchange text messages. We present the empirical results of classifying the outcomes of electronic negotiations based on such texts. The results achieved using process-specific feature selection are marginally better than those afforded by several traditional feature selection methods. We show that this tendency is consistent across several learning paradigms.
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