Synthesis of pyrethroids and jasmonoids by palladium-catalyzed cross coupling reactions

The synthesis of jasmone and related jasmonoids and pyrethroids is described. These types of compounds play a defensive role in plants, and share a cyclopentenone common core, with variations in its side chains. Jasmone, cinerone, allylrethrone and derivatives are synthesized through π-allyl palladium cross coupling of stannane derivatives. By selective hydrogenation dihydrojasmone and dihydrocinerone are also synthesized.

Religious Experience

This Element looks at religious experience and the role it has played in philosophy of religion. It critically explores the history of the intertwined discourses on mysticism and religious experience, before turning to a few specific discussions within contemporary philosophy of religion. One debate concerns the question of perennialism vs. constructivism and whether there is a 'common core' to all religious or mystical experience independent of interpretation or socio-historical background. Another central discussion concerns the epistemology of purportedly theophanic experience and whether a perceptual model of religious experience can provide evidence or justification for theistic belief. The Element concludes with a discussion of how philosophy of religion can productively widen its treatment of religious experience in the service of creating a more inclusive and welcoming discipline.

Genomic Characterization of Clinical Listeria monocytogenes Isolates in Beijing, China

Listeria monocytogenes is a foodborne human pathogen that affects public health worldwide. Whole-genome sequencing (WGS) can classify L. monocytogenes isolates and identify virulence islands and resistance genes potentially influencing infectivity. Herein, WGS was used to assess 151 L. monocytogenes isolates from 120 cases of clinical infection in Beijing, China, between 2014 and 2018. Most isolates were either serogroup 1/2a,3a or serogroup 1/2b,3b,7, with 25 multilocus sequence typing (MLST) types (STs) represented, of which ST8, ST87, and ST5 were the most common. Core-genome MLST (cgMLST) grouped the 151 isolates into 116 cgMLST types. The discriminatory power of cgMLST was greater than other subtypes, revealing that isolates from the same patient were highly related (only differing at one allele). Eighty-six isolates formed 30 complexes with ≤ 7 cgMLST alleles between neighboring isolates, suggesting possible outbreaks. Compared with isolates in the United States, ST8, ST121, ST619, ST87, and ST155 isolates were grouped into unified clades. All 151 isolates were positive for common virulence-associated loci, and 26 lineage I isolates harbored the pathogenicity island 3 (LIPI-3) locus, while 42 lineage I isolates harbored the complete LIPI-4 locus. Eleven ST619 isolates had both LIPI-3 and LIPI-4. Among the 151 isolates, 13 were resistant to at least one antibiotic, and no multidrug-resistant isolates were identified. Resistance phenotypes correlated with genotypes, apart from two meropenem resistance isolates. The findings provided insight into the nature of L. monocytogenes strains currently causing clinical disease in Beijing, and WGS analysis indicated possible outbreaks.

Drawing Conclusions: Analyzing Graphic Novels Alongside American Literacy Standards

<p>Research problem: This project proposes to address how graphic novels can be applied to American Common Core State Standards, aid student achievement of those standards, and how teachers can approach teaching the graphic novel format in the classroom. It also discusses the visual attributes presented by the images of graphic novels and how those attributes might aid in visual and traditional literacy acquisition. Methodology: A qualitative approach was used to analyse a selection of graphic novel adaptations of classic texts which are used in the American High School classroom. These graphic novel adaptations were analysed using visually reinterpreted criteria and attributes from the Common Core State Standards for Reading Literature. A sample of seven graphic novels were chosen for analysis for this project. Results: The results of this study illustrate how the CCSS can be applied to the images in graphic novels and still be satisfied. The visuals in graphic novel adaptations provide concrete examples of the CCSS criteria expected to be found in text-based novels, and present a way to provide access points to difficult concepts and texts in an educational setting through a visual lens. Implications: This study provides a starting point that teachers and librarians can use to apply CCSS to graphic novels and presents one, non-exhaustive, way which teachers and librarians can apply the CCSS to the classroom. It presents a set of attributes which can be used to judge the effectiveness of a graphic novel to help students achieve CCSS. Librarians and educators may be able to use the criteria presented to build their graphic novel collections so they possess the necessary qualities to aid in student literacy acquisition. Future research on this topic should be broadened to include student testing in grade levels: 9-12, in order to ascertain if the attributes and graphic novels do promote student satisfaction of the standards and aid in visual, critical, multimodal, etc., literacy acquisition. Refining the attributes created for this study is another possibility for future research, as well as developing specific questions which link to CCSS criteria, and testing a broader sample of graphic novels which include original graphic novels, as opposed to adaptations, with the attributes presented in this study.</p>

Drawing Conclusions: Analyzing Graphic Novels Alongside American Literacy Standards

<p>Research problem: This project proposes to address how graphic novels can be applied to American Common Core State Standards, aid student achievement of those standards, and how teachers can approach teaching the graphic novel format in the classroom. It also discusses the visual attributes presented by the images of graphic novels and how those attributes might aid in visual and traditional literacy acquisition. Methodology: A qualitative approach was used to analyse a selection of graphic novel adaptations of classic texts which are used in the American High School classroom. These graphic novel adaptations were analysed using visually reinterpreted criteria and attributes from the Common Core State Standards for Reading Literature. A sample of seven graphic novels were chosen for analysis for this project. Results: The results of this study illustrate how the CCSS can be applied to the images in graphic novels and still be satisfied. The visuals in graphic novel adaptations provide concrete examples of the CCSS criteria expected to be found in text-based novels, and present a way to provide access points to difficult concepts and texts in an educational setting through a visual lens. Implications: This study provides a starting point that teachers and librarians can use to apply CCSS to graphic novels and presents one, non-exhaustive, way which teachers and librarians can apply the CCSS to the classroom. It presents a set of attributes which can be used to judge the effectiveness of a graphic novel to help students achieve CCSS. Librarians and educators may be able to use the criteria presented to build their graphic novel collections so they possess the necessary qualities to aid in student literacy acquisition. Future research on this topic should be broadened to include student testing in grade levels: 9-12, in order to ascertain if the attributes and graphic novels do promote student satisfaction of the standards and aid in visual, critical, multimodal, etc., literacy acquisition. Refining the attributes created for this study is another possibility for future research, as well as developing specific questions which link to CCSS criteria, and testing a broader sample of graphic novels which include original graphic novels, as opposed to adaptations, with the attributes presented in this study.</p>

Interactive Analysis of Biosurfactants in Fruit-Waste Fermentation Samples using BioSurfDB and MEGAN

Microbial biosurfactants are of major interest due to their multifunctional properties, biodegradable nature and low toxicity. Agroindustrial waste, such as fruit waste, can be used as substrates for producing bacteria.In this study, six samples of fruit waste, from oranges, mangoes and mixed fruits, were self-fermented,and then subjected to short-read metagenomic sequencing, so as to allow assessment of thepotential of the associated microbiota for biosurfactant production.Taxonomic analysis using the DIAMOND+MEGAN analysis pipeline shows that all six samples are dominatedby Proteobacteria, in particular, a common core consisting of the genera Klebsiella, Enterobacter, Stenotrophomonas, Acinetobacter and Escherichia. To support the interactive visualization and exploration of the surfactant-related genes in such samples,we have integrated the BiosurfDB classification into MEGAN and make this available.Functional analysis indicates high similarity among samples and that a significant number of reads map to genes that are involved in the biosynthesis of lipopeptide-class biosurfactants. Gene-centric analysis reveals Klebsiella as the main assignment for genes related to putisolvins biosynthesis.This suggests that fruit waste is a promising substrate for fermentative processes because the associated microbiota may be able to produce biosurfactants that are potentially useful for the agricultural, chemical, food and pharmaceutical industries.

ANÁLISE IN SILICO PARA DEFINIÇÃO DE COMMON CORE MICROBIANO ASSOCIADO À DEGRADAÇÃO DE SURFACTANTE ANIÔNICO ALQUILBENZENO LINEAR SULFONADO (LAS)

Introdução: O alquilbenzeno linear sulfonado é o surfactante aniônico de maior interesse econômico, correspondendo a 84% do mercado no Brasil, e 45% no mundo. Sua rota de biodegradação envolve reações de adição de fumarato, β-oxidação, clivagem do anel aromático e dessulfonação. Tratando-se de um processo complexo, o uso de consórcios microbianos possibilita usufruir de diferentes metabolismos para a degradação do LAS. Contudo, nota-se uma escassez na literatura acerca dos microrganismos que desempenham papel fundamental na degradação do surfactante em reatores biológicos. Portanto, o presente trabalho visa preencher esta lacuna por meio do estudo de sequências de gene 16S rRNA obtidas em amostras utilizadas para testar a degradação de LAS, em biorreatores de diferentes configurações e contendo inóculos de origens distintas, presentes na literatura. Objetivos: Definir o common core microbiano associado à degradação do surfactante aniônico Alquilbenzeno Linear Sulfonado (LAS) em biorreatores, por meio da avaliação da diversidade e riqueza microbiana do Domínio Archaea e Bacteria, e predição do perfil funcional das taxonomias obtidas. Material e métodos: Utilizaram-se 52 amostras de sequências de gene 16S rRNA, obtidas de 12 artigos presentes na literatura, que estudaram a remoção biológica de LAS em águas residuárias reais. Para a análise das sequências, utilizou-se a plataforma QIIME 2 e seus plug-ins, a ferramenta Tax4Fun e software R. Resultados: Os filos mais abundantes encontrados foram Proteobacteria e Bacteroidota, e gêneros Methanosaeta e C39. Dentre os common core, o gênero SJA-28 (filo Bacteroidota) foi o mais presente. A enzima fumarate reductase, relacionada à adição de fumarato, foi pouco abundante entre as amostras. Para a reação de β-oxidação, a enzima 3-oxoacyl-acyl- reductase foi predominante. As enzimas relacionadas ao processo de dessulfonação encontradas na literatura foram registradas no presente trabalho. Nenhuma enzima produzida durante a clivagem do anel aromático foi registrada durante a análise. Conclusão: Não foram encontrados gêneros em comum entre todas as amostras analisadas. O perfil funcional relacionado à reação de β-oxidação foi mais abundante, quando comparada às outras reações. Os resultados alcançados pelo presente estudo aumentam o conhecimento sobre a composição taxonômica e funcional existente e compartilhada entre diferentes ambientes associados à degradação do surfactante LAS.

An Ontological Approach to Enhancing Information Sharing in Disaster Response

Managing complex disaster situations is a challenging task because of the large number of actors involved and the critical nature of the events themselves. In particular, the different terminologies and technical vocabularies that are being exchanged among Emergency Responders (ERs) may lead to misunderstandings. Maintaining a shared semantics for exchanged data is a major challenge. To help to overcome these issues, we elaborate a modular suite of ontologies called POLARISCO that formalizes the complex knowledge of the ERs. Such a shared vocabulary resolves inconsistent terminologies and promotes semantic interoperability among ERs. In this work, we discuss developing POLARISCO as an extension of Basic Formal Ontology (BFO) and the Common Core Ontologies (CCO). We conclude by presenting a real use-case to check the efficiency and applicability of the proposed ontology.

Humane Education’s Effect on Middle School Student Motivation and Standards-Based Reading Assessment

Students educated in the juvenile justice system face acute challenges such as lack of motivation and negative attitudes toward school. Schools in the system are expected to provide rigorous, Common Core-standards-aligned instruction. Humane education—lessons that nurture kindness and empathy towards humans, animals, and the environment—has been shown to motivate students and encourage their pro-social sentiments. This randomized control trial (with constraints) study of 192 12- and 13-year-old students from New Jersey asked students to complete five standards-aligned reading passages with text-based questions. The experimental-group assessments contained humane education themes and the control-group assessments had non-animal related high interest topics. The passages were equated in reading level, word count, etc. Analyses of the results showed that not only did students who received humane education passages do better overall, but also did much better on questions addressing specific Common Core Reading for Information standards. This study can be a starting point for applying and researching the effectiveness of humane education on the juvenile justice population, specifically, because they are expected to learn standards-aligned curricula and are in particular need of academic motivation and pro-social encouragement.