bluuebunny/crossref_metadata_2025 huggingface dataset:
Appendix A: A computer and network resource guide to support data sharing
Authors: Fergerson James C.
Published: October 2006

A variety of technological resources are available to facilitate data sharing. This appendix highlights a number of software programs and Internet addresses that should prove useful in helping researchers enhance their data‐sharing capabilities.
Assessing demand for graduate and professional programs
Authors: Syverson Peter D.
Published: October 2006

New demographics have far‐reaching implications both for the demand for advanced‐degree programs and for their delivery and evaluation.
Refocusing quality assessment on student learning
Authors: Haworth Jennifer Grant , Conrad Clifton F.
Published: October 2006

A theory of program quality is presented that is centered around a new definition of quality. Constructed on the basis of interviews with nearly eight hundred stakeholders in master's‐level education, the theory advances a conceptual template and a set of criteria for assessing program quality in graduate and professional education.
Documenting student outcomes in graduate and professional programs
Authors: Baird Leonard L.
Published: October 2006

Five categories of student outcomes in graduate and professional education are identified, and a framework for assessing each one is offered. Additionally, various methods for collecting data on student outcomes are described and evaluated.
Assessment in graduate and professional education: Present realities, future prospects
Authors: Haworth Jennifer Grant
Published: October 2006

A number of suggestions are offered for assessment‐related research and practice in advanced‐degree programs.
Convenient syntheses of some α‐deuterated alkyl mesityl ketones by exchange reactions
Authors: Pinkus A. G. , Sabesan A. , Subramanyam Ravi
Published: October 2006

Three alkyl mesityl ketones (methyl, ethyl, and isopropyl) deuterated in the α‐positions were prepared in good yields (82‐89%) by exchange with deuterium oxide using dioxane solvent and various catalysts. Little or no exchange was obtained when reactions were attempted under conditions used in published procedures for other ketones. Infrared and 1H nmr spectral evidence in support of structural assignments of deuterated ketones is given.
Syntheses with stable isotopes: Oleic‐1‐13C acid and triolein‐1′,1″, 1″′‐13C3
Authors: Whaley T. W. , Daub G. H. , Walker R. D. , Williams D. L.
Published: October 2006

A synthesis of oleic‐1‐13C acid and its conversion to triolein‐1′,1″,1″′‐13C3 are described. 9‐Octadecynenitrile‐1‐13C was prepared from 1‐bromo‐8‐heptadecyne and sodium cyanide‐13C. Hydrolysis afforded stearolic‐1‐13C acid, which was reduced to oleic‐1‐13C acid by the action of disiamylborane on methyl stearolate‐1‐13C. Hydrogenation of stearolic acid in the presence of Lindlar's catalyst was also investigated. Condensation of glycerol and oleic‐1‐13C acid to give triolein‐1′,1″,1″′‐13C3 was effected with dicyclohexylcarbodiimide and 4‐dimethylaminopyridine. The overall yield of triolein‐13C3 from sodium cyanide‐13C was 40%.
Synthesis of deuterium labelled trifluoperazine
Authors: Shetty H. U. , Hawes E. M. , Midha K. K.
Published: October 2006

Procedures for the preparation of trifluoperazine with two, four and six deuterium atoms are described. Deuterium was introduced in the propylpiperazine side chain by treatment of the appropriate amide with lithium aluminium deuteride. The isotopic purity of the products was greater than 96.2%.
Stability and storage of compounds labelled with radioisotopes
Authors: Bayly R. J. , Evans E. A.
Published: October 2006

This review summarises the present knowledge concerning the decomposition by self‐irradiation of compounds labelled with the radioisotopes, carbon‐14, hydrogen‐3 (tritium), sulphur‐35, selenium‐75, chlorine‐36, phosphorus‐32, iodine‐125, iodine‐131, cobalt‐57 and cobalt‐58. A discussion of the methods which can be used for the control of this decomposition is also included.
Synthese von 14C‐ringmarkierten phenolischen Ligninspaltstücken und Ligninalkoholen aus Ba14CO3
Authors: Haider K.
Published: October 2006

In früheren Versuchen wurde der mikrobielle Abbau von Substituenten des aromatischen Ringes von phenolischen Ligninspaltstücken und von Lignin selbst untersucht; hierzu wurden die Substituenten durch 14C markiert. Um den Abbau dieser Substituenten mit dem des aromatischen Rings vergleichen zu können, war es notwendig, den Benzolring durch 14C zu markieren. Die synthetisierten phenolischen Verbindungen sind in Abbildung 1 zusammengestellt. Die Synthesen hierfür gingen von Ba14CO3 aus, das über Acetylen in Benzol überführt wurde. Die Substituenten wurden nach und nach mit verschiedenen Methoden in das Benzol eingeführt. Die Ausbeuten, bezogen auf Ba14CO3, lagen für die synthetisierten Ligninalkolhole für p‐Cumaralkohol bei 18%, für Coniferylalkohol bei 6% und für Sinapinalkohol bei 2%. Die spezifische Aktivität dieser Ligninalkohole betrug 0,1‐0,06 mC/mMol. Die spezifische Aktivität der anderen, in Abbildung 1 gezeigten Verbindungen betrug 0,3‐0,1 mC/mMol.
Synthesis of specifically tritium‐labelled oxytocin and lysine‐vasopressin with high specific activity
Authors: Sjöholm Ingvar , Carlsson Lars
Published: October 2006

Highly tritium‐labelled oxytocin and lysine‐vasopressin have been synthesized. L‐tyrosine‐3‐3H was prepared from L‐3‐iodotyrosine and tritium gas in methanolic potassium hydroxide with palladium on active carbon as a catalyst. The tritiated oxytocin and lysine‐vasopressin were obtained from the tritiated tyrosine and the heptapeptides of oxytocin and lysine‐vasopressin, respectively, by the p‐nitrophenyl ester method. The peptides had a high degree of purity and the specific radioactivity was 2.9 C/mmole or 5.9 μC/IU for oxytocin and 1.9 C/mmole or 6.5 μC/IU for lysine‐vasopressin. The high radioactivity of the peptides permits extensive studies of their properties in vivo. The stability of the tritium label is discussed.
Preparation of equilin 3H and determination of tritium distribution
Authors: Rakhit S. , Deghenghi R.
Published: October 2006

Tritiated equilin of specific activity 6.85 × 108 dpm/mg has been prepared by catalytic exchange with tritium oxide. It was found after a series of chemical reactions, that at least 90 % of the radioactivity remained in the B‐ring of the molecule. Of this, 75 % was found to be present at C‐6.
Liquid scintillation counting techniques for the radioassay of [14C] melanin
Authors: Bull Alan T.
Published: October 2006

The radioactive melanin used in this study was extracted from the cell walls of the fungus Aspergillus nidulans after growth in the presence of 14C‐labelled precursors. The counting systems investigated comprised solid samples suspended in a liquid scintillator with or without silica gel, solubilized samples blended in a liquid scintillator and solubilized samples adsorbed on to glass‐fibre discs wich were suspended in a liquid scintillator. Results obtained by counting solid samples with an end window detector are compared with the liquid scintillation data. High counting efficiencies were realized with the glass‐fibre disc method which is recommended for the assay of soluble samples. Liquid scintillation counting of silica gel suspensions was vastly superior to end window counting for the assay of solid samples. The data suggest that 14C‐labelled materials of a particulate or highly pigmented nature can be counted with high efficiency in a liquid scintillation system.
Deuteration of a substrate to high isotopic purity with low grade heavy water
Authors: Rosatzin H.
Published: October 2006

Deuterium chemistry is still quite costly, mainly because of the high prices of deuterated compounds needed for syntheses. Furthermore, the risk of diluting isotopically the compounds prepared is considerable. These disadvantages can be alleviated, if i) the deuterium of the D‐donator is exchanged efficiently, ii) highly deuterated solvents and reactants can is be prepared conveniently on a laboratory scale, and iii) compounds, which have been isotopically diluted can be reconcentrated conveniently. Fulfillments of these requirements allows for research in deuterium chemistry on a close to pilot plant scale at tolerable costs.

With this aim in mind, basic principles of batch deuterations on pilot plant scale with low grade heavy water discussed. By up‐grading D2O wastes, close to 98 % of the deuterium employed for reaction can be incorporated into the substrate.
14C‐ und 3H‐Markierung von 1‐ Phenyl‐4‐amino‐5‐chlor‐6‐pyridazon im Phenyl‐ bzw. Pyridazonring
Authors: Burger T. F.
Published: October 2006

Die 14C‐ und 3H‐Markierung von 1‐Phenyl‐4‐amino‐5‐chlor‐6‐pyridazon im Phenylring wurde durch Umsetzung von Mucochlorsäure mit 14C‐bzw. 3H‐markiertem Phenylhydrazin‐hydrochlorid und Erhitzen des markierten Zwischenproduktes 1‐Phenyl‐4,5‐dichlor‐6‐pyridazon mit konzentriertem Ammoniak erzielt. Die Synthese mit 14C‐markierter Mucochlorsäure als Ausgangs‐material ergab Markierung im Pyridazonring. 14C‐ und 3H‐markiertes Phenylhydrazin‐hydrochlorid wurde aus markiertem Anilin‐hydrochlorid synthetisiert und 14C‐markierte Mucochlorsäure wurde aus Acetylen‐14C oder Formaldehyd‐14C mit 14C‐markiertem 2‐Butin‐1,4‐diol als Zwischenprodukt hergestellt.
Synthesis of 1,4‐dihydro‐1‐methyl‐4‐oxonicotinonitrile‐8‐14C
Authors: Johnson H. E. , Waller G. R.
Published: October 2006

The possibility that 1,4‐dihydro‐1‐methyl‐4‐oxonicotinonitrile (V) is an intermediate in the biosynthesis of the alkaloid ricinine from nicotinic or quinolinic acid in Ricinus communis L. led to our interest in preparing the carbon‐14 labeled compound. The 4‐oxonicotinonitrile (V) and the corresponding 6‐oxonicotinonitrile were shown to be oxidation products of nicotinonitrile methiodide by a crude enzyme preparation from castor seedlings (1, 2). The 6‐oxonicotinonitrile was shown to be identical to the alkaloid nudiflorine isolated from Trewia nudiflora (3).
14C‐labelled 4‐hydroxycoumarin derivatives. I. Synthesis of 3‐substituted derivatives
Authors: Susan A. B. , Dinescu M. , Gavat L.
Published: October 2006

The synthesis and characterization of 3‐R‐substituted derivatives of 4‐hydroxycoumarin‐3‐14C is described, where R is (α‐acetonylbenzyl), (α‐acetonyl‐p‐nitrobenzyl), or (α‐acetonyl‐p‐chlorobenzyl). The compounds were prepared by the quinoline‐catalysed condensation of 4‐hydroxycoumarin‐3‐14C with the following unsaturated ketones : benzylideneacetone, p‐chlorobenzylideneacetone and p‐nitrobenzylideneacetone.
Synthèse de Stéroïdes Tritiés en C16
Authors: Weinman S. , Livet J.
Published: October 2006

Une méthode générale de préparation de stéroïdes de type 17α‐hydroxy et 17α,21dihydroxy prégnanestéroïdes tritiés en 16 est présentée dans ce travail.

Elle consiste en la formation d'un dérivé 16β bromé, suivie d'une hydrogènolyse so us l'action du tritium gaz donnant lieu au dérivé 16‐3H.

La purification est réalisée au moyen d'une saponification non dénaturante suivie de chromatographie sur couche mince de gel de silice et de chromatographie sur colonne de celite.

La cristallisation en présence d'un entraǐneur non radioactif rend compte de la pureté et de la radiohomogénéité du produit.
Zur Synthese carbonylmarkierter Hydroxybenzaldehyde
Authors: Billek G. , Kindl H. , Schimpl A. , Schmook F. P.
Published: October 2006

Hydroxybenzaldehyde, die in der Carbonylgruppe mit 14C markiert sind, lassen sich einfach in einer dreistufigen Reaktionsfolge darstellen. Cu14CN — erhalten aus K14CN — und Bromphenole geben Hydroxyarylnitrile‐(nitril‐14C), die mit Raney‐Nickel und Natrium‐hypophosphit zu den entsprechenden Hydroxybenzaldehyden‐(carbonyl‐14C) reduziert werden können.
Synthesis of the hepatocarcinogen N‐methyl‐4‐aminoazobenzene with tritium in the prime ring
Authors: Lin Jen‐Kun , Miller James A.
Published: October 2006

The new compound N‐methyl‐4‐nitrosoacetanilide was coupled with aniline‐3H (ring‐G) in ethanol‐acetic acid and the resulting azoamide was hydrolyzed in alkali to give a high yield of N‐methyl‐4‐aminoazobenzene labelled in the prime ring.
Synthesis and resolution of o‐hydroxy‐DL‐phenylalanine‐2‐14C
Authors: Petitclerc C. , D'Iorio A. , Benoiton N. Leo
Published: October 2006

o‐Hydroxy‐DL‐phenylalanine‐2‐14C was prepared by the condensation of o‐methoxybenzyl chloride and ethyl acetamidocyanoacetate‐2‐14C and subsequent hydrolysis. The racemate was resolved by the stereospecific action of chymotrypsin on the amino acid ethyl ester at p H 5.0 to give the two isomers in 26‐30% yield.
Synthesis of 3‐(o‐Chlorophenyl)‐2‐methyl‐4 (3H)‐quinazolinone‐2 and 4‐14C
Authors: Merrill E. J.
Published: October 2006

The synthesis of 3‐(o‐chlorophenyl)‐2‐methyl‐4[3H]‐quinazolinone labeled with 14C in both the 2 and 4 positions of the quinazolinone ring is described.
Preparation of 14C‐ and 3H‐methoxyl‐labelled forms of ubiquinone by photochemical O‐demethylation and subsequent remethylation
Authors: Cheng Hong‐Ming , Casida John E.
Published: October 2006

Ubiquinone [ubiquinone (50), coenzyme Q10, CoQ10] undergoes O‐demethylation to the 2‐ and 3‐hydroxyubiquinones, reduction to the hydroubiquinone, and cyclization to the ubichromenol derivative when irradiated, in alcohol solution, with a sunlamp. It is likely that the ubichromenol and hydroubiquinone derivatives form via a common intermediate which is different from that involved in the formation of the hydroxyubiquinone derivatives. The mixture of hydroxyubiquinones, on methylation with 14C‐ and 3H‐labelled methyl iodide or diazomethane, yields methoxyl‐labelled ubiquinone, a material useful in the study of ubiquinone photodecomposition, metabolism, and biochemistry.
The preparation of polyvinyl acetate phthalate‐14C1
Authors: Stiver J. F. , Data J. B. , Christian J. E.
Published: October 2006

Polyvinyl acetate phthalate‐14C1 (PV AP) was prepared by condensing radioactive phthalic anhydride with polyvinyl alcohol*. The radioactive anhydride was prepared from ethyl anthranilate The chemical purity and the authenticity of the PV AP so prepared was ascertained by a comparison of its acid number and thin layer chromatography to an authentic sample. The specific activity was determined using liquid scintillation counting.
Synthesis of 17α ‐ethynylestradiol‐6, 7‐3H and 17α‐ethynylestradiol‐6,7‐3H, 3‐cyclopentyl‐1‐14C ether
Authors: Merrill E. J. , Vernice G. G.
Published: October 2006

Several authors have reported on the physiological differences between 17α‐ethynylestradiol and its 3‐cyclopentyl ether. The radiolabeled steroids were required to compare their relative absorptions, excretions, and metabolic products. Tritium was introduced into the steroid nucleus by catalytic tritiation of 6‐dehydroestrone. Etherification with either cyclopentyl bromide or cyclopentyl‐14C p‐bromobenzenesulfonate gave the cyclopentyl ether of estrone. Ethynylation of either estrone‐6, 7‐3 H or its cyclopentyl‐14C ether gave 17α‐ethynylestradiol‐6, 7‐3 H and 17α‐ethynylestradiol‐6, 7‐3H, 3‐cyclopentyl‐14C ether. It was also possible to etherify 17α‐ethynylestradiol directly although in poorer yields.
Synthesis and identification of 2‐dimethylamino‐5‐(phenyl‐2′‐3H)‐2‐oxazolin‐4‐one
Authors: Howell Charles F. , Van Lear George , Hardy Robert A.
Published: October 2006

The title compound 1b was prepared by tritiolysis of 5‐(O‐bromophenyl)‐2‐dimethylamino‐2‐oxazolin‐4‐one, 2, with 10 Ci of tritium and diluted with unlabelled 1a. The mass spectrum of the 2′ ‐deutero derivative 1c, prepared similarly, showed that 92.9 % of labelled compound was Dl with only 3.1 % D2 and that > 95 % of the isotope was in the aromatic ring.
The synthesis of 11,11‐dideuterolinoleic acid
Authors: Tucker W. P. , Tove S. B. , Kepler C. R.
Published: October 2006

The synthesis of 11,11‐dideuterolinoleic acid is described. The procedure employed resulted in a product of high isotopic purity. The NMR and mass spectral analyses of the product and intermediates confirm the position and extent of deuterium incorporation.
Pregnenolone‐17 α−3H. Synthesis and study of label distribution
Authors: Milewich Leon , Axelrod Leonard R.
Published: October 2006

Pregnenolone‐17α −3H was synthesized by reaction of 17α‐bromo‐pregnenolone with tritiated acetic acid (CH3CO2 3H) and zinc metal dust. The distribution of the label in the product was studied; about 98% was at the 17‐position and the remainder was randomly distributed on the steroids nucleus. It was also found that when pregnenolone was stirred with deuterated acetic acid (CH3CO2 2H) and zinc metal dust for a longer period of time (22 hr) and in relatively high concentration, the protons of the C21‐methyl group (˜57%) were exchanged for deuterium.
The synthesis of 11,11‐dideuterooleic acid
Authors: Tucker W. P. , Tove S. B. , Kepler C. R.
Published: October 2006

The synthesis of 11,11‐dideuterooleic acid is described. The Wittig reaction is used to introduce the carbon‐carbon double bond, giving a mixture of which better than 90% is the desired cis‐isomer. Two alternative routes gave deuterium incorporation of 95 and >98%d2.
Die markierung von aminoxiden mit isotopem sauerstoff
Authors: Schmidt H.‐L. , Weber N. , Halmann M.
Published: October 2006

From 18O2 as starting material H218O2 cannot be obtained in a concentration which is sufficient for the synthesis of many amine oxides. Ba18O2 synthesized from 18O2 by a method of Anbar is suitable for the direct oxidation of many amines in glacial acetic acid. The method is demonstrated by the syntheses of the amine oxides of several amines of different basicities with non‐labelled BaO2 in the mMol scale. The synthesis of 18O‐N,N‐dimethylaniline oxide—yield 40% from 0,65 mMol Ba18O2—is described in detail.
Nuclear deuterium exchange in methoxybenzenes and methylated flavonoids
Authors: Kolar G. F.
Published: October 2006

The isolation of 6,8‐d2‐catechin/epicatechin 5,7,3′,4′‐tetramethyl ether from the cleavage of a methylated condensed procyanidin with D2O/dioxan resulted in an investigation of deuterium exchange in some related compounds under identical experimental conditions. In the absence of any acidic catalyst, a partial exchange was established in the majority of di‐ and trimethoxybenzenes when heated with D2O/dioxan (3:1) at 95° for 16 hr in Pyrex glass ampules; 1,3,5‐trimethoxybenzene was found to undergo a complete exchange of nuclear hydrogens under these mild conditions. Methylated flavonoids containing a reactive phloroglucinol system also exchanged both nuclear hydrogens at C6 and C8 with deuterium, but 5,7,3′,4′‐tetramethoxy‐2,3‐trans‐flavan‐3,4‐cis‐diol (2R: 3R‐trans‐R3: 4S‐cis) failed to react.
Preparation of tritium‐labelled D,L‐2,6‐diaminopimelic acid
Authors: Hanuš J. , Vereš K.
Published: October 2006

On hydrogenation of the 2,6‐bis(phenylhydrazone) of 2,6‐diketopimelic acid with carrier‐free tritium a very low specific activity was achieved, due to the labile C‐T‐bonds in the α‐positions. 2,6‐Diaminopimelic‐4−3H acid of spec. activity 790 mCi/mmole was obtained by catalytic dehydrohalogenation of 4‐chloro‐2,6‐diaminopimelic acid in 1N ammonia. A new, simple apparatus for catalytic tritiation is also described.
Preparation of [2‐D], [2,2′‐D2], [1−15N], and [2−13C] enriched ethylenimines
Authors: Bak Bøge , Skaarup Steen
Published: October 2006

Three isotopically enriched samples of ethylenimine [aziridine] have been prepared, namely, mixtures containing ca. 50% [2‐D]ethylenimine, 25% [2,2′‐D2]ethylenimine, and 25% parent molecule; 97% [15N]ethylenimine and 3% parent molecule; 64% [13C]ethylenimine and 36% parent molecule. Infrared gas spectra showed the samples (ca. 90 mg) to be of high chemical purity (>98 %). The preparations have been used successfully for high‐resolution microwave studies.
Radiochemical preparation of 3, 4, 3′, 4,‐tetrachloroazobenzene−14C
Authors: Tanaka F. S. , Wien R. G.
Published: October 2006

Interest for the preparation of 14C‐labeled 3,4,3′,4′‐tetrachloroazobenzene for metabolism studies was developed after recent reports indicated that soil micro‐organisms could transform some chlorinated aniline based herbicides into azobenzene compounds. The preparation of tetrachloroazobenzene was carried out in a three‐step synthesis starting with ring−14C‐3‐(3,4‐dichlorophenyl)‐1,1‐dimethylurea (Diuron) which was previously prepared in the laboratory. The overall product yield for the synthesis was estimated to be 33.6%, and the specific activity of the labeled material was 252 μCi/mM.
Preparation de la diceto‐2, 5 piperazine 14C‐2, 5 et sa reduction en piperazine 14C‐2, 5
Authors: Herbert M. , Jimeno De Osso F. , Pichat L.
Published: October 2006

2‐5 diketo piperazine 2, 5‐14C was obtained by cyclisation of glycine 1‐14C methyl ester in ether‐water solution, yield of 34%. The reduction of 2, 5 diketo piperazine 2, 5‐14C with Li Al H4 in tetrahydrofuran led to piperazine 2, 5‐14C, yield of 25% based on glycine 1‐14C, specific activity : 33, 4 mCi/mM.
Tritium labelling of the lymphocyte ‐ stimulating leucoagglutinin from kidney beans (phaseolus vulgaris)
Authors: Weber Theodor H.
Published: October 2006

Lymphocyte‐stimulating leucoagglutinin isolated from extract of kidney beans (Phaseolus vulgaris) was labelled with tritium by treatment with acetic anhydride‐3H in aqueous solution. The labelling procedure used, which introduced 1.7 acetyl groups per leucoagglutinin molecule (molecular weight: 140 000) had no detectable effect upon the lymphocyte‐stimulating or agglutinating activity of the leucoagglutinin. The label was found to be stable after 2 months' storage at 4°C or °20°C.
N‐ acylamino acids and peptides III. The synthesis of N‐ (feruloyl‐2‐14C)‐glycine‐2‐3H
Authors: De Pooter H. , Pé I. , Van Sumere C. F.
Published: October 2006

N‐(Feruloyl‐2‐14C)‐glycine‐2‐3H (IX) was obtained with an acceptable yield (43%) starting from O‐methoxycarbonyl‐ferulic acid‐2‐14C (IV) and glycine‐2‐3H ethyl ester (VI). The latter two compounds were first condensed into N‐(O‐methoxycarbonyl‐feruloyl‐2‐14C)‐glycine ‐2‐3H ethyl ester (VII) using anisoyl chloride (X) and the mixed anhydride method (?). Subsequently VII was transformed into N‐(feruloyl‐2‐14C)‐glycine‐2‐3H (IX) by alkaline hydrolysis. The specific activities of the compound were respectively 12.64 μCi (3H)/μmole and 1.71 μCi (14C)/μmole.
A convenient preparation of 18O‐dimethylformamide
Authors: Rao Koganty R. , Digenis George A.
Published: October 2006

A method is described by which 18O‐DMF can be prepared conveniently and in very high yields (∼ 90%) by reacting at room temperature an equimolar quantity of benzoyl chloride, DMF and 18O‐labelled water.
Thermal transcarboxylation reactions, II. The study of carboxyl group exchange in the course of ketone formation
Authors: Szammer J. , Szabolcs A. , Noszko L.
Published: October 2006

The course of carboxyl group exchange in the thermal decomposition of a mixture of disodium adipate and pimelate has been studied using 14C‐labelled compounds. The exchange data obtained from the residual acide and ketone formed point to two different incorporation processes. This phenomenon can be well interpreted by presuming the presence of a malonta type intermediate formed in the decomposition process.
Enzymic synthesis of L‐glutamic acid‐15N and 4‐aminobutyric acid‐15N and the preparation of L‐pyroglutamic acio‐15N
Authors: Greenaway W. , Whatley F. R.
Published: October 2006

The production of L‐glutamic acid‐15N in good yield by direct enzymic synthesis from 2‐oxoglutaric acid, ammonium chloride‐15N (95 atom % 15N) and reduced nicotinamide adenine dinucleotide phosphate (NADPH) is described. The NADPH is continuously regenerated by coupling the first reaction to the oxidation of glucose‐6‐phosphate, which serves to drive the synthesis of L‐glutamic acid to completion.

4‐Aminobutyric acid‐15N is produced by incubation of L‐glutamic acid‐15N with glutamic acid decarboxylase. CO2 is lost from the reaction mixture and the conversion of glutamic acid to 4‐aminobutyric acid proceeds to completion.

L‐Pyroglutamic acid‐15N is produced by heating aqueous solutions of L‐glutamic acid‐15N at 135° for 3 hours.
Specific integrin subunits in bovine oocytes, including novel sequences for alpha 6 and beta 3 subunits
Authors: Pate Barry J. , White Kenneth L. , Winger Quinton A. , Rickords Lee F. , Aston Kenneth I. , Sessons Benjamin R. , Li Guang‐Peng , Campbell Kenneth D. , Weimer Bart , Bunch Thomas D.
Published: October 2006

Integrins facilitate attachment of cells to the extra‐cellular matrix, often binding the arginine‐glycine‐aspartic acid tri‐peptide motif, thus facilitating cell migration, mediating cell–cell adhesion, linking the extracellular matrix (ECM) with cytoskeletal elements, and acting as signaling molecules. Adhesion activates signaling mechanisms that regulate integrin function, cytoskeletal assembly, cell behavior, and protein synthesis. Immunofluorescence was used to determine the presence of integrin α and β subunits on the surface of bovine oocytes using a panel of monoclonal antibodies (mAbs) specific for αL, αM, αX, αV, α2, α4, α6, β1, β2, and β3 antigens, with multiple antibodies for each subunit. Confocal microscopy indicated the presence of αV, α6, α4, α2, ß1, and ß3 integrin subunits on the plasma membrane of bovine oocytes. The presence of these subunits was verified by RT‐PCR analysis using primers designed based on known gene sequences of bovine integrin subunits, or by using sequence information using bovine expressed sequence tags (EST) compared with known human and murine integrin subunit gene sequence information. Previously unpublished sequence information for bovine α6 and β3 integrins was determined. The presence of these integrin subunits on the bovine oocyte vitelline membrane supports the hypothesis that sperm–oocyte interactions in the bovine are mediated by integrins. Mol. Reprod. Dev. 74: 600–607, 2007. © 2006 Wiley‐Liss, Inc.
Monte Carlo sampling of near‐native structures of proteins with applications
Authors: Zhang Jinfeng , Lin Ming , Chen Rong , Liang Jie , Liu Jun S
Published: October 2006

Since a protein's dynamic fluctuation inside cells affects the protein's biological properties, we present a novel method to study the ensemble of near‐native structures (NNS) of proteins, namely, the conformations that are very similar to the experimentally determined native structure. We show that this method enables us to (i) quantify the difficulty of predicting a protein's structure, (ii) choose appropriate simplified representations of protein structures, and (iii) assess the effectiveness of knowledge‐based potential functions. We found that well‐designed simple representations of protein structures are likely as accurate as those more complex ones for certain potential functions. We also found that the widely used contact potential functions stabilize NNS poorly, whereas potential functions incorporating local structure information significantly increase the stability of NNS. Proteins 2007. © 2006 Wiley‐Liss, Inc.
Evolution of the conceptions of a secondary education biology teacher: Longitudinal analysis using cognitive maps
Authors: Da‐Silva Consuelo , Mellado Vicente , Ruiz Constantino , Porlán Rafael
Published: October 2006

We describe a longitudinal study of a secondary education biology teacher at two moments in her career (1993–2002), determining the changes in her conceptions of the nature of science and its teaching and learning, and the factors that favored or hindered such changes. The changes were analyzed using cognitive maps, constructed on the basis of the Inventory of Teachers' Pedagogical & Scientific Beliefs (INPECIP) questionnaire, designed and validated by R. Porlán, A. Rivero, and R. Martín del Pozo (1997), and a semistructured interview. The results showed the process of change in conceptions to be complex and gradual, with different conceptions being out of phase with each other. During her first 4 years of teaching, until 1993, her conceptions of science teaching and learning began to evolve from a teacher and content‐centered model to one that was more student centered. The catalyst of the change in her initial conceptions of teaching and learning was her becoming aware of the students' alternative ideas. Her empiricist conception of the nature of science, however, remained practically unaltered during these first 4 years. This conception began to shift slowly toward less dogmatic and more up‐to‐date positions as a consequence of her changing view of teaching‐learning, and by 2002, there was again coherence between her scientific thinking and her ideas on science teaching and learning. © 2006 Wiley Periodicals, Inc. Sci Ed, 91:461–491, 2007
The effect of audio tours on learning and social interaction: An evaluation at Carlsbad Caverns National Park
Authors: Novey Levi T. , Hall Troy E.
Published: October 2006

Auditory forms of nonpersonal communication have rarely been evaluated in informal settings like parks and museums. This study evaluated the effect of an interpretive audio tour on visitor knowledge and social behavior at Carlsbad Caverns National Park. A cross‐sectional pretest/posttest quasi‐experimental design compared the responses of audio tour users (n = 123) and nonusers (n = 131) on several knowledge questions. Observations (n = 700) conducted at seven sites within the caverns documented sign reading, time spent listening to the audio, within group conversation, and other social behaviors for a different sample of visitors. Pretested tour users and nonusers did not differ in visitor characteristics, knowledge, or attitude variables, suggesting the two populations were similar. On a 12‐item knowledge quiz, tour users' scores increased from 5.7 to 10.3, and nonusers' scores increased from 6.2 to 8.4. Most visitors were able to identify some of the park's major messages when presented with a multiple‐choice question, but more audio users than nonusers identified resource preservation as a primary message in an open‐ended question. Based on observations, audio tour users and nonusers did not differ substantially in their interactions with other members of their group or in their reading of interpretive signs in the cave. Audio tour users had positive reactions to the tour, and these reactions, coupled with the positive learning outcomes and negligible effects on social interaction, suggest that audio tours can be an effective communication medium in informal educational settings. © 2006 Wiley Periodicals, Inc. Sci Ed 91:260–277, 2007
Greek primary school teachers' understanding of current environmental issues: An exploration of their environmental knowledge and images of nature
Authors: Michail Sirmo , Stamou Anastasia G. , Stamou George P.
Published: October 2006

In this article, the Greek primary school teachers' understanding of three current environmental issues (acid rain, the ozone layer depletion, and the greenhouse effect) as well as the emerging images of nature were examined. The study revealed that teachers held several environmental knowledge gaps and misconceptions about the three phenomena. Using the media as major environmental information sources, in which environmental issues are constructed as environmental risks, teachers are being environmentally educated in lay and not in scientific terms. Moreover, the image of nature emerging from their ideas about the three environmental issues is that of the romantic archetype, which prevails in postindustrial societies. Such a view, though, gives a conceptualization of nature as balance, under which the greenhouse effect and acid rain are seen as exclusively human‐induced “disturbances.” © 2006 Wiley Periodicals, Inc. Sci Ed 91:244–259, 2007
The American council on education rankings of quality in graduate education and membership in the national academy of science
Authors: Siebring B. Richard
Published: October 2006

Rankings in physics, chemistry, and mathematics are determined for Universities of the United States according to the number of members of each department who have been elected to the National Academy of Science. A strong correlation was found to exist between these rankings and the rankings published by the American Council on Education. In fact, the top ten departments in each of these fields could probably be selected by simply counting the number of Academy members in each of the respective departments.
Early theories on the nature of heat and light
Authors: Heindel Ned D. , Warner Nancy C.
Published: October 2006

Though no simple picture has been invented affording a mechanical model of a light ray, by combining the notions of waves and particles a logically consistent theory has been devised which seems essentially capable of accounting for the properties of light as we know them. Radio rays, heat rays, visible and ultra‐violet light, X‐rays, gamma rays and cosmic rays all are thus different varieties of light. We find from our experiments on diffraction and interference that light consists of waves. The photoelectric effect and the scattering of X‐rays give equally convincing reasons for believing that light consists of particles. For centuries it has been supposed that the two conceptions are contradictory. Goaded on, however, by obstinate experiments we seem to have found a way out. We continue to think of light propagated as electromagnetic waves; but whenever the light does something, it does it as photons. In reply to our question, what is light, the answer seems to come, waves and particles, light is both.
The flight from science reconsidered: Career choice of science and engineering in the 1950's and 1960's
Authors: Reitz Jeffrey G.
Published: October 2006

This paper questions a widespread belief that the trend away from career choices of science and engineering in the early 1960's is attributable to increased student concern with social problems, causing increased hostility to science and technology, and increased desire to study in social science and humanistic disciplines. Evidence from trend surveys suggest that the actual beneficiaries of the “flight from science” and engineering were the professional and managerial fields. Consideration is given to an alternative hypothesis that increasing economic opportunities outside science was one cause. This hypothesis assumes that many economically motivated students have chosen science because they lacked better economic opportunities outside science. Support for this assumption is found in an analysis of survey data on college men in the class of 1961 (N=21687).
A rationale for science in early childhood education
Authors: Howe Ann C.
Published: October 2006

“One of the only two articles that remain in my creed of life is that the future of our civilization depends upon the widening spread and deepening hold of the scientific habit of mind; and that the problem of problems in our education is therefore to discover how to mature and make effective this scientific habit.”
Alternative learning strategies as part of the educational process
Authors: Swartz Ronald
Published: October 2006

The terrible dissension which has endured for so many centuries is a striking lesson teaching us mutually to forgive our errors; dissension is the great evil of mankind and toleration is its only remedy … we should all mutually tolerate each other, because we are all weak, inconsistent, a prey to change and error. Should a reed, bowed into the mud by the wind say to the neighboring reed, bowed in the opposite direction: “Creep in my fashion, wretch, or I'll send in a request to have you uprooted and burned”? (Voltaire, 1764/1962, pp. 487‐489).
Students' conceptions of the top‐level structure of physics texts
Authors: Brincones Isabel , Otero José
Published: October 2006

The purpose of this article is to study students' use of the top‐level structure of physics text passages. An ordering task in which subjects had to arrange a fragmented passage was used to investigate the use of these structures. Students produced a high number of texts with top‐level structures that employed minimal organizational components, and had recourse to local coherence criteria to organize the text. Students also found difficulties in adequately describing the logical status of texts. Terms like “Deduction,” “Definition,” or “Proof,” are used incorrectly. An additional problem was the use of appropriate top‐level structures whose slots were incorrectly filled in. © 1994 John Wiley & Sons, Inc.
Elementary students' responses to questions about plant identification: Response strategies in children
Authors: Tull Delena
Published: October 2006

Nine sixth‐grade students were asked to identify plants seen in a set of slides and examined in two outdoor field trips. When the students did not know the correct common name for a plant (e.g., oak, dandelion), they relied on a variety of response strategies to deal with their lack of knowledge. Three patterns of response emerged when students lacked knowledge of names for plants. Student responses may represent avoidance strategies: avoidance of admission of ignorance, avoidance of being wrong, or avoidance of giving a name more abstract than the common name (e.g., tree, wildflower). These strategies did not result in names that would be acceptable to a science teacher, but the strategies had the effect of hiding the students' lack of knowledge or preventing a “wrong” answer. The study demonstrated that students prefer to identify plants at the generic level (e.g., calling a plant oak rather than tree), which suggests that elementary students should be introduced to the concept of genus (e.g., oak, lily) before being introduced to the more abstract levels of the botanical classification scheme (e.g., class monocot, dicot). © 1994 John Wiley & Sons, Inc.
A case of dilemmas: Exploring my assumptions about teaching science
Authors: Tomanek Debra
Published: October 2006

The study is about a secondary science teacher's thinking associated with dilemmas experienced while teaching an environmental science class. Her interactive thoughts were generally concerned with content and student understanding of it, managing the curriculum, and encouraging and contributing to student success. A unique feature of the work is that the researcher studied her own teaching. The dilemma thoughts were used to explicate her assumptions about teaching the class. An implication of the work is that teachers can use dilemmas to challenge their own assumptions about their teaching practices. © 1994 John Wiley & son, Inc.
Science: The Salters' approach‐a case study of the process of large scale curriculum development
Authors: Campbell Bob , Lazonby John , Millar Robin , Nicolson Peter , Ramsden Judith , Waddington David
Published: October 2006

The Salters' curriculum development projects provide complete applications‐led science or chemistry programs for students ages 11‐18. In terms of the scale of their adoption by teachers in the UK and the interest they have generated in other countries, the developments have been successful. This article is a retrospective analysis of the process of large scale curriculum development. It locates the projects and their development within the range of approaches advocated in science education and considers the practical decisions taken during the development in relation to theories of curriculum development and change. A case is made for regarding large scale curriculum development as a form of technological problem solving, starting from an analysis of the needs of teachers and the formulation of design criteria, and then drawing, when needed, on a range of theoretical ideas concerning content selection, how young people learn and how change is managed. The implications of this view for curriculum evaluation are considered. © 1994 John Wiley & Sons, Inc.
Relational conceptual change in solution chemistry
Authors: Ebenezer Jazlin V. , Gaskell P. James
Published: October 2006

This study explores changes to students' conceptions about solution chemistry in the context of instruction based on collaboration between a researcher and an experienced teacher attempting to implement strategies from the literature on conceptual change. Conceptual change for students and teachers is viewed not just as a process of replacement of old concepts but also as a process of learning to relate ideas to appropriate contexts. The process of instruction and collaboration was influenced by institutional limits on time, the press to cover the curriculum, and the teacher's prior beliefs and practices. The study uses “phenomenography” to conceptualize students' understandings of solubility. Six categories of description were constructed: (a) physical transformation from solid to liquid; (b) chemical transformation of solute; (c) density of solute; (d) amount of space available in solution; (e) properties of solute; and (f) size of solute. After instruction students showed evidence of two additional ways of talking about solubility: (a) chemical structure of components; and (b) solution equilibrium. The new language, however, did not necessarily replace initial ideas about what happens in particular instances of solution chemistry. A careful analysis of the students' conceptions of solubility revealed important factors influencing the nature of student learning in this area of chemistry. These factors include: (a) ambiguities of chemical theories about dissolving: (b) explanations of the observable; and (c) students' chemical language. It is argued, in conclusion, that the goals for instruction are to assist students to appreciate contexts where everyday conceptions of chemical phenomenon are appropriate and contexts where particular conceptions from the community of chemists are more appropriate. © 1995 John Wiley & Sons. Inc.
Model–basedanalysis andreasoning inscience: The MARS curriculum
Authors: Raghavan Kalyani , Glaser Robert
Published: October 2006

Scientists and researchers in many disciplines frequently resort to modeling and model–based reasoning to concretize abstract ideas, to simplify and clarify complex phenomena, to predict trends, and to explain mechanisms and processes. National projects working to reform science education explicitly recommend the development of an appreciation for the centrality of models in the teaching and learning of science. This article describes a model–centered, computer–supported, semester–long science curriculum for middle–school students designed to encourage conceptual understanding and to foster the development of model–based reasoning skills. In the Model–based Analysis and Reasoning in Science (MARS) project, an attempt is made to create an environment conducive to fostering conceptual understanding and reasoning about scientific phenomena that involve “balance of forces.” Visual models that are dynamic and interactive are presented not only to concretize abstract ideas but also as reasoning tools that give students the leverage to solve problems in a variety of contexts. This model–centered curriculum focuses on a network of concepts important for understanding hydrostatics; that is, floating and sinking, as an exemplar for the general principle of balance of forces. How students understand these concepts and use models as a disciplinary resource to engage in chains of reasoning that integrate concepts into networks of relations is of special interest for study. How students use that understanding in new situations within the same explanatory system is also being studied. A major pedagogical question is how middle–school students can be taught to engage in model–based reasoning, a form of reasoning that scientists routinely use. © 1995 John Wiley & Sons. Inc.
Wait‐time, classroom discourse, and the influence of sociocultural factors in science teaching
Authors: Jegede Olugbemiro J. , Olajide Janet O.
Published: October 2006

Wait‐time, a variable related to questioning in a teaching‐learning situation, has been found to have implications for the inquiry mode of science teaching especially in Western classroom environments. Aside from the fact that the literature is very sparse in this area about what obtains in developing countries, nothing appears to be available with regard to how wait‐time interacts with the sociocultural factors within non‐Western science classrooms. In a non‐Western country such as Nigeria where most science programs in schools are inquiry‐oriented, do teachers take notice of, and effectively use, wait‐time in the teaching‐learning process? Are science teachers able to effectively use the mediating role of sociocultural factors in science teaching in a traditional environment which expects children to be seen only and not heard? The main purpose of this study was to investigate the wait‐time of Nigerian integrated science teachers in relation to the amount of students' participation in inquiry. This study also investigated the relationship between wait‐time and sociocultural attitudinal factors prevalent in traditional societies. The instruments used for data collection were the Hough's Observational Schedule and a modified version of the Socio‐Cultural Environment Scale (SCES); a stop‐watch was used to measure the wait‐time of audio‐recorded integrated science lessons of 37 integrated science teachers from selected junior secondary schools in Kaduna State, Nigeria. The results showed that the average wait‐time TT and wait‐time ST of the integrated science teachers was 3.0 seconds and 0.7 seconds, respectively. The study reported the amount of student participation in the student‐teacher classroom discourse to be very low. Wait‐time was also shown to have a strong relationship with sociocultural factors of authoritarianism, goal structure, societal expectation, and traditional worldview. The pedagogical and curricular implications of the results have been highlighted. © 1995 John Wiley & Sons, Inc.
Review of studies on the effectiveness of instructional analogies in science education
Authors: Dagher Zoubeida R.
Published: October 2006

The body of research on instructional analogies in science education is growing steadily in recent years. This study reviews a representative sample of studies that dealt with the effectiveness of text‐based or teacher‐based analogies in learning science concepts. The purpose is to provide a synthesis of the findings and to present implications for teachers and researchers in science education. © 1995 John Wiley & Sons, Inc.
Science education in a multiscience perspective
Authors: Ogawa Masakata
Published: October 2006

The effects of the multiculturalism movement have emerged, especially in the West, in the form of multicultural science education. Multiculturalism can be a powerful and significant tool to reflect on science education and to improve classroom practices. However, this article argues that a “multiscience” perspective on science education affords richer implications for reflection and practice. A multiscience perspective recognizes the existence of various types of science at play in all science classrooms, especially personal science, indigenous science, and Western modem science. © 1995 John Wiley & Sons, Inc.
Programmed elicitation in secondary school chemistry teaching: A 10‐year summary
Authors: Li Tong , Liu Xiufeng
Published: October 2006

This article summarizes a 10‐year Chinese secondary school chemistry teaching experiment called programmed elicitation. The principles for programmed elicitation textbook development and classroom teaching are discussed. The historical context, the impact of Western education theories, and traditional Chinese elicitation are reviewed. The background of the experiment, experimental procedures, and results are presented using a meta‐analytical summative format. It is shown that programmed elicitation is more effective than the traditional Chinese elicitation. Finally, the implications of programmed elicitation for both Chinese and international science education are discussed. © 1995 John Wiley & Sons, Inc.
A challenge to the theory view of students' understanding of natural phenomena
Authors: Rankin Graham
Published: October 2006

The position that students' understanding of natural phenomena as being theoretical is examined. In particular the philosophical and cognitive arguments presented by G. Hills in support of such a position are reviewed, and alternative viewpoints to this position are advanced. © 1995 John Wiley & Sons, Inc.
Academic advising: A cornerstone of student retention
Authors: Crockett David S.
Published: October 2006

Academic advising on many college campuses is perfunctory, clerical, and ineffectively delivered.