bluuebunny/crossref_metadata_2025_split huggingface dataset:
Direct observation of the formation of a cyclic poly(alkyl sorbate) via chain‐growth polymerization by an N‐heterocyclic carbene initiator and ring‐closing without extreme dilution
Authors: Muramatsu Yuki , Takasu Akinori , Higuchi Masahiro , Hayashi Mikihiro 
Published: September 2020

Abstract1,3‐Di‐tert‐butylimidazol‐2‐ylidene (NHCtBu), which is one of the typical N‐heterocyclic carbene (NHC), was found to initiate the anionic chain‐growth polymerization of methyl sorbate (MS) in toluene at −20°C. The polymerization was accelerated by an aluminum Lewis acid, that is, methylaluminum bis(2,6‐di‐tert‐butyl‐4‐methylphenoxide) (MAD), to afford cyclic poly(MS)s. Subsequently, thiol‐ene click reactions of poly(MS)s with two different alkanethiols were performed using a photoradical initiator to obtain graft‐like polymers, which was for the microscopic observation of the chains directly by transmittance electron microscope (TEM). The contamination of linear polymers was hardly observed. This means that the polymers synthesized by our synthetic strategy were indeed cyclic polymers. We also compared the theoretical and experimental chain diameter and width for the graft‐like cyclic polymers, where these values were dependent on the molecular weight of the cyclic polymers regulated by the feed monomer/initiator ratio and length of the alkanethiols, respectively.
Consistency and variation of protein subcellular location annotations
Authors: Xu Ying‐Ying , Zhou Hang , Murphy Robert F. , Shen Hong‐Bin 
Published: September 2020

AbstractA major challenge for protein databases is reconciling information from diverse sources. This is especially difficult when some information consists of secondary, human‐interpreted rather than primary data. For example, the Swiss‐Prot database contains curated annotations of subcellular location that are based on predictions from protein sequence, statements in scientific articles, and published experimental evidence. The Human Protein Atlas (HPA) consists of millions of high‐resolution microscopic images that show protein spatial distribution on a cellular and subcellular level. These images are manually annotated with protein subcellular locations by trained experts. The image annotations in HPA can capture the variation of subcellular location across different cell lines, tissues, or tissue states. Systematic investigation of the consistency between HPA and Swiss‐Prot assignments of subcellular location, which is important for understanding and utilizing protein location data from the two databases, has not been described previously. In this paper, we quantitatively evaluate the consistency of subcellular location annotations between HPA and Swiss‐Prot at multiple levels, as well as variation of protein locations across cell lines and tissues. Our results show that annotations of these two databases differ significantly in many cases, leading to proposed procedures for deriving and integrating the protein subcellular location data. We also find that proteins having highly variable locations are more likely to be biomarkers of diseases, providing support for incorporating analysis of subcellular location in protein biomarker identification and screening.
2D Linear Trap Array for Quantum Information Processing
Authors: Holz Philip C. , Auchter Silke , Stocker Gerald , Valentini Marco , Lakhmanskiy Kirill , Rössler Clemens , Stampfer Paul , Sgouridis Sokratis , Aschauer Elmar , Colombe Yves , Blatt Rainer 
Published: September 2020

AbstractAn ion‐lattice quantum processor based on a two‐dimensional arrangement of linear surface traps is presented. The design features a tunable coupling between ions in adjacent lattice sites and a configurable ion‐lattice connectivity, allowing one, for example, to realize rectangular and triangular lattices with the same trap chip. Detailed trap simulations of a simplest‐instance ion array with 2 × 9 trapping sites are presented and the fabrication of a prototype device in an industrial facility is reported on. The design and the employed fabrication processes are scalable to larger array sizes. Trapping of ions in rectangular and triangular lattices and transport of a 2 × 2 ion‐lattice over one lattice period are demonstrated.
Coherent Ising Machines with Error Correction Feedback
Authors: Kako Satoshi , Leleu Timothée , Inui Yoshitaka , Khoyratee Farad , Reifenstein Sam , Yamamoto Yoshihisa 
Published: September 2020

AbstractA nonequilibrium open‐dissipative neural network, such as a coherent Ising machine based on mutually coupled optical parametric oscillators, has been proposed and demonstrated as a novel computing machine for hard combinatorial optimization problems. However, there is a challenge in the previously proposed approach: The machine can be trapped by local minima which increases exponentially with a problem size. This leads to erroneous solutions rather than correct answers. In this paper, it is shown that it is possible to overcome this problem partially by introducing error detection and correction feedback mechanism. The proposed machine achieves efficient sampling of degenerate ground states and low‐energy excited states via its inherent exploration property during a solution search process.
Explicit multiobjective model predictive control for nonlinear systems under uncertainty
Authors: Hernández Castellanos Carlos I. , Ober‐Blöbaum Sina , Peitz Sebastian 
Published: September 2020

SummaryIn real‐world problems, uncertainties (eg, errors in the measurement, precision errors, among others) often lead to poor performance of numerical algorithms when not explicitly taken into account. This is also the case for control problems, where in the case of uncertainties, optimal solutions can degrade in quality or they can even become unfeasible. Thus, there is the need to design methods that can handle uncertainty. In this work, we consider nonlinear multiobjective optimal control problems with uncertainty on the initial conditions, and in particular their incorporation into a feedback loop via model predictive control. For such problems, not much has been reported in terms of uncertainties. To address this problem class, we design an offline/online framework to compute an approximation of efficient control strategies. In order to reduce the numerical cost of the offline phase—which grows exponentially with the parameter dimension—we exploit symmetries in the control problems. Furthermore, in order to ensure optimality of the solutions, we include an additional online optimization step, which is considerably cheaper than the original multiobjective optimization problem. We test our framework on a car maneuvering problem where safety and speed are the objectives. The multiobjective framework allows for online adaptations of the desired objective. Our results show that the method is capable of designing driving strategies that deal better with uncertainties in the initial conditions, which translates into potentially safer and faster driving strategies.
Assessing restoration potential for beaver (Castor canadensis) in the semiarid foothills of the Southern Rockies, USA
Authors: Kornse Zachary , Wohl Ellen 
Published: September 2020

AbstractWe used the Beaver Restoration Assessment Tool (BRAT) developed at Utah State University to develop spatially explicit estimates of maximum beaver‐carrying capacity in a 160 km2 watershed in the foothills of the Southern Rockies. The watershed does not currently have beaver but has extensive evidence of past beaver occupation. BRAT uses input data on stream flow, topography, and vegetation. We compared BRAT results using three different types of vegetation inputs: the default LANDFIRE data at 30‐m spatial resolution and pixel‐based and object‐based image analysis (OBIA) with 1‐m resolution National Agriculture Imagery Program imagery. OBIA produced the most accurate results relative to ground‐based vegetation mapping. Changes in vegetation input data resulted in substantial changes in BRAT estimates of beaver‐carrying capacity. Using historic LANDFIRE vegetation data and field evidence of past beaver activity, contemporary beaver‐carrying capacity is much lower than historical capacity throughout the watershed. These changes are especially pronounced in low‐order stream segments, suggesting that beaver reintroduction in this watershed could be facilitated by measures to restore riparian vegetation along low‐order streams. This case study demonstrates the value of using BRAT as a tool prior to beaver reintroduction and stream restoration.
Turbulent flow structure in a vegetated non‐prismatic compound channel
Authors: Vojoudi Mehrabani Fatemeh , Mohammadi Mirali , Ayyoubzadeh Seyed A. , Fernandes João N. , Ferreira Rui M. L. 
Published: September 2020

AbstractThe presence of vegetation on the floodplains of compound channels affects the structure of mean flow, increases flow resistance and turbulence intensity, and impacts sediment transport. In prismatic compound channels, the shear stress at the interface between the flows in the main channel and lateral floodplains has a strong influence in the cross sectional velocity distribution and thus conveyance of the channel. Due to mass transfer between subsections, these effects are enhanced in non‐prismatic channels. In the present study, the three‐dimensional turbulent flow structure in a vegetated non‐prismatic convergent compound channel is experimentally investigated. The main purpose is to clarify the explicit influence of the combination of two factors (floodplain vegetation and convergent floodplains) on mean flow and large‐scale turbulence. The experiments were conducted for relative depths (i.e., the ratio between floodplain and main channel flow depths) equal to 0.21 and 0.31 and floodplain convergence angles equal to 7.25° and 11.3°. The results obtained in straight compound channel with vegetated floodplains were used as a reference. The analysis of the Acoustic Doppler Velocimeter measurements shows that due to convergent floodplains, a transverse current is directed from the floodplains to the main channel from both sides, generating two helical secondary currents. Investigations of the vegetation influence on Reynolds stresses shows that there is a significant vertical and lateral spreading of the shear region towards the main channel side slope. As the convergence angle increases, the floodplain flow proportion decreases. In this case, the presence of vegetation in the floodplain leads to a suppression of the momentum exchange between main channel and floodplains causing the discharge distribution between sub‐sections to be significantly different from what would be without floodplain vegetation.
Using Context as an Assist in Word Solving: The Contributions of 25 Years of Research on the Interactive Strategies Approach
Authors: Scanlon Donna M. , Anderson Kimberly L. 
Published: September 2020

ABSTRACTRecently, there has been growing concern about how to most effectively support the literacy development of beginning and struggling readers with regard to helping them learn to effortlessly identify the huge number of words that proficient readers ultimately learn to read with automaticity. Some, noting the critical importance of phonics instruction in learning to read in an alphabetic writing system, take the position that students should attend only to alphabetic information in word‐solving attempts. However, long‐standing theories of the development of word‐reading skills support the value of teaching students to use both alphabetic and contextual information in word solving in interactive and confirmatory ways. The authors summarize 25 years of research in which beginning and struggling readers were taught to use both code‐ and meaning/context‐based strategies for word solving and were provided with explicit, responsive instruction focused on the alphabetic code. The authors present brief summaries of theoretical explanations of the word‐learning process. Then, the authors summarize six experimental studies that, together, included students in kindergarten through fourth grade and involved the implementation of the Interactive Strategies Approach in the primary grades and an extension of the approach with middle elementary students with reading difficulties. The studies resulted in substantially improved reading outcomes among treatment versus business‐as‐usual groups. The authors contend that using both phonics‐ and context‐based information facilitates the ability to build sight vocabulary, which in turn enables readers to turn their attention to the most important goal of literacy learning: meaning construction.
Reading Wars, Reading Science, and English Learners
Authors: Goldenberg Claude 
Published: September 2020

AbstractLearning and developing as a reader are more complicated in a language the reader is simultaneously learning to speak and understand. This challenge is faced by millions of English learners (ELs) who are in all‐English programs and must therefore learn to read, write, and develop as readers and writers while learning and becoming proficient in English. The author summarizes what is known about teaching ELs beginning and more advanced reading skills, all in English, as they progress through school. Drawing on classroom studies, interventions, and neurolinguistic research, the author focuses on how learning to read in a second language is similar to learning to read in a first language and what differences might exist. These differences, not surprisingly, have to do with ELs’ limited English proficiency. The author’s intent is to begin with the knowledge base of the science of reading, build onto it research on effective literacy instruction for ELs, and then begin articulating what could become a science of reading instruction for students who are learning and progressing as readers in English while learning to speak and understand it. Promoting higher levels of literacy for ELs will require teachers to use what is currently known about effective practices in literacy instruction for students in general and, in addition, help ELs achieve higher levels of English language proficiency. Both English literacy and English oral language proficiency must be priorities if these students are to have adequate and equitable opportunities for success in school and beyond.
Does English Have Useful Syllable Division Patterns?
Authors: Kearns Devin M. 
Published: September 2020

ABSTRACTPrograms for teaching English reading, especially for students with dyslexia, and educational practice standards often recommend instruction on dividing polysyllabic words into syllables. Syllable division is effort intensive and could inhibit fluency when reading in text. The division strategies might still be useful if they work so consistently that they will help students decode most unfamiliar polysyllabic words. No study of the English lexicon has confirmed that the pattern is highly consistent. This study addresses this gap in the literature. The utility of the two most frequently taught patterns was examined in a corpus analysis of 14,844 words from texts used in grades 1–8. The VC|CV pattern involves a single vowel (V), two consonants (CC), and another vowel. According to the expected pattern, the first vowel should have a short (lax) sound, such as the a in rabbit. This was true of 70.6% of instances in VCCV words in the corpus. For the V|CV pattern, the first vowel is expected have a long (tense) sound, such as the a in mason. This was true in 30.5% of instances in VCV words in the corpus. The patterns were more consistent for bisyllabic words than longer words (78.8% vs. 62.5% for VCCV words and 47.3% vs. 18.8% for VCV words, respectively). When comparing only short‐ and long‐vowel pronunciations (ignoring other sounds such as schwa), the first vowel followed the expected pattern in 94.3% instances of VCCV words and 53.3% of VCV words. The unreliability of VCV may not justify the effort required to use the strategy. There are implications for the debate about the science of reading.
When Did You Learn It? How Background Knowledge Impacts Attention and Comprehension in Read‐Aloud Activities
Authors: Kaefer Tanya 
Published: September 2020

ABSTRACTReading science has reached consensus that background knowledge is essential for reading comprehension. What remains an open question for the science of reading, however, is how and when this background knowledge ought to be developed. Teachers often include activities meant to activate background knowledge immediately prior to read‐alouds. However, these activities also often provide completely new knowledge, the efficacy of which has not been well studied. The goal of the current study was to examine differences in narrative comprehension when background knowledge is activated before reading (i.e., students are reminded of things they already know) versus provided before reading (i.e., students are informed of new information). To that end, 92 participants were tested on familiar information (i.e., activated knowledge), taught novel but relevant information (i.e., provided knowledge), or taught novel but irrelevant information (i.e., neither activated nor provided knowledge) prior to reading a story. Regression analyses showed that whereas students showed basic comprehension no matter when they learned the information, attention and more advanced comprehension skills were more successful when students already knew about a topic and merely had their knowledge activated. This suggests that common prereading activities may not be successful for students who are unfamiliar with the topic. Reading science must continue to explore how to develop this crucial background knowledge.
Rethinking the Role of Knowledge in the Literacy Classroom
Authors: Hattan Courtney , Lupo Sarah M. 
Published: September 2020

ABSTRACTKnowledge plays an inarguably critical role in reading comprehension. When considering the science of reading, it is important to engage with varying theoretical frameworks and empirical research that inform our collective understanding regarding the intersection of knowledge and literacy in K–12 classrooms. Therefore, the purpose of this article is to consider sociocultural and cognitivist perspectives on the role that knowledge plays throughout the reading process and to examine whose knowledge matters. Then, the authors address three tensions related to the role of knowledge in K–12 literacy instruction and offer research‐based perspectives on how educators, researchers, school leaders, parents, and community leaders can rethink knowledge to support students in learning from texts. First, the authors reframe the knowledge gap and suggest ways that teachers can privilege students’ knowledge as assets during literacy instruction. Second, the authors address the importance of supporting students in activating, integrating, and revising their knowledge during text processing and suggest evidence‐based instructional techniques that support students’ learning from texts. Finally, the authors contend that content knowledge is not the only type of knowledge that matters in reading and suggest how teachers can support readers in using other types of knowledge that are crucial to comprehension.
How the Science of Reading Informs 21st‐Century Education
Authors: Petscher Yaacov , Cabell Sonia Q. , Catts Hugh W. , Compton Donald L. , Foorman Barbara R. , Hart Sara A. , Lonigan Christopher J. , Phillips Beth M. , Schatschneider Christopher , Steacy Laura M. , Terry Nicole Patton , Wagner Richard K. 
Published: September 2020

ABSTRACTThe science of reading should be informed by an evolving evidence base built on the scientific method. Decades of basic research and randomized controlled trials of interventions and instructional routines have formed a substantial evidence base to guide best practices in reading instruction, reading intervention, and the early identification of at‐risk readers. The recent resurfacing of questions about what constitutes the science of reading is leading to misinformation in the public space that may be viewed by educational stakeholders as merely differences of opinion among scientists. The authors’ goals in this article were to revisit the science of reading through an epistemological lens to clarify what constitutes evidence in the science of reading, and to offer a critical evaluation of the evidence provided by the science of reading. To this end, the authors summarize those things that they believe have compelling evidence, promising evidence, or a lack of compelling evidence. The authors conclude with a discussion of areas of focus that they believe will advance the science of reading to meet the needs of all students in the 21st century.
Synthesis of Axially Chiral Carboxamides via Aminocarbonylation of Aryl and Vinyl Iodides with 2,2’‐Diamino‐1,1’‐binaphthalene in the Presence of Palladium Catalysts
Authors: Pálinkás Noémi , Mikle Gábor , Aranyi Anita , Péter Antal , Kollár László 
Published: September 2020

AbstractPalladium‐catalysed aminocarbonylation of iodobenzene and 1‐iodocyclohexene with both enantiomerically pure and racemic 2,2’‐diamino‐1,1’‐binaphthalene (BINAM) as N‐nucleophile was carried out. The mono‐ and dicarboxamide enantiomers possessing axial chirality were synthesised using (Sax)‐BINAM. In the possession of these reference compounds the partial chiral kinetic resolution of racemic BINAM was carried out using various optically active bidentate ligands such as (2S,4S)‐BDPP, (2S,3S)‐CHIRAPHOS and (R)‐BINAP. It was revealed by chiral HPLC measurements that up to 10 % enantiomeric excess of carboxamides can be achieved in this way. Although with low enantioselection, enantioselectve aminocarbonylation was carried out for the first time.
Prelude to Molecular Dynamics‐II: Investigation of Potential Energy Surfaces Using Gaussian Charge Models
Authors: Albuquerque Johnross V. , Shirsat Rajendra N. 
Published: September 2020

AbstractThe current work demonstrates the application of topography‐based Gaussian charge models (GCMs) in studying potential energy surfaces of molecular dimers of water, ammonia, acetylene and benzene in addition to water‐ammonia, water‐acetylene, ammonia‐acetylene, water‐benzene, ammonia‐benzene and acetylene‐benzene complexes. Investigations are also carried for trimer systems of water, ammonia and their mixed compositions. The predicted geometries are in good agreement with those derived from quantum mechanical (QM) calculations and the interaction energy values forecasted deviate not more than ±2 kcal/mol from respective QM counterparts.
A Concise Review of Baseline Facts of SARS‐CoV‐2 for Interdisciplinary Research
Authors: Tyagi Adish , Nigam Sandeep , Chauhan Rohit Singh 
Published: September 2020

AbstractThe COVID‐19 pandemic caused by SARS‐CoV‐2 is a global health emergency. Investigation covering various aspects of diagnosis, treatment, and vaccine development for COVID‐19 are being attempted globally. Common goal of reducing loss of life requires accelerated and integrated effort from researchers of different fields i. e. chemistry, biology, clinical/medical science etc. Integrated yet timely effort requires the understanding of interdisciplinary key concepts as well as knowledge of major challenges, present status and strategies. Hence, in this article, we present an overview of baseline/key facts of SARS‐CoV‐2 mingled with current status and strategies in a simple, straight forward and coherent manner. In particular, the review attempts to integrate and arrange the key facts at the interface of chemistry and biology. Overview of epidemiology of SARS‐CoV‐2 virus infection, structural characteristics of virus, detection methods and therapeutic agents based on antibodies, therapeutic agents based on traditional drug molecule, drug development based on specific catalytic enzyme inhibitors, vaccine design approaches have been provided. Since enzyme site and catalytic action is the key for biological process, they have been lucidly explained at molecular level. It is believed that accredited information amalgamated in this report will provide a strong rational and lucid groundwork for the coherent interdisciplinary research to countermeasure covid‐19 crisis.