Matrix-Assisted Laser Desorption/Ionization Time-of-Flight Mass Spectrometry Characterization of Primary Amine End-Functionalized Polystyrene and Poly(methyl methacrylate) Synthesized by Living Anionic Polymerization Techniques

The reaction of living anionic polymers with 2,2,5,5-tetramethyl-1-(3-bromopropyl)-1-aza-2,5- disilacyclopentane (1) was investigated using coupled thin layer chromatography and matrix-assisted laser desorption/ionization time-of-flight mass spectrometry. Structures of byproducts as well as the major product were determined. The anionic initiator having a protected primary amine functional group, 2,2,5,5-tetramethyl- 1-(3-lithiopropyl)-1-aza-2,5-disilacyclopentane (2), was synthesized using all-glass high-vacuum techniques, which allows the long-term stability of this initiator to be maintained. The use of 2 in the preparation of well-defined aliphatic primary amine R-end-functionalized polystyrene and poly(methyl methacrylate) was investigated. Primary amino R-end-functionalized poly(methyl methacrylate) can be obtained near-quantitatively by reacting 2 with 1,1-diphenylethylene in tetrahydrofuran at room temperature prior to polymerizing methyl methacrylate at -78 °C. When 2 is used to initiate styrene at room temperature in benzene, an additive such as N,N,N',N'- tetramethylethylenediamine is necessary to activate the polymerization. However, although the resulting polymers have narrow molecular weight distributions and well-controlled molecular weights, our mass spectra data suggest that the yield of primary amine α-end-functionalized polystyrene from these syntheses is very low. The majority of the products are methyl α-end-functionalized polystyrene.

Infrastructure Support for Controlled Experimentation with Software Testing and Regression Testing Techniques

Where the creation, understanding, and assessment of software testing and regression testing techniques are concerned, controlled experimentation is an indispensable research methodology. Obtaining the infrastructure necessary to support such experimentation, however, is difficult and expensive. As a result, progress in experimentation with testing techniques has been slow, and empirical data on the costs and effectiveness of techniques remains relatively scarce. To help address this problem, we have been designing and constructing infrastructure to support controlled experimentation with testing and regression testing techniques. This paper reports on the challenges faced by researchers experimenting with testing techniques, including those that inform the design of our infrastructure. The paper then describes the infrastructure that we are creating in response to these challenges, and that we are now making available to other researchers, and discusses the impact that this infrastructure has and can be expected to have.

A review of existing and potential New World and Australasian vertebrate pesticides with a rationale for linking use patterns to registration requirements

Registration is a necessarily sophisticated evaluation process applied to vertebrate pesticide products. Although conducted to minimize any potential impacts upon public health, the environment and food production, the all-encompassing process of registration can stifle innovation. Vertebrate pesticides are rarely used to control pest animals in food crops. In contrast to agrochemicals, relatively small amounts of vertebrate pesticides are used (50.1%), usually in solid or paste baits, and generally by discrete application methods rather than by broad-scale spray applications. We present a hierarchy or sliding scale of typical data requirements relative to application techniques, to help clarify an evolving science-based approach which focuses on requiring data to address key scientific questions while allowing waivers where additional data have minor value. Such an approach will facilitate the development and delivery of increasingly humane, species-targeted, low residue pesticides in the New World, along with the phasing out of less desirable chemicals that continue to be used due to a lack of alternatives.

Integrating Visual and Verbal Literacies in the Early Childhood Classroom

Young children have the strong desire to use all of the communicative tools their cultures and families offer them. They want to be able to do all of the things that the powerful people they admire can do, including talking, writing, drawing, using the computer, and otherwise creating and sharing ideas, memories, solutions, even jokes and feelings. Today, we live in a time when the communicative tools are changing rapidly, practically exploding before our eyes in terms of the formats and media available to us in complex combinations not seen before. What do these technological changes mean for how we can support children's development toward literacy? An integrated arts curriculum has long been favored by many educators, but today there are more reasons than ever to implement such a philosophy. From communications theory comes a new understanding of how modern technologies demand that children learn to "read" and "write" messages involving complex combinations and integrations of visual and verbal formats. From psychology come insights about intelligence being multiple not unitary, as well as ecological perception theory offering a well-accepted framework for analyzing the affordances and expressive possibilities of different media. From education come fresh approaches to integrated curriculum, including a philosophy and pedagogy from Reggio Emilia, Italy, that combines well with current thinking by North Americans. Altogether, we have many rationales and exciting strategies at hand for launching young children toward an integrated visual and verbal literacy that involves substance, challenge, and discipline, as well as innovation, creativity, and freedom.