Synthesis of 4-hydroxycinnamic amides of di-, tri-, and tetraamines : potential insect toxins /

The monoconjugates of phenolic acids (i.e. coumaric acid) with polyamines such as spermidine and spermine are strikingly similar to some toxins from spiders and predatory wasps. Many plants contain phenolic acid polyamine conjugates and there is some reliable information supporting their roles as plant defense chemicals. Eleven monoacylated compounds of diamines, triamines, tetraamines and oxa-polyamine amines were prepared in three to seven steps: 22, 23, 24, 25, 26, 27, 28, 29, 30, 31 and 32. The synthesis proceeds through stepwise construction of the polyamine backbone (as in 62 and 72), followed by protection and deprotection steps of the amino functions. Desymmetrization of readily available and prepared symmetrical polyamines is a key step in the synthesis. The protecting groups employed were tert-butoxycarbonyl (BOC) and trifluoroacetyl (TFA) group which were removed under different conditions: acid and base respectively. Deprotection and refunctionalization of the polyamine reagent demonstrated the versatility of these systems for N-acylation.

Timing of di-ammonium phosphate addition to fermenting chardonnay must : effect on nitrogen utilization, ethyl-carbamate formation, and CAR1 expression by yeast /

The maximum amount of ethyl carbamate (EC), a known animal carcinogen produced by the reaction of urea and ethanol, allowed in alcoholic beverages is regulated by legislation in many countries. Wine yeast produce urea by the metabolism of arginine, the predominant assimilable amino acid in must. This action is due to arginase (encoded by CARl). Regulation of CARl, and other genes in this pathway, is often attributed to a well-documented phenomenon known as nitrogen catabolite repression. The effect of the timing of di-ammonium phosphate (DAP) additions on the nitrogen utilization, regulation of CARl, and EC production was investigated. A correlation was found between the timing of DAP addition and the utilization of nitrogen. When DAP was added earlier in the fermentations, less amino nitrogen and more ammonia nitrogen was sequestered from the media by the cells. It was also seen that early DAP addition led to more total nitrogen being used, with a maximal difference of ~25% between fermentations where no DAP was added versus addition at the start of the fermentation. The effect of the timing ofDAP addition on the expression of CARJ during fermentation was analyzed via northern transfer and the relative levels of CARl expression were determined. The trends in expression can be correlated to the nitrogen data and be used to partially explain differences in EC formation between the treatments. EC was quantified at the end of fermentation by GC/MS. In Montrachet yeast, a significant positive correlation was found between the timing of DAP addition, from early to late, and the final EC concentration m the wine (r = 0.9226). In one of the fermentations, EC levels of 30.5 ppb was foimd when DAP was added at the onset of fermentation. A twofold increase (69.5 ppb) was observed when DAP was added after 75% of the sugars were metabolized. When no DAP was added, the ethyl carbamate levels are comparable at a value of 38 ppb. In contrast, the timing of DAP additions do not affect the level EC produced by the yeast ECU 18 in this manner. The study of additional yeast strains shows that the effect of DAP addition to fermentations is strain dependent. Our results reveal the potential importance of the timing of DAP addition to grape must with respect to EC production, and the regulatory effect of DAP additions on the expression of genes in the pathway for arginine metabolism in certain wine yeast strains.

Metaphilosophy and educating: Stephen C. Pepper's selectivism as a basis for educational excellence

Atheory of educating is always derived from philosophical tenets. In Western society these tenets are concerned primarily with the provision, maintenance and evolution of knowledge for use by future generations. The provision of knowledge for future generations is for the purpose of ensuring cultural and biological survival. Essentially this provision involves two major criteria: first, that only that knowledge which has been judged to be exce11 ent shou1d be passed on and, second, in add it ion to providing knowledge claims, the evidence for knowledge claims must also be extended in order to fully enrich meaning for an individual involved in a learning experience. Embedded in such a theory of educating are a concept of educational excellence and a concept of the provision of evidence for knowledge claims. This thesis applied the contributions of metaphilosophy to the concepts of educational excellence and the provision of evidence. The metaphilosophy of Stephen C. Pepper was examined for its contributions to a theory of educating and a concept of educational excellence. Metaphilosophy is concerned with making knowledge meaningful. It is a subject matter which may be studied in and of itself and it is a method for acquiring meaning by interpreting knowledge. Historically people have interpreted the knowledge of the world from basically four adequate world views which Pepper termed formism, mechanism, contextual ism and organicism. He later proposed a fifth world view which he termed selectivism. In this thesis these world views were shown to contribute in a variety of ways to educational excellence, most particularly as they allow for interpretations and analysis of evidence about knowledge claims. Selecti vismwas examined in depth and was shown to contribute to educational excellence in two major ways; first, as a world hypothesis which offers an interpretation of the evidence for knowledge claims and, second, as a metahypothesis which provides knowledge about the nature of knowledge. Finally the importance of metaphilosophy in contributing to cultural survival was demonstrated in a discussion of the potential impact of selectivism on a theory of educating and educational excellence.

Exploring Academic (Di)stress and Help-Seeking in Faculty of Education Students

This is a study of education students’ conceptions of and experiences with academic stress and help-seeking. The study explored teacher education and Master of Education students’ academic stress by examining causes of academic stress and how these stressors affect students’ academic and university experiences. Stress-related help-seeking was also a focus of this study, and was explored using inquiries regarding where participants sought stress-related support. Additionally, exploring students’ use of the Internet for stress-related information or support was a goal of this study. These research goals were pursued using a qualitative methodology that applied grounded theory design. Consequently, data were used to develop a theory that would contribute to existing literature. Specifically, participant descriptions related to causes of and responses to academic stress aligned with Maslow’s (1954) theory of human motivation and Alderfer’s (1969) E. R. G. theory, and led to theoretical contributions that took a hierarchy of student needs and motivation into consideration.

2nd Annual CIBPA Awards for Excellence, 2002

A certificate award from the Canadian Italian Business and Professional Association of Niagara. Mr. Ziraldo is presented with the Business Excellence award on October 26, 2002. The certificate is signed by Walt Lastewka, M.P. Caucus Advocate for SME's.

Synthesis of 3', 5'-cyclic diguanylic acid (c-di-GMP) analogues

In the past few years, interest in signaling networks involving 3ʹ, 5ʹ -cyclic diguanylic acid (c-di-GMP) has increased dramatically. Evidence started to emerge that connects c-di-GMP to the regulation of a range of biological processes in bacteria, such as bacterial biofilm formation, virulence, extracellular polysaccharide synthesis, however, much remains to be explored in the signaling pathways that involve this secondary messenger. This molecule has also been shown to be a very powerful immunostimulating agent and potent mucosal vaccine adjuvant.