Thermodynamics of aqueous biopolymer solutions and fractionation of Dextran

Flory-Huggins interaction parameters and thermal diffusion coefficients were measured for aqueous biopolymer solutions. Dextran (a water soluble polysaccharide) and bovine serum albumin (BSA, a water soluble protein) were used for this study. The former polymer is representative for chain macromolecules and the latter is for globular macromolecules. The interaction parameters for the systems water/dextran and water/BSA were determined as a function of composition by means of vapor pressure measurements, using a combination of headspace sampling and gas chromatography (HS-GC). A new theoretical approach, accounting for chain connectivity and conformational variability, describes the observed dependencies quantitatively for the system water/dextran and qualitatively for the system water/BSA. The phase diagrams of the ternary systems water/methanol/dextran and water/dextran/BSA were determined via cloud point measurements and modeled by means of the direct minimization of the Gibbs energy using the information on the binary subsystems as input parameters. The thermal diffusion of dextran was studied for aqueous solutions in the temperature range 15 < T < 55 oC. The effects of the addition of urea were also studied. In the absence of urea, the Soret coefficient ST changes its sign as T is varied; it is positive for T > 45.0 oC, but negative for T < 45.0 oC. The positive sign of ST means that the dextran molecules migrate towards the cold side of the fluid; this behavior is typical for polymer solutions. While a negative sign indicates the macromolecules move toward the hot side; this behavior has so far not been observed with any other binary aqueous polymer solutions. The addition of urea to the aqueous solution of dextran increases ST and reduces the inversion temperature. For 2 M urea, the change in the sign of ST is observed at T = 29.7 oC. At higher temperature ST is always positive in the studied temperature range. To rationalize these observations it is assumed that the addition of urea opens hydrogen bonds, similar to that induced by an increase in temperature. For a future extension of the thermodynamic studies to the effects of poly-dispersity, dextran was fractionated by means of a recently developed technique called Continuous Spin Fractionation (CSF). The solvent/precipitant/polymer system used for the thermodynamic studies served as the basis for the fractionation of dextran The starting polymer had a weight average molar mass Mw = 11.1 kg/mol and a molecular non-uniformity U= Mw / Mn -1= 1.0. Seventy grams of dextran were fractionated using water as the solvent and methanol as the precipitant. Five fractionation steps yielded four samples with Mw values between 4.36 and 18.2 kg/mol and U values ranging from 0.28 to 0.48.

„They can be responsible leaders, they can also be housewives…“: ein Mädcheninternat in Nordghana /// Arbeitspapiere / Institut für Ethnologie und Afrikastudien ; 104

Diese Arbeit analysiert, welche Erziehungsziele ein gymnasiales Mädcheninternat in der Upper West Region in Ghana verfolgt und wie diese Erziehungsziele im Schulalltag praktisch umsetzt werden. Angeregt durch das Goffmansche Konzept der „totalen Institution“ untersucht die Arbeit den umfassenden Einfluss der katholischen Internatsschule auf die Schülerinnen, die mit dem Eintritt in die Schule ihre dörfliche Herkunftswelt verlassen und ein Übergangsstadium durchlaufen. Die Schülerinnen werden nicht nur im Unterricht erzogen, sondern der gesamte Schulalltag wird von Regeln bestimmt, die aus den Schülerinnen gute Staatsbürgerinnen machen sollen. Dabei entwickelte sich die 1959 gegründete St. Francis Girls’ Secondary School im Lauf der Zeit von einer Institution, die vor allem christliche Haus- und Ehefrauen produzieren wollte, zu einer Schule, die die Mädchen auch akademisch gut ausbilden will und ihnen vermittelt, dass sie künftig zu einer „Elite“ gehören werden. Dass der Einfluss des Internats aber weder „total“ ist, noch die Schülerinnen passiv sind, zeigt sich daran, dass die Schülerinnen zum einen die Schulregeln nicht immer befolgen und sich zum anderen auch gegenseitig, und dies nicht immer im Sinne der Regeln, disziplinieren.