Structure of the K12 capsule containing 5,7-di-N-acetylacinetaminic acid from Acinetobacter baumannii isolate D36

The repeat unit of the K12 capsular polysaccharide isolated from the Acinetobacter baumannii global clone 1 clinical isolate, D36, was elucidated by means of chemical and spectroscopical methods. The structure was shown to contain N-acetyl-D-galactosamine (D-GalpNAc), N-acetyl-D-fucosamine and N-acetyl-L-fucosamine linked together in the main chain, with the novel sugar, 5,7-diacetamido-3,5,7,9-tetradeoxy-L-glycero-L-altro-non-2-ulosonic acid (5,7-di-N-acetylacinetaminic acid or Aci5Ac7Ac), attached to D-GalpNAc as a side branch. This matched the sugar composition of the K12 capsule and the genetic content of the KL12 capsule gene cluster reported previously. D-FucpNAc was predicted to be the substrate for the initiating transferase, ItrB3, with the Wzy polymerase making a α-D-FucpNAc-(1 → 3)-D-GalpNAc linkage between the repeat units. The three glycosyltransferases encoded by KL12 are all retaining glycosyltransferases and were predicted to form specific linkages between the sugars in the K12 repeat unit.

5,7-Dimethoxy-2-phenyl-4H-chromen-4-one

The asymmetric unit of the title compound, C17H14O4, contains two independent molecules which differ in the relative orientations of the phenyl rings with repect to the essentially planar [maximum deviations of 0.029 (2) and 0.050 (2) angstrom in the two molecules] chromene fused-ring system, forming dihedral angles of 10.3 (5) and 30.86 (5)degrees in the two molecules. The crystal structure is stabilized by weak C-H center dot center dot center dot O and C-H center dot center dot center dot pi interactions, and pi-pi stacking interactions.

7 päivää -lehden aukeama multisemioottisena tekstinä

Sensaatiolehden teksti, joka koostuu monista kuvallisista ja kielellisistä elementeistä, on tutkielman aiheena. Tutkielmassa vastataan kysymykseen, millainen tämä teksti on, kun sitä tarkastellaan multisemioottisesti. Analyysin lähtökohdaksi otetaan neljä merkityksen muodostumisen tasoa: tekstin rakentuminen (kompositio), maailman hahmottaminen (ideationaalinen merkitys), maailmaan osallistuminen (interpersoonainen merkitys) ja intertekstuaalisuus ynnä oletuslukijat (rekontekstualisointi). Teksti toimii yhtaikaa jokaisella tasolla. Aineistona on 7 päivää -lehden aukeama, jossa on Pop-palat-palsta. Aineistoa lähestytään deskriptiivisesti, eikä sitä arvoteta hyväksi tai huonoksi. Tutkielmassa käytetään viitekehyksinä systeemis-funktionaalista kieliteoriaa, kriittistä tekstianalyysiä ja sosiosemioottista visuaalista teoriaa. Tutkielma kuuluu tekstintutkimuksen alaan. Tekstiksi luetaan tässä työssä sekä visuaalisten että verbaalisten semioottisten merkkijärjestelmien tuotokset. Analyysissä osoitetaan, millaisen kokonaisuuden kuva ja kieli muodostavat, miten ne pelaavat yhteen ja millaista merkitystä yhteispeli viestii. Aikaisemman suomalaisen multisemioottisen tekstintutkimuksen kohteeksi ei ole otettu aikakauslehtiä saati sensaatiolehtiä. Elementtien muodostama kokonaisuus mahdollistaa lukijalle monta eri reittiä edetä tekstissä; teksti on multilineaarinen. Tärkeimmiksi elementeiksi erottuvat valokuvat ja otsikot. Sekä kuvassa että otsikossa, juttutekstissä ja kuvatekstissä etualaistetaan sama henkilö. Etualaistettu henkilö esitetään usein valokuvassa kahden henkilön välillä aktiivisena toimijana, hän on otsikossa tekijä sekä juttutekstissä ja kuvatekstissä teema. Osa otsikoista on puhekuplassa, ja muutenkin otsikoissa on vallalla verbaalinen prosessityyppi. Kuvan henkilöt puhuvat suoraan lukijalle. Referaattiotsikoiden totuudellisuus on otettu aukeamalla rennosti. Tätä selitetään moniäänisyyden käsitteellä: kuvan henkilön ja palstan kirjoittajan äänet kuuluvat otsikoissa samanaikaisesti. Tärkeä tutkimustulos on se, että otsikoita ei ole merkitty referoinniksi tyypillisten referointikonventioiden tapaan, vaan johtolauseen paikan ja tehtävän täyttää valokuva. Kuva kehystää referaattiotsikon. Lukijaan otetaan läheinen kontakti: häntä pyydetään vastaamaan viikkokilpailuun, kuvien henkilöt vaativat katseellaan lukijaa osallistumaan, valokuvat on rajattu sosiaalisti läheisiksi, käytetään arkikieltä. Aineistoteksti on ennen kaikkea sosiaalista. Analyysissä osoitetaan tekstin tehtäviä, joita ovat sosiaalisuuden lisäksi mm. kaupallisuus, viihteellisyys ja juoruilu. Tekstipiirteistä erityisesti kirjasinlajit ja -leikkaukset nähdään interteksteinä muihin aikakauslehtiin. Aukeaman kokonaisuus tulkitaan analogiseksi kollaasitaiteen kanssa. Räväkät kuvat ja otsikot yhdessä juttu- ja kuvatekstien ym. elementtien kanssa muodostavat multisemioottisen kokonaisuuden, jossa koodien perinteiset tehtävät sekoittuvat: visuaalinen on myös verbaalista ja verbaalinen visuaalista.

High resolution genetic and physical mapping of the I-3 region of tomato chromosome 7 reveals almost continuous microsynteny with grape chromosome 12 but interspersed microsynteny with duplications on Arabidopsis chromosomes 1, 2 and 3

The tomato I-3 gene introgressed from the Lycopersicon pennellii accession LA716 confers resistance to race 3 of the fusarium wilt pathogen Fusarium oxysporum f. sp. lycopersici. We have improved the high-resolution map of the I-3 region of tomato chromosome 7 with the development and mapping of 31 new PCR-based markers. Recombinants recovered from L. esculentum cv. M82 × IL7-2 F2 and (IL7-2 × IL7-4) × M82 TC1F2 mapping populations, together with recombinants recovered from a previous M82 × IL7-3 F2 mapping population, were used to position these markers. A significantly higher recombination frequency was observed in the (IL7-2 × IL7-4) × M82 TC1F2 mapping population based on a reconstituted L. pennellii chromosome 7 compared to the other two mapping populations based on smaller segments of L. pennellii chromosome 7. A BAC contig consisting of L. esculentum cv. Heinz 1706 BACs covering the I-3 region has also been established. The new high-resolution map places the I-3 gene within a 0.38 cM interval between the molecular markers RGA332 and bP23/gPT with an estimated physical size of 50-60 kb. The I-3 region was found to display almost continuous microsynteny with grape chromosome 12 but interspersed microsynteny with Arabidopsis thaliana chromosomes 1, 2 and 3. An S-receptor-like kinase gene family present in the I-3 region of tomato chromosome 7 was found to be present in the microsyntenous region of grape chromosome 12 but was absent altogether from the A. thaliana genome.

Measurement of Turbulence and pitch of the airstream in the 5'* 7' tunnel of Indian Institute of Science

Abstract is not available.

Topochemical photodimerization of 7-acetoxycoumarin: the acetoxy group as a steering agent

Among the various substituted coumarins investigated only 7-acetoxycoumarin is observed to photodimerize topochemically in the crystalline state and this observation may be of importance in the context of "crystal engineering".

Detecting quantitative trait loci affecting beef tenderness on bovine chromosome 7 near calpastatin and lysyl oxidase

From a study of 3 large half-sib families of cattle, we describe linkage between DNA polymorphisms on bovine chromosome 7 and meat tenderness. Quantitative trait loci (QTL) for Longissimus lumborum peak force (LLPF) and Semitendonosis adhesion (STADH) were located to this map of DNA markers, which includes the calpastatin ( CAST) and lysyl oxidase (LOX) genes. The LLPF QTL has a maximum lodscore of 4.9 and allele substitution of approximately 0.80 of a phenotypic standard deviation, and the peak is located over the CAST gene. The STADH QTL has a maximum lodscore of 3.5 and an allele substitution of approximately 0.37 of a phenotypic standard deviation, and the peak is located over the LOX gene. This suggests 2 separate likelihood peaks on the chromosome. Further analyses of meat tenderness measures in the Longissimus lumborum, LLPF and LL compression (LLC), in which outlier individuals or kill groups are removed, demonstrate large shifts in the location of LLPF QTL, as well as confirming that there are indeed 2 QTL on bovine chromosome 7. We found that both QTL are reflected in both LLPF and LLC measurements, suggesting that both these components of tenderness, myofibrillar and connective tissue, are detected by both measurements in this muscle.

The Structure of 9b-Methyl- 3afl,3b~,5 a~t,9a0h9bfl, 11 afl-perhydrophenanthro-[2,l-b]furan-7-one

C17H2602, M, = 262, triclinic, PI, a = 8.513(2), b = 8.970(2), c = 11.741(3)A, a = 120.51 (5), fl = 93.30(4), y = 68.43(4) ° , V = 708.9,/k 3, Z = 2, D O = 1.213, D e = 1.227 Mg m -a, g(Mo Ka, 2 = 0.7107 ,&) = 0.084 mm -1, F(000) = 288. The structure, solved by direct methods, has been refined to an R value of 5.9% using 1361 intensity measurements. The ring junctions, in sequence from either end of the polycycle, are cis, trans and cis.

Topochemical dimerization of non-parallel double bonds: 7-methoxycoumarin

X-ray crystal structure analysis of 7-methoxycoumarin reveals that the reactive double bonds are rotated by about 65° with respect to each other, the centre-to-centre distance between the double bonds being 3.83 Å. In spite of this unfavourable arrangement, photodimerization occurs in the crystalline state yielding the syn-head-tail dimer as the only product. Lattice energy calculations on ground-state molecules in crystals throw light on the mechanism of the reaction.

Idealähtöistä koulualgebraa : IDEAA-opetusmallin kehittäminen algebran opetukseen peruskoulun 7. luokalla

This research is based on the problems in secondary school algebra I have noticed in my own work as a teacher of mathematics. Algebra does not touch the pupil, it remains knowledge that is not used or tested. Furthermore the performance level in algebra is quite low. This study presents a model for 7th grade algebra instruction in order to make algebra more natural and useful to students. I refer to the instruction model as the Idea-based Algebra (IDEAA). The basic ideas of this IDEAA model are 1) to combine children's own informal mathematics with scientific mathematics ("math math") and 2) to structure algebra content as a "map of big ideas", not as a traditional sequence of powers, polynomials, equations, and word problems. This research project is a kind of design process or design research. As such, this project has three, intertwined goals: research, design and pedagogical practice. I also assume three roles. As a researcher, I want to learn about learning and school algebra, its problems and possibilities. As a designer, I use research in the intervention to develop a shared artefact, the instruction model. In addition, I want to improve the practice through intervention and research. A design research like this is quite challenging. Its goals and means are intertwined and change in the research process. Theory emerges from the inquiry; it is not given a priori. The aim to improve instruction is normative, as one should take into account what "good" means in school algebra. An important part of my study is to work out these paradigmatic questions. The result of the study is threefold. The main result is the instruction model designed in the study. The second result is the theory that is developed of the teaching, learning and algebra. The third result is knowledge of the design process. The instruction model (IDEAA) is connected to four main features of good algebra education: 1) the situationality of learning, 2) learning as knowledge building, in which natural language and intuitive thinking work as "intermediaries", 3) the emergence and diversity of algebra, and 4) the development of high performance skills at any stage of instruction.

Yhteinen käsityö peruskoulun 7. luokalla : Opettajien kokemuksia yhteisen käsityön opetuksesta ja organisoinnista

Finnish education politics presume that basic education should be equal to all students. While organising craft education equality can be understood as similarity or as possibility to choose. The possibility to be able to choose whether textile or technical craft despite of one´s gender has been the aim of laws and curriculums already over 30 years. In practice it´s almost impossible to students to ignore feminine and masculine roles that go deep into our culture. Choosing craft has been divided by gender, which is the reason why possibility to choose has not been good enough to educationalists of equality. The latest guidelines for the National core curriculum for bacis education were issued in 2004. According to curriculum craft education consists parts of both technical and textile craft. All students should take part in both sectors of crafts. Furthermore, one can be given a possibility to consentrate his studies in whether textile or technical craft. The curriculum does not set the rules how the education should be organised, which means that it can be organised in many ways depending on city, school or teacher. Teachers and other specialists have contradictory feelings towards shared craft education, because traditional way to see craft in Finland is to separate textile craft from technical craft. Both crafts have some common features that are introduced in curriculum. Besides there is many equal things in craft theories that bind textile and technical craft to each other. The main purpose of this research was to find out, how shared craft education has been organised at the 7.th grade in Finnish comprehensive school, and which things affect in the settlements. Second goal was to describe and compare teachers´ experiences in teaching shared craft education. Third aim of this study was how shared craft has changed craft education. I collected the research material in May 2006 by interviewing both textile and technical craft teachers who teach shared craft. The material consists of fourteen theme interviews. In the analysis of the material I used theoretic bounded document analysis. According to the research there are three different ways to organise shared craft education: 50 50-arrangement, exchanging period and project week. In the schools that carried out 50 50-arrangement teaching was realised mainly in heterogenous groups. Principals had usual a lot of authorization on how to arrange craft education, which means that their views on equality, laws and curriculum affected in the settlemets more than teachers´ opinions. Teachers´ attitudes to shared craft were mainly positive. The changing of craft education can be divided in two parts: the aims and the containings of the curriculum have changed, as well as the meaning of the craft as core subject. Teachers have been forced to decrease the containings of both textile and technical crafts. Despite of eliminations both crafts still have comprehensive containings. Teachers decided what to teach by these argumets: Students should learn some basic things or produce a certain product. Usually teachers had also a lot of experience and special intrests in crafts. According to this research there is four significant meanings for shared craft education: 1) developing readiness for doing things, 2) developing skills of thinking, 3) delight of doing things and 4) teaching attitude.

Tombstone of Adolf Molling and his wife Henriette (Henny) nee Meyerhof in the Jewish cemetery An der Strangriede Str. 54. 7; Hannover, Germany. Cemeteries Tombs

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Tombstone of Adolf Molling and his wife Henriette (Henny) nee Meyerhof; Strangriede Cemetery Str.54.7; Hannover Cemeteries Tombs

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Tombstone of David Benjamin; Strangriede Cemetery (R 84.7); Hannover Cemeteries Tombs

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Tombstones of Frederike Benjamin nee Salamon and her husband David Benjamin; Strangriede Cemetery (R 84.6 and R 84.7); Hannover Cemeteries; Tombs

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