Diesel exhaust particulate extract (DEPE) was obtained from diesel exhaust particulates with Soxhlet extraction using dichloromethane. After separating DEPE into 11 fractions by liquid-liquid extraction, the neutral fraction (N) showed anti-estrogenic activity and the weak acid (phenol) fraction (WA(P)) showed estrogenic and anti-estrogenic activities by a yeast two-hybrid assay system expressing human estrogen receptor alpha. Both fractions were thoroughly fractionated by silica gel column chromatography and reversed-phase HPLC. In the WA(P) fraction, 3-methyl-4-nitrophenol and 2,6-dimethyl-4-nitrophenol were identified by LC-MS/MS as estrogenic compounds. This is the first study to identify 2,6-dimethyl-4-nitrophenol in DEPE and the first study to show that it is an estrogenic compound. In the N fraction, 1-hydroxypyrene was also identified by LC-MS/MS as an anti-estrogenic compound.
N-acetyliminosulfane-stabilized carbone bis(acetyliminosulfane)carbon( 0) C(SPh2NC(O)Me)2 has been successfully synthesized by deprotonation of the corresponding salt [HC(SPh2NC(O)Me)2]ClO4. The molecular structures of [HC(SPh2NC(O)Me)2]ClO4 and C(SPh2NC(O)Me)2 were characterized using 1 H-and 13 C-NMR and Xray crystallographic analyses. Density functional theory calculations revealed that the electronic structure of C(SPh2NC(O)Me)2 has two lone pairs of electrons at the central carbon atom. The first and second proton affinities (PAs) of C(SPh2NC(O)Me)2 (PA(1): 271.3 kcal mol -1 ; PA(2): 181.2 kcal mol -1 ) are smaller than those of (methyliminosulfane)carbone(0) C(SPh2NMe)2 (PA(1): 278.8 kcal mol -1 ; PA(2): 182.2 kcal mol -1 ). C(SPh2NC(O)Me)2 was also compared with previously prepared sulfur-stabilized carbones.
This study investigates the authors’ application of critical pedagogy constructs during Japanese children’s violin learning. Designing and implementing the Instructional Organizer (IO) for critical practice and adapting Custodero’s (1998, 2005) flow studies in children’s musical activities forms the conceptual framework of the study. A Japanese violin teacher, one of the researchers of this study, applied the IO in a Japanese public school’s afterschool program to construct community violin classes. In contrast, the same teacher taught group violin classes in a traditional manner at another public school. Lesson videos and field notes enabled the authors to narratively describe children’s flow experiences. Findings suggest that multiple flow experiences were identified in the community classes. In contrast, the flow was often stifled in the traditional group classes. The IO template was very useful in aiding the teacher in creating rich pedagogical spaces where community group students were able to exhibit hallmarks of “flow.”
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