Studies in molecular structure, symmetry and conformation VI. Crystal and molecular structure of 1-aminocyclopentane carboxylic acid monohydrate

1-aminocyclopentane carboxylic acid monohydrate is monoclinic: space group P 2 1 / c , a = 11·24, b = 6·27, c = 11·22 Å and β = 97·6 °. The crystal structure was solved by the symbolic addition method and refined to an R factor of 12·1%. The cyclopentane ring is disordered; one of the carbon atoms exists in two alternative sites, leading to two possible conformations both of which are of the envelope type.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/44835/1/10870_2005_Article_BF01245860.pd

Crystal structure of L-threonyl-L-phenylalanine-p-nitrobenzyl ester hydrobromide

The crystal structure of L-threonyl-L-phenylalanine-p-nitrobenzyl ester hydrobromide, C20N3O6H24Br, has been determined using three-dimensional data. The crystals are orthorhombic with space group P212121 and a= 8.93±0.02; b=45.75±0.06 and c=5.05±0.03 Å. The final R value at the end of three-dimensional refinement is 0.089. A brief discussion of the backbone and side chain conformation is given. All five protons in the structure available for the formation of hydrogen bonds are utilized in forming a three-dimensional network of hydrogen bonds stabilizing the structure

THE “THREADS” OF BIOSYSTEMS ENGINEERING

The core concepts, or threads, of biosystems engineering (BSEN) are variously understood by those within the discipline but have never been unequivocally defined due to BSEN’s early stage of development. This makes communication and teaching difficult compared to other well-established engineering disciplines. Biosystems engineering is a field of engineering that integrates engineering science and design with applied biological, environmental, and agricultural sciences. It represents an evolution of the agricultural engineering discipline applied to all living organisms but generally does not include biomedical applications. The key element for the emerging EU biosystems engineering program of studies is to ensure that it offers essential minimum fundamental engineering knowledge and competences. A core curriculum developed by successive Erasmus thematic networks has benchmarked agricultural and biosystems engineering studies in Europe. The common basis of a core curriculum for the discipline across European countries and the U.S. has been defined by an EU-US Atlantis project, but this needs to be taken further by defining the threads that link courses together. This article presents a structured approach to define the threads of BSEN. Definition of the mid-level competences and the associated learning outcomes has been one of the objectives of the EU-US Atlantis project TABE.NET. The mid-level competences and learning outcomes for each of six specializations within BSEN are defined, while the domain-specific knowledge to be acquired for each outcome is proposed. Once the proposed definitions are discussed, modified, and ultimately adopted, these threads will be available for the global development of BSEN

Characterization of sounds in maize produced by internally feeding insects: Investigations to develop inexpensive devices for detection of prostephanus truncatus (Coleoptera: Bostrichidae) and sitophilus zeamais (Coleoptera: Curculionidae) in small-scale storage facilities in Sub-Saharan Africa

Florida Entomologist Society 2015, Vol 98(2)Infestations by Prostephanus truncatus Horn (Coleoptera: Bostrichidae) and Sitophilus zeamais Motschulsky (Coleoptera: Curculionidae) are prevalent in small-scale Zea mays L. storage facilities in Tanzania and other regions of sub-Saharan Africa. It is especially difficult to detect these species’ larvae, which feed unseen inside the grain kernels. An electronic device that acoustically detects and reliably indicates the presence of such larvae could assist pest managers in maintaining the quality of the stored maize. A study was conducted in a sound- and vibration-controlled environment to estimate the amplitudes and spectral ranges of signals that an inexpensive electronic system would encounter while detecting insects in maize storage facilities. Larva-infested wheat kernels from a laboratory colony of Sitophilus oryzae (L.), a species similar in size and behavior to S. zeamais, were placed in a pouch and inserted near the side or the bottom of a bag of maize. An acoustic probe was inserted into the bag, and recordings were made at multiple positions, 5–35 cm from the pouch. Numerous sounds of 4 different types were detected over a range of frequencies extending to 7 kHz, well within the signal-processing capabilities of currently available low-cost microcontroller platforms. Larval sound impulses were detected frequently within 25 cm from the pouch, but not at 35 cm. However, adjustable-length probes could be used to reach within 30 cm of all maize kernels in the types of containers commonly used in regional storage facilities. Thus, there is considerable potential to develop an inexpensive sensor/ microcontroller system useful for managing stored product insect pests in sub-Saharan Africa

Characterization of sounds in maize produced by internally feeding insects: Investigations to develop inexpensive devices for detection of prostephanus truncatus (Coleoptera: Bostrichidae) and sitophilus zeamais (Coleoptera: Curculionidae) in small-scale storage facilities in Sub-Saharan Africa

Florida Entomologist Society 2015, Vol 98(2)Infestations by Prostephanus truncatus Horn (Coleoptera: Bostrichidae) and Sitophilus zeamais Motschulsky (Coleoptera: Curculionidae) are prevalent in small-scale Zea mays L. storage facilities in Tanzania and other regions of sub-Saharan Africa. It is especially difficult to detect these species’ larvae, which feed unseen inside the grain kernels. An electronic device that acoustically detects and reliably indicates the presence of such larvae could assist pest managers in maintaining the quality of the stored maize. A study was conducted in a sound- and vibration-controlled environment to estimate the amplitudes and spectral ranges of signals that an inexpensive electronic system would encounter while detecting insects in maize storage facilities. Larva-infested wheat kernels from a laboratory colony of Sitophilus oryzae (L.), a species similar in size and behavior to S. zeamais, were placed in a pouch and inserted near the side or the bottom of a bag of maize. An acoustic probe was inserted into the bag, and recordings were made at multiple positions, 5–35 cm from the pouch. Numerous sounds of 4 different types were detected over a range of frequencies extending to 7 kHz, well within the signal-processing capabilities of currently available low-cost microcontroller platforms. Larval sound impulses were detected frequently within 25 cm from the pouch, but not at 35 cm. However, adjustable-length probes could be used to reach within 30 cm of all maize kernels in the types of containers commonly used in regional storage facilities. Thus, there is considerable potential to develop an inexpensive sensor/ microcontroller system useful for managing stored product insect pests in sub-Saharan Africa

Publication Information The "Threads" of Biosystems Engineering Written for presentation at the 2012 ASABE Annual International Meeting Sponsored by ASABE

Abstract. The core concepts, or threads, of Biosystems Engineering (BSEN) are variously understood by those within the discipline, but have never been unequivocally defined due to its early stage of development. This makes communication and teaching difficult compared to other well established engineering subjects. Biosystems Engineering is a field of Engineering which integrates engineering science and design with applied biological, environmental and agricultural sciences. It represents an evolution of the Agricultural Engineering discipline applied to all living organisms not including biomedical applications. The basic key element for the emerging EU Biosystems Engineering program of studies is to ensure that it offers essential minimum fundamental engineering knowledge and competences. A core curriculum developed by Erasmus Thematic Networks is used as benchmark for Agricultural and Biosystems Engineering studies in Europe. The common basis of the core curriculum for the discipline across the Atlantic, including a minimum of competences comprising the Biosystems Engineering core competencies, has been defined by an Atlantis project, but this needs to be taken further by defining the threads linking courses together. This paper presents a structured approach to define the Threads of BSEN. The definition of the midlevel competences and the associated learning outcomes has been one of the objectives of the Atlantis programme TABE.NET. The mid-level competences and learning outcomes for each of six specializations of BSEN are defined while the domain-specific knowledge to be acquired for each outcome is proposed. Once the proposed definitions are adopted, these threads will be available for global development of the BSEN. Keywords. Biosystems Engineering, engineering science, applied biological sciences, environmental sciences, agricultural sciences, core curriculum, competences, learning outcomes, knowledge. (The ASABE disclaimer is on a footer on this page, and will show in Print Preview or Page Layout view.) 2 Introduction The core concepts, or threads, of Biosystems Engineering (BSEN) are variously understood by those within the discipline, but have never been unequivocally defined due to the early stage of development of the discipline. This makes communication and teaching difficult compared to other well established engineering subjects. Biosystems Engineering is a field of Engineering which integrates engineering science and design with applied biological, environmental and agricultural sciences. It represents an evolution of the Agricultural Engineering discipline applied to all living organisms not including biomedical applications. Therefore, Biosystems Engineering is 'the branch of Engineering that applies Engineering Sciences to solve problems involving biological systems' (ERABEE TN, 2010). Biosystems Engineering excludes Biomedical Engineering 1 (with human biology background prerequisite; also referred to as Bioengineering 2 ) and Biotechnology 3 . The very basic key element for the emerging EU Biosystems Engineering program of studies is to ensure that it offers essential minimum fundamental engineering knowledge and competences (POMSEBES, 2008). On this basis, the (USAEE-TN, 2006) core curriculum, approved by FEANI (FEANI-EMC, 2007), has been used as benchmark for both, Agricultural and Biosystems Engineering studies in Europe and has been adopted by ERABEE TN. The core curriculum is available at USAEE Core Curriculum (2007). The Atlantis POMSEBES (2008) project and the Erasmus Network ERABEE) have worked towards defining the common basis of the core curriculum for the discipline across the Atlantic, but this needs to be taken further by defining the threads that link courses together. This would especially help in USA to clearly differentiate Biosystems Engineering programs of studies from others that are really focused on Agricultural Engineering or Biomedical Engineering. The first structural step in developing compatible programs of the Biosystems Engineering discipline in Europe is the definition of a minimum of desired competences comprising the Biosystems Engineering core competencies. Core competences regard the general competences (i.e. mostly related to math, informatics, sciences like physics, chemistry, etc.), and to generic competencies of the graduate (related to communication, cooperation, design ability, etc.) and the core competences referring to Engineering and Agricultural/Biological Sciences part of the Biosystems Engineering program of studies. Note that the use of the term Agricultural Sciences part in the core curriculum concerns the corresponding non-engineering part of the traditional programs of studies of Agricultural Engineering. However, Agricultural Engineering is considered a sub-set of the emerging discipline of Biosystems Engineering. Thus, the term Biological Sciences part in the curriculum 3 of a modern program of Biosystems Engineering may be interpreted as covering also classical Agricultural Sciences subjects (e.g. soil sciences) or alternatively the term "Agricultural/Biological Sciences part of the Biosystems Engineering program of studies" may be used instead. To avoid confusion during the current transition period from the traditional Agricultural Engineering to the emerging discipline of Biosystems Engineering, and in accordance to the corresponding terminology of the core curriculum of ERABEE, the dual term "Agricultural/Biological Sciences is used in this work. The core curriculum of Biosystems Engineering studies in Europe (ERABEE TN, 2010) includes core competences, but does not include mid-level competences (specializations dependent competences) related to applied Biosystems Engineering topics, which are defined by the individual programs of studies. The present paper presents a structured approach to define the Threads of Biosystems Engineering. The definition of the mid-level learning outcomes and the associated competences has been one of the objectives of the Atlantis programme TABE. NET (2012). The mid-level competences and the learning outcomes for each of six selected specializations of BSEN are defined while the domain-specific knowledge to be acquired for each outcome is also proposed. Once the proposed definitions are adopted, these threads will be available for global development of the BSEN. Core Curricula of Agricultural and Biosystems Engineering -The Europe Approach The proposed second generation national qualifications framework in Europe define learning outcomes by the knowledge acquired, the skills gained and the competences the students are expected to have when graduating (Gallavara et al., 2008). The learning outcomes in terms of the general competences the students should have following the basic stage of their Agricultural and Biosystems Engineering studies were adopted from the corresponding Thematic Network E4- TN (2003) and incorporated in the core curricula approved by FEANI-EMC (USAAE, 2007). In addition to the general competences, the learning outcomes that compose the fundamental basis of the core curricula of Agricultural and Biosystems Engineering in Europe include two parts of fundamental competences and knowledge associated to the Engineering part and the Biological /Agricultural Sciences part of the core curricula, respectively. The Fundamental Core Basis of the Core Curricula of Agricultural and Biosystems Engineering in Europe The minimum set of the fundamental competences and knowledge associated to the learning outcomes of the Engineering part of the core curricula includes the contents of fundamental Engineering subjects mandatory for all specializations of Agricultural/Biosystems Engineering. These contents are expressed in terms of the following well-defined and recognised internationally basic Engineering courses: (1) Engineering The minimum set of the fundamental competences and knowledge associated to the learning outcomes of the Agricultural/Biological sciences part of the core curricula is designed in such a way that it includes the required fundamental knowledge of Agricultural/Biological sciences subjects mandatory for all specializations of Biosystems Engineering. These subjects represent the Agricultural/Biological sciences related fundamental basic knowledge with a broader 4 biological background for Biosystems Engineering as compared to traditional Agricultural Engineering programs of studies. Based on the core curricula of USAEE The mid-level learning outcomes and the associated mid-level competences and knowledge defined in the core curricula of USAEE The mid-level learning outcomes concern the foundation for the development of advanced level learning outcomes related to various specializations. The associated mid-level competences, knowledge and skills have to be enriched and strengthened through more specialised / advanced level competences and knowledge so as to end up to the specific expertise to be acquired. Thus, the complete program of studies requires that mid-level competences and knowledge are extended and completed with advanced level courses on specialised areas of expertise over the 2 nd cycle program of studies (or during the last two years of the integrated two-cycle programs of studies). The "Threads" of Biosystems Engineering The mid-level learning outcomes and the associated competences and knowledge, as well as the advanced level knowledge and skills that define the threads of BSEN were defined in a structured way in the framework of the Atlantis programme TABE. NET (2012). The mid-level competences and the learning outcomes for each of six selected specializations of BSEN are defined in the next sections while the domain-specific knowledge to be acquired for each outcome is also proposed. The six selected specializations of BSEN of interest to EU and USA programs of studies are the following: 5 Bioprocess engineering, Bioenergy systems, Bio-based materials, Biosystems Informatics and Analysis, Structural systems, materials and environment for biological systems, Water Resources Engineering Mid-level Competences within a Specific Specialization Bioprocess engineering Biosystems mid-level competences for this specialization: -Understand the biological reactions which govern the life of living organisms and their biological, mechanical and physicochemical characteristics as they are related to production of value added bio-based products -Understand the biological mechanisms that govern enzymatic reactions -Understand the biochemical processes that occur in biomass conversion (aerobic digestion, anaerobic digestion, and enzymatic hydrolysis) -Appreciate matters related to living organisms' interaction with bioprocess systems and the effects of the related physical, chemical and biological factors. Understand matters related to environmental impact and sustainability as related to production of various bio-based products and their supply chains. Engineering mid-level competences for this specialization: Understand the mass and energy balance in each step (unit operation) of a process of producing value added bio-based products. Understand the effect of process parameters in designing an enzyme reactor for the production of various bio-based products. Describe material flow through the processing plant producing valued added bio-based products -Describe the processes of isolating enzymes from specific microorganisms for the purpose of producing value added bio-based products. Understand application of process kinetics principles to design fermenters and bioreactors -Describe required technologies to separate product from fermentation broths. Describe required technologies to effectively utilize genetically engineered microorganisms for bioprocessing. Appreciate issues for the techniques and principles and computational methods used to model and simulate bioprocess operations as they are related to value added bio-based product supply chains. Bioenergy systems Biosystems mid-level competences for this specialization: Understand the biological mechanisms which govern the life of living organisms and their biological, mechanical and physicochemical characteristics as they are related to various aspects of energy conversion processes of organic-based materials -Understand the biochemical energy conversion processes applied to biomass (anaerobic digestion, hydrolysis, esterification and etherification processes, 2 nd generation biological conversion processes) -Appreciate matters related to living organisms interaction with energy systems and the effects of the related physical, chemical and biological factors. 6 -Understand matters related to environmental protection and sustainability as related to various aspects of energy systems and biomass-to-energy supply chains. Engineering mid-level competences for this specialization: Understand the typologies and quantities of organic by-products available in the agricultural, forestry, zoo technical and agro-industrial sector suitable for energy conversion -Understand the main physical and chemical characteristics of bio-fuels and existing standards (pellets, wood chips, bio-oils, biogas fuels) -Understand the biomass harvesting, loading, densification and transport techniques for energy valorization, including in particular agricultural and forestry mechanization processes -Understand optimization techniques, modeling and planning of biomass supply chains and biomass-based energy production and distribution systems -Understand the principles of analysis and design of biomass to energy conversion processes (mechanical and thermo-chemical processes) including pre-treatment, drying and storage techniques, bio-oil extraction and refining, air emission abatement systems and related emission level standards -Appreciate issues for the techniques and principles and computational methods used to model and simulate energy conversion processes as they are related to biomass-to-energy chains. Understand mass-energy balances and GHG balances of biomass-to-energy chains during the whole life cycle, in order to proper address sustainability issues of bioenergy Bio-based materials Biosystems mid-level competences for this specialization: Understand the science and technology underpinning biomass feedstock production and conversion to bio-based materials. Understand the criteria for identification, classification, and description of bio-based material characteristics, and structure-property performance relationships. Understand the fundamentals of the biorefinery concept, as applicable to optimal biomass value recovery towards bio-based material production. Knowledge of quality assessment attributes and benchmarks for bio-based material, and understanding of how to achieve such in the feedstock-to-product chains. Understand the Life Cycle Assessment (LCA) protocol in relation to the optimal coupling biomass feedstock production/recovery, conversion technology/processes, and environmental impact mitigation. Engineering mid-level competences for this specialization: Understand the methods for identification, formulation, analysis, and resolution of engineering technology problems relevant to bio-based material deployment. - Understanding the basic principles of designing and conducting experiments, and applying a range of standard and specialized research tools and techniques relevant to bio-based material deployment. Understand the principles of processing of biomass feedstock (including natural fibres) to bio-polymers or fibre-reinforced polymers. Understand the influence of raw material and/or fibre properties on bio-based material characteristics; -Understand the role of sensors and rapid assessment techniques for in-situ and in-process characterisation of biomass and biomass fractions, towards targeted yield optimisation Biosystems Informatics and Analysis Biosystems mid-level competences for this specialization: -Understand biosystems at the system's level -Understand critical information needed for biosystem analysis and integration -Understand methods for deriving quantitative and qualitative conclusions for questions related to biosystems in agriculture, food, energy, and the environment. -Understand how to provide engineering solutions to biosystem problems at the system's level -Appreciate recent developments in heuristic and uncertainty analyses -Understand how to provide support for decision making Engineering mid-level competences for this specialization: -Understand how to carry out the 11 tasks of Biosystems Informatics and Analysis: 1. Define system scope and objectives 2. Identify system constraints 3. Establish system performance indicators 4. Conduct system abstraction (transforming from physical space to information space to facilitate analysis) 5. Obtain and organize data and information 6. Handle uncertain and incomplete information 7. Develop system model to represent a system and its operations 8. Verify and validate the model 9. Perform modeling studies including scenario simulation and optimization 10. Draw conclusions about the system 11. Communicate outcomes (transforming from information space to physical space to support actions) Structural systems, materials and environment for biological systems Engineering mid-level competences for this specialization: Understand the principles of analysis and design and the behaviour of structural systems and components for various conventional and innovative alternative materials designed in support of biosystems related applications and functions -Understand the mechanical and physicochemical characteristics and behavior of conventional and innovative materials used for the design of structural systems. Understand the fundamental mechanical behaviour of soils and their mechanical, hydraulic and physical characteristic with regard to applications in biosystems engineering and as they are related to the design and analysis of structural systems for biosystems related applications. Appreciate issues for the techniques and principles and computational methods used to model and simulate structural systems as they are related to biological systems. Water Resources Engineering Biosystems mid-level competences for this specialization: Understand matters related to environmental protection and sustainability as related to various aspects of water resources engineering. Appreciate the interactions between water and soils and contaminants or pollutants as they are related to soil erosion or nonpoint source pollution. Engineering mid-level competences for this specialization: Understand the principles of analysis and design of water flow in conveyed elements as they are related for the design of Irrigation and Drainage Systems in support of biological systems. Understand the principles of analysis that govern the flow of surface-water and groundwater and the hydraulic and physical characteristics of soils as they are related to the design of groundwater systems and hydraulic structures, and the development of nonpoint source pollution models for biosystems related applications. Understand the fundamental mechanical behaviour of soils and their mechanical and physical characteristics as they are related to the design of surface-water and groundwater systems and geotechnical structures for biosystems and environment related applications. Appreciate issues for the techniques and principles and computational methods used to model and simulate hydrologic and hydraulic systems as they are related to biological systems and production and environmental protection systems. Understand the principles of design of instrumentation and equipment in support of water resources engineering systems as they are related to biological, systems and production and environmental protection systems. 9 Basic-level learning outcomes for all Specializations The Biosystems Engineering basic-level learning outcomes are to be achieved as a prerequisite for the mid-level learning outcomes of all specializations. Basic-level learning outcomes for Biosystems Engineering: acquire basic level knowledge and understanding of fundamental principles of Basic Sciences, Engineering Sciences, Biological/Agricultural Sciences and Humanities and Economics -LOBS (Learning outcome: Basic Sciences). Biosystems Engineering is an engineering programme of studies. Accordingly a major prerequisite is that the students at mid-level must have already acquired a good knowledge in Basic Sciences and the ability to apply this knowledge to various Biosystems Engineering specializations (i.e. mathematics, informatics, physics, chemistry in compliance with the Basic Sciences learning outcomes related to the general competences adopted from the corresponding E4 -TN (E4 2003) and incorporated in the USAEE-TN/ERABEE-TN core curricula approved by FEANI-EMC). - LOFES (Learning outcome: fundamental Engineering Sciences). As Biosystems Engineering is based on several classical Engineering disciplines, students must have acquired at the basic level a good knowledge and understanding of the fundamental principles of Engineering Sciences and the ability to apply this knowledge for the Biosystems Engineering related problems, in compliance with the core competences and learning outcomes referring to the fundamental Engineering part of the Biosystems Engineering program of studies (refer to learning outcomes of fundamental Engineering part of the USAEE/ERABEE core curricula). -LOFBS (Learning outcome: fundamental Biological/Agricultural Sciences). The key characteristic of the Biosystems Engineering programmes of studies that distinguishes them from the classical Engineering disciplines is that they are built upon