Synthetic Strategies for the Construction of Enantiomeric Azanoradamantanes

The amino azanoradamantane hexahydro-2,5b-methano-IH-3aS,3aa,6aa-cyclopenta-[clpyrrole-4a-amine 1and the corresponding enantiomer ent-1 have been prepared along with benzamide derivatives SC-52491and SC-52490, respectively, which are of pharmaceutical interest. The key meso-azabicyclo[3.3.0] intermediate 3 was prepared via three separate routes: a [3+2] cycloaddition route, a radical cyclization/ionic cyclization route, and a reductive Pauson-Khand route

Uncle Will\u27s Second Wife

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The Rhetoric of Taste Education: Food's Rhetorical Influence in the Creation of Gastronome Principles and Identity

Michael Pollan terms it “a national eating disorder,” for Lynn Z. Bloom it is “America’s current preoccupation with food,” and Michael Ruhlman points to what mass media and its consumers have begun to call a “food revolution” in a “food-neurotic country.” Each of these terms suggests the occurrence of a sort of sudden, pervasive cultural change. No matter the rhetorical weight of distinction, the fact remains that “the obsession with food that in the past few decades has taken large sections of many Western cultures by storm apparently will not subside any time soon” (Parasecoli). It is an ultimately positive change, even, if only due to the fact that a measurable shift is occurring in the amount of attention food receives in personal, cultural, social, and political forums. This increased attention results in more material communicating food information, subsequently requiring consumers to sort between trustworthy and misleading sources. The ‘gastronome’ is the public figure both inviting of trust and concerned with encouraging consumers to participate in educating themselves surrounding issues of food production and consumption.|The goal of the gastronome is best described using a term from Slow Food as taste education. The general premise of taste education for Slow Food is that arming food consumers and food producers with knowledge of the food behind consumption and production processes creates a public that is well-informed and thus capable of better enjoying food with full knowledge of its important tenets. What results is a rhetoric or narrative of involvement by which the gastronome invites the consumer to actively participate in the production of food experiences. This project outlines this narrative at work in many forms including menu writing, food blogs, and Slow Food’s organizational materials.|The narrative proves to not only affect and inform the formation of the gastronome, but later become one of the most significant rhetorical tools at the disposal of the gastronome for advancing the “fundamental right to pleasure” that Slow Food explicitly pronounces and more casual food writing often relies heavily upon (such as evidenced in the personal stories of enjoyment, fond memories, and personal connection to food generously peppered throughout menus, blogs, cookbooks, magazines, and other media venues). The real goal of this narrative, essentially, is taste education.ProQuest Traditional Publishing Optio

THE OLDER SCHOLIA TO AESCHYLUS\u27S PERSAE. (GREEK TEXT) (TRAGEDY, BYZANTINE, COMMENTARIES)

The purpose of the dissertation is to provide a full and accurate text of the older Byzantine or A-scholia and Aeschylus\u27s Persae as a basis for examining the question whether those scholia are of independent value for the correction and elucidation of the text of the play, or are merely Byzantine elaborations of the Medicean scholia (of acknowledged ancient descent) found uniquely in the oldest surviving manuscript of Aeschylus, the codex Florence, Laurentianus 32. 9 (the Mediceus). The writer collated in full twenty-four manuscripts certainly known or reasonably presumed to contain the older scholia on the Persae, as well as the older scholia on that play in the editio princeps and four others for the sake of their variant readings and corrections. The resultant text of the scholia was not formulated on the principle of eliminatio codicum descriptorum; rather the writer strove to choose the most convincing reading whatever the source, while reporting the significant variants in the apparatus. In addition to the scholia adjudged to be A- or older Byzantine the text presents all the marginal notes found in the manuscripts, as well as a selection of their more important glosses. A new text of the Persae scholia and glosses of the Mediceus (from a fresh collation) is also provided for comparative purposes. In the Introduction the writer traces the history of the scholarly controversies concerning the comparative value of the texts and scholia of the Byzantine and Medicean traditions. The question of the manuscript sources of the earlier editions is dealt with, and their inadequacy demonstrated as to both range and numbers. All the manuscripts (the Mediceus included) are discussed, and their contents analyzed. Instances where the readings of the older scholia seem superior to those of the Medicean are cited, and a list of older scholia not replicated in the Mediceus that are possibly of ancient origin is given. The writer concludes that the older Byzantine or A- scholia, while their present form is undoubted the result of Medieval elaboration, are indeed independent of those of the Mediceus, having been derived from some collateral codex or codices

The Effects of gameful design on Student Engagement in an Eight-Grade Classroom

The purpose of this study was to determine the effects of gameful design on student engagement and achievement within an eighth-grade classroom. Students completed one unit using no gameful elements. They were then asked to rate their experiences with the unit taught and the method used to teach. Students then completed a second unit using gameful design elements. Again, they were asked to rate their experiences with how the unit was taught and the method used to teach it. Student scores were area compared in the areas of student achievement and then for a literacy specific assignment for both the initial, and the gameful design unit. The results of the study showed significant increases in overall student achievement, student engagement, and student literacy scores. This suggested that elements of gameful design may be an effective way to increase student scores and engagement. It was noted, however, that some limitations with this study existed and further research was suggested to further assess the effects of gameful design