The article’s emphasis on introducing electron-withdrawing groups (such as NO₂) to improve antibacterial activity connects to what we learned about how substituents affect molecular reactivity and interactions. Electron-withdrawing groups can stabilize charge distribution and enhance intermolecular interactions such as hydrogen bonding. This is consistent with the observation that compound 5c, which contains a nitro group, showed improved antibacterial activity. This relates to concepts from organic chemistry where substituents influence both reactivity and molecular binding through inductive and resonance effects.

The synthesis of the target compounds illustrates a lot of the simple reactions we have learned about in class. In the first step, we see the use of a tosylate to convert an alcohol into a great leaving group, exhibited on the left side of the pleuromutilin. We see the alcohol replaced with a thioester in the second arrow, using reagents we have seen before; triethyl amine in a solvent DMF. In the next set of three arrows, we see the addition of acyl chlorides (or benzoyls) to secondary amines, producing tertiary amides. The penultimate arrow contains another example of this carbonyl chemistry, with another nucleophilic attack on an acyl chloride by a primary amine to create a secondary amide.

The synthesis of these pleuromutilin derivatives involves nucleophilic substitution reactions, such as when the hydroxyl group is activated with p-toluenesulfonyl chloride and later replaced by thioguanine. This connects directly to reactions learned in organic chemistry, where a good leaving group (like a tosylate) is formed to allow substitution. It also relates to how modifying functional groups (like adding thioether or urea groups) can change biological activity, similar to structure–activity relationships discussed in class.

Annotation #2 - CONNECT:

In Table 1, as shown below, there is the utilization of a variety of solvents such as DMSO, DMF, and THF. As known about nucleophilic substitution reactions, especially ones that are SN2, the utilization of polar, operatic solvents for this reaction increases reaction rates and increases yield amount, as seen with the high yields using DMA and DMF.

involved, typically the great saphenous vein and its tributaries, but the short saphenous vein (posterior lower leg) may also be affected

Is this not how things work in Texas though with connect and manage?

CONNECT: parent ring modification of pleuromutilin relates to the synthesis of thyroid hormone (T3 and T4) through parent ring modification. The parent ring undergoes ionization which adds either three or four iodines onto the benzene ring.

This is something similar to what I have done in my research lab. We synthesize Bafetinib analogues and are working to probe the effect that one specific nitrogen has on immuno-activity. More specifically the effect of cytokine production and inhibition.

CONNECT: This concept of intermediate three being combined with other materials to form carbamate, amide, and urea derivatives connects with our learning of parallel synthesis. Following a parallel synthesis, where intermediates are formed and reacted together concurrently, can help to maximize the overall yield of the experiment and helps with the efficiency of the reaction. By contrast, a linear reaction would take a much longer time and result in more waste in this case, since it would require converting intermediate 3 in a series of steps to all of those derivatives rather than taking portions of intermediate 3 to react in parallel.

CONNECT: We had a discussion on ortho/para and meta directors, and how ortho/para directors were preferred because of steric preference generally speaking. But we learned that para is superior to ortho in most cases because para means opposite to the directing group - the least sterically hindered location and best place for further reactions. So, this idea that the methoxy substitution is an example of the para substitution derivative and consequently had higher activity connects well to that in-class learning objective.

for - meme - futuring - connect - present facts - to - future fictions - quote - The point of futuring is that you need to connect facts and fictions because that is how this these future Visions become socially performative - Maarten Hajer

for - definition - religio - John Vervaeke - means to bind together, to connect. Here it is used in the sense of binding that simultanously grounds the self and its world - source - Meaning crisis - episode 33 - The Spirituality of Relevance Realization - Wonder/Awe/Mystery/Sacredness - John Vervaeke

2023 wurde mit 55,5 Milliarden Fass Öläquivalent so viel Öl und Gas gefördert wie nie zuvor. 578 Unternehmen arbeiten daran, durch zusätzliche Förderstätten weitere 240 Milliarden Fass zu produzieren, obwohl zur Einhaltung des 1,5 Grad-Ziels keine Förderkapazitäten mehr aufgebaut werden dürfen. Zu den Unternehmen mit den größten Expansionsplänen gehört die an der OMV beteiligte Adnoc. Die Zahlen sind - neben vielen weiteren z.B. zur LNG-Expansion - in der aktualisierten Global Oil & Gas Exit List (Gogel) der NGO Urgewald enthalten https://www.derstandard.at/story/3000000244513/weltweite-oel-und-gasfoerderung-erreichte-2023-ein-allzeithoch

Connect: Yes! This was a big revelation for me. I had created a writing assignment for my 8th grade ELA class, created worksheets, a vocabulary page, a graphic organizer to assist them with completing the assignment, and some students still were not 100% clear on expectations and directions. I learned that the more specific and simple your can break down your expectations and instructions, the better off you'll be in the long run.

Connect: From my experience planning lessons for our DTAR fieldwork, I found that even though the instructions and directions for an assignment were clear to me, sometimes the students may struggle with interpreting the expectations and directions or have questions you may not have thought of

Connect: I like this approach of using numbers versus labels like "satisfactory" because it makes understanding the rubric much more tangible for the student in terms of points value and it removes the stigma of labelling something "poor" or "unsatisfactory" because a student can try their best but not meet the mark for one reason or another.

Connect: I never knew rubrics can be a teaching tool as well as an evaluation tool.

Connect: I cannot remember when I ever came across a single-point rubric before.

Connect: I remember in school receiving feedback with highlighted parts of the rubric indicated what impacted my score.

Vertreter der Austrian Gas Grid Management AG setzen sich für mehr Gasförderung in Österreich ein, weil angeblich die österreichische Gasversorgung sonst nicht gesichert ist. https://www.derstandard.de/story/3000000205505/versorgungslage-bei-gas-bleibt-in-oesterreich-bis-auf-weiteres-kritisch

In Österreich verzögert sich der geplante Ausbau der Wes-Ost-Verbindung der Westaustria-Gasleitung mit der Begründung der Betreiber, dass sich aufgrund der Klimaziele das Projekt möglicherweise nicht amortisieren werde. Im Standard-Artikel dazu wird diese Begründung nicht ernst genommen. https://www.derstandard.at/story/3000000201330/in-oberoesterreich-fehlt-eine-enorm-wichtige-pipeline-warum-besteht-diese-luecken

I am such a big giver of gifts. I see things in stores all the time and immediatly think of one of my loved ones. I look to see if my friends ears are pierced and keep it in mind for later, just in case I want to get them jewlery. I make notes app lists for potential gifts for loved ones, months after their birthdays.

Right, and this also relates to the book Overworking. In overworking, the author discusses how there was more of a life-work balance pre-industrialism, and as such would include breaks for human necessity (here being gardening and cooking)

Yes! And this is very similar to what Deresiewcz has to say about the purpose of higher education; because certain market demands (STEM) are prioritized and seen as "better" areas of study, arts and creative interventions are seen as more motivated by naievete

This reminds me of some job applications I fill out, where they require you to fill out a questionarre about your personality and work habits. They are not even related to the job most of the time, but they are intended to gauge a potential employees personality and work ethic.

This is very true! When I first got hired at Jamba juice, my boss told me "You can teach anyone to do the job. I hire based on people's personalities. You can teach anyone to make smoothies, but you can't teach genuine connection. That's something you just have to have."

CONNECT: Wages in animation; how the one team of animators was underpaid, so now all animators are underpaid because they have that to compare it to

Seneca

It absolutely has. We do not have much time for leisure and living our own lives now, as Seneca attests

Connect: hiring crises? understaffed?

connect: seneca Not only this, but they likely used their time more for living than for working. Now we live to work.

CONNECT:

Learning in college that you're allowed to say "I" in essays; that it is not an egregious grammer rule, but instead a societal writing "superstition"

CONNECT:

Coming into college as an undeclared major

CONNECT: my 7th grade science teacher tells a story where when she was a kid, she really wanted to pick roses. Her mother told her not to pick roses, that they have thorns, but she would not listen. Instead of forcing her to not pick the roses, her mother allows her to do so, to which she eventually pricks her finger and bursts into tears. Although perhaps she had to suffer temporary pain, she learned a lesson, one that she did not easily forget (as exemplified by the fact she still tells it decades later)

Our lessons can be learned by pain.

When you must articulate your thoughts, it helps you better understand them. To explain something, rather than feel it, necessitates a fuller understanding.

Connect (weak): Teaching something helps you remember things

CONNECT: Many have asked me what I plan to do with my major. I truly have not figured it out yet. I simply chose my areas of study because I found them most interesting, and I wanted to improve my skills. I was curious about them, which is why they are now my primary areas of study.

CONNECT: Vi not pursuing art because it is not as lucrative/sure as psycology

Yes! I feel as if the systematic pressure of capitalism are what stresses one to feel they must just lean into what's more lucrative or marketable.

CONNECT:

Diane Nguyen, Bojack Horseman. "Because if I don't [write about my trauma], that means that all the damage I got isn't good damage, it's just damage. I have gotten nothing out of it, and all those years I was miserable was for nothing.

CONNECT: (at the tip of my tounge, i cant think of anything specific!)

losing religion, questioning how god can make one go through hardship

There seems to be a deterioration in his mental state; he is not acknoledging things with the same speed that he used to.

CONNECT (again): "burning memory" alblum

CONNECT:

"Just a burning memory" alblum— a deterioration of the mind/dementia

he never learned how to die (seneca)

Placebo effect

Connect (weak); manifestation

Connect to chronic illness; understanding and coming to terms with it, wishing for it to be some other way

Connect (weird):

Dance moms dance; "Living with the Ribbon," cancer affects not only the person who haves it but those around them

CONNECT:

Repression. Often one will push away their sadness, only for it to come back stronger. In repressing pain, the times where it pokes its head through are horrid

CONNECT: Thyroid ailments causing depression, although they only truly physically (and endocrinatically) effect one.

Yet, being physically sick can depress one.

Connect: "The Shortness of Life," even when we reach our goals, we are still unhappy because human life is not without conflict

Connects again to the shortness of life; how we all push away death as if it is not possible to happen to us

CONNECT:

"Requiem," Dear Evan Hansen

Talks about the complexities of mourning

CONNECT:

"The Shortness of Life," Seneca; we don't realize how short our lives are/how close to death we are until something reminds us/puts it into perspective

CONNECT: Mcguffin Characters— characters that are not actually fleshed out by the story, merely alluded to, allowing the audience to project.

Example: Rachel Amber Life is Strange https://www.youtube.com/watch?v=DmNv3i7iPWE (37:00)

https://connect.oeglobal.org/

https://connect.oeglobal.org/

Liu, C., Yang, Y., Chen, B., Cui, T., Shang, F., & Li, R. (2022). Revealing spatio-temporal interaction patterns behind complex cities. ArXiv:2201.02117 [Physics]. http://arxiv.org/abs/2201.02117

Histology staining of three dopamine-synthesizing sources in the hypothalamus support the findings in Figure 5E. The amount of TH cells (dopamine-synthesizing cells) in these regions decreases with 6-OHDA and can be partially rescued with short-day photoperiod exposure.

Even with 6'OHDA treatment, exposing the animals to short-day photoperiod resulted in some behavioral rescue, reflected by the animals spending more time spent in the open arm in the EPM test and less time spent immobilized in the forced swim test. The difference in behavior is significant comparing results of the short- vs long-day photoperiod exposure. One additional comparison that could be insightful are the results of 6'OHDA on 12L:12D photoperiod exposure; these can be found in Figure 5 B, and do not appear to be significantly different from the long-photoperiod exposure results. Thus, a follow up idea for the researchers is to consider when the effect of increasing the duration of light-exposure in a day begins to saturate.

Here, dopamine synthesis is being stopped by two things: the neurotoxic agent 6-OHDA and long-day light exposure, a stressor for nocturnal animals. Both treatments should reduce the presence of dopamine-making neurons.

These findings validate the specificity of 6-OHDA's delivery. In the dopaminergic cell group A13 just 200 μm away from the treatment site, the effects of 6-OHDA are not observed.

Following action potential firing, transmitters will be sent from the presynaptic, or sending, neuron to the postsynaptic, or receiving, neuron; the received transmitter will thereby alter the likelihood of that postsynaptic neuron firing its own action potential. The experimenters had observed that at certain clusters of neurons in the CNS, short photoperiod exposure increased production of the transmitter dopamine, and long photoperiod exposure led to an increased production of somatostatin. Consequently, the experimenters are questioning whether expression of those cognate postsynaptic receptors, i.e., dopamine receptors or somatostatin receptors, follow suit.

For rats, nocturnal mammals, increased photoperiod exposure is a stressor. Consequently, in both the EPM and FST, rats exhibit more depressive/anxious behaviors following long photoperiod exposure. In the EPM test, these rats spend less time in the open arm, and in the FST, they give up swimming and become almost immobile much sooner than the control group. For the short-day exposure group, the rats have more open arm activity, and in the FST persevere for longer, indicating reduced anxiety relative to the control group.

When expression of a receptor is greater than that of its transmitter, the likelihood of those transmitters binding to the receptor will be high. Thus, if levels of SST2/4R are high compared to the presynaptic SST, then presynaptic SST will likely be able to bind to the cognate receptor, and induce its inhibitory effects.

A decreased amount of TH-IR neurons means that less dopamine is being produced; this was observed when the rats were given long-day exposure (19 hours of light, 5 hours of darkness). Short-day exposure (5 hours of light, 19 hours of darkness) resulted in the number of TH-IR neurons increasing, a sign of greater dopamine production. These results were all relative to the control group, rats that experienced a balanced-day with 12 hours of light and 12 hours of darkness.

It is known that the young developing brain is able to add or switch the transmitters that their neurons express. The question guiding this research is whether sensory stimuli can cause the already mature (adult) brain to experience changes in the types of transmitters that are produced by their neurons.

I feel like students do not understand that Snapchats, Instagram, Youtube are considered digital annotations because when students are using these technological tools, they are just having fun. In order to teach them that these tech tools are digital annotations, we as teachers need to help them connect the phrase "digital annotation" to these technology tools.

This shows the users that they can easily connect monday.com with any existing online tools they already use to manage and have all their work in one place.

EUvsVirus. Pan-European hackathon. https://euvsvirus.org/

I've had multiple students experience this, and it can be frustrating, but I think it's important to address this with empathy for the parents and help the student role play the conversation. One of my students was able to get the information from their parents by remind the parents that college graduation was a shared, family goal, but they wouldn't be able to reach that goal without doing the FAFSA.

Some other college coaches and I recently watched a seminar on how students can apply to SNAP, so putting that information out on a social media post or in a mass text could be helpful for identifying students who might need help without signaling anyone out.

There's a Facebook page called "Your Freshmen is Off to College" which is technically for parents, but they make a post each month about common transitional issues students face, so I share those to start a conversation with students on Facebook about how to navigate those barriers.

To some point this is true, but I've also had conversations with students who clearly understand the impact finances have on their peers experience in college, especially for the students who are the only ones that have to work out of their friend group. I make sure they know those feelings of having to do more are valid, but I think helping students understand that noticing those dynamics is a skill of it's own and they are building life skills more than their peers.

Along with these factors, I also know students experiencing culture shock when going from a diverse high school to a primarily white institution. Culture shock is also important to talk about within the social-emotional learning topic because it can make them feel disconnected or isolated to campus. But this is also when I notice students really developing their self advocacy skills to find or start student organizations that reflect their own experiences.

Most colleges have a degree audit or career classes where they require students to plan out a timeline of college. These are great resources I ask students to take advantage of to help keep track of their goals.

Openness in connecting to people.

Wow. This seems contradictory, but in a good way?

Trust in the system (of openness) because it will help you expand your horizons.

Openness in reflecting on roles and recognition, and connecting on recognition.

This is a very rich section: openness in developing skills, connecting materials, skills, roles, feedback and evaluation to other learners, and including other learners in the experience.

Networking and making connection to your campus resources can help you and your student open opportunities. This allows your students to be familiarized with what type of resources that are available for them and also have job opportunities for them too as well.

I've done many different study aboard programs and it's always a great way to interact with students and tell them your experience and what you learned. By doing this, gives the opportunity for the students to build more interest in exploring and preparing themselves for abroad programs.

This reminds me a lot of the quote from training last week: "the greatest growth doesn't come from the easiest struggle" Students have to persist to grow

I wonder why this ID must be "unique and never reassigned...within the Issuer". This effectively makes it a trackable ID if clients work together.

What would break if this ID is unique within the (Issuer, client) combination.

Sounds like Rickert and Muckelbauer agree that rhetoric includes works outside of language (ie writing, speaking, and debate).

Hydrology is the main reason for the carbon balance of wetlands by controlling the uptake of CO₂ and CH4. Determining the effect of droughts on CO2, fluxes and CH4 emission was stimulated by hydroperiod with three scenarios. These three scenarios affect the rate of drought from being gradual, intermediate, and rapid transition into drought. It resulted in higher net CO2 losses net ecosystem exchange (NEE) over a 22-week manipulation. Due to drought vegetation dieback, it increased ecosystem respiration (Reco), and it also reduced carbon uptake gross ecosystem exchange (GEE). The NEE did not offset methane production during periods of flooding. Changes in precipitation patterns and drought occurrence altered the carbon storage of freshwater marshes. We can determine that with the change in the climate will modify the storage capacity of freshwater marshes by influencing the water availability.

It may be wise for a DH scholar to write an article geared towards undergraduates. Similar to the way this article is written, perhaps the use of memes and "slang" could create a more accessible (and interesting) way for undergraduates to understand digital humanities.

This survey conducted in 2016 by Education Weekly explores how instructors' confidence level with educational technology affects technology use in the classroom.

common ground desire to connect. Why reach out?

For Linux/Unix people, it may very well be that you did not add your username to the 'docker' group and as a consequence you cannot communicate with the docker daemon. I had just experienced this (while running Linux Mint 18.1, but the symptoms ought to be similar for Debian/Ubuntu as well).

To fix it, I ran:

sudo usermod -aG docker $(whoami)

Log out and log back in. This ensures your user is running with the correct permissions.

This will ensure that you do not need to sudo every time, when you interact with docker.

There are instructions in the below link for Unix (MacOS) users as well.

Source: http://stackoverflow.com/a/33596140

want people to fit in and connect with one of the options.

Who will direct Watters to this shared work or is that even wanted?

Connects to AP Chemistry Learning Standard 6: Any bond or intermolecular attraction that can be formed can be broken. These two processes are in dynamic competition, sensitive to initial conditions and external perturbations.

Found on page 71 of the AP Chemistry Course and Exam Description:

http://media.collegeboard.com/digitalServices/pdf/ap/ap-chemistry-course-and-exam-description.pdf

Connects to AP Chemistry Learning Standard:2.B

Forces of attraction between particles (including the noble gases and also different parts of some large molecules) are important in determining many macroscopic properties of a substance, including how the observable physical state changes with temperature

Found on page 27 of the AP Chemistry Course and Exam Description:

http://media.collegeboard.com/digitalServices/pdf/ap/ap-chemistry-course-and-exam-description.pdf

Connects to AP Chemistry Learning Standard:2.A.3: Solutions are homogeneous mixtures in which the physical properties are dependent on the concentration of the solute and the strengths of all interactions among the particles of the solutes and solvent:

Found on page 25 of the AP Chemistry Course and Exam Description:

http://media.collegeboard.com/digitalServices/pdf/ap/ap-chemistry-course-and-exam-description.pdf

CCSS.ELA-LITERACY.RST.11-12.8

http://www.corestandards.org/ELA-Literacy/RST/11-12/

Whenever an observation is not fully understood, scientists try to analyze the issue from different angles. Here, the authors observed that the inhibition of dynein wasn't sufficient for inhibiting the viral uncoating completely. Therefore, they deduced that other factors were implicated with uncoating and decided to explore this possibility.

Connect to Learning Standards: http://www.nap.edu/openbook.php?record_id=13165&page=69

Progression for explanation. In a previous study, the authors observed that HDAC6 was required for viral infection. As a consequence, they continued to study the function of HDAC6 in deep detail.

http://www.nap.edu/openbook.php?record_id=13165&page=43

Science can contribute to meeting many of the major challenges that confront society today, such as preventing and treating disease.

lol @ "simple"