The adhesive properties, as measured by bulk tack analysis, are found to decrease in blends of isomerically pure Sc3N@Ih-C80 metallic nitride fullerene (MNF) and polystyrene-block-polyisoprene-block-polystyrene (SIS) copolymer pressure sensitive adhesive (PSA) under white light irradiation in air. Reduction of tack is attributed to the in-situ generation of 1O2 and subsequent photooxidative crosslinking of the adhesive film. Comparisons are drawn to classical fullerenes C60 and C70 for this process. This work represents the first demonstration of 1O2 generating ability in the general class of metallic nitride fullerenes, (M3N@C80). Additional support is provided for the sensitizing ability of Sc3N@Ih-C80 through the successful photooxygenation of 2-methyl-2-butene to its allylic hydroperoxides in benzene-d6 under irradiation at 420 nm, a process which occurs at a comparable rate to C60. Photooxygenation of 2-methyl-2-butene is found to be influenced by the fullerene sensitizer concentration and oxygen gas flow rate. Molar extinction coefficients are reported for Sc3N@Ih-C80 at 420 nm and 536 nm. Evaluation of the potential antimicrobial activity of films prepared in this study stemming from the in-situ generation of 1O2 led to an observed 1 log kill for select Gram-positive and Gram-negative bacteria.

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In an educational setting, we examined the relationship of learning goal orientation with goal setting and performance over time. At the first time point, we assessed levels of trait learning goal orientation and asked participants to set performance goals. At each follow-up time point, we reported to participants their current course grade and allowed them to revise their goals. Learning goal orientation was associated with both setting higher goals and maintaining higher performance over time. Additionally, the relationship of learning goal orientation and performance was found to be mediated by goal setting.Beginning with research on goal setting, several streams of research have emerged on the effects of self-regulatory processes on behavior (Locke & Latham, 1990Locke, Shaw, Saari, & Latham, 1981). Early work on goal-setting theory focused on the importance of various goal characteristics on performance, consistently demonstrating the positive effects of setting challenging and specific goals coupled with feedback (Austin & Vancouver, 1996). This research has expanded to incorporate the role of perceptions and cognitions on key self-regulatory processes, including goal establishment, goal striving, and goal revision (Locke & Latham, 2004). While some studies have focused on particular aspects of the goalsetting process, others have focused on trait-level motivational variables, such as goal orientation (e.g., Duda & Nicholls, 1992).Goal orientation refers to how individuals define and strive for success. People with high learning goal orientation (LGO) consistently strive toward mastery of a skill or task in an effort to increase competence, whereas those with high performance goal orientation (PGO) focus more immediately on demonstrating their competence through meeting performance goals (Nicholls, 1975(Nicholls, , 1984. Typically, LGO results in higher levels of performance than PGO (Button, Mathieu, & Zajac, 1996), likely owing to the fact that LGO is associated with more effective self-regulation strategies and greater on-task attention (Kanfer, 1990;Payne, Youngcourt, & Beaubien, 2007). Additionally, LGO has been found to be positively related to self-set goal difficulty, whereas PGO has been found to be unrelated or negatively related (Payne et al., 2007).Although research has demonstrated the effects of LGO on performance outcomes and goal regulation, a common limitation of many of these studies is their cross-sectional nature. Indeed, Mitchell and James (2001) suggested that time is an influential factor in determining the dynamics of goaloriented behavior. Moreover, Williams, Donovan, and Dodge (2000) demonstrated that the effect of goal discrepancy on goal revision may be stronger in latter stages of goal striving. In the current study, we gathered data on the academic goals and performance of college students at multiple time points throughout the course of a semester. This allowed us to explore the underlying mechanisms by which LGO influences performance over time. Little research has exa...

SummaryThe sea urchin embryo is a National Institutes of Health model system that has provided major developments, and is important in human health and disease. To obtain initial insights to identify glycans that mediate cellular interactions, Lytechinus pictus sea urchin embryos were incubated at 24 or 30 h post-fertilization with 0.0009–0.03 M alpha-cyclodextrin, melibiose, l(–)-rhamnose, trehalose, d(+)-xylose or l(–)-xylose in lower-calcium artificial sea water (pH 8.0, 15°C), which speeds the entry of molecules into the interior of the embryos. While α-cyclodextrin killed the embryos, and l(–)-xylose had small effects at one concentration tested, l(–)-rhamnose caused substantially increased numbers of unattached archenterons and exogastrulated embryos at low glycan concentrations after 18–24 h incubation with the sugar. The results were statistically significant compared with the control embryos in the absence of sugar (P < 0.05). The other sugars (melibiose, trehalose, d(+)-xylose) had no statistically significant effects whatsoever at any of the concentrations tested. In total, in the current study, 39,369 embryos were examined. This study is the first demonstration that uses a live embryo assay for a likely role for l(–)-rhamnose in sea urchin gastrula cellular interactions, which have interested investigators for over a century.

In this chapter, we consider objective performance indices and their relative advantages and liabilities. Problems with criterion contamination and deficiency are inherent in the use of any one or a subset of these outcomes. In addition, the inclusion of both objective performance as well as rating measures seems appropriate in most instances. Hence we describe a strategy for integrating objective measures into a multidimensional construct-oriented model of job performance, using the Project A research program as an example.