Structure of β-Acylacrylic Acids
IN previous publications1–5 the β-formyl-, β-acetyl- and β-pivaloyl-acrylic acids were investigated by means of their spectra in the ultra-violet and infra-red. This work has been extended to comprise the α-methyl-β-acrylic acid6,7. In regard to cis–trans isomerism and open or cyclic structure for the preparations used, the infra-red spectra (in the case of acid (5) also by means of the nuclear magnetic resonance) have confirmed the following structures : (1) β-Formylacrylic acid, m.p. 53–56° C.: cyclic, cis (2) β-Acetylacrylic acid, m.p. 122–125° C.: trans (probably with a smaller amount cis-open acid) (3) β-Pivaloylacrylic acid, m.p. 84–85° C.: cyclic, cis (4) β-Pivaloylacrylic acid, m.p. 94–95° C.: trans (5) α-Methyl-β-acetylacrylic acid, m.p. 98–101° C.: cyclic, cis
Photochemistry of β-Acylacrylic Acids and Their Esters
The irradiation of methyl trans-β-acetylacrylate (I-A) in methanol or acetone or without any solvent gave the cis-isomer (I-B). On the contrary, the irradiation of the free acid of I-A, trans-β-acetylacrylic acid (II-A), in methanol or without any solvent gave the angelica lactone, 5-methyl-5-hydroxy-2-oxo-2,5-dihydrofuran (II-C). The irradiation of trans-β-pivaloylacrylic acid (III-A) in methanol also afforded the angelica lactone, 5-t-butyl-5-hydroxy-2-oxo-2,5-dihydrofuran (III-C). The reaction route from a cis-isomer to an angelica lactone was explained in terms of the inductive effect.
Evaluating Cultural Authenticity in Multicultural Picture Books: A Collaborative Analysis for Diversity Education
This study examines cultural authenticity reflected in multicultural picture books. Specifically, this study attempts to reframe issues surrounding the topic of cultural authenticity based on a systematic and empirical analysis of picture books that represent three different ethnic groups: African Americans, Asian Americans, and Hispanic Americans. A total of forty-five systematically selected picture books that represent fifteen books per ethnic group were selected and evaluated by multiple reviewers who were insiders of the culture. A coding scheme was developed to evaluate each book in terms of profile of major and minor characters, settings of the story, stereotypical features, and cultural authenticity. An in-depth evaluation of all selected books was added by a team of three reviewers in order to validate the results of the coded analysis. This study aims to shed light on library youth services and diversity education in a society with increasing ethnic diversity.