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Extraction of Capsaicin Using the Polyol Induced Extraction (PIE) Method
Get PDFPolyol-induced extraction (PIE) is an extraction technique for separating organic solvents from water, using glycerol and polyol as separating agents. Glycerol binds water releasing the organic solvent as a separate liquid phase. this thesis, investigates how the PIE process may be used to separate caffeine and capsaicin. When acetonitrile and water are used as a 1:1 solvent mixture, two immiscible phases are created upon addition of the polyol, glycerol. Initially, for purposes of training on the PIE method, the studies primarly began with the extraction of pure caffeine. Using a 1:1 mixture of acetonitrile and water, 20 m/v % glycerol, the PIE extraction of caffeine was performed at three temperatures (-10, -15, -21 oC). Over this temperature range, the partition coefficient values do not vary within experimental error giving average partition coefficient of 1.01 +/- 0.06.
Next, the extraction and quantification of capsaicin from hot pepper cultivars began. Capsaicinoids are the group of compounds that gives hot peppers and sauces their spicy taste and is expressed as Scoville Heat Units (SHU). The two major chemicals in the peppers that cause the hot sensation are capsaicin (1) and dihydrocapsaicin (2). The partition coefficient of a pure sample of natural capsaicin studied at -21 oC and gave a value of 130 +/- 60 indicating that they are quantitatively transferred to the upper acetonitrile layer. The percent recovery of a pure sample of natural capsaicin was only 44 percent. The PIE extraction was then performed on five varieties of dried and ground commercially purchased, dried, hot peppers. The extraction procedure was optimized with ground cayenne pepper which under optimal conditions had an SHU value of 29,624 +/- 1,192. Ghost pepper had a SHU of 289,193. Dried chili pepper had a Scoville of 68,713 SHU. Ancho chili had a Scoville heat unit of 822 SHU This thesis, concludes that the PIE process is an effective method for the analytical determination of capsaicinoids in dried hot peppers
The Lived Experiences and Factors Contributing to the Success of Recent Black Graduates of a Podiatric Medical Education Program
Get PDFPrevious research has highlighted the need for greater racial diversity within the healthcare workforce to address shifts in the U.S. population, changing patient needs, and continuing racial health disparities (Liaison Committee on Medical Education, 2009; Sullivan, 2004). Key to addressing this need is the examination of the prevalence, experiences, and needs of underrepresented students in medicine, with a particular focus on Black students in medicine. Research typically has focused on the experiences of Black students within other health professions programs, such as nursing (Ackerman-Barger et al., 2020; Salerno et al., 2017; L. B. Williams et al., 2018), pharmacy (Bush, 2020), and psychology (Horsford et al., 2019). Missing from these discussions has been a focus on the lived experiences of Black students and graduates of podiatric medical programs.
This qualitative study aimed to explore the lived experiences and success factors of recent Black podiatric medical graduates. Seven graduates from a Midwest podiatry college participated in semistructured interviews. Using Astin\u27s (1991) I-E-O model and Harper\u27s (2010) anti-deficit achievement framework as theoretical underpinnings, three themes emerged: (a) podiatric medicine was not the collaborators\u27 first career choice; (b) “onlyness” was observable, felt, and a central feature of their podiatry school experience; and (c) collaborators relied on both self-efficacy and external sources of support to navigate the environment successfully. Findings indicate the interplay of student inputs (i.e., pre-podiatry school experiences, skills, qualities, or student characteristics) and environment (i.e., descriptions of their lived experiences, internal dialogue and meaning-making, and engagement experiences) on the outputs (i.e., behaviors to navigate the environment successfully and eventually graduate) of recent Black podiatric medical graduates
Faculty Senate Minutes, Academic Year 2023-2024, March 21, 2024
Get PDFMinutes for the Faculty Senate Meeting held March 21, 2024
Faculty Senate Minutes, Academic Year 2023-2024, February 15, 2024
Get PDFMinutes for the Faculty Senate Meeting held February 15, 2024
