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Abstract The 4‐ Aminophenol (4‐AP) colorimetric test is a fast, easy‐to‐use, and cost‐effective presumptive assay of cannabis plant material producing different chromophores with THC‐rich cannabis (blue color) and with CBD‐rich cannabis (pink color). The main drawback of the 4‐AP test is a brief observation window where the color rapidly changes to black, limiting the utility of the test. We now report for the first time, the identification of the product chromophores between 4‐AP and CBD/THC as well as propose an explanation and a solution for the color degradation of the chromophores. The identification of the chromophores is provided by spectroscopic (UV–Vis), chromatography, and mass spectrometry (TLC and LC‐QToF‐MS). Oxidation of excess 4‐AP (Reagent A) in the presence of NaOH (Reagent B) produces the black color observed for the previously reported 4‐AP tests and reported in the literature. The adjustment of reactants concentrations and volumes of 4‐AP:THC/CBD to a 1:1 ratio significantly reduces the black oxidation by‐product and increases the observation window up to 2 h instead of the previously reported 5–10 min. For the first time, mass spectrometry and chromatography confirmed that the reaction of THC and CBD with 4‐AP produced chromophores withm/z(M + H) = 420, consistent with proposed indophenol structures. The TLC method developed confirmed the separation between CBD and THC chromophores. The specificity of the test is also reported, showing false positive results for the presence of THC (blue color) for samples of thyme and oregano. LDA and SIMCA models showed that the optimized 4‐AP procedure performs better than the previously reported 4‐AP color test.
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Racial and Ethnic Representation in Literature Taught in US High Schools
We quantify the representation, or presence, of characters of color in English Language Arts (ELA) instruction in the United States to better understand possible racial/ethnic emphases and gaps in literary curricula. We contribute two datasets: the first consists of books listed in widely-adopted Advanced Placement (AP) Literature & Composition exams, and the second is a set of books taught by teachers surveyed from schools with substantial Black and Hispanic student populations. In addition to these book lists, we provide an unprecedented collection of hand-annotated sociodemographic labels of not only literary authors, but also their characters. We use computational methods to measure all main characters’ presence through three distinct and nuanced metrics: frequency, narrative perspective, and burstiness. Our annotations and measurements show that the sociodemographic composition of characters in books recommended by AP Literature has not shifted much for over twenty years. As a case study of how ELA curricula may deviate from the curricula prescribed by AP, our teacher-provided sample shows a greater emphasis on books featuring first-person, primary characters of color. We also find that only a few books in either dataset feature both White main characters and main characters of color. Arguably, these books may uphold a view of racial/ethnic segregation as a societal norm.
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- Award ID(s):
- 1942591
- PAR ID:
- 10648744
- Publisher / Repository:
- Journal of Cultural Analytics
- Date Published:
- Journal Name:
- Journal of Cultural Analytics
- Volume:
- 10
- Issue:
- 1
- ISSN:
- 2371-4549
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.22148/001c.131682
