金属-有机骨架羧酸C_(21)H_(15)CoN_2O_4的合成及晶体结构

采用水热合成法合成了化合物C21H15CoN2O4,并测定了其晶体结构.化合物晶体属于三斜晶系,P-1空间群,晶体学参数为:a=0.8709(15)nm,b=1.0111(18)nm,c=1.1836(2)nm,α=68.298(3)°,β=82.913(3)°,γ=78.405(3)°,V=0.9472(3)nm3,Z=2,Dc=1.467g/cm3.     

2,4′-二甲氧基-6,2′-二硝基-1,1′-联苯的合成与晶体结构

合成了一个新的联苯化合物2,4′-二甲氧基-6,2′-二硝基-1,1′-联苯.通过红外以及X-射线单晶衍射分析,确定了其结构.该化合物晶体属三斜晶系,P-1空间群,晶胞参数:a=7.922(5),b=8.165(5),c=11.022(6),α=85.872(8),°β=81.511(8),°γ=82.696(8)°,V=698.4(7)3,M r=304.26,Z=2,Dc=1.447g/cm3,F(000)=316,吸收系数μ=0.115mm-1,最终偏离因子R1=0.0761,wR2=0.1795.该化合物通过弱的分子间氢键形成二维网状结构.     

8-喹啉-1,4-丁二醚的晶体结构

以8-喹啉-1,4-丁二醚(BQD)的晶体为材料.用四园衍射仪测定了该化合物的晶体结构,晶体学数据为:a=9.658(1),b=9.810(2),c=11.311(2),α=86.63(1)&;#176;,β=68.12(1)&;#176;,γ=63.94(1)&;#176;.晶体属三斜晶系,空间群P-T,V=886.3(2)3,Z=2,Dc=1.30g/cm3,Mr=344.4,R=0.043.晶体结构由直接法解出.     

1,2-二水杨醛腙的合成和晶体结构

水杨醛与水合肼在乙醇溶液中反应,生成标题化合物(C14H12N2O2),经X-射线单晶结构分析表明此晶体属单斜晶系,P21/n空间群,a=8·5303(16),b=6·3117(12),c=11·828(2),β=107·943(3)°V=605·8(2)3,Z=2,μ=0·090mm-1,DC=1·317g/cm3,F(000)=252。结果表明,该化合物的二个苯环处于同一平面,并且存在分子间C—H…O的氢键连接。     

二）（4-氨基苯甲酸）（1，10-邻菲罗啉）锌（Ⅱ）配合物的合成及晶体结构

合成了三元配合物[Zn(O2CC6H4NH2-p)2(1,10-phen)2].5H2O,通过元素分析、红外光谱对其结构进行了表征.用X-射线单晶衍射测定了该化合物的晶体和分子结构.化合物晶体为单斜晶系,空间群C2/c,a=4.35388(12)nm,b=1.17929(15)nm,c=3.07912(11)nm,β=134.9520(11)o,V=11.1885(15)nm3,Z=16,F(000)=5056,Dc=1.444Mg/m3,μ=0.936 mm-1,S=1.000,Zn原子为畸变的八面体构型.     

超分子化合物C_(50)H_(44)N_4O_8的合成与晶体结构

采用水热合成法合成了标题化合物C50H44N4O8,并测定了其晶体结构。其晶体属于三斜晶系,P-1空间群,晶体学参数为:a=0.6054(2)nm,b=1.1853(4)nm,c=1.4535(5)nm,α=97.821(5)°,β=92.031(5)°,γ=91.080(5)°,V=1.0324(6)nm3,Z=1,Dc=1.333 g/cm3,F(000)=436。该化合物通过分子间氢键形成了一种二维网状的超分子结构,由于分子间的作用力使其分子又沿a轴呈层状堆积。     

2,3-二氨基-9,10-二氮(杂)蒽超分子化合物的合成及晶体结构

一个新的三维超分子化合物(C12N4H10)[(C12N4H11)Cl](H2O)7通过溶液法合成。该化合物为三斜晶系,P-1空间群,晶胞参数:a=7.1350(14),b=12.594(2),c=16.210(3),α=82.675(3)°,β=78.588(3)°,γ=84.198(3)°,V=1411.8(5)3,Z=2,Dc=1.372Mg.m-3,F(000)=616,Mr=583.05,最终偏离因子R1=0.0798,wR2=0.2100。化合物通过O-H…O,O-H…Cl,O-H…N,N-H…O和N-H…Cl多种氢键作用连接成三维超分子结构。     

DL-丙氨酸-铜(Ⅱ)配合物的晶体结构

合成了铜(Ⅱ)与DL-丙氨酸的配合物Cu[H_2NCH(CH_3)CO_2]_2,并且用单晶X-射线衍射测定了其晶体结构。配合物属单斜晶系,空间群C2/c,晶胞参数:a=1.2064(5)nm,b=0.9569(4)nm,c=0.8942(4)nm,α=γ=90°,β=110.836(6)°,V=0.9647(7)nm~3,Z=4,D_c=1.899g·cm~(-3),F(000)=572。     

(C_6H_6ClNO_3S)_2(H_2O)_2的合成和晶体结构

合成了一种新的化合物(C6H6C lNO3S)2(H2O)2,测定了其结构.晶体数据表明该配合物属三斜晶系,P-1空间群,晶胞参数为:a=5.8626(8),b=11.7993(17),c=12.7680(18),α=88.286(2)°,β=87.534(2)°,γ=84.121(2)°,V=877.5(2)3,Z=2,Dc=1.708 mg/m3,Rgt(F)=0.0418,wR2(F2)=0.0974,F(000)=464,数据完整度为99.3%,标题化合物含有3种氢键,形成一种三维网状的稳定结构.     

配位聚合物[Na(5-磺基水杨酸)(H_2O)_2]_n的合成和晶体结构研究

以5-磺基水杨酸为配体,与氢氧化钠在水和甲醇(1:1)混合溶剂中发生反应合成了一个新的配位聚合物[Na(5-磺基水杨酸)(H2O)2]n,并用X-单晶衍射仪对其结构进行了表征。结果表明,该配合物为三斜晶系,P-I空间群,晶胞参数为:a=6.7154(11),b=7.0854(11),c=11.6749(19),α=77.817(2)°,β=83.226(2)°,γ=77.913(2)°,V=529.37(15)3,Z=2,R1=0.0318,wR2=0.0863,F(000)=284.     

Teaching 1, 2, salesmanship 1, 2

Mercy Otis Warren's dramatic sketch, “The Defeat,” portrays some of the heroes and villians in the movement for colonial independence. “The Defeat” capitalized on widely held values, beliefs, and attitudes in the Massachusetts colony and established Warren as an effective propagandist early in the 1770's.     

Synthesis of 3-O-Benzoyl-1 ,2-O-isopropylidene-a-D-allofuranose and Its Dimesylated Derivative

Diisopropylidenated a-D-glucofuranose (1) was oxidated with CrO;-Pyridine complex. Oxidated product and its hydrate were separated and were reduced together to synthesize diisopro-pylidenated a-D-allofuranose (3 ). The yield of 3 increased by 8% than that with only oxidated prod-uct as reduction substrate. Benzoylated derivative of 3 was selectively hydrolyzed and dimesylated to synthesize 3-O-benzoyl-l ,2-O-isopropylidene-a-D-allofuranose (5) and its dimesylated deriva-tive respectively. The overall yield of 5 from 1 was 36%. Each step and final products were analyzed by 'H-NMR spectra and other methods. The experiments showed that the influence of acetic acid concentration on selective hydrolysis was obvious. The hydrolysis yield was 81. 8%. Oxidation, re-duction and other procedures were practical and had application potential.     

硫酸铁铵催化的外消旋1,2;5,6—二-氧-环亚己基-myo-肌醇的制备

以硫酸铁铵催化外消旋1,2-氧-环亚己基-myo-肌醇与环己酮乙二醇缩酮的反应,制备外消旋1,2:5,6-二-氧-环亚己基-myo-肌醇.催化剂用量为5%-10%摩尔比,反应原料1,2-氧-环亚己基-myo-肌醇和环己酮乙二醇缩酮摩尔比为1∶1.1,反应温度以100℃.以肌醇计总收率为73.1%.     

Educational experience and cognitive development 1 , 2

This paper examines the relationship between general educational experiences and cognitive development during the school years, kindergarten through high school, and also the effects of focused instruction on learning across short time intervals. Children appear to acquire concepts and other outcomes of learning in the cognitive domain gradually, rather than abruptly, although qualitatively different cognitive operations are presumed to emerge which make possible successively higher levels of concept attainment. The quality of “general education” of the kind experienced by American children under compulsory, universal education appears to influence both the rate of cognitive development and also the maximum level of development that is achieved. Focused instruction clearly aids students to attain concepts to successively higher levels during short time intervals and also to use their concepts in understanding principles and in solving problems. From these conclusions and the results of other studies and analyses, the inference is drawn that the quality of educational experience exerts a strong influence on both the rate and the final level of cognitive development.     

Relationships among L1 print exposure and early L1 literacy skills, L2 aptitude, and L2 proficiency

Authors examined the relationship between individual differences in L1 print exposure and differences in early L1 skills and later L2 aptitude, L2 proficiency, and L2 classroom achievement. Participants were administered measures of L1 word decoding, spelling, phonemic awareness, reading comprehension, receptive vocabulary, and listening comprehension in 1?C5th grades, and then followed into 9?C10th grades where measures of L2 aptitude, L2 proficiency, and L1 print exposure were administered. Students?? responses on the L1 print exposure measure were used to divide them into High, Average, and Low Print groups. Findings showed significant differences between the High versus Low Print groups on all L1 skill measures, L2 aptitude and L2 proficiency tests, and L2 classroom achievement after controlling for IQ. L1 skill differences between the groups emerged as early as 1st grade. L1 phonemic awareness, L1 word decoding, and L1 spelling measures were the best discriminators of L1 print exposure among the three groups. Results suggest that early success in L1 reading and reading volume prior to L2 study may be related to differences in L2 aptitude, L2 proficiency, and L2 achievement several years later.     

The informational properties of S1, S2, and the S1–S2 sequence on conditioned suppression

The Egger-Miller information hypothesis was tested in a nonoverlapping compound stimulus CER situation. During CER training, S2, the so-called redundant stimulus, acquired greater suppression qualities than S1. However, following CER training, subjects were exposed to test situations in which the independent suppression qualities of S1 and S2 were assessed. S1 was followed by a trace interval, S2 was presented alone, or the S1–S2 sequence was reversed. Results of all test conditions showed minimal suppression to S2, while suppression to S1 was maintained or facilitated. It was suggested that S2, although a redundant predictor of shock occurrence, provides information as to “when” shock is due.     

Graphwork-Developing a Progression Part 1 - The early stages

This article indicates how a sound basis for graphwork can be covered in the early years of schooling.     

^—T（1,1,t＋1,t,1）和^—T（1,1,t＋2,t,1）的色唯一性

h（G,x）表示图G的伴随多项式,β（G）表示h（G,x）的最小负实根．证明了当t≥3时,r（1,1,t＋1,t,1）和T（1,1,t＋2,t,1）的补图的色唯一性。