Asymmetric synthesis of N-protected 3-methylpiperidin-2-one and its diastereoisomer

This paper reports the asymmetric synthesis of an important pharmaceutical intermediate (3S)-1-[(1R)-2-hydroxy-1-phenylethyl]-3-methylpiperidin-2-one (compound 1) from commercially available D-plenylglycinol and delta-valerolactone. During the alkylation process, the hydroxyl group can be protected or unprotected, resulting in a different consumption of s-BuLi, and leading to a different diastereomeric excess (de) of compound 1. When 1-[(1R)-2-hydroxy-1-phenylethyl]-piperidin-2-one (compound 2) was alkylated with 2.5 eq. of s-BuLi, compound 1 was obtained as a single isomer detected by chiral high performance liquid chromatography (HPLC) columns with an overall yield of 91%. With the hydroxyl group protected, (R)-1-(2-[(tert-butyldimethylsil) oxy]-1-phenylethyl) piperidine-2-one (compound 6) could be alkylated with 1.5 eq. of s-BuLi, giving compound 1 and its diastereoisomer 8 in a ratio of 1:2.5 and a yield of methylation of 90%. Compounds 1 and 8 could be separated completely and easily by flash chromatography. The absolute configuration of compound 8 was determined by singlecrystal X-ray analysis. The mechanism of the alkylation process is discussed based on experimental results.     

Conventional or sustainable? Chinese university students’ thinking about feedback used in their English lessons

Feedback has been increasingly conceptualised as a dialogical process where students interpret the provided information through interaction with comment providers and use it to enhance their learning. A major challenge for the development of sustainable feedback is closely related to how students think about it. This study explored how 25 Chinese university students made sense of instructor and peer feedback following their English group presentations. The findings reveal that most of the participants perceived more judging and encouraging functions of feedback than its improving functions, which reflected their conventional thinking about feedback. Variation also existed in the perceived functions of instructor and peer feedback. Imbalanced power relations, face, group harmony and instructors’ feedback practice as well as students’ past learning and assessment experiences appeared to inhibit the participants from viewing feedback in a sustainable way. This study sheds light on college students’ complex thinking about feedback in a non-Anglophone context which has been neglected in the feedback literature, and has implications for educators and researchers in facilitating sustainable feedback in the Chinese context and the non-Chinese contexts where Chinese students study.     

Towards Building Direct Educational Partnership: The Foundation of Shanxi University in 1902

The foundation of Shanxi University is a prime example of the collaborative efforts in higher education between the Chinese and British in late Qing China (1842–1912). Both sides made compromises, with the Chinese adapting their ideas of educational sovereignty, and the British agreeing to work under the supervision of the local government. Such a collaboration was made possible by the individual personalities of the two founders and their visions for China’s higher education. The dual structure of the university, with one department to teach Chinese learning and the other to teach Western learning, showed that, at a local and personal level, these officials and missionaries opted for direct cooperation, despite the myriad changes and upheavals following the Boxer Movement. In addition, by allowing foreign missionaries into critical roles in a government university, the principle of ti-yong dualism was gradually being adapted. The formation of Shanxi University not only demonstrates the dynamics of the Sino-Western educational relationship and the roles individuals played in it, but also stimulates reflection on China’s contemporary cross-border partnerships in higher education     

新形势下高校工程招投标廉政风险研究

通过对高校工程招投标廉政风险进行分析,进一步阐述了该类廉政风险产生的原因,对如何防范和控制该类风险进行了认真探索,提出了相应的预防措施。     

Thinking aloud together: A teacher’s semiotic mediation of a whole-class conversation about percents

How does classroom interaction support students’ apprenticeship into the ways of speaking, writing, and diagramming that constitute the practice of mathematics? We address this problem through an interpretative analysis of a whole-group conversation about alternative ways of solving a problem involving percent discounts that occurred in a sixth grade classroom. This research study draws upon Dewey’s theory of inquiry, Vygotsky’s cultural–historical psychology, Freudenthal’s realistic mathematics education, and Halliday’s systemic functional linguistics (SFL). From Freudenthal, we borrow the notions of mathematizing and guided reinvention—the former notion offers a view of mathematics as an activity of structuring subject matter and the latter one provides insights into the processes whereby mathematizing is learned and taught in the classroom. We glean from Dewey his view of reflective thinking as inquiry and the role that conversations may serve therein. We rely upon Vygotsky’s notions of a verbal thinking plane and a social phase of learning in order to reconsider the function of whole-class interaction in apprenticing students into mathematizing. Finally, SFL provides us with tools for explaining the choices of grammar and vocabulary students and teachers make as they realize meanings in whole-group conversations. Treating the selected whole-class conversation as a text, we focus our analysis on how this text came to mean what it did. Our central questions are as follows: What meanings were realized in the whole-class conversation by teacher and students and how were these meanings realized? How did the teacher’s lexico-grammatical choices guide the students’ choices? In addressing these questions, we advance an interpretation of the conversation as paradigmatic of students and teacher thinking aloud together about percents.     

联盟组合构型网络动态演化研究

联盟组合为焦点企业及合作伙伴的发展创造了丰富的成长路径,提高了企业的竞争优势。现有研究对联盟构型网络的结构、资源冗余性、路径联系与"网络效应"之间的关系,缺乏系统性、动态性的分析。本文围绕焦点企业,结合社会网络及纵向案例研究方法以大唐移动TD-LTE联盟组合为研究对象;探讨了联盟组合构型网络形成的动因、演化特征和路径;提炼了联盟组合构型网络动态演化框架。研究表明:联盟组合内的资源异质性与构型网络多样化密切相关。随着构型网络的规模扩大、路径依赖的增加,会导致整体网络效率的下降,收益递减。而不同阶段焦点企业的控制治理策略选择、网络的拓展与重构能有效提高联盟组合"网络效应"。     

地方本科高校新工科专业评估 研究与实践探索

新一轮工业革命的加速进行和新经济的快速发展, 迫使我国工程教育发生变革以适应 新挑战,新工科研究与建设应运而生。传统工科在专业设置的契合性、人才质量标准的针对性、专业 建设的开放性、课程体系的交叉复合性、教师教学实施的有效性、教学资源和保障条件的满足性等 方面, 都不能确保新工科人才培养和满足新时代经济社会发展需要。根据新工科专业质量建设内 涵,尽快制定科学有效的新工科专业评估方案,为新工科专业建设提供切实有效质量保障成为当务之急。文章针对目前地方高校专业评估面临的问题,指出新工科背景下专业评估思路与目标,最后提出“评估+ 认证”模式的新工科专业评估方案。通过在地方本科高校进行初步实践,为新工科专业评估提供了有益的探索。