有机合成化学"三位一体"混合教学模式探索与实践

In order to improve the quality of teaching and cultivate chemical innovation talents in university for nationalities, in the course of organic synthetic chemistry curriculum construction, efforts were made to overcome problems such as the single teaching objective, abstract and boring teaching content, tedious and relatively dull teaching methods and low enthusiasm for students' learning, etc. According to the study rule of "before class-on class-after class", the trinity mixed teaching mode of "teaching goal-teaching means-practice examination" was constructed. Through the construction of the "teaching goal-teaching means-innovative practice" trinity mixed teaching mode, we refined teaching objectives, optimized teaching methods, implemented small classes, improved assessment methods, designed comprehensive laboratory programs, reinforced practices, and reformed the assessment measures. Discussion on teaching reform and practice of organic synthetic chemistry was carried out from multiple perspectives. Through the practice of teaching reform, the teaching effect has been improved, the enthusiasm of students to learn organic synthetic chemistry has been improved, and the expected effect of cultivating students' innovative ability has been achieved.     

无机及分析化学实验室管理的实践和探索

浙江大学无机及分析化学实验室在日常管理和教学辅助工作中开展了一系列的实践和探索,如开设循环实验、关注实验细节、加强安全教育与考核等。本文分析和总结了在实验室资源最优化、节约药品、保障仪器设备的运行、注重安全管理等方面所采取的一些行之有效的做法。     

Problem structuring methods ‘in the Dock’: Arguing the case for Soft OR

Problem structuring methods (‘soft’ OR) have been around for approximately 40 years and yet these methods are still very much overlooked in the OR world. Whilst there is almost certainly a number of explanations for this, two key stumbling blocks are: (1) the subjective nature of the modelling yielding insights rather than testable results, and (2) the demand on users to both manage content (through modelling) and processes (work with rather than ‘on behalf’ of groups). However, as evidenced from practice there are also a number of significant benefits. This paper therefore aims to examine the case of Soft OR through examining the case for and against problem structuring methods.     

氨合成催化剂100年:实践、启迪和挑战

Haber-Bosch发明的氨合成催化剂创立已经100周年. 介绍了氨合成催化剂在理论和实践方面的发展、成就及其启迪,展望了氨合成催化剂的未来和面临的新挑战. 催化合成氨技术在20世纪化学工业的发展中起着核心的作用. 一个世纪以来,氨合成催化剂经历了Fe3O4基熔铁催化剂、Fe1-xO基熔铁催化剂、Ru基催化剂等发展阶段,以及钴钼双金属氮化物催化剂的发现. 实践表明,氨合成催化剂是多相催化领域中许多基础研究的起点和试金石,没有别的反应象氨合成反应一样,能够把理论、模型催化剂和实验连接起来. 催化合成氨反应仍然是多相催化理论研究的一个理想的模型体系. 理解该反应机理并转换成完美技术成为催化研究领域发展的基本标准. 这个永不结束的故事仍然没有结束. 除了关于反应的基本步骤、真实结构、亚氮化物这些问题之外,催化合成氨在理论上一个新的挑战是关于在室温和常压下氨合成的预测,包括电催化合成氨、光催化合成氨和化学模拟生物固氮以及包括氮分子在内的催化化学研究中几种最稳定的小分子的活化方法等.     

Determination of GDC‐0980 (apitolisib), a small molecule dual phosphatidylinositide 3‐kinase/mammalian target of rapamycin inhibitor in dog plasma by LC‐MS/MS to support a GLP toxicology study

An LC‐MS/MS method for the determination of GDC‐0980 (apitolisib) concentrations in dog plasma has been developed and validated for the first time to support pre‐clinical drug development. Following protein precipitation with acetonitrile, the resulting samples were analyzed using reverse‐phase chromatography on a Metasil AQ column. The mass analysis was performed on a triple quadruple mass spectrometer coupled with an electrospray interface in positive ionization mode. The selected reaction monitoring transitions monitored were m/z 499.3 → 341.1 for GDC‐0980 and m/z 507.3 → 341.1 for IS. The method was validated over the calibration curve range 0.250–250 ng/mL with linear regression and 1/x² weighting. Relative standard deviation (RSD) ranged from 0.0 to 10.9% and accuracy ranged from 93.4 to 113.6% of nominal. Stable‐labeled internal standard GDC‐0980‐d₈ was used to minimize matrix effects. This assay was used for the measurement of GDC‐0980 dog plasma concentrations to determine toxicokinetic parameters after oral administration of GDC‐0980 (0.03, 0.1 and 0.3 mg/kg) to beagle dogs in a GLP toxicology study. Peak concentration ranged from 3.23 to 84.9 ng/mL. GDC‐0980 was rapidly absorbed with a mean time to peak concentration ranging from 1.3 to 2.4 h. Mean area under the concentration–time curve from 0 to 24 hours ranged from 54.4 to 542 ng h/mL. Copyright © 2015 John Wiley & Sons, Ltd.     

Mixing OR methods in practice: Past, present and future directions

Although mixing of OR methods is an area of increasing interest to the OR community, there has been little discussion regarding generic lessons that can be learnt from mixing methods in practice. The aim of this paper is to carry out such an analysis through considering generic lessons that may be associated with mixing methods, regardless of the methods chosen. To identify these lessons, published case studies on how OR methods have been mixed are analysed giving rise to a number of themes revealing the lessons. These themes include; the implications from the use of different facilitators/modellers, how methods have been mixed together, the nature of the modelling interventions, the client value and the rationale given for mixing methods. The paper discusses the lessons learnt in each of these themes and presents opportunities for future work.     

Operational research and ethics: A literature review

Any human activity raises ethical questions, questions about ‘good’ and ‘right’ ways to act and to live; or to put it differently, questions of values and responsibility. From its inception operational research (OR) has engaged with such questions in terms of professional behavior, the handling of preferences in OR, the societal role of OR, the process of OR intervention and the content of OR analysis. As a result, analytical methods and processes have been developed to help clients explore the ethical dimension of their decisions. The paper reviews the literature published in selected OR journals (Management Science; Operations Research; Interfaces; the European Journal of Operational Research; the Journal of the Operations Research Society; Omega; International Transactions in Operational Research; the Journal of Multi-Criteria Decision Analysis), organizing it along the lines of OR’s core competences. The review identifies a number of significant research programmes that are well established and are being energetically pursued; the research findings are being applied to a wide range of important issues. Ethical questions lie at the heart of the great governmental and commercial issues of the day: economic growth and instability; inequality and injustice; environmental degradation and sustainability. They also lie at the heart of the more mundane decisions of day-to-day OR. ‘Ethics’ therefore provides a useful focus for OR both in terms of raising the awareness of all concerned and in providing a theme for research. As a result of the review some research questions are suggested. There is much of interest, much to do.     

大学生实习实训与实践活动的融合与探索

为促进学生学思结合、知行统一,培养合格人才,近年来,武汉大学化学与分子科学学院对本科生实习实训与实践活动进行了融合与探索,形成了几大类别:科研院所实习实训实践类、企业公司实习实训类、志愿服务实践类、国情调研实践类、海外创新实训类。在探索中始终坚持协同与创新两大理念,通过整合各方资源、构建课程体系等,统筹推进大学生实习实训与实践活动,满足学生个性化发展需求,助力学生成才。     

基于超星学习通的物理化学BOPPPS教学模式改革实践

It has become a trend to use the mobile phone in teaching. Chaoxing learning, which is a custom designed APP for teachers' and students' demands, can be used on and after class. It can active the atmosphere in classroom and reduce the distance between teachers and students. In Canadian Teacher Training (ISW) the BOPPPS teaching mode is widely used. The mode is constructed with the six elements, i.e., bridge-in, objective, pre-assessment, participatory learning, post-assessment and summary, and applies these elements to ensure the success of the teaching goal. In the practice of the BOPPPS teaching mode, the teaching process should be designed in order to reach the teaching target, and abundant and participatory teaching methods should be applied to achieve interaction with students that is necessary for the goal of the teaching goal. According to this, the application of Chaoxing learning to BOPPPS teaching mode has an unexpected effect. In this paper, we took an example of the Physical Chemistry to illustrate how to use Chaoxing learning in the BOPPPS teaching mode. It provided a workable case for the hybrid teaching in new period and work well.     

合成材料添加剂化学教学中理论知识应用与实践的结合

结合合成材料添加剂化学教学过程中,涉及到的理论知识具有广泛的应用性和较强的实践性,本文提出开展理论、实践、评价三步递进的教学模式:从知识累积,即了解和掌握课程理论知识领域的深度和广度;经知识运用,结合科研及市场进行知识的有效实践;到教学实践效果评价,通过测试指标的评定,验证知识的合理性和有效性。通过理论知识应用与实践的结合,培养出具有扎实科学知识和践行力的学生,为学生的就业和深造奠定坚实的理论和实践基础。