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关键词： 期刊杂志   化学文摘社   心身疾病   高分子化学   毒物学   无机化学   分析化学   有机化学  

摘要： 《临床心身疾病杂志》2012年始被美国《化学文摘》(Chemical Abstracts,CA)收录,这标志着《临床心身疾病杂志》向国际化又迈出了重要的一步。CA是世界上最大的化学文摘库,也是国际公认的著名的期刊检索系统之一。CA创刊于1907年,由美国化学协会化学文摘社(CAS of ACS,Chemical Abstracts Service of American Chemical Society)编辑出版,涉及了包括无机化学、有机化学、分析化学、物理化学、高分子化学,以及冶金学、地球化学、药物学、毒物学、环境化学、生物学和物理学等诸多学科。CA收录了世界各国9000多种有影响的期刊杂志。

关键词： 学科素养   有机化学实验   解题过程   化学实验题   考查点   探究能力   综合性强   模拟试卷  

摘要： 化学实验有助于考查学生的创新与探究能力,彰显化学学科素养.我们研究近年来高考及一些模拟试卷中的化学实验题,发现试题中若以情境新颖、综合性强的有机化学知识为情境,考生在解题过程中特别容易出错,本文针对该易错考查点进行分析探究.

关键词： 有机化学  

ISBN: (纸本)9787567238701

摘要： 本书由盐城师范学院长期从事有机化学实验教学的一线教师及有着丰富的企业管理、生产实践经验的工程师，根据学科发展方向、专业人才培养目标、课程思政教育教学改革要求及企业生产实践人才需求编写。在编写内容和结构体系安排上，本教材继承了传统有机化学实验教材的框架和优点，包含有机化学实验基础知识、基本实验技术、有机化合物物理常数测定、有机化合物合成与制备、有机化合物鉴定等章节，内容由基础至综合，由简单到复杂，课程思政元素及校企结合案例穿插其中，兼顾应用性，以推动有机化学实验教育教学改革与课程建设迈上新台阶。

ISBN: (纸本)9787122404794

ISBN: (纸本)9787122404008

关键词： diversity and inclusion   organic chemistry   women in chemistry  

摘要： Held June 24-25, 2021, the third annual Empowering Women in Organic Chemistry (EWOC) conference gathered organic chemists at all stages of the career pipeline for rich professional development opportunities and a showcase of recent scientific achievements. This Meeting Review outlines the program.

关键词： Enzymes  

摘要： Biocatalysis has an enormous impact on chemical synthesis. The waves in which biocatalysis has developed, and in doing so changed our perception of what organic chemistry is, were reviewed 20 and 10 years ago. Here we review the consequences of these waves of development. Nowadays, hydrolases are widely used on an industrial scale for the benign synthesis of commodity and bulk chemicals and are fully developed. In addition, further enzyme classes are gaining ever increasing interest. Particularly, enzymes catalysing selective C-C-bond formation reactions and enzymes catalysing selective oxidation and reduction reactions are solving long-standing synthetic challenges in organic chemistry. Combined efforts from molecular biology, systems biology, organic chemistry and chemical engineering will establish a whole new toolbox for chemistry. Recent developments are critically reviewed.

关键词： Second-Year Undergraduate   Organic Chemistry   Women in Chemistry   Student-Centered Learning  

摘要： Culturally relevant pedagogy and critical race feminism can be utilized to challenge the inequality and masculine nature of chemistry. Such an approach is needed to increase the representation of Black women in STEM and can be leveraged to create a curriculum that addresses the lived experiences of these individuals. This approach can shift the dynamics of the learning environment by allowing students to take the lead in creating knowledge and, in the case of students, seeing how other Black women experience and contribute to the field of chemistry in meaningful ways. In acknowledging the intersection of gender, race, and personal interest in connection with culturally relevant pedagogies, learning strategies have been created to engage Black women. Student interview and survey data revealed their interest and growing knowledge of the relevance of science. The information also showed that completing the culturally relevant lab activities helped students see themselves as developing scientists. Based on the response to the activities, it is believed that the intentional design of an academically challenging and inclusive curriculum will enhance students' perception of themselves as scientists.

关键词： Second-Year Undergraduate   Organic Chemistry   Communication/Writing   Mechanisms of Reactions   Minorities in Chemistry  

摘要： Historically, deaf and hard-of-hearing students (D/HH) who solely rely on an interpreter during organic chemistry lecture courses at the Rochester Institute of Technology consistently performed below the average in the class. A barrier attributed to this D/HH student performance is the lack of standardized methods in sign language to effectively communicate the organic chemistry terminology. As such, our group worked to address this challenge through a deliberate effort to develop a lexicon of insightful signs/classifiers that convey organic chemistry vocabulary as well as descriptive expansions to demonstrate challenging concepts. We will share our remarkable findings after the signs were developed and implemented, and the implications sign language incorporation in education could have on how we teach all students enrolled in STEM disciplines in the future.

关键词： Second-Year Undergraduate   Organic Chemistry   Internet/Web-Based Learning   Multimedia-Based Learning   Computer-Based Learning   Minorities in Chemistry  

摘要： Equal access to an instructor's time and attention can be a barrier experienced by many underrepresented minorities. An instructor's own biases will determine the nature of their interaction with students, and even well-meaning instructors can interact with students in differential ways, which might prevent certain students from having access to the material in the class. This is an insidious problem, which may or may not be recognized in peer and student evaluations, and an issue that might escape self-reflection even in educators that are committed to diversity and inclusion. This issue conflates both actual and perceived biases, introducing a complex dynamic between instructor and student. Virtual reality (VR) provides an avenue to generate materials that can be used to enhance or replace classroom instruction with a great degree of realism. Our approach at NC State University was to design VR laboratories that were as inclusive and diverse as possible. This encompassed sourcing content and tapping talent from students that represented a broad range of races, gender identities, and ethnicities. These realistic simulations offer the advantage of minimizing instructor bias (since the instructor generates the material in the absence of the students) while offering students that might struggle with the instructor in a personal setting the opportunity to experience the best that the instructor has to offer. Analysis of the data collected in a user study of VR materials created for organic chemistry laboratories offers insights into the way that students interact with VR instructors. Comments provided by underrepresented minority students point to the perceived impartiality of the instructor, ability to engage with the material independently, and remote access as some of the desirable features of the experience.