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The synthesis of this molecule was a landmark in organic synthesis. It involved the masterful control of shapes of molecules
to create 9 chiral centres with known absolute and relative configurations. The concepts of absolute and induced asymmetric
synthesis are here explained. 相似文献
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阿地里·居玛吐尔地 《内蒙古师范大学学报(哲学社会科学版)》2011,40(1):39-45
《玛纳斯》史诗是柯尔克孜族（Kirghiz/Kyrgyz）人民以口头形式世代相传英雄史诗杰作。从19世纪以来,《玛纳斯》史诗的多学科价值就得到各国学者们的充分肯定和深入挖掘。它作为柯尔克孜族人民各种艺术形式的源头活水,其文化艺术的再生能力不仅体现在它的活形态演唱当中,也存在于其深厚的而丰富的内容,与其相关联的传统文化底蕴以及自然和人文景观当中。与这些相关联的历史遗迹、民俗文化活动早已经形成了《玛纳斯》史诗特有的广阔历史文化空间,而这些历史文化空间成为口头史诗文化传统的有机组成部分。随着《玛纳斯》史诗保护工作的进一步深入以及《玛纳斯》史诗进入联合国教科文组织人类非物质文化遗产名录也开始得以逐步激活,相关遗迹已经开始实施许多具体的保护措施。如果要想真正激活《玛纳斯》所蕴含的深厚文化传统,全面弘扬《玛纳斯》史诗文化,更好地保护《玛纳斯》史诗,最终将《玛纳斯》史诗打造成一个文化大品牌,既让它发挥本身强大的文化辐射力,又让它为旅游文化开发带来经济效益。各级政府部门应该有一种宏大的设想和大胆的思路,用一种大开放,大开发,大发展的雄才大略和远见卓识。只有这样才能够进一步加强这部优秀口头遗产的生命力,为它的传播和保存提供便利,让它弥足珍贵的文化价值发扬光大,真正成为人类文化的永恒代表作。 相似文献
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随着新课程标准的出台,学业成就评价和课程标准的一致性分析成为教育改革的热门话题.借鉴美国SEC一致性分析方法对2011年新疆中考物理试卷与全日制义务教育物理课程标准间的一致性进行了研究.研究结果表明,物理课程内容标准和中考物理试卷的一致性程度不高,主要表现为两者在内容主题和认知水平上的侧重点不同. 相似文献
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The preservation of confidentiality has become a major issue for the majority of applications that process personal information, the sensitivity of this information requires creators to set rules for the sharing and use of access control policies. A great deal of research has already been conducted in educational environments. However, one aspect that has not received much attention is the important role of Information Security, especially in newer education environments such as the e-learning environment. In this article we seek to propose a policy of security in such a way to affect views of profiles for each user to control the information accessed by this user. 相似文献
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Adil J. Nazarali 《Resonance》2011,16(5):485-498
Face to Face
The celestial sphere that bounced back to space Sir Harold Kroto talks to Prasanna Venkhatesh V 相似文献8.
Through this study, a librarian and faculty team aimed to determine the extent to which a one-credit information literacy course deepened preservice teachers' understanding of information literacy. We employed a treatment and control group design; treatment participants received 15 hours of information literacy instruction while control participants received no direct information literacy instruction. Data sources included a questionnaire and think-aloud cognitive tasks. Analysis revealed that the one-credit course was insufficient for deepening preservice teachers' information literacy skills, leading to recommendations to enhance and expand instruction and recommendations for future study. Preparing teachers with effective information literacy skills who are also equipped to instruct youth to navigate the challenges of 21st Century information literacy is an important endeavor that requires collaboration and continuous assessment. 相似文献
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