DEHYDROGENATION OF ORGANOLANTHANIDE ALKOXIDES AND X-RAY CRYSTAL-STRUCTURE OF REACTION-PRODUCT [(C5H-5)2YB(MU-OCH=C=CH2)]2

[Cp3Yb] reacts with HOR (Cp = C5H5; R = CH2CH=CH2, CH2CH2Me) in thf (thf = tetrahydrofuran)at room temperature to give complexes [{Cp2Yb(mu-OR)}2], which are dehydrogenated to yield the new complex [{Cp2Yb(mu-OCH=C=CH2)}2] in refluxing thf solution; the X-ray crystal structure shows that the new complex is dimeric with oxygen atoms as bridging groups.

SYNTHESIS AND CRYSTAL-STRUCTURE OF [(ME4C2CP2SMCL.MGCL2.3THF)THF]2

[(Me4C2Cp2SmCl.MgCl2.3THF)THF]2 was prepared by the reaction of Me4C2Cp2MgCl2.4THF (Cp=C5H4, THF = tetrahydrofuran) with SmCl3 in THF. The crystals belong to triclinic space group P-1 with a 12.149(3), b 13.187(4), c 13.810(5) angstrom, alpha 117.23(2), beta 94.07(2), gamma 62.86(2)-degrees, V = 1723.9(1.0) angstrom3. In the molecular structure of the title compound there is a symmetrical centre and a quadrilateral formed by SM, Mg, Cl1, Cl2 atoms. Two centroids of the cyclopentadienyls, bridged by a tetramethylethano group form with three bridging chlorine atoms (Cl1, Cl2, Cl1a) a pseudo-trigonal bipyramid around Sm. Three oxygen atoms of THF and three chlorine atoMS (Cl1, Cl2, Cl3) constitute a distorted octahedron around Mg.

DETERMINATION OF INITIATION VALUE OF MODE-I INTERLAMINAR FRACTURE-TOUGHNESS OF UNIDIRECTIONAL POLYMER COMPOSITES

The use of interlaminar fracture tests to measure the delamination resistance of unidirectional composite laminates is now widespread. However, because of the frequent occurrence of fiber bridging and multiple cracking during the tests, it leads to artificially high values of delamination resistance, which will not represent the behavior of the laminates. Initiation fracture from the crack starter, on the other hand, does not involve bridging, and should be more representative of the delamination resistance of the composite laminates. Since there is some uncertainty involved in determining the initiation value of delamination resistance in mode I tests in the literature, a power law of the form G(IC) = A.DELTA alpha(b) (where G(IC) is mode I interlaminar fracture toughness and DELTA alpha is delamination growth) is presented in this paper to determine initiation value of mode I interlaminar fracture toughness. It is found that initiation values of the mode I interlaminar fracture toughness, G(IC)(ini), can be defined as the G(IC) value at which 1 mm of delamination from the crack starter has occurred. Examples of initiation values determined by this method are given for both carbon fiber reinforced thermoplastic and thermosetting polymers.

THE SYNTHESES CHARACTERIZATION AND CRYSTAL-STRUCTURE OF RARE-EARTH COMPLEXES WITH L-PROLIN

The complexes of Ln(L-Pro)s(H2O)2(ClO4)3(Ln = Pr, Nd and Er. L-Pro = L-Proline) were synthesized and characterized by elemental analysis, IR. spectra and thermal analysis. The singal crystal Pr2(L-Pro)6(H2O)4(ClO4)6 Was also obtained. The crystal belongs to monoclinic, P2(1), a = 0.9879 (3) nm, b = 2.1883 (4) nm, c = 1.3393 (2)nm, beta = 91.23(2)-degrees, V = 2.895(1) nm3, Z = 2. R = 0.035 for 5032 observed reflections. The coordination polyhedron of Pr(III) ion comprises six oxygen atoms from L-Pro molecules and two water molecules. Each L-Pro molecule coordinates to two Pr(III) ions through its carboxyl group which serves as a bridging bidentate ligand to form onedimensional chain structure.

STUDIES ON THE REACTIONS OF TRANSITION-METAL HYDRIDES WITH HETEROCUMULENES .6. REACTION OF CP2ZR(H)CL WITH RNCS (R=C6H5, 2-C10H7, C-C6H11 AND N-C4H9)

The novel NS-containing zirconacycle complexes Cp2ZrCl[SC(H)NR] (1a, R = C6H5; 1b, R = 2-C10H7; 1c, R= C-C6H11; 1d; R = n-C4H9) were obtained by insertion reactions of Cp2Zr(H)Cl with RNCS. 1(a-d) could react further with Cp2Zr(H)Cl to yield a sulphur-bridging compleX (Cp2ZrCl)2S (2) and a Schiff base RN=CH2. The crystal structure of la has been determined by X-ray analysis.

MOSSBAUER-EFFECT STUDIES OF THE DIMER OF A BIMETALLIC EU-AL COMPLEX

Mossbauer spectra of the dimer of a bimetallic Eu-Al complex, [(CF3COO)3EuHAl(C2H5)2 . 2 THF]2 are measured at different temperatures (81 to 166 K) and some Mossbauer parameters, such as isomer shift, electric quadrupole splitting and asymmetric parameter, are derived from the experimental spectra. The Debye temperature of the compound determined by a Debye model is 128 K. The results indicate that europium in the organo-europium compound is trivalent and that a bridging hydrogen atom between two europium atoms exists in the dimer. The low Debye temperature implies that the weaker binding force between the europium atom and the lattice may be related to the structure and the chemical bonding in the organometallic compound of europium.

SYNTHESIS AND X-RAY CRYSTAL-STRUCTURE OF A MONOPENTAMETHYLCYCLOPENTADIENYL DERIVATIVE OF GADOLINIUM (NA(MU-2-THF)[(C5ME5)GD(THF)]2(MU-2-CL)3(MU-3-CL)2)2.6THF

The reaction of GdCl3 with 1 equiv of NaC5Me5 generates a neutral complex C5Me5GdCl2(THF)3 and a novel complex {Na(mu-2-THF)[(C5Me5)Gd(THF)]2(mu-2-Cl)3(mu-3-Cl)2}2.6THF whixh recrystallizes from THF in triclinic, the space group P1BAR with unit cell dimentions of a 12.183(4), b 13.638(6), c 17.883(7) angstrom, alpha-110.38(3), beta-94.04(3), gamma-99.44(3)-degrees, V 2721.20 angstrom-3 and D(calc) 1.43 g cm-3 for Z = 1. Least-squares refinement of 2170 observed reflections led to a final R value of 0.047. The title complex consists of two Na(mu-2-THF)[(C5Me5)Gd(THF)]2(mu-3-Cl)3(mu-3-Cl)2 units bridged together via two mu-2-THF to Na coordination. Each Gd ion is surrounded by one C5Me5 ligand, two mu-3-Cl, two mu-2-Cl and one THF in a distorted octahedral arrangement with average Gd-C(ring) 2.686(33), Gd-mu-2-Cl 2.724(7), Gd-mu-3-Cl 2.832(8) and Gd-O 2.407(11) angstrom. The sodium ion coordinates to two bridging THF, two mu-2-Cl and two mu-3-Cl to form a distorted octahedron with average Na-mu-2-O, Na-mu-2-Cl and Na-mu-3-Cl of 2.411(21), 2.807(15) and 2.845(12) angstrom, respectively.

Catena-Poly[[[tetra-mu(2)-aqua-heptaaqua-(mu(2)-benzene-1,3,5-tricarboxylato)-mu(3)-hydroxido-trinickel(II)sodium]-mu(4)-benzene-1,3,5-tricarboxylato]sesqui-hydrate]

The title coordination polymer, {[Ni3Na(OH)(C9H3O6)(2)( H2O)(11)] center dot 1.5H(2)O}(n), is built up from three independent Ni-II ions and one Na-I cation bridged by benzene-2,4,6-tricarboxylate ( BTC) ligands and water molecules. Three Ni-II ions are bridged by three bidentate carboxylate groups of three BTC ligands, two aqua ligands and one OH- unit, to form a trinuclear metal cluster. The Na-I cation is bonded to the Ni-II cluster by two bridging water molecules. One of the three BTC ligands bridges neighbouring clusters into one-dimensional chains, which are further connected through a complex hydrogen-bonding scheme, forming a three-dimensional suprastructure. The title complex is isomorphous with the previously reported Co-II complex.

NCMAS系统熔体结构和动力学性质压力效应的分子动力学研究

Molecular dynamics simulations were used to study the pressure dependence of the structure and the dynamic properties of forsterite melt (Mg_2SiO_4), diopside melt (CaMgSi_2O_6), anorthite melt (CaAl_2Si_2O_8), jadite melt (NaAlSi_2O_6) and albite melt (NaAlSi3O8) from 0 GPa to 25 GPa at about 2000 K and the following conclusions have been reached. Firstly, the ratio of NBO to T (NBO and T denote the content of non-bridging oxygen and the total content of Si~(4+) and Al~(3+) respectively) is closely related to the pressure and the composition of the melts. It decreases monotonously in forsterite, diopside and anorthite melts while increases at the initial stage and then decreases in jadite and albite melts with increasing pressure. At a fixed pressure, the shear viscosity of the melts decreases with increasing NBO/T and the variation rate is almost 150 times higher in fully polymerized melts than that in de-polymerized melts in comparison with anorthite melts. Secondly, it is generally accepted that the formation of the Si and A1 will promote the diffusion of the network-forming ions. The hypothesis is frequently employed to explain the emergence of the maximum self-diffusion coefficient of the network-forming ions in fully polymerized melts. However, I detected that the pressure corresponding to the peak of the self-diffusion coefficient of the network-forming ions is lower than that corresponding to the maximum content of Si and A1, and that there exists an approximately linear relationship between the self-diffusion coefficient of the ions and the breaking frequency of the bonds under a given pressure, which is different from the present understanding about the mechanism of self-diffusion. Thirdly, the relationship between the self-diffusion coefficient of Si~(4+), Al~(3+) and O~(2-) and the shear viscosity of the melts evolves from the Stokes-Einstein equation and Sutherland-Einstein equation to the Eyring equation with increasing pressure. And the key to obtain self-diffusion coefficient from shear viscosity under difference pressures is to determine A. in the Eyring equation. For Si~(4+) and O~(2-), this could be done using the linear relationship between A, and NBO% in anorthite melts. However, this method is inapplicable in other kinds of melts.

学习不良少年的自我意识情绪研究

Self-conscious emotions (guilt, shame, embarrassment, pride, etc) are social emotions, and involve complex appraisals of how one’s behavior has been evaluated by the self and other people according to some value standards. Self-conscious emotions play an important role in human life by arousing and regulating human action tendencies, feeling and thoughts, which can promote people to work hard in achievement and task fields, maintain good interpersonal relationship according with social morality and expectation. The present study aimed to examine complex self-conscious emotional understanding capabilities in junior middle school students with and without learning disabilities, how the self-conscious emotions generate, and relationship between self-conscious emotions and self-representation in academic and interpersonal fields. Situational experimental methods were used in this research, and the results would give further supports for learning disabilities intervention. The main results of present research are as follows. 1. The study included 4 parts and 6 experiments. The aim of study 1 was to explore whether juveniles with learning disabilities understood complex self-conscious emotions differently from juveniles without learning disabilities. We surveyed the self-conscious emotions understanding of 37 learning disabilities and 45 non-learning disabilities with the emotional situation stories. The results indicated that the self-conscious emotional recognition in others for learning disabilities was lower than that of non-learning disabilities in different emotional recognition tasks. Moreover, children with learning disabilities were more inclined to recognize emotions in themselves as elemental emotions, however, children without learning disabilities were more inclined to recognize emotions in themselves as self-conscious emotions. 2. The aim of study 2 was to explore the generative mechanism of self-conscious emotions in academic and interpersonal fields with the method of situational experiments, namely to examine whether the self-discrepancy could cause self-conscious emotions for learning disabilities. 84 learning disabilities (in experiment 1) and 80 learning disabilities (in experiment 2) participated in the research, and the results were as follows. (1) Self discrepancy caused participants’ self-conscious emotions effectively in academic and interpersonal fields. One’s own and parents’ perspercive on the actual-ideal self-discrepancy both produced dejection-related emotions (shame、embarrassment) and agitation-related emotions (guilt). （2）In academic fields, children with learning disabilities caused higher level negative self-conscious emotions (embarrassment, shame, and guilt) and lower level positive self-conscious emotion (pride). However, there were no differences of self-conscious emotions for children with and without learning disabilities in non-academic fields. 3. The aim of study 3 was to explore what influence had self-conscious emotions on self-representation for learning disabilities with the method of situational experiments. 57 learning disabilities (in experiment 1) and 67 learning disabilities (in experiment 2) participated in the research, and the results were as follows. （1）The negative self-conscious for learning disabilities could influence their positive or negative academic and positive interpersonal self-representation stability, the ways in which self-evaluation of ability mediate these effects. However, there was no significant effect for the negative self-conscious and self-evaluation of ability predicting negative interpersonal self-representation stability. （2）The stability level of positive academic and interpersonal self-representation for learning disabilities was lower than that of non-learning disabilities. There was no significant difference of the negative interpersonal self-representation stability for children with and without learning disabilities in the positive self-conscious valence condition. However, the stability level of negative interpersonal self-representation for learning disabilities was lower than that of non-learning disabilities in the negative self-conscious valence condition. 4. The aim of study 4 was to explore the intervention effects for self-conscious emotions training course on emotional comprehension cability. 65 learning disabilities (34 in experimental group, and 31 in control group) participated in the research. The results showed that self-conscious emotions course boosted the self-conscious emotions apprehensive level for children with learning disabilities.

获取无意识结构知识的机制:主观熟悉感与刺激重复结构在人工语法学习中的作用

The nature of the distinction between conscious and unconscious knowledge is a core issue in the implicit learning field. Furthermore, the phenomenological experience associated with having knowledge is central to the conscious or unconscious status of that knowledge. Consistently, Dienes and Scott (2005) measured the conscious or unconscious status of structure knowledge using subjective measures. Believing that one is purely guessing when in fact one knows indicates unconscious knowledge. But unconscious structural knowledge can also be associated with feelings of intuition or familiarity. In this thesis, we explored whether phenomenological feelings, like familiarity, associated with unconscious structural knowledge could be used, paradoxically, to exert conscious control over the use of the knowledge, and whether people could obtain repetition structure knowledge. We also investigated the neural correlates of awareness of knowing, as measured phenomenologically. In study one, subjects were trained on two grammars and then asked to endorse strings from only one of the grammars. Subjects also rated how familiar each string they felt and reported whether or not they used familiarity to make their grammaticality judgment. We found subjects could endorse the strings of just one grammar and ignore the strings from the other. Importantly, when subjects said they were using familiarity, the rated familiarity for test strings consistent with their chosen grammar was greater than that for strings from the other grammar. Familiarity, subjectively defined, is sensitive to intentions and can play a key role in strategic control. In study two, we manipulated the structural characteristic of stings and explored whether participants could learn repetition structures in the grammatical strings. We measured phenomenology again and also ERPs. Deviant letters of ungrammatical strings violating the repetition structure elicited the N2 component; we took this to be an indication of knowledge, whether conscious or not. Strings which were attributed to conscious categories (rules and recollection) rather than phenomenology associated with unconscious structural knowledge (guessing, intuition and familiarity) elicited the P300 component. Different waveforms provided evidence for the neural correlates of different phenomenologies associated with knowledge of an artificial grammar.

烟草依赖者的注意偏向研究

Relapse has been a great challenge in clinical treatment and experimental studies of drug addiction. Recent studies suggest that psychological dependence may play a major role in addiction relapse, even more important than physiological dependence. Then a fundamental question arises: how to measure the psychological dependence? How to examine whether an addict has psychologically quitted when leaving drug rehabilitation centers? Self-report, a commonly used evaluation approach, is inevitably vulnerable to various cognitive influences, particularly in explicit tasks. Therefore, an objective index is necessary to evaluate the subliminal psychological drug dependence level. The objective of the current study was to develop such a psychological paradigm to probe the unaware attentional bias of in smoking addicts. Experiment 1 adapted the interocular suppression technique of binocular rivalry to study the attentional bias to cigarette pictures in smokers and age-matched nonsmoker. Results show that the smokers demonstrated similar attentional bias in both visible and unaware conditions, while non-smokers showed attentional bias only in the visible condition, and there was a significant interaction between experiment conditions and subject groups. These results provide compelling evidence for addiction-specific attentional bias in cigarette smokers, by minimizing the influence of confounding conscious factors. Furthermore, attentional bias of smokers in unawareness state was negatively correlated with their cigarette dependence levels, while their pre-test cigarette craving levels was positively correlated with their attnetional bias in the visible condition. This pair of correlations further demonstrated the advantages of unawareness state in disclosing stable dependence states, therefore supporting the effectiveness of the paradigm used in this study. Another interesting finding of Experiment 1 is that non-smokers also showed attentional bias in the visible condition. To exclude the possibility that the attentional bias found in experiment 1 was task-specific, experiment 2 adapted the most commonly-used visual dot probe task with smoking scenes as in relevant reference. The result in experiment 1 was well replicated, i.e., nonsmokers in experiment 2 also showed significant attentional bias to smoking-related stimuli, We interpenetrate this interesting finding as an effect of environmental influence, as the participants of the current study live in a highly smoking-exposed and smoking-encouraged environment, which is quite different with the participants of studies reported in the literature. A series of questionnaires and scales administered in the current study indeed show that most smokers smoked due to influence of the environment. They also acknowledged that smoking as an important media of social communication in China, and even considered that away from the smoking environment would effectively help them to quit. The current study also found that the disgust level towards cigarette pictures and smoking-related scenes of non-smokers was positively correlated with their attnentional bias in the visible condition of experiment 1. It is likely that in a highly smoking-encouraged environment, the remaining few on-smokers have severe disgust to cigarettes and smoking scenes; and their attentional bias might be caused by disgust avoidance. In conclusion, the current study represents the first study showing the existence of unaware attentional bias to smoking related stimuli in cigarette smokers by applying the interocular suppression paradigm, providing a reference to study of dependence of other drugs. The current study also found that our non-smoking participants also showed attentional bias to smoking related stimuli, which may be due to the possible influence of highly smoking-exposed environment of our participants.

联想启动效应及其脑机制研究

By now, there are still many unsolved questions about associative priming. This study used process dissociation paradigm, perceptual identification task and speeded naming task,together with near infrared spectroscopy, to investigate priming for new associations and its brain mechanisms systematically. The results showed there was interaction between level of processing and unitization in affecting associative priming. When comparing with shallow encoding unrelated word pairs, the activation of both sides of prefrontal lobe was stronger, which suggested prefrontal lobe had relations with memory for new associations. Medial temporal lobe and frontal lobe lesioned patients were tested respectively using methods of perceptual identification task and speeded naming task. Both brain regions participated in associative priming. Medial temporal lobe mediated unitization between unrelated items. Frontal lobe contributed to priming for new associations by elaborative processing, inhibiting irrelevant information, selective attending to tasks, and establishing some effective strategies. In addition, normal subjects needed to aware the relationship between study and test to form associative priming and densely memory deficit patients could not form memory for new associations. In conclusion, the results further demonstrated that perceptual representation system could not support priming for new associations alone. Medial temporal lobe and frontal lobe played roles in priming for new associations, and there was some relation between associative priming and conscious retrieval processing.

Deconstructing 'Mono'-Lingualism: considerations of value for 'English' 'language' education in a global setting.

Traditionally, language speakers are categorised as mono-lingual, bilingual, or multilingual. It is traditionally assumed in English language education that the ‘lingual’ is something that can be ‘fixed’ in form, written down to be learnt, and taught. Accordingly, the ‘mono’-lingual will have a ‘fixed’ linguistic form. Such a ‘form’ differs according to a number of criteria or influences including region or ‘type’ of English (for example, World Englishes) but is nevertheless assumed to be a ‘form’. ‘Mono-lingualism’ is defined and believed, traditionally, to be ‘speaking one language’; wherever that language is; or whatever that language may be. In this chapter, grounded in an individual subjective philosophy of language, we question this traditional definition. Viewing language from the philosophical perspectives such as those of Bakhtin and Voloshinov, we argue that the prominence of ‘context’ and ‘consciousness’ in language means that to ‘fix’ the form of a language goes against the very spirit of how it is formed and used. We thus challenge the categorisation of ‘mono’-lingualism; proposing that such a categorisation is actually a category error, or a case ‘in which a property is ascribed to a thing that could not possibly have that property’ (Restivo, 2013, p. 175), in this case the property of ‘mono’. Using this proposition as a starting point, we suggest that more time be devoted to language in its context and as per its genuine use as a vehicle for consciousness. We theorise this can be done through a ‘literacy’ based approach which fronts the context of language use rather than the language itself. We outline how we envision this working for teachers, students and materials developers of English Language Education materials in a global setting. To do this we consider Scotland’s Curriculum for Excellence as an exemplar to promote conscious language use in context.

Ubuntu and the Obligation to Obey the Law

Nkiruka, M., Ubuntu and the Obligation to Obey the Law, Cambrian Law Review. Vol. 37. 2006. p. 17 RAE2008