cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.5517/ccdc.csd.cc1nvbjc
title: CCDC 1544653: Experimental Crystal Structure Determination

description: Related Article: Takashi Yoshimoto, Hisako Hashimoto, Nozomi Takagi, Shigeyoshi Sakaki, Naoki Hayakawa, Tsukasa Matsuo, Hiromi Tobita|2019|Chem.-Eur.J.|25|3795|doi:10.1002/chem.201900457
description: An entry from the Cambridge Structural Database, the world’s repository for small molecule crystal structures. The entry contains experimental data from a crystal diffraction study. The deposited dataset for this entry is freely available from the CCDC and typically includes 3D coordinates, cell parameters, space group, experimental conditions and quality measures.
DOI: 10.5517/ccdc.csd.cc1nvbmg
title: CCDC 1544656: Experimental Crystal Structure Determination

description: Related Article: Takashi Yoshimoto, Hisako Hashimoto, Nozomi Takagi, Shigeyoshi Sakaki, Naoki Hayakawa, Tsukasa Matsuo, Hiromi Tobita|2019|Chem.-Eur.J.|25|3795|doi:10.1002/chem.201900457
description: An entry from the Cambridge Structural Database, the world’s repository for small molecule crystal structures. The entry contains experimental data from a crystal diffraction study. The deposited dataset for this entry is freely available from the CCDC and typically includes 3D coordinates, cell parameters, space group, experimental conditions and quality measures.
DOI: 10.5517/ccdc.csd.cc20tq2n
title: CCDC 1871751: Experimental Crystal Structure Determination

description: Related Article: Meng Deng, Xiao Zhang, Zining Li, Hongbin Chen, Shaoli Zang, Guangxin Liang|2019|Org.Lett.|21|1493|doi:10.1021/acs.orglett.9b00285
description: An entry from the Cambridge Structural Database, the world’s repository for small molecule crystal structures. The entry contains experimental data from a crystal diffraction study. The deposited dataset for this entry is freely available from the CCDC and typically includes 3D coordinates, cell parameters, space group, experimental conditions and quality measures.
DOI: 10.5517/ccdc.csd.cc20vtzp
title: CCDC 1872833: Experimental Crystal Structure Determination

description: Related Article: Wei Xu, Xiao-Di Yang, Xiang-Bing Fan, Xin Wang, Chen-Ho Tung, Li-Zhu Wu, Huan Cong|2019|Angew.Chem.,Int.Ed.|58|3943|doi:10.1002/anie.201814482
description: An entry from the Cambridge Structural Database, the world’s repository for small molecule crystal structures. The entry contains experimental data from a crystal diffraction study. The deposited dataset for this entry is freely available from the CCDC and typically includes 3D coordinates, cell parameters, space group, experimental conditions and quality measures.
DOI: 10.5517/ccdc.csd.cc217lhd
title: CCDC 1884133: Experimental Crystal Structure Determination

description: Related Article: Meng-Yang Chang, Han-Yu Chen, Yu-Lin Tsai|2019|Org.Lett.|21|1832|doi:10.1021/acs.orglett.9b00422
description: An entry from the Cambridge Structural Database, the world’s repository for small molecule crystal structures. The entry contains experimental data from a crystal diffraction study. The deposited dataset for this entry is freely available from the CCDC and typically includes 3D coordinates, cell parameters, space group, experimental conditions and quality measures.
DOI: 10.5517/ccdc.csd.cc217ljf
title: CCDC 1884134: Experimental Crystal Structure Determination

description: Related Article: Meng-Yang Chang, Han-Yu Chen, Yu-Lin Tsai|2019|Org.Lett.|21|1832|doi:10.1021/acs.orglett.9b00422
description: An entry from the Cambridge Structural Database, the world’s repository for small molecule crystal structures. The entry contains experimental data from a crystal diffraction study. The deposited dataset for this entry is freely available from the CCDC and typically includes 3D coordinates, cell parameters, space group, experimental conditions and quality measures.
DOI: 10.5517/ccdc.csd.cc217lkg
title: CCDC 1884135: Experimental Crystal Structure Determination

description: Related Article: Meng-Yang Chang, Han-Yu Chen, Yu-Lin Tsai|2019|Org.Lett.|21|1832|doi:10.1021/acs.orglett.9b00422
description: An entry from the Cambridge Structural Database, the world’s repository for small molecule crystal structures. The entry contains experimental data from a crystal diffraction study. The deposited dataset for this entry is freely available from the CCDC and typically includes 3D coordinates, cell parameters, space group, experimental conditions and quality measures.
DOI: 10.5517/ccdc.csd.cc217llh
title: CCDC 1884136: Experimental Crystal Structure Determination

description: Related Article: Meng-Yang Chang, Han-Yu Chen, Yu-Lin Tsai|2019|Org.Lett.|21|1832|doi:10.1021/acs.orglett.9b00422
description: An entry from the Cambridge Structural Database, the world’s repository for small molecule crystal structures. The entry contains experimental data from a crystal diffraction study. The deposited dataset for this entry is freely available from the CCDC and typically includes 3D coordinates, cell parameters, space group, experimental conditions and quality measures.
DOI: 10.5517/ccdc.csd.cc217lmj
title: CCDC 1884137: Experimental Crystal Structure Determination

description: Related Article: Meng-Yang Chang, Han-Yu Chen, Yu-Lin Tsai|2019|Org.Lett.|21|1832|doi:10.1021/acs.orglett.9b00422
description: An entry from the Cambridge Structural Database, the world’s repository for small molecule crystal structures. The entry contains experimental data from a crystal diffraction study. The deposited dataset for this entry is freely available from the CCDC and typically includes 3D coordinates, cell parameters, space group, experimental conditions and quality measures.
DOI: 10.5517/ccdc.csd.cc217lnk
title: CCDC 1884138: Experimental Crystal Structure Determination

description: Related Article: Meng-Yang Chang, Han-Yu Chen, Yu-Lin Tsai|2019|Org.Lett.|21|1832|doi:10.1021/acs.orglett.9b00422
description: An entry from the Cambridge Structural Database, the world’s repository for small molecule crystal structures. The entry contains experimental data from a crystal diffraction study. The deposited dataset for this entry is freely available from the CCDC and typically includes 3D coordinates, cell parameters, space group, experimental conditions and quality measures.
DOI: 10.5517/ccdc.csd.cc217xz6
title: CCDC 1884458: Experimental Crystal Structure Determination

description: Related Article: Meng Deng, Xiao Zhang, Zining Li, Hongbin Chen, Shaoli Zang, Guangxin Liang|2019|Org.Lett.|21|1493|doi:10.1021/acs.orglett.9b00285
description: An entry from the Cambridge Structural Database, the world’s repository for small molecule crystal structures. The entry contains experimental data from a crystal diffraction study. The deposited dataset for this entry is freely available from the CCDC and typically includes 3D coordinates, cell parameters, space group, experimental conditions and quality measures.
DOI: 10.5517/ccdc.csd.cc2185j1
title: CCDC 1884692: Experimental Crystal Structure Determination

description: Related Article: Mrituanjay D. Pandey, Ramesh K. Metre, Subrata Kundu, Bani Mahanti, Arun Kumar, Kandasamy Gopal, Vadapalli Chandrasekhar|2019|Cryst.Growth Des.|19|1888|doi:10.1021/acs.cgd.8b01856
description: An entry from the Cambridge Structural Database, the world’s repository for small molecule crystal structures. The entry contains experimental data from a crystal diffraction study. The deposited dataset for this entry is freely available from the CCDC and typically includes 3D coordinates, cell parameters, space group, experimental conditions and quality measures.
DOI: 10.5517/ccdc.csd.cc2185k2
title: CCDC 1884693: Experimental Crystal Structure Determination

description: Related Article: Mrituanjay D. Pandey, Ramesh K. Metre, Subrata Kundu, Bani Mahanti, Arun Kumar, Kandasamy Gopal, Vadapalli Chandrasekhar|2019|Cryst.Growth Des.|19|1888|doi:10.1021/acs.cgd.8b01856
description: An entry from the Cambridge Structural Database, the world’s repository for small molecule crystal structures. The entry contains experimental data from a crystal diffraction study. The deposited dataset for this entry is freely available from the CCDC and typically includes 3D coordinates, cell parameters, space group, experimental conditions and quality measures.
DOI: 10.5517/ccdc.csd.cc2185l3
title: CCDC 1884694: Experimental Crystal Structure Determination

description: Related Article: Mrituanjay D. Pandey, Ramesh K. Metre, Subrata Kundu, Bani Mahanti, Arun Kumar, Kandasamy Gopal, Vadapalli Chandrasekhar|2019|Cryst.Growth Des.|19|1888|doi:10.1021/acs.cgd.8b01856
description: An entry from the Cambridge Structural Database, the world’s repository for small molecule crystal structures. The entry contains experimental data from a crystal diffraction study. The deposited dataset for this entry is freely available from the CCDC and typically includes 3D coordinates, cell parameters, space group, experimental conditions and quality measures.
DOI: 10.5517/ccdc.csd.cc218vhp
title: CCDC 1885342: Experimental Crystal Structure Determination

description: Related Article: Fan Zhou, Ying Cheng, Xiao-Peng Liu, Jia-Rong Chen, Wen-Jing Xiao|2019|Chem.Commun.|55|3117|doi:10.1039/C9CC00727J
description: An entry from the Cambridge Structural Database, the world’s repository for small molecule crystal structures. The entry contains experimental data from a crystal diffraction study. The deposited dataset for this entry is freely available from the CCDC and typically includes 3D coordinates, cell parameters, space group, experimental conditions and quality measures.
DOI: 10.5517/ccdc.csd.cc21czl0
title: CCDC 1888352: Experimental Crystal Structure Determination

description: Related Article: Meng-Yang Chang, Han-Yu Chen, Yu-Lin Tsai|2019|Org.Lett.|21|1832|doi:10.1021/acs.orglett.9b00422
description: An entry from the Cambridge Structural Database, the world’s repository for small molecule crystal structures. The entry contains experimental data from a crystal diffraction study. The deposited dataset for this entry is freely available from the CCDC and typically includes 3D coordinates, cell parameters, space group, experimental conditions and quality measures.
DOI: 10.5517/ccdc.csd.cc21g14q
title: CCDC 1890322: Experimental Crystal Structure Determination

description: Related Article: Aniket Mishra, Upasana Mukherjee, Writhabrata Sarkar, Sudha Lahari Meduri, Arup Bhowmik, Indubhusan Deb|2019|Org.Lett.|21|2056|doi:10.1021/acs.orglett.9b00295
description: An entry from the Cambridge Structural Database, the world’s repository for small molecule crystal structures. The entry contains experimental data from a crystal diffraction study. The deposited dataset for this entry is freely available from the CCDC and typically includes 3D coordinates, cell parameters, space group, experimental conditions and quality measures.
DOI: 10.14457/tu.the.2017.1326
title: Barriers to enhancing creativity in English language learning in three Thai universities: EFL instructors’ and learners’ perceptions

description: The purpose of this study is 1) to investigate perceptions of instructors and learners from three Thai universities on barriers to enhancing creativity of EFL learners related to four aspects: educational institute, classroom practice, the learner, and the instructor and 2) to find guidelines for reducing the barriers in enhancing creativity. The exploratory sequential mixed methods design was used in two phases. Initially, in the qualitative phase, data was collected from interviewing three instructors and ten students from each university. After the interview, audio records were transcribed. The content analysis was used to categorize themes and characteristics of the transcripts, which were used to formulate a five-point Likert scale questionnaire. In the quantitative phase, thirty instructors (ten from each university) and 405 learners (135 from each university) gave responses to the questionnaire to generate the findings for generalization. The SPSS program was used to analyze the data by mean and standard deviation. It was found that, firstly, for the barriers related to the educational institutes, the learners and instructors were uncertain whether the educational institutes had policy or provided support such as seminars, training or rewards for creativity in English language classroom. Secondly, for the barriers related to classroom practice, the instructors agreed that lecturing in a classroom was inappropriate to enhance learners’ creativity, followed by inappropriate classroom environment and too many learners in each class. Thirdly, for the barriers involving the learner, the instructors agreed that the learners’ lack of confidence to express their own ideas, their lack of motivation, their fear of instructors and fear of failure, and shyness with the classmates to express their thought were the main barriers. The learners ranked their agreement from their fear of failure and lack of confidence, and, surprisingly, they agreed that using smartphones inappropriately in English class obstructed their creativity. Lastly, for the barriers involving the instructor, the teachers agreed that teachers not giving learners opportunities to express opinions in the English language classroom and not emphasizing creativity were the main problems. The learners gave the highest rank to the instructor’s negative moods and personality, followed by the instructors not giving them opportunities to express their opinions, and teachers sticking to the same teaching style. In addition, some useful guidelines involving approaches in the four aspects to decrease barriers to enhancing learners’ creativity in English language classroom in higher education are also provided.
DOI: 10.14457/tu.the.2017.1327
title: Thai EFL learner's and teachers' perceptions on the teacher's role in promoting English language learning autonomy with social media

description: This mixed-method study explored what Thai EFL students and teachers perceived about teachers’ real use of social media in English class as well as their expectations towards what teachers should do to enhance learners’ English language learning autonomy with social media. Teachers’ concerns in promoting autonomous EFL learning with social media were also investigated. Quantitative data was collected through questionnaires randomly distributed to 284 Thai M.6 students at a public secondary school in the Northeastern part of Thailand, while qualitative data was obtained from semi-structured interviews with 15 M.6 students and 3 English teachers on a voluntary basis in order to find out: 1) what students perceive about teachers’ real use of social media, 2) the teacher’s roles that students expect in promoting autonomous EFL learning using social media, 3) what teachers perceive about their real use of social media, 4) the roles that teachers expect to play in promoting autonomous EFL learning using social media, and 5) teachers’ concerns about autonomous EFL learning with social media. According to the findings, teachers reported a high engagement of social media in ELT but students’ perception level was of only moderate engagement. Data from the interviews shed light on this mismatched perception, showing that students, especially those with low English proficiency level, did not seem to realize teachers’ use of social media. Therefore, they did not feel like they were receiving adequate suggestions on how to adopt social media into their ELL autonomy both in and out of class, and required teachers to provide them with more useful and reliable social media platforms. Even though there was a discrepancy in the perceptions on teachers’ real use of social media, students and teachers agreed with each other in the suggestion that social media should be used to supplement the learning. Teachers further advised that students’ use of social media had to be closely observed by teachers and parents since the lack of maturity might lead them to social media misuse, which was the teachers’ major concern about engaging social media in ELT.
DOI: 10.14457/tu.the.2017.1328
title: A comparative analysis of macro-textual organization and metadiscourse features in ELT research article introductions written by Thai and international academicians

description: English has become an academic lingua franca in the realm of higher education among academicians worldwide. The ability to write academically is thus an essential skill in many fields, including English language teaching (ELT). This study is an attempt to identify similarities and differences of rhetorical move structures and metadiscourse features in ELT research article introductions (RAIs) written in English by Thai and by international academicians (TA vs. IA). The corpora consisted of two different sets of 60 RAIs written between 2010 to 2016, half of which were selected from Thai national journals and the other half were from international journals, all of which were refereed professional journals. The results indicated that although the majority of TA and IA writers produced rhetorical move structures according to the Swales’ CARS model, the IA tended to follow the obligatory move structures more strictly than the Thai counterparts. Also, the TA and IA disclosed their different writing approaches when they utilized different proportions and diverse sub-categories of metadiscourse features within each rhetorical move structure. The TA highlighted the use of Transitions (TS) in Move 1 and 3, while the IA more often produced Frame markers (FM), Endophoric markers (EM), Evidentials (ET), Code glosses (CG) and Metadiscourse nouns (MN) than the TA in each move. Besides, the TA tended to use more Hedges (HG), Boosters (BT), Attitude markers (AM), and Engagement markers (EG) in Move 1, whereas the IA produced more of these metadiscourse features including Self-mentions (SM) especially in Move 3. This means the IA preferred outlining the related content to guide readers through their contextualized texts, assuming that readers need to be assisted when navigating the text. The TA, on the other hand, tended to allow readers to actively explore textual contents more by themselves. The findings revealed that fact that the production of rhetorical move structures and metadiscourse features is actually governed by different writing norms and conventions as well as the academicians’ identities in their academic communities.
DOI: 10.14457/tu.the.2017.1329
title: The development and implementation of augmented reality materials through mobile applications to improve the English pronunciation proficiency of Prathom 1 students in Nakhonayok Province

description: Pronunciation is believed to be one of the factors to indicate English speaking proficiency. For Thai EFL learners, pronunciation is one of the most challenging tasks since there are several English sounds which do not exist in Thai language and the exposure to the sounds of English is a challenging opportunity for Thai learners. For the past four years, Augmented Reality (AR) has been developed for the benefits of education, especially language learning. This study was conducted to explore to what extent AR materials implementation can help improve Prathom 1 students’ English pronunciation proficiency, and to study students’ attitudes toward the AR materials implementation in improving Prathom 1 students’ English pronunciation proficiency. One classroom of 24 students was selected by purposive sampling method. Kongsat’s evaluation charts for pronunciation proficiency (2001) was adapted to find out students’ pronunciation proficiency and the significance for this study. Eleven open-ended questions were also employed to explore the students’ attitudes towards AR materials. The SPSS program was used to calculate the descriptive statistics such as standard deviation, frequency, percentage, mean, and paired samples t-test. The findings revealed that AR materials help students improve their pronunciation to a statistically significant degree by delivering various multimedia and content which suit young learners’ age, interest, and preference. The students found that the AR materials create more fun and excitement factors compared to their regular materials. They admitted that they gained pronunciation proficiency and learned more vocabulary by using AR materials. The students appreciated playing games, watching storytelling video clips, and coloring pictures whilst learning English sounds and pronunciation. Even though they did not use AR materials much outside of the classroom, they wished they could continue using these materials in Prathom 2.
DOI: 10.14457/tu.the.2017.1330
title: Factors enhancing English speaking ability: exemplary cases of secondary school students

description: Regarding the English language skills, speaking seems to be the most crucial skill in terms of communication or interaction in daily lives (Ur, 1996). This present study aimed to investigate factors enhancing English speaking ability, also the most influential factor affecting speaking ability. The participants were 5 secondary school students who had received awards from speech competitions to guarantee their English speaking ability and 10 English teachers who had taught these students or trained them to participate in the competition. Semi-structured interview and in-depth interview were used as research instruments. The findings revealed that factors which enhance the students to be fluent in speaking English were learning styles and strategies, age, attitudes, motivation, family support, personality, exposure to the language and their English teachers, while personality and their exposure to the language were the most influential factors. The results of this study will benefit both teachers and students in regard to getting insight on the factors that may have an influence on students’ English speaking ability.
DOI: 10.14457/tu.the.2017.1331
title: Comparing teachers’ and students’ beliefs about effective English language instruction in a Thai university ESL context

description: In many cases students and teachers enter the ESL classroom with different beliefs about what constitutes an effective approach to teaching the language. Many researchers have convincingly argued that these discrepancies between teachers’ and learners’ beliefs systems can lead to discontent and prove demotivating for learners. (Brown, 2006) (Horwitz, 1990) This study explores similarities and differences between 20 teachers and 543 students in a Thai University ESL Context. While teachers and students shared similar beliefs about many aspects investigated in the study, some critical differences emerged.  This reinforces that notion that teachers need to be mindful of their students’ beliefs regarding language learning and not shy away from consulting with their students on pedagogical matters.
DOI: 10.5517/ccdc.csd.cc1zwqf0
title: CCDC 1843893: Experimental Crystal Structure Determination

description: Related Article: Frankie D. White, Cristian Celis-Barros, Jillian Rankin, Eduardo Solís-Céspedes, David Dan, Alyssa N. Gaiser, Yan Zhou, Jasmine Colangelo, Dayán Páez-Hernández, Ramiro Arratia-Pérez, Thomas E. Albrecht-Schmitt|2019|Inorg.Chem.|58|3457|doi:10.1021/acs.inorgchem.8b03566
description: An entry from the Cambridge Structural Database, the world’s repository for small molecule crystal structures. The entry contains experimental data from a crystal diffraction study. The deposited dataset for this entry is freely available from the CCDC and typically includes 3D coordinates, cell parameters, space group, experimental conditions and quality measures.
DOI: 10.5517/ccdc.csd.cc20ql0c
title: CCDC 1868742: Experimental Crystal Structure Determination

description: Related Article: Najmul Hasan, Khalid Iftikhar|2019|New J.Chem.|43|4391|doi:10.1039/C8NJ05045G
description: An entry from the Cambridge Structural Database, the world’s repository for small molecule crystal structures. The entry contains experimental data from a crystal diffraction study. The deposited dataset for this entry is freely available from the CCDC and typically includes 3D coordinates, cell parameters, space group, experimental conditions and quality measures.