Higher education and national identity in the United Arab Emirates.

This thesis is not available on this repository until the author agrees to make it public. If you are the author of this thesis and would like to make your work openly available, please contact us: [email protected] Library can supply a digital copy for private research purposes; interested parties should submit the request form here: http://www.lib.cam.ac.uk/collections/departments/digital-content-unit/ordering-imagesPlease note that print copies of theses may be available for consultation in the Cambridge University Library's Manuscript reading room. Admission details are at http://www.lib.cam.ac.uk/collections/departments/manuscripts-university-archive

Developing the educated citizen : changing frameworks for the roles of Universities in Europe and England

This paper explores questions of citizenship and the role of universities in the context of the policy changes in the UK and in Europe over the last two decades. Twenty five years after the political transitions in Eastern Europe, and 70 years since the end of the Second World War, Europe is more united than ever before. New political, social and economic configurations across the continent are bringing expectations and pressures to its citizens and institutions, with universities at the front of many economic and social projects. What do these new conditions mean for citizenship in the context of European universities, and how do member states respond to this changing context? The article will use England as a national case study within the EU to illustrate the tensions between the humanistic visions still carried out by many universities, although interpreted differently across the sector, and the pressures for the creation of the ‘knowledge economy’ that are shared at the national and transnational levels.L’articolo tratta le questioni, legate alla cittadinanza e al ruolo delle universita nel contesto dei cambiamenti politici in Europa e nel Regno Unito negli ultimi due decenni. Venticinque anni dopo la transizione politica nell’Europa orientale e 70 anni dalla fine della II Guerra Mondiale l’Europa e piu unita che mai. Le nuove condizioni politiche, sociali, economiche sull’intero continente creano nuove pressioni e attese che si trasmettono sui cittadini e sulle istituzioni, mettendo le universita a capo di numerosi progetti economici o sociali. Ma che cosa rappresentano in realta queste nuove condizioni per la cittadinanza nel contesto delle universita europee e come gli Stati membri dell’Unione Europea rispondono alle condizioni che cambiano? L’articolo tratta queste tematiche sull’esempio dell’Inghilterra come sistema di istruzione devoluto del Regno Unito all’interno del territorio comunitario. L’esempio dell’Inghilterra presenta le tensioni tra le idee umanistiche all’interno di alcune universita e le pressioni riguardanti la creazione dell’“economia della conoscenza”, che caratterizzano il territorio nazionale e transnazionale nel campo dell’istruzione

Synthesis and evaluation of a (3R, 6S, 9S)-2-oxo-1-azabicyclo[4.3.0]nonane scaffold as a mimic of Xaa-transPro in poly-L-proline type II helix conformation

We describe the development of a small-molecule mimic of Xaa-trans-Pro dipeptide in poly-L-proline type II helix conformation, based upon a (3R,6S,9S)-2-oxo-1-azabicyclo[4.3.0]nonane core structure. Stereoselective synthesis of the mimic from L-pyroglutamic acid is achieved in twelve linear steps and 9.9% yield. Configurational and conformational analyses are conducted using a combination of 1H NMR spectroscopy, X-ray crystallography and circular dichroism spectroscopy; and evaluation of the mimic as a promising surrogate dipeptide, in a protein–protein interaction between the SH3 domain of human Fyn kinase (Fyn SH3) and peptidomimetics of its biological ligand, are conducted by 1H-15N HSQC NMR titration experiments