Room-temperature insertion of elemental tellurium into the Cspł-Br and -I bonds of α-bromo-and α-iodopinacolone

Pinacolyltellurium(IV) dihalides, (t-BuCOCH₂)₂TeX₂ (X ) Br (1b), I (1c)) and Ar(t-BuCOCH₂)TeCl₂ (Ar == 1-C₁₀H₇ (Np) (2a), 2,4,6-Me₃C₆H₂ (Mes) (3a)), are readily prepared at room temperature by the oxidative insertion of elemental tellurium into the C_sp³-Br or -I bond of the α-halopinacolone and by the reaction of ArTeCl₃ with the pinacolone t-BuCOCH₃. The bromides Np(t-BuCOCH₂)TeBr₂ (2b) and Mes(t-BuCOCH₂)TeBr₂ (3b) can be prepared by the addition of bromine to the telluride Ar(t-BuCOCH₂)-Te or of α-bromopinacolone to ArTeBr. Variable-temperature ¹H and ¹³C NMR of the separate signals for the o-Me groups in 3a,b indicate a very high barrier to rotation about the Te-C(aryl) bond. Crystal diffraction data for 1c, 2a-c, and 3b show that intramolecular 1,4-Te …O(C) secondary bonding interactions (SBIs) are retained even in the presence of bulky aryl groups and intermolecular Te …X SBIs are subject to electronic population and steric congestion around the Te(IV) center in the solid state.

Synthesis and reactivity of para-substituted benzoylmethyltellurium(II and IV) compounds: observation of intermolecular C-H-O hydrogen bonding in the crystal structure of (p-MeOC6H4COCH2)2TeBr2

Bis(p-substituted benzoylmethyl)tellurium dibromides, (p-YC₆H₄COCH₂)₂TeBr₂, (y=H (1a), Me (1b), MeO (1c)) can be prepared
either by direct insertion of elemental Te across CRf-Br bonds (where C_Rf refers to α-carbon of a functionalized organic moiety) or by the oxidative addition of bromine to (p-YC₆H₄COCH₂)₂Te (y = H (2a), Me (2b), MeO (2c)). Bis(p-substituted benzoylmethyl)tellurium dichlorides, (p-YC₆H₄COCH₂)₂TeCh (y = H (3a), Me (3b), MeO (3c)), are prepared by the reaction of the bis(p-substituted benzoylmethyl)tellurides 2a--c with S0₂Cl₂, whereas the corresponding diiodides (p-YC₆H₄COCH₂)₂Teh (y = H
(4a), Me (4b), MeO (4c)) can be obtained by the metathetical reaction of la--c with KI, or alternatively, by the oxidative addition of
iodine to 2a--c. The reaction of 2a--c with allyl bromide affords the diorganotellurium dibrornides la--c, rather than the expected
triorganotelluronium bromides. Compounds 1-4 were characterized by elemental analyses, IR spectroscopy, ¹H, ^l3C and ¹²⁵Te
NMR spectroscopy (solution and solid-state) and in case of Ie also by X-ray crystallography. (p-MeOC₆H₄COCH₂)₂TeBr₂ (1c) provides, a rare example, among organotellurium compounds, of a supramolecular architecture, where C-H-O hydrogen bonds appear to be the non-covalent intermolecular associative force that dominates the crystal packing.

The interplay of secondary Te···N, Te···O, Te···I and I···I interactions, Te···π contacts and π-stacking in the supramolecular structures of [{2-(4-nitrobenzylideneamino)-5-methyl}phenyl](4-methoxyphenyl)tellurium dihalides

The unsymmetrical1y substituted diorganotellurium dihalides [2-(4,4'-N0₂C₆H₄CHNC₆H₃Me]RTeX₂ (R = 4-MeOC₆H₄, X = Cl,
1a; Br, 1b; I, 1c; R =4-MeC₆H₄ ; X = Cl, 2; R =C₆H₅, X = Cl, 3) were prepared in good yields and characterized by solution and solid-state ¹²⁵Te NMR spectroscopy, IR spectroscopy and X-ray crystallography. In the solid-state, molecular structures of 1a and 1c possess scarcely observed 1,4-type intramolecular Te···N secondary interaction. Crystal packing of these compounds show an unusually rich diversity of intermolecular secondary, Te·· ·0, Te· .. \ and 1···1 interactions, Te·· ·π contacts as well as extensive
π-stacking of the organic substituents.

1-Naphthyl- and mesityltellurium(IV,II) derivatives of small bite chelating organic ligands: effect of steric bulk and intramolecular secondary bonding interaction on molecular geometry and supramolecular association

The synthesis and characterization of unsymmetric diorganotellurium compounds containing a sterically demanding I-naphthyl or
mesitylligand and a small bite chelating organic ligand capable of 1,4-Te···N(O) intramolecular interaction is described. The reaction
of ArTeCl₃ (Ar = I-C_lOH₇, Np; 2,4,6-Me₃C₆H_2' Mes) with (SB)HgCI [SB = the Schiff base, 2-(4,4'-N0₂C₆H₄CH=NC₆H₃-Me)] or a methyl ketone (RCOCH₃) afforded the corresponding dichlorides (SB)ArTeCI₂ (Ar = Np, 1Aa; Mes, 1Ba) or (RCOCH₂)ArTeCl₂ (Ar = Np; R = Ph (2Aa), Me (3Aa), Np (4Aa); Ar = Mes, R = Ph (2Ba)). Reduction of 1Aa and 1Ba by Na₂S₂0₅ readily gave the tellurides (SB)ArTe (Ar = Np (1A), Mes, (1B) but that of dichlorides derived from methylketones was complicated due to partial decomposition to tellurium powder and diarylditelluride (Ar₂Te₂), resulting in poor yields of the corresponding tellurides 2A, 2B and 3A. Oxidation of the isolated tellurides with S0₂Cl₂, Br₂ and I₂ yielded the corresponding dihalides. All the synthesized compounds have been characterized with the help of IR, ¹H, ^l3C, and ¹²⁵Te NMR and in the case of 2Aa, and 2Ba by X-ray crystallography. Appearance of only one ¹²⁵Te signal indicated that the unsymmetric derivatives were stable to disproportionation to symmetric species. Intramolecular 1,4-Te· . ·0 secondary bonding interactions (SBIs) are exhibited in the crystal structures of both the tellurium(IV) dichlorides, 2Aa, and 2Ba. Steric repulsion of the mesityl group in the latter dominates over lone pair-bond pair repulsion, resulting in significant widening of the equatorial C-Te-C angle. This appears to be responsible for the lack of Te· . ·CI involved supramolecular associations in the crystal structure of 2Ba.

Structural characterization of rare intramolecularly (1,4-Te· · ·N) bonded diorganotellurides and their monomeric complexes with mercury(II) halides: metal assisted C-H· · ·X (Hg) interactions leading to supramolecular architecture

Monomeric tellurides 4-RC₆H₄(SB)Te [SB = 2-(4,4'-N0₂C₆H₄CH=NC₆H₃-Me); R = H, 1a; Me,1b; OMe, 1c], which incidentally represent the first example of a telluride with 1,4-Te···N intramolecular interaction, have been prepared and characterized by solution and solid-state ¹²⁵Te NMR, ¹³C NMR and X-ray crystallography. Interplay of weak C-H···O and C-H-··π{ interactions in the crystal lattice of 1b and1c are responsible for the formation of supramolecular motifs. These tellurides undergo expected oxidative addition reactions with halogens and interhalogens and also interact coordinatively with mercury(II) halides to give 1:2 complexes, HgX₂[4-RC₆H₄(SB)Te]₂ (X = CI, R = H, 2a; Me, 2b; OMe, 2c and X = Br, R = H, 3a; Me, 3b; and OMe, 3c) with no sign of Te-C bond cleavage, as has been reported for some 1,5-Te·· ·N(O) intramolecularly bonded tellurides. The complexes 2a and 3c are the first structurally characterized monomeric 1:2 adducts of mercury(II) halides with Te ligands. The 1,4-Te···N intramolecular interactions in the solid-state are retained in the complexes highlighting simultaneously the Lewis acid and base character of the Te(lI) atom. Packing of molecules in the crystal lattice of 2a
and 3c reveals that non-covalent C-H· . ·Cl/Br interactions involving metal-bound halogen atoms possess significant directionality and in
combination with coordinative covalent interactions may be of potential use in creating inorganic supramolecular synthons.

Epidemiology and management of Penaeus monodon farms in Andhra Pradesh, India

Disease outbreaks on shrimp farms studied in Andhra Pradesh were caused mainly by white spot syndrome virus (WSSV) significantly reducing yield. Shrimp seed was the major source of WSSV but several risk factors were also involved. Implementation of better management practices (BMPs) at farm and farm cluster level through formation of Self-Help Groups could significantly improve crop outcomes in farms.

Spatial modeling of electrical conductivity with neural network

Many policy decisions for agricultural management in the coastal region closely depend on the extent of intrusion of sea water. In this study, Artificial Neural Network (ANN) is used to model the spatial variation of Electrical Conductivity to determine the extent of sea water intrusion in the coastal area of Brisbane, Australia. Quarterly EC data obtained from the observation (monitoring) wells located along the coast is used for training ANN architecture. The study demonstrates that ANN is able to model the spatial variation of EC with very good accuracy (even with very less training records) when some spatial information is used as one of the inputs in the network training. The results considerable improvement when compared with the network trained without the distance information.

Best assessment practices of final year engineering projects in Australia

Efficient and selectable production of reactive species using a nanosecond pulsed discharge in gas bubbles in liquid

A plasma gas bubble-in-liquid method for high production of selectable reactive species using a nanosecond pulse generator has been developed. The gas of choice is fed through a hollow needle in a point-to-plate bubble discharge, enabling improved selection of reactive species. The increased interface reactions, between the gas-plasma and water through bubbles, give higher productivity. H2O2 was the predominant species produced using Ar plasma, while predominantly NO3- and NO2 were generated using air plasma, in good agreement with the observed emission spectra. This method has nearly 100% selectivity for H2O2, with seven times higher production, and 92% selectivity for NO3-, with nearly twice the production, compared with a plasma above the water.

Residential schools in a first-year undergraduate engineering programme

BACKGROUND OR CONTEXT: For over 20 years, Deakin University has delivered an accredited undergraduate engineering course by means of distance education. Prior to 2004, off-campus students were not required to attend classes in person on campus. The course was designed so that the off campus students were able to undertake all study and assessment tasks remotely from the university campus. Offering accredited domestic undergraduate engineering courses via distance education has been seen as an important strategy for helping to provide graduate domestically educated engineers to meet Australia’s current and future needs. From 2000 the Australian accreditation management system for professional engineers, as managed by Engineers Australia, has increased its scrutiny of accredited domestic undergraduate engineering courses that were provided in distance-education mode. This led to a series of policies and recommendations for Australian universities that offer accredited engineering courses in distance-education mode: one of the recommendations was that off campus
enrolled engineering students should periodically attend some campus-based activities throughout the course. During the 2004 accreditation review of engineering courses at Deakin University, the
accreditation panel requested that mandatory campus-based activities be incorporated into the accredited undergraduate engineering course. Specifically the request was that Deakin mandate that all off-campus students enrolled in an accredited undergraduate engineering course provided by university attend in person a residential school at least once during every year of equivalent full-time study load. The accreditation panel suggested a program model for the residential school component of the course as developed by the University of Southern Queensland.
PURPOSE OR GOAL: This paper describes the development of the mandatory residential school component of accredited distance education undergraduate engineering courses at Deakin University with
a particular focus on how the residential school program is implemented at level 1 (first-year full-time equivalent level) of the courses.
APPROACH: To be compliant with accreditation requirements, since 2005 Deakin has conducted residential schools for off-campus students at its Geelong Waurn Ponds Campus. Initially the schools were conducted annually over two-weeks during the first semester, and have transitioned to the current mode where the residential school is conducted as a one week programme in each of the trimesters. During these schools, activities are organised around the respective engineering-course units undertaken by students during the trimester.
DISCUSSION: The minimum requirements for the on-campus components of distance-education-mode accredited engineering courses were developed by Engineers Australia in consultation with members of the Washington Accord (International Education Alliance) and at the time of development, generated considerable debate (Palmer, 2005, 2008). The intended purpose of residential schools was for off-campus enrolled students to have reasonable exposure to a typical “on-the-campus” student experience periodically throughout the course. Elements considered suitable and worthwhile for inclusion in residential school programs included:
• in person engagement with their academic lecturers,
• presentations and interaction with guest speakers from industry,
• industry-based site visits,
• engagement in sole and group-based learning and assessment activities on campus, and
• social interaction with other students.
RECOMMENDATIONS/IMPLICATIONS/CONCLUSION: We have found that advantages to the students who attends a residential school include completing real practical work without the need to assemble their own materials at home, and social engagement with staff and students. Off-campus students leave the residential school with a sense of belonging to a “community”, “one of many doing the same and not the only one”. They have the opportunity to share their often significant professional experience with the generally younger and less experienced on-campus student colleagues. Through this interaction between on-campus and off-campus students, the on-campus students benefit as much as the off-campus students. The disadvantages to the off-campus students is the requirement to travel to Geelong for an extended time, which costs the students both money and time away from work and family. From our experience, we recommend to other institutions starting residential schools of their own that they exploit the mandatory on-campus-presence requirement to enhance learning outcomes, well publicised timetables be available to students before trimester begins (certainly before census date), a standardised academic week during trimester be set for all residential schools, encourage student feedback on the program, and apply a practice of uniformity and consistency in how the programme is managed, especially mandated student attendance. Our residential schools for off-campus-mode students have been running for over 10 years. We have found that the educational and social advantages to the student outweigh the disadvantages.