Synthesis and characterisation of rare earth complexes supported by para-substituted Cinnamate Ligands

The preparations and characterisations of a range of lanthanoid 4-(R)-substituted (4-Rcinn, R = OH, OMe, NO2, Cl), known to have good anticorrosion properties, are reported. The crystal structure of [Ce(4-OHcinn)3(MeOH)2(H2O)]·MeOH is a polymer, in which the cerium atoms are nonacoordinate, and adjacent cerium atoms are bridged by either two bridging bidentate or two bridging tridentate carboxylate ligands. Each cerium atom also has one monodentate 4-hydroxycinnamate ligand, one aqua ligand, and two methanol ligands.

Diorganotin dications stabilized by neutral ligands in the solid state: [R2Sn(H2O)2(OPPh3)2](O3SCF3)2 (R = Me, Bu)

The synthesis of [R₂Sn(H₂O)₂(OPPh₃)₂](O₃SCF₃)₂ (R = Me (1), Bu (2)) by the consecutive reaction of R₂SnO (R = Me, Bu) with triflic acid and Ph₃PO is described. Compounds 1 and 2 feature dialkyltin(IV) dications [R₂Sn(H₂O)₂(OPPh₃)₂]^₂+ apparently stabilized by the neutral ligands in the solid state. Compounds 1 and 2 readily dehydrate upon heating at 105 and 86 °C, respectively. The preparative dehydration of 1 afforded [Me₂Sn(OPPh₃)₂(O₃SCF₃)](O₃SCF₃) (1a), which features both bidentate and non-coordinating triflate anions. In compounds 1 and 2 the ligands Ph₃PO and H₂O are kinetically labile in solution and undergo reversible ligand exchange reactions. Compounds 1, 1a and 2 were characterized by multinuclear solution and solid-state NMR spectroscopy, IR spectroscopy, electrospray mass spectrometry, conductivity measurements, thermogravimetry and X-ray crystallography.

From e-learning to virtual learning community: bridging the gap

'Community' has become a buzz word in the E-Learning arena. This paper examines the concept of virtual community, in the context of E-Learning. It defines what constitutes a virtual community and virtual learning community. A model comprising four essential criteria that define a virtual learning community is proposed. These criteria are discussed with relation to Deakin University's E-Learning system. The paper concludes by highlighting the factors that may help bridge the gap between Deakin's present provision of E-Learning to the development of a virtual learning community.

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.

Z-pin bridging in composite laminates and some related problems

This paper reviews our recent studies on z-pinning of composite laminates. The contents include theoretical, numerical and experimental studies on the Mode I and Mode II z-pinned delamination growth and the corresponding bridging laws. Test methods to evaluate the z-pin bridging law will be discussed. Comparisons of experimental results and theoretical predictions for the z-pinned double-cantilever-beam (DCB) subjected to mode I delamination with a pre-determined bridging law are provided to confirm the reliability of the methods. A parametric study by finite element method (FEM) is presented for both Mode I and Mode II z-pinned delaminations. In addition, the effect of loading rate on z-pinned DCB delamination and the bridging effect of z-pinning on the buckling of composite laminates are also given.

'Skeleton budget', 'intranet', 'dole', and other strange Words: Bridging the cultural divide in a multicultural classroom

This paper examines the experiences of two academics who had been international students themselves and currently teaching in multicultural settings at tertiary level, with regards to the issues of the teacher using culture specific slang and idiom with otherwise keen and bright groups of students, in Australia. Using the research method of auto-ethnography, it examines and categorises the themes of issues most often faced by the staff members and students-such as the use of different vocabulary and keywords and the prior knowledge required of both the teacher and the students in reaching a shared understanding or inter-subjectivity. These will be discussed in terms of the various realities experienced by the students coming from a diversity of countries and cultures. The paper discusses how these challenges can be identified and addressed and how to prepare for future situations more effectively and in advance. They will be examined within the contexts of culturally responsive teaching, communication competence, the hidden curriculum, instructional scaffolding, understanding and being open to other cultures and acknowledgement of the richness and relevance of the multicultural students’ varied experiences and social realities, from the point of view of the academic discipline of communication studies.

Bridging thought worlds of an academic CoP and IT support

This paper reports a case study of a Community of Practice (CoP) of tertiary educators in information technology (IT), who seek ways to obtain adequate IT support to match their particular work environment. A facilitated workshop sought to bring members of the CoP and a key representative of the central IT department together with the aim of creating common ground for improved communication and collaboration. Subsequent individual interviews explored perceptions, boundaries and potential boundary spanning opportunities. While literature argues that shared domain knowledge and associated language should alleviate boundary issues, we found that in some circumstances it might intensify them.

Bridging the gap : competencies students should focus on during their cooperative experience to enhance employability

Cooperative education programmes aim to prepare students for the workplace by developing both generic and specific competencies that will enhance  employability. Researchers have investigated the competencies relevant to business, science and technology graduates (Coll & Zegward, 2006; Hodges & Burchell, 2003). However, there is little published research on the perceptions of the skills or graduate competencies that employers desire of sport and recreation graduates entering the workforce.

The aims of the study were to identify key competencies needed by third year sport and recreation degree students entering their cooperative placement as well as to identify the difference between student and graduate competencies. An online survey of sport and recreation industry supervisors was conducted. For comparison the survey was also completed by academic supervisors from AUT University. Supervisors were asked to rate the importance of specific competencies (adapted from Coll & Zegward, 2006) for the cooperative student and for the graduate.

To enhance employability in the sport and recreation industry, academic programmes within a university need to ensure that students are provided with opportunities to facilitate the development of competencies including the ability and willingness to learn, the use of initiative and personal organisational skills. Cooperative education experiences should be designed to provide opportunities for students to develop in the areas of relationship building as well as teamwork and cooperation in order to increase their likelihood of employment as graduates. It is important to identify and communicate to the tertiary education providers the needs of the industry in order to create successful cooperative education partnerships.

Bridging the gap between anecdotal and empirical evidence in the international education market : insights from the US and UK

Education is an industry which has seen rapid growth in its trade over a short period of time. From the import and export of textbooks to international examinations such as the British Advanced and Ordinary levels and the American GMAT, GRE, LSAT, TOEFL and others, international trade in education has truly become a multidimensional phenomenon (Liston and Reeves, 1985). While all these aspects have largely contributed to the development of the so called “academic trade” (McMahon, 1988), it is the cross-border migration of international students which however remains the most visible aspect of this trade (Bourke, 2000). Indeed, recent estimates by the Organisation for Economic Cooperation and Development (OECD) suggest that nearly 1.9 million students were abroad in 2002 (OECD, 2004). There are probably thousands more foreign students involved in lower level education, language training and the like, but at the time of writing, no comprehensive statistics is yet available on international students enrolled in non-tertiary level institutions (Knight, 2002). As a result, it is vital to stress at the outset that this paper focuses exclusively on cross-border tertiary education but parallels can be drawn for lower level education.

Student support : bridging the gap between students and the university

Bangladesh introduced open and distance learning as a means of providing education for people in isolated and remote locations through the establishment of the Bangladesh Open University (BOU). The broad aim of the BOU is to provide flexible and needs-based education to those unable or not wishing to enter conventional educational institutions. The BOU is presently the only university in Bangladesh to provide mass education and also to provide continuing education and professional and technical education to support the existing educational system. The BOU has a mission that encompasses secondary and higher levels of education. BOU operates its programs through a centralised academic and administrative staff, and regional and local offices throughout Bangladesh that organise local tutorials and distribute information and materials. BOU has adult students in all parts of the country, and most of the students live in rural areas. They need support that is appropriate to their local circumstances. Using an interpretive approach, this research examines the support needs of students studying for the Secondary School Certificate and the Bachelor of Education, assesses the effectiveness of current support services and explores alternatives to the current system. The underlying assumption is that support needs to be appropriate to the country’s culture and circumstances, and useful and feasible from the perspectives of students, staff, administrators and senior university officials. To investigate the appropriate support for distance education students, this research was conducted in four sample regions. Two were selected from areas of sparse population where the terrain makes transport difficult and two from areas that are more densely populated and where transport is easier. A questionnaire survey and focus groups were conducted with students, focus groups with local staff and interviews with Regional Directors within the four sample regions. Interviews were also undertaken with central University senior staff to get their perspectives on current and future policies for student support.