Incorporation of group 14 elements into siloxane-bridged paracyclophanes cyclo-[p,p´-Me2SiC6H4EMe2C6H4SiMe2O]2 (E = C, Si, Ge, Sn)§

The bis(arylene silanes) p,p'-HMe₂SiC₆H₄EMe₂C₆H₄SiMe₂H (E = C (10), Si (11), Ge (12), Sn(13)) were prepared by the in situ Grignard reaction of p,p'-BrC₆H₄CMe₂C₆H₄Br, Mg turnings, and HSiMe₂Cl (for 10) and the Grignard reaction using p-HMe₂SiC₆H₄Br, Mg turnings, and Me₂ECl₂ (E = Si for 11, Ge for 12, Sn for 13). The oxidation of 10-13 using Pearlman's catalyst, Pd(OH)₂/C, in aqueous THF provided the bis(arylene silanols) p,p'-HOMe₂SiC₆H₄EMe₂C₆H₄SiMe₂OH (E = C (14), Si (15), Ge (16), Sn(17)). The HCl-catalyzed condensation of 14-17 in highly diluted solutions of acetone/water afforded the siloxane-bridged paracyclophanes cyclo-[p,p'-Me₂SiC₆H₄EMe₂C₆H₄SiMe₂O]₂ (6-9) that incorporate the group 14 elements E = C, Si, Ge, and Sn. Compounds 6-17 were investigated by multinuclear solution and solid-state NMR spectroscopy and 6 and 9 also by X-ray crystallography.

The global classroom

The nature of pedagogy and the collaboration between international parties in subject design ameliorates some of the more negative characteristics of globalized education. I argue that the nature of globalization is to be found in the small and ongoing practices that constitute collaboration between differing parties. In this way, what globalization means is in fact a constantly negotiated contingent and never settled. My argument is that reductive critiques of internationalization are far too simplistic. The example of EME 150 and the uptake through the Malaysian educational system of some of its components is an example not of 'imposition' or 'imperialism' but rather of a more negotiated and collaborative pedagogy that points to some of the benefits of cooperation, collaboration and by inference of globalization.

Scaffolding students' learning in EME150 introduction to learners and learning theory : on looking back

This is a reflective article on the importance scaffolding in the EME 150 unit taught in collaboration with Deakin University Australia. Being the first unit introduced in the second semester of the first academic year, students were given a lot of support to enhance their understanding and learning since this curriculum was solely developed by Deakin University and introduced for the first time in teachers education curriculum. The scaffolding tools discussed in this article enabled students to a) establish deep learning of the theory. b) engage in collaborative and engaged learning which established good ethical relations between students c) transfer learning by applying theory into practice.

The global classroom : effective subject and pedagogy design as positive aspects of globalization

The nature of pedagogy and the collaboration between international parties in subject design ameliorates some of the more negative characteristics of globalized education. I argue that the nature of globalization is to be found in the small and ongoing practices that constitute collaboration between differing parties. In this way, what globalization means is in fact constantly negotiated contingent and never settled. My argument is that reductive critiques of internationalization are far too simplistic. The example of EME 150 and the uptake through the Malaysian educational system of some of its components is an example not of ‘imposition’ or ‘imperialism’ but rather of a more negotiated and collaborative pedagogy that points to some of the benefits of cooperation, collaboration and by inference of globalization.

From continuous improvement to collaborative innovation : the next challenge in supply chain management

This paper considers the growing importance of inter-company collaboration, and develops the concept of intra-company continuous improvement through to what may be termed collaborative innovation between members of an extended manufacturing enterprise (EME). The importance of ICTs to such company networks is considered but research has shown that no amount of technology can overcome a lack of trust and ineffective goal setting between key partners involved in the cross-company projects. Different governance models may also impact on the success or otherwise of the network. This paper provides an overview of the main topics considered in this Special Issue