bluuebunny/crossref_metadata_2025 huggingface dataset:
Constrained Curriculum in High Schools: The Changing Math Standards and Student Achievement, High School Graduation and College Continuation
Authors: Daun-Barnett Nathan , St. John Edward P.
Published: March 2015

Mathematics education is a critical public policy issue in the U.S. and the pressures facing students and schools are compounded by increasing expectations for college attendance after high school.  In this study, we examine whether policy efforts to constrain the high school curriculum in terms of course requirements and mandatory exit exams affects three educational outcomes – test scores on SAT math, high school completion, and college continuation rates.  We employ two complementary analytic methods – fixed effects and difference in differences (DID) – on panel data for all 50 states from 1990 to 2008. Our findings suggest that within states both policies may prevent some students from completing high school, particularly in the near term, but both policies appear to increase the proportion of students who continue on to college if they do graduate from high school. The DID analyses provide more support for math course requirement policies than mandatory exit exams, but the effects are modest. Both the DID and fixed effects analyses confirm the importance of school funding in the improvement of high school graduation rates and test scores.
On Education & the Common Good
Authors: Covaleskie John
Published: March 2015

This response to Coulson's recent EPAA piece, "Human Life, Human Organizations, and Education," argues that Coulson is wrong about "human nature," social life, and the effects of unregulated capitalist markets. On these grounds, it is argued that his call to remove education from the public sphere should be rejected. The point is that education is certainly beneficial to individuals who receive it, but to think of education as purely a private and personal good properly distributed through the market is seriously to misconstrue the meaning of education. We should not care to be the sort of people who do so.
Charter Schools 1995
Authors: Mauhs-Pugh Thomas
Published: March 2015

This report is the result of a group project undertaken by Tom Mauhs-Pugh's class in Policy and Politics in American Education at Dartmouth College during March-May of 1995. Specific attribution of authorship will be given in the text for relevant sections.
French Colonial Education
Authors: Clayton Thomas
Published: March 2015

By 1944, after eight decades of French colonial control, only a small percentage of eligible students in Cambodia attended French schools. Several scholars argue on the basis of such evidence that the French purposefully restricted education for Cambodians in order first to achieve and then to maintain power in the colony. This article examines educational development in Cambodia during the French colonial period and concludes that the lack of Cambodian educational participation stemmed from Cambodian resistance, rather than French planning. French educational reforms sought to understand Cambodian resistance, to overcome it, and to draw Cambodians into schools dedicated to the training of colonial civil servants.
State Actions for Personnel Evaluation
Authors: Furtwengler Carol B.
Published: March 2015

This article is an analysis four major policy issues associated with state actions for personnel evaluation from 1983 to 1992 and provides descriptive information about state policy actions taken during those years. Twenty states enacted their first requirements for performance evaluation, and states assumed new roles for program development, implementation, and staff development. Twenty-nine states passed legislation for performance pay programs, but only five programs remained viable by 1992. States generally avoided the issue of teacher tenure when enacting legislation for teacher evaluation. Thirty-eight states enacted 67 changes in legislation prescribing specific requirements for personnel evaluation. During the early part of the reform movement, state actions focused on accountability; toward the end of the reform movement states actions relinquished control and returned responsibility for evaluation to local school districts. Legislation varied across the states in the purpose for evaluation: improvement, continuing employment, and performance pay. The study found a positive relationship (0.48) between state control over personnel evaluation and state funding of education.
Review of Ravitch "National Standards"
Authors: Apple Michael W.
Published: March 2015

I assume that Diane Ravitch is someone who is as deeply committed to a fair and socially just education as I am--even when our political and educational agendas may differ--I also assume that re-stratification and fostering the power of the conservative restoration is not what she wants either. Thus, I do urge you to read this book, but perhaps for different reasons: to see it as a cautionary tale and then to watch as the public policies that are justified under its rhetorical umbrella and that are actually implemented on the ground go in uncomfortable directions.
New Directions In Professional Development
Authors: Novick Rebecca
Published: March 2015

There is increasing recognition that school reform and staff development are integrally related. Yet, despite a rich literature on adult learning and human development which supports teachers' need for a wide array of opportunities to construct their own understandings and theories in a collaborative setting, top down mandates have frequently left teachers out of the reform process. It is argued here that effective staff development should be tied directly to the daily life of classroom and grounded in the questions and concerns of teachers. Both a theory of pedagogy that advocates teaching for understanding and learning as understanding and a model of staff development based on practical knowledge enriched by critical reflection are discussed.
Review of Frederick Bennett's "Computers as Tutors"
Authors: Sherman Greg
Published: March 2015

Frederick Bennett. (1996) Computers as Tutors: Solving the Crisis in Education
Inclusive Education in the United States
Authors: Tanner C. Kenneth , Linscott Deborah Jan Vaughn , Galis Susan Allan
Published: March 2015

School reform issues addressing inclusive education were investigated in this nationwide (United States) study. A total of 714 randomly selected middle school principals and teachers responded to concerns about inclusion, "degree of change needed in" and "importance of" collaborative strategies of teaching, perceived barriers to inclusion, and supportive activities and concepts for inclusive education. There was disagreement among teachers and principals regarding some aspects of inclusive education and collaborative strategies. For example, principals and special education teachers were more positive about inclusive education than regular education teachers. Collaboration as an instructional strategy for "included" students was viewed as a high priority item. Responders who had taken two or more courses in school law rated the identified barriers to inclusive education higher than those with less formal training in the subject.
Student Evaluation of Faculty: View from the Court
Authors: Haskell Robert E.
Published: March 2015

Though a controversial history of research on the reliability and validity of student evaluation of faculty (SEF) exists, it has not been typically viewed as an infringement on academic freedom, promotion, reappointment, and tenure rights. As a consequence, legal aspects of SEF are neither readily apparent, nor available. Unlike academic freedom, tenure, and other issues, which exist as legal categories, SEF as a category is virtually absent in legal compendia on higher education law. The question of its judicial standing is important to any suggestion of abridging faculty rights. In this second of four articles, legal rulings are categorized and abstracted verbatim from cases where SEF is integral to the denial of academic freedom, tenure, promotion and reappointment are reviewed and provide and provide an initial resource of legal ruling on SEF. Seventy-eight findings are summarized from the abstracted textual material.
Student Evaluation of Faculty:Psychometric Validity of Court's Views
Authors: Haskell Robert E.
Published: March 2015

In two previous papers, it was noted that while a controversial history of research on the reliability and validity of student evaluation of faculty (SEF) exists, it has not been typically viewed as an infringement on academic freedom, promotion, reappointment, and tenure rights. As a consequence, legal aspects of SEF are neither readily apparent, nor available. Legal rulings, their implications and assumptions in relation to their accuracy and psychometric validity where SEF are integral to the denial of academic freedom, tenure, promotion, and reappointment are reviewed along with the legal principles of Disparate Treatment and Disparate Impact, and the scientific Precautionary Principle in policy decisions.
Service-Learning in Costa Rica and Indonesia
Authors: Williams David D. , Eiserman William D.
Published: March 2015

Calls are increasingly sounded for universities to better address their communities' and students' needs through service, as well as research and teaching. This article invites policy makers to re-examine university service, research, and teaching responsibilities by reflecting on roles service-learning plays in universities in Indonesia and Costa Rica. We conclude that service-learning plays a critical role and a key to expanding service-learning for students and understanding the utility of such a policy change is increased faculty involvement. Until more faculty explore the "why" and "how" of service-learning, research and teaching will dominate the university agenda.
Assessing Scholarly Productivity
Authors: Hanish Christine , Horan John J. , Keen Bethanne , Clark Ginger
Published: March 2015

The measurement of scholarly productivity is embroiled in a controversy concerning the differential crediting of coauthors. Some researchers assign equivalent shares to each coauthor; others employ weighting systems based on authorship order. Horan and his colleagues use simple publication totals, arguing that the psychometric properties of labor-intensive alternatives are unknown, and relevant ethical guidelines for including coauthors are neither widely understood nor consistently followed. The PsycLIT and SSCI data bases provided exhaustive publication and citation frequencies for 323 counseling psychology faculty. All PsycLIT scoring permutations yielded essentially identical information; inter-correlations ranged from .96 to unity. Moreover, all PsycLIT methods correlated highly with SSCI within a very narrow band. Since attention to the number and/or ordinal position of coauthors yields no useful information, productivity should be defined parsimoniously in terms of simple publication counts. Implications for research, promotion/tenure, and the mentoring of graduate students are discussed.
Critical Evaluation for Education Reform
Authors: Waters Gisele A.
Published: March 2015

The school reform movement has done little to provide an accurate analysis of the production of inequality or the reproduction of social injustice in the public schools or the larger social order. The ideology that influences this movement has often prevented the realization of any notion of an egalitarian ideal, the elimination of inequality, or the improvement of those who are least well-off. I ask educators and evaluators of education reform efforts to reconsider critically their roles in social science research, to reclaim the battleground of public school reform by focusing on the democratic purpose of public schooling, and the institutional problems in educational programs and practice that often inhibit action toward this ideal. The first part of this article includes an extensive argument explaining the "why" of critical evaluation. The theoretical literature on inquiry in science and social science, the ideology of critical theory, critical social psychology, and Freirean pedagogy are consulted as additional tools for augmenting the practice, policies, and responsibilities of evaluators in education. I review three contemporary perspectives of evaluation in order to begin rethinking the purposes and functions that evaluation serves in education. It also demonstrates how mainstream and contemporary evaluations can be used to serve a particular set of social and political values. The second part of this article begins a preliminary journey toward describing the "how" of critical evaluation. Critical evaluators can fight for social justice by combining the merit criteria of state and federal public education law, and the methods of an adversary oriented evaluation in order to transform educational environments that serve the future potentials of all children. Therefore education involves the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world (Freire, 1985).
Response to Glenn
Authors: Arons Stephen
Published: March 2015

Arons responds to what he considers to be Glenn's misrepresentations of the tone and content of Short Route To Chaos. He writes that Glenn "appears to be attempting to construct the book's message into just one more salvo fired in the endless school wars. It is anything but....Reading Glenn's review, one is left with the impression that the book is a Christian-bashing, left-leaning, work of communitarian fuzziness in which a legal scholar unaccountably refuses to confine himself to ... technical explication of existing constitutional doctrine." In his response, Arons affirmatively sets out some of the book's main themes of political /cultural conflict over standardized schooling, corrects some of what he sees as Glenn's misunderstandings, and notes that the book itself invites readers to eschew partisanship and recognize that there are deep structural problems in American public education. In closing, Arons uses an example of Glenn's partisan misunderstanding that leads Arons to recommend to the reader that it would be better to read Short Route to Chaos for oneself.
Educational Research in Latin America: A Response to Akkary and Pérez
Authors: Narodowski Mariano
Published: March 2015

In a recent article which appeared in Educational Policy Analysis Archives 6 (7) 1998, "Educational Research in Latin America: Review and Perspectives," Abdeljalil Akkari and Soledad Pérez envisage carrying out a general analysis of the situation of educational research in Latin America, in an attempt to describe the context of its historical formation. They focus on the main theoretical framework, they identify the principal institutions involved in educational research, and consider the priorities for future research in the region.
Effects of Block Scheduling
Authors: Veal William R. , Schreiber James
Published: March 2015

This study examined the effects of a tri-schedule on the academic achievement of students in a high school. The tri-schedule consists of traditional, 4x4 block, and hybrid schedules running at the same time in the same high school. Effectiveness of the schedules was determined from the state mandated test of basic skills in reading, language, and mathematics. Students who were in a particular schedule their freshman year were tested at the beginning of their sophomore year. A statistical ANCOVA test was performed using the schedule types as independent variables and cognitive skill index and GPA as covariates. For reading and language, there was no statistically significant difference in test results. There was a statistical difference mathematics-computation. Block mathematics is an ideal format for obtaining more credits in mathematics, but the block format does little for mathematics achievement and conceptual understanding. The results have content specific implications for schools, administrations, and school boards who are considering block scheduling adoption.
High School Staff Characteristics and Mathematics Test Results
Authors: Fetler Mark
Published: March 2015

This study investigates the relationship between measures of mathematics teacher skill and student achievement in California high schools. Test scores are analyzed in relation to teacher experience and education and student demographics. The results are consistent with the hypotheses that there is a shortage of qualified mathematics teachers in California and that this shortage is associated with low student scores in mathematics. After controlling for poverty, teacher experience and preparation significantly predict test scores. Short-term strategies to increase the supply of qualified mathematics teachers could include staff development, and recruitment incentives. A long-term strategy addressing root causes of the shortage requires more emphasis on mathematics in high school and undergraduate programs.
Teachers and Tests Changes in the New York State Testing Program
Authors: Grant S. G.
Published: March 2015

How do teachers change their pedagogical practices? While many current initiatives seek to raise educational standards and improve student academic performance, there is a curious gap in national and state reforms. Considerable attention is given to defining higher expectations for what students will know and be able to do, yet little attention is given to how teachers should learn new pedagogical ideas and practices. This exploratory study uses focus group interview data collected over two years to examine how cross-subject matter groups of elementary and secondary New York State teachers respond to one way of learning to change their classroom practices: state-level testing. Analysis of the data highlights three issues: the nature and substance of the tests, the professional development opportunities available to teachers, and the rationales for and consequences of the state exams.
The System of Student Selction in Chilean Universities
Authors: Donoso Sebastián , Hawes Gustavo
Published: March 2015

Chile has a peculiar centralised system for the selection of students to undergraduate programs; this is the case for the more traditional universities associated in the Council of Rectors. This process has been in operation for over thirty years, and its major instruments and procedures, as well as its foundations, are still in force. The contents of the different tests are currently under review; however, the system will continue to be the same in the future. Changes come from the new conditions created by the 1981 reform of the Chilean higher education system. Important modifications were introduced in the constitution, organization and financing of universities. The university system was suddenly opened; from the original eight universities, the system expanded to sixty-five. New conditions and social, professional and technical demands are having an impact on the higher education system as a whole and, specifically, on the student selection processes. This article includes a description of the process of academic selection for entrance into the Chilean university system. Next we analyze the Test of Academic Performance (PAA), the main instrument of this selection. Finally the PAA is analyzed and criticized from two points of view: its psychometric relevance and its implicit model of intelligence.
The Influence of Scale on School Performance
Authors: Bickel Robert , Howley Craig
Published: March 2015

In this study, we investigate the joint influence of school and district size on school performance among schools with eighth grades (n=367) and schools with eleventh grades in Georgia (n=298). Schools are the unit of analysis in this study because schools are increasingly the unit on which states fix the responsibility to be accountable. The methodology further develops investigations along the line of evidence suggesting that the influence of size is contingent on socioeconomic status (SES). All previous studies have used a single-level regression model (i.e., schools or districts). This study confronts the issue of cross-level interaction of SES and size (i.e., schools and districts) with a single-equation-relative-effects model to interpret the joint influence of school and district size on school performance (i.e., the dependent variable is a school-level variable). It also tests the equity of school-level outcomes jointly by school and district size. Georgia was chosen for study because previous single-level analysis there had revealed no influence of district size on performance (measured at the district level). Findings from this study show substantial cross-level influences of school and district size at the 8th grade, and weaker influences at the 11th grade. The equity effects, however, are strong at both grade levels and show a distinctive pattern of size interactions. Results are interpreted to draw implications for a "structuralist" view of school and district restructuring, with particular concern for schooling to serve impoverished communities. The authors argue the importance of a notion of "scaling" in the system of schooling, advocating the particular need to create smaller districts as well as smaller schools as a route to both school excellence and equity of school outcomes.
Implementation of Kentucky Nongraded Primary Program
Authors: Kannapel et al Patricia J. , Aagaard Lola , Coe Pamelia , Reeves Cynthia A.
Published: March 2015

We examine the development of the Kentucky nongraded primary program at the state level, and in six rural elementary schools from 1991 through 1998 (case studies of four of these schools are included in Appendix A). Data collected from our longitudinal qualitative study reveal that teachers changed their classrooms in response to the primary program mandate, and some positive outcomes occurred for students. Implementation was hampered, however, by rapid implementation timelines, failure to clearly articulate the purpose of the program and how it linked with a larger reform effort, and a firmly entrenched "graded" mindset. Currently, progress toward full implementation of a continuous progress model for primary students has stagnated. To revive the program, policymakers need to make program goals clear, demonstrate how its implementation will facilitate attainment of reform goals, and assist teachers in implementing the program as intended. (Note 1)
Information Needs in the 21st Century: Will ERIC Be Ready?
Authors: Rudner Lawrence M.
Published: March 2015

Ubiquitous for 35 years, the Educational Resources Information Center (ERIC) is known for its database and recently for its range of web-based information services. I contend that federal policy with regard to ERIC must change and that ERIC will need massive restructuring in order to continue to meet the information needs of the education community. Five arguments are presented and justified: 1) ERIC is the most widely known and used educational resource of the US Department of Education, 2) senior OERI and Department of Education officials have consistently undervalued, neglected, and underfunded the project, 3) ERICs success is due largely to information analysis and dissemination activities beyond ERICs contracted scope, 4) information needs have changed dramatically in the past few years and ERIC cannot keep up with the demands given its current resources, and 5) the ERIC database itself needs to be examined and probably redesigned.
Logic in Educational Research and Policy Making
Authors: Garlikov Rick
Published: March 2015

While educational research is an empirical enterprise, there is significant place in it for logical reasoning and anecdotal evidence. An analysis of the article by Scott C. Bauer, "Should Achievement Tests be Used to Judge School Quality?" (Education Policy Analysis Archives, 8(46). Available: http://epaa.asu.edu/v8n46.html) is used to illustrate this point.
Gender Related Differences in Career Patterns of Principals in Alabama
Authors: Spencer William A. , Kochan Frances K.
Published: March 2015

The purpose of this research was to determine the status of women administrators in the Alabama in terms of demographic and career patterns. A survey was sent to all principals in Alabama. Five hundred-fifty, or 42% of the principals responded. In Alabama, women principals are generally more recent in their position, are somewhat more likely to have come directly from the classroom, and have less mobility in acquiring the position.
Policy Variation among Japan, Korea, England and the United States
Authors: Lee Jaekyung
Published: March 2015

School reform initiatives during the last two decades in Japan, Korea, England, and the United States can be understood as balancing acts. Because policymakers in England and the United States saw their school systems fragmented and student outcomes mediocre, they focused reform efforts on raising educational standards, tightening curriculum and assessment, and improving academic achievement. In contrast, policymakers in Japan and Korea, who saw their school systems overstandardized and educational processes deficient, focused their reform efforts on deregulating schools, diversifying curriculum and assessment, and enhancing whole-person education. While school reform policies were formulated and adopted in response to each countrys unique problems, they also were driven by globalization forces that fostered an international perspective. If implemented successfully, such cross-cultural policy variations (i.e., standardization vs. differentiation in curriculum, unification vs. diversification in assessment, and privatization vs. democratization in governance) would make distinctive educational systems more alike. Cultural and institutional barriers to educational convergence between the Eastern and Western school systems are discussed.
The Political University in Argentina in the 1990's
Authors: Chiroleu Adriana , Iazzetta Osvaldo , Voras Claudia , Diaz Claudio
Published: March 2015

Although university autonomy was apparently protected during Carlos Menem's government (1989-1999), actually it was gradually undergoing substantial changes. "Intrusive" devices had been prepared by the executive power, thus causing the restriction of its objectives. This kind of state participation was less explicit than in the past, being now associated with the establishment of a system of "punishment and reward," in which financing is subordinated to "performance," evaluated according to the parameters of multilateral credit organizations . In this work, we analyse the way in which this conflict took place under Menem's government, contrasting the meanings given to the idea of autonomy by the government and by the public institution; attentin focuses on the case of the National University of Rosario.
Alexander v. Sandoval:A Setback for Civil Rights
Authors: Welner Kevin G.
Published: March 2015

This article confronts the serious implications of a recent U.S. Supreme Court decision, Alexander v. Sandoval, which eliminated an important legal avenue for civil rights plaintiffs. For over 35 years, individuals have been allowed to bring lawsuits directly challenging violations of rights set forth in the federal regulations implementing Title VI of the 1964 Civil Rights Act. Because these actions could be grounded in proof of disparate impact, rather than discriminatory intent, they allowed for some claims that could not go forward under other legal authorities, such as the Fourteenth Amendment. While the author concludes by identifying key remaining options, he highlights the real damage done by this decision.
Public versus Private Education in Hawaii
Authors: Espiritu Antonina
Published: March 2015

This study presents a time-series evidence on the timing and degree of feedback relationship between participation in education and income growth in Hawaii. Using the unrestricted vector autoregression approach and two related measures of linear dependence and feedback, the results suggest that across all educational levels, i.e., K-12 and tertiary, participation in public education could be a good predictor of income growth in Hawaii. However, decomposing the feedback effect by frequency suggests that the dominance of public education over private education in explaining the variation in income growth to be concentrated mainly on the short-run to medium-run for tertiary level and long-run to permanent effect for K-12 level. Hawaii state legislature and educators should perhaps take these results as a motivation not to ignore the problems plaguing Hawaii's public schools but should work towards greater improvement and support for public education given its predicted significant overall contribution to the Hawaiian economy.
Numerical Analysis of Electromagnetic Levitation Employing Meshless Method Based on Weighted Least Square Method
Authors: Matsuzawa Shuhei , Mitsufuji Kenta , Miyake Yurika , Hirata Katsuhiro , Miyasaka Fumikazu
Published: March 2015

Electromagnetic levitation is a kind of magnetohydrodynamic phenomena which is useful to measure the thermo-physical properties of pure metals under high temperature. However, this phenomenon is complicated and detailed mechanisms of this phenomenon have not been clarified yet. This study proposes the meshless method based on weighted least square method for the analysis of electromagnetic levitation. In this study, the fluid motion equation and the magnetic field equation are coupled by this method. The behavior of a molten metal under high-frequency magnetic field is calculated by this method.
Lengthwise Measurement of Chromatic Dispersion along an Optical Fiber Transmission Link with Enhanced Correction Factor
Authors: Baig Mirza Imran , Nahhas Ahmed M.
Published: March 2015

In recent years optical time domain reflectometer (OTDR)-based techniques have become a known practice for measuring chromatic dispersion (CD) distribution along an optical fiber transmission link. In this paper, a measurement technique which uses a four-wavelength bidirectional OTDR to evaluate the CD distribution along the length of an optical fiber transmission system has been presented. A novel formulation has been developed for this nondestructive technique to improve the correction factor, which leads to an improvement in the CD and mode field diameter (MFD) measurement. The obtained experimental outcomes are in good agreement with those obtained by the interferometric technique.
Osteocalcin is inversely associated with adiposity and leptin in adolescent boys
Authors: Jürimäe Jaak , Lätt Evelin , Mäestu Jarek , Saar Meeli , Purge Priit , Maasalu Katre , Jürimäe Toivo
Published: March 2015

Recently, osteocalcin (OC), an osteoblast-derived hormone, has been found to correlate with adiposity, adipocytokines and insulin resistance in adults, but few studies have investigated this in children. The aim of this study was to investigate these associations in adolescent boys, for whom it is a time of significant bone mineral accrual, taking into account possible confounders related to adipose and bone tissues.

Participants were 141 adolescent boys (mean age 13.9±0.7 years), who were divided into tertiles according to OC levels. Across these groups, differences in total body fat mass (FM), body fat distribution, adiponectin, leptin and insulin resistance values were examined with relation to age, pubertal stage, daily energy and calcium intakes, and physical activity.

Mean body mass index (BMI), FM, body fat% and leptin differed significantly between subjects in the three OC tertiles after adjustment for age, pubertal stage, energy and calcium intakes, and physical activity. There were no differences in fat free mass (FFM), bone mineral content, energy and calcium intakes, physical activity, adiponectin and insulin resistance values between study groups. For the entire cohort, mean serum OC was 130.2±45.2 ng/mL and was related to body mass, BMI, FM, body fat distribution and leptin. Circulating OC was not associated with FFM, daily energy and calcium intakes, physical activity, adiponectin or insulin resistance (insulin, glucose, homeostasis model assessment-insulin resistance) values.

In male adolescents, OC is inversely related to body adiposity and leptin values, even after consideration of several factors that may affect bone and adipose tissues.
Exploring Libraries’ Efforts in Inclusion and Outreach Activities Using Social Media
Authors: Abdullah Noorhidawati , Chu Samuel , Rajagopal Sandhya , Tung Abigail , Kwong-Man Yeung
Published: March 2015

The main purpose of this study was to investigate the use of social media tools to enhance inclusion and outreach activities in libraries. The study also examined the existence of policies that encouraged the use of social media and the challenges that libraries face when integrating social media into their services. Invitations to participate in a survey were sent to 110 libraries in Greater China, Switzerland, United States of America, United Kingdom, Australia and New Zealand to investigate the use of social media tools in their inclusion/outreach programmes and librarians’ perceptions of their usefulness. Libraries were selected on the basis of indicating on their websites that they used social media. From the 110 libraries that were invited to participate in the survey, 28 responses were received and analysed. Among these, academic libraries made up 68% of the respondents, and the remaining 32% were from public libraries. The findings indicated that the libraries had already incorporated social media tools into their services, and, to some extent, for inclusion/outreach activities. In general, participants in this study indicated an acknowledgement of the benefits of using social media and an inclination to apply social media in the future, although the libraries and librarians faced the challenge of equipping themselves well in order to keep abreast of these technologies. The study highlighted the lack of specific policies that clarified the responsibilities of libraries in promoting social inclusion. Institutionalizing specific policies on the use of social media tools in libraries could be done either using a top-down and/or a bottom-up approach.
Synthese und Struktur des Trifluoracetyldicyanomethanids
Authors: Roesky Herbert W. , Noltemeyer Mathias , Sheldrick George M.
Published: March 2015

A suspension of NaCN in CH3CN was treated with excess of C2F4. The resulting red solution was evaporated to dryness and a red amorphous solid remained. One part of this solid was dissolved in water and a solution of Ph4AsCl was added. During the work-up procedure two salts were isolated, yellow [Ph4As+][CF3C(O)C(CN)2
-] 1a and red [Ph4As+][(NC)2CC(CN)C(F)NC(CN)2
-] 2a. The products were characterized on the basis of field desorption mass spectroscopy for positive and negative ions, 1a was further characterized by an X-ray single crystal investigation.
1-Thiooxamat, NH2C(O)C(S)O , und 2-Thiooxamat, NH2C(S)CO2 als Liganden in Übergangsmetall-Komplexen. Die Strukturen von [Fe(2-thiox)2(H2O)2], [Zn(2-thiox)2(H2O)] und [Zn(1-thiox)2(H2O)]·H2O/ 1-Thiooxamate, NH2C (O)C(S)O– , and 2-Thiooxamate, NH2C(S)CO2
–, as Ligands in Transition Metal Complexes. Crystal Structures of [Fe(2-thiox)2(H2O)2], [Zn(2-thiox)2(H2O)] and [Zn(1-thiox)2(H2O)]·H2O
Authors: Bertels Johannes , Mattes Rainer
Published: March 2015

Transition metal complexes of the ligands 1-thiooxamate and 2-thiooxam ate have been prepared. According to crystal structure analysis of Fe(2-thiox)2(H2O)2, Zn(2-thiox)2(H2O) and Zn(1-thiox)2(H2O)2 these ligands act as O .S-donors and form pentaatomic chelaterings. Both Zn-complexes are trigonal-bipyramidally coordinated.
Solid State and Solution Conformation of Di-2-thienyl Telluride: X-Ray Structure and Dipole Moment Studies
Authors: Bandoli Giuliano , Bergman Jan , Irgolic Kurt J. , Grassi Antonio , Pappalardo Giuseppe C.
Published: March 2015

The crystal and molecular structure of di-2-thienyl telluride was determined by X-ray analysis. Crystal (monoclinic) data were: a = 9.526(4), b = 6.252(4), c - 16.302(5) Å; β = 97.29(3)°, Z = 4, space group P21/c. Hydrogen bonds are absent and only van der Waals forces are determining crystal packing. The Cring-Te bond distances suggest little conjugation of Te atom with the rings. Comparisons with published structures for Car-X-Car (X = chalcogen) type molecules revealed that the C (l)-Te-C(5) angle takes the lowest value (95.6°) in the molecule understudy. The remaining bond lengths and angles are close to standard values. The molecular conformation found in the crystal is “butterfly-like” , with thienyl ring planes nearly perpendicular to the C(l)-Te-C(5) plane and the S atoms distal to each other.

Dipole moment was measured for di-2-thienyl telluride in benzene solution (μ = 1.18 D at 30°). This value, which was interpreted via classical vector addition method in terms of rotation angles about C(l)-Te and C(5)-Te bonds, showed that the molecular conformation found in the crystalline state is retained in solution.
Reaktionen koordinierter Liganden, XV [1] .Ligandeneigenschaften komplexer Lithiumorganophosphide (CO)nM(RR′PLi)m (M=Ni,Cr,Mo,W; n=3,4,5; m=1,2) - Kristall- und Molekülstruktur von [(Mo(CO)5)2PPh2]–[(Ph3P)2N]+ / Reactions of Coordinated Ligands, XV [1]. Ligand Properties of Complexes of Lithium Organophosphides (CO)nM(RR′PLi)m (M=Ni,Cr,Mo,W; n=3,4,5; m=1,2) - Crystal and Molecular Structure of [(Mo(CO)5)2PPh2]-[(Ph3P)2N]+
Authors: Brauer David J. , Hasselkuß Gerd , Morton Steven , Hietkamp Sibbele , Sommer Herbert , Stelzer Othmar , Sheldrick William S.
Published: March 2015

Complexes of lithium organophosphides (CO)nM(RR′PLi)m obtained by deprotonation of the corresponding phosphine complexes (CO)nM(RR′PH)m are monodentate or bidentate ligands forming anionic binuclear complexes of the type [(M(CO)5)2PR2]- (A) or [(Mo(CO)4(RR'P)Mo(CO)4]2- which may be isolated as [(Ph3P)2N]+ salts. Oxidation of the anions [Mo(CO)4(RR′P)Mo(CO)4]2- with 1 ,2-dibromoethane affords the neutral phosphido complexes (CO)4Mo(RR′P)Mo(CO)4 with reactive PH functional groups. The crystal and molecular structure of [(Mo(CO)5)2PPh2]- [(Ph3P)2N]+ shows a distorted tetrahedral geometry at the central P atom of the complex anion. The Mo-P bond is unusual long (2.636(1) Å), the phosphorus atom showing a pronounced trans effect on Mo-C bond lengths ((Mo-C)av trans P 1.975(5) Å, (Mo-C)av cis P 2.043(6) (Mo(1)) or 2.038(6) Å (Mo(2)), respectively).
New Bufadienolides from Kalanchoe daigremontiana Hamet et Perr. (Crassulaceae)
Authors: Wagner Hildebert , Fischer Manfred , Lotter Hermann
Published: March 2015

Five biosynthetically related bufadienolides were isolated from Kalanchoe daigremontiana Hamet et Perr. and structurally elucidated by X-Ray and NMR techniques. Two compounds were orthoacetates which showed strong CNS activity.
2-Boratanaphthalin-Anion als hexahapto-gebundener Ligand/2-Boratanaphthaline Anion as Hexahapto-Bonded Ligand
Authors: Paetzold Peter , Finke Norbert , Wennek Pia , Schmid Günther , Boese Roland
Published: March 2015

From a solution of a lithium-2-boratanaphthaline Li(XBC9H7), 2a (X = Ph) and 2b (X = iPr2N), the crystalline metal derivatives Fe(XBC9H7)2 (4a, b), (tmeda)Li(XBC9H7) (5 b), and D2Rh(XBC9H7) (7b: D = C2H4; 8b: 2 D = cod) can be prepared. The metal atoms Fe and Rh are hexahapto-bonded to the boron-containing moiety of the naphthaline-type skeleton. By a crystal structure determination, the Li-atom in 5b is found to be bonded in the same way.
Phosphiniden-, Arsiniden- und Stibiniden-Komplexe, ihre valenztautomeren Formen und Dimerisierungsprodukte/Phosphinidene-, Arsinidene- and Stibinidene Complexes, Valence Tautomerism and Dimerisation Products
Authors: Lang Heinrich , Hüttner Gottfried , Sigwarth Beate , Weber Ute , Zsolnai Laszlo , Jibril Ibrahim , Orama Olli
Published: March 2015

Compounds RXHal2 (X = P, As, Sb) react with Na2[M2(CO)10] (M = Cr, Mo, W) to yield three types of products: A, [(CO)5M]2X-R containing trigonally planar coordinated X; C, [(CO)5M]3X-R containing coordinated metallacyclic ligands; B, [xxx] D, [(CO)5M]n (R)X = X (R) (n = 0, 1, 2, 3). The relation between these species, especially the one based on the valence tautomerism between A und B, is experimentally verified. Preparative, spectroscopic and X-Ray-structural results reveal a consistent picture of the relevant chemistry.
Synthesen und Kristallstrukturen von PPh4[RuCl4(NO)(NSCl)] und (PPh4)2[RuCl4(NS)]2·4C H2Cl2 / Syntheses and Crystal Structures of PPh4[RuCl4(NO)(NSCl)] and (PPh4)2[RuCl4(NS)]2·4C H2Cl2
Authors: Willing Wolfgang , Müller Ulrich , Demant Udo , Dehnicke Kurt
Published: March 2015

By reaction of trithiazylchloride, (NSCl)3, with PPh4[RuCl4(NO)]2 in dichloromethane the thiazylchloridenitrosyl complex PPh4[RuCl4(NO)(NSCl)] is obtained; its vacuum pyrolysis at 200-220 °C yields the thionitrosyl com plex (PPh4)2[RuCl4(NS)]2 which crystallizes from CH2Cl2 solution with four molecules of CH2Cl2. Both com pounds were charaterized by their IR spectra and by X-ray crystal structure determinations. Crystal data: PPh4[RuCl4(NO)(NSCl)], mono­clinic, space group P 21/n, Z = 4, a = 982.6, b = 1700.0, c = 1772.3 pm , β = 104.79° (2548 observed reflexions, R = 0.046); (PPh4)2[RuCl4(NS)]2·4CH2Cl2, triclinic, P1̄ , Z = 1, a = 952.9, b = 1380.0, c = 1458.5 pm , α = 112.91, β = 106.67, γ = 92.61° (3760 observed reflexions, R = 0.053). In the [RuCl4(NO)(NSCl)]⊖ ion the nitrosyl and thiazyl chloride ligands occupy ex ­ positions; bond lengths indicate double bonds in the linear Ru=N=O group, while the NSCl molecule is attached by a donor-acceptor interaction Ru-N≡S̲-Cl , although with a rather short Ru-N bond of 198 pm (N≡S 144 pm, S-Cl 213 pm). The centrosymmetric [RuCl4(NS)]2
2⊖ ions have chloro bridges and NS ligands in axial positions; the nearly linear Ru=N=S group has bond lengths Ru=N 175 pm and N=S 147 pm.
Zur Struktur von Tris(1,3-dimethyl-2-indolyl)-methan: Ein chiraler C3-Propeller aus der Trishetarylmethan-Reihe / The Structure of Tris(1,3-dim ethyl-2-indolyl)m ethane: a Chiral C3-Propeller in the Trishetarylmethane Series
Authors: Massa Werner , Kämpchen Thomas , Müller Johann , Pindur Ulf
Published: March 2015

The structure of tris(1,3-dim ethyl-2-indolyl)methane (1) as a model compound for C3-skeleton symmetric trishetaryl-methanes is elucidated by X-ray diffraction and temperature dependant 1H NMR spectroscopy. The results demonstrate, that 1 adopts a chiral C3-propeller conformation (P/M-helix) as well in crystal as in solution.
Kristallstrukturen von NaMg2OH(SO3)2 · H2O, NaMn2OH(SO3)2 · H2O , NaFe2OH(SO3)2 · H2O, NaCo2OH (SO3)2 H2O und NaZn2OH(SO3)2H2O/ Crystal Structures of NaMg2OH(SO3)2-H2O, NaMn2OH(SO3)2 · H2O,NaFe2OH(SO3)2H2O, NaCo2OH(SO3)2 · H2O, and NaZn2OH(SO3)2 · H2O
Authors: Buchmeier Willi , Engelen Bernward , Lutz Heinz Dieter
Published: March 2015

The crystal structures of the isotypic hydroxosulfitometalates NaM2OH(SO3)2 ·1H2O with M = Mg, Mn, Fe, Co, and Zn were determined by means of X-ray single crystal data (triclinic space group P1̄ - Qi
1, Z = 2). The final R for the 2223, 2496, 2440, 1461, and 3433 observed reflections are 0.043, 0.068, 0.025, 0.055, and 0.028, respectively. The bivalent metal ions (three types) are octahedrally coordinated by the oxygen atoms of adjacent SO3
2- ions (two types, both monodentate), OH- groups, and water molecules. The arrangement of the two OH- groups is trans, and of OH- and H2O cis with respect to the octahedral coordination. The mean metal oxygen distances are in the order M - OH2 > M -OSO2
2-> M - OH . The MO6 -octahedra are both vertex and edge sharing, forming two-dimensional networks parallel to (010), which are connected via hydrogen bonds. The water molecules form strong, linear, nearly symmetric (mm 2) hydrogen bonds to SO3
2- ions, the hydroxide ions weak bonds to water molecules.
Darstellung und Eigenschaften von und Reaktionen mit metallhaltigen Heterocyclen, LII. Bindungs- und Strukturverhältnisse von Phosphidocobaltaten in Lösung und im festen Zustand/ Preparation and Properties of, and Reactions with, Metal-Containing Heterocycles, LII. Bonding and Structural Conditions of Phosphidocobaltates in Solution and in Solid State
Authors: Lindner Ekkehard , Neese Petra
Published: March 2015

Reduction of [(OC)3CoPPh2]n (1a ) with excess sodium granules affords [(OC)3CoPPh2]Na2 (3a) in solution as well as in solid state. However, in analogous reactions of [(OC)3CoPR2H]2 (1b : R = C6H11; 1c : R = t-Bu) with excess sodium granules the monovalent anionic complexes [(OC)3CoPR2H]Na (2b, c) are obtained in THF solution. 2b, c cannot be isolated in solid state. After removal of THF from their solutions the purified residues were identified by elemental analyses as [(OC)3CoPR2]Na2 (3b, c). Addition of buthyllithium to THF solutions of 3a, 2b, c gives rise to differently solvated complexes 3a*-c* which are transformed to [(OC)3CoPR2]M2 (M = N a, Li; 3 a′-c′). The course of the reactions and the products are controlled IR and 31PNMR spectroscopically. 2b, c and 3a, b′, c′ were trapped with (H3CO)2SO2 and CH2X2(X = Cl, I) yielding H3CCo(CO)3PR2H(6b, c), H3CCo(CO)3PR2CH3 (4a - c ) and [xxx] (5a, b), respectively.
Darstellung und Kristallstruktur von TI3AgTe2 / Preparation and Crystal Structure of TI3AgTe2
Authors: Klepp Kurt O.
Published: March 2015

Abstract The new compound Tl3AgTe2 was prepared by the reaction of Tl5Te3, Ag and Te at 550 °C, followed by slow cooling of the melt. It forms black crystals of metallic lustre which decompose by the influence of humidity. Tl3AgTe2 is monoclinic, space group P21/c, with a = 11.020(5), b = 7.427(2), c = 9.888(3) Å , β = 116.62(4)°, Z = 4. The crystal structure was determined from four-circle diffractometer data and refined to a conventional R of 0.083 for 1015 observed reflections.

Tl3AgTe2 crystallizes with a new structure type, characterized by infinite layers, 2
∞[AgTe2], running along (100), which are separated from each other by thallium atoms. The layers are built up by pairs of edge sharing AgTe4-tetrahedra linked together by common Te atoms according to 2
∞[Ag (Te)Te3/3].

The crystal structure is based on an arrangement of distorted c.p. tellurium layers, stacked along [010] (stacking sequence h2). All octahedral voids are occupied by Tl-atoms, Ag-and Tl-atoms are regularly distributed over the tetrahedral sites.
Kristallographisches und spektroskopisches Verhalten einiger gemischter Phosphat/Vanadat-Fluoroapatite / Crystallographic and Spectroscopic Behaviour of Some Mixed Phosphate/Vanadate Fluoroapatites
Authors: Lavat A. E. , Etcheverry S. B. , Baran E. J.
Published: March 2015

Crystallographic data for mixed phosphate/vanadate fluoroapatites of the type M10(PO4)6−x(VO4)xF2 (with M = Ca, Sr, Ba and x = 1-3) have been obtained from X-ray powder data. The only structural effect observed is a continuous increase of unit cell dimensions with increased vanadate incorporation. The IR and Raman spectra show that the VO4
3− incorporation has a negligible effect on the strength of the P - O bonds, although a small bond weakening for both tetrahedral oxoanions is observed as the unit cell volume increases. The results are comparable to those reported earlier for similar mixed hydroxyapatites and suggest that the fluoroapatite lattice can be considered as a good “model” for the vertebrate hard tissues.
Synthesis of Au2S and Au2S3 Using H2S, Short-Chain and Ring-Structured Sulfur as Sulfur Sources
Authors: Senftle F. E. , Wright D. B.
Published: March 2015

To determine which of the two known gold sulfides (containing either mono- or trivalent gold) are formed by reacting trivalent gold with differnt allotropes of sulfur, experiments were made using three different sources of sulfur. When trivalent gold in the form of Au2(SO4)3 in concentrated acid is reacted with electrolytically formed short-chain sulfur, monovalent gold sulfide (Au2S) is formed. If hydrogen sulfide gas reacts with the same solution, trivalent gold sulfide (Au2S3) is produced. Alternatively, if ordinary a-sulfur (ring structure) is used, a 50/50 mixture of Au2S and Au2S3 is formed. The synthesis procedure for the two gold sulfides is substantially simpler than previously reported methods of preparation