title: Synthesis and biological activity of platinum(II) and palladium(II) thiosalicylate complexes with mixed ancillary donor ligands

authors: Henderson, William

subjects: Chemistry

abstract: A series of mixed-ligand thiosalicylate complexes of the type [ M(SC6H4CO 2)(PPh3)L] (M = Pt, L = pyridine (py), 4-methylpyridine, imidazole, 4-picolinic acid hydrazide {C5H4N[C(O)NHNH2]-4}; M = Pd, L = pyridine) have been prepared by the one-pot reaction of [PtCl2(cod)] or [PdCl2(cod)] (cod = cycloocta-1,5-diene) with one equivalent of PPh3 and thiosalicylic acid (HSC6H4CO2H) in the presence of the nitrogen base. Single-crystal X-ray diffraction studies on [P t(SC6H4CO 2)(PPh3)(py)] and the previously reported complex [P t(SC6H4CO 2)(PPh3)(XyNC)] (Xy = 2,6-xylyl) indicates that the complexes have different geometries, though in each case the two ligands of highest trans-influence are mutually cis. The reaction of [PtCl2(cod)] with PPh3, thiosalicylic acid and ammonia led to the isolation of crystals of the dinuclear thiosalicylate-bridged complex [P t(SC6H4CO 2)(PPh3)(NH3)P t(SC6H4CO 2)(PPh3)], which was characterised by X-ray crystallography and electrospray mass spectrometry. The conformation of the thiosalicylate ligand can vary widely with values for the dihedral angle between the ligand plane and the platinum(II) coordination plane varying from 12.4° to 70.9° in the seven complexes so far determined. The biological activities of selected platinum and palladium thiosalicylate and related complexes against P388 leukemia cells, bacteria and fungi are also reported. The complex [P t(SCH2CO 2)(PPh3)2] shows the highest activity against P388 cells (IC50 671 ng mL-1).

text: Synthesis and biological activity of platinum(II) and palladium(II) thiosalicylate complexes with mixed ancillary donor ligands A series of mixed-ligand thiosalicylate complexes of the type [ M(SC6H4CO 2)(PPh3)L] (M = Pt, L = pyridine (py), 4-methylpyridine, imidazole, 4-picolinic acid hydrazide {C5H4N[C(O)NHNH2]-4}; M = Pd, L = pyridine) have been prepared by the one-pot reaction of [PtCl2(cod)] or [PdCl2(cod)] (cod = cycloocta-1,5-diene) with one equivalent of PPh3 and thiosalicylic acid (HSC6H4CO2H) in the presence of the nitrogen base. Single-crystal X-ray diffraction studies on [P t(SC6H4CO 2)(PPh3)(py)] and the previously reported complex [P t(SC6H4CO 2)(PPh3)(XyNC)] (Xy = 2,6-xylyl) indicates that the complexes have different geometries, though in each case the two ligands of highest trans-influence are mutually cis. The reaction of [PtCl2(cod)] with PPh3, thiosalicylic acid and ammonia led to the isolation of crystals of the dinuclear thiosalicylate-bridged complex [P t(SC6H4CO 2)(PPh3)(NH3)P t(SC6H4CO 2)(PPh3)], which was characterised by X-ray crystallography and electrospray mass spectrometry. The conformation of the thiosalicylate ligand can vary widely with values for the dihedral angle between the ligand plane and the platinum(II) coordination plane varying from 12.4° to 70.9° in the seven complexes so far determined. The biological activities of selected platinum and palladium thiosalicylate and related complexes against P388 leukemia cells, bacteria and fungi are also reported. The complex [P t(SCH2CO 2)(PPh3)2] shows the highest activity against P388 cells (IC50 671 ng mL-1).

year: 2000-01-01

title: Summer of Euphony

authors: Lodge, Martin

abstract: This is a contribution included in the book ‘Jack! Celebrating Jack Body, Composer’. A book which celebrates the life and work of Jack Body through the recollections of friends and colleagues.

text: Summer of Euphony This is a contribution included in the book ‘Jack! Celebrating Jack Body, Composer’. A book which celebrates the life and work of Jack Body through the recollections of friends and colleagues.

year: 2015

title: Māori academic success: Why the deficit perspectives?

authors: Aporosa, S. 'Apo'

subjects: Māori

abstract: Academics have long discussed the power of communication to both motivate and discourage. Concerning education, Paulo Freire (1997) had explained the dialogical learning process and the empowerment that comes from the inclusion of student knowledge. Alternatively, Carlson & Dimitriadis (2003) describe disempowerment and underachievement among Afro-American students resulting from societal expectations that they will fail. In a recent education environment scan focused on the Waikato-Tainui rohe, 28 kaupapa Māori education providers were identified as sites of high educational success, with one described as “outshining private schools and bucking national trends” (Carson, 2013). This aside, perceptions of generalized educational failure among Māori are commonplace in Aotearoa New Zealand. These impressions are fed by the media, the Ministry of Education (MOE) and in some cases, academic publications. This paper discusses the power of deficit models and counter-narratives to academic underachievement. This will be juxtaposed with commentary on why some students and their education providers within the Waikato-Tainui rohe appear to be unaffected by these counter- narratives and deficit theorizing.

text: Māori academic success: Why the deficit perspectives? Academics have long discussed the power of communication to both motivate and discourage. Concerning education, Paulo Freire (1997) had explained the dialogical learning process and the empowerment that comes from the inclusion of student knowledge. Alternatively, Carlson & Dimitriadis (2003) describe disempowerment and underachievement among Afro-American students resulting from societal expectations that they will fail. In a recent education environment scan focused on the Waikato-Tainui rohe, 28 kaupapa Māori education providers were identified as sites of high educational success, with one described as “outshining private schools and bucking national trends” (Carson, 2013). This aside, perceptions of generalized educational failure among Māori are commonplace in Aotearoa New Zealand. These impressions are fed by the media, the Ministry of Education (MOE) and in some cases, academic publications. This paper discusses the power of deficit models and counter-narratives to academic underachievement. This will be juxtaposed with commentary on why some students and their education providers within the Waikato-Tainui rohe appear to be unaffected by these counter- narratives and deficit theorizing.

year: 2016