title: Complexes of η⁵, κP-cyclopentadienyl-phosphine ligands by chelate-assisted dehydrofluorinative coupling; the coupling of bis{bis(pentafluorophenyl)phosphino}methane to η⁵-pentamethylcyclopentadienyl in a rhodium complex

authors: Marr, Andrew C.

subjects: Cyclopentadienyl ligands

abstract: The reaction between [{(η⁵-C₅Me₅)RhCl(μ-Cl)}₂] and (C₆F₅)₂PCH₂P(C₆F₅)₂ in refluxing benzene yields the singly linked complex [{(η⁵,κP-C₅Me₄ CH₂C₆F₄-2-P(C₆F₅)CH₂P(C₆F₅)₂)}RhCl₂] in which only one phosphorus atom is coordinated to the rhodium.

text: Complexes of η⁵, κP-cyclopentadienyl-phosphine ligands by chelate-assisted dehydrofluorinative coupling; the coupling of bis{bis(pentafluorophenyl)phosphino}methane to η⁵-pentamethylcyclopentadienyl in a rhodium complex The reaction between [{(η⁵-C₅Me₅)RhCl(μ-Cl)}₂] and (C₆F₅)₂PCH₂P(C₆F₅)₂ in refluxing benzene yields the singly linked complex [{(η⁵,κP-C₅Me₄ CH₂C₆F₄-2-P(C₆F₅)CH₂P(C₆F₅)₂)}RhCl₂] in which only one phosphorus atom is coordinated to the rhodium.

year: 2006

title: Are bond critical points really critical for hydrogen bonding?

authors: Lane, Joseph R.

subjects: chemistry

abstract: Atoms in Molecules (AIM) theory is routinely used to assess hydrogen bond formation; however its stringent criteria controversially exclude some systems that otherwise appear to exhibit weak hydrogen bonds. We show that a regional analysis of the reduced density gradient, as provided by the recently introduced Non-Covalent Interactions (NCI) index, transcends AIM theory to deliver a chemically intuitive description of hydrogen bonding for a series of 1,n-alkanediols. This regional definition of interactions overcomes the known caveat of only analyzing electron density critical points. In other words, the NCI approach is a simple and elegant generalization of the bond critical point approach, which raises the title question. Namely, is it the presence of an electron density bond critical point that defines a hydrogen bond or the general topology in the region surrounding it?

text: Are bond critical points really critical for hydrogen bonding? Atoms in Molecules (AIM) theory is routinely used to assess hydrogen bond formation; however its stringent criteria controversially exclude some systems that otherwise appear to exhibit weak hydrogen bonds. We show that a regional analysis of the reduced density gradient, as provided by the recently introduced Non-Covalent Interactions (NCI) index, transcends AIM theory to deliver a chemically intuitive description of hydrogen bonding for a series of 1,n-alkanediols. This regional definition of interactions overcomes the known caveat of only analyzing electron density critical points. In other words, the NCI approach is a simple and elegant generalization of the bond critical point approach, which raises the title question. Namely, is it the presence of an electron density bond critical point that defines a hydrogen bond or the general topology in the region surrounding it?

year: 2013

title: Māori and pacific infant and toddler cultural pedagogy: Reclaiming a cultural lens

authors: Glasgow, Ali

abstract: An Indigenous cultural renaissance emerged in the 1980’s in Aotearoa New Zealand. Communities established early childhood programmes that reflected native spirituality, values, and Indigenous knowledge, with instruction in local, Indigenous languages (Hunkin-Tuiletufuga, 2001). Indigenous communities sought ownership over the education of their children, within a culturally driven framework that focussed on retention of knowledge, language, and cultural identity.
These strong early stages have lost traction, with increasing numbers of Māori and Pacific community services unable to meet the rigorous regulatory criteria, assurance auditing processes, funding restraints, and other considerations that have impacted the numbers of families using these services. Nowadays, a mere percentage of those once in operation remain, with the majority of Māori and Pacific children and their families enrolling in mainstream early childhood education services (Ministry of Education, 2013).
Central to the educational success for Māori and Pacific children is an understanding that they are culturally located and the acknowledgement that effective education must encompass their culture. A cultural discourse gaining prominence reveals the need for culturally sound pedagogical practice for Māori and Pacific communities (Rameka & Glasgow, 2016; Rau & Ritchie, 2011). This trend is gaining impetus in the wider Pacific region (Glasgow, 2012), thus driving a movement for reclaiming and reframing education for Pacific peoples (Sanga, 2012).

text: Māori and pacific infant and toddler cultural pedagogy: Reclaiming a cultural lens An Indigenous cultural renaissance emerged in the 1980’s in Aotearoa New Zealand. Communities established early childhood programmes that reflected native spirituality, values, and Indigenous knowledge, with instruction in local, Indigenous languages (Hunkin-Tuiletufuga, 2001). Indigenous communities sought ownership over the education of their children, within a culturally driven framework that focussed on retention of knowledge, language, and cultural identity.
These strong early stages have lost traction, with increasing numbers of Māori and Pacific community services unable to meet the rigorous regulatory criteria, assurance auditing processes, funding restraints, and other considerations that have impacted the numbers of families using these services. Nowadays, a mere percentage of those once in operation remain, with the majority of Māori and Pacific children and their families enrolling in mainstream early childhood education services (Ministry of Education, 2013).
Central to the educational success for Māori and Pacific children is an understanding that they are culturally located and the acknowledgement that effective education must encompass their culture. A cultural discourse gaining prominence reveals the need for culturally sound pedagogical practice for Māori and Pacific communities (Rameka & Glasgow, 2016; Rau & Ritchie, 2011). This trend is gaining impetus in the wider Pacific region (Glasgow, 2012), thus driving a movement for reclaiming and reframing education for Pacific peoples (Sanga, 2012).

year: 2017