title: Platinum(II) complexes of chelating and monodentate thiourea monoanions incorporating chiral, fluorescent or chromophoric groups

authors: Henderson, William

subjects: Crystal structures

abstract: The reaction of cis-[PtCl2(PPh3)2] with trisubstituted thioureas [R1R2NC(=S)NHR3] in refluxing methanol with triethylamine base, followed by addition of NaBPh4 gives the salts [Pt{SC(=NR1R2)NR3}(PPh3)2]BPh4 in high yield; a range of thiourea substituents, including chiral, fluorescent and chromophoric groups can be incorporated. The azo dye-derived complex [Pt{SC(=N(CH2CH2)2O)NC6H4N=NC6H4NMe2}(PPh3)2]BPh4 has been characterised by a single-crystal X-ray diffraction study. The formation of a fluorescein-derivatised platinum-thiourea complex is also described. Reaction of cis-[PtCl2(PPh3)2] with PhNHC(S)NHPh or EtNHC(S)NHEt, triethylamine and NaBPh4 gives, respectively, [Pt{SC(=NHPh)NPh}(PPh3)2]+ and the known cation [Pt{SC(=NHEt)NEt}(PPh3)2]+, isolated as tetraphenylborate salts. Reaction of cis-[PtCl2(PPh3)2] with an excess of Na[MeNHC(S)NCN] in methanol gives the bis(thiourea monoanion) complex trans-[Pt{SC(=N---CN)NHMe}2(PPh3)2], characterised by NMR spectroscopy and an X-ray crystal structure determination. When cis-[PtCl2(PPh3)2] is reacted with 1 equiv. of Na[MeNHC(S)N---CN] in methanol, with added NaBPh4, a mixture of isomers of the [Pt{SC(=NHCN)NMe}(PPh3)2]+ cation is obtained.

text: Platinum(II) complexes of chelating and monodentate thiourea monoanions incorporating chiral, fluorescent or chromophoric groups The reaction of cis-[PtCl2(PPh3)2] with trisubstituted thioureas [R1R2NC(=S)NHR3] in refluxing methanol with triethylamine base, followed by addition of NaBPh4 gives the salts [Pt{SC(=NR1R2)NR3}(PPh3)2]BPh4 in high yield; a range of thiourea substituents, including chiral, fluorescent and chromophoric groups can be incorporated. The azo dye-derived complex [Pt{SC(=N(CH2CH2)2O)NC6H4N=NC6H4NMe2}(PPh3)2]BPh4 has been characterised by a single-crystal X-ray diffraction study. The formation of a fluorescein-derivatised platinum-thiourea complex is also described. Reaction of cis-[PtCl2(PPh3)2] with PhNHC(S)NHPh or EtNHC(S)NHEt, triethylamine and NaBPh4 gives, respectively, [Pt{SC(=NHPh)NPh}(PPh3)2]+ and the known cation [Pt{SC(=NHEt)NEt}(PPh3)2]+, isolated as tetraphenylborate salts. Reaction of cis-[PtCl2(PPh3)2] with an excess of Na[MeNHC(S)NCN] in methanol gives the bis(thiourea monoanion) complex trans-[Pt{SC(=N---CN)NHMe}2(PPh3)2], characterised by NMR spectroscopy and an X-ray crystal structure determination. When cis-[PtCl2(PPh3)2] is reacted with 1 equiv. of Na[MeNHC(S)N---CN] in methanol, with added NaBPh4, a mixture of isomers of the [Pt{SC(=NHCN)NMe}(PPh3)2]+ cation is obtained.

year: 2001-08-01

title: Becoming curious about cats: A collaborative writing project

authors: Dix, Stephanie Margaret

subjects: effective teaching

abstract: Students’ interests and achievement in writing are often debated and located in theoretical and pedagogical arguments. These issues can polarise understandings of effective teaching practice. This article describes one teacher’s classroom practice in a New Zealand primary school. It outlines a collaborative project between a local teacher and a university lecturer. The two educators were concerned about political and educational changes and the influence this had on teachers’ writing pedagogy. They were concerned about the differences between the children’s reading and writing achievement evident in this year three classroom. As researchers they were keen to explore the ‘power of literature’ as a way of enriching children’s oral and written language experiences. The writers argue that by using quality literature in the classroom, with an explicit focus on authors’ literary techniques, students develop an awareness of how authors craft and construct texts. The young writers were apprenticed to experts and developed a metalanguage, which enhanced their own writing skills.

text: Becoming curious about cats: A collaborative writing project Students’ interests and achievement in writing are often debated and located in theoretical and pedagogical arguments. These issues can polarise understandings of effective teaching practice. This article describes one teacher’s classroom practice in a New Zealand primary school. It outlines a collaborative project between a local teacher and a university lecturer. The two educators were concerned about political and educational changes and the influence this had on teachers’ writing pedagogy. They were concerned about the differences between the children’s reading and writing achievement evident in this year three classroom. As researchers they were keen to explore the ‘power of literature’ as a way of enriching children’s oral and written language experiences. The writers argue that by using quality literature in the classroom, with an explicit focus on authors’ literary techniques, students develop an awareness of how authors craft and construct texts. The young writers were apprenticed to experts and developed a metalanguage, which enhanced their own writing skills.

year: 2010

title: 1999 Professorial Address: Nau te rourou, naku te rourou… Māori education: setting an agenda.

authors: Bishop, Russell

subjects: educational outcomes

abstract: Current educational policies and practices in Aotearoa/New Zealand were developed and continue to be developed within a framework of power imbalances, which effects Maori the greatest. An alternative model that seeks to address indigenous Māori aspirations and Treaty of Waitangi guarantees for self determination is presented here. This model suggests how a tertiary teacher education institution might create learning contexts wherein power-sharing images, principles and practices will facilitate successful participation by Māori students in mainstream classrooms. This model constitutes the classroom as a place where young people's sense-making processes (cultures) are incorporated and enhanced, where the existing knowledges of young people are seen as "acceptable" and "official" and where the teacher interacts with students in such a way that new knowledge is co-created. Such a classroom will generate totally different interaction and participation patterns and educational outcomes from a classroom where knowledge is seen as something that the teacher makes sense of and then passes on to students.

text: 1999 Professorial Address: Nau te rourou, naku te rourou… Māori education: setting an agenda. Current educational policies and practices in Aotearoa/New Zealand were developed and continue to be developed within a framework of power imbalances, which effects Maori the greatest. An alternative model that seeks to address indigenous Māori aspirations and Treaty of Waitangi guarantees for self determination is presented here. This model suggests how a tertiary teacher education institution might create learning contexts wherein power-sharing images, principles and practices will facilitate successful participation by Māori students in mainstream classrooms. This model constitutes the classroom as a place where young people's sense-making processes (cultures) are incorporated and enhanced, where the existing knowledges of young people are seen as "acceptable" and "official" and where the teacher interacts with students in such a way that new knowledge is co-created. Such a classroom will generate totally different interaction and participation patterns and educational outcomes from a classroom where knowledge is seen as something that the teacher makes sense of and then passes on to students.

year: 2000