title: Isolation and crystallographic characterization of solvate- and anion-stabilized PCP pincer complexes of palladium(II)

authors: Neo, Kian Eang

subjects: pincer

abstract: Pincer PCP-Pd(II) complex [PdCl(PCP)] (1) (PCP = −CH(CH₂CH₂PPh₂)₂) reacts with AgNO₃ to give [Pd(NO₃)(PCP)] (2). Similar reaction with AgBF₄ gives the aqua complex [Pd(OH₂)(PCP)][BF₄] (3) and the dinuclear complex [{Pd(PCP)}₂(μ-Cl)][BF₄] (4) with singly bridging chloro ligand. All new complexes were characterized by NMR spectroscopy, ESI-MS and single-crystal X-ray diffraction. Complex 1 and the triflate complex [Pd(OTf)(PCP)] (5) are active towards Suzuki–Miyaura coupling between aryl bromides and phenyl boronic acid.

text: Isolation and crystallographic characterization of solvate- and anion-stabilized PCP pincer complexes of palladium(II) Pincer PCP-Pd(II) complex [PdCl(PCP)] (1) (PCP = −CH(CH₂CH₂PPh₂)₂) reacts with AgNO₃ to give [Pd(NO₃)(PCP)] (2). Similar reaction with AgBF₄ gives the aqua complex [Pd(OH₂)(PCP)][BF₄] (3) and the dinuclear complex [{Pd(PCP)}₂(μ-Cl)][BF₄] (4) with singly bridging chloro ligand. All new complexes were characterized by NMR spectroscopy, ESI-MS and single-crystal X-ray diffraction. Complex 1 and the triflate complex [Pd(OTf)(PCP)] (5) are active towards Suzuki–Miyaura coupling between aryl bromides and phenyl boronic acid.

year: 2008

title: Virtue, self-narratives, and the causes of action

authors: Lumsden, David

abstract: Virtues can be considered to play a causal role in the production of behaviour and so too can our self-narratives. We identify a point of connection between the two cases and draw a parallel between them. But, those folk psychological notions, virtues and self-narratives, fail to reduce smoothly to the underlying human physiology. As a first step towards handling that failure to connect with the scientific framework that is the familiar grounding for our understanding of causation, we consider the causal theory of action, a leading theory of action, which shows how reasons, understood as an appropriate pair of beliefs and desires, can be treated as causes of action. Davidson’s picture is based on cause as a relation between events, which can have both a description in scientific terms and in folk psychological terms. The character of both virtues and self-narratives is not that of events, even extended ones, so we need to refer to examples of scientific explanation that incorporate structural properties of objects. While we retain the spirit of the causal theory, we wish to guard against any unwarranted optimism that an explicitly scientific explanation for human action lies in our future, drawing on Chomsky’s view that a causal explanation of human actions is likely to remain beyond human science forming capacities. We take a mild-realist view of virtues and self-narratives, in the style of Dennett. We argue that, in spite of that limited form of realism, underlined by Chomsky’s mysterian position in this domain, we still need to frame our explanations of behaviour based on virtues and self-narratives in causal terms.

text: Virtue, self-narratives, and the causes of action Virtues can be considered to play a causal role in the production of behaviour and so too can our self-narratives. We identify a point of connection between the two cases and draw a parallel between them. But, those folk psychological notions, virtues and self-narratives, fail to reduce smoothly to the underlying human physiology. As a first step towards handling that failure to connect with the scientific framework that is the familiar grounding for our understanding of causation, we consider the causal theory of action, a leading theory of action, which shows how reasons, understood as an appropriate pair of beliefs and desires, can be treated as causes of action. Davidson’s picture is based on cause as a relation between events, which can have both a description in scientific terms and in folk psychological terms. The character of both virtues and self-narratives is not that of events, even extended ones, so we need to refer to examples of scientific explanation that incorporate structural properties of objects. While we retain the spirit of the causal theory, we wish to guard against any unwarranted optimism that an explicitly scientific explanation for human action lies in our future, drawing on Chomsky’s view that a causal explanation of human actions is likely to remain beyond human science forming capacities. We take a mild-realist view of virtues and self-narratives, in the style of Dennett. We argue that, in spite of that limited form of realism, underlined by Chomsky’s mysterian position in this domain, we still need to frame our explanations of behaviour based on virtues and self-narratives in causal terms.

year: 2023-10-23

title: Te Mātaiaho as curricular justice?

authors: Shafer, Derek

abstract: Te Mātaiaho produces a version of curricular justice which aims to give effect to Te Tiriti and address long-standing inequities in education in Aotearoa New Zealand. We examine Te Mātaiaho’s vision for subject English and its construction of students’ identities as fundamental to a curriculum that advances both bicultural nationhood and just outcomes for all students. We draw on Raewyn Connell’s (2010) model of curricular justice, and Nancy Fraser's (2017) notion of progressive neoliberalism to explore the opportunities and implications for subject English within Te Mātaiaho's vision. How might these frameworks for justice help to critique the development of educational policy and support the implementation of Te Mātaiaho's vision for biculturalnationhood and just outcomes for all students.

text: Te Mātaiaho as curricular justice? Te Mātaiaho produces a version of curricular justice which aims to give effect to Te Tiriti and address long-standing inequities in education in Aotearoa New Zealand. We examine Te Mātaiaho’s vision for subject English and its construction of students’ identities as fundamental to a curriculum that advances both bicultural nationhood and just outcomes for all students. We draw on Raewyn Connell’s (2010) model of curricular justice, and Nancy Fraser's (2017) notion of progressive neoliberalism to explore the opportunities and implications for subject English within Te Mātaiaho's vision. How might these frameworks for justice help to critique the development of educational policy and support the implementation of Te Mātaiaho's vision for biculturalnationhood and just outcomes for all students.

year: 2023-11-22