title: 2-Ferrocenyl-substituted pyrylium ions from coupling of ethynylferrocene with cyclomanganated chalcones

authors: Prasad, Narendra Jai

subjects: pyrylium salts

abstract: 2-Ferrocenyl-substituted pyrylium salts are produced when orthomanganated chalcones are reacted with ethynylferrocene in CCl4. When the reaction is carried out in benzene, intermediate ferrocenyl-substituted (η5-pyranyl)Mn(CO)3 species can be isolated which give the pyrylium cations on oxidation. The electrochemistry of the 2-ferrocenyl-pyrylium cations shows both oxidation (of the ferrocenyl) and reduction (of the pyrylium) processes, and the UV–visible spectra show a broad band at ca 680 nm which can be assigned to an intramolecular charge transfer transition.

text: 2-Ferrocenyl-substituted pyrylium ions from coupling of ethynylferrocene with cyclomanganated chalcones 2-Ferrocenyl-substituted pyrylium salts are produced when orthomanganated chalcones are reacted with ethynylferrocene in CCl4. When the reaction is carried out in benzene, intermediate ferrocenyl-substituted (η5-pyranyl)Mn(CO)3 species can be isolated which give the pyrylium cations on oxidation. The electrochemistry of the 2-ferrocenyl-pyrylium cations shows both oxidation (of the ferrocenyl) and reduction (of the pyrylium) processes, and the UV–visible spectra show a broad band at ca 680 nm which can be assigned to an intramolecular charge transfer transition.

year: 2010

title: The influence of context on science curricula: Observations, conclusions and some recommendations for curriculum development and implementation

authors: Coll, Richard K.

subjects: science education

abstract: The genesis of this project and book was our experiences of teaching science and science education at various levels in developing countries; in the Pacific and the Caribbean. These experiences along with numerous conversations with other teachers and educators who had worked in Africa and elsewhere left us with something of a sense of despair. We constantly confronted Western or foreign science curricula which were plainly alien to science learners in non-Western contexts. We witnessed numerous curricula reforms and professional development initiatives, many of which seemed doomed to failure. In fact Helu-Thaman (1991) referred to the ‘wreckage’ of aid-funded curricula initiatives all around the Pacific. Probably the most alarming aspect in all of this was the role of the foreign expert. Someone, normally ‘aid-funded’, who turned up for a short period of time to tell the locals what they should be doing! The naiveté of some of these people was truly remarkable (or perhaps they just didn’t care?). Failure of the program or reforms was generally attributed to the locals not ‘seeing it through’ or not quite understanding the new curriculum initiatives. There was little effort made to take into account local conditions or the views of local experts, especially teachers.

text: The influence of context on science curricula: Observations, conclusions and some recommendations for curriculum development and implementation The genesis of this project and book was our experiences of teaching science and science education at various levels in developing countries; in the Pacific and the Caribbean. These experiences along with numerous conversations with other teachers and educators who had worked in Africa and elsewhere left us with something of a sense of despair. We constantly confronted Western or foreign science curricula which were plainly alien to science learners in non-Western contexts. We witnessed numerous curricula reforms and professional development initiatives, many of which seemed doomed to failure. In fact Helu-Thaman (1991) referred to the ‘wreckage’ of aid-funded curricula initiatives all around the Pacific. Probably the most alarming aspect in all of this was the role of the foreign expert. Someone, normally ‘aid-funded’, who turned up for a short period of time to tell the locals what they should be doing! The naiveté of some of these people was truly remarkable (or perhaps they just didn’t care?). Failure of the program or reforms was generally attributed to the locals not ‘seeing it through’ or not quite understanding the new curriculum initiatives. There was little effort made to take into account local conditions or the views of local experts, especially teachers.

year: 2008

title: Maori & Psychology Research Unit annual report 2006

authors: Rua, Mohi

subjects: Maori and Psychology Research Unit

abstract: Annual report of the Maori and Psychology Research Unit (MPRU) 2006. The unit was established in August of 1997. The unit is designed to provide a catalyst and support network for enhancing research concerning the psychological needs, aspirations, and priorities of Maori people. The MPRU is well situated to draw together skilled and experienced interdisciplinary research groups by networking and establishing working relationships with staff and students within the Faculty of Arts and Social Sciences, the University, and the wider community.

text: Maori & Psychology Research Unit annual report 2006 Annual report of the Maori and Psychology Research Unit (MPRU) 2006. The unit was established in August of 1997. The unit is designed to provide a catalyst and support network for enhancing research concerning the psychological needs, aspirations, and priorities of Maori people. The MPRU is well situated to draw together skilled and experienced interdisciplinary research groups by networking and establishing working relationships with staff and students within the Faculty of Arts and Social Sciences, the University, and the wider community.

year: 2006