Thermal rearrangements of reactive intermediates in organosilicon chemistry

It is well known that silicon undergoes facile 1,5-migrations from carbon to carbon. In an attempt to generate a (p-p) (pi) bonded silicon via a 1,5-trimethylsilyl migration from silicon to oxygen, it was found that cis-7,7,8,8-tetramethyl-7,8-disilanon-5-en-4-one did not rearrange thermally or photochemically to a silene. Rather, coordination of the internal silicon with oxygen followed by 1,2-silicon migration afforded a cyclic silylenol ether;The thermolysis of 1,2-diallyl, 1,2-dibenzyl and 1-allyl-1-benzyldisilanes affords silicon centered radicals. These radicals were found to cyclize by (pi)-addition followed by rearrangement or by ipso substitution. This discovery prompted the proposal of a mechanistic alternative to the thermal conversion of allyltrimethylsilane to trimethylvinylsilane. A deuterium labeling study provides support for the proposed mechanism;An unprecedented silene to silylene rearrangement was discovered. The thermal decomposition of allyl, benzyl and polysilanes generates silicon radicals which disproportionate to silylsilenes, then rearrange to silylenes by a 1,2-silicon migration and ultimately form 1,3-disilacyclobutanes by C-H insertion. This silene to silylene rearrangement was unambiguously shown to occur when (trimethylsilyl)methylsilene was generated by a retro Diels-Alder reaction. The successful incorporation of this rearrangement into a novel system furnished an unprecedented silylene to silene to silylene arrangement;A new reaction of silylenes and acetylene was discovered. Copyrolysis of 2-methoxyheptamethyltrisilane and acetylene affords trans-(beta)-(trimethylsilylvinyl)methylethynylsilane. A mechanism involving rearrangement of 1-trimethylsilyl-1-methyl-1-silacycloprop-2-ene to trans-(beta)-(trimethylsilylvinyl)methylsilylene is proposed

Fetal Alcohol Spectrum Disorder Awareness

We are an interprofessional team that worked together to educate and bring awareness to FASD. There are a lot of misconceptions regarding this disorder. After learning that there are no medical trainings for physicians regarding diagnosing which results in a lack of therapy, we were eager to bring awareness to this serious matter.https://dune.une.edu/cecespring2022/1020/thumbnail.jp

Puzzling Pieces and Spiders\u27 Webs: A Narrative about My Personal Journey to Teaching

I wrote the following paper upon completing my semester as a Student Teacher at an elementary school in a mid-size Midwestern university town. The goal in writing and presenting this paper was to select a focus area of growth throughout my time in the education program, considering how I’ve developed, what I’ve learned and where I hope to go as I continue forward on my journey of teaching and learning

Caught in the conundrum: Neoliberalism and education in post-conflict Northern Ireland – Exploring shared education

Northern Ireland (NI) is emerging from a violent period in its troubled history and remains a society characterized by segregation between its two main communities. Nowhere is this more apparent than in education, where for the most part Catholic and Protestant pupils are educated separately. During the last 30 years there has been twofold pressure placed on the education system in NI – at one level to respond to intergroup tensions by promoting reconciliation, and at another, to deal with national policy demands derived from a global neoliberalist economic agenda. With reference to current efforts to promote shared education between separate schools, we explore the uneasy dynamic between a school-based reconciliation programme in a transitioning society and system-wide values that are driven by neoliberalism and its organizational manifestation – new managerialism. We argue that whilst the former seeks to promote social democratic ideals in education that can have a potentially transformative effect at the societal level, neoliberal priorities have the potential to both subvert shared education and also to embed it.</jats:p

Impact of Inductive and Deductive Teaching Strategies in Art Classes

Abstract: The purpose of this small teacher action research study was to determine if incorporating an inductive teaching strategy (concept attainment) into the teaching of art concepts affects student performance on depth of understanding [as demonstrated by learner questionnaire/survey], learner performance on quizzes, and learner application to art products. The results of the study revealed information that may be beneficial to teachers and administrators when choosing methods of instruction for specific tasks. There was no noticeable difference in student products depending on which method of instruction (concept attainment or traditional method) was used. Incorporating inductive teaching methods (concept attainment) did not result in students learning content at a higher level. Incorporating inductive teaching methods (concept attainment) did not result in making learning more meaningful or enjoyable overall for students. However, the specific items on the learner art survey/questionnaire did reveal statistically significant results favoring the concept attainment strategy. The researcher accepted the null hypothesis: There were no differences in the products that students produced based on the two methods of instruction, inductive (concept attainment) and deductive (traditional method). A second objective of this study was to assist the art teacher in understanding the impact of the inductive (concept attainment) and deductive teaching methods in order to make the best decisions when planning lessons. The results of this study assist in informing future decisions regarding choice of instructional strategies applied in art courses