Substitution Reactions of (C5Ph5)Cr(CO)3: Structural, Electrochemical, and Spectroscopic Characterization of (C5Ph5)Cr(CO)2L, L = PMe3, PMe2Ph, P(OMe)3

The radical complex (C5Ph5)Cr(CO)3 reacts with small, neutral, monodentate Lewis bases (PMe3, PMe2Ph, P(OMe)3) in THF at −78 °C (PMe2Ph reacts at ambient temperature) to yield the monomeric substitution products (C5Ph5)Cr(CO)2L·THF as thermally stable solids. Electrochemical and spectroscopic data are provided. An X-ray crystal structure of the hemisolvate (C5Ph5)Cr(CO)2PMe3·0.5THF was obtained. Frozen-solution ESR spectra of (C5Ph5)Cr(CO)2L in toluene are comparable to those of other low-spin d5 “piano-stool” complexes. Rotation of the Cr(CO)2L moiety relative to the C5Ph5 ring is rapid on the ESR time scale in low-temperature liquid solutions and leads to axial powderlike spectra. Analysis of this effect leads to significant insights into the electronic structure

Synthesis, Characterization, and Crystal Structure of the (η5-C5Ph5)Cr(CO)3 Radical

The reaction between Cr(CO)6 and Na(C5Ph5 ) in refluxing diglyme yields [Na(diglyme)3/2][(C5Ph5)Cr(CO)3], 1. Metathesis of 1 with [Ph3P=N=PPh3 ]Cl in CH2Cl2 yields [Ph3P=N=PPh3][(C5Ph5)Cr(CO)3], 2. Oxidation of 1 by AgBF4 in cold THF under an argon atmosphere produces (C5Ph5)Cr(CO)3, 3. Complexes 2 and 3 form a redox pair connected by a quasireversible one-electron process, E0 = -0.69 V vs ferrocene in CH2Cl2, E0 = -0.50 V in CH3CN, ks = 0.12 cm/s. ESR spectra of (C5Ph5)Cr(CO)3 in toluene at 90 K gave a rhombic g-tensor with components 2.1366, 2.0224, and 1.9953, consistent with the expected low-spin d5 electronic configuration. The largest g-tensor component was significantly temperature dependent, suggesting an equilibrium between conformations with 2A´ and 2A˝ ground states. Crystal structures of [Ph3P=N=PPh3][(C5Ph5)Cr(CO)3] and (C5Ph5)Cr(CO)3 were obtained

Systemic Thinking and Practice Toward Facilitating Inclusive Education: Reflections on a Case of Co-Generated Knowledge and Action in South Africa

Abstract This article offers our reflections around a case of facilitating systemic thinking and practice in which the first author of the article (Tlale) interacted with research participants/ participant researchers with the intention of strengthening systemic thought and action toward fostering inclusiveeducationin thesetting(arural school in theEastern Capein South Africa). We reflect upon the process and also how our engagement was perceived by participants, as expressed in feedback received from them. We point to how Tlale introduced the idea of systemic thinking(to teachers, schoolmanagement team,school governing body, anda district officer for the district) as tied to the possibility of acting to generate transformation toward a moreinclusive educational contextfor the benefit ofthe learnersat the school in question, thus acting as a systemic mediator on their behalf.Keywords Co-generatingknowledge.Inclusiveeducation.Inquiryinpractice.Systemic thinking.Wholeschoolimprovemen