Contour dynamics for vortex-induced advection

iv+146hlm.;24c

Dipyrazolylphosphanes in Condensation and P–N/P–P Bond Metathesis Reactions

Phosphorus plays a crucial role in modern p-block chemistry.1 One reason for that is the diagonal relationship between phosphorus and carbon.2 Comparable to carbon and its chemistry, phosphorus tends to form homoatomic bonds, which is explainable by the relatively high P–P single bond energy (ca. 200 kJ/mol).3 Thus, a plethora of poly-phosphorus compounds are reported in the last decades comprising of fascinating bonding motifs4 and interesting applications in coordination5-7 and synthetic8-11 chemistry, as well as in ligand design.12,13 A crucial point in the chemistry of polyphosphanes is of course the formation of P–P bonds. Numerous synthetic procedures are established and reviewed including salt metathesis,4a,14 dehalosilylation15 and dehalostannylation16 reactions, base promoted dehydrohalogenation reactions17 and dehydrogenative coupling reactions mediated by main group compounds18 or catalysis by transition metals.5,19 Moreover, dialkylamino-substituted phosphanes are used in condensation reactions to form P–P bonds since the early 1960’s. Yet these reactions need elevated temperatures, somewhat limiting the formation of polyphosphorus compounds as stated by the few examples reported.17d,20 The application of pyrazolyl-substituted phosphanes in P–P bond formation reactions is a relatively young field of research.21 Their synthesis and general chemical behavior as well as advantages in comparison to dialkylamino-substituted phosphanes is discussed in the following chapter

3G in Pakistan: a social – not economic – revolution?

LSE’s Emrys Schoemaker argues that the spread of mobile internet in Pakistan is likely to drive social change rather than economic growth

The art of living in Dutch public schools

Se suponía que las escuelas públicas holandesas eran neutrales. Pero, ¿cómo puedes ser neutral en una sociedad plural religiososa? En la década de 1980 se tomaron dos decisiones importantes. A todos los niños se les debe enseñar sobre las diferentes religiones del mundo y deben ser “pluriformes activos”. Los programas : VOS / ABB quiere llevar esto un paso más allá con el concepto de “el arte de vivir”. Siguiendo esta visión, hay dos conceptos que se están explorando en este momento: “Contar historias y hacer preguntas” y “Escuela de diálogo”.The Dutch public schools were supposed to be neutral. But how can you be neutral in a religiously divers society? In the 1980’s two important decisions were made. All children should be taught about the different world religions and should be “actively pluriform”. VOS/ABB wants to take this a step further with the concept of “the art of living”. Following this vision, there are two concepts that are being explored at this moment: “Telling stories and Asking questions” and “Dialogue School”

El arte de vivir en las escuelas públicas de Dutch

The Dutch public schools were supposed to be neutral. But how can you be neutral in a religiously divers society? In the 1980’s two important decisions were made. All children should be taught about the different world religions and should be “actively pluriform”. VOS/ABB wants to take this a step further with the concept of “the art of  iving”. Following this vision, there are two concepts that are being explored at this moment: “Telling stories and Asking questions” and “Dialogue School”.Se suponía que las escuelas públicas holandesas eran neutrales. Pero, ¿cómo puedes ser neutral en una sociedad plural religiososa? En la década de 1980 se tomaron dos decisiones importantes. A todos los niños se les debe enseñar sobre las diferentes religiones del mundo y deben ser “pluriformes activos”. Los programas : VOS / ABB quiere llevar esto un paso más allá con el concepto de “el arte de vivir”. Siguiendo esta visión, hay dos conceptos que se están explorando en este momento: “Contar historias y hacer preguntas” y “Escuela de diálogo