Synthesis, reactions and structural features of monofluorinated cyclopropanecarboxylates

Abstract Monofluorinated cyclopropanecarboxylates are available in racemic or optically active form by transition metal-catalyzed reactions of vinylfluorides with diazoacetates. From α-fluorostyrene and tert-butyl diazoacetate in the presence of 2 mol% of an enantiopure bis(oxazoline) copper complex, a 81:19 mixture of tert-butyl trans- and cis-2-fluoro-2-phenylcyclopropanecarboxylates was obtained with high enantiomeric excess (ee) of 93 or 89%, respectively. The corresponding racemic ethylesters were used as starting materials for the synthesis of carboxamides, of the cis- and trans-isomers of analogues of tranylcypromine, an anti-depressive drug and several of its homologous fluorinated …

Knowledge ecology for conceptual growth:Teachers as active agents in developing a PluriLiteracies approach to Teaching for Learning (PTL)

This article explores how a group of educators and researchers enacted an inclusive process of conceptual growth involving teachers and teacher educators as active agents, knowledge builders and meaning-makers in the development of a Pluriliteracies approach to Teaching for Learning (PTL). The evolution of a working model based on five emergent principles, foregrounded the need for stakeholders across different languages, cultures and disciplines, to work together from the start so that learning spaces were created where teacher development went alongside researcher development, and theorizing was not only inclusive of praxis but validated by it. A growth cycle emerged using theories of pra…

R. Breeze, C. L. Saiz, C. M. Pasamar, and C. T Sala (eds): Integration of Theory and Practice in CLIL.

A pluriliteracies approach to content and language integrated learning – mapping learner progressions in knowledge construction and meaning-making

Over the past decades content and language integrated learning (CLIL) research has predominantly focused on the language proficiency of CLIL learners. The results are very promising and show that working language skills in learners, especially reading and listening skills, can be improved through a CLIL programme. Studies focusing on subject learners are still few but they indicate that learners maintain or under certain conditions can improve their subject learning when compared to learners learning in L1. However, more recent studies have raised challenging questions concerning academic language competence which indicate that CLIL instruction may not be reaching its full potential. Unrave…

New indications for the potential involvement of C–F-bonds in hydrogen bonding

Abstract Solid state structures of a selection of 2-fluoro-2-phenylcyclopropane derivatives were examined by X-ray crystallography in order to identify short intermolecular contacts of C–F groups to H–X moieties (X=C, N). Particularly, several cis -configured fluorinated phenylcyclopropane derivatives showed extremely close intermolecular contacts. The shortest of such C–H⋯F–C-distances (2.17 A, C–F–H angle 162°) was found in (1 S ,2 R )-(2-fluoro-2-phenylcyclopropyl)methyl N -(4-bromophenyl)carbamate ( 8 ) and the closest N–H⋯F–C-interaction (2.01 A, C–F–H angle 167°) was found in (±)- cis -2-fluoro-2-phenylcyclopropyl carboxamide ( 4 ). Comparison of the structures of several of the fluor…

Positive Learning and Pluriliteracies

Deeper learning and the development of transferable knowledge and skills are highly desirable goals in Higher Education programs. However, current studies indicate that these goals are rarely achieved. In this article, we will present a model of deeper learning that promotes the development of disciplinary literacies and transferable knowledge. Based on our joint work we will outline a revised course design that aims at putting the principles of deeper learning into practice through a focus on affect, student engagement, knowledge construction, meaning making and active demonstration of understanding as well as reflective practice. Further, we will outline a research agenda for evaluating a…

Beyond CLIL: Fostering Student and Teacher Engagement for Personal Growth and Deeper Learning

In its first iteration, Pluriliteracies Teaching for Learning’s primary focus rests on the relationship between the cognitive and the linguistic dimension of learning. The model emphasizes the need for learners to actively make connections between those two dimensions and identifies the processes of knowledge construction and knowledge sharing as the main drivers of deeper learning. It demonstrates how progression for deeper learning can be conceptualized to promote the development of subject specific literacies. Following recent research which clearly indicates that deeper learning processes depend on and are affected by learner variables such as well-being, self-efficacy, engagement, mast…