The adoption of immersive virtual reality (I-VR) as a pedagogical method in education has challenged the conceptual definition of what constitutes a learning environment. High fidelity graphics and immersive content using headmounted-displays (HMD) have allowed students to explore complex subjects in a way that traditional teaching methods cannot. Despite this, research focusing on learning outcomes, intervention characteristics, and assessment measures associated with I-VR use has been sparse. To explore this, the current systematic review examined experimental studies published since 2013, where quantitative learning outcomes using HMD based I-VR were compared with less immersive pedagogical methods such as desktop computers and slideshows. A literature search yielded 29 publications that were deemed suitable for inclusion. Included papers were quality assessed using the Medical Education Research Study Quality Instrument (MERSQI). Most studies found a significant advantage of utilising I-VR in education, whilst a smaller number found no significant differences in attainment level regardless of whether I-VR or non-immersive methods were utilised. Only two studies found clear detrimental effects of using I-VR. However, most studies used short interventions, did not examine information retention, and were focused mainly on the teaching of scientific topics such as biology or physics. In addition, the MERSQI

A synthetic strategy is reported for a general route to asymmetric dithiolenes. This has been used for the generation of [MoO(dithiolenepyridin-2-yl, pyridin-3-yl, pyridin-4-yl, quinoxalin-2-yl or 2-(dimethylaminomethyleneamino)-3-methyl-4-oxopteridin-6-yl], which have been characterised by analysis, spectroscopy and electrochemistry. The prototypical compound [PPh 4 ] 2 [MoO(sdt) 2 ]ؒEtOH, where sdt = α,β-styrenedithiolate (R = phenyl), crystallises in the space group P2 1 /c with a = 13.217(4), b = 31.820(8), c = 14.534(7) Å, β = 113.8(2)Њ and Z = 4. The MoOS 4 moiety is square-based pyramidal with the O atom at the apex [Mo᎐ ᎐ O, 1.700(5) Å] and contains a cis geometry of the phenyl groups. The physical properties of all the compounds are consistent with a retention of the MoOS 4 centre and the variation in the dithiolene 1 H NMR resonances, infrared ν(Mo᎐ ᎐ O) and ν(C᎐ ᎐ C) stretching frequencies and the E ₂  ₁ values for the Mo V -Mo IV couple are rationalised by a consideration of the nature of the R substituent. The complexes with the pterin [2-amino-4(1H)-pteridinone] substituent have a particular relevance to the Mo centre in oxomolybdoenzymes, and are the closest structural models to date for these enzymes containing two molybdopterin ligands per metal. † Based on the presentation given at Dalton Discussion No. 2, 2nd-5th

The reaction of rhenium (VII) trioxo complexes containing the ligand sets scorpionate, [HB(pz)3]ReO3 (6), [Ph-B(pz)3]ReO3 (7), and [[HC(pz)3]ReO3][ReO4] (8) and pyridine/pyridine-type ligands [(4,7-diphenyl-1,10-phen)(Br)ReO3] (12), [(4,4'-di-tert-butyl-2,2'-dipyridyl)(Cl)ReO3] (13), and [(py)2Re(Cl)O3] (4), with diphenyl ketene, has led to the isolation of six novel [3 + 2] cycloaddition products. These air-stable solids 9-11 and 15-17 are the result of [3 + 2] addition of the O=Re=O motif across the ketene C=C double bond. Five of the six [3 + 2] cycloaddition products have been structurally characterized by single-crystal X-ray diffraction and in all cases by 13C NMR and IR spectroscopies.

Many of the desirable properties of metal-organic frameworks (MOFs) can be tuned by chemical functionalization of the organic ligands that connect their metal clusters into multidimensional network solids. When these linker molecules are intrinsically fluorescent, they can pass on this property to the resultant MOF, potentially generating solid-state sensors, as analytes can be bound within their porous interiors. Herein, we report the synthesis of a series of 14 interpenetrated Zr and Hf MOFs linked by functionalized 4,4'-[1,4-phenylene-bis(ethyne-2,1-diyl)]-dibenzoate (peb) ligands, and we analyze the effect of functional group incorporation on their structures and properties. Addition of methyl, fluoro, naphthyl, and benzothiadiazolyl units does not affect the underlying topology, but induces subtle structural changes, such as ligand rotation, and mediates host-guest interactions. Further, we demonstrate that solid-state photoluminescence spectroscopy can be used to probe these effects. For instance, introduction of naphthyl and benzothiadiazolyl units yields MOFs that can act as stable fluorescent water sensors, a dimethyl modified MOF exhibits a temperature dependent phase change controlled by steric clashes between interpenetrated nets, and a tetrafluorinated analogue is found to be superhydrophobic despite only partial fluorination of its organic backbone. These subtle changes in ligand structure coupled with the consistent framework topology give rise to a series of MOFs with a remarkable range of physical properties that are not observed with the ligands alone.

Phase control in the self-assembly of metal-organic frameworks (MOFs) is often a case of trial and error; judicious control over a number of synthetic variables is required to select the desired topology and control features such as interpenetration and defectivity. Herein, we present a comprehensive investigation of self-assembly in the Fe-biphenyl-4,4′-dicarboxylate system, demonstrating that coordination modulation can reliably tune between the kinetic product, non-interpenetrated MIL-88D(Fe), and the thermodynamic product, twofold interpenetrated MIL-126(Fe). Density functional theory simulations reveal that correlated disorder of the terminal anions on the metal clusters results in hydrogen-bonding between adjacent nets in the interpenetrated phase and is the thermodynamic driving force for its formation. Coordination modulation slows self-assembly and therefore selects the thermodynamic product MIL-126(Fe), while offering fine control over defectivity, inducing mesoporosity, but electron microscopy shows MIL-88D(Fe) persists in many samples despite not being evident by diffraction. Interpenetration control is also demonstrated using the 2,2′bipyridine-5,5′-dicarboxylate linker; it is energetically prohibitive for it to adopt the twisted conformation required to form the interpenetrated phase, although multiple alternative phases are identified due to additional coordination of Fe cations to its N-donors. Finally, we introduce oxidation modulation-the use of metal precursors in different oxidation states to that found in the final MOF-to kinetically control self-assembly. Combining coordination and oxidation modulation allows the synthesis of pristine MIL-126(Fe) with BET surface areas close to the predicted maximum for the first time, suggesting that combining the two may be a powerful methodology for the controlled self-assembly of high-valent MOFs. linkers used in this study. b) Packing structure of the twofold interpenetrated MIL-126(Fe), with the distinct nets coloured red and blue. Redrawn from CCDC deposition MIBMER. 14 c) Packing structures, viewed down the c axis, of open and closed MIL-88D(Fe), generated from simulated structures (not to scale), C: grey; O: red; Fe: orange spheres; H atoms removed for clarity.

Teacher self-efficacy plays a key role in the successful inclusion of children with intellectual disabilities in mainstream schools. But what influences self-efficacy and how can we support its growth? Drawing on Social Cognitive Theory, the study examined teachers' mastery experiences, perceptions of the school environment, self-efficacy and reported inclusive teaching. The sample comprised 148 primary school teachers from Scottish mainstream schools. Participants completed questionnaires measuring mastery experiences, the school environment (collective efficacy and school climate perceptions), self-efficacy and reported inclusive teaching practices. Regression analyses demonstrated that school environment (collective efficacy and school climate), and mastery experiences were important in predicting teachers' self-efficacy. Further, self-efficacy acted as a mediator between teachers' perceptions of the school climate and reported inclusive behaviour. This brings us closer to understanding how teacher self-efficacy is fostered and the role of the school environment. Engaging with teacher belief systems may cultivate a school climate that promotes inclusion.

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This study demonstrates the application of TPB to an educational setting and contributes to the understanding of teachers' reported use of inclusive strategies for children with ID.