Cathy Smith

Flow synthesis of organic azides and the multistep synthesis of imines and amines using a new monolithic triphenylphosphine reagent

Here we describe general flow processes for the synthesis of alkyl and aryl azides, and the development of a new monolithic triphenylphosphine reagent, which provides a convenient format for the use of this versatile reagent in flow. The utility of these new tools was demonstrated by their application to a flow Staudinger aza-Wittig reaction sequence. Finally, a multistep aza-Wittig, reduction and purification flow process was designed, allowing access to amine products in an automated fashion.

Palladium catalysed cross-coupling reactions of silylaminesWe would like to dedicate this paper to the memory of Professor Ian Rothwell.Electronic supplementary information (ESI) available: experimental procedures and spectroscopic data for compounds 3?7, 9?11 and 14?17. See http://www.rsc.org/suppdata/cc/b4/b406868h/.

The palladium-catalysed formation of C-N bonds to produce a range of aryl amines in supercritical carbon dioxide is reported; carbamic acid formation is avoided in part by the use of N-silylamines as surrogates for the free amine.

Curricular Orientations to Real-World Contexts in Mathematics.

ABSTRACT A common claim about mathematics education is that it should equip students to use mathematics in the ‘real world’. In this paper, we examine how relationships between mathematics education and the real world are materialised in the curriculum across a sample of eleven jurisdictions. In particular, we address the orientation of the curriculum towards application of mathematics, the ways that real-world contexts are positioned within the curriculum content, the ways in which different groups of students are expected to engage with real-world contexts, and the extent to which high-stakes assessments include real-world problem solving. The analysis reveals variation across jurisdictions and some lack of coherence between official orientations towards use of mathematics in the real world and the ways that this is materialised in the organisation of the content for students.

Nitrone dipolar cycloaddition routes to piperidines and indolizidines. Part 9. Formal synthesis of (−)-pinidine and total synthesis of (−)-histrionicotoxin, (+)-histrionicotoxin and (−)-histrionicotoxin 235A

An intramolecular hydroxylamine-alkyne cyclisation is used for the enantioselective synthesis of the cyclic nitrones 36 and 44. We have demonstrated the use of a novel nitrone protection strategy by cycloaddition of styrene to the cyclic nitrone 44 in the synthesis of the spirocyclic core of the histrionicotoxin family of alkaloids. Deprotection by dipolar cycloreversion of the styrene adduct (the bicyclic isoxazolidine 39) and in situ intramolecular dipolar cycloaddition of a pendant (Z)-α,β-unsaturated nitrile to the intermediate nitrone 50 gave the isoxazolidine 51 in high yield with a surprising degree of regioselectivity compared with the corresponding (Z)-enyne 36. The method is amenable to the synthesis of both enantiomers 51 and 62 of the tricyclic core structure which can be converted by way of the common intermediates (e.g.53 and ent-53) respectively into the natural configuration of alkaloids (−)-histrionicotoxin 1 and (−)-histrionicotoxin 235A 65 as well as the unnatural (+)-histrionicotoxin 63.

‘Sometimes I Think Wow I’m Doing Further Mathematics…’: Balancing Tensions Between Aspiring and Belonging

What can the particular context of ‘further mathematics’ tell us about conceptions of quality and equity in mathematics education and their changing interactions over time? Further mathematics A-level is a traditional gate-keeper qualification in the United Kingdom, but many state schools lack the resources to teach it. A national project to widen participation has promoted further mathematics and allowed students to opt in to out-of-school classes. In this chapter, I argue that choosing further mathematics links quality and equity to understandings of the self as individual project and narrative. I show how the promotional texts of further mathematics use metaphors to sustain and address tensions between quality and equity. Drawing on interviews with one student, I identify how these representations of further mathematics intersect with liberal ‘practices of the self’. I argue that quality as depth is a powerful construction that inevitably disables students from understanding themselves as belonging within further mathematics.