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https://www.selleckchem.com/products/icec0942-hydrochloride.html Treatment of [Ph3EMe][I] with [NaN(SiMe3)2] affords the ylides [Ph3E=CH2] (E = As, 1As; P, 1P). For 1As this overcomes prior difficulties in the synthesis of this classical arsonium-ylide that have historically impeded its wider study. The structure of 1As has now been determined, 45 years after it was first convincingly isolated, and compared to 1P, confirming the long-proposed hypothesis of increasing pyramidalisation of the ylide-carbon, highlighting the increasing dominance of E+-C- dipolar resonance form (sp3-C) over the E=C ene p-bonded form (sp2-C), as group 15 is descended. The uranium(IV)-cyclometallate complex [UN(CH2CH2NSiPri3)2(CH2CH2SiPri2CH(Me)CH2)] reacts with 1As and 1P by a-proton abstraction to give [U(TrenTIPS)(CHEPh3)] (TrenTIPS = N(CH2CH2NSiPri3)3; E = As, 2As; P, 2P), where 2As is an unprecedented structurally characterised arsonium-carbene complex. The short U-C distances and obtuse U-C-E angles suggest significant U=C double bond character. A shorter U-C distance is found for 2As than 2P, consistent with increased uranium- and reduced pnictonium-stabilisation of the carbene as group 15 is descended, which is supported by quantum chemical calculations.Context Learning technologies are ubiquitous in medical schools implemented in anticipation of more effective, active and authentic learning and teaching. Such thinking appears to be an instance of solutionism. The evidence is that academics' adoption of learning technologies is often limited in scale and scope and frequently fails to transform their teaching practices. Methods This paper aims to provide a contextualised analysis of considerations pertinent to the adoption of learning technologies by teaching staff. We contextualise a framework for understanding adoption of learning technologies in higher education to medical education. Conclusions We identify multiple precursors that predict individual patterns of adoption, illumin

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