The reaction of [{RuCl(cym)}2(μ-Cl)2] (cym = η6-4-methylisopropylbenzene) with 1,10-phenanthroline and NaBAr‘4 (Ar‘ = 3,5-bis(trifluoromethyl)phenyl), followed by addition of excess sodium acetylide, yielded the complex [Ru(CCH)(cym)(phen)]BAr‘4 (1), the first cationic (arene)ruthenium alkynyl. Similar [Ru(CCPh)(cym)(phen)]BAr‘4 (2) and [Ru(CCSiMe3)(cym)(phen)]BAr‘4 (3) complexes were prepared in an analogous manner from the corresponding lithium acetylides and in situ generated ruthenium triflate precursors. Protonation of 1 with HOTf afforded the acyl complex [Ru(C(O)CH3)(cym)(phen)]BAr‘4 (4), presumably by reaction of an initially formed dicationic vinylidene with adventitious water. The reaction of [RuCl2(cym)(PMe3)] with excess LiCCPh afforded the complex [Ru(CCPh)2(cym)(PMe3)] (5), the first (arene)ruthenium bis(acetylide) complex. All new compounds were characterized by IR and NMR, and the crystal structures of 1, 4, and 5 were determined by X-ray diffraction.

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Access to this document was granted through an Emerald subscription provided by emerald-srm:198285 [] For AuthorsIf you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of the Building Everyday Life programme is to improve parenting outcomes through better sharing of family responsibilities and to encourage a strong sense of solidarity and community. Design/methodology/approach -Data have been obtained from the pre-test and post-test applications, respectively, using two instruments: the Inventory of Parenting and Family Life Patterns and Resources, and the Final Evaluation Questionnaire for parents. The authors also use these tools to evaluate the degree to which the changes are maintained six months after the completion of the programme. Participants in the study comprised a group of 35 individuals that included parents in nuclear families and single mothers. The assessment process involved three stages: a pre-test assessment, a qualitative report (summative assessment) and, finally, a post-test assessment at least six months after completion of the programme. Findings -The results show lasting changes over time. Regarding domestic work, parents say that they are more aware of the need to achieve a fairer and more equal distribution of the tasks in question. Families also report that they have perceived changes in the dimensions of communication and conflict resolution. Bearing in mind the limited nature of the aforementioned changes, the results suggest the need for support processes over time, as well as the establishment of follow-up sessions with families. Originality/value -The main contribution of the study is to show that the Building Everyday Life programme is effective and valuable in improving parental educational styles.

RESUMENEl artículo muestra los resultados de una investigación realizada para analizar el proceso de construcción social de las feminidades en el contexto escolar. Se realizó una etnografía en una clase de 6º de primaria. Los datos se recogieron en notas de campo tomadas en situ que luego se transcribían a un diario de campo. También se realizaron seis grupos de discusión y doce entrevistas individuales. Los resultados muestran la existencia de una jerarquía de feminidades en el aula, pues hay un tipo de feminidad dominante muy popular y otras feminidades que conviven con ésta y que cobran más o menos protagonismo en función de su proximidad con respecto a ella. Los resultados demuestran la necesidad de realizar tareas pedagógicas que permitan la reflexión sobre el proceso de construcción de las feminidades y las masculinidades, fomentando el desarrollo de diferentes identidades de género sin miedo a represalias o a la exclusión.