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Aminoferrocene has been converted into formamidoferrocene, which exists in solution as an equilibrium mixture of two rotational isomers, a monomeric cis form and a dimeric (or oligomeric) trans form. Variable-temperature and 13(3{ | NMR spectra have been used to measure AG* for the hindered internal rotation about the C-N bond. Dehydration of formamidoferrocene yields isocyanoferrocene, which has been characterized by complex formation with iron and molybdenum carbonyls. A high-yield conversion of aminoferrocene into isothiocyanatoferrocene is described. co-workers. This paper describes the preparation of two other simple nitrogen-substituted ferrocenes, namely isocyanoferrocene, FcNC,38 and isothiocyanatoferrocene, FcNCS, and some related chemistry. Results and DiscussionAlkyl and aryl isocyanides have been extensively employed as ligands in organometallic chemistry since they are analogous to, but more basic than, carbon monoxide.11 Aryl isocyanides are better -acceptors than alkyl isocyanides.12 A wide range of substituted aryl isocyanides is now readily accessible, due to the development by Ugi and co-workers13 of substituent-tolerant formamide dehydration procedures that are more versatile than the historically interesting carbylamine reaction.14 Surprisingly, isocyanoferrocene has not been described, although it might be expected to be a stronger -donor but a slightly weaker -acceptor14 than isocyanobenzene. Each of the f Dedicated to Professor Lord Tedder on the occasion of his retirement.

Recognising the importance of graduates being equipped with appropriate employability skills alongside their subject-specific skills, we have had transferable skills training embedded throughout our degree programmes for 30 years. More recently, a specific employability skills module for final-year honours students has been created. This module consists of a programme of activities supporting employability skills, which was delivered to final-year undergraduate students from 2012 to 2015. A key feature in the development and delivery of these activities was the involvement of external experts. Detailed questionnaires have captured student perceptions and thematic analysis has revealed key themes. The module has been perceived to be highly useful, resulting in significant increases in students’ confidence across key areas of employability skills. Furthermore, students may hold skewed perceptions of the relevance of generic employability skills to their chosen career path. This fact should be considered when delivering employability skills programmes

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For many years, a key driver for Higher Education Institutions (HEIs) has been ensuring that students are prepared for employment post-graduation. This has often resulted in HEIs providing specific modules of study focussing on employability and soft skills. The existing research literature presents a variety of strategies for embedding employability within curricula, often focusing on frameworks to review the provision of employability opportunities within a degree programme. The authors have previously investigated an employability module within an Undergraduate Chemistry Programme at their UK HEI, particularly focusing on students' perceptions -these coalesced around the themes of personal progression, relevance of the module and interactions. However, before using these findings to further develop the module, it was deemed necessary to investigate the module in a different context. This study investigates the employability module in an Australian HEI and its delivery to undergraduate and postgraduate students from a range of different disciplines. Free text comments from questionnaires answered by 85 participants were subjected to thematic analysis in order to understand students' perceptions of the module in this new context. The new thematic map was compared to that from the original study to reveal several key similarities and differences between students' perceptions. However, the most important finding is thast employability modules should be tailored to a specific cohort to ensure they are aligned with their needs. This suggests that Central University employability module providers should work closely with individual departments to maximise the impact of these for students. ARTICLE HISTORY