Self-Assembly of Aminocyclopropenium Salts: En†Route to Deltic Ionic Liquid Crystals.

Aminocyclopropenium ions have raised much attention as organocatalysts and redox active polymers. However, the self-assembly of amphiphilic aminocyclopropenium ions remains challenging. The first deltic ionic liquid crystals based on aminocyclopropenium ions have been developed. Differential scanning calorimetry, polarizing optical microscopy and X-ray diffraction provided insight into the unique self-assembly and nanosegregation of these liquid crystals. While the combination of small headgroups with linear p-alkoxyphenyl units led to bilayer-type smectic mesophases, wedge-shaped units resulted in columnar mesophases. Upon increasing the size and polyphilicity of the aminocyclopropenium headgroup, a lamellar phase was formed.

Self-assessments, attitudes, and motivational orientations towards the use of digital media in teaching a comparison between student teachers of different subject clusters.

Findings from research on the education of teachers show that student teachers lack competence in the utilization of digital media and often fail to see the added value in using digital concepts in classrooms. Teacher training institutions are faced with the central challenge of providing student teachers and teachers with adaptive learning opportunities for their competence in digital areas. In the context of various teaching subjects, this raises questions about specific starting points and the actual needs of students, as well as university course offerings. The present study tackles this topic and explores the commonalities and differences between student teachers from three subject clusters: science, technology, engineering, and mathematics (STEM); language literature arts (LLA); and social sciences (SOCS). The questionnaire-based study examines student teachers' self-assessments of their abilities in terms of digital media, attitudes, and motivational orientations towards the use of digital media in teaching. Group comparisons show that STEM student teachers rate themselves better in competence facets such as technological knowledge, technological content knowledge, and technological pedagogical knowledge, although their attitudes and motivation towards learning with digital media do not differ. Despite the different interrelation effects of investigated influencing factors on motivation depending on subject clusters, the findings suggest the promotion of technological competencies and positive attitudes to increase motivation.