title: Synthesis of Perfluoroaryl Heterocycles To Provide Synthons For Crystal Engineering Using π−π Stacking Interactions

authors: Althagbi, Hanan Ibrahim

subjects: synthesis of perfluoroaryl heterocycles

abstract: Approximately 42 new arene-perfluoroarene compounds were synthesised by the reaction of pentafluorophenyl derivatives (C₆F₅R; R= CN, Br, Cl, I, CHO, CF₃, H) with imidazole, benzimidazole, parazole, indazole and their derivatives such as 2-methylimidazole, 4-methylimidazole, 2-phenylimidazole and 2-methylbenz-imidazole. Attempts to synthesize 1-(2,3,5,6-tetrafluoropyridyl)pyrazole and 1-(2,3,5,6-tetrafluoropyridyl)indazole were unsuccessful. However, these reactions were achieved using different solvents, varying amounts of solvents and varying temperatures. Various chemical analytical techniques, such as NMR spectroscopy, mass spectrometry, infrared spectroscopy, single-crystal X-diffraction and micro-elemental analysis, were used to characterise the compounds. The crystallization of these compounds was performed by the slow evaporation of their solutions in different solvents at ambient temperature. Single crystal structures were obtained for 1-(2,3,5,6- tetrafluoropyridyl)-2-methylbenzimidazole, 1-(4-bromo-2,3,5,6-tetrafluorobenzyl)-3-benzyl-4-methylimidazolium bromide and 1-(2,3,5,6-tetrafluoropyridyl)-3-benzyl-4-methylimidazolium bromide and this result has shown that π-π stacking interactions have an essential role in the packing of these compounds.

text: Synthesis of Perfluoroaryl Heterocycles To Provide Synthons For Crystal Engineering Using π−π Stacking Interactions Approximately 42 new arene-perfluoroarene compounds were synthesised by the reaction of pentafluorophenyl derivatives (C₆F₅R; R= CN, Br, Cl, I, CHO, CF₃, H) with imidazole, benzimidazole, parazole, indazole and their derivatives such as 2-methylimidazole, 4-methylimidazole, 2-phenylimidazole and 2-methylbenz-imidazole. Attempts to synthesize 1-(2,3,5,6-tetrafluoropyridyl)pyrazole and 1-(2,3,5,6-tetrafluoropyridyl)indazole were unsuccessful. However, these reactions were achieved using different solvents, varying amounts of solvents and varying temperatures. Various chemical analytical techniques, such as NMR spectroscopy, mass spectrometry, infrared spectroscopy, single-crystal X-diffraction and micro-elemental analysis, were used to characterise the compounds. The crystallization of these compounds was performed by the slow evaporation of their solutions in different solvents at ambient temperature. Single crystal structures were obtained for 1-(2,3,5,6- tetrafluoropyridyl)-2-methylbenzimidazole, 1-(4-bromo-2,3,5,6-tetrafluorobenzyl)-3-benzyl-4-methylimidazolium bromide and 1-(2,3,5,6-tetrafluoropyridyl)-3-benzyl-4-methylimidazolium bromide and this result has shown that π-π stacking interactions have an essential role in the packing of these compounds.

year: 2013

title: The Training Practices of Large Organizations in New Zealand

authors: Reed, Coral Joy

subjects: training practices

abstract: This study explored the formal training practices of 50 large New Zealand organizations. With the increased globalization of businesses organizations are constantly challenged to stay relevant in a rapidly evolving worldwide economy. Employees constitute the human capital of an organization and therefore it is strategically important to ensure that employees are able to perform to the best of their abilities. Organizations require strategies and processes to ensure that their employees are performing to standard, and to identify and remedy shortfalls. The ADDIE Model is a well-established systematic model used to address training requirements (Molenda, 2005; Noe & Winkler, 2009) and as such was used to develop the theoretical model underpinning this research. Formal training practices were defined as training programmes which underwent evaluation after it was implemented. 
The ADDIE model was used to design a 32 question survey directed at the individual who was responsible for the development of the training programme within their own organizations. Large organizations were defined as organizations with 50 or more employees (Statistics New Zealand, 2014). Participants were recruited through the New Zealand Association of Training and Development (NZATD), the Human Resource Institute of New Zealand (HRINZ) as well as existing networks and cold calling.
The findings are compared to a recommended practice model that was developed across both Australia and New Zealand by Noe and Winkler (2009). The differences between common practice and recommended practices, as described by Noe and Winkler, are highlighted and discussed. The findings of this survey showed that the majority of organizations invested a lot in analysing training needs at multiple levels and less in evaluating the learning outcomes of training programmes. Design, development and implementation methods closely aligned with the recommended practices outlined by Noe and Winkler. Notably the majority of organizations focused their evaluation on Level 1 of Kirkpatrick’s Four Tiered Model of Evaluation, which were the reactions of trainees to the training programme. These are the affective outcomes as described by Noe and Winkler. However, very few organizations took evaluation further than this and actually assessed levels 2-4 of Kirkpatrick’s Model.
This research adds to an understanding of formal training practices in large organizations in a New Zealand specific context. Future implications for research include exploring the formal training practices of a much bigger sample of large organizations in New Zealand, which better represents the diversity of the New Zealand economy and industries. The findings highlight an opportunity for best practice guidelines to be developed specifically to the culture of New Zealand, by qualified experts in the field.

text: The Training Practices of Large Organizations in New Zealand This study explored the formal training practices of 50 large New Zealand organizations. With the increased globalization of businesses organizations are constantly challenged to stay relevant in a rapidly evolving worldwide economy. Employees constitute the human capital of an organization and therefore it is strategically important to ensure that employees are able to perform to the best of their abilities. Organizations require strategies and processes to ensure that their employees are performing to standard, and to identify and remedy shortfalls. The ADDIE Model is a well-established systematic model used to address training requirements (Molenda, 2005; Noe & Winkler, 2009) and as such was used to develop the theoretical model underpinning this research. Formal training practices were defined as training programmes which underwent evaluation after it was implemented. 
The ADDIE model was used to design a 32 question survey directed at the individual who was responsible for the development of the training programme within their own organizations. Large organizations were defined as organizations with 50 or more employees (Statistics New Zealand, 2014). Participants were recruited through the New Zealand Association of Training and Development (NZATD), the Human Resource Institute of New Zealand (HRINZ) as well as existing networks and cold calling.
The findings are compared to a recommended practice model that was developed across both Australia and New Zealand by Noe and Winkler (2009). The differences between common practice and recommended practices, as described by Noe and Winkler, are highlighted and discussed. The findings of this survey showed that the majority of organizations invested a lot in analysing training needs at multiple levels and less in evaluating the learning outcomes of training programmes. Design, development and implementation methods closely aligned with the recommended practices outlined by Noe and Winkler. Notably the majority of organizations focused their evaluation on Level 1 of Kirkpatrick’s Four Tiered Model of Evaluation, which were the reactions of trainees to the training programme. These are the affective outcomes as described by Noe and Winkler. However, very few organizations took evaluation further than this and actually assessed levels 2-4 of Kirkpatrick’s Model.
This research adds to an understanding of formal training practices in large organizations in a New Zealand specific context. Future implications for research include exploring the formal training practices of a much bigger sample of large organizations in New Zealand, which better represents the diversity of the New Zealand economy and industries. The findings highlight an opportunity for best practice guidelines to be developed specifically to the culture of New Zealand, by qualified experts in the field.

year: 2014

title: Te Raupatu o Tauranga Moana : Volume 2, Documents relating to tribal history, confiscation and reallocation of Tauranga lands.

authors: Stokes, Evelyn

subjects: Tauranga lands

abstract: A report providing a historical and geographical overview on the confiscation of Tauranga lands. In two volumes, volume one comprises a narrative of the events described as the raupatu, the confiscation of lands in the Tauranga Moana tribal area under the New Zealand Settlements Act 1863.  Volume two is a collection of documents, edited and annotated which were compiled in support of the report. These documents include personal accounts, tribal history, land purchases, lands returned and crown transactions.

text: Te Raupatu o Tauranga Moana : Volume 2, Documents relating to tribal history, confiscation and reallocation of Tauranga lands. A report providing a historical and geographical overview on the confiscation of Tauranga lands. In two volumes, volume one comprises a narrative of the events described as the raupatu, the confiscation of lands in the Tauranga Moana tribal area under the New Zealand Settlements Act 1863.  Volume two is a collection of documents, edited and annotated which were compiled in support of the report. These documents include personal accounts, tribal history, land purchases, lands returned and crown transactions.

year: 1993