title: Cyclorheniated Azabutadienes and Their Reactions with Unsaturated Molecules

authors: Asamizu, Toshie

subjects: Cyclometalated azabutadiene

abstract: This thesis reports the studies on the reaction of 1-azabutadienes with PhCH2Re(CO)5 to prepare the cyclometallated azabutadiene tetracarbonyl compounds.

Three 1-azabutadienes with different reactivity on the N and C-1 carbons were prepared and their reactions with PhCH2Re(CO)5 were investigated.

All the reactions gave a mixture of the cyclorheniated azabutadienes and the isomers of the substituted derivatives formed by substitution by a second azabutadiene.

The substituted derivatives as the mixture were always the main products of the reactions and were obtained in good-to-excellent yield even under modified conditions intended to optimise the yield of the cyclorheniated azabutadienes. The yield could not be improved beyond 30 %. Isomerisation of the azabutadiene about the N=C bond provided very rare cis-azabutadiene metal complexes. NMR studies on the mixture of the two isomers and suggested that the product ratio depended on the molar ratio of PhCH2Re(CO)5 in the reaction mixtures.

The reactions gave the Re analogues of the products obtained in the corresponding Mn reactions.

All the compounds were characterised spectroscopically as well as by microanalysis and examples of all three types were structurally determined by X-ray crystallography. 

The reactions of the substituted derivative as the mixture of the two isomers with unsaturated molecules including phenyl acetylene, p-methoxyphenyl isocyanide, and phenyl isocyanate and methyl acrylate were investigated.

text: Cyclorheniated Azabutadienes and Their Reactions with Unsaturated Molecules This thesis reports the studies on the reaction of 1-azabutadienes with PhCH2Re(CO)5 to prepare the cyclometallated azabutadiene tetracarbonyl compounds.

Three 1-azabutadienes with different reactivity on the N and C-1 carbons were prepared and their reactions with PhCH2Re(CO)5 were investigated.

All the reactions gave a mixture of the cyclorheniated azabutadienes and the isomers of the substituted derivatives formed by substitution by a second azabutadiene.

The substituted derivatives as the mixture were always the main products of the reactions and were obtained in good-to-excellent yield even under modified conditions intended to optimise the yield of the cyclorheniated azabutadienes. The yield could not be improved beyond 30 %. Isomerisation of the azabutadiene about the N=C bond provided very rare cis-azabutadiene metal complexes. NMR studies on the mixture of the two isomers and suggested that the product ratio depended on the molar ratio of PhCH2Re(CO)5 in the reaction mixtures.

The reactions gave the Re analogues of the products obtained in the corresponding Mn reactions.

All the compounds were characterised spectroscopically as well as by microanalysis and examples of all three types were structurally determined by X-ray crystallography. 

The reactions of the substituted derivative as the mixture of the two isomers with unsaturated molecules including phenyl acetylene, p-methoxyphenyl isocyanide, and phenyl isocyanate and methyl acrylate were investigated.

year: 2009

title: Embodied engagement in arts research

authors: Barbour, Karen

subjects: arts research

abstract: The focus of this paper is to argue the case for embodied ways of knowing in arts research. Recognition of embodied ways of knowing and embodied research has been relatively recent. For too long, arts research had been marginalized in academia, particularly performing arts, due in part to the somatophobia of Western academic cultures. While grounded in dance research myself, I argue that embodied engagement is crucial for performing arts and arts research in general. It is through rigorous and reflective practice that theoretical knowledges and lived experiences can be embodied, made meaningful, and thus contribute to the generation of new understandings. I contend that such embodied knowledge is then available to artists and researchers for subsequent expression and aesthetic communication via a wide range of mediums and interdisciplinary practices. I discuss embodied ways of knowing and suggest some guidelines for undertaking embodied research. I conclude by emphasizing the continuing relevance of performing arts in expressing individual human embodied experience in an increasingly virtual, self-destructive and global world.

text: Embodied engagement in arts research The focus of this paper is to argue the case for embodied ways of knowing in arts research. Recognition of embodied ways of knowing and embodied research has been relatively recent. For too long, arts research had been marginalized in academia, particularly performing arts, due in part to the somatophobia of Western academic cultures. While grounded in dance research myself, I argue that embodied engagement is crucial for performing arts and arts research in general. It is through rigorous and reflective practice that theoretical knowledges and lived experiences can be embodied, made meaningful, and thus contribute to the generation of new understandings. I contend that such embodied knowledge is then available to artists and researchers for subsequent expression and aesthetic communication via a wide range of mediums and interdisciplinary practices. I discuss embodied ways of knowing and suggest some guidelines for undertaking embodied research. I conclude by emphasizing the continuing relevance of performing arts in expressing individual human embodied experience in an increasingly virtual, self-destructive and global world.

year: 2006

title: Commentary on 'Family obligations in Micronesian cultures: implications for educators'

authors: Bishop, Russell

subjects: education

abstract: The paper makes some interesting observations about the need for educators to understand the cultural positionings of Micronesian students and by implication challenges readers to extend these understandings to other migrant and minoritised student groups. I would like to take up this challenge and illustrate how useful it is to theorise from a relational discourse when seeking solutions to what many educators are suggesting as the greatest problem we face in contemporary education, i.e. the seemingly immutable and growing educational disparities that accompany the increasing diversity of our student bodies in association with the continuing dominance of monocultural and deficit explanations by teachers about the causes of the disparities. This problem negatively affects indigenous students and students of colour along with migrant students and the paper rightly points to the need for solutions.

text: Commentary on 'Family obligations in Micronesian cultures: implications for educators' The paper makes some interesting observations about the need for educators to understand the cultural positionings of Micronesian students and by implication challenges readers to extend these understandings to other migrant and minoritised student groups. I would like to take up this challenge and illustrate how useful it is to theorise from a relational discourse when seeking solutions to what many educators are suggesting as the greatest problem we face in contemporary education, i.e. the seemingly immutable and growing educational disparities that accompany the increasing diversity of our student bodies in association with the continuing dominance of monocultural and deficit explanations by teachers about the causes of the disparities. This problem negatively affects indigenous students and students of colour along with migrant students and the paper rightly points to the need for solutions.

year: 2010