title: Preparation, characterisation, and reaction studies of Group IV-transition metal compounds

authors: Graham, Bruce W. L.

abstract: The compounds germylpentacarbonylmanganese, methylgermylpentacarbonylmanganese, and methylgermyltetracarbonylcobalt have been prepared by alkali-halide elimination reactions between the appropriate germyl halides and metal carbonyl anions. The two methyl derivatives were characterised by vibrational and nmr spectroscopy and mass spectrometry, with assignments being proposed for most of the observed features of the spectra. 
Some reactions of H₃GeMn(CO)₅ and MeGeH₂Mn(CO)₅ were investigated. Reagents used included the halogens, hydrogen halides, group III and group IV-halides, mercuric halides, phosphorus trihalides, triarylphosphines, and ethylene. The reaction of MeGeH₂Co(CO)₄ with mercuric chloride was also investigated, as were a number of related reactions of MeGeH₃ and the methylgermyl halides. Most of the reactions were studied by nmr spectroscopy, and in some cases products were further characterised by infrared spectroscopy.
The reactions of MeGeH₃ and MeGeH₂Co(CO)₄ with Co₂(CO)₈ were investigated and in both cases the compound MeGeCo₃(CO)₁₁ was isolated as a major product. Some exchange reactions of MeGeH₂Co(CO)₄ and (H₃Ge)₂Fe(CO)₄ with Mn(CO)₅⁻ were also investigated as a new synthetic route to group IV-transition metal compounds.
The identification of the various reaction products is reported and discussed, and the reactions of group IV-transition metal compounds are reviewed.

text: Preparation, characterisation, and reaction studies of Group IV-transition metal compounds The compounds germylpentacarbonylmanganese, methylgermylpentacarbonylmanganese, and methylgermyltetracarbonylcobalt have been prepared by alkali-halide elimination reactions between the appropriate germyl halides and metal carbonyl anions. The two methyl derivatives were characterised by vibrational and nmr spectroscopy and mass spectrometry, with assignments being proposed for most of the observed features of the spectra. 
Some reactions of H₃GeMn(CO)₅ and MeGeH₂Mn(CO)₅ were investigated. Reagents used included the halogens, hydrogen halides, group III and group IV-halides, mercuric halides, phosphorus trihalides, triarylphosphines, and ethylene. The reaction of MeGeH₂Co(CO)₄ with mercuric chloride was also investigated, as were a number of related reactions of MeGeH₃ and the methylgermyl halides. Most of the reactions were studied by nmr spectroscopy, and in some cases products were further characterised by infrared spectroscopy.
The reactions of MeGeH₃ and MeGeH₂Co(CO)₄ with Co₂(CO)₈ were investigated and in both cases the compound MeGeCo₃(CO)₁₁ was isolated as a major product. Some exchange reactions of MeGeH₂Co(CO)₄ and (H₃Ge)₂Fe(CO)₄ with Mn(CO)₅⁻ were also investigated as a new synthetic route to group IV-transition metal compounds.
The identification of the various reaction products is reported and discussed, and the reactions of group IV-transition metal compounds are reviewed.

year: 1973

title: The piano at the elms

authors: Moffat, Kirstine

abstract: Just before the bustle of the Tauranga business district begins, beyond a sprawling overpass junction, there is a tranquil haven of serenity enclosed by a white picket fence. I push open the gate and wander down a curving shell path which admits me to the faithfully preserved historical precinct that is The Elms. When I step into the parlour a shaft of morning sunlight illuminates the gleaming rosewood case of an 1855 grand piano. The wood is polished to a high gloss, the grain apparent beneath the veneer, golden tones alternating with rich brown. Two octagonal carvings decorate the side of the instrument, a pattern repeated on the scrolls framing the brass pedals. Three tapering, but sturdy, circular legs end in a simple castor, but begin with wing-like carvings that attach them to the sinuous curves of the body. To the twenty-first-century New Zealand eye the spiral at the centre of each 'wing' resembles a koru. The top of the piano is shut, the lid a repository for a display of ornaments and knick-knacks. A Chinese plate, the photograph of a woman in Victorian dress, a small leather card case and a lorgnette rest on a cream cloth painted with flowers, ferns and mushrooms. Such is the mirror-like lustre of the wood that the photograph is reflected in the piano's surface, as are the faces of the family portraits on the wall behind.

text: The piano at the elms Just before the bustle of the Tauranga business district begins, beyond a sprawling overpass junction, there is a tranquil haven of serenity enclosed by a white picket fence. I push open the gate and wander down a curving shell path which admits me to the faithfully preserved historical precinct that is The Elms. When I step into the parlour a shaft of morning sunlight illuminates the gleaming rosewood case of an 1855 grand piano. The wood is polished to a high gloss, the grain apparent beneath the veneer, golden tones alternating with rich brown. Two octagonal carvings decorate the side of the instrument, a pattern repeated on the scrolls framing the brass pedals. Three tapering, but sturdy, circular legs end in a simple castor, but begin with wing-like carvings that attach them to the sinuous curves of the body. To the twenty-first-century New Zealand eye the spiral at the centre of each 'wing' resembles a koru. The top of the piano is shut, the lid a repository for a display of ornaments and knick-knacks. A Chinese plate, the photograph of a woman in Victorian dress, a small leather card case and a lorgnette rest on a cream cloth painted with flowers, ferns and mushrooms. Such is the mirror-like lustre of the wood that the photograph is reflected in the piano's surface, as are the faces of the family portraits on the wall behind.

year: 2015

title: Editorial

authors: Clarkin-Phillips, Jeanette

abstract: As New Zealand contemplates wholesale review of the formal schooling system and the leadership implications thereof, the winds of educational change begin to swirl. Not the persistent, yet gentle flutter of change that evolves the educational landscape in almost imperceptible ways, but tumultuous paradigmatic gales that potentially change it beyond all recognition. Heralded by politicians, economists and capitalists, there is little doubt that the 1989 neoliberal tempest wrought havoc on notions of community and profession. The whirlwind shift from social democracy to market competition, managerialism and performativity saw critical voices silenced and educators disparagingly positioned as self-interested providers. In the rush to legislate Tomorrow’s Schools, 18,000 submissions remained unanalysed and therein lies a crucial lesson: we ignore research at our peril. As educators, we have a moral obligation to generate, disseminate and critique understandings of leadership, policy and practice; to remain open to counter perspectives; and to contribute positively and hopefully to research that empowers and emancipates. Consistent with JELPP’s commitment to honouring diversity in leadership focus, setting, and authorship, articles in this year’s general edition offer fresh insight into topics of interconnected and perennial importance: native knowledge, instructional leadership, indigenous teachers, appraisal, professional values, and safe schools.

text: Editorial As New Zealand contemplates wholesale review of the formal schooling system and the leadership implications thereof, the winds of educational change begin to swirl. Not the persistent, yet gentle flutter of change that evolves the educational landscape in almost imperceptible ways, but tumultuous paradigmatic gales that potentially change it beyond all recognition. Heralded by politicians, economists and capitalists, there is little doubt that the 1989 neoliberal tempest wrought havoc on notions of community and profession. The whirlwind shift from social democracy to market competition, managerialism and performativity saw critical voices silenced and educators disparagingly positioned as self-interested providers. In the rush to legislate Tomorrow’s Schools, 18,000 submissions remained unanalysed and therein lies a crucial lesson: we ignore research at our peril. As educators, we have a moral obligation to generate, disseminate and critique understandings of leadership, policy and practice; to remain open to counter perspectives; and to contribute positively and hopefully to research that empowers and emancipates. Consistent with JELPP’s commitment to honouring diversity in leadership focus, setting, and authorship, articles in this year’s general edition offer fresh insight into topics of interconnected and perennial importance: native knowledge, instructional leadership, indigenous teachers, appraisal, professional values, and safe schools.

year: 2019