title: Synthesis and characterisation of organo-platinum(II) complexes of the N,O-donor ligands hippuric acid (N-benzoylglycine) and N-phenylanthranilic acid

authors: Sim, Sophie A.

subjects: Science & Technology

abstract: Reaction of [PtCl₂(cod)] (cod = cyclo-octa-1,5-diene) with either hippuric acid [PhC(O)NHCH₂COOH] or N-phenylanthranilic acid (ortho-PhNHC₆H₄COOH) in refluxing dichloromethane in the presence of silver(I) oxide gave the new organoplatinum derivatives [Pt{N(COPh)CH₂COO}(cod)] and [Pt{N(Ph)C₆H₄COO}(cod)] respectively. Ligand substitution reactions of the cod ligand in [Pt{N(COPh)CH₂COO}(cod)] provided a facile route to a selection of phosphine-substituted analogues [Pt{N(COPh)CH₂COO}L₂] [L = phosphatriazaadamantane (pta), PPh3, or L₂ = Ph₂PCH₂CH₂PPh₂ or Fe(η⁵-C₅H₄PPh₂) ₂] via displacement of the labile cod ligand. The complexes were characterised using NMR spectroscopy, IR spectroscopy, and ESI mass spectrometry. The X-ray structure of [Pt{N(COPh)CH₂COO}(cod)] is also reported.

text: Synthesis and characterisation of organo-platinum(II) complexes of the N,O-donor ligands hippuric acid (N-benzoylglycine) and N-phenylanthranilic acid Reaction of [PtCl₂(cod)] (cod = cyclo-octa-1,5-diene) with either hippuric acid [PhC(O)NHCH₂COOH] or N-phenylanthranilic acid (ortho-PhNHC₆H₄COOH) in refluxing dichloromethane in the presence of silver(I) oxide gave the new organoplatinum derivatives [Pt{N(COPh)CH₂COO}(cod)] and [Pt{N(Ph)C₆H₄COO}(cod)] respectively. Ligand substitution reactions of the cod ligand in [Pt{N(COPh)CH₂COO}(cod)] provided a facile route to a selection of phosphine-substituted analogues [Pt{N(COPh)CH₂COO}L₂] [L = phosphatriazaadamantane (pta), PPh3, or L₂ = Ph₂PCH₂CH₂PPh₂ or Fe(η⁵-C₅H₄PPh₂) ₂] via displacement of the labile cod ligand. The complexes were characterised using NMR spectroscopy, IR spectroscopy, and ESI mass spectrometry. The X-ray structure of [Pt{N(COPh)CH₂COO}(cod)] is also reported.

year: 2016

title: An evaluation of functional assessment of the behaviour of students with adhd in a mainstream classroom

authors: Brierly, Emerald Stevie

subjects: functional assessment

abstract: The overall aim of this study was to replicate and extend Hoff, Ervin, and Friman (2005) and to investigate whether a functional assessment, including the intervention, could be implemented within a mainstream New Zealand classroom, with students diagnosed with Attention Deficit Hyperactivity Disorder, and with the teachers implementing the interventions. Experiment 1 included 2 participants, Joel diagnosed as Attention Deficit Hyperactivity Disorder, and Brad who met study inclusion criteria. Descriptive assessments (based on interviews and observations) of the functions of the target behaviours were conducted to produce hypotheses.  Two interventions for each student, based on these hypotheses, were selected in collaboration with the class teachers. The interventions were implemented, first singularly and then in combination, using a multiple-baseline design with alternating treatments after the baseline period. They all decreased target behaviours to some degree. One intervention, the token economy, was the most effective with both students. Social acceptability questionnaires showed all procedures were acceptable but of the interventions the token economy was the least favoured by teachers and most favoured by students. Both participants in Experiment 2 were diagnosed with Attention Deficit Hyperactivity Disorder. Experiment 2 replicated Experiment 1 and also compared hypotheses about the function of behaviour resulting from the Motivation Assessment Scale to those from the descriptive assessment as used in Experiment 1. The Motivation Assessment Scale provided a different hypothesis for one student and it is suggested that this scale is not useful with these students. The two interventions were selected for each student based on the hypotheses. These were designed to be easier to implement and to have more student involvement in their implementation than in Experiment 1. A multiple-baseline design with alternating treatments after the baseline was used and each treatment was evaluated alone. Three of the four interventions decreased target behaviour, the exception was self-management. The social acceptability scores for these interventions were high for both the teachers and students. The overall findings replicated Hoff et al.'s (2005) findings and showed that functional assessment of behaviour could be successfully used with students with Attention Deficit Hyperactivity Disorder in a mainstream classroom. They also showed that the teachers could successfully implement the interventions derived from the hypotheses to decrease target behaviours and that decreasing the difficulty of implementation of the interventions increased the acceptability of the interventions by the teachers.

text: An evaluation of functional assessment of the behaviour of students with adhd in a mainstream classroom The overall aim of this study was to replicate and extend Hoff, Ervin, and Friman (2005) and to investigate whether a functional assessment, including the intervention, could be implemented within a mainstream New Zealand classroom, with students diagnosed with Attention Deficit Hyperactivity Disorder, and with the teachers implementing the interventions. Experiment 1 included 2 participants, Joel diagnosed as Attention Deficit Hyperactivity Disorder, and Brad who met study inclusion criteria. Descriptive assessments (based on interviews and observations) of the functions of the target behaviours were conducted to produce hypotheses.  Two interventions for each student, based on these hypotheses, were selected in collaboration with the class teachers. The interventions were implemented, first singularly and then in combination, using a multiple-baseline design with alternating treatments after the baseline period. They all decreased target behaviours to some degree. One intervention, the token economy, was the most effective with both students. Social acceptability questionnaires showed all procedures were acceptable but of the interventions the token economy was the least favoured by teachers and most favoured by students. Both participants in Experiment 2 were diagnosed with Attention Deficit Hyperactivity Disorder. Experiment 2 replicated Experiment 1 and also compared hypotheses about the function of behaviour resulting from the Motivation Assessment Scale to those from the descriptive assessment as used in Experiment 1. The Motivation Assessment Scale provided a different hypothesis for one student and it is suggested that this scale is not useful with these students. The two interventions were selected for each student based on the hypotheses. These were designed to be easier to implement and to have more student involvement in their implementation than in Experiment 1. A multiple-baseline design with alternating treatments after the baseline was used and each treatment was evaluated alone. Three of the four interventions decreased target behaviour, the exception was self-management. The social acceptability scores for these interventions were high for both the teachers and students. The overall findings replicated Hoff et al.'s (2005) findings and showed that functional assessment of behaviour could be successfully used with students with Attention Deficit Hyperactivity Disorder in a mainstream classroom. They also showed that the teachers could successfully implement the interventions derived from the hypotheses to decrease target behaviours and that decreasing the difficulty of implementation of the interventions increased the acceptability of the interventions by the teachers.

year: 2007

title: Review: Memoirs of Active Service

authors: Cheesman, Sue

subjects: Maaka Pepene

abstract: Ka maumahara tonu tatou ki a ratou - we will remember them…poignant last words…   bidding farewell to a generation of veterans moving on...leaving fragments  of memories and diaries for children/grandchildren to honour, celebrate and remember …black costumes billow, fold, swirl and wrap the dancers bodies…wide sweeping arm movements…jumps and turns…slides on all fours - provides the vehicle for five accomplished dancers to fill the space with fluidity and lyricism in this very moving finale, a lament set to Albinoni’s adagio - maybe old soldiers never die.

text: Review: Memoirs of Active Service Ka maumahara tonu tatou ki a ratou - we will remember them…poignant last words…   bidding farewell to a generation of veterans moving on...leaving fragments  of memories and diaries for children/grandchildren to honour, celebrate and remember …black costumes billow, fold, swirl and wrap the dancers bodies…wide sweeping arm movements…jumps and turns…slides on all fours - provides the vehicle for five accomplished dancers to fill the space with fluidity and lyricism in this very moving finale, a lament set to Albinoni’s adagio - maybe old soldiers never die.

year: 2007