title: Immobilization of [Pt₂(μ-S)₂(PPh₃)₄] on polymeric supports by sulfide alkylation and phosphine exchange reactions

authors: Ujam, Oguejiofo Theophilus

subjects: platinum complexes

abstract: The immobilization of the dinuclear platinum(II) sulfido complex [Pt₂(μ-S)₂ (PPh₃)₄] on solid supports has been investigated. Reaction with haloalkyl functionalized polymers [Merrifield's resin (chloromethylated polystyrene), chloropropyl silica, chloropropyl controlled pore glass, and bromopropyl polysiloxane] gives complexes immobilized through alkylation of one of the sulfide ligands, forming a μ-thiolate ligand acting as an anchor to the polymer support, akin to well-established reactions of [Pt₂(μ-S)₂(PPh₃)₄] with molecular alkylating agents. The model complex [Pt₂(μ-S)(μ-SCH₂SiMe₃)(PPh₃)₄]PF₆ was prepared as the first molecular silicon-containing derivative of [Pt₂(μ-S)₂(PPh₃)₄] and was fully characterized by NMR spectroscopy, electrospray ionization-mass spectrometry, and single-crystal X-ray diffraction. Immobilization of [Pt₂(μ-S)₂(PPh₃)₄] by phosphine exchange reactions was also achieved using commercial polystyrene-grafted triphenylphosphine or a new immobilized phosphine [derived by sequential functionalization of Merrifield's resin with a polyether amine and then Ph₂PCH₂OH].

text: Immobilization of [Pt₂(μ-S)₂(PPh₃)₄] on polymeric supports by sulfide alkylation and phosphine exchange reactions The immobilization of the dinuclear platinum(II) sulfido complex [Pt₂(μ-S)₂ (PPh₃)₄] on solid supports has been investigated. Reaction with haloalkyl functionalized polymers [Merrifield's resin (chloromethylated polystyrene), chloropropyl silica, chloropropyl controlled pore glass, and bromopropyl polysiloxane] gives complexes immobilized through alkylation of one of the sulfide ligands, forming a μ-thiolate ligand acting as an anchor to the polymer support, akin to well-established reactions of [Pt₂(μ-S)₂(PPh₃)₄] with molecular alkylating agents. The model complex [Pt₂(μ-S)(μ-SCH₂SiMe₃)(PPh₃)₄]PF₆ was prepared as the first molecular silicon-containing derivative of [Pt₂(μ-S)₂(PPh₃)₄] and was fully characterized by NMR spectroscopy, electrospray ionization-mass spectrometry, and single-crystal X-ray diffraction. Immobilization of [Pt₂(μ-S)₂(PPh₃)₄] by phosphine exchange reactions was also achieved using commercial polystyrene-grafted triphenylphosphine or a new immobilized phosphine [derived by sequential functionalization of Merrifield's resin with a polyether amine and then Ph₂PCH₂OH].

year: 2013

title: Contributors to perceived bullying behaviours in the workplace: A managerial perspective

authors: Deacon, Nicola

subjects: Workplace Bullying

abstract: Managers are frequently cited as the perpetrators of workplace bullying, however it has been the recipient perspective which has informed much of the current descriptions of workplace bullying, the perceived use of bullying behaviours and the design of interventions to reduce bullying. It is important to consider the perspective of those who might use these behaviours because if their perspective differs substantially from the recipient perspective, then current interventions may not be optimal. This research examined the use of workplace bullying behaviours from a managerial perspective, using the 22 behaviours of the Negative Acts Questionnaire (NAQ) as its starting point. 
The research was conducted in three parts. Study 1 utilised an online survey with 102 New Zealand managers. Results from Study 1 showed that some behaviours were more commonly reported than others and the behaviours could be divided into two groups. Group A consisted of nine behaviours which were reported most often by respondents and were also perceived as having work related reasons for use. Group B consisted of 13 behaviours which fewer respondents had engaged in or believed might have work related reasons for use. 
Study 2 consisted of interviews with 31 New Zealand managers and focussed on the use of the Group A behaviours. Study 2 produced several findings. Different behaviours were likely to have different precipitating circumstances, and the management of unsatisfactory performance was a major reason why managers reported the use of these behaviours with subordinates. Participants described the acceptable versus unacceptable use of the behaviours differently to that reported in the literature on workplace bullying. The quality of the relationship between the managers and their subordinates (assessed using the LMX measure) did not appear to be an influencing factor in the use of a negative behaviour but did appear to suffer as a result of the use of the behaviour.
Study 3 consisted of interviews with eight senior managers and focussed on their ‘organisational perception’ of the reasons given by managers in Study 2 and the context of the situations and actions taken when they felt uncomfortable with the use of a behaviour by a manager. Study 3 results indicated that the use of the Group A behaviours was deemed reasonable if used within appropriate circumstances. The context of the situation was important in the choice of intervention and coaching was a common intervention choice.
The findings have multiple practical and theoretical implications. The difference in description between acceptable and unacceptable use of the behaviours has implications for the assessment of workplace bullying. The differentiation between the Group A and B behaviours also has multiple implications for recipients, managers, organisational representatives and HR policy, especially with regard to interventions and organisational responses. 
A key strength of this research is that it provides a managerial perspective of the use of bullying behaviours in the workplace. Limitations of the research and implications for further research are discussed.

text: Contributors to perceived bullying behaviours in the workplace: A managerial perspective Managers are frequently cited as the perpetrators of workplace bullying, however it has been the recipient perspective which has informed much of the current descriptions of workplace bullying, the perceived use of bullying behaviours and the design of interventions to reduce bullying. It is important to consider the perspective of those who might use these behaviours because if their perspective differs substantially from the recipient perspective, then current interventions may not be optimal. This research examined the use of workplace bullying behaviours from a managerial perspective, using the 22 behaviours of the Negative Acts Questionnaire (NAQ) as its starting point. 
The research was conducted in three parts. Study 1 utilised an online survey with 102 New Zealand managers. Results from Study 1 showed that some behaviours were more commonly reported than others and the behaviours could be divided into two groups. Group A consisted of nine behaviours which were reported most often by respondents and were also perceived as having work related reasons for use. Group B consisted of 13 behaviours which fewer respondents had engaged in or believed might have work related reasons for use. 
Study 2 consisted of interviews with 31 New Zealand managers and focussed on the use of the Group A behaviours. Study 2 produced several findings. Different behaviours were likely to have different precipitating circumstances, and the management of unsatisfactory performance was a major reason why managers reported the use of these behaviours with subordinates. Participants described the acceptable versus unacceptable use of the behaviours differently to that reported in the literature on workplace bullying. The quality of the relationship between the managers and their subordinates (assessed using the LMX measure) did not appear to be an influencing factor in the use of a negative behaviour but did appear to suffer as a result of the use of the behaviour.
Study 3 consisted of interviews with eight senior managers and focussed on their ‘organisational perception’ of the reasons given by managers in Study 2 and the context of the situations and actions taken when they felt uncomfortable with the use of a behaviour by a manager. Study 3 results indicated that the use of the Group A behaviours was deemed reasonable if used within appropriate circumstances. The context of the situation was important in the choice of intervention and coaching was a common intervention choice.
The findings have multiple practical and theoretical implications. The difference in description between acceptable and unacceptable use of the behaviours has implications for the assessment of workplace bullying. The differentiation between the Group A and B behaviours also has multiple implications for recipients, managers, organisational representatives and HR policy, especially with regard to interventions and organisational responses. 
A key strength of this research is that it provides a managerial perspective of the use of bullying behaviours in the workplace. Limitations of the research and implications for further research are discussed.

year: 2014

title: Context counts : leading educational reform in New Zealand secondary schools

authors: Morrison, Michele

subjects: context

abstract: Educational leadership and organisational literature is replete with syntheses of effective leader behaviours, change sequences and reform models, yet few studies explore the nuanced manner in which individual leaders make sense of and respond to the dynamic influences shaping their thinking and practice over time. In posing the question, how do principals experience leadership during periods of intentional educational change, this study gains insight into the lived experience of five New Zealand secondary school principals as they lead school wide implementation of Phase 5 Te Kotahitanga, a reform initiative designed to reduce disparities in the educational achievement of indigenous Māori students through the introduction of a culturally responsive pedagogy of relations. The case narratives arising from a three year dialogue with participants examine the genesis of each principal’s commitment to equity in educational access, opportunity and outcome; their evolving thinking and practice; and the manner in which people and structures within each school field enable and constrain their leadership endeavours. Findings demonstrate that leading counter-hegemonic change is a situated, complex and demanding undertaking, the intensity of which eludes much of the leadership and change literature. Hermeneutic reading of these rich qualitative accounts of lived experience suggests that, far from being detached observers, leaders both embody and are embedded in context. This exposes the shortcomings of literature that dichotomises the two and makes Bourdieu’s lens on practice as a temporal, embodied, discursive and social activity an important heuristic through which to view the holism of change leadership. The implications arising from this study are fourfold: leadership narratives open windows to natural and vicarious meaning making, personal biography is of central rather than peripheral importance, emotional and micropolitical literacy crucial, and professional mentoring a potentially powerful catalyst in building practice wisdom.

text: Context counts : leading educational reform in New Zealand secondary schools Educational leadership and organisational literature is replete with syntheses of effective leader behaviours, change sequences and reform models, yet few studies explore the nuanced manner in which individual leaders make sense of and respond to the dynamic influences shaping their thinking and practice over time. In posing the question, how do principals experience leadership during periods of intentional educational change, this study gains insight into the lived experience of five New Zealand secondary school principals as they lead school wide implementation of Phase 5 Te Kotahitanga, a reform initiative designed to reduce disparities in the educational achievement of indigenous Māori students through the introduction of a culturally responsive pedagogy of relations. The case narratives arising from a three year dialogue with participants examine the genesis of each principal’s commitment to equity in educational access, opportunity and outcome; their evolving thinking and practice; and the manner in which people and structures within each school field enable and constrain their leadership endeavours. Findings demonstrate that leading counter-hegemonic change is a situated, complex and demanding undertaking, the intensity of which eludes much of the leadership and change literature. Hermeneutic reading of these rich qualitative accounts of lived experience suggests that, far from being detached observers, leaders both embody and are embedded in context. This exposes the shortcomings of literature that dichotomises the two and makes Bourdieu’s lens on practice as a temporal, embodied, discursive and social activity an important heuristic through which to view the holism of change leadership. The implications arising from this study are fourfold: leadership narratives open windows to natural and vicarious meaning making, personal biography is of central rather than peripheral importance, emotional and micropolitical literacy crucial, and professional mentoring a potentially powerful catalyst in building practice wisdom.

year: 2019