title: Cyclorhenated compounds derived from 1,4-diaryl-1-azabutadienes: preparation, structures and reactions

authors: Asamizu, Toshie

subjects: Cyclometallation

abstract: PhCH₂Re(CO)₅ reacted with 1,4-diaryl-1-azabutadienes to give cyclometallated (η²-(C,N)-azabutadiene)Re(CO)₄ (4) together with the substituted derivatives (η¹-(N)-azabutadiene)(η²-(C,N)-azabutadiene)Re(CO)₃ (6 and 7) The substituted product was shown by NMR and X-ray crystal structure analysis to be an inseparable mixture of isomers differing in the conformation of the η¹-ligand about the N C bond—trans for (6) and cis for (7). Reaction of the mixture of 6 and 7 from 1,4-diphenyl-1-azabutadiene with phenyl acetylene gave η⁵-(1,2,4-triphenyl-1-aza-cyclohexadienyl)Re(CO)₃.

text: Cyclorhenated compounds derived from 1,4-diaryl-1-azabutadienes: preparation, structures and reactions PhCH₂Re(CO)₅ reacted with 1,4-diaryl-1-azabutadienes to give cyclometallated (η²-(C,N)-azabutadiene)Re(CO)₄ (4) together with the substituted derivatives (η¹-(N)-azabutadiene)(η²-(C,N)-azabutadiene)Re(CO)₃ (6 and 7) The substituted product was shown by NMR and X-ray crystal structure analysis to be an inseparable mixture of isomers differing in the conformation of the η¹-ligand about the N C bond—trans for (6) and cis for (7). Reaction of the mixture of 6 and 7 from 1,4-diphenyl-1-azabutadiene with phenyl acetylene gave η⁵-(1,2,4-triphenyl-1-aza-cyclohexadienyl)Re(CO)₃.

year: 2010

title: Calf muscle abilities are related to sprint performance in male Rugby Union players

authors: Hébert-Losier, Kim

abstract: Objectives: To examine the strength of the relationship between plantarflexor power and strength-endurance metrics and 10-m sprint times in male Rugby Union players. A secondary aim was to examine the strength of the relationship within calf muscle metrics. Design: Observational cross-sectional correlational. Setting: Field-based. Participants: Sixteen male Rugby Union players in the National Provincial Championship. Main outcome measures: Participants completed three single-leg calf muscle tests: bodyweight power, weighted power, and strength-endurance. Data were recorded using the Calf Raise application. Three-to-four days later, average and best 10-m sprint performances were collected using timing lights. Results: There were large significant correlations between 10-m sprint performances (average and best times) and calf muscle power (weighted) and strength-endurance (total displacement and work) metrics (r = −0.503 to −0.628). There were large significant correlations between bodyweight and weighted power, weighted power and strength-endurance (total displacement and work), and most strength-endurance metrics (r = 0.520 to 0.943). Conclusions: Our findings emphasise the importance of triceps surae muscle power and strength-endurance for maximal-effort accelerations and sprint performances in Rugby Union. Our data indicate that weighted power and total work from strength-endurance tests are the most useful metrics for further investigation in the context of short sprints and acceleration.

text: Calf muscle abilities are related to sprint performance in male Rugby Union players Objectives: To examine the strength of the relationship between plantarflexor power and strength-endurance metrics and 10-m sprint times in male Rugby Union players. A secondary aim was to examine the strength of the relationship within calf muscle metrics. Design: Observational cross-sectional correlational. Setting: Field-based. Participants: Sixteen male Rugby Union players in the National Provincial Championship. Main outcome measures: Participants completed three single-leg calf muscle tests: bodyweight power, weighted power, and strength-endurance. Data were recorded using the Calf Raise application. Three-to-four days later, average and best 10-m sprint performances were collected using timing lights. Results: There were large significant correlations between 10-m sprint performances (average and best times) and calf muscle power (weighted) and strength-endurance (total displacement and work) metrics (r = −0.503 to −0.628). There were large significant correlations between bodyweight and weighted power, weighted power and strength-endurance (total displacement and work), and most strength-endurance metrics (r = 0.520 to 0.943). Conclusions: Our findings emphasise the importance of triceps surae muscle power and strength-endurance for maximal-effort accelerations and sprint performances in Rugby Union. Our data indicate that weighted power and total work from strength-endurance tests are the most useful metrics for further investigation in the context of short sprints and acceleration.

year: 2023-11-01

title: Sylvia’s place: Ashton-Warner as New Zealand educational theorist.

authors: Middleton, Sue

subjects: educational theorist

abstract: Sylvia Ashton-Warner’s New Zealand educational context has been – and continues to be – misrepresented as antithetical to her creative methods. Sue Middleton, a professor of education, locates Sylvia’s educational ideas within the national and international Progressive Education movement, indicating that key education officials in post-war New Zealand encouraged creativity and self-expression.

This chapter makes the case that, as a teacher, an educational writer and theorist, Sylvia Ashton-Warner grew in, and not in spite of New Zealand. My argument unfolds in two parts. The first reviews theoretical ideas in the local and international educational environment in which Sylvia lived and worked. Sylvia and Keith Henderson taught in what was referred to until 1946 as the Native School system (and from 1948 until its abolition in 1968 as the Maori Scholl system). They trained and began work as teachers during the Great Depression; and Sylvia began serious writing during World War Two. The war and the Native Scholl system interested in complex ways with the wider international Progressive Education movement and its promotion ‘from the top’ in New Zealand’s public schools. An overview of Progressive (or New ) Education, the changing theories of culture and race in the Native School system, and relations between these during World War Two, opens a wide-angled aperture through which to read Sylvia’s early writing.

text: Sylvia’s place: Ashton-Warner as New Zealand educational theorist. Sylvia Ashton-Warner’s New Zealand educational context has been – and continues to be – misrepresented as antithetical to her creative methods. Sue Middleton, a professor of education, locates Sylvia’s educational ideas within the national and international Progressive Education movement, indicating that key education officials in post-war New Zealand encouraged creativity and self-expression.

This chapter makes the case that, as a teacher, an educational writer and theorist, Sylvia Ashton-Warner grew in, and not in spite of New Zealand. My argument unfolds in two parts. The first reviews theoretical ideas in the local and international educational environment in which Sylvia lived and worked. Sylvia and Keith Henderson taught in what was referred to until 1946 as the Native School system (and from 1948 until its abolition in 1968 as the Maori Scholl system). They trained and began work as teachers during the Great Depression; and Sylvia began serious writing during World War Two. The war and the Native Scholl system interested in complex ways with the wider international Progressive Education movement and its promotion ‘from the top’ in New Zealand’s public schools. An overview of Progressive (or New ) Education, the changing theories of culture and race in the Native School system, and relations between these during World War Two, opens a wide-angled aperture through which to read Sylvia’s early writing.

year: 2009