title: Manipulating morphology in thermoplastic protein/polyester blends for improved impact strength

authors: Smith, Matthew J.

subjects: Science & Technology

abstract: Novatein thermoplastic protein was blended with 10 wt% poly(butylene adipate- co- terephthalate) (PBAT) compatibilized with Joncryl ADR- 4368 and 2- methylimidazole (2MI). Morphology was tailored for favorable impact strength through changing vis-cosity ratio (λ) and interfacial tension (γ12). For uncompatibilized blends, λ decreased and γ12 increased with increasing Novatein water content, whereas compatibilizers caused a decrease in both λ and γ12. PBAT continuity was high when uncompatibi-lized, but dispersion improved with decreasing λ and increasing γ12. The dispersed domain size decreased in all compatibilized blends; PBAT continuity was lowest in samples with the smallest λ. Compatibilized blends had higher impact strength than Novatein  and  uncompatibilized  blends  through  improved  interfacial  adhesion,  smaller domain size, and increased dispersion. By altering λ and γ12, and with ap-propriate  chemical  interaction,  a  morphology  can  be  created  for  improved  impact  strength.  Increasing  PBAT  content  showed  further  increases  in  impact  strength;  however, a cocontinuous morphology formed, demonstrating that composition can override the effect of λ and γ12.

text: Manipulating morphology in thermoplastic protein/polyester blends for improved impact strength Novatein thermoplastic protein was blended with 10 wt% poly(butylene adipate- co- terephthalate) (PBAT) compatibilized with Joncryl ADR- 4368 and 2- methylimidazole (2MI). Morphology was tailored for favorable impact strength through changing vis-cosity ratio (λ) and interfacial tension (γ12). For uncompatibilized blends, λ decreased and γ12 increased with increasing Novatein water content, whereas compatibilizers caused a decrease in both λ and γ12. PBAT continuity was high when uncompatibi-lized, but dispersion improved with decreasing λ and increasing γ12. The dispersed domain size decreased in all compatibilized blends; PBAT continuity was lowest in samples with the smallest λ. Compatibilized blends had higher impact strength than Novatein  and  uncompatibilized  blends  through  improved  interfacial  adhesion,  smaller domain size, and increased dispersion. By altering λ and γ12, and with ap-propriate  chemical  interaction,  a  morphology  can  be  created  for  improved  impact  strength.  Increasing  PBAT  content  showed  further  increases  in  impact  strength;  however, a cocontinuous morphology formed, demonstrating that composition can override the effect of λ and γ12.

year: 2018-10-01

title: Synthesis and characterisation of adducts of [Pt₂(μ-S) ₂(PPh₃)₄] with organo-palladium and platinum-hydride substrates

authors: White, Bradley C.

subjects: platinum complexes

abstract: The reactions of [Pt₂(μ-S) ₂(PPh₃)₄] towards a range of palladium(II) complexes containing organometallic ligands (cyclopalladated N-donor ligands, η³-allyl, phenyl) have been explored, leading to the formation of a series of cationic, trinuclear sulfido-bridged aggregates containing {Pt₂PdS₂} cores. [Pt₂(μ-S) ₂(PPh₃)₄] also reacts with the platinum(II) hydride complex trans-[PtHCl(PPh3)₂] giving the adduct [Pt₂(μ-S) ₂ (PPh₃)₄PtH(PPh₃)]+. X-ray crystal structure determinations on the complexes [Pt2(μ-S) ₂ (PPh₃)₄PdPh(PPh₃)]PF₆ and [Pt₂ (μ-S) ₂ (PPh₃)₄PtH(PPh₃)]PF₆ are reported, and show the expected bis μ₃-sulfido aggregates with three square-planar metal centres.

text: Synthesis and characterisation of adducts of [Pt₂(μ-S) ₂(PPh₃)₄] with organo-palladium and platinum-hydride substrates The reactions of [Pt₂(μ-S) ₂(PPh₃)₄] towards a range of palladium(II) complexes containing organometallic ligands (cyclopalladated N-donor ligands, η³-allyl, phenyl) have been explored, leading to the formation of a series of cationic, trinuclear sulfido-bridged aggregates containing {Pt₂PdS₂} cores. [Pt₂(μ-S) ₂(PPh₃)₄] also reacts with the platinum(II) hydride complex trans-[PtHCl(PPh3)₂] giving the adduct [Pt₂(μ-S) ₂ (PPh₃)₄PtH(PPh₃)]+. X-ray crystal structure determinations on the complexes [Pt2(μ-S) ₂ (PPh₃)₄PdPh(PPh₃)]PF₆ and [Pt₂ (μ-S) ₂ (PPh₃)₄PtH(PPh₃)]PF₆ are reported, and show the expected bis μ₃-sulfido aggregates with three square-planar metal centres.

year: 2010-08

title: A reflective account of successful leadership: Māori special character secondary boarding schools.

authors: McAllister, Theresa

abstract: This thesis explores the leadership and Māori student achievement in Māori boarding schools taking into account cultural contexts, environments and the leadership ideologies around educational leadership. What are the leadership practices in Māori boarding schools that have made a difference for Māori student achievement? I argue that, Māori secondary boarding schools continue to offer an educational framework whereby Māori students achieve as Maori.
In order to better understand the philosophies and goals of those early Māori boarding school leaders through to the present time I have researched a sample of current leaders within those boarding schools. This research interest arose many years ago when I first realised that there was a significant gap in Māori student educational achievement compared to non-Māori. What was also realised was that few people understood the contribution that Māori boarding schools have played in Māori student achievement and success over many decades. While some people had heard of Māori boarding schools, not a great deal was really known about what Māori boarding schools delivered in terms of education for Māori and Māori culture. What is apparent from an historical perspective is that Māori boarding schools have contributed to the retention of Māori culture, language and identity resulting in student achievement. This is a result of what successful leadership has provided for Māori students to achieve.
Student achievement is a direct result of leadership. In a Māori boarding school setting, achievement is multifaceted. For Māori secondary boarding schools, achievement is taken from three perspectives: Christian, Māori and Academic. Flowing down from those three perspectives is the holistic wellbeing of students’, mind, body and soul, while recognizing and including whānau, hapū and iwi. Therefore, this research investigates the leadership practices in Māori boarding schools that have made a difference for Māori student achievement.

text: A reflective account of successful leadership: Māori special character secondary boarding schools. This thesis explores the leadership and Māori student achievement in Māori boarding schools taking into account cultural contexts, environments and the leadership ideologies around educational leadership. What are the leadership practices in Māori boarding schools that have made a difference for Māori student achievement? I argue that, Māori secondary boarding schools continue to offer an educational framework whereby Māori students achieve as Maori.
In order to better understand the philosophies and goals of those early Māori boarding school leaders through to the present time I have researched a sample of current leaders within those boarding schools. This research interest arose many years ago when I first realised that there was a significant gap in Māori student educational achievement compared to non-Māori. What was also realised was that few people understood the contribution that Māori boarding schools have played in Māori student achievement and success over many decades. While some people had heard of Māori boarding schools, not a great deal was really known about what Māori boarding schools delivered in terms of education for Māori and Māori culture. What is apparent from an historical perspective is that Māori boarding schools have contributed to the retention of Māori culture, language and identity resulting in student achievement. This is a result of what successful leadership has provided for Māori students to achieve.
Student achievement is a direct result of leadership. In a Māori boarding school setting, achievement is multifaceted. For Māori secondary boarding schools, achievement is taken from three perspectives: Christian, Māori and Academic. Flowing down from those three perspectives is the holistic wellbeing of students’, mind, body and soul, while recognizing and including whānau, hapū and iwi. Therefore, this research investigates the leadership practices in Māori boarding schools that have made a difference for Māori student achievement.

year: 2016