title: Cyclorheniated Azabutadienes and Their Reactions with Unsaturated Molecules

authors: Asamizu, Toshie

subjects: Cyclometalated azabutadiene

abstract: This thesis reports the studies on the reaction of 1-azabutadienes with PhCH2Re(CO)5 to prepare the cyclometallated azabutadiene tetracarbonyl compounds.

Three 1-azabutadienes with different reactivity on the N and C-1 carbons were prepared and their reactions with PhCH2Re(CO)5 were investigated.

All the reactions gave a mixture of the cyclorheniated azabutadienes and the isomers of the substituted derivatives formed by substitution by a second azabutadiene.

The substituted derivatives as the mixture were always the main products of the reactions and were obtained in good-to-excellent yield even under modified conditions intended to optimise the yield of the cyclorheniated azabutadienes. The yield could not be improved beyond 30 %. Isomerisation of the azabutadiene about the N=C bond provided very rare cis-azabutadiene metal complexes. NMR studies on the mixture of the two isomers and suggested that the product ratio depended on the molar ratio of PhCH2Re(CO)5 in the reaction mixtures.

The reactions gave the Re analogues of the products obtained in the corresponding Mn reactions.

All the compounds were characterised spectroscopically as well as by microanalysis and examples of all three types were structurally determined by X-ray crystallography. 

The reactions of the substituted derivative as the mixture of the two isomers with unsaturated molecules including phenyl acetylene, p-methoxyphenyl isocyanide, and phenyl isocyanate and methyl acrylate were investigated.

text: Cyclorheniated Azabutadienes and Their Reactions with Unsaturated Molecules This thesis reports the studies on the reaction of 1-azabutadienes with PhCH2Re(CO)5 to prepare the cyclometallated azabutadiene tetracarbonyl compounds.

Three 1-azabutadienes with different reactivity on the N and C-1 carbons were prepared and their reactions with PhCH2Re(CO)5 were investigated.

All the reactions gave a mixture of the cyclorheniated azabutadienes and the isomers of the substituted derivatives formed by substitution by a second azabutadiene.

The substituted derivatives as the mixture were always the main products of the reactions and were obtained in good-to-excellent yield even under modified conditions intended to optimise the yield of the cyclorheniated azabutadienes. The yield could not be improved beyond 30 %. Isomerisation of the azabutadiene about the N=C bond provided very rare cis-azabutadiene metal complexes. NMR studies on the mixture of the two isomers and suggested that the product ratio depended on the molar ratio of PhCH2Re(CO)5 in the reaction mixtures.

The reactions gave the Re analogues of the products obtained in the corresponding Mn reactions.

All the compounds were characterised spectroscopically as well as by microanalysis and examples of all three types were structurally determined by X-ray crystallography. 

The reactions of the substituted derivative as the mixture of the two isomers with unsaturated molecules including phenyl acetylene, p-methoxyphenyl isocyanide, and phenyl isocyanate and methyl acrylate were investigated.

year: 2009

title: State of the art on formal methods for interactive systems

authors: Oliveira, Raquel

subjects: Computer science

abstract: This chapter provides an overview of several formal approaches for the design, specification, and verification of interactive systems. For each approach presented, we describe how they support both modelling and verification activities. We also exemplify their use on a simple example in order to provide the reader with a better understanding of their basic concepts. It is important to note that this chapter is not self-contained and that the interested reader should get more details looking at the references provided. The chapter is organized to provide a historical perspective of the main contributions in the area of formal methods in the field of human–computer interaction. The approaches are presented in a semi-structured way identifying their contributions alongside a set of criteria. The chapter is concluded by a summary section organizing the various approaches in two summary tables reusing the criteria previously derived.

text: State of the art on formal methods for interactive systems This chapter provides an overview of several formal approaches for the design, specification, and verification of interactive systems. For each approach presented, we describe how they support both modelling and verification activities. We also exemplify their use on a simple example in order to provide the reader with a better understanding of their basic concepts. It is important to note that this chapter is not self-contained and that the interested reader should get more details looking at the references provided. The chapter is organized to provide a historical perspective of the main contributions in the area of formal methods in the field of human–computer interaction. The approaches are presented in a semi-structured way identifying their contributions alongside a set of criteria. The chapter is concluded by a summary section organizing the various approaches in two summary tables reusing the criteria previously derived.

year: 2017

title: Fanning the divine spark: Gaining understandings of micro-interactions in New Zealand classrooms

authors: Eley, Elizabeth Martha Ann

subjects: micro-interactions

abstract: New Zealand’s Treaty of Waitangi was signed by representatives of Iwi Māori (Indigenous tribal groups) and the British Crown.  Inherent in the heritages of both signatory groups is the ontological positioning that children are born of greatness; carriers of the divine spark from Tama-nui-te-rā (the central sun) and created in the image of God.  Almost all New Zealand children attend school.  For some, their ongoing classroom experiences with educators fans their divine spark and works towards the realisation of their innate potential.  For others, schooling is not a positive experience and their divine spark may be neither recognised nor celebrated.  

This research explores the relationships and pedagogical practices that underpin the classroom micro-interactions experienced by children.  Children’s schooling experience is made up of small interactions in classrooms that are situated in the social, political and legal contexts of schooling.  Therefore, this research applies both a centripetal and a centrifugal examination of the macro and micro contexts of classroom interactions.  

In examining the macro-context, ontological views of the child and the theoretical frameworks that guide pedagogy are considered.  The Education Acts governing New Zealand schooling have successively contained an ontological contradiction that enforces both a factory model as the preferred means of schooling for New Zealand and a requirement to honour the Treaty of Waitangi, including the worldviews of both signatories.  I conclude that educators within the compulsory schooling sector are not provided with specific guidance on how to navigate these contradictory worldviews.  Neither ontological views of how children are perceived within the system, nor theoretical frameworks that could and should inform views of knowledge and how learning occurs, are made explicit for educators.  

At the micro-context level, relationships and pedagogical practices are explored through case studies in three different New Zealand classrooms.  In each case, from video-recordings of classroom interactions, critical incidents were extracted and used to support interviews with participating teachers, students, parents and members of the wider school community.  Employing culturally responsive research methodologies, the interactions with participants were relational and dialogic.  The research found that classroom micro-interactions are pervasive and complex.  All participants, students, teachers and whānau, draw from the knowledge, understandings and positionings of the individual’s own cultural toolkits in classroom interactions.  Their cultural toolkits contain a range of factors to support learning, all of which were necessary and interdependent.  

The thesis calls for all children to receive an education that fans their inherent divine spark.  While this experience is not yet the case for all, there is opportunity in the rhetoric and structures already within New Zealand’s education system for this to occur.  Some schools and communities have begun to successfully challenge and address the prevailing theoretical and pedagogical status quo.  Therefore, there is reason for radical hope for a system-wide fanning of the divine spark in every child.

text: Fanning the divine spark: Gaining understandings of micro-interactions in New Zealand classrooms New Zealand’s Treaty of Waitangi was signed by representatives of Iwi Māori (Indigenous tribal groups) and the British Crown.  Inherent in the heritages of both signatory groups is the ontological positioning that children are born of greatness; carriers of the divine spark from Tama-nui-te-rā (the central sun) and created in the image of God.  Almost all New Zealand children attend school.  For some, their ongoing classroom experiences with educators fans their divine spark and works towards the realisation of their innate potential.  For others, schooling is not a positive experience and their divine spark may be neither recognised nor celebrated.  

This research explores the relationships and pedagogical practices that underpin the classroom micro-interactions experienced by children.  Children’s schooling experience is made up of small interactions in classrooms that are situated in the social, political and legal contexts of schooling.  Therefore, this research applies both a centripetal and a centrifugal examination of the macro and micro contexts of classroom interactions.  

In examining the macro-context, ontological views of the child and the theoretical frameworks that guide pedagogy are considered.  The Education Acts governing New Zealand schooling have successively contained an ontological contradiction that enforces both a factory model as the preferred means of schooling for New Zealand and a requirement to honour the Treaty of Waitangi, including the worldviews of both signatories.  I conclude that educators within the compulsory schooling sector are not provided with specific guidance on how to navigate these contradictory worldviews.  Neither ontological views of how children are perceived within the system, nor theoretical frameworks that could and should inform views of knowledge and how learning occurs, are made explicit for educators.  

At the micro-context level, relationships and pedagogical practices are explored through case studies in three different New Zealand classrooms.  In each case, from video-recordings of classroom interactions, critical incidents were extracted and used to support interviews with participating teachers, students, parents and members of the wider school community.  Employing culturally responsive research methodologies, the interactions with participants were relational and dialogic.  The research found that classroom micro-interactions are pervasive and complex.  All participants, students, teachers and whānau, draw from the knowledge, understandings and positionings of the individual’s own cultural toolkits in classroom interactions.  Their cultural toolkits contain a range of factors to support learning, all of which were necessary and interdependent.  

The thesis calls for all children to receive an education that fans their inherent divine spark.  While this experience is not yet the case for all, there is opportunity in the rhetoric and structures already within New Zealand’s education system for this to occur.  Some schools and communities have begun to successfully challenge and address the prevailing theoretical and pedagogical status quo.  Therefore, there is reason for radical hope for a system-wide fanning of the divine spark in every child.

year: 2020