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The reaction between acetylenes and carbon monoxide in n-butanol solution in the presence of a palladium iodide/sodium iodide catalyst has been investigated. Acetylene, methyl-, butyl- and phenylacetylene reacted reaoily at atmospheric pressure to yield mixtures of esters. Substituted acrylates, succinates, maleates and fumarates were the major products; the monoesters which were formed were, in the main, non-linear. The effect of various additives on the product spectrum was examined, thus hydrogen chloride enhanced the yield of monoester in most cases, whilst air and other oxidising agents lowered it. Possible mechanistic routes were investigated by isotopic labelling and other techniques. Dimethylacetylene and diphenylacetylene reacted less readily, and it was necessary to employ elevated, pressures to bring about carbonylation. The products then included esters and lactonea.

Thesis (M.Ed.)--University of Hong Kong, 1989. / Includes bibliographical references. Also available in print.

Thesis (M.A. Ed.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 89-90). Also available via the Internet.

Thesis (M. Soc. Sc.)--University of Hong Kong, 1981.

Thesis (M.Soc.Sc.)--University of Hong Kong, 1981. / Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1980. / Also available in print.

Thesis (M.S.)--Virginia Polytechnic Institute, 1953. / Typewritten. Vita. Bibliography: leaves 90-91. Also available via the Internet.

Thesis (M. Soc. Sc.)--University of Hong Kong, 1982.

This inquiry explored the effect of policy on faculty practice and pedagogy in e-learning in higher education. This study was framed by descriptive policy analysis which would lead to a better understanding of the way policies work - or do not work. It sought to identify the effect of educational/administrative policy by triangulating policy directives and their effect on faculty practice. The descriptive case study method was used to tell the story of the faculty who teach using e-learning. Qualitative data were gathered through on-site interviews, document analysis and a survey questionnaire. There was a blend of forced-choice and open-ended questions which were later thematically analyzed. The findings indicated that policy is viewed by teaching faculty as being important to move e-learning/blended learning toward an institutional strategic plan or vision and those policies affect e-learning teaching practice. As well, the findings in this study suggested overall low diffusion of policy for e-learning/blended learning within this case study. The findings also suggested that policy, or lack thereof, had an affect on teaching practice in e-learning/blended learning. The study concludes with recommendations for future research.