. 65, 412 (1987). Deoxyfluoro sugars were synthesized rapidly by the reaction of trifluoromethanesulfonyl derivatives of partially protected sugars with tris(dimethylarnino)sulfonium difluorotrimethylsilicate (TASF) under mild conditions. The displacements occurred with inversion of configuration; fluorine has been introduced stereospecifically at each of the secondary alcoholic sites of aldohexopyranosides and in one example of a furanoid system. In some instances unsaturated compounds that contained no fluorine were produced. BOGDAN DOBOSZEWSKI, GEORGE W. HAY et WALTER A. SZAREK. Can. J. Chem. 65,412 (1987). On a realist une synthkse rapide de sucres dtsoxyfluorCs en faisant rCagir des derives trifluoromCthanesulfonylCs de sucres partiellement proteges avec du difluorotrimCthylsilicate de tris(dimCthy1amino)sulfonium (TASF), utilisant des conditions douces. Les reactions de deplacement se font avec inversion de configuration; on a pu introduire d'une facon spkcifique des atomes de fluor au niveau de chacun des sites alcooliques secondaires des aldohexopyrannosides et dans un exemple de systtme furannoide. Dans quelques cas, on a obtenu des compos6s insatures qui ne contenaient pas de fluor.[Traduit par la revue]

In our Western scientific tradition, Aristotle's first legacy has conventionally been invoked to justify the separation of theory and practice. In contrast, we draw attention to a second, less recognized legacy of Aristotle, one where he argues for the integration of universals (theory), with the particulars (experience and practice) of a situation as the basis of true knowledge and understanding. Scholar-practitioners, we suggest, are the contemporary carriers of the Aristotelian second vision, who skillfully integrate theory, experience, and practice to create actionable scientific knowledge, or knowledge that advances the causes of both the organization and the larger scientific discourse. Our study of 11 scholar-practitioners and their efforts in organizational projects to generate actionable scientific knowledge suggests that they employ six strategies for interrelating theory and practice: framing, influencing and legitimizing, sensemaking, demonstrating, turns, and scaffolding. We discuss implications from our findings for the design of collaborative management systems that strive to produce knowledge outcomes with such dual relevance. C H A P T E RThe true "technê" [practice] implies not merely the possession of this or that ability, but also the "epistêmê" [theory] of why this particular "technê" works and yields the desired results. Aristotle (Metaphysics, 1961, p. 981b) 03- Shani-45330.qxd 7/23/2007 11:23 AM Page 49

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