title: Isonitrile substitution reactions of Co₄(μ₄-SiR)₂(CO)₁₁ clusters and the structure of Co₄(μ₄-SiC₆H₄OMe)₂(CO)₇(XyNC)₄

authors: Evans, Cameron

subjects: Cluster

abstract: The substitution of carbonyl ligands by isonitriles on Co₄(μ₄-SiC₆H₄R)₂(CO)₁₁ (R=H, OMe, NMe₂) clusters has been examined. The reactions could be monitored by electrospray ionisation mass spectrometry, identifying the substituted products as either protonated [M+H]⁺ (R=NMe₂) or oxidised [M]⁺ (R=H, OMe) ions. Evidence for substitution of up to nine carbonyl ligands was found and the structure of tetra-substituted example, Co₄(μ₄-SiC₆H₄OMe)₂(CO)₇(XyNC)₄, was determined.

text: Isonitrile substitution reactions of Co₄(μ₄-SiR)₂(CO)₁₁ clusters and the structure of Co₄(μ₄-SiC₆H₄OMe)₂(CO)₇(XyNC)₄ The substitution of carbonyl ligands by isonitriles on Co₄(μ₄-SiC₆H₄R)₂(CO)₁₁ (R=H, OMe, NMe₂) clusters has been examined. The reactions could be monitored by electrospray ionisation mass spectrometry, identifying the substituted products as either protonated [M+H]⁺ (R=NMe₂) or oxidised [M]⁺ (R=H, OMe) ions. Evidence for substitution of up to nine carbonyl ligands was found and the structure of tetra-substituted example, Co₄(μ₄-SiC₆H₄OMe)₂(CO)₇(XyNC)₄, was determined.

year: 2003-01-01

title: An Investigation Into Rate-building and Cues on Conditional Discrimination Performance Using a Repeated Acquisition Procedure

authors: Levine, Joshua

subjects: Precision Teaching

abstract: The present study consisted of eleven experiments divided between two series of studies.  The first part of Series 1 aimed at replicating the findings of Porritt (2007) and Porritt et al. (2009).  Findings from Series 1 showed that rate-building, when number of practices and reinforcement rate are controlled, enhance training accuracy.  However, the greater response rates did not improve retention accuracy, a failure to replicate.  Given the contrary outcomes, the studies in the second part of Series 1 attempted to fully replicate Porritt by using variables that have been shown to improve retention accuracy.  These results replicated Porritt only when similar behaviours were trained under like conditions between the Training and Retention components.  An interpretation of the Series 1 data suggests that, rather than response rate, response duration may contribute towards retention accuracy.  The second series of studies investigated the role of stimuli in the repeated acquisition procedure. Findings show the use of colour cues generated the greatest accuracy while completing behaviour chains.  However, both colour cues and position of last response were found to govern chain completion accuracy.  Findings from Series 2 suggest attention should be paid to the use of cues when the repeated acquisition procedure is used in rate-building experiments.  Overall, the present study found that focusing on duration-reduction, in an animal analogue study using a repeated acquisition procedure with no-colour cues, may reveal the prime contributor to greater retention in Precision Teaching.

text: An Investigation Into Rate-building and Cues on Conditional Discrimination Performance Using a Repeated Acquisition Procedure The present study consisted of eleven experiments divided between two series of studies.  The first part of Series 1 aimed at replicating the findings of Porritt (2007) and Porritt et al. (2009).  Findings from Series 1 showed that rate-building, when number of practices and reinforcement rate are controlled, enhance training accuracy.  However, the greater response rates did not improve retention accuracy, a failure to replicate.  Given the contrary outcomes, the studies in the second part of Series 1 attempted to fully replicate Porritt by using variables that have been shown to improve retention accuracy.  These results replicated Porritt only when similar behaviours were trained under like conditions between the Training and Retention components.  An interpretation of the Series 1 data suggests that, rather than response rate, response duration may contribute towards retention accuracy.  The second series of studies investigated the role of stimuli in the repeated acquisition procedure. Findings show the use of colour cues generated the greatest accuracy while completing behaviour chains.  However, both colour cues and position of last response were found to govern chain completion accuracy.  Findings from Series 2 suggest attention should be paid to the use of cues when the repeated acquisition procedure is used in rate-building experiments.  Overall, the present study found that focusing on duration-reduction, in an animal analogue study using a repeated acquisition procedure with no-colour cues, may reveal the prime contributor to greater retention in Precision Teaching.

year: 2014

title: Building bridges - seeking collaboration with a Maori community

authors: Hohneck, Deborah

subjects: Maori community collaboration

abstract: The context for this thesis is the pressing need to help mainstream schools become more proactive and culturally responsive in how they engage with the whānau of their Māori pupils. 
The thesis examines how the author, a facilitator within the Te Kotahitanga Professional Development project, established a responsive and dialogic relationship with a local Māori community, so that the school could more fully support the educational achievements of its Māori students in mainstream classes. She explored ways to build “educationally powerful connections” with whānau. Initially, there was little interaction with Māori families through the traditional formats that this school was employing. She describes her personal journey of learning to engage with whānau members outside of the school context, and to work collaboratively with them to find more effective solutions.
In the first part of the thesis the author examines literature which helps to understand important differences between Pākehā and Māori ‘World Views’, and the reluctance that many Māori feel to engage with Pākehā institutions. She documents how she and whānau members, working together, identified contexts and cultural processes (tikanga) that enabled this collaborative research project to proceed in a culturally responsive way. 
In the second part of the thesis the author examines the particular culturally-grounded learning events and experiences that she encountered along the way. Concurrently with this identification and reporting of events and experiences, she reflects on how these events and experiences impacted on her professional practice, and on her professional and personal identities. The author also considers what implications her collaborative research journey with Māori colleagues and friends and learning might have for school leaders and whānau members in other schools. 
Throughout the thesis, the author sustains a metaphor of bridge building. This metaphor helps to appreciate how, although starting from quite different cultural locations and positions at either end of the bridge, members of both cultures were able to meet in the middle and find respectful and trusting ways of working together.

text: Building bridges - seeking collaboration with a Maori community The context for this thesis is the pressing need to help mainstream schools become more proactive and culturally responsive in how they engage with the whānau of their Māori pupils. 
The thesis examines how the author, a facilitator within the Te Kotahitanga Professional Development project, established a responsive and dialogic relationship with a local Māori community, so that the school could more fully support the educational achievements of its Māori students in mainstream classes. She explored ways to build “educationally powerful connections” with whānau. Initially, there was little interaction with Māori families through the traditional formats that this school was employing. She describes her personal journey of learning to engage with whānau members outside of the school context, and to work collaboratively with them to find more effective solutions.
In the first part of the thesis the author examines literature which helps to understand important differences between Pākehā and Māori ‘World Views’, and the reluctance that many Māori feel to engage with Pākehā institutions. She documents how she and whānau members, working together, identified contexts and cultural processes (tikanga) that enabled this collaborative research project to proceed in a culturally responsive way. 
In the second part of the thesis the author examines the particular culturally-grounded learning events and experiences that she encountered along the way. Concurrently with this identification and reporting of events and experiences, she reflects on how these events and experiences impacted on her professional practice, and on her professional and personal identities. The author also considers what implications her collaborative research journey with Māori colleagues and friends and learning might have for school leaders and whānau members in other schools. 
Throughout the thesis, the author sustains a metaphor of bridge building. This metaphor helps to appreciate how, although starting from quite different cultural locations and positions at either end of the bridge, members of both cultures were able to meet in the middle and find respectful and trusting ways of working together.

year: 2013