title: The formation of mixed germanium–cobalt carbonyl clusters: an electrospray mass spectrometric study, and the structure of a high-nuclearity [Ge₂Co₁₀(CO)₂₄]²⁻ anion

authors: Evans, Cameron

abstract: The reaction of [µ₄-Ge{Co₂(CO)₇}₂] with [Co(CO)₄]⁻ has been monitored by electrospray mass spectrometry to detect the cluster anions generated. Conditions giving known mixed Ge–Co carbonyl clusters were established, and a new high nuclearity cluster anion, [Ge₂Co₁₀(CO)₂₄]²⁻ was detected. Conditions for its formation were optimised and it was subsequently isolated as its [Et₄N]⁺ salt and characterised by single-crystal X-ray crystallography. The Ge₂Co₁₀ cluster core has a novel geometry with the two germanium atoms in semi-encapsulated positions, forming seven formal Ge–Co bonds. There are also eighteen formal Co–Co bonds. Corresponding reactions of [µ₄-Si{Co₂(CO)₇}₂] with [Co(CO)₄]⁻ were also investigated.

text: The formation of mixed germanium–cobalt carbonyl clusters: an electrospray mass spectrometric study, and the structure of a high-nuclearity [Ge₂Co₁₀(CO)₂₄]²⁻ anion The reaction of [µ₄-Ge{Co₂(CO)₇}₂] with [Co(CO)₄]⁻ has been monitored by electrospray mass spectrometry to detect the cluster anions generated. Conditions giving known mixed Ge–Co carbonyl clusters were established, and a new high nuclearity cluster anion, [Ge₂Co₁₀(CO)₂₄]²⁻ was detected. Conditions for its formation were optimised and it was subsequently isolated as its [Et₄N]⁺ salt and characterised by single-crystal X-ray crystallography. The Ge₂Co₁₀ cluster core has a novel geometry with the two germanium atoms in semi-encapsulated positions, forming seven formal Ge–Co bonds. There are also eighteen formal Co–Co bonds. Corresponding reactions of [µ₄-Si{Co₂(CO)₇}₂] with [Co(CO)₄]⁻ were also investigated.

year: 2001-01-01

title: Bridging the transition from Year 6 to Year 7: A New Zealand context

authors: Gilroy, Kirsty

subjects: transition

abstract: The purpose of this study was to investigate the processes in place for vulnerable students when transitioning from Year 6 at primary school, to Year 7 at intermediate or middle school. Specifically, it investigates what data on vulnerable students is recorded, how this data is utilised when transitioning students, how it is disseminated by receiving schools and in what ways it is useful in supporting students.

A convergent parallel mixed methods study design was used (Creswell & Clark, 2016); a national survey, a local Community of Learning / Kahui Ako survey and interviews were undertaken with five leaders from primary or intermediate/middle schools. This research identified a disconnect between primary feeder schools and receiving intermediate and middle schools in terms of what data is most valued, how it is utilised and how it is disseminated.

Respondents recognised the difficulties inherent in developing effective transition processes and the academic, social, behavioural and emotional risks to all students during transition, with particular concern for the vulnerable learners. Respondents also acknowledged the benefit of working across schools and across communities and expressed a desire to address the needs of Māori and Pasifika learners.

Recommendations are made for schools and teaching professionals to:
i. engage in collective and collaborative professional discussion on the type, accuracy and value of data being collected and utilised
ii. investigate changes in policy and practice with theory and current research as a basis for action
iii. co-construct what skills and knowledge it is felt would be beneficial for a Year 6 learner to have in order to successfully transition to Year 7 at an intermediate/middle school
iv. build understanding and relationships within the wider community through the Community of Learning / Kahui Ako
v. collectively address the challenges of addressing and catering for Māori and Pasifika learners along with other diverse learners, so that there are clear and successful learning pathways

text: Bridging the transition from Year 6 to Year 7: A New Zealand context The purpose of this study was to investigate the processes in place for vulnerable students when transitioning from Year 6 at primary school, to Year 7 at intermediate or middle school. Specifically, it investigates what data on vulnerable students is recorded, how this data is utilised when transitioning students, how it is disseminated by receiving schools and in what ways it is useful in supporting students.

A convergent parallel mixed methods study design was used (Creswell & Clark, 2016); a national survey, a local Community of Learning / Kahui Ako survey and interviews were undertaken with five leaders from primary or intermediate/middle schools. This research identified a disconnect between primary feeder schools and receiving intermediate and middle schools in terms of what data is most valued, how it is utilised and how it is disseminated.

Respondents recognised the difficulties inherent in developing effective transition processes and the academic, social, behavioural and emotional risks to all students during transition, with particular concern for the vulnerable learners. Respondents also acknowledged the benefit of working across schools and across communities and expressed a desire to address the needs of Māori and Pasifika learners.

Recommendations are made for schools and teaching professionals to:
i. engage in collective and collaborative professional discussion on the type, accuracy and value of data being collected and utilised
ii. investigate changes in policy and practice with theory and current research as a basis for action
iii. co-construct what skills and knowledge it is felt would be beneficial for a Year 6 learner to have in order to successfully transition to Year 7 at an intermediate/middle school
iv. build understanding and relationships within the wider community through the Community of Learning / Kahui Ako
v. collectively address the challenges of addressing and catering for Māori and Pasifika learners along with other diverse learners, so that there are clear and successful learning pathways

year: 2018

title: Young people, technology and the future of te Reo Māori

authors: Keegan, Te Taka Adrian Gregory

abstract: After decades of neglect and, in some instances, suppression, te reo Māori has achieved a degree of recognition and support from the Government and people. Language strategies have been written, schooling is available in both languages, and since 1987 the language has had official status. However, despite demonstrable progress in some areas, it remains a small-minority language. Within New Zealand there are 157,000 speakers of te reo Māori, about 4.1 percent of the population (Statistics New Zealand: Te Tari Tatau, 2007), and the language is classified as 'vulnerable' by UNESCO (Mosley, 2010). The language continues to face considerable pressure from English, not just because English is a majority national language but because it is an increasingly global language, with a significant presence in culture, science, media and technology. This chapter considers the relationships between young people, technology and te reo Māori. It argues that technology is an important domain of use for te reo Māori, particularly the continued use of the language by young people.

text: Young people, technology and the future of te Reo Māori After decades of neglect and, in some instances, suppression, te reo Māori has achieved a degree of recognition and support from the Government and people. Language strategies have been written, schooling is available in both languages, and since 1987 the language has had official status. However, despite demonstrable progress in some areas, it remains a small-minority language. Within New Zealand there are 157,000 speakers of te reo Māori, about 4.1 percent of the population (Statistics New Zealand: Te Tari Tatau, 2007), and the language is classified as 'vulnerable' by UNESCO (Mosley, 2010). The language continues to face considerable pressure from English, not just because English is a majority national language but because it is an increasingly global language, with a significant presence in culture, science, media and technology. This chapter considers the relationships between young people, technology and te reo Māori. It argues that technology is an important domain of use for te reo Māori, particularly the continued use of the language by young people.

year: 2014