title: Anionic germanium polycobalt carbonyl clusters. Part 2. Preparation and structure of [Net₄][Ge{Co₅(CO)₁₆}], a cluster which contains five-co-ordinate germanium

authors: Croft, Rex A.

subjects: chemistry

abstract: Addition of [Co(CO)₄]⁻ to [Ge{Co₄(CO)n}](n= 16, 14, or 13) under mild conditions gives good yields of [Ge{Co₅(CO)₁₆}]⁻. This forms crystals with Net₄⁺ which are orthorhombic, space group Pn2₁ a with a= 12.014(1), b= 36.938(4), c= 15.249(2), and Z= 8. The crystal structure was solved by direct methods and refined, with some difficulty due to pseudo-symmetry, to R= 0.088, R′= 0.081, for 1 590 unique reflections with F² > 2σ(F²). The anion has a GeCo₅ metal skeleton consisting of a GeCo₂ triangle and a GeCo₃ tetrahedron sharing a common apex at Ge. The five Ge–Co bond lengths vary from 2.33 to 2.51 Å. Three of the CO ligands on the GeCo₃ unit bridge the three Co–Co bonds, with two terminal CO groups on each Co atom. On the GeCo₂ moiety there are six terminal and one bridging carbonyls.

text: Anionic germanium polycobalt carbonyl clusters. Part 2. Preparation and structure of [Net₄][Ge{Co₅(CO)₁₆}], a cluster which contains five-co-ordinate germanium Addition of [Co(CO)₄]⁻ to [Ge{Co₄(CO)n}](n= 16, 14, or 13) under mild conditions gives good yields of [Ge{Co₅(CO)₁₆}]⁻. This forms crystals with Net₄⁺ which are orthorhombic, space group Pn2₁ a with a= 12.014(1), b= 36.938(4), c= 15.249(2), and Z= 8. The crystal structure was solved by direct methods and refined, with some difficulty due to pseudo-symmetry, to R= 0.088, R′= 0.081, for 1 590 unique reflections with F² > 2σ(F²). The anion has a GeCo₅ metal skeleton consisting of a GeCo₂ triangle and a GeCo₃ tetrahedron sharing a common apex at Ge. The five Ge–Co bond lengths vary from 2.33 to 2.51 Å. Three of the CO ligands on the GeCo₃ unit bridge the three Co–Co bonds, with two terminal CO groups on each Co atom. On the GeCo₂ moiety there are six terminal and one bridging carbonyls.

year: 1982

title: Music interaction research in HCI

authors: Liikkanen, Lassi

subjects: music

abstract: The ubiquity of music consumption is overarching. Statistics for digital music sales, streaming video videos, computer games, and illegal sharing all speak of a huge interest. At the same, an incredible amount of data about every day interactions (sales and use) with music is accumulating through new cloud services. However, there is an amazing lack of public knowledge about everyday music interaction. This panel discusses the state of music interaction as a part of digital media research. We consider why music interaction research has become so marginal in HCI and discuss how to revive it. Our two discussion themes are: orientation towards design vs. research in music related R&D, and the question if and how private, big data on music interactions could enlighten our understanding of ubiquitous media culture.

text: Music interaction research in HCI The ubiquity of music consumption is overarching. Statistics for digital music sales, streaming video videos, computer games, and illegal sharing all speak of a huge interest. At the same, an incredible amount of data about every day interactions (sales and use) with music is accumulating through new cloud services. However, there is an amazing lack of public knowledge about everyday music interaction. This panel discusses the state of music interaction as a part of digital media research. We consider why music interaction research has become so marginal in HCI and discuss how to revive it. Our two discussion themes are: orientation towards design vs. research in music related R&D, and the question if and how private, big data on music interactions could enlighten our understanding of ubiquitous media culture.

year: 2012

title: Journeys of Māori women in engineering and engineering trades: Navigating challenges and embracing identity

authors: Moridnejad, Maryam

subjects: engineering

abstract: CONTEXT 
This paper reports a study that explores the lived experiences of five Māori women in New Zealand who are engaged in engineering and engineering trades, aiming to inspire more Māori women to join these fields. Through in-depth interviews, three key phases of their lives are examined: upbringing, educational experiences, and professional encounters. The research identifies barriers and strategies these women employed, revealing themes such as identity development, stereotyping, cultural identity, determination, and support.  

PURPOSE OR GOAL
Diversity remains a persistent concern within traditionally male-dominated fields such as engineering and trades. Literature underscores the invaluable contributions of a diverse workforce, including fresh perspectives, insights, and innovative problem-solving approaches. Efforts to enhance diversity in engineering education must address systemic barriers across all levels of education. The aim of this study is to give voice to Māori women in engineers and engineering trades. The study explores participants' career choices, childhood, schooling, tertiary education, and workplace experiences.

APPROACH OR METHODOLOGY/METHODS
The study is underpinned by a feminist poststructuralist conceptual framework, emphasizing that knowledge is constructed rather than discovered, and power relations are shaped within cultural and societal contexts. Data collection involved an initial short questionnaire and two semi-structured interviews. Qualitative inductive analysis was used. Early thematic coding occurred during the analysis of initial questionnaires to identify key themes for the interviews. Interview data were coded inductively by research assistants and cross-checked by the main researchers to find common themes. In a further analysis phase, interview transcripts were loaded into ChatGPT to identify key commonalities, which were compared with researchers’ codes to finalize the themes. These themes framed the discussion and provided a basis for understanding the lived experiences of Māori women in engineering and engineering trades.

ACTUAL OR ANTICIPATED OUTCOMES
The lives and experiences the five Māori women in this study illuminate the unique experiences and challenges faced by indigenous women pursuing careers in engineering and engineering trades. By amplifying their voices, this research highlights their perspectives, celebrates their agency and resilience, and showcases how they assert themselves, overcome challenges, and advocate for gender equality in their professions. Common themes such as identity development, others’ beliefs and attitudes, cultural identity, determination, and support and encouragement frame the discussion, assisting in demystifying societal realities and gaining insight into their social realities. This research aims to empower and make these women visible. The findings highlight the need for timely career guidance in schools, dismantling gender stereotypes early, and integrating Māori culture into workplaces to foster equity and inclusion.

CONCLUSIONS/RECOMMENDATIONS/SUMMARY
Collaborative efforts from educators, researchers, and policymakers are needed to address systemic barriers and create inclusive pathways for indigenous women and other underrepresented groups into engineering. Flexible support services tailored to the diverse needs are essential for facilitating success in these fields. The researchers suggest further research should focus on longitudinal studies tracking the career trajectories of minority groups, exploring how cultural and gender identities influence educational experiences, evaluating the effectiveness of existing support programmes, and examining the role of mentorship and support networks in empowering minority students to succeed in engineering and trades careers.

text: Journeys of Māori women in engineering and engineering trades: Navigating challenges and embracing identity CONTEXT 
This paper reports a study that explores the lived experiences of five Māori women in New Zealand who are engaged in engineering and engineering trades, aiming to inspire more Māori women to join these fields. Through in-depth interviews, three key phases of their lives are examined: upbringing, educational experiences, and professional encounters. The research identifies barriers and strategies these women employed, revealing themes such as identity development, stereotyping, cultural identity, determination, and support.  

PURPOSE OR GOAL
Diversity remains a persistent concern within traditionally male-dominated fields such as engineering and trades. Literature underscores the invaluable contributions of a diverse workforce, including fresh perspectives, insights, and innovative problem-solving approaches. Efforts to enhance diversity in engineering education must address systemic barriers across all levels of education. The aim of this study is to give voice to Māori women in engineers and engineering trades. The study explores participants' career choices, childhood, schooling, tertiary education, and workplace experiences.

APPROACH OR METHODOLOGY/METHODS
The study is underpinned by a feminist poststructuralist conceptual framework, emphasizing that knowledge is constructed rather than discovered, and power relations are shaped within cultural and societal contexts. Data collection involved an initial short questionnaire and two semi-structured interviews. Qualitative inductive analysis was used. Early thematic coding occurred during the analysis of initial questionnaires to identify key themes for the interviews. Interview data were coded inductively by research assistants and cross-checked by the main researchers to find common themes. In a further analysis phase, interview transcripts were loaded into ChatGPT to identify key commonalities, which were compared with researchers’ codes to finalize the themes. These themes framed the discussion and provided a basis for understanding the lived experiences of Māori women in engineering and engineering trades.

ACTUAL OR ANTICIPATED OUTCOMES
The lives and experiences the five Māori women in this study illuminate the unique experiences and challenges faced by indigenous women pursuing careers in engineering and engineering trades. By amplifying their voices, this research highlights their perspectives, celebrates their agency and resilience, and showcases how they assert themselves, overcome challenges, and advocate for gender equality in their professions. Common themes such as identity development, others’ beliefs and attitudes, cultural identity, determination, and support and encouragement frame the discussion, assisting in demystifying societal realities and gaining insight into their social realities. This research aims to empower and make these women visible. The findings highlight the need for timely career guidance in schools, dismantling gender stereotypes early, and integrating Māori culture into workplaces to foster equity and inclusion.

CONCLUSIONS/RECOMMENDATIONS/SUMMARY
Collaborative efforts from educators, researchers, and policymakers are needed to address systemic barriers and create inclusive pathways for indigenous women and other underrepresented groups into engineering. Flexible support services tailored to the diverse needs are essential for facilitating success in these fields. The researchers suggest further research should focus on longitudinal studies tracking the career trajectories of minority groups, exploring how cultural and gender identities influence educational experiences, evaluating the effectiveness of existing support programmes, and examining the role of mentorship and support networks in empowering minority students to succeed in engineering and trades careers.

year: 2024