title: Coordination chemistry of the metalloligand [Pt₂(μ-S)₂(PPh₃)₄] with nickel(II) complexes – an electrospray mass spectrometry directed synthetic study

authors: Fong, S.W. Audi

subjects: mixed-metal complexes

abstract: The reactivity of [Pt₂(μ-S)₂(PPh₃)₄] towards a range of nickel(II) complexes has been probed using electrospray ionisation mass spectrometry coupled with synthesis and characterisation in selected systems. Reaction of [Pt₂(μ-S)₂(PPh₃)₄] with [Ni(NCS)₂(PPh₃)₂] gives [Pt₂(μ-S)₂(PPh₃)₄Ni(NCS)(PPh₃)]⁺, isolated as its BPh₄ ⁻ salt; the same product is obtained in the reaction of [Pt₂(μ-S)₂(PPh₃)₄] with [NiBr₂(PPh₃)₂] and KNCS. An X-ray structure determination reveals the expected sulfide-bridged structure, with an N-bonded thiocyanate ligand and a square-planar coordination geometry about nickel. A range of nickel(II) complexes NiL₂, containing β-diketonate, 8-hydroxyquinolinate, or salicylaldehyde oximate ligands react similarly, giving [Pt₂(μ-S)₂(PPh₃)₄NiL]⁻ cations. Reactions of [Pt₂(μ-S)₂(PPh₃)₄] with a range of nickel(II) substrates have been explored using electrospray mass spectrometry, coupled with synthesis and characterization in selected systems. The X-ray crystal structure of [Pt₂(μ-S)₂(PPh₃)₄Ni(NCS)(PPh₃)]⁺PF₆⁻is reported.

text: Coordination chemistry of the metalloligand [Pt₂(μ-S)₂(PPh₃)₄] with nickel(II) complexes – an electrospray mass spectrometry directed synthetic study The reactivity of [Pt₂(μ-S)₂(PPh₃)₄] towards a range of nickel(II) complexes has been probed using electrospray ionisation mass spectrometry coupled with synthesis and characterisation in selected systems. Reaction of [Pt₂(μ-S)₂(PPh₃)₄] with [Ni(NCS)₂(PPh₃)₂] gives [Pt₂(μ-S)₂(PPh₃)₄Ni(NCS)(PPh₃)]⁺, isolated as its BPh₄ ⁻ salt; the same product is obtained in the reaction of [Pt₂(μ-S)₂(PPh₃)₄] with [NiBr₂(PPh₃)₂] and KNCS. An X-ray structure determination reveals the expected sulfide-bridged structure, with an N-bonded thiocyanate ligand and a square-planar coordination geometry about nickel. A range of nickel(II) complexes NiL₂, containing β-diketonate, 8-hydroxyquinolinate, or salicylaldehyde oximate ligands react similarly, giving [Pt₂(μ-S)₂(PPh₃)₄NiL]⁻ cations. Reactions of [Pt₂(μ-S)₂(PPh₃)₄] with a range of nickel(II) substrates have been explored using electrospray mass spectrometry, coupled with synthesis and characterization in selected systems. The X-ray crystal structure of [Pt₂(μ-S)₂(PPh₃)₄Ni(NCS)(PPh₃)]⁺PF₆⁻is reported.

year: 2004

title: Creating confident, motivated teachers of physical education in primary schools

authors: Petrie, Kirsten Culhane

subjects: physical education

abstract: This paper analyses the impact of a nationwide one-year physical education (PE) professional development (PD) programme on 25 generalist classroom teachers from 10 primary schools in New Zealand. This research specifically explores how a year-long PD programme, focused predominantly on general pedagogical strategies, supported in-service generalist teachers to use of pedagogies previously reserved to the classroom to enhance their PE practice, reconceptualise the place and purpose of PE, and shifted their perceptions of themselves as teachers of PE. Interviews, questionnaires, lesson observations and document analysis were used to investigate the impact a PD programme had on teachers’ knowledge and practices in PE. This research specifically explores how a year-long PD programme, focused predominantly on general pedagogical strategies, supported in-service generalist teachers to explore how the use of pedagogies previously reserved to the classroom support them to enhance their PE practice; to reconceptualize the place and purpose of PE, and shifted their perceptions of themselves as teachers of PE. It is concluded that generalist teachers benefit from PD opportunities that allow for the transfer of pedagogical strategies and skills from the classroom to the PE context. However, these learning opportunities should be balanced and connected with opportunities to develop content knowledge associated with PE.

text: Creating confident, motivated teachers of physical education in primary schools This paper analyses the impact of a nationwide one-year physical education (PE) professional development (PD) programme on 25 generalist classroom teachers from 10 primary schools in New Zealand. This research specifically explores how a year-long PD programme, focused predominantly on general pedagogical strategies, supported in-service generalist teachers to use of pedagogies previously reserved to the classroom to enhance their PE practice, reconceptualise the place and purpose of PE, and shifted their perceptions of themselves as teachers of PE. Interviews, questionnaires, lesson observations and document analysis were used to investigate the impact a PD programme had on teachers’ knowledge and practices in PE. This research specifically explores how a year-long PD programme, focused predominantly on general pedagogical strategies, supported in-service generalist teachers to explore how the use of pedagogies previously reserved to the classroom support them to enhance their PE practice; to reconceptualize the place and purpose of PE, and shifted their perceptions of themselves as teachers of PE. It is concluded that generalist teachers benefit from PD opportunities that allow for the transfer of pedagogical strategies and skills from the classroom to the PE context. However, these learning opportunities should be balanced and connected with opportunities to develop content knowledge associated with PE.

year: 2010

title: Inter-propositional relations: An investigation of authentic Māori texts signalled in te reo Māori

authors: Whaanga, Hēmi

subjects: Māori manuscripts

abstract: I report here on a part of a research project involving the investigation of a range of authentic Māori texts in terms of two types of meaning relation - those that operate within propositions (referred to here as 'intra-propositional relations'), and those that link propositions or groups of propositions (referred to here as 'inter-propositional relations'). In focus here is the second of these types, that is, inter-propositional relations, and in particular, the ways in which they are signalled in te reo Māori. The implications of the findings for the teaching and learning of te reo Māori are also discussed.

text: Inter-propositional relations: An investigation of authentic Māori texts signalled in te reo Māori I report here on a part of a research project involving the investigation of a range of authentic Māori texts in terms of two types of meaning relation - those that operate within propositions (referred to here as 'intra-propositional relations'), and those that link propositions or groups of propositions (referred to here as 'inter-propositional relations'). In focus here is the second of these types, that is, inter-propositional relations, and in particular, the ways in which they are signalled in te reo Māori. The implications of the findings for the teaching and learning of te reo Māori are also discussed.

year: 2007-09