title: At limits of life: Multidisciplinary insights reveal environmental constraints on biotic diversity in Continental Antarctica

authors: Magalhães, Catarina M.

abstract: Multitrophic communities that maintain the functionality of the extreme Antarctic terrestrial ecosystems, while the simplest of any natural community, are still challenging our knowledge about the limits to life on earth. In this study, we describe and interpret the linkage between the diversity of different trophic level communities to the geological morphology and soil geochemistry in the remote Transantarctic Mountains (Darwin Mountains, 80°S). We examined the distribution and diversity of biota (bacteria, cyanobacteria, lichens, algae, invertebrates) with respect to elevation, age of glacial drift sheets, and soil physicochemistry. Results showed an abiotic spatial gradient with respect to the diversity of the organisms across different trophic levels. More complex communities, in terms of trophic level diversity, were related to the weakly developed younger drifts (Hatherton and Britannia) with higher soil C/N ratio and lower total soluble salts content (thus lower conductivity). Our results indicate that an increase of ion concentration from younger to older drift regions drives a succession of complex to more simple communities, in terms of number of trophic levels and diversity within each group of organisms analysed. This study revealed that integrating diversity across multi-trophic levels of biotic communities with abiotic spatial heterogeneity and geological history is fundamental to understand environmental constraints influencing biological distribution in Antarctic soil ecosystems

text: At limits of life: Multidisciplinary insights reveal environmental constraints on biotic diversity in Continental Antarctica Multitrophic communities that maintain the functionality of the extreme Antarctic terrestrial ecosystems, while the simplest of any natural community, are still challenging our knowledge about the limits to life on earth. In this study, we describe and interpret the linkage between the diversity of different trophic level communities to the geological morphology and soil geochemistry in the remote Transantarctic Mountains (Darwin Mountains, 80°S). We examined the distribution and diversity of biota (bacteria, cyanobacteria, lichens, algae, invertebrates) with respect to elevation, age of glacial drift sheets, and soil physicochemistry. Results showed an abiotic spatial gradient with respect to the diversity of the organisms across different trophic levels. More complex communities, in terms of trophic level diversity, were related to the weakly developed younger drifts (Hatherton and Britannia) with higher soil C/N ratio and lower total soluble salts content (thus lower conductivity). Our results indicate that an increase of ion concentration from younger to older drift regions drives a succession of complex to more simple communities, in terms of number of trophic levels and diversity within each group of organisms analysed. This study revealed that integrating diversity across multi-trophic levels of biotic communities with abiotic spatial heterogeneity and geological history is fundamental to understand environmental constraints influencing biological distribution in Antarctic soil ecosystems

year: 2012

title: Supramolecular Isomerism in a Cadmium Bis(N-Hydroxyethyl, N-isopropyldithiocarbamate) Compound: Physiochemical Characterization of Ball (n = 2) and Chain (n = ∞) Forms of {Cd[S₂CN(iPr)CH₂CH₂OH] ₂•solvent}n

authors: Tan, Yee Seng

abstract: Needles of [{Cd[S₂CN(iPr)CH₂CH₂OH] ₂}₃•MeCN]∞ (2) were harvested from a dry acetonitrile solution of Cd[S₂CN(iPr)CH₂CH₂OH] ₂ after one or two days and proved to be a coordination polymer in which all dithiocarbamate ligands are μ₂,κ²-tridentate, bridging two cadmium atoms and simultaneously chelating one of these. If the same solution was allowed to stand for at least several days, 2 is replaced by blocks comprising a supramolecular isomer of 2, dimeric 1, with formula {Cd[S₂CN(iPr)CH₂CH₂OH] ₂}₂•2H₂O•2MeCN, and two ligands coordinating μ₂,κ² as in 2 and the other two purely κ2-chelating. The time dependency correlates with the pivotal role of water in driving the conversion of “chain” 2 to “ball” 1; crystals of 2 could not be isolated from “wet” acetonitrile. When each of 1 and 2 are dissolved in solution, they exhibit comparable spectroscopic attributes (¹H, ¹³C, and ¹¹³Cd NMR and UV/vis), indicating the solution structures are the same. Both 1 and 2 are luminescent in the solid state with 1 being significantly brighter than 2. Greenockite CdS nanoparticles are generated by the thermal decomposition of both 1 and 2.

text: Supramolecular Isomerism in a Cadmium Bis(N-Hydroxyethyl, N-isopropyldithiocarbamate) Compound: Physiochemical Characterization of Ball (n = 2) and Chain (n = ∞) Forms of {Cd[S₂CN(iPr)CH₂CH₂OH] ₂•solvent}n Needles of [{Cd[S₂CN(iPr)CH₂CH₂OH] ₂}₃•MeCN]∞ (2) were harvested from a dry acetonitrile solution of Cd[S₂CN(iPr)CH₂CH₂OH] ₂ after one or two days and proved to be a coordination polymer in which all dithiocarbamate ligands are μ₂,κ²-tridentate, bridging two cadmium atoms and simultaneously chelating one of these. If the same solution was allowed to stand for at least several days, 2 is replaced by blocks comprising a supramolecular isomer of 2, dimeric 1, with formula {Cd[S₂CN(iPr)CH₂CH₂OH] ₂}₂•2H₂O•2MeCN, and two ligands coordinating μ₂,κ² as in 2 and the other two purely κ2-chelating. The time dependency correlates with the pivotal role of water in driving the conversion of “chain” 2 to “ball” 1; crystals of 2 could not be isolated from “wet” acetonitrile. When each of 1 and 2 are dissolved in solution, they exhibit comparable spectroscopic attributes (¹H, ¹³C, and ¹¹³Cd NMR and UV/vis), indicating the solution structures are the same. Both 1 and 2 are luminescent in the solid state with 1 being significantly brighter than 2. Greenockite CdS nanoparticles are generated by the thermal decomposition of both 1 and 2.

year: 2013

title: Comparisons of experiences at native schools of Te Arawa with today's schools: The aspirations and the realities

authors: Raureti, Ramarie

abstract: The title of this thesis is "Comparisons of Experiences at Native Schools of Te Arawa with Today's Schools: The Aspirations and the Realities". It builds on the topic of native schooling introduced in my Master of Education thesis (Raureti, 2000), yet differs to that study by comparing past Maori (indigenous people of Aotearoa-New Zealand) educational experiences of kaumatua (esteemed elders) within Native Schools, with current educational experiences of their mokopuna (grandchildren) within today's schools. This thesis also adds a new dimension to current literature by exploring past and present educational aspirations, and identifying aspects of past and present schooling that helped fulfil Maori aspirations. 
The main focus of this thesis is to converse with kaumatua and their mokopuna through a series of sequential, in-depth, semi-structured interviews as conversations, in order to explore, examine and compare past and present educational aspirations and experiences, within an indigenous Kaupapa (agenda) Maori approach, while incorporating suitable aspects of qualitative methodology. 
In carrying out the above, this thesis addresses two main questions, 1. What were the educational aspirations and experiences for a group of Te Arawa (indigenous tribe) kaumatua and their mokopuna? 2. What factors assisted or limited the realisation of those aspirations? 
From the late 1800s, many Maori people within Te Arawa have viewed education as a means of enhancing their lives, and complementing their current skills and knowledge in order to participate effectively within society. In contrast, throughout the years, governments have utilised the education system as a tool of oppression to purposefully assimilate Maori people and restrict their participation in society. In spite of oppressive structures and policies, and in line with a spirit of resistance, Maori people have continuously formulated new options to realise their aspirations. It seems that the key factor lies with the degree of Maori control and engagement (tino rangatiratanga) within the educational context. That is, the more that Maori exercised their tino rangatiratanga, the greater the degree to which their educational aspirations were realised. 
Therefore, this thesis is not merely "descriptive, telling us what we already know, yet not proposing any solutions or action that can be taken for change" (Cram, 1993, p 31); nor does it attempt to revolutionise schooling for Maori; it does however, identify and examine effective aspects of past and present schooling, as identified by a selection of Te Arawa kaumatua and their mokopuna. It is suggested that this careful intergenerational consideration of curriculum and pedagogies could inform current teaching practice, which has the potential to be useful because "many schools were aware of issues for Maori students but were unclear on how to make improvements" (Education Review Office, 2003, p 2).

text: Comparisons of experiences at native schools of Te Arawa with today's schools: The aspirations and the realities The title of this thesis is "Comparisons of Experiences at Native Schools of Te Arawa with Today's Schools: The Aspirations and the Realities". It builds on the topic of native schooling introduced in my Master of Education thesis (Raureti, 2000), yet differs to that study by comparing past Maori (indigenous people of Aotearoa-New Zealand) educational experiences of kaumatua (esteemed elders) within Native Schools, with current educational experiences of their mokopuna (grandchildren) within today's schools. This thesis also adds a new dimension to current literature by exploring past and present educational aspirations, and identifying aspects of past and present schooling that helped fulfil Maori aspirations. 
The main focus of this thesis is to converse with kaumatua and their mokopuna through a series of sequential, in-depth, semi-structured interviews as conversations, in order to explore, examine and compare past and present educational aspirations and experiences, within an indigenous Kaupapa (agenda) Maori approach, while incorporating suitable aspects of qualitative methodology. 
In carrying out the above, this thesis addresses two main questions, 1. What were the educational aspirations and experiences for a group of Te Arawa (indigenous tribe) kaumatua and their mokopuna? 2. What factors assisted or limited the realisation of those aspirations? 
From the late 1800s, many Maori people within Te Arawa have viewed education as a means of enhancing their lives, and complementing their current skills and knowledge in order to participate effectively within society. In contrast, throughout the years, governments have utilised the education system as a tool of oppression to purposefully assimilate Maori people and restrict their participation in society. In spite of oppressive structures and policies, and in line with a spirit of resistance, Maori people have continuously formulated new options to realise their aspirations. It seems that the key factor lies with the degree of Maori control and engagement (tino rangatiratanga) within the educational context. That is, the more that Maori exercised their tino rangatiratanga, the greater the degree to which their educational aspirations were realised. 
Therefore, this thesis is not merely "descriptive, telling us what we already know, yet not proposing any solutions or action that can be taken for change" (Cram, 1993, p 31); nor does it attempt to revolutionise schooling for Maori; it does however, identify and examine effective aspects of past and present schooling, as identified by a selection of Te Arawa kaumatua and their mokopuna. It is suggested that this careful intergenerational consideration of curriculum and pedagogies could inform current teaching practice, which has the potential to be useful because "many schools were aware of issues for Maori students but were unclear on how to make improvements" (Education Review Office, 2003, p 2).

year: 2006