title: Transition metal carbonyl derivatives of the germanes: XIV. Studies of mixed cobalt carbonyl/manganese carbonyl substituted germanes including [(CO)₅MnGeCo₃(CO)₉], μ₃-(pentacarbonylmanganesegermylidyne)cyclotris(tricarbonylcobalt)(3Co---Co)

authors: Christie, Judy A.

subjects: chemistry

abstract: [Mn(CO)₅GeH₃] reacts smoothly with Co₂(CO)₈ to form the [(CO)₅MnGeCo₃(CO)₉], which is also produced by the reaction of Mn(CO)₅⁻ with [(CO)₄CoGeCo₃(CO)₉]. [Mn(CO)₅GeMeH₂] similarly reacts with Co₂(CO)₈ to give [{Mn(CO)₅} {Co₂(CO)₇}GeMe]. The products were characterised spectroscopically and the ESR spectrum of the radical ion of the title compound is presented.

text: Transition metal carbonyl derivatives of the germanes: XIV. Studies of mixed cobalt carbonyl/manganese carbonyl substituted germanes including [(CO)₅MnGeCo₃(CO)₉], μ₃-(pentacarbonylmanganesegermylidyne)cyclotris(tricarbonylcobalt)(3Co---Co) [Mn(CO)₅GeH₃] reacts smoothly with Co₂(CO)₈ to form the [(CO)₅MnGeCo₃(CO)₉], which is also produced by the reaction of Mn(CO)₅⁻ with [(CO)₄CoGeCo₃(CO)₉]. [Mn(CO)₅GeMeH₂] similarly reacts with Co₂(CO)₈ to give [{Mn(CO)₅} {Co₂(CO)₇}GeMe]. The products were characterised spectroscopically and the ESR spectrum of the radical ion of the title compound is presented.

year: 1982

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: Taunakitia Te Marae: A Te Arawa perspective of Marae wellbeing: Final Report

authors: Tiakiwai, Sarah-Jane

abstract: In collaboration with Nga Pae o te Maramatanga, Waikato Tainui College for Research and Development and Te Kotahi Research Institute, Te Arawa Tangata conducted a research project named Taunakitia Te Marae, aimed at understanding and enhancing the wellbeing of Te Arawa marae. The research took a marae-centred view of how marae can foster and support Te Arawa hapū and iwi wellbeing and development.

text: Taunakitia Te Marae: A Te Arawa perspective of Marae wellbeing: Final Report In collaboration with Nga Pae o te Maramatanga, Waikato Tainui College for Research and Development and Te Kotahi Research Institute, Te Arawa Tangata conducted a research project named Taunakitia Te Marae, aimed at understanding and enhancing the wellbeing of Te Arawa marae. The research took a marae-centred view of how marae can foster and support Te Arawa hapū and iwi wellbeing and development.

year: 2015