title: Coordination chemistry of the [Pt₂(μ-S)₂(PPh₃)₄] metalloligand with π-hydrocarbon derivatives of d⁶ ruthenium(II), osmium(II), rhodium(III) and iridium(III)

authors: Fong, S.W. Audi

subjects: mixed-metal complexes

abstract: The reactivity of [Pt₂(μ-S)₂(PPh₃)₄] towards [RuCl₂(η⁶-arene)]₂ (arene=C₆H₆, C₆Me₆, p-MeC₆H₄Pri=p-cymene), [OsCl₂(η⁶-p-cymene)]₂ and [MCl₂(η⁵-C₅Me₅)]₂ (M=Rh, Ir) have been probed using electrospray ionisation mass spectrometry. In all cases, dicationic products of the type [Pt₂(μ-S)₂(PPh₃)₄ML]²⁺ (L=π-hydrocarbon ligand) are observed, and a number of complexes have been prepared on the synthetic scale, isolated as their BPh₄− or PF₆− salts, and fully characterised. A single-crystal X-ray structure determination on the Ru p-cymene derivative confirms the presence of a pseudo-five-coordinate Ru centre. This resists addition of small donor ligands such as CO and pyridine. The reaction of [Pt₂(μ-S)₂(PPh₃)₄] with RuClCp(PPh₃)₂ (Cp=η⁵-C₅H₅) gives [Pt₂(μ-S)₂(PPh₃)₄RuCp]⁺. In addition, the reaction of [Pt₂(μ-S)₂(PPh₃)₄] with the related carbonyl complex [RuCl₂(CO)₃]₂, monitored by electrospray mass spectrometry, gives [Pt₂(μ-S)₂(PPh₃)₄Ru(CO)₃Cl]⁺.

text: Coordination chemistry of the [Pt₂(μ-S)₂(PPh₃)₄] metalloligand with π-hydrocarbon derivatives of d⁶ ruthenium(II), osmium(II), rhodium(III) and iridium(III) The reactivity of [Pt₂(μ-S)₂(PPh₃)₄] towards [RuCl₂(η⁶-arene)]₂ (arene=C₆H₆, C₆Me₆, p-MeC₆H₄Pri=p-cymene), [OsCl₂(η⁶-p-cymene)]₂ and [MCl₂(η⁵-C₅Me₅)]₂ (M=Rh, Ir) have been probed using electrospray ionisation mass spectrometry. In all cases, dicationic products of the type [Pt₂(μ-S)₂(PPh₃)₄ML]²⁺ (L=π-hydrocarbon ligand) are observed, and a number of complexes have been prepared on the synthetic scale, isolated as their BPh₄− or PF₆− salts, and fully characterised. A single-crystal X-ray structure determination on the Ru p-cymene derivative confirms the presence of a pseudo-five-coordinate Ru centre. This resists addition of small donor ligands such as CO and pyridine. The reaction of [Pt₂(μ-S)₂(PPh₃)₄] with RuClCp(PPh₃)₂ (Cp=η⁵-C₅H₅) gives [Pt₂(μ-S)₂(PPh₃)₄RuCp]⁺. In addition, the reaction of [Pt₂(μ-S)₂(PPh₃)₄] with the related carbonyl complex [RuCl₂(CO)₃]₂, monitored by electrospray mass spectrometry, gives [Pt₂(μ-S)₂(PPh₃)₄Ru(CO)₃Cl]⁺.

year: 2002-08-01

title: Exploring effective digital technologies programmes: Perspectives of middle school teachers and leaders

authors: Buckle, Shannon

subjects: Digital Technologies

abstract: Recognising the growing demand for digital skills in the 21st century, the Ministry of Education (MoE) introduced a Digital Technologies (DT) element to the Technology Curriculum in 2018, aiming to equip students with the knowledge and capabilities to thrive in a technology-driven world. However, the implementation of this new curriculum, mandated to start in 2020, presented challenges for schools, leaders and teachers, particularly regarding teacher confidence, skill development, and pedagogical approaches. 

This thesis examines the implementation of the digital technologies content of the New Zealand Technology Curriculum (DTC) in New Zealand middle schools, specifically focusing on how schools can effectively implement DT programmes. The research adopts a qualitative, interpretivist, collective Case Study approach, focusing on two middle schools in the Waikato region. Data was gathered through focus groups, document analysis, classroom observations, and interviews with teachers and leaders at the participating schools. This data was then analysed thematically. The findings highlight the crucial roles that both school leaders and teachers play in the effective implementation of DT programmes. The research identified two central themes: ‘Leaders as Catalysts for Digital Advancement’ and ‘Teachers as Digital Technologies Champions’.

Leaders were found to catalyse digital advancement by:
• Establishing clear goals and expectations.
• Allocating resources strategically.
• Attending to their own learning.
• Supporting teachers to build their confidence and competence in DT.

Teachers, in turn, championed successful DT programmes by:
• Understanding and responding to the rationale and purposes for digital technologies.
• Demonstrating learning dispositions towards innovation and change.
• Deliberately utilising a range of DT tools.
• Leveraging pedagogical strategies to enhance engagement and achievement.

The research emphasises the importance of aligning leadership actions with teacher needs to create a supportive environment for DT implementation. Furthermore, a Digital Technologies Content Implementation Tool (DTCIT V2) has been proposed, through partnering the findings of the study with the TPACK model and other scholarship. Literature suggests that the challenges associated with implementation of the DTC – confidence, skill and pedagogy, can be addressed through teachers developing their content knowledge, technological knowledge and curriculum integration.

The findings highlight the need for ongoing, tailored professional learning and development (PLD) opportunities to address teacher anxieties and build confidence and competence in delivering the DTC. It is hoped that the findings of this research will assist teachers and leaders to move through the challenges of implementing the DTC and develop effective Digital Technologies programmes for their learners.

text: Exploring effective digital technologies programmes: Perspectives of middle school teachers and leaders Recognising the growing demand for digital skills in the 21st century, the Ministry of Education (MoE) introduced a Digital Technologies (DT) element to the Technology Curriculum in 2018, aiming to equip students with the knowledge and capabilities to thrive in a technology-driven world. However, the implementation of this new curriculum, mandated to start in 2020, presented challenges for schools, leaders and teachers, particularly regarding teacher confidence, skill development, and pedagogical approaches. 

This thesis examines the implementation of the digital technologies content of the New Zealand Technology Curriculum (DTC) in New Zealand middle schools, specifically focusing on how schools can effectively implement DT programmes. The research adopts a qualitative, interpretivist, collective Case Study approach, focusing on two middle schools in the Waikato region. Data was gathered through focus groups, document analysis, classroom observations, and interviews with teachers and leaders at the participating schools. This data was then analysed thematically. The findings highlight the crucial roles that both school leaders and teachers play in the effective implementation of DT programmes. The research identified two central themes: ‘Leaders as Catalysts for Digital Advancement’ and ‘Teachers as Digital Technologies Champions’.

Leaders were found to catalyse digital advancement by:
• Establishing clear goals and expectations.
• Allocating resources strategically.
• Attending to their own learning.
• Supporting teachers to build their confidence and competence in DT.

Teachers, in turn, championed successful DT programmes by:
• Understanding and responding to the rationale and purposes for digital technologies.
• Demonstrating learning dispositions towards innovation and change.
• Deliberately utilising a range of DT tools.
• Leveraging pedagogical strategies to enhance engagement and achievement.

The research emphasises the importance of aligning leadership actions with teacher needs to create a supportive environment for DT implementation. Furthermore, a Digital Technologies Content Implementation Tool (DTCIT V2) has been proposed, through partnering the findings of the study with the TPACK model and other scholarship. Literature suggests that the challenges associated with implementation of the DTC – confidence, skill and pedagogy, can be addressed through teachers developing their content knowledge, technological knowledge and curriculum integration.

The findings highlight the need for ongoing, tailored professional learning and development (PLD) opportunities to address teacher anxieties and build confidence and competence in delivering the DTC. It is hoped that the findings of this research will assist teachers and leaders to move through the challenges of implementing the DTC and develop effective Digital Technologies programmes for their learners.

year: 2025

title: Ngā kura a Hineteiwaiwa: The embodiment of Mana Wahine in Māori fibre Arts

authors: Campbell, Donna

subjects: Mana Wahine

abstract: Imagine you are on a continuum of past present and future, in the present while connected to the past and creating for the future. Kairaranga  are constantly in this experience through engaging with the materiality of the practices of raranga and raranga whatu.  
The key focus of this thesis is to provide theoretical discussion of the raranga and whatu practices that are the creative component of this doctoral research.  The theories that inform the analysis are Kaupapa Māori and Mana Wahine both of which, like raranga, are organic to this place, Aotearoa , and have grown as descendants of Papatūānuku  and Ranginui . The connection between these theories and the creative practices of raranga and whatu form a cultural praxis through which I argue enables the transformative power of raranga and whatu practices.  This too is the essence of Te Whare Pora, a weaving house that embraces kairaranga both conceptually and materially and which provides the approach to the project. Te Whare Pora is a place of knowledge and a place of practice. Like Kaupapa Māori and Mana Wahine theories it is a cultural form and expression of praxis. As kairaranga we create taonga  informed by the creative genius of our tūpuna  from the native plants of the land. These ageless practices and the taonga we create are permeated with our own present realities. The taonga then carry this tūpuna knowledge into the future in multiple forms. To highlight this, I explore a range of practices that exemplify raranga and raranga whatu as cultural embodiment.  This is articulated through notions of raranga as an expression of cultural bodies of knowledge, creative practice and regenerative praxis that span the past, present and future.  As such, this thesis is an expression of the creative journey of theory and practice inspired by tūpuna knowledge in the art forms of raranga and raranga whatu. The practices of raranga and raranga whatu not only transform the materials the kairaranga is using, but also the kairaranga themselves. These practices become self-affirming, culturally affirming and ultimately decolonizing.

text: Ngā kura a Hineteiwaiwa: The embodiment of Mana Wahine in Māori fibre Arts Imagine you are on a continuum of past present and future, in the present while connected to the past and creating for the future. Kairaranga  are constantly in this experience through engaging with the materiality of the practices of raranga and raranga whatu.  
The key focus of this thesis is to provide theoretical discussion of the raranga and whatu practices that are the creative component of this doctoral research.  The theories that inform the analysis are Kaupapa Māori and Mana Wahine both of which, like raranga, are organic to this place, Aotearoa , and have grown as descendants of Papatūānuku  and Ranginui . The connection between these theories and the creative practices of raranga and whatu form a cultural praxis through which I argue enables the transformative power of raranga and whatu practices.  This too is the essence of Te Whare Pora, a weaving house that embraces kairaranga both conceptually and materially and which provides the approach to the project. Te Whare Pora is a place of knowledge and a place of practice. Like Kaupapa Māori and Mana Wahine theories it is a cultural form and expression of praxis. As kairaranga we create taonga  informed by the creative genius of our tūpuna  from the native plants of the land. These ageless practices and the taonga we create are permeated with our own present realities. The taonga then carry this tūpuna knowledge into the future in multiple forms. To highlight this, I explore a range of practices that exemplify raranga and raranga whatu as cultural embodiment.  This is articulated through notions of raranga as an expression of cultural bodies of knowledge, creative practice and regenerative praxis that span the past, present and future.  As such, this thesis is an expression of the creative journey of theory and practice inspired by tūpuna knowledge in the art forms of raranga and raranga whatu. The practices of raranga and raranga whatu not only transform the materials the kairaranga is using, but also the kairaranga themselves. These practices become self-affirming, culturally affirming and ultimately decolonizing.

year: 2019