title: Further investigations on the methylation chemistry of [Pt₂(μ-S)₂(PPh₃)₄]

authors: Henderson, William

subjects: Platinum complexes

abstract: The methylation product of the reaction between [Pt₂(µ-S)₂(PPh₃)₄] and MeI in diethyl ether has been reinvestigated using positive-ion electrospray mass spectrometry and found to be contaminated with the dimethylated iodide-containing complex [Pt₂(µ-SMe)₂(PPh₃)₃I]⁺, which is believed to be formed early in the reaction. New, facile routes to the monomethylated complex [Pt₂(µ-S)(µ-SMe)(PPh₃)₄]⁺ have been developed using mild methylating agents. Heating [Pt₂(µ-S)₂(PPh₃)₄] in neat dimethyl methylphosphonate results in rapid and selective conversion to [Pt₂(µ-S)(µ-SMe)(PPh₃)₄]⁺; methylation with Me₃S⁺OH⁻ in refluxing methanol also affords pure [Pt₂(µ-S)(µ-SMe)(PPh₃)₄]⁺, isolated as its hexafluorophosphate salt. The X-ray structure of the previously reported complex [Pt₂(µ-SMe)₂(PPh₃)₂I₂] has also been undertaken.

text: Further investigations on the methylation chemistry of [Pt₂(μ-S)₂(PPh₃)₄] The methylation product of the reaction between [Pt₂(µ-S)₂(PPh₃)₄] and MeI in diethyl ether has been reinvestigated using positive-ion electrospray mass spectrometry and found to be contaminated with the dimethylated iodide-containing complex [Pt₂(µ-SMe)₂(PPh₃)₃I]⁺, which is believed to be formed early in the reaction. New, facile routes to the monomethylated complex [Pt₂(µ-S)(µ-SMe)(PPh₃)₄]⁺ have been developed using mild methylating agents. Heating [Pt₂(µ-S)₂(PPh₃)₄] in neat dimethyl methylphosphonate results in rapid and selective conversion to [Pt₂(µ-S)(µ-SMe)(PPh₃)₄]⁺; methylation with Me₃S⁺OH⁻ in refluxing methanol also affords pure [Pt₂(µ-S)(µ-SMe)(PPh₃)₄]⁺, isolated as its hexafluorophosphate salt. The X-ray structure of the previously reported complex [Pt₂(µ-SMe)₂(PPh₃)₂I₂] has also been undertaken.

year: 2011

title: Inu kava anga-mahení, ʻatamaí mo ʻene fakakaukaú mo e tuʻunga taau ke fakaʻuli saliote mīsiní (Traditional kava-drinking, cognition and driver fitness [Tongan])

authors: Aporosa, S. 'Apo'

abstract: Kava, ʻiloa ko e ngoue ʻa e ngāhi ʻotuá, kuo mafola he ngāhi motu fakatalopiki ʻi he Pasifikí. Kuo ngaue ʻaki ʻi he ngāhi faitoʻo tuʻufonuá, ʻaia ʻoku tuki hono aká ʻo palu3 mo fakatatau ko e vai fakanonga. Ko hono tala he anga fakafonuá ko e meʻa mahuʻinga lahi, ka koeʻuhí ko hono maʻu lahi mo tō-tuʻa ʻo lau houá, ʻoku tupu ai e hohaʻa heʻene uesia tamaki e tuʻunga malu ʻo e fakaʻuli saliote mīsiní. Ko Dr Apo Aporosa, ko e tangata fakatotolo fakaako ʻi he ʻUnivēsiti ʻo Waikató (Niu Sila), ʻaia naʻa ne fekumi ai ki he uesia ʻe he inu kava anga-mahení e fakahoko fatongia ʻa e ʻatamaí mo ʻene ueʻi e tuʻunga malu ʻo e fakaʻuli saliote misiní. Ko e fekumi ne fai ʻe Dr Apo Aporosa ki he uesia ʻe he inu kava anga-mahení e fai fatongia ʻa e ʻatamaí mo ʻene ueʻi e tuʻunga malu ʻo e fakaʻuli saliote mīsiní. 

(Kava, or ‘the plant of the gods’, grows widely across tropical Moananuiākea (the Pacific). Used in traditional medicine, its roots are also pounded and strained through water to make a drink with relaxant effects. Kava has deep cultural significance, but because it is drunk in large quantities over several hours, concerns have been raised about its effects on driver safety. Dr ‘Apo’ Aporosa, a Research Fellow at the University of Waikato in New Zealand, has studied the impact of traditional kava use on cognition and its implications for driver fitness. The findings of that research are presented here in the Tongan language.)

text: Inu kava anga-mahení, ʻatamaí mo ʻene fakakaukaú mo e tuʻunga taau ke fakaʻuli saliote mīsiní (Traditional kava-drinking, cognition and driver fitness [Tongan]) Kava, ʻiloa ko e ngoue ʻa e ngāhi ʻotuá, kuo mafola he ngāhi motu fakatalopiki ʻi he Pasifikí. Kuo ngaue ʻaki ʻi he ngāhi faitoʻo tuʻufonuá, ʻaia ʻoku tuki hono aká ʻo palu3 mo fakatatau ko e vai fakanonga. Ko hono tala he anga fakafonuá ko e meʻa mahuʻinga lahi, ka koeʻuhí ko hono maʻu lahi mo tō-tuʻa ʻo lau houá, ʻoku tupu ai e hohaʻa heʻene uesia tamaki e tuʻunga malu ʻo e fakaʻuli saliote mīsiní. Ko Dr Apo Aporosa, ko e tangata fakatotolo fakaako ʻi he ʻUnivēsiti ʻo Waikató (Niu Sila), ʻaia naʻa ne fekumi ai ki he uesia ʻe he inu kava anga-mahení e fakahoko fatongia ʻa e ʻatamaí mo ʻene ueʻi e tuʻunga malu ʻo e fakaʻuli saliote misiní. Ko e fekumi ne fai ʻe Dr Apo Aporosa ki he uesia ʻe he inu kava anga-mahení e fai fatongia ʻa e ʻatamaí mo ʻene ueʻi e tuʻunga malu ʻo e fakaʻuli saliote mīsiní. 

(Kava, or ‘the plant of the gods’, grows widely across tropical Moananuiākea (the Pacific). Used in traditional medicine, its roots are also pounded and strained through water to make a drink with relaxant effects. Kava has deep cultural significance, but because it is drunk in large quantities over several hours, concerns have been raised about its effects on driver safety. Dr ‘Apo’ Aporosa, a Research Fellow at the University of Waikato in New Zealand, has studied the impact of traditional kava use on cognition and its implications for driver fitness. The findings of that research are presented here in the Tongan language.)

year: 2023

title: Are they really at risk? Students' stories of success.

authors: Gray, Sheridan

subjects: Student engagement

abstract: In 2011, as the year level dean for year 13, I was surprised and pleased to see a group of students complete their fifth year of secondary schooling, contrary to teacher expectations, and in spite of earlier signs of disengagement and struggle.  Such students are frequently labelled “at risk” in our secondary schools. Truancy, lack of achievement, conduct issues, learning difficulties and health problems are seen as indicators of an at risk student by teachers. 

Statistically in Aotearoa, Māori and Pasifika students and students from low socio-economic families tend to be overrepresented among disengaged or early leavers from secondary schools, and so being from these cultures, and being from a low socio-economic group becomes a “risk” factor.   This can lead to assumptions among teachers about the students’ families, how parents value education, and even about the capacity of these groups to be able to succeed in education.  A range of strategies and programmes have been implemented in an attempt to address these issues, including Te Kotahitanga, Ka Hikitia and the Pasifika Education Plan, Resource Teachers Learning and Behaviour, Restorative Practice, and more recently Positive Behaviour for Learning

While there has been a shift in such approaches from deficit of students to emphasising more positive attitudes in teachers, the perspectives of the students themselves are missing from the discussion about these issues.  This study asks students what factors helped them to stay, and to achieve at least a level one NCEA qualification

The findings show that retention and engagement of “at risk” students requires careful attention to the quality of relationships across the school community: students, teachers and parents. They discredit some commonly held assumptions that “at risk” students and their parents do not value education and that teachers cannot support these students sufficiently. These quality relationships are respectful, responsive and tenacious showing a high level of respect for and interest in the students that goes beyond a teaching and learning relationship.  It also suggests that the discourse of “risk” invites a disrespectful response to retention and engagement of students.

text: Are they really at risk? Students' stories of success. In 2011, as the year level dean for year 13, I was surprised and pleased to see a group of students complete their fifth year of secondary schooling, contrary to teacher expectations, and in spite of earlier signs of disengagement and struggle.  Such students are frequently labelled “at risk” in our secondary schools. Truancy, lack of achievement, conduct issues, learning difficulties and health problems are seen as indicators of an at risk student by teachers. 

Statistically in Aotearoa, Māori and Pasifika students and students from low socio-economic families tend to be overrepresented among disengaged or early leavers from secondary schools, and so being from these cultures, and being from a low socio-economic group becomes a “risk” factor.   This can lead to assumptions among teachers about the students’ families, how parents value education, and even about the capacity of these groups to be able to succeed in education.  A range of strategies and programmes have been implemented in an attempt to address these issues, including Te Kotahitanga, Ka Hikitia and the Pasifika Education Plan, Resource Teachers Learning and Behaviour, Restorative Practice, and more recently Positive Behaviour for Learning

While there has been a shift in such approaches from deficit of students to emphasising more positive attitudes in teachers, the perspectives of the students themselves are missing from the discussion about these issues.  This study asks students what factors helped them to stay, and to achieve at least a level one NCEA qualification

The findings show that retention and engagement of “at risk” students requires careful attention to the quality of relationships across the school community: students, teachers and parents. They discredit some commonly held assumptions that “at risk” students and their parents do not value education and that teachers cannot support these students sufficiently. These quality relationships are respectful, responsive and tenacious showing a high level of respect for and interest in the students that goes beyond a teaching and learning relationship.  It also suggests that the discourse of “risk” invites a disrespectful response to retention and engagement of students.

year: 2012