title: Investigating the understanding and implementation of Ka Hikitia, in a New Zealand primary school

authors: Evans, Mary

subjects: Ka Hikitia

abstract: In New Zealand, the education system has underserved Māori learners for many years, with various factors contributing to this underperformance.  Many of these factors stem from racism and bias, conscious or unconscious, inherent in our system (Ministry of Education, 2019b).  Ka Hikitia Accelerating Success 2013 - 2017 (Ministry of Education, 2013a) set about to make transformative change in schools.  This research presents an investigation into the understanding and implementation of Ka Hikitia, in a New Zealand primary school.  
The research was guided by culturally responsive methodologies, bringing together both kaupapa Māori and critical theories (Berryman, 2013b).  Participants’ understandings and how these understandings transferred into their practice was determined through a case study.  The rich information generated within the case was analysed using grounded theory.  The main source of information came from interviewing the management team and teaching staff members.  As an insider/outsider researcher and also a participant, some of my information came from my own observations and knowledge of the school. Some attendance and achievement data held by the school also informed the case.  
The Office of the Auditor-General (2016b) contended that Ka Hikitia was a well-worded policy but, due to a lack of understanding of the policy in many schools, it was poorly implemented nationwide.  In this school, despite the good leadership and hard-working teachers, staff had difficulty fully understanding and therefore implementing the Ka Hikitia strategy as it was intended.  Strong relationships between teachers and students were evident throughout the study, however, stronger relationships were needed between the school and the wider Māori community.  The research shows that, despite the good intentions of the teachers, to fully implement the intent of Ka Hikitia, educators need to be committed to te ao Māori.  
The Ministry of Education plans to relaunch a further iteration of Ka Hikitia this year, supported by another initiative, Te Hurihanganui.  For this iteration to be successful, more effective implementation systems are required that will enable Māori students to enjoy and achieve educational success as Māori.

text: Investigating the understanding and implementation of Ka Hikitia, in a New Zealand primary school In New Zealand, the education system has underserved Māori learners for many years, with various factors contributing to this underperformance.  Many of these factors stem from racism and bias, conscious or unconscious, inherent in our system (Ministry of Education, 2019b).  Ka Hikitia Accelerating Success 2013 - 2017 (Ministry of Education, 2013a) set about to make transformative change in schools.  This research presents an investigation into the understanding and implementation of Ka Hikitia, in a New Zealand primary school.  
The research was guided by culturally responsive methodologies, bringing together both kaupapa Māori and critical theories (Berryman, 2013b).  Participants’ understandings and how these understandings transferred into their practice was determined through a case study.  The rich information generated within the case was analysed using grounded theory.  The main source of information came from interviewing the management team and teaching staff members.  As an insider/outsider researcher and also a participant, some of my information came from my own observations and knowledge of the school. Some attendance and achievement data held by the school also informed the case.  
The Office of the Auditor-General (2016b) contended that Ka Hikitia was a well-worded policy but, due to a lack of understanding of the policy in many schools, it was poorly implemented nationwide.  In this school, despite the good leadership and hard-working teachers, staff had difficulty fully understanding and therefore implementing the Ka Hikitia strategy as it was intended.  Strong relationships between teachers and students were evident throughout the study, however, stronger relationships were needed between the school and the wider Māori community.  The research shows that, despite the good intentions of the teachers, to fully implement the intent of Ka Hikitia, educators need to be committed to te ao Māori.  
The Ministry of Education plans to relaunch a further iteration of Ka Hikitia this year, supported by another initiative, Te Hurihanganui.  For this iteration to be successful, more effective implementation systems are required that will enable Māori students to enjoy and achieve educational success as Māori.

year: 2020

title: Traditional New Zealand Māori instruments, composition and digital technology: some recent collaborations and processes

authors: Whalley, Ian

abstract: This paper examines the integration of traditional New Zealand Māori instruments with digital music technology, and the use of these instruments in making new works. The focus is on the work of performer/composers Hirini Melbourne and Richard Nunns, as well as recent collaborations that Richard Nunns has undertaken with some composers and musicians in genres other than Māori music. Aesthetic, practical and cultural considerations in the composition process are explored.

text: Traditional New Zealand Māori instruments, composition and digital technology: some recent collaborations and processes This paper examines the integration of traditional New Zealand Māori instruments with digital music technology, and the use of these instruments in making new works. The focus is on the work of performer/composers Hirini Melbourne and Richard Nunns, as well as recent collaborations that Richard Nunns has undertaken with some composers and musicians in genres other than Māori music. Aesthetic, practical and cultural considerations in the composition process are explored.

year: 2005

title: An investigation of the coordination chemistry of N,N`-disubstituted sulfonylthiourea ligands with d⁶ and d⁸ transition metal centres.

authors: Risi, Matthew

abstract: The coordination chemistry of both square-planar and piano-stool metal complexes derived from an array of disubstituted sulfonylthiourea ligands with the d⁸ and d⁶ transition metal centres of nickel(II), palladium(II), platinum(II), gold(III) and ruthenium(II) was investigated. It was found that these ligands coordinate to the metal centre through both the S and N atoms of the thiourea moiety in a bidentate fashion, which is reminiscent of the coordination chemistry of traditional thiourea complexes. Square-planar d⁸ metal complexes derived from sulfonylthioureas were characterised by both single crystal XRD and ³¹P{¹H} NMR aided by ¹⁹⁵Pt coupling, to be in the distal isomer with no isomerisation detected. This is to say that the non-coordinated nitrogen atom of the core thiourea bears the sulfonyl group and is positioned away from the metal centre. This is in contrast to the coordination observed for the analogous acylthiourea complexes which tend to favour a bidentate S and O coordination mode through the acyl oxygen. This indicates the coordination mode observed for square-planar sulfonylthiourea complexes more closely resembles that of unsubstituted thioureas. Interestingly, single crystal XRD analysis of the piano-stool ruthenium complexes reveals the sulfonylthiourea ligand coordinated to the ruthenium metal centre in the unexpected proximal isomer. Comparison of this structure to some analogous piano-stool acylthiourea complexes show extremely similar structure and coordination and may indicate piano-stool structures derived from sulfonylthioureas resemble those of acylthioureas which in-turn is similar to the coordination mode adopted by simple thioureas. Moreover, through monitoring of the observed decomposition of Ni(II) and Pd(II) sulfonylthiourea complexes by ESI-MS and ³¹P NMR and the attempted synthesis of monodentate Au(I) phosphine sulfonylthiourea complexes, it was discovered that these complexes have a tendency to form stable trinuclear aggregates of the formula [M₃S₂L₃]⁺ (L = bidentate chelating ligand). The formation of these sulfide complexes is theorised to be a result of a hydroxide induced S-C bond cleavage promoted by the electron withdrawing sulfonyl subsistent. This observation matches closely to the well-known ability of thioureas to act as a source of sulfide upon reactions with metal ions.

text: An investigation of the coordination chemistry of N,N`-disubstituted sulfonylthiourea ligands with d⁶ and d⁸ transition metal centres. The coordination chemistry of both square-planar and piano-stool metal complexes derived from an array of disubstituted sulfonylthiourea ligands with the d⁸ and d⁶ transition metal centres of nickel(II), palladium(II), platinum(II), gold(III) and ruthenium(II) was investigated. It was found that these ligands coordinate to the metal centre through both the S and N atoms of the thiourea moiety in a bidentate fashion, which is reminiscent of the coordination chemistry of traditional thiourea complexes. Square-planar d⁸ metal complexes derived from sulfonylthioureas were characterised by both single crystal XRD and ³¹P{¹H} NMR aided by ¹⁹⁵Pt coupling, to be in the distal isomer with no isomerisation detected. This is to say that the non-coordinated nitrogen atom of the core thiourea bears the sulfonyl group and is positioned away from the metal centre. This is in contrast to the coordination observed for the analogous acylthiourea complexes which tend to favour a bidentate S and O coordination mode through the acyl oxygen. This indicates the coordination mode observed for square-planar sulfonylthiourea complexes more closely resembles that of unsubstituted thioureas. Interestingly, single crystal XRD analysis of the piano-stool ruthenium complexes reveals the sulfonylthiourea ligand coordinated to the ruthenium metal centre in the unexpected proximal isomer. Comparison of this structure to some analogous piano-stool acylthiourea complexes show extremely similar structure and coordination and may indicate piano-stool structures derived from sulfonylthioureas resemble those of acylthioureas which in-turn is similar to the coordination mode adopted by simple thioureas. Moreover, through monitoring of the observed decomposition of Ni(II) and Pd(II) sulfonylthiourea complexes by ESI-MS and ³¹P NMR and the attempted synthesis of monodentate Au(I) phosphine sulfonylthiourea complexes, it was discovered that these complexes have a tendency to form stable trinuclear aggregates of the formula [M₃S₂L₃]⁺ (L = bidentate chelating ligand). The formation of these sulfide complexes is theorised to be a result of a hydroxide induced S-C bond cleavage promoted by the electron withdrawing sulfonyl subsistent. This observation matches closely to the well-known ability of thioureas to act as a source of sulfide upon reactions with metal ions.

year: 2020