title: Rediscovering Arsenoacetic Acid

authors: Wilson, Peter Stanley

subjects: arsenoacetic acid

abstract: Arsonoacetic acid, H₂O₃As¹CH₂COOH, and arsenoacetic acid, punitively [AsVCH₂COOH]₂ have been synthesised according to historical literature methods, and have been characterised using modern techniques. Arsonoacetic acid was shown by an X-ray crystal structure analysis to be a molecular species with an extensive hydrogen bonding network in the crystal. Arsenoacetic acid proved to be more enigmatic. Electrospray mass spectra suggested it consisted of a mixtures of rings (RAs)n, n = 3-11, with n = 6 dominating. This was partly confirmed by a crystal structure of (AsCH₂COOH)₆ (as the pyridine solvate). On the other hand, ¹H and ¹³C NMR gave spectra that indicated only a single component for arsenoacetic acid. The formation of crystals of the high temperature phase of elemental sulfur, β-S8, at ambient temperature is also discussed.

text: Rediscovering Arsenoacetic Acid Arsonoacetic acid, H₂O₃As¹CH₂COOH, and arsenoacetic acid, punitively [AsVCH₂COOH]₂ have been synthesised according to historical literature methods, and have been characterised using modern techniques. Arsonoacetic acid was shown by an X-ray crystal structure analysis to be a molecular species with an extensive hydrogen bonding network in the crystal. Arsenoacetic acid proved to be more enigmatic. Electrospray mass spectra suggested it consisted of a mixtures of rings (RAs)n, n = 3-11, with n = 6 dominating. This was partly confirmed by a crystal structure of (AsCH₂COOH)₆ (as the pyridine solvate). On the other hand, ¹H and ¹³C NMR gave spectra that indicated only a single component for arsenoacetic acid. The formation of crystals of the high temperature phase of elemental sulfur, β-S8, at ambient temperature is also discussed.

year: 2009

title: Reflections on remixing open access content into open educational resources: A new paradigm for sustainable data-driven language learning systems design in higher education

authors: Fitzgerald, Alannah

subjects: computer science

abstract: This chapter presents a new paradigm for sustainable data – driven language learning systems design in higher education that draws on qualitative reflections spanning a decade (2012–2022) with stakeholders from an ongoing global research study with the FLAX (Flexible Language Acquisition) and F-Lingo projects at the University of Waikato in Aotearoa New Zealand (Fitzgerald (2019) A new paradigm for open data-driven language learning systems design in higher education; König et al. (2022)SmartCALL). Design considerations are presented for remixing domain specific open access content into Open Educational Resources (OER) for academic English language provision across formal and non-formal higher education contexts. Primary stake holders in the research collaboration include the following three groups: (1) Knowledge organisations that provide open access to academic content—libraries and archives, including the British Library and the Oxford Text Archive, universities in collaboration with MOOC providers and the CORE (COnnecting REpositories) open access aggregation service at the UK Open University; (2) Researchers who mine and remix academic content into corpora and open data-driven language learning systems—converging from the fields of open education, computer science and applied corpus linguistics; (3) Knowledge users who re-use and remix academic content into OER—English for Academic Purposes (EAP) practitioners from university language centres. Automated content analysis was carried out on a corpus of interview and focus discussion data with the three stakeholder groups in this research. We discuss themes arising from the research data that reflect the different stakeholders’ experiences of remixing open access research content that has been produced within the academy for re-use as open educational content for teaching and learning features of academic language within open data-driven language learning systems. These open learning systems have been specifically designed to scale with OER expansion and traction in mind for their sustainable uptake both within and beyond the brick and mortar of the traditional university. The new paradigm presented in this chapter challenges, as the OER movement must, established business models and deeply embedded cultural or institutional norms that present obstacles to OERexpansion and traction and the sustainability of the movement. One persistent challenge concerns the lack of open education policy across the higher education sector for full open access (for use, modification, adaptation) via Creative Commons licensing to content produced within the academy. Thus, while this research has theoretical and practical implications in applied linguistics, computer science, language teaching and learning and open education, more generally, it also has significant cultural, business model and policy implications for higher education.

text: Reflections on remixing open access content into open educational resources: A new paradigm for sustainable data-driven language learning systems design in higher education This chapter presents a new paradigm for sustainable data – driven language learning systems design in higher education that draws on qualitative reflections spanning a decade (2012–2022) with stakeholders from an ongoing global research study with the FLAX (Flexible Language Acquisition) and F-Lingo projects at the University of Waikato in Aotearoa New Zealand (Fitzgerald (2019) A new paradigm for open data-driven language learning systems design in higher education; König et al. (2022)SmartCALL). Design considerations are presented for remixing domain specific open access content into Open Educational Resources (OER) for academic English language provision across formal and non-formal higher education contexts. Primary stake holders in the research collaboration include the following three groups: (1) Knowledge organisations that provide open access to academic content—libraries and archives, including the British Library and the Oxford Text Archive, universities in collaboration with MOOC providers and the CORE (COnnecting REpositories) open access aggregation service at the UK Open University; (2) Researchers who mine and remix academic content into corpora and open data-driven language learning systems—converging from the fields of open education, computer science and applied corpus linguistics; (3) Knowledge users who re-use and remix academic content into OER—English for Academic Purposes (EAP) practitioners from university language centres. Automated content analysis was carried out on a corpus of interview and focus discussion data with the three stakeholder groups in this research. We discuss themes arising from the research data that reflect the different stakeholders’ experiences of remixing open access research content that has been produced within the academy for re-use as open educational content for teaching and learning features of academic language within open data-driven language learning systems. These open learning systems have been specifically designed to scale with OER expansion and traction in mind for their sustainable uptake both within and beyond the brick and mortar of the traditional university. The new paradigm presented in this chapter challenges, as the OER movement must, established business models and deeply embedded cultural or institutional norms that present obstacles to OERexpansion and traction and the sustainability of the movement. One persistent challenge concerns the lack of open education policy across the higher education sector for full open access (for use, modification, adaptation) via Creative Commons licensing to content produced within the academy. Thus, while this research has theoretical and practical implications in applied linguistics, computer science, language teaching and learning and open education, more generally, it also has significant cultural, business model and policy implications for higher education.

year: 2023

title: Mā ngā huruhuru ka rere te manu: Understanding leadership for critical educational reform in Aotearoa New Zealand

authors: Anderson, Zac Kylie Elizabeth

subjects: educational leadership

abstract: The research project presented in this thesis explores the leadership journeys of four first-time principals engaging in Kia Eke Panuku, a professional development initiative in English-medium secondary schools in Aotearoa New Zealand.  It seeks to understand the role these first-time principals play in insitutionalising to depth, educational reform to enable Māori students to pursue their potential as Māori under the Ka Hikitia imperative.  This thesis investigates the type of leadership required to achieve educational reform for Māori learners in Aotearoa, embedded in the inherent promise of the Treaty of Waitangi.
  
This thesis contends these principals contribute to educational reform by bringing criticality to their leadership and embracing an ongoing and iterative process of conscientisation and resistance, leading to transformative praxis.  These principals recognised their role as educators leading pedagogical change in their schools, as well as leading others within their sphere of influence to ultimately change the fabric of society in Aotearoa.  They both learned and led alongside each other, displaying an openness to embracing multiple worldviews with a deeply held moral imperative to eradicate oppression of Māori students.  Such a stance actively creates bicultural spaces within schools, where both Treaty partners can benefit from the principles of the Treaty promises.

text: Mā ngā huruhuru ka rere te manu: Understanding leadership for critical educational reform in Aotearoa New Zealand The research project presented in this thesis explores the leadership journeys of four first-time principals engaging in Kia Eke Panuku, a professional development initiative in English-medium secondary schools in Aotearoa New Zealand.  It seeks to understand the role these first-time principals play in insitutionalising to depth, educational reform to enable Māori students to pursue their potential as Māori under the Ka Hikitia imperative.  This thesis investigates the type of leadership required to achieve educational reform for Māori learners in Aotearoa, embedded in the inherent promise of the Treaty of Waitangi.
  
This thesis contends these principals contribute to educational reform by bringing criticality to their leadership and embracing an ongoing and iterative process of conscientisation and resistance, leading to transformative praxis.  These principals recognised their role as educators leading pedagogical change in their schools, as well as leading others within their sphere of influence to ultimately change the fabric of society in Aotearoa.  They both learned and led alongside each other, displaying an openness to embracing multiple worldviews with a deeply held moral imperative to eradicate oppression of Māori students.  Such a stance actively creates bicultural spaces within schools, where both Treaty partners can benefit from the principles of the Treaty promises.

year: 2018