title: Nurturing spirituality in secular classrooms

authors: Fraser, Deborah

subjects: Spiritual experiences

abstract: Since 1999 the New Zealand secular school curriculum has included a statement on fostering children's spirituality in classrooms. This statement defines spirituality in a broad fashion and includes reference to Maori (indigenous New Zealander) views on spirituality. The implications of this for classroom teachers have not been researched in this country and therefore this paper reports on a study that examined teachers' views on spirituality and the implications for the children they teach. The methodology focused on the experiences of nine teachers in two multicultural secular primary schools. The classroom experiences of a spiritual nature that the teachers recounted, while many and varied, revealed some common themes that related to the climate of the classrooms. Such classrooms were characterized as being non-judgmental and non-self-conscious and as places where a community of spiritual discourse was encouraged and where deeply meaningful activities and events occurred. The findings suggest that while teachers cannot plan and predict precisely what will foster spirituality in classrooms, teachers can cultivate a climate that enhances children's spirituality.

text: Nurturing spirituality in secular classrooms Since 1999 the New Zealand secular school curriculum has included a statement on fostering children's spirituality in classrooms. This statement defines spirituality in a broad fashion and includes reference to Maori (indigenous New Zealander) views on spirituality. The implications of this for classroom teachers have not been researched in this country and therefore this paper reports on a study that examined teachers' views on spirituality and the implications for the children they teach. The methodology focused on the experiences of nine teachers in two multicultural secular primary schools. The classroom experiences of a spiritual nature that the teachers recounted, while many and varied, revealed some common themes that related to the climate of the classrooms. Such classrooms were characterized as being non-judgmental and non-self-conscious and as places where a community of spiritual discourse was encouraged and where deeply meaningful activities and events occurred. The findings suggest that while teachers cannot plan and predict precisely what will foster spirituality in classrooms, teachers can cultivate a climate that enhances children's spirituality.

year: 2004

title: A structural isomer of the [CoFe3(CO)13]− anion

authors: Evans, Cameron

subjects: Cluster

abstract: The crystal structure of [Et4N][CoFe3 (CO) 13] has been determined, and shown to contain an anion with the CO ligands adopting a very different arrangement about the tetrahedral CoFe3 core to that found for the same anion, reported previously for the PPN+ salt. The relationship between the two structures can be understood in terms of Johnson's Ligand Polyhedral Model. In contrast the anion in [Et4N][CoRu3 (CO) 13] has the same geometry as that described in the corresponding PPN+ salt.

text: A structural isomer of the [CoFe3(CO)13]− anion The crystal structure of [Et4N][CoFe3 (CO) 13] has been determined, and shown to contain an anion with the CO ligands adopting a very different arrangement about the tetrahedral CoFe3 core to that found for the same anion, reported previously for the PPN+ salt. The relationship between the two structures can be understood in terms of Johnson's Ligand Polyhedral Model. In contrast the anion in [Et4N][CoRu3 (CO) 13] has the same geometry as that described in the corresponding PPN+ salt.

year: 2002-02-01

title: Research support in New Zealand University Libraries

authors: Howie, Jess

abstract: Researcher-facing librarians in New Zealand are providing guidance across more of the research lifecycle than ever before in response to an increasingly complex scholarly ecosystem. This research explored the development of research support through survey responses from all eight New Zealand University Libraries. From the responses it was possible to ascertain the level of services offered or planned in the four key areas of research impact, Research Data Management, scholarly communication and Kaupapa Māori research. Skills gaps and barriers to service development were also identified. Comparison with an earlier study revealed that research impact and Research Data Management services have developed well over the last 6 years. A good level of maturity was identified in scholarly communication services but support for Kaupapa Māori research was identified as an area for development. Barriers to service development included lack of resourcing and low recognition of library value from the wider institution.

text: Research support in New Zealand University Libraries Researcher-facing librarians in New Zealand are providing guidance across more of the research lifecycle than ever before in response to an increasingly complex scholarly ecosystem. This research explored the development of research support through survey responses from all eight New Zealand University Libraries. From the responses it was possible to ascertain the level of services offered or planned in the four key areas of research impact, Research Data Management, scholarly communication and Kaupapa Māori research. Skills gaps and barriers to service development were also identified. Comparison with an earlier study revealed that research impact and Research Data Management services have developed well over the last 6 years. A good level of maturity was identified in scholarly communication services but support for Kaupapa Māori research was identified as an area for development. Barriers to service development included lack of resourcing and low recognition of library value from the wider institution.

year: 2019-01-01