title: Vibrational studies of tetrahalogenocuprates (II)

authors: Yeoh, Teng Kwong

abstract: The compounds (R₄N)₂CuBrₙCℓ₄₋ₙ (R = CH₃, C₂H₅; n = 1 - 3) were studied by far infra-red spectroscopy. The results, in conjunction with the evidence of X-ray powder diffraction measurements we reported earlier, show that, within each series, the mixed bromochlorocuprates(II) are isomorphous with each other and with the corresponding compounds where n = 0, 4. There is also evidence of discrete CuBrₙCℓ₄₋ₙ²⁻ anions with flattened tetrahedral configurations.
The assignment problems associated with the vibrational spectrum of caesium tetrachlorocuprate(II) were critically discussed. A unit cell analysis of the compound was performed with two primary objectives:
(A) to interpret the vibrational spectrum; and
(B) to develop a competent model force field for such study.
The analysis produces a physically sensible set of force constants which supports one particular set of assignments. 
The potential force field developed in the unit cell analysis of Cs₂CuCℓ₄ was extended to the study of the vibrations of Cs₂ZnCℓ₄ crystal with encouraging results.

text: Vibrational studies of tetrahalogenocuprates (II) The compounds (R₄N)₂CuBrₙCℓ₄₋ₙ (R = CH₃, C₂H₅; n = 1 - 3) were studied by far infra-red spectroscopy. The results, in conjunction with the evidence of X-ray powder diffraction measurements we reported earlier, show that, within each series, the mixed bromochlorocuprates(II) are isomorphous with each other and with the corresponding compounds where n = 0, 4. There is also evidence of discrete CuBrₙCℓ₄₋ₙ²⁻ anions with flattened tetrahedral configurations.
The assignment problems associated with the vibrational spectrum of caesium tetrachlorocuprate(II) were critically discussed. A unit cell analysis of the compound was performed with two primary objectives:
(A) to interpret the vibrational spectrum; and
(B) to develop a competent model force field for such study.
The analysis produces a physically sensible set of force constants which supports one particular set of assignments. 
The potential force field developed in the unit cell analysis of Cs₂CuCℓ₄ was extended to the study of the vibrations of Cs₂ZnCℓ₄ crystal with encouraging results.

year: 1979

title: A junior school science unit on the solar system: Learning to think like a scientist

authors: Brooks, Megan

subjects: junior school science

abstract: This article highlights the ways in which a Year 1‒3 teacher in a decile 8 rural primary school used the Science Learning Hub website (www.sciencelearn.org.nz) to develop her own science knowledge and to introduce her 20 five- and six-year-olds to the planets, and to the research that scientists undertake to extend their knowledge. The research was undertaken as part of the Science Learning Hub’s (Hub) ongoing research in evaluating its usefulness for practitioners. Hub researchers observed the class over three days during the second week of the unit, and interviewed the teacher about her approaches to the unit. The research explored how a new entrant teacher might make use of the Hub resources in conjunction with other materials to help children begin to think like scientists. Detail of the materials and two of the activities that were used is given and there is a discussion around how these activities encouraged the children to articulate their ideas and listen to the views of others, including those of ‘expert’ scientists. Implications for teaching are highlighted to show how teachers of very young children can stimulate children’s interest and curiosity in science, and help children to start a journey towards ‘thinking like a scientist’.

text: A junior school science unit on the solar system: Learning to think like a scientist This article highlights the ways in which a Year 1‒3 teacher in a decile 8 rural primary school used the Science Learning Hub website (www.sciencelearn.org.nz) to develop her own science knowledge and to introduce her 20 five- and six-year-olds to the planets, and to the research that scientists undertake to extend their knowledge. The research was undertaken as part of the Science Learning Hub’s (Hub) ongoing research in evaluating its usefulness for practitioners. Hub researchers observed the class over three days during the second week of the unit, and interviewed the teacher about her approaches to the unit. The research explored how a new entrant teacher might make use of the Hub resources in conjunction with other materials to help children begin to think like scientists. Detail of the materials and two of the activities that were used is given and there is a discussion around how these activities encouraged the children to articulate their ideas and listen to the views of others, including those of ‘expert’ scientists. Implications for teaching are highlighted to show how teachers of very young children can stimulate children’s interest and curiosity in science, and help children to start a journey towards ‘thinking like a scientist’.

year: 2012

title: Wāhine Māori engagement with literacies

authors: Masters-Awatere, Bridgette

subjects: Literacy

abstract: Wāhine Māori engagement with literacies (2023) is a case study report in collaboration with Te Whakaruruhau. It has been undertaken as part of a larger project, The expression, experience and transcendence of low skills in Aotearoa New Zealand (2019–2024), the aim of which is to provide policy recommendations to improve life-course trajectories and socio-economic outcomes for adults with low literacy and numeracy skills in Aotearoa New Zealand. Broadly speaking, Wāhine Māori engagement with literacy examines the framing and application of literacy measures in contemporary New Zealand culture. More specifically, it is about the lives and learning of wāhine (women) Māori (the indigenous peoples of Aotearoa New Zealand) within that culture and their attitudes towards, and complex relationships with, literacy as it is defined in their own lives and in the current setting. The study aims for a holistic understanding of lived literacies in driving the development of educational policies by public institutions and private groups. Reframing literacy as literacies is posited as a means to empower marginalised groups and to challenge the dominance of the Eurocentric education paradigm. Formal learning in English-language schools cannot be the extent of national literacy standards as it disregards Māori epistemological and ontological realities and can discount wāhine, many of whom may prioritise other modes of literacy. Centring their perspectives will bring about a more culturally inclusive future, one that makes space for the development of emotional and cultural literacies—as well as other forms such as digital, media, visual, financial, and health literacies—alongside the conventional version of literacy that has a monopoly in the present system.

text: Wāhine Māori engagement with literacies Wāhine Māori engagement with literacies (2023) is a case study report in collaboration with Te Whakaruruhau. It has been undertaken as part of a larger project, The expression, experience and transcendence of low skills in Aotearoa New Zealand (2019–2024), the aim of which is to provide policy recommendations to improve life-course trajectories and socio-economic outcomes for adults with low literacy and numeracy skills in Aotearoa New Zealand. Broadly speaking, Wāhine Māori engagement with literacy examines the framing and application of literacy measures in contemporary New Zealand culture. More specifically, it is about the lives and learning of wāhine (women) Māori (the indigenous peoples of Aotearoa New Zealand) within that culture and their attitudes towards, and complex relationships with, literacy as it is defined in their own lives and in the current setting. The study aims for a holistic understanding of lived literacies in driving the development of educational policies by public institutions and private groups. Reframing literacy as literacies is posited as a means to empower marginalised groups and to challenge the dominance of the Eurocentric education paradigm. Formal learning in English-language schools cannot be the extent of national literacy standards as it disregards Māori epistemological and ontological realities and can discount wāhine, many of whom may prioritise other modes of literacy. Centring their perspectives will bring about a more culturally inclusive future, one that makes space for the development of emotional and cultural literacies—as well as other forms such as digital, media, visual, financial, and health literacies—alongside the conventional version of literacy that has a monopoly in the present system.

year: 2023-09-28