title: Syntheses and structural studies of several diynyl-ruthenium complexes and their adducts with cyano-alkenes

authors: Bruce, Michael I.

subjects: ruthenium

abstract: Herein are described some continuing investigations into the reactions of cyano-alkenes with diynyl-ruthenium complexes which have resulted in the preparation and characterisation of diynyl-ruthenium compounds Ru(C≡CC≡CR)(PP)Cp [R = Ph, PP = dppe; R = Fc, PP = dppf; R = CPh=CBr₂, PP = (PPh₃)₂], together with the polycyanobutadienyls Ru{C≡CC[=C(CN) ₂]CR=CR′(CN)}(PP)Cp′ [R = Fc, (PP)Cp′ = (dppf)Cp; R = H, SiMe₃, (PP)Cp′ = (dppe)Cp*] formed by [2 + 2]-cycloaddition of the cyano-alkenes to the outer C≡C triple bonds and subsequent ring-opening reactions. Single-crystal XRD molecular structure determinations of six complexes are reported.

text: Syntheses and structural studies of several diynyl-ruthenium complexes and their adducts with cyano-alkenes Herein are described some continuing investigations into the reactions of cyano-alkenes with diynyl-ruthenium complexes which have resulted in the preparation and characterisation of diynyl-ruthenium compounds Ru(C≡CC≡CR)(PP)Cp [R = Ph, PP = dppe; R = Fc, PP = dppf; R = CPh=CBr₂, PP = (PPh₃)₂], together with the polycyanobutadienyls Ru{C≡CC[=C(CN) ₂]CR=CR′(CN)}(PP)Cp′ [R = Fc, (PP)Cp′ = (dppf)Cp; R = H, SiMe₃, (PP)Cp′ = (dppe)Cp*] formed by [2 + 2]-cycloaddition of the cyano-alkenes to the outer C≡C triple bonds and subsequent ring-opening reactions. Single-crystal XRD molecular structure determinations of six complexes are reported.

year: 2011

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: The gown and the korowai: Maori doctoral students and the spatial organization of academic knowledge

authors: Middleton, Sue

subjects: culture

abstract: This paper draws on 38 student interviews carried out in the course of the team research project Teaching and Learning in the Supervision of Māori Doctoral Students. Māori doctoral thesis work takes place in the intersections between the Māori (tribal) world of identifications and obligations, the organisational and epistemological configurations of academia, and the bureaucratic requirements of funding or employing bureaucracies. To explore how students accommodate cultural, academic and bureaucratic demands, we develop analytical tools combining three intellectual traditions: Māori educational theory, Bernstein’s sociology of the academy, and Lefebvre’s conceptual trilogy of perceived, conceived, and lived space.

text: The gown and the korowai: Maori doctoral students and the spatial organization of academic knowledge This paper draws on 38 student interviews carried out in the course of the team research project Teaching and Learning in the Supervision of Māori Doctoral Students. Māori doctoral thesis work takes place in the intersections between the Māori (tribal) world of identifications and obligations, the organisational and epistemological configurations of academia, and the bureaucratic requirements of funding or employing bureaucracies. To explore how students accommodate cultural, academic and bureaucratic demands, we develop analytical tools combining three intellectual traditions: Māori educational theory, Bernstein’s sociology of the academy, and Lefebvre’s conceptual trilogy of perceived, conceived, and lived space.

year: 2009