title: ‘Novels are not Nonsense’: 1920s and 1930s New Zealand reflected through the Fiction of Jean Devanny and John A. Lee.

authors: Horsley, Alexandra Kate

subjects: Jean Devanny

abstract: John Mulgan’s Man Alone (1939) has often been considered by historians and literary scholars as ‘the fullest prose rendering of what the New Zealand twenties and thirties felt like.’¹ This thesis argues that other contemporary novels, specifically those of Jean Devanny (1894 – 1962) and John A. Lee (1891 – 1982), present equally rich sources of information for historians researching early twentieth century New Zealand. Devanny and Lee both wrote novels set in a contemporary context, all of which offer critiques relevant to aspects of New Zealand society. These works often draw on and comment on entrenched understandings of gender, class and race, and thus provide a nuanced and sophisticated picture of 1920s and 1930s New Zealand. In this sense, the novels enable meaningful insights into contemporary issues. As Devanny asserts, they are by no means ‘nonsense’, but highly valuable and useful considerations relevant to contemporary lives and issues.² This thesis stresses that the contradictions and intricacies found in the novels of these two authors, Devanny’s in particular, should be utilised by historians as they reflect on various issues in early twentieth century New Zealand. Indeed, what might they say about New Zealanders’ understandings of their national history if Devanny’s The Butcher Shop (1926) or Lee’s Children of the Poor (1934) was regarded by historians as the quintessential novel of the 1920s and 1930s instead of Man Alone?

text: ‘Novels are not Nonsense’: 1920s and 1930s New Zealand reflected through the Fiction of Jean Devanny and John A. Lee. John Mulgan’s Man Alone (1939) has often been considered by historians and literary scholars as ‘the fullest prose rendering of what the New Zealand twenties and thirties felt like.’¹ This thesis argues that other contemporary novels, specifically those of Jean Devanny (1894 – 1962) and John A. Lee (1891 – 1982), present equally rich sources of information for historians researching early twentieth century New Zealand. Devanny and Lee both wrote novels set in a contemporary context, all of which offer critiques relevant to aspects of New Zealand society. These works often draw on and comment on entrenched understandings of gender, class and race, and thus provide a nuanced and sophisticated picture of 1920s and 1930s New Zealand. In this sense, the novels enable meaningful insights into contemporary issues. As Devanny asserts, they are by no means ‘nonsense’, but highly valuable and useful considerations relevant to contemporary lives and issues.² This thesis stresses that the contradictions and intricacies found in the novels of these two authors, Devanny’s in particular, should be utilised by historians as they reflect on various issues in early twentieth century New Zealand. Indeed, what might they say about New Zealanders’ understandings of their national history if Devanny’s The Butcher Shop (1926) or Lee’s Children of the Poor (1934) was regarded by historians as the quintessential novel of the 1920s and 1930s instead of Man Alone?

year: 2013

title: The reactivity of [Pt₂(μ-S)₂(PPh₃)₄] towards difunctional chloroacetamide alkylating agents: Formation of cyclized or bridged products

authors: Ujam, Oguejiofo Theophilus

subjects: platinum complexes

abstract: The reactions of [Pt₂(μ-S)₂(PPh₃)₄] towards some bis(chloroacetamide) alkylating agents have been investigated. Reaction with one mole equivalent of the hydrazine-derived compound ClCH₂C(O)NHNHC(O)CH₂Cl led to the cyclized product [Pt₂{SCH₂C(O)NHNHC(O)CH₂S}(PPh₃)₄]²⁺ which showed two different PPh₃ environments in the ³¹P{1H} NMR spectrum, as a result of non-fluxional behavior of the dithiolate ligand in solution. Reactions of [Pt₂(μ-S)₂(PPh₃)₄] with the ortho and para isomers of the phenylenediamine-derived bis(chloroacetamides) ClCH2C(O)NHC6H4NHC(O)CH2Cl gave tetrametallic complexes containing two {Pt₂S₂} moieties spanned by the CH₂C(O)NHC₆H₄NHC(O)CH₂ group. Both the ortho and para isomers were crystallographically characterized; in the ortho isomer there is intramolecular CO=H–N and S•••H–N hydrogen bonding involving the two amide groups.

text: The reactivity of [Pt₂(μ-S)₂(PPh₃)₄] towards difunctional chloroacetamide alkylating agents: Formation of cyclized or bridged products The reactions of [Pt₂(μ-S)₂(PPh₃)₄] towards some bis(chloroacetamide) alkylating agents have been investigated. Reaction with one mole equivalent of the hydrazine-derived compound ClCH₂C(O)NHNHC(O)CH₂Cl led to the cyclized product [Pt₂{SCH₂C(O)NHNHC(O)CH₂S}(PPh₃)₄]²⁺ which showed two different PPh₃ environments in the ³¹P{1H} NMR spectrum, as a result of non-fluxional behavior of the dithiolate ligand in solution. Reactions of [Pt₂(μ-S)₂(PPh₃)₄] with the ortho and para isomers of the phenylenediamine-derived bis(chloroacetamides) ClCH2C(O)NHC6H4NHC(O)CH2Cl gave tetrametallic complexes containing two {Pt₂S₂} moieties spanned by the CH₂C(O)NHC₆H₄NHC(O)CH₂ group. Both the ortho and para isomers were crystallographically characterized; in the ortho isomer there is intramolecular CO=H–N and S•••H–N hydrogen bonding involving the two amide groups.

year: 2011

title: Teachers’ perspectives on incorporating aspects of Mātauranga Māori in year 9-10 secondary school science classrooms.

authors: Hermanns, Christina Leilani

subjects: science

abstract: Science classrooms in Aotearoa New Zealand may cause some students to feel marginalised.  The inclusion of mātauranga Māori offers a diverse perspective on knowledge which may help inclusion of, and understanding for, these learners.  This research examines how science teachers include mātauranga Māori in their junior secondary science learning activities. 

I am a Pākehā teacher who was born and raised in Hawaii. I have 17 years of science teaching experience in Aotearoa New Zealand. This interpretive, phenomenographic study involved semi-structured interviews with six teachers, all who taught in North Island schools.  Five of the six participants were in schools, and one taught in a Kura Kaupapa Māori.  Data were gathered about teachers’ understanding of te reo Māori, inclusion of mātauranga Māori in the junior secondary science classroom, and how teachers’ own cultural awareness impacted their practice. 

The findings indicate that teachers include mātauranga Māori in their science classrooms in a diverse range of ways. From whole course design to more subtle ways that reflect Māori tikanga and Māori pedagogy.  Teachers often faced challenges in including mātauranga Māori in their science classroom and they overcame these by learning te reo, embracing Māori tikanga and continuing to learn to fill the gaps in their knowledge. The context of the school and its community was also a factor, as well as teachers’ personal philosophies about the nature of knowledge. 

The findings have implications for initial teacher education and professional learning for the integration of mātauranga Māori into the secondary science classroom.

text: Teachers’ perspectives on incorporating aspects of Mātauranga Māori in year 9-10 secondary school science classrooms. Science classrooms in Aotearoa New Zealand may cause some students to feel marginalised.  The inclusion of mātauranga Māori offers a diverse perspective on knowledge which may help inclusion of, and understanding for, these learners.  This research examines how science teachers include mātauranga Māori in their junior secondary science learning activities. 

I am a Pākehā teacher who was born and raised in Hawaii. I have 17 years of science teaching experience in Aotearoa New Zealand. This interpretive, phenomenographic study involved semi-structured interviews with six teachers, all who taught in North Island schools.  Five of the six participants were in schools, and one taught in a Kura Kaupapa Māori.  Data were gathered about teachers’ understanding of te reo Māori, inclusion of mātauranga Māori in the junior secondary science classroom, and how teachers’ own cultural awareness impacted their practice. 

The findings indicate that teachers include mātauranga Māori in their science classrooms in a diverse range of ways. From whole course design to more subtle ways that reflect Māori tikanga and Māori pedagogy.  Teachers often faced challenges in including mātauranga Māori in their science classroom and they overcame these by learning te reo, embracing Māori tikanga and continuing to learn to fill the gaps in their knowledge. The context of the school and its community was also a factor, as well as teachers’ personal philosophies about the nature of knowledge. 

The findings have implications for initial teacher education and professional learning for the integration of mātauranga Māori into the secondary science classroom.

year: 2025-05-29