title: Inconsistent Cinema: Paul Thomas Anderson, There will be blood and the postmodern filmmaker

authors: Barrett, Kyle

subjects: Postmodernism

abstract: Paul Thomas Anderson’s early work up to and including There Will Be Blood (2007) are examples of incoherent, postmodern cinema. Anderson’s formative years produced four critically acclaimed features, Hard Eight (1996), Boogie Nights (1997), Magnolia (1999), and Punch-Drunk Love (2002), all of which presented related themes and aesthetics. Though There Will Be Blood does depict a complex father-son relationship similar to that found in Hard Eight, Boogie Nights, and Magnolia, the film is stylistically a radical departure for Anderson. While certain experimentation occurred in Punch-Drunk Love, There Will Be Blood is the start of the next phase of Anderson’s career, one which reflects a meditative sensibility. For instance, in place of kinetic cinematography, rapid cutting, and multiple narratives are longer takes, extended tracking shots, and a leisurely editing style. Finally, contextualizing Anderson’s career within the era of “Indiewood,” a fusion of studio and independent filmmaking, key visual techniques employed during his early work emphasize the shift in his aesthetics, high-lighting a singular, postmodern voice in Hollywood cinema.

text: Inconsistent Cinema: Paul Thomas Anderson, There will be blood and the postmodern filmmaker Paul Thomas Anderson’s early work up to and including There Will Be Blood (2007) are examples of incoherent, postmodern cinema. Anderson’s formative years produced four critically acclaimed features, Hard Eight (1996), Boogie Nights (1997), Magnolia (1999), and Punch-Drunk Love (2002), all of which presented related themes and aesthetics. Though There Will Be Blood does depict a complex father-son relationship similar to that found in Hard Eight, Boogie Nights, and Magnolia, the film is stylistically a radical departure for Anderson. While certain experimentation occurred in Punch-Drunk Love, There Will Be Blood is the start of the next phase of Anderson’s career, one which reflects a meditative sensibility. For instance, in place of kinetic cinematography, rapid cutting, and multiple narratives are longer takes, extended tracking shots, and a leisurely editing style. Finally, contextualizing Anderson’s career within the era of “Indiewood,” a fusion of studio and independent filmmaking, key visual techniques employed during his early work emphasize the shift in his aesthetics, high-lighting a singular, postmodern voice in Hollywood cinema.

year: 2021

title: Fragmentation pathways of [Re₂(μ-OR)₃(CO)₆]– (R = H, Me) and ligand exchange reactions with oxygen donor ligands, investigated by electrospray mass spectrometry

authors: Jiang, Chenghua

subjects: chemistry

abstract: The rhenium hydroxy and methoxy carbonyl complexes [Re₂(μOR)₃(CO)₆]⁻ (R = H or Me) have been studied by negative-ion electrospray mass spectrometry (ESMS). The complexes undergo facile exchange reactions with protic compounds, including alcohols and phenols. With dimethyl malonate, ester hydrolysis occurs giving carboxylate-containing complexes, and with H₂O₂ or ButOOH, oxidation to ReO₄⁻occurs. The feasibility and extent of these reactions can conveniently, rapidly, and unambiguously be determined by electrospray mass spectrometry, and is dependent on the acidity and steric bulk of the protic compound. The results also suggest that the complexes can be used as versatile starting materials for the synthesis of a wide range of analogous [Re₂(μ-OR)₃(CO)₆]⁻ complexes by simple reaction with an excess of the appropriate alcohol. By varying the applied cone voltage the fragmentation pathways have been investigated; the hydroxy complex undergoes dehydration followed by CO loss, whereas for the methoxy complex  -hydride elimination (and CO loss) is observed, with confirmation provided by deuterium labelling studies. Under ESMS conditions, the neutral complexes [Re₂(μ-OR)₂(μ-dppf )(CO)₆] [R = H or Me; dppf = 1,1 -bis(diphenylphosphino)ferrocene] undergo substantial solvolysis and hydrolysis to give mainly mononuclear species; simple parent ions (e.g. [M + H]⁺) are not formed in appreciable abundance, probably due to the lack of an efficient ionisation pathway.

text: Fragmentation pathways of [Re₂(μ-OR)₃(CO)₆]– (R = H, Me) and ligand exchange reactions with oxygen donor ligands, investigated by electrospray mass spectrometry The rhenium hydroxy and methoxy carbonyl complexes [Re₂(μOR)₃(CO)₆]⁻ (R = H or Me) have been studied by negative-ion electrospray mass spectrometry (ESMS). The complexes undergo facile exchange reactions with protic compounds, including alcohols and phenols. With dimethyl malonate, ester hydrolysis occurs giving carboxylate-containing complexes, and with H₂O₂ or ButOOH, oxidation to ReO₄⁻occurs. The feasibility and extent of these reactions can conveniently, rapidly, and unambiguously be determined by electrospray mass spectrometry, and is dependent on the acidity and steric bulk of the protic compound. The results also suggest that the complexes can be used as versatile starting materials for the synthesis of a wide range of analogous [Re₂(μ-OR)₃(CO)₆]⁻ complexes by simple reaction with an excess of the appropriate alcohol. By varying the applied cone voltage the fragmentation pathways have been investigated; the hydroxy complex undergoes dehydration followed by CO loss, whereas for the methoxy complex  -hydride elimination (and CO loss) is observed, with confirmation provided by deuterium labelling studies. Under ESMS conditions, the neutral complexes [Re₂(μ-OR)₂(μ-dppf )(CO)₆] [R = H or Me; dppf = 1,1 -bis(diphenylphosphino)ferrocene] undergo substantial solvolysis and hydrolysis to give mainly mononuclear species; simple parent ions (e.g. [M + H]⁺) are not formed in appreciable abundance, probably due to the lack of an efficient ionisation pathway.

year: 2000

title: Kia mau ki tō Māoritanga - The role of Māori teachers in English medium primary schools

authors: Coffin, Rachel Marie

subjects: Māori  teachers

abstract: The achievement levels between Māori and non-Māori students remains increasingly wide within a westernised education system. This system has continued to perpetuate the ongoing failure of Māori students. We need to look at ways in which Māori students can best be supported in English medium education settings as these are where the majority of Māori students receive their schooling, and how we can close the gap between Māori and non-Māori achievement. 

Māori teachers are a minority group within English medium education and their potential to raise Māori student achievement is often overlooked (Lee, 2009). This thesis used a case study approach framed by kaupapa Māori methodology to examine how one primary school, whose Māori students are achieving at similar levels to their non-Māori peers, utilises Māori staff to enhance the cultural pedagogy of the school and how this contributes to the success of Māori students.

The literature review takes an historic look at Māori within a westernised education system and looks at how Māori underachievement is not a recent occurrence but an ongoing issue, dating back over one hundred years.  It draws on international literature around the experiences of other indigenous peoples who have experienced colonisation, and highlights the similar struggles that they have had, and continue to have as minority students. 

The literature review also looks at the ways in which indigenous peoples are working to lift indigenous achievement and the role of indigenous teachers in supporting this process. It looks at the role that culture plays in the belief of indigenous peoples in their own ability to succeed, which is referred to in this thesis as self-efficacy (Bandura, 1997, Schunk, 1986).

In contrast to this  students with low self-efficacy will typically avoid difficult tasks in order to minimize risk to self-worth and protect self-esteem (McRae et al., 2010). 

The findings indicate that Māori teachers at Te Kauri School have some level of proficiency in tikanga and te reo Māori and that this plays a vital role in the schools ability to create a culturally responsive learning environment. The Māori staff have the support of the school leadership team, which promotes and values the inclusion of tikanga and te reo Māori. 

This culturally responsive environment instils in Māori students at Te Kauri School a sense of pride in who they are as culturally located beings. This pride means that they do not feel pressure to conform to the ways of the dominant culture, rather that they are able to be Māori. This also corresponds with achievement data for the school, which shows that Māori achievement levels are at similar levels to that of non-Māori students, and in some year and gender levels above. 

The findings indicate that the relationship between Māori whānau (families) and the school is vital in creating a supportive environment and that Māori teachers are especially valuable in this process. Having cultural practices such as kapa haka, waiata and karakia give Māori whānau a connection to the school and provide them with an opportunity to support not only their children but also the school community. 

The findings also indicate that Māori staff and whānau participants view Māori teachers as role models and that having Māori role models within the school adds to Māori student’s sense of pride in being Māori, thus enhancing their self-efficacy and success.

text: Kia mau ki tō Māoritanga - The role of Māori teachers in English medium primary schools The achievement levels between Māori and non-Māori students remains increasingly wide within a westernised education system. This system has continued to perpetuate the ongoing failure of Māori students. We need to look at ways in which Māori students can best be supported in English medium education settings as these are where the majority of Māori students receive their schooling, and how we can close the gap between Māori and non-Māori achievement. 

Māori teachers are a minority group within English medium education and their potential to raise Māori student achievement is often overlooked (Lee, 2009). This thesis used a case study approach framed by kaupapa Māori methodology to examine how one primary school, whose Māori students are achieving at similar levels to their non-Māori peers, utilises Māori staff to enhance the cultural pedagogy of the school and how this contributes to the success of Māori students.

The literature review takes an historic look at Māori within a westernised education system and looks at how Māori underachievement is not a recent occurrence but an ongoing issue, dating back over one hundred years.  It draws on international literature around the experiences of other indigenous peoples who have experienced colonisation, and highlights the similar struggles that they have had, and continue to have as minority students. 

The literature review also looks at the ways in which indigenous peoples are working to lift indigenous achievement and the role of indigenous teachers in supporting this process. It looks at the role that culture plays in the belief of indigenous peoples in their own ability to succeed, which is referred to in this thesis as self-efficacy (Bandura, 1997, Schunk, 1986).

In contrast to this  students with low self-efficacy will typically avoid difficult tasks in order to minimize risk to self-worth and protect self-esteem (McRae et al., 2010). 

The findings indicate that Māori teachers at Te Kauri School have some level of proficiency in tikanga and te reo Māori and that this plays a vital role in the schools ability to create a culturally responsive learning environment. The Māori staff have the support of the school leadership team, which promotes and values the inclusion of tikanga and te reo Māori. 

This culturally responsive environment instils in Māori students at Te Kauri School a sense of pride in who they are as culturally located beings. This pride means that they do not feel pressure to conform to the ways of the dominant culture, rather that they are able to be Māori. This also corresponds with achievement data for the school, which shows that Māori achievement levels are at similar levels to that of non-Māori students, and in some year and gender levels above. 

The findings indicate that the relationship between Māori whānau (families) and the school is vital in creating a supportive environment and that Māori teachers are especially valuable in this process. Having cultural practices such as kapa haka, waiata and karakia give Māori whānau a connection to the school and provide them with an opportunity to support not only their children but also the school community. 

The findings also indicate that Māori staff and whānau participants view Māori teachers as role models and that having Māori role models within the school adds to Māori student’s sense of pride in being Māori, thus enhancing their self-efficacy and success.

year: 2013