title: Germanium derivatives of cobalt carbonyl

authors: Gerlach, Robert F.

abstract: This work reports the reactions of NaCo (CO)₄ with GeCl₄, GeBr₄, MeGeCl₃, MeGeBr₃, and Me₂GeCl₂ and of Co₂(CO)₈ with germanium hydride derivatives, along with the isolation and characterisation of their products. Amongst these are the new compounds ClGe[Co(CO)₄]₃, Br₂Ge[Co(CO)₄]₂, BrGe[Co(CO)₄]₃, MeGeCl₂Co(CO)₄, MeGeBr₂Co(CO)₄, MeGeCl[Co(CO)₄]₂, MeGeBr[Co(CO)₄]₂, GeCo₄(CO)₁₄ and Ge[Co(CO)₄]₄. There have also been indications of MeGe[Co(CO)₄]₃ and some spectroscopic data have been collected for Me₂GeBrCo(CO)₄.
The proposed configuration for GeCo₄(CO)₁₄ is a novel extension of the already-established germanium – bridged dicobalt carbonyl derivatives. The relationships between and interconversions of three tetracobalt derivatives of Germanium are discussed.
A review of Group IVB - Cobalt carbonyl derivatives is presented along with a discussion of the mass and infrared spectra of compounds prepared in this work.
Some of the chlorogermyl cobalt carbonyl derivatives prepared in this work have been reacted with NaMn(CO)₅. Under this competition situation, metal carbonyl exchange has been found to be favoured over alkali halide elimination.
e.g. :
ClGe[Co(CO)₄]₃ + 3NaMn(CO)₅ → ClGe[Mn(CO)₅]₃ + 3NaCo(CO)₄
However, this system is subject to substituent effects.
Preliminary studies on the Germanium derivatives of Rhenium and Vanadium carbonyls are also reported.

text: Germanium derivatives of cobalt carbonyl This work reports the reactions of NaCo (CO)₄ with GeCl₄, GeBr₄, MeGeCl₃, MeGeBr₃, and Me₂GeCl₂ and of Co₂(CO)₈ with germanium hydride derivatives, along with the isolation and characterisation of their products. Amongst these are the new compounds ClGe[Co(CO)₄]₃, Br₂Ge[Co(CO)₄]₂, BrGe[Co(CO)₄]₃, MeGeCl₂Co(CO)₄, MeGeBr₂Co(CO)₄, MeGeCl[Co(CO)₄]₂, MeGeBr[Co(CO)₄]₂, GeCo₄(CO)₁₄ and Ge[Co(CO)₄]₄. There have also been indications of MeGe[Co(CO)₄]₃ and some spectroscopic data have been collected for Me₂GeBrCo(CO)₄.
The proposed configuration for GeCo₄(CO)₁₄ is a novel extension of the already-established germanium – bridged dicobalt carbonyl derivatives. The relationships between and interconversions of three tetracobalt derivatives of Germanium are discussed.
A review of Group IVB - Cobalt carbonyl derivatives is presented along with a discussion of the mass and infrared spectra of compounds prepared in this work.
Some of the chlorogermyl cobalt carbonyl derivatives prepared in this work have been reacted with NaMn(CO)₅. Under this competition situation, metal carbonyl exchange has been found to be favoured over alkali halide elimination.
e.g. :
ClGe[Co(CO)₄]₃ + 3NaMn(CO)₅ → ClGe[Mn(CO)₅]₃ + 3NaCo(CO)₄
However, this system is subject to substituent effects.
Preliminary studies on the Germanium derivatives of Rhenium and Vanadium carbonyls are also reported.

year: 1978

title: School-based assessment of practical work in science education in Solomon Islands

authors: Kakai, Lionel Cliff

subjects: science education

abstract: This study explored and documented the views of one science curriculum development officer and seven science teachers about science practical work and its assessment in the School-Based Assessment (SBA) for the Solomon Islands School Certificate (SISC). Science SBA is compulsory for all Form 4 (year 10) and 5 (year 11) students in Solomon Islands to undertake as internal assessment towards the SISC. The motivation behind the research questions for this study arose from literature discussions and my personal experiences associated with practical work, teaching, learning and assessment in science education. 
Based on the interpretive paradigm, qualitative data was generated using a semi-structured interview technique, conducted on an individual basis with prior consent. The interviews were conducted in May 2009. Audio tape recording was used to record exactly what was said by the participants in the Pidgin and later translated, transcribed and verified in English. The analysis of the data was recursive with a rigorous thematic approach.
The findings indicated that participants' beliefs and views about the aims of science teaching and the roles of practical work were mainly related to the notion of science literacy, which is the main aim in the Solomon Islands science curriculum for Forms 4 and 5. However, the participants' views about the nature of science and assessment of practical work in the context of SBA were narrowly expressed. The findings indicated that the issues of reliability, validity and use of formative and summative assessments in relation to the theories of learning and the standardization of assessments for high stakes reporting are worth considering for a revision of the science SBA. 
As such, this study suggested that coherence in the aims of science teaching, the roles of practical work and the design and implementation of the SBA is necessary.  Also, the notion of science pedagogical content knowledge (PCK) is recommended, especially with regards to its inclusion in pre-service teacher education and ongoing professional development. This study was qualitative with a small sample limited to only eight educator participants. Hence, further research is recommended. This should specifically investigate students' perceptions in order to understand their standpoints on issues related to the science school-based assessment (SBA) for the Solomon Islands School Certificate (SISC).

text: School-based assessment of practical work in science education in Solomon Islands This study explored and documented the views of one science curriculum development officer and seven science teachers about science practical work and its assessment in the School-Based Assessment (SBA) for the Solomon Islands School Certificate (SISC). Science SBA is compulsory for all Form 4 (year 10) and 5 (year 11) students in Solomon Islands to undertake as internal assessment towards the SISC. The motivation behind the research questions for this study arose from literature discussions and my personal experiences associated with practical work, teaching, learning and assessment in science education. 
Based on the interpretive paradigm, qualitative data was generated using a semi-structured interview technique, conducted on an individual basis with prior consent. The interviews were conducted in May 2009. Audio tape recording was used to record exactly what was said by the participants in the Pidgin and later translated, transcribed and verified in English. The analysis of the data was recursive with a rigorous thematic approach.
The findings indicated that participants' beliefs and views about the aims of science teaching and the roles of practical work were mainly related to the notion of science literacy, which is the main aim in the Solomon Islands science curriculum for Forms 4 and 5. However, the participants' views about the nature of science and assessment of practical work in the context of SBA were narrowly expressed. The findings indicated that the issues of reliability, validity and use of formative and summative assessments in relation to the theories of learning and the standardization of assessments for high stakes reporting are worth considering for a revision of the science SBA. 
As such, this study suggested that coherence in the aims of science teaching, the roles of practical work and the design and implementation of the SBA is necessary.  Also, the notion of science pedagogical content knowledge (PCK) is recommended, especially with regards to its inclusion in pre-service teacher education and ongoing professional development. This study was qualitative with a small sample limited to only eight educator participants. Hence, further research is recommended. This should specifically investigate students' perceptions in order to understand their standpoints on issues related to the science school-based assessment (SBA) for the Solomon Islands School Certificate (SISC).

year: 2010

title: E Toru Ngā Reo: A Case Study of a Spanish Language Programme in a Kura Kaupapa Māori

authors: Flavell, William

subjects: Kaupapa Maori Research

abstract: Learning Languages is a new area in the 2007 New Zealand Curriculum.  However there have not been many studies in this subject.  Kura Kaupapa Māori, established in 1985 in New Zealand with over 6,000 students currently attending, have English language programmes (Hill, 2010), however few, if any, studies of the teaching of other languages have been conducted.  The purpose of this study was to describe and evaluate an additional international language programme at a Kura Kaupapa Māori.

This qualitative case study describes the views of the Principal, five teachers, five students and three parents of a Kura Kaupapa Māori about an additional Spanish language programme. The primary means of gathering data was through individual semi-structured interviews.  Interviews were used to collect data in the areas of identifying the attitudes of the participants towards learning an additional international language, the perceived benefits, if any, of learning an additional international language and if there is a relationship between the learning of an  additional international language, and Kaupapa Māori.  The narrative data was transcribed, coded and categorised into four themes related to the research questions.  

 The success of this Spanish language programme can be understood in terms of several factors such as whānau support, programme leadership, quality teachers, international excursions and positive attitudes to foreign language learning.  

These findings will contribute to literature concerning additional language learning programmes, specifically those based in indigenous language immersion settings and they will also provide useful information and ideas which other Kura Kaupapa Māori can take advantage of when implementing additional international language learning programmes.

text: E Toru Ngā Reo: A Case Study of a Spanish Language Programme in a Kura Kaupapa Māori Learning Languages is a new area in the 2007 New Zealand Curriculum.  However there have not been many studies in this subject.  Kura Kaupapa Māori, established in 1985 in New Zealand with over 6,000 students currently attending, have English language programmes (Hill, 2010), however few, if any, studies of the teaching of other languages have been conducted.  The purpose of this study was to describe and evaluate an additional international language programme at a Kura Kaupapa Māori.

This qualitative case study describes the views of the Principal, five teachers, five students and three parents of a Kura Kaupapa Māori about an additional Spanish language programme. The primary means of gathering data was through individual semi-structured interviews.  Interviews were used to collect data in the areas of identifying the attitudes of the participants towards learning an additional international language, the perceived benefits, if any, of learning an additional international language and if there is a relationship between the learning of an  additional international language, and Kaupapa Māori.  The narrative data was transcribed, coded and categorised into four themes related to the research questions.  

 The success of this Spanish language programme can be understood in terms of several factors such as whānau support, programme leadership, quality teachers, international excursions and positive attitudes to foreign language learning.  

These findings will contribute to literature concerning additional language learning programmes, specifically those based in indigenous language immersion settings and they will also provide useful information and ideas which other Kura Kaupapa Māori can take advantage of when implementing additional international language learning programmes.

year: 2012