title: Editorial: Reclaiming the professional development agenda in an age of compliance

authors: Locke, Terry

subjects: curriculum reforms

abstract: This issue of the journal takes as is starting point a global context, which has seen certain powerful and pervasive discourses underpinning a raft of educational reforms in a number of educational settings, in particular the United Kingdom, USA, Australia, Canada and New Zealand. These reforms have, among other things, been characterised by a rhetoric of devolution accompanied, ironically, by an assertion by the state and other central agencies of control over the what (curriculum) and how (pedagogy) of teaching, often driven by a "standards" agenda. These changes have had an enormous impact on the nature of teachers' work through the implementation of managerial organisational practices and other accountability mechanisms. It can be argued that in such a context, professional development, in being yoked to a reform agenda, has become little more than induction into ideological compliance. This issue seeks to bring together the voices of educational researchers and reflective teachers who have investigated the changing nature of professional development across a range of educational settings.

text: Editorial: Reclaiming the professional development agenda in an age of compliance This issue of the journal takes as is starting point a global context, which has seen certain powerful and pervasive discourses underpinning a raft of educational reforms in a number of educational settings, in particular the United Kingdom, USA, Australia, Canada and New Zealand. These reforms have, among other things, been characterised by a rhetoric of devolution accompanied, ironically, by an assertion by the state and other central agencies of control over the what (curriculum) and how (pedagogy) of teaching, often driven by a "standards" agenda. These changes have had an enormous impact on the nature of teachers' work through the implementation of managerial organisational practices and other accountability mechanisms. It can be argued that in such a context, professional development, in being yoked to a reform agenda, has become little more than induction into ideological compliance. This issue seeks to bring together the voices of educational researchers and reflective teachers who have investigated the changing nature of professional development across a range of educational settings.

year: 2004

title: Theoretical study of the structures of 4-(2,3,5,6-tetrafluoropyridyl)diphenylphosphine oxide and tris(pentafluorophenyl)phosphine oxide: Why does the crystal structure of (tetrafluoropyridyl)diphenylphosphine oxide have two different P=O bond lengths?

authors: Lane, Joseph R.

subjects: Science & Technology

abstract: The crystal structure of 4-(2,3,5,6-tetrafluoropyridyl)diphenylphosphine oxide (1) contains two independent molecules in the asymmetric unit. Although the molecules are virtually identical in all other aspects, the P=O bond distances differ by ca. 0.02 Å. In contrast, although tris(pentafluorophenyl)phosphine oxide (2) has a similar crystal structure, the P=O bond distances of the two independent molecules are identical. To investigate the reason for the difference, a density functional theory study was undertaken. Both structures comprise chains of molecules. The attraction between molecules of 1, which comprises lone pair–π, weak hydrogen bonding and C–H···arene interactions, has energies of 70 and 71 kJ mol⁻¹. The attraction between molecules of 2 comprises two lone pair–π interactions, and has energies of 99 and 100 kJ mol−1. There is weak hydrogen bonding between molecules of adjacent chains involving the oxygen atom of 1. For one molecule, this interaction is with a symmetry independent molecule, whereas for the other, it also occurs with a symmetry related molecule. This provides a reason for the difference in P=O distance. This interaction is not possible for 2, and so there is no difference between the P=O distances of 2.

text: Theoretical study of the structures of 4-(2,3,5,6-tetrafluoropyridyl)diphenylphosphine oxide and tris(pentafluorophenyl)phosphine oxide: Why does the crystal structure of (tetrafluoropyridyl)diphenylphosphine oxide have two different P=O bond lengths? The crystal structure of 4-(2,3,5,6-tetrafluoropyridyl)diphenylphosphine oxide (1) contains two independent molecules in the asymmetric unit. Although the molecules are virtually identical in all other aspects, the P=O bond distances differ by ca. 0.02 Å. In contrast, although tris(pentafluorophenyl)phosphine oxide (2) has a similar crystal structure, the P=O bond distances of the two independent molecules are identical. To investigate the reason for the difference, a density functional theory study was undertaken. Both structures comprise chains of molecules. The attraction between molecules of 1, which comprises lone pair–π, weak hydrogen bonding and C–H···arene interactions, has energies of 70 and 71 kJ mol⁻¹. The attraction between molecules of 2 comprises two lone pair–π interactions, and has energies of 99 and 100 kJ mol−1. There is weak hydrogen bonding between molecules of adjacent chains involving the oxygen atom of 1. For one molecule, this interaction is with a symmetry independent molecule, whereas for the other, it also occurs with a symmetry related molecule. This provides a reason for the difference in P=O distance. This interaction is not possible for 2, and so there is no difference between the P=O distances of 2.

year: 2020

title: Exploring Māori and non-Māori mental health nurses' perceptions of Te Whare Tapa Whā: A mixed methods study looking at Māori and non-Māori mental health nurses' perceptions of Te Whare Tapa Whā within the Waikato region

authors: Teinakore, Samantha

subjects: Te Whare Tapa Whā

abstract: Background: Te Whare Tapa Whā is a well-recognised Māori model of health and wellbeing which is embraced within the health system in Aotearoa/ New Zealand. Although it can be applied in different specialties, the impacts generated from this model were first noticed in mental health, as this model was created by Mason Durie who is a psychiatrist. Research has shown this model provided an opportunity for Māori to have a voice in their health.
Objective: This study aims were to explore mental health nurses’ perceptions of the Māori Health model, Te Whare Tapa Whā, and how their beliefs and values may impact them implementing this model into their care.
Methods: A mixed methods approach was utilised for this study. Phase one was about gathering quantitative data, collecting statistical data through surveys. The first phase helped with the formulate interview schedule, which was the beginning of the next phase. Phase two was semi structured interviews which helped with the gathering of qualitative data. Data were analysed using descriptive statistics and thematic analysis.
Participants: Mental health nurses within the Waikato region were the participants for this research study. A survey was distributed to mental health nurses in the Waikato area and 53 responded. After the survey, semi structured one on one interviews were conducted with the researcher. Total of 8 interviews; (n = 6) Māori mental health nurses and (n = 2) Non-Māori mental health nurses.
Results: The survey showed that more than half the nurses had a positive perspective on Te Whare Tapa Whā and felt it was good for nursing care. They were able to identify barriers to implementation. There were mixed responses on feeling supported to use Te Whare Tapa Whā in the workplace. Four over-arching themes were identified from the interviews . These were; Māori, clinical practice, organisation level and individual factors.
Conclusion: Overall, all mental health nurses had a positive perception of Te Whare Tapa Whā and the impacts it can have on nursing care. Most identified barriers which can impact whether they can actually use it in practice. Māori and non-Māori nurses had different depths of knowledge, cultural worldviews and clinical practice experiences, creating complexities with implementation. These beliefs, perceptions and experiences were highlighted in this study.

text: Exploring Māori and non-Māori mental health nurses' perceptions of Te Whare Tapa Whā: A mixed methods study looking at Māori and non-Māori mental health nurses' perceptions of Te Whare Tapa Whā within the Waikato region Background: Te Whare Tapa Whā is a well-recognised Māori model of health and wellbeing which is embraced within the health system in Aotearoa/ New Zealand. Although it can be applied in different specialties, the impacts generated from this model were first noticed in mental health, as this model was created by Mason Durie who is a psychiatrist. Research has shown this model provided an opportunity for Māori to have a voice in their health.
Objective: This study aims were to explore mental health nurses’ perceptions of the Māori Health model, Te Whare Tapa Whā, and how their beliefs and values may impact them implementing this model into their care.
Methods: A mixed methods approach was utilised for this study. Phase one was about gathering quantitative data, collecting statistical data through surveys. The first phase helped with the formulate interview schedule, which was the beginning of the next phase. Phase two was semi structured interviews which helped with the gathering of qualitative data. Data were analysed using descriptive statistics and thematic analysis.
Participants: Mental health nurses within the Waikato region were the participants for this research study. A survey was distributed to mental health nurses in the Waikato area and 53 responded. After the survey, semi structured one on one interviews were conducted with the researcher. Total of 8 interviews; (n = 6) Māori mental health nurses and (n = 2) Non-Māori mental health nurses.
Results: The survey showed that more than half the nurses had a positive perspective on Te Whare Tapa Whā and felt it was good for nursing care. They were able to identify barriers to implementation. There were mixed responses on feeling supported to use Te Whare Tapa Whā in the workplace. Four over-arching themes were identified from the interviews . These were; Māori, clinical practice, organisation level and individual factors.
Conclusion: Overall, all mental health nurses had a positive perception of Te Whare Tapa Whā and the impacts it can have on nursing care. Most identified barriers which can impact whether they can actually use it in practice. Māori and non-Māori nurses had different depths of knowledge, cultural worldviews and clinical practice experiences, creating complexities with implementation. These beliefs, perceptions and experiences were highlighted in this study.

year: 2023