title: From confounded to common ground: misunderstandings between tertiary teachers and students ‎in online discussions

authors: Forbes, Dianne Leslie

abstract: Drawing on findings from two studies, this article focuses on the expectations of students and teachers in higher education, when learning via asynchronous online discussions. In particular, this synthesis highlights a divergence of expectations. The first study investigated how students and teachers experienced asynchronous online discussion within initial teacher education at undergraduate level. The second study examined factors that affect learner engagement within asynchronous online discussions at a postgraduate level. A synthesis of key findings proposes that learning and teaching in higher education can be enhanced by awareness of how participants experience the situation. Common misunderstandings between students and teachers in online classes revolve around presence, formative/summative dimensions, language, and literature. Highlighting misunderstandings enables possibilities for negotiation, change, and improvement. While discussing the common ground for negotiation, this article suggests pedagogical strategies for effective communication and enhancement of online learning in higher education.

text: From confounded to common ground: misunderstandings between tertiary teachers and students ‎in online discussions Drawing on findings from two studies, this article focuses on the expectations of students and teachers in higher education, when learning via asynchronous online discussions. In particular, this synthesis highlights a divergence of expectations. The first study investigated how students and teachers experienced asynchronous online discussion within initial teacher education at undergraduate level. The second study examined factors that affect learner engagement within asynchronous online discussions at a postgraduate level. A synthesis of key findings proposes that learning and teaching in higher education can be enhanced by awareness of how participants experience the situation. Common misunderstandings between students and teachers in online classes revolve around presence, formative/summative dimensions, language, and literature. Highlighting misunderstandings enables possibilities for negotiation, change, and improvement. While discussing the common ground for negotiation, this article suggests pedagogical strategies for effective communication and enhancement of online learning in higher education.

year: 2019

title: Heterobimetallic platinum–bismuth aggregates derived from [Pt₂(μ-S)₂(PPh₃)₄]

authors: Henderson, William

subjects: Platinum complexes

abstract: The metalloligand [Pt₂(μ-S)₂(PPh₃)₄] reacts with Bi(S₂CNEt₂)₃ or Bi(S₂COEt)₃ in methanol to produce the orange cationic adducts [Pt₂(μ-S)₂(PPh₃)₄Bi(S₂CNEt₂)₂]⁺ and [Pt₂(μ-S)₂(PPh₃)₄Bi(S₂COEt)₂]⁺, respectively, isolated as their hexafluorophosphate salts. An X-ray structure determination on [Pt₂(μ-S)₂(PPh₃)₄Bi(S₂CNEt₂)₂]PF₆ reveals the presence of a six-coordinated bismuth centre with an approximately nido-pentagonal bipyramidal coordination geometry. Fragmentation pathways for both complexes have been probed using electrospray ionisation mass spectrometry; ions [Pt₂(μ-S)₂(PPh₃)₂Bi(S₂CXEtn)₂]⁺ (X = O, n = 1, X = N, n = 2) are formed by selective loss of two PPh₃ ligands, and at higher cone voltages the species [(Ph₃P)PtS₂Bi]⁺ is observed. Ions formed by loss of CS₂ are also observed for the xanthate but not the dithiocarbamate ions.

text: Heterobimetallic platinum–bismuth aggregates derived from [Pt₂(μ-S)₂(PPh₃)₄] The metalloligand [Pt₂(μ-S)₂(PPh₃)₄] reacts with Bi(S₂CNEt₂)₃ or Bi(S₂COEt)₃ in methanol to produce the orange cationic adducts [Pt₂(μ-S)₂(PPh₃)₄Bi(S₂CNEt₂)₂]⁺ and [Pt₂(μ-S)₂(PPh₃)₄Bi(S₂COEt)₂]⁺, respectively, isolated as their hexafluorophosphate salts. An X-ray structure determination on [Pt₂(μ-S)₂(PPh₃)₄Bi(S₂CNEt₂)₂]PF₆ reveals the presence of a six-coordinated bismuth centre with an approximately nido-pentagonal bipyramidal coordination geometry. Fragmentation pathways for both complexes have been probed using electrospray ionisation mass spectrometry; ions [Pt₂(μ-S)₂(PPh₃)₂Bi(S₂CXEtn)₂]⁺ (X = O, n = 1, X = N, n = 2) are formed by selective loss of two PPh₃ ligands, and at higher cone voltages the species [(Ph₃P)PtS₂Bi]⁺ is observed. Ions formed by loss of CS₂ are also observed for the xanthate but not the dithiocarbamate ions.

year: 2006-01-01

title: Bones | Iwi

authors: Apiata, Hāwea

abstract: Poetry written at Kāwhia featured in Issue 6 of The Quick Brown Dog Journal published by Hagley Writers' Institute, Christchurch, NZ.

text: Bones | Iwi Poetry written at Kāwhia featured in Issue 6 of The Quick Brown Dog Journal published by Hagley Writers' Institute, Christchurch, NZ.

year: 2024-03-08