title: Arylstibonic acids [H₈(RSb)₁₂O₂₈]; precursors to organometallic isopolyoxostibonates [Na₂H₉(RSb)₁₂O₃₀]-, (R = aryl).

authors: Clark, Christopher J.

subjects: chemistry

abstract: Electrospray ionisation mass spectrometry shows that arylstibonic acids, RSbO₃H₂, give rise to oxo-bridged clusters derived from [H₈(RSb)₁₂O₂₈] which act as inorganic crown ligands towards Na+ cations; structure determination of one derivative revealed a cage-like anion [Na₂H₉(p-O₂NC₆H₄Sb)₁₂O₃₀.4H₂O]-.

text: Arylstibonic acids [H₈(RSb)₁₂O₂₈]; precursors to organometallic isopolyoxostibonates [Na₂H₉(RSb)₁₂O₃₀]-, (R = aryl). Electrospray ionisation mass spectrometry shows that arylstibonic acids, RSbO₃H₂, give rise to oxo-bridged clusters derived from [H₈(RSb)₁₂O₂₈] which act as inorganic crown ligands towards Na+ cations; structure determination of one derivative revealed a cage-like anion [Na₂H₉(p-O₂NC₆H₄Sb)₁₂O₃₀.4H₂O]-.

year: 2009

title: Risky spaces: Creating, contesting and communicating lines on environmental hazard maps

authors: Haughton, Graham

subjects: Social Sciences

abstract: This paper examines the tensions involved in the production, presentation and revision of hazard maps, focusing on the controversies that have become increasingly common when they are used to change government policy. Our scope includes all the major environmental hazards currently being mapped in New Zealand, one of the world's most exposed and hazard‐aware countries. Selecting one country also allowed a multi‐hazard approach to be taken that helps provide messages for other countries. Drawing on interviews with 24 key informants, the paper identifies a range of reasons for explaining the recent growth in hazard mapping and why hazard maps sometimes resulted in high‐profile controversies. Two themes emerged out of this analysis: an inconsistency in modelling and mapping hazards that created opportunity for challenge and the selective mobilisation of scientific uncertainty to dispute the legitimacy of official maps, particularly on developed land. The findings highlight the multiple roles of mapping, positioning maps as potentially instruments of both depoliticisation and repoliticisation. We emphasise how conflicts are most likely when maps are used as technocratic instruments of depoliticisation, and that creating maps in a more open way can generate valuable opportunities to engage with communities in more creative policy‐making regarding the threats they face and how they can respond. Mapping processes that open up the space for critical debate can act as important debate‐support tools as well as decision‐support tools, particularly when used to give voice to those not normally heard or treated as equal.

text: Risky spaces: Creating, contesting and communicating lines on environmental hazard maps This paper examines the tensions involved in the production, presentation and revision of hazard maps, focusing on the controversies that have become increasingly common when they are used to change government policy. Our scope includes all the major environmental hazards currently being mapped in New Zealand, one of the world's most exposed and hazard‐aware countries. Selecting one country also allowed a multi‐hazard approach to be taken that helps provide messages for other countries. Drawing on interviews with 24 key informants, the paper identifies a range of reasons for explaining the recent growth in hazard mapping and why hazard maps sometimes resulted in high‐profile controversies. Two themes emerged out of this analysis: an inconsistency in modelling and mapping hazards that created opportunity for challenge and the selective mobilisation of scientific uncertainty to dispute the legitimacy of official maps, particularly on developed land. The findings highlight the multiple roles of mapping, positioning maps as potentially instruments of both depoliticisation and repoliticisation. We emphasise how conflicts are most likely when maps are used as technocratic instruments of depoliticisation, and that creating maps in a more open way can generate valuable opportunities to engage with communities in more creative policy‐making regarding the threats they face and how they can respond. Mapping processes that open up the space for critical debate can act as important debate‐support tools as well as decision‐support tools, particularly when used to give voice to those not normally heard or treated as equal.

year: 2018

title: Commentary on 'Family obligations in Micronesian cultures: implications for educators'

authors: Bishop, Russell

subjects: education

abstract: The paper makes some interesting observations about the need for educators to understand the cultural positionings of Micronesian students and by implication challenges readers to extend these understandings to other migrant and minoritised student groups. I would like to take up this challenge and illustrate how useful it is to theorise from a relational discourse when seeking solutions to what many educators are suggesting as the greatest problem we face in contemporary education, i.e. the seemingly immutable and growing educational disparities that accompany the increasing diversity of our student bodies in association with the continuing dominance of monocultural and deficit explanations by teachers about the causes of the disparities. This problem negatively affects indigenous students and students of colour along with migrant students and the paper rightly points to the need for solutions.

text: Commentary on 'Family obligations in Micronesian cultures: implications for educators' The paper makes some interesting observations about the need for educators to understand the cultural positionings of Micronesian students and by implication challenges readers to extend these understandings to other migrant and minoritised student groups. I would like to take up this challenge and illustrate how useful it is to theorise from a relational discourse when seeking solutions to what many educators are suggesting as the greatest problem we face in contemporary education, i.e. the seemingly immutable and growing educational disparities that accompany the increasing diversity of our student bodies in association with the continuing dominance of monocultural and deficit explanations by teachers about the causes of the disparities. This problem negatively affects indigenous students and students of colour along with migrant students and the paper rightly points to the need for solutions.

year: 2010