title: Vibrational studies of tetrahalogenocuprates (II)

authors: Yeoh, Teng Kwong

abstract: The compounds (R₄N)₂CuBrₙCℓ₄₋ₙ (R = CH₃, C₂H₅; n = 1 - 3) were studied by far infra-red spectroscopy. The results, in conjunction with the evidence of X-ray powder diffraction measurements we reported earlier, show that, within each series, the mixed bromochlorocuprates(II) are isomorphous with each other and with the corresponding compounds where n = 0, 4. There is also evidence of discrete CuBrₙCℓ₄₋ₙ²⁻ anions with flattened tetrahedral configurations.
The assignment problems associated with the vibrational spectrum of caesium tetrachlorocuprate(II) were critically discussed. A unit cell analysis of the compound was performed with two primary objectives:
(A) to interpret the vibrational spectrum; and
(B) to develop a competent model force field for such study.
The analysis produces a physically sensible set of force constants which supports one particular set of assignments. 
The potential force field developed in the unit cell analysis of Cs₂CuCℓ₄ was extended to the study of the vibrations of Cs₂ZnCℓ₄ crystal with encouraging results.

text: Vibrational studies of tetrahalogenocuprates (II) The compounds (R₄N)₂CuBrₙCℓ₄₋ₙ (R = CH₃, C₂H₅; n = 1 - 3) were studied by far infra-red spectroscopy. The results, in conjunction with the evidence of X-ray powder diffraction measurements we reported earlier, show that, within each series, the mixed bromochlorocuprates(II) are isomorphous with each other and with the corresponding compounds where n = 0, 4. There is also evidence of discrete CuBrₙCℓ₄₋ₙ²⁻ anions with flattened tetrahedral configurations.
The assignment problems associated with the vibrational spectrum of caesium tetrachlorocuprate(II) were critically discussed. A unit cell analysis of the compound was performed with two primary objectives:
(A) to interpret the vibrational spectrum; and
(B) to develop a competent model force field for such study.
The analysis produces a physically sensible set of force constants which supports one particular set of assignments. 
The potential force field developed in the unit cell analysis of Cs₂CuCℓ₄ was extended to the study of the vibrations of Cs₂ZnCℓ₄ crystal with encouraging results.

year: 1979

title: Modifying hydrological regime and catchment land use to improve water quality in Lake Waikare: Modelled insights

authors: Prentice, Matthew James

abstract: Effective management of eutrophication in large, shallow, lakes is particularly challenging, especially in catchments dominated by agricultural activities. These challenges are further exacerbated in lakes that have undergone significant hydrological and biogeochemical modification. In these systems, effective hydrological management strategies may involve increasing discharge rates to promote flushing and modifying lake depth to reduce the effects of wind-induced sediment resuspension, while effective biogeochemical modification may involve improving catchment management practices to reduce external nutrient loading. In this study, we present a modelling investigation of Lake Waikare, Waikato, New Zealand; a large (surface area: 34 km²), shallow (mean depth: 1.2 m), hypereutrophic lake that has experienced significant hydrological modification and water quality deterioration since the early 1900s.

text: Modifying hydrological regime and catchment land use to improve water quality in Lake Waikare: Modelled insights Effective management of eutrophication in large, shallow, lakes is particularly challenging, especially in catchments dominated by agricultural activities. These challenges are further exacerbated in lakes that have undergone significant hydrological and biogeochemical modification. In these systems, effective hydrological management strategies may involve increasing discharge rates to promote flushing and modifying lake depth to reduce the effects of wind-induced sediment resuspension, while effective biogeochemical modification may involve improving catchment management practices to reduce external nutrient loading. In this study, we present a modelling investigation of Lake Waikare, Waikato, New Zealand; a large (surface area: 34 km²), shallow (mean depth: 1.2 m), hypereutrophic lake that has experienced significant hydrological modification and water quality deterioration since the early 1900s.

year: 2025

title: Examining Culturally Responsive Leadership: An investigation into how one school leader, in a primary school setting, provides culturally responsive leadership that ensures Maori students achieve

authors: Ford, Therese

subjects: Culture

abstract: Addressing the achievement disparities that exist within New Zealand education between Maori and non-Maori is a major government priority and is identified by the Ministry of Education as being a critical challenge for school leadership (Ministry of Education, 2008a). Therefore, an important question for school leaders to contemplate is: How do we raise Maori student achievement and eliminate the ‘gap’, or more specifically, what are the teaching and leadership practices that will make a difference? The research project presented in this thesis examines how one school leader, in a mainstream primary school setting, provides culturally responsive leadership practice that ensures Maori students achieve. This case study was conducted within a kaupapa Maori theoretical framework and used a mixed methods approach that incorporated the triangulation of quantitative and qualitative data. Quantitative data included student achievement data in reading, while qualitative data collection and analysis included school documents, participant observations of the principal, a series of semi-structured interviews and a stimulated recall interview with the principal and focus group interviews with the school leadership team and a group of teachers. The literature reviewed highlighted the centrality of culture in education, the implications for relationships and interactions between teachers and students that are born out of cultural deficit theorising and the potential culturally responsive teaching practices hold for students from minority groups. It also identified a series of effective leadership practices that enable school leaders to influence classroom teaching and have a subsequent impact on student outcomes. The case study school reflects a mainstream primary school context where the majority of Maori students are achieving at or above national expectations in reading. The findings indicate that the principal is implementing many of the practices that characterise effective leadership in successful schools. The principal’s leadership practice is guided by her understandings of culturally responsive leadership, which emphasises the importance of developing quality relationships and quality teaching and learning. Consequently, she has focused her leadership practice on three interrelated strategies that reflect this theorising. The strategies include: prioritising the development of relationships with and between school stakeholders, establishing systems and structures to support the development of relationships and creating a school culture of learning where teachers reject deficit theorising, accept ownership for the performance of students, implement culturally responsive teaching practices and are critically reflective about their practice. This study suggests that further research examining culturally responsive leadership in mainstream education is needed to provide a more comprehensive profile of a culturally responsive leader in the New Zealand context. However, this report does provide an interesting point for reflection and discussion amongst school leaders who want to raise Maori student achievement and reduce disparities.

text: Examining Culturally Responsive Leadership: An investigation into how one school leader, in a primary school setting, provides culturally responsive leadership that ensures Maori students achieve Addressing the achievement disparities that exist within New Zealand education between Maori and non-Maori is a major government priority and is identified by the Ministry of Education as being a critical challenge for school leadership (Ministry of Education, 2008a). Therefore, an important question for school leaders to contemplate is: How do we raise Maori student achievement and eliminate the ‘gap’, or more specifically, what are the teaching and leadership practices that will make a difference? The research project presented in this thesis examines how one school leader, in a mainstream primary school setting, provides culturally responsive leadership practice that ensures Maori students achieve. This case study was conducted within a kaupapa Maori theoretical framework and used a mixed methods approach that incorporated the triangulation of quantitative and qualitative data. Quantitative data included student achievement data in reading, while qualitative data collection and analysis included school documents, participant observations of the principal, a series of semi-structured interviews and a stimulated recall interview with the principal and focus group interviews with the school leadership team and a group of teachers. The literature reviewed highlighted the centrality of culture in education, the implications for relationships and interactions between teachers and students that are born out of cultural deficit theorising and the potential culturally responsive teaching practices hold for students from minority groups. It also identified a series of effective leadership practices that enable school leaders to influence classroom teaching and have a subsequent impact on student outcomes. The case study school reflects a mainstream primary school context where the majority of Maori students are achieving at or above national expectations in reading. The findings indicate that the principal is implementing many of the practices that characterise effective leadership in successful schools. The principal’s leadership practice is guided by her understandings of culturally responsive leadership, which emphasises the importance of developing quality relationships and quality teaching and learning. Consequently, she has focused her leadership practice on three interrelated strategies that reflect this theorising. The strategies include: prioritising the development of relationships with and between school stakeholders, establishing systems and structures to support the development of relationships and creating a school culture of learning where teachers reject deficit theorising, accept ownership for the performance of students, implement culturally responsive teaching practices and are critically reflective about their practice. This study suggests that further research examining culturally responsive leadership in mainstream education is needed to provide a more comprehensive profile of a culturally responsive leader in the New Zealand context. However, this report does provide an interesting point for reflection and discussion amongst school leaders who want to raise Maori student achievement and reduce disparities.

year: 2010