title: Synthesis and X-ray structures of triphenylphosphine-mercury(II) thiosalicylate complexes: novel aggregation processes

authors: Nicholson, Brian K.

subjects: Mercury

abstract: Reaction of [HgCl2(PPh3)2] with one equivalent of thiosalicylic acid (tsalH2, HSC6H4CO2H) and excess triethylamine, followed by recrystallisation from dichloromethane-diethyl ether gives the compound [Hg2(tsal)2(PPh3)2] (2). This has a bis(S,O)-chelated mercury centre with a nido-trigonal bipyramidal coodination, with the four oxygens of the two carboxylates also coordinated to a Hg(PPh3)2 moiety. When a reduced quantity of pyridine was used as the base a different crystalline product was isolated. This was characterised as [Hg2(tsal)2(PPh3)2][Hg(tsalH)2] (3), which contains the same [Hg2(tsal)2(PPh3)2] moiety found for 2, co-crystallised with a [Hg(tsalH)2]. The two mercury-thiosalicylate species are connected by means of O-H O hydrogen bonding.

text: Synthesis and X-ray structures of triphenylphosphine-mercury(II) thiosalicylate complexes: novel aggregation processes Reaction of [HgCl2(PPh3)2] with one equivalent of thiosalicylic acid (tsalH2, HSC6H4CO2H) and excess triethylamine, followed by recrystallisation from dichloromethane-diethyl ether gives the compound [Hg2(tsal)2(PPh3)2] (2). This has a bis(S,O)-chelated mercury centre with a nido-trigonal bipyramidal coodination, with the four oxygens of the two carboxylates also coordinated to a Hg(PPh3)2 moiety. When a reduced quantity of pyridine was used as the base a different crystalline product was isolated. This was characterised as [Hg2(tsal)2(PPh3)2][Hg(tsalH)2] (3), which contains the same [Hg2(tsal)2(PPh3)2] moiety found for 2, co-crystallised with a [Hg(tsalH)2]. The two mercury-thiosalicylate species are connected by means of O-H O hydrogen bonding.

year: 2002-06-01

title: Adapting to COVID-19 disruptions: Student engagement in online learning of accounting

authors: Ali, Irshad

abstract: Purpose: This paper aims to provide insights on student engagement in the learning of accounting during the COVID-19 disruptions and the pivot to online learning. Design/methodology/approach: This paper is based on reflections of academic staff members teaching accounting papers at two large New Zealand universities. Further supporting information was derived from student feedback collected via paper appraisals. Findings: The findings of this paper suggest that there were some successes and numerous challenges in engaging students in online learning of accounting. Strategies that seem to have worked well include the use of synchronous and asynchronous channels to proactively facilitate and provide learning support to students in online learning. The challenges include frustrations with online technologies and the difficulties of making personal connections with students; therefore, engaging some of the cohort in the learning proved to be difficult. Research limitations/implications: The findings of this paper suggest that there were some successes and numerous challenges in engaging students in online learning of accounting. Strategies that seem to have worked well include the use of synchronous and asynchronous channels to proactively facilitate and provide learning support to students in online learning. The challenges include frustrations with online technologies and the difficulties of making personal connections with students; therefore, engaging some of the cohort in the learning proved to be difficult. At risk, students were less likely to participate in online live sessions due to issues such as the lack of proper computer equipment, connectivity issues, family responsibilities or the home environment. Practical implications: This paper has the potential to inform and enhance practices of higher education institutions, accounting educators and other stakeholders such as support staff on strategies that could be implemented to achieve effective student engagement in online accounting education. Originality/value: This paper is original and contributes towards sharing ideas with the academic community on effective teaching practices used during the COVID-19 pivot to online delivery, which can enhance student engagement in business education.

text: Adapting to COVID-19 disruptions: Student engagement in online learning of accounting Purpose: This paper aims to provide insights on student engagement in the learning of accounting during the COVID-19 disruptions and the pivot to online learning. Design/methodology/approach: This paper is based on reflections of academic staff members teaching accounting papers at two large New Zealand universities. Further supporting information was derived from student feedback collected via paper appraisals. Findings: The findings of this paper suggest that there were some successes and numerous challenges in engaging students in online learning of accounting. Strategies that seem to have worked well include the use of synchronous and asynchronous channels to proactively facilitate and provide learning support to students in online learning. The challenges include frustrations with online technologies and the difficulties of making personal connections with students; therefore, engaging some of the cohort in the learning proved to be difficult. Research limitations/implications: The findings of this paper suggest that there were some successes and numerous challenges in engaging students in online learning of accounting. Strategies that seem to have worked well include the use of synchronous and asynchronous channels to proactively facilitate and provide learning support to students in online learning. The challenges include frustrations with online technologies and the difficulties of making personal connections with students; therefore, engaging some of the cohort in the learning proved to be difficult. At risk, students were less likely to participate in online live sessions due to issues such as the lack of proper computer equipment, connectivity issues, family responsibilities or the home environment. Practical implications: This paper has the potential to inform and enhance practices of higher education institutions, accounting educators and other stakeholders such as support staff on strategies that could be implemented to achieve effective student engagement in online accounting education. Originality/value: This paper is original and contributes towards sharing ideas with the academic community on effective teaching practices used during the COVID-19 pivot to online delivery, which can enhance student engagement in business education.

year: 2021

title: An evaluation of the Raukawa Health Services Kaumatua Mirimiri Programme

authors: Gregg, Lisa

subjects: Maori

abstract: The Kaumatua Mirimiri Programme was funded as a Service to Improve Access project under a contract which ran from 1st September 2004 to 30th June 2005. Its aim was to provide a “culturally based treatment and recovery programme to restore the health and independence” of people aged 40 years and over (Pinnacle Group Ltd, 2004a, p.1). However, as the service specification in the contract made clear, the programme was not designed be exclusive: it has attracted younger as well as older people, non-Māori as well as Māori, and people seeking help for a wide range of ailments and pain.

text: An evaluation of the Raukawa Health Services Kaumatua Mirimiri Programme The Kaumatua Mirimiri Programme was funded as a Service to Improve Access project under a contract which ran from 1st September 2004 to 30th June 2005. Its aim was to provide a “culturally based treatment and recovery programme to restore the health and independence” of people aged 40 years and over (Pinnacle Group Ltd, 2004a, p.1). However, as the service specification in the contract made clear, the programme was not designed be exclusive: it has attracted younger as well as older people, non-Māori as well as Māori, and people seeking help for a wide range of ailments and pain.

year: 2006-03