title: Concluding commentary: Response to Eugene and Kiyo

authors: White, Elizabeth Jayne

abstract: At the risk of speaking on his behalf I could almost swear I heard Bakhtin laughing gleefully over my shoulder as I read this fascinating dialogue between Eugene and Kiyo. His reason for this might be partly inspired by the glaring misunderstandings both men reveal through their associated interplay with key pedagogical concepts. While polemic in nature, it occurs to me, somewhat ironically, that each man makes the same careful, empirically located, argument from different cultural and philosophical standpoints. At the centre of their debate is the concept of pedagogy and its capacity to promote ‘authentic’ learning. Despite this shared agenda their interpretations of key terms are often at variance and, as a result, they passionately bang their heads against each other in vehement misunderstanding that makes for what Bakhtin (2004) would describe as “lively and expressive” debate (p. 24) on this topic.

text: Concluding commentary: Response to Eugene and Kiyo At the risk of speaking on his behalf I could almost swear I heard Bakhtin laughing gleefully over my shoulder as I read this fascinating dialogue between Eugene and Kiyo. His reason for this might be partly inspired by the glaring misunderstandings both men reveal through their associated interplay with key pedagogical concepts. While polemic in nature, it occurs to me, somewhat ironically, that each man makes the same careful, empirically located, argument from different cultural and philosophical standpoints. At the centre of their debate is the concept of pedagogy and its capacity to promote ‘authentic’ learning. Despite this shared agenda their interpretations of key terms are often at variance and, as a result, they passionately bang their heads against each other in vehement misunderstanding that makes for what Bakhtin (2004) would describe as “lively and expressive” debate (p. 24) on this topic.

year: 2014

title: An electrospray mass spectrometry-directed survey of the coordination chemistry of the metalloligand [Pt₂(μ-S)₂(PPh₃)₄] with platinum(II) and palladium(II) chloride substrates: influence of metal–ligand lability on product type

authors: Fong, S.W. Audi

subjects: Sulfide complexes; Metalloligand; Platinum complexes; Palladium complexes

abstract: The reactivity of the metalloligand [Pt₂(μ-S)₂(PPh₃)₄] towards a wide range of platinum(II) and palladium(II) chloride complex substrates [L₂MCl₂] has been explored, using the technique of electrospray ionisation mass spectrometry to directly analyse reaction solutions. In the majority of cases, products are formed by addition of the ML₂²⁺ fragment to the {Pt₂S₂} core, giving trinuclear species [Pt₂(μ-S)₂(PPh₃)₄ML₂]²⁺. The adducts with Pt(diene) [diene=cyclo-octa-1,5-diene (cod), norbornadiene], Pd(cod), Pd(bipy) (bipy=2,2′-bipyridine), Pt(PMe₃)₂ and Pt(PTA)₂ (PTA=phosphatriaza-adamantane) moieties were synthesised and characterised on the macroscopic scale, with [Pt₂(μ-S)₂(PPh₃)₄Pt(cod)] (BF₄)₂ and [Pt₂(μ-S)₂(PPh₃)₄Pd(bipy)] (PF₆)₂ also characterised by X-ray diffraction studies. No metal scrambling was found to occur, as has been observed in some previous cases involving the related complexes [Pt₂(μ-Se)₂(PPh₃)₄] and [Pt₂(μ-S)₂(dppe)₂] (dppe=Ph₂PCH₂CH₂PPh₂). With cis-[PtCl₂(SOMe₂)₂] the species [Pt₂(μ-S)₂(PPh₃)₄PtCl(SOMe₂)]⁺ was formed, as a result of the lability of the SOMe2 ligand. With palladium(II)-phosphine systems, the observed product species is dependent on the phosphine; the bulky PPh₃ ligand in [PdCl₂(PPh₃)₂] leads primarily to the analogous known species [Pt₂(μ-S)₂(PPh₃)₄PdCl(PPh₃)]⁺, and a small amount of the metal-scrambled species [PtPd₂S₂(PPh₃)₅Cl]⁺. In contrast, [PdCl₂(PTA)₂], containing the small PTA ligand gave [Pt₂(μ-S)₂(PPh₃)₄Pd(PTA)₂]²⁺.
A survey of the reactions of [Pt₂(μ-S)₂(PPh₃)₄] with platinum(II) and palladium(II) dichloride substrates [L₂MCl₂] has been carried out using electrospray ionisation mass spectrometry; the dominant theme is the formation of dicationic species [Pt₂(μ-S)₂(PPh₃)₄ML₂]²⁺, but with some exceptions, which are discussed. The complexes [Pt₂(μ-S)₂(PPh₃)₄Pt(cod)](BF₄)₂ (cod=cyclo-octa-1,5-diene) and [Pt₂(μ-S)₂(PPh₃)₄Pd(bipy)] (PF₆)₂(bipy=2,2′-bipyridine) were characterised by X-ray diffraction studies.

text: An electrospray mass spectrometry-directed survey of the coordination chemistry of the metalloligand [Pt₂(μ-S)₂(PPh₃)₄] with platinum(II) and palladium(II) chloride substrates: influence of metal–ligand lability on product type The reactivity of the metalloligand [Pt₂(μ-S)₂(PPh₃)₄] towards a wide range of platinum(II) and palladium(II) chloride complex substrates [L₂MCl₂] has been explored, using the technique of electrospray ionisation mass spectrometry to directly analyse reaction solutions. In the majority of cases, products are formed by addition of the ML₂²⁺ fragment to the {Pt₂S₂} core, giving trinuclear species [Pt₂(μ-S)₂(PPh₃)₄ML₂]²⁺. The adducts with Pt(diene) [diene=cyclo-octa-1,5-diene (cod), norbornadiene], Pd(cod), Pd(bipy) (bipy=2,2′-bipyridine), Pt(PMe₃)₂ and Pt(PTA)₂ (PTA=phosphatriaza-adamantane) moieties were synthesised and characterised on the macroscopic scale, with [Pt₂(μ-S)₂(PPh₃)₄Pt(cod)] (BF₄)₂ and [Pt₂(μ-S)₂(PPh₃)₄Pd(bipy)] (PF₆)₂ also characterised by X-ray diffraction studies. No metal scrambling was found to occur, as has been observed in some previous cases involving the related complexes [Pt₂(μ-Se)₂(PPh₃)₄] and [Pt₂(μ-S)₂(dppe)₂] (dppe=Ph₂PCH₂CH₂PPh₂). With cis-[PtCl₂(SOMe₂)₂] the species [Pt₂(μ-S)₂(PPh₃)₄PtCl(SOMe₂)]⁺ was formed, as a result of the lability of the SOMe2 ligand. With palladium(II)-phosphine systems, the observed product species is dependent on the phosphine; the bulky PPh₃ ligand in [PdCl₂(PPh₃)₂] leads primarily to the analogous known species [Pt₂(μ-S)₂(PPh₃)₄PdCl(PPh₃)]⁺, and a small amount of the metal-scrambled species [PtPd₂S₂(PPh₃)₅Cl]⁺. In contrast, [PdCl₂(PTA)₂], containing the small PTA ligand gave [Pt₂(μ-S)₂(PPh₃)₄Pd(PTA)₂]²⁺.
A survey of the reactions of [Pt₂(μ-S)₂(PPh₃)₄] with platinum(II) and palladium(II) dichloride substrates [L₂MCl₂] has been carried out using electrospray ionisation mass spectrometry; the dominant theme is the formation of dicationic species [Pt₂(μ-S)₂(PPh₃)₄ML₂]²⁺, but with some exceptions, which are discussed. The complexes [Pt₂(μ-S)₂(PPh₃)₄Pt(cod)](BF₄)₂ (cod=cyclo-octa-1,5-diene) and [Pt₂(μ-S)₂(PPh₃)₄Pd(bipy)] (PF₆)₂(bipy=2,2′-bipyridine) were characterised by X-ray diffraction studies.

year: 2004-05-01

title: Taku manatawa, taku manapou. The learning of te reo Māori in adulthood: Perceptions of its contribution to overall wellbeing

authors: Rolleston, Jamie Huia

subjects: maori

abstract: Ko te tāhuhu o tēnei whare rangahau ko te toiora o te tangata. Ko te tūāpapa o te whare, ko te reo Māori. E toru ngā pou tūhono i te tāhuhu ki te papa, mō tēnei rangahau ko aua pou ko te oranga wairua, ko te oranga whānau, ko te oranga tinana. Ko tā tēnei rangahau he āta mātai i aua pou e toru e toko ana i te toiora o te tangata, ā, kia mātai hoki i te hononga o te reo Māori ki aua pou e toru me te toiora tangata.
Ko te pātai matua kei te aroaro o tēnei rangahau ko tēnei : He aha ngā hua o te ako i te reo Māori hei reo tuarua mō te hunga pakeke ake i te tekau mā waru tau?
E toru ngā wāhanga o te pātai matua:
1. He aha ngā hua ā-wairua?
2. He aha ngā hua ā-whānau?
3. He aha ngā hua ā-tinana?
E toru hoki ngā huarahi i whāia ai kia rapua he whakautu ki aua pātai. Tuatahi ake, i tirohia ngā mātātuhi maha e hāngai ana ki te toiora tangata (Upoko tuarua), arā, ko ngā kōrero a ngā mātanga o te ao whānui, o te ao Māori hoki kua whakawhārikitia kētia ki runga i tēnei kaupapa. Ka rua, i tīmata āku ake ketuketunga ki tētahi pākiki ā-ipurangi, ā, i tukuna atu tēnā ki te marea kia whai māramatanga mō ngā momo pānga a te reo Māori ki a rātou (Upoko tuatoru). Ka mutu, i uiuitia tokorima ngā tāngata kia rongo ai i ō rātou wheako ako i te reo me ngā hua i puta mai ki a rātou (Upoko tuawhā).
E ai ki te hunga i whai wāhi mai ki tēnei rangahau ko te hua nui o te reo Māori ko te whai hononga ki te ao Māori me te tuakiri Māori. I puta mai tēnei kōrero i roto i te pākiki me ngā uiuinga. He mātotoru ngā kōrero a te hunga nei mō te kimi i te mea ngaro, ā, mā te ako i te reo Māori i kitea te mea i te ngaro, anō nei i whakakīkīngia tētahi rua ki roto i te tangata. I roto i te pākiki me ngā uiuinga i kumea mai ai i te hunga nei ngā kōrero mō ō rātou oranga i mua i te ako i te reo, i te tīmatanga o te ako i te reo, me te nāianei hoki, ā, he mārakerake noa te kitea he hoa haere te whanaketanga o te reo Māori me te whanaketanga o te taha Māori o te tangata me tōna māramatanga ki a ia anō, ā, mā reira e piki ai he taha toiora o te tangata. I tua atu i wēnei hua, he maha kē atu ngā hua o te reo i puta mai ai i te rangahau nei, ko te whai hononga ki te taiao, ki te whakapapa, ko te whakapiki māia, ā, ko te whai mahi hoki ētahi o ngā hua i tino kitea i roto i ngā whakautu a tēnei hunga.

text: Taku manatawa, taku manapou. The learning of te reo Māori in adulthood: Perceptions of its contribution to overall wellbeing Ko te tāhuhu o tēnei whare rangahau ko te toiora o te tangata. Ko te tūāpapa o te whare, ko te reo Māori. E toru ngā pou tūhono i te tāhuhu ki te papa, mō tēnei rangahau ko aua pou ko te oranga wairua, ko te oranga whānau, ko te oranga tinana. Ko tā tēnei rangahau he āta mātai i aua pou e toru e toko ana i te toiora o te tangata, ā, kia mātai hoki i te hononga o te reo Māori ki aua pou e toru me te toiora tangata.
Ko te pātai matua kei te aroaro o tēnei rangahau ko tēnei : He aha ngā hua o te ako i te reo Māori hei reo tuarua mō te hunga pakeke ake i te tekau mā waru tau?
E toru ngā wāhanga o te pātai matua:
1. He aha ngā hua ā-wairua?
2. He aha ngā hua ā-whānau?
3. He aha ngā hua ā-tinana?
E toru hoki ngā huarahi i whāia ai kia rapua he whakautu ki aua pātai. Tuatahi ake, i tirohia ngā mātātuhi maha e hāngai ana ki te toiora tangata (Upoko tuarua), arā, ko ngā kōrero a ngā mātanga o te ao whānui, o te ao Māori hoki kua whakawhārikitia kētia ki runga i tēnei kaupapa. Ka rua, i tīmata āku ake ketuketunga ki tētahi pākiki ā-ipurangi, ā, i tukuna atu tēnā ki te marea kia whai māramatanga mō ngā momo pānga a te reo Māori ki a rātou (Upoko tuatoru). Ka mutu, i uiuitia tokorima ngā tāngata kia rongo ai i ō rātou wheako ako i te reo me ngā hua i puta mai ki a rātou (Upoko tuawhā).
E ai ki te hunga i whai wāhi mai ki tēnei rangahau ko te hua nui o te reo Māori ko te whai hononga ki te ao Māori me te tuakiri Māori. I puta mai tēnei kōrero i roto i te pākiki me ngā uiuinga. He mātotoru ngā kōrero a te hunga nei mō te kimi i te mea ngaro, ā, mā te ako i te reo Māori i kitea te mea i te ngaro, anō nei i whakakīkīngia tētahi rua ki roto i te tangata. I roto i te pākiki me ngā uiuinga i kumea mai ai i te hunga nei ngā kōrero mō ō rātou oranga i mua i te ako i te reo, i te tīmatanga o te ako i te reo, me te nāianei hoki, ā, he mārakerake noa te kitea he hoa haere te whanaketanga o te reo Māori me te whanaketanga o te taha Māori o te tangata me tōna māramatanga ki a ia anō, ā, mā reira e piki ai he taha toiora o te tangata. I tua atu i wēnei hua, he maha kē atu ngā hua o te reo i puta mai ai i te rangahau nei, ko te whai hononga ki te taiao, ki te whakapapa, ko te whakapiki māia, ā, ko te whai mahi hoki ētahi o ngā hua i tino kitea i roto i ngā whakautu a tēnei hunga.

year: 2015