title: On the importance of π–π stacking and cation–anion interactions in the construction of non-centrosymmetric networks of bromide salts of imidazolium cations bearing arene and polyfluoroarene rings

authors: Saunders, Graham C.

subjects: chemistry

abstract: The salt 1-(2,3,5,6-tetrafluoropyridyl)-3-benzylimidazolium bromide crystallizes in the non-centrosymmetric space group Pna2₁. The structure arises from π–π stacking between the benzyl and tetrafluoropyridyl groups of the cations and cation–bromide interactions. It is the latter that gives rise to the non-centrosymmetry.

text: On the importance of π–π stacking and cation–anion interactions in the construction of non-centrosymmetric networks of bromide salts of imidazolium cations bearing arene and polyfluoroarene rings The salt 1-(2,3,5,6-tetrafluoropyridyl)-3-benzylimidazolium bromide crystallizes in the non-centrosymmetric space group Pna2₁. The structure arises from π–π stacking between the benzyl and tetrafluoropyridyl groups of the cations and cation–bromide interactions. It is the latter that gives rise to the non-centrosymmetry.

year: 2011

title: Senior high school student biology learning in interactive teaching

authors: Lu, Tan-Ni

subjects: a social constructivist view of learning

abstract: This paper reports Grade 12 students’ biology learning during interactive teaching classes in 2001 in Taiwan. The researcher as teacher, working within an interpretive framework, set out to improve her senior high school student biology teaching and learning. An intervention based on a social constructivist view of learning was designed, implemented and evaluated. The findings of this study indicate that intervention students’ cognitive development was facilitated, their reasoning and social abilities were enhanced, and they enjoyed the lessons more. Their first term examination outcomes were comparable with those in the traditional teaching classes. This study, therefore, provides an example for how interactive teaching, based on a social constructivist view of learning, can be effectively used for teaching and learning biology in the senior high school in Taiwan.

text: Senior high school student biology learning in interactive teaching This paper reports Grade 12 students’ biology learning during interactive teaching classes in 2001 in Taiwan. The researcher as teacher, working within an interpretive framework, set out to improve her senior high school student biology teaching and learning. An intervention based on a social constructivist view of learning was designed, implemented and evaluated. The findings of this study indicate that intervention students’ cognitive development was facilitated, their reasoning and social abilities were enhanced, and they enjoyed the lessons more. Their first term examination outcomes were comparable with those in the traditional teaching classes. This study, therefore, provides an example for how interactive teaching, based on a social constructivist view of learning, can be effectively used for teaching and learning biology in the senior high school in Taiwan.

year: 2010

title: Whakaoranga taiao, whakaoranga tangata: The restorative, healing, and decolonising potential of environmental restoration

authors: Moore, Robert

abstract: This thesis explores the ways in which Māori who are involved in environmental restoration are able to use their experiences to reconnect with Te Ao Māori. Semi-structured interviews were conducted with three Māori who have been involved in environmental restoration in and around Kirikiriroa. These research participants were also able to speak to what they have observed in other restoration projects at their respective marae and comment broadly about this work as it is taking place across Aotearoa. It became clear through this research that the impacts of history and colonisation are still felt heavily by Māori in the environmental space today. For Māori involved in environmental restoration, this is a place where they are able to learn and share knowledge and reconnect with their Māoritanga. Environmental restoration can help restore wairua relationships with the whenua and strengthen Maori wellbeing through strengthening relationships with the whenua. Engaging in environmental restoration supports decolonisation as, for the aforementioned outcomes of doing so, being in these spaces supports the affirmation of an Indigenous identity.

text: Whakaoranga taiao, whakaoranga tangata: The restorative, healing, and decolonising potential of environmental restoration This thesis explores the ways in which Māori who are involved in environmental restoration are able to use their experiences to reconnect with Te Ao Māori. Semi-structured interviews were conducted with three Māori who have been involved in environmental restoration in and around Kirikiriroa. These research participants were also able to speak to what they have observed in other restoration projects at their respective marae and comment broadly about this work as it is taking place across Aotearoa. It became clear through this research that the impacts of history and colonisation are still felt heavily by Māori in the environmental space today. For Māori involved in environmental restoration, this is a place where they are able to learn and share knowledge and reconnect with their Māoritanga. Environmental restoration can help restore wairua relationships with the whenua and strengthen Maori wellbeing through strengthening relationships with the whenua. Engaging in environmental restoration supports decolonisation as, for the aforementioned outcomes of doing so, being in these spaces supports the affirmation of an Indigenous identity.

year: 2022