title: Intramolecular OH∙∙∙π interactions in alkenols and alkynols

authors: Miller, Benjamin J.

subjects: chemistry

abstract: The vibrational overtone spectra of propargyl alcohol (prop-2-yn-1-ol, PA), allyl alcohol (prop-2-en-1-ol, AA), propargyl carbinol (but-3-yn-1-ol, PC) and allyl carbinol (but-3-en-1-ol, AC) were recorded with intracavity laser photoacoustic spectroscopy (ICL-PAS) in the ΔvOH = 3, 4 and 5 regions for propargyl alcohol and allyl alcohol and in the ΔvOH = 4 and 5 regions for propargyl carbinol and allyl carbinol. Local mode anharmonic oscillator calculations were performed with explicitly correlated coupled cluster methods to guide spectral assignment. Atoms in molecules (AIM) and non-covalent interactions (NCI) calculations were carried out to analyze the interactions between the OH-group and the π-electrons of the carbon–carbon multiple bonds. We ascertain the effect of the carbon chain length and saturation on the conformation and spectroscopy of the four alcohols in relation to intramolecular hydrogen bonding interactions.

text: Intramolecular OH∙∙∙π interactions in alkenols and alkynols The vibrational overtone spectra of propargyl alcohol (prop-2-yn-1-ol, PA), allyl alcohol (prop-2-en-1-ol, AA), propargyl carbinol (but-3-yn-1-ol, PC) and allyl carbinol (but-3-en-1-ol, AC) were recorded with intracavity laser photoacoustic spectroscopy (ICL-PAS) in the ΔvOH = 3, 4 and 5 regions for propargyl alcohol and allyl alcohol and in the ΔvOH = 4 and 5 regions for propargyl carbinol and allyl carbinol. Local mode anharmonic oscillator calculations were performed with explicitly correlated coupled cluster methods to guide spectral assignment. Atoms in molecules (AIM) and non-covalent interactions (NCI) calculations were carried out to analyze the interactions between the OH-group and the π-electrons of the carbon–carbon multiple bonds. We ascertain the effect of the carbon chain length and saturation on the conformation and spectroscopy of the four alcohols in relation to intramolecular hydrogen bonding interactions.

year: 2011

title: Comparative phylogeography in the genomic age: Opportunities and challenges

authors: McGaughran, Angela

subjects: community genomics

abstract: Aim: We consider the opportunities and challenges comparative phylogeography (CP) faces in the genomic age to determine: (1) how we can maximise the potential of big CP analyses to advance biogeographic and macroevolutionary theory; and (2) what we can, and will struggle, to achieve using CP approaches in this era of genomics. 
Location: World-wide. 
Taxon: All. 
Methods: We review the literature to discuss the future of CP - particularly examining CP insights enabled by genomics that may not be possible for single species and/or few molecular markers. We focus on how geography and species' natural histories interact to yield congruent and incongruent patterns of neutral and adaptive processes in the context of both historical and recent rapid evolution. We also consider how CP genomic data are being stored, accessed, and shared. 
Results: With the widespread availability of genomic data, the shift from a single- to a multi-locus perspective is resulting in detailed historical inferences and an improved statistical rigour in phylogeography. However, the time and effort required for collecting co-distributed species and accruing species-specific ecological knowledge continue to be limiting factors. Bioinformatic skills and user-friendly analytical tools, alongside the computational infrastructure required for big data, can also be limiting. 
Main conclusions: Over the last ~35 years, there has been much progress in understanding how intraspecific genetic variation is geographically distributed. The next major steps in CP will be to incorporate evolutionary processes and community perspectives to account for patterns and responses among co-distributed species and across temporal scales, including those related to anthropogenic change. However, the full potential of CP will only be realised if we employ robust study designs within a sound comparative framework. We advocate that phylogeographers adopt such consistent approaches to enhance future comparisons to present-day findings.

text: Comparative phylogeography in the genomic age: Opportunities and challenges Aim: We consider the opportunities and challenges comparative phylogeography (CP) faces in the genomic age to determine: (1) how we can maximise the potential of big CP analyses to advance biogeographic and macroevolutionary theory; and (2) what we can, and will struggle, to achieve using CP approaches in this era of genomics. 
Location: World-wide. 
Taxon: All. 
Methods: We review the literature to discuss the future of CP - particularly examining CP insights enabled by genomics that may not be possible for single species and/or few molecular markers. We focus on how geography and species' natural histories interact to yield congruent and incongruent patterns of neutral and adaptive processes in the context of both historical and recent rapid evolution. We also consider how CP genomic data are being stored, accessed, and shared. 
Results: With the widespread availability of genomic data, the shift from a single- to a multi-locus perspective is resulting in detailed historical inferences and an improved statistical rigour in phylogeography. However, the time and effort required for collecting co-distributed species and accruing species-specific ecological knowledge continue to be limiting factors. Bioinformatic skills and user-friendly analytical tools, alongside the computational infrastructure required for big data, can also be limiting. 
Main conclusions: Over the last ~35 years, there has been much progress in understanding how intraspecific genetic variation is geographically distributed. The next major steps in CP will be to incorporate evolutionary processes and community perspectives to account for patterns and responses among co-distributed species and across temporal scales, including those related to anthropogenic change. However, the full potential of CP will only be realised if we employ robust study designs within a sound comparative framework. We advocate that phylogeographers adopt such consistent approaches to enhance future comparisons to present-day findings.

year: 2022

title: HE PI KA RERE 'An Early Childhood Approach to a Cultural Milieu'

authors: Karu, Joceleen Helen

subjects: Early childhood education

abstract: This study explores the issues surrounding the inculcation of te reo me ngā tikanga Māori, Māori language customs and values among early childhood teacher educators in a tertiary setting and how these academics go about preparing students with limited or sufficient knowledge of te reo Māori (Māori language) me ngā tikanga Māori (Māori cultural practices) to meet expectations. Te Whāriki, the early childhood curriculum is a curriculum commonly referred to as a bicultural curriculum that contains two expressions of the curriculum, one for general early childhood centres and another for kōhanga reo, neither of which are translations of one another and further asserts the importance of Te Tiriti o Waitangi/ the Treaty of Waitangi and the responsibility of teachers for bicultural development in the education of all children. Equally important, Te Whāriki acknowledges the dual heritage existent within Aotearoa/ New Zealand and further encourages teachers in early childhood settings to have knowledge of te reo and tikanga Māori. Policy imperatives reflected within the New Zealand Graduating Teaching Standards (New Zealand Teachers Council, 2010) and the Ministry of Education’s document Tātaiako/ Cultural Competencies (2011) place further emphasis on the need for those in initial teacher education to demonstrate their conversancy with te reo me ngā tikanga Māori.
The purpose of this study is to provide a narrative of the ways in which the early childhood initial teacher education programme prepares students to use te reo and tikanga Māori. It offers a premise to engage in further discussion of the continued effectiveness of early childhood teacher educators in the maintenance and delivery of te reo me ngā tikanga Māori and sets in motion a cyclical platform for further research from a traditional worldview which reflects and embodies the Māori language, culture and identity through a Kaupapa Māori philosophy and praxis.

text: HE PI KA RERE 'An Early Childhood Approach to a Cultural Milieu' This study explores the issues surrounding the inculcation of te reo me ngā tikanga Māori, Māori language customs and values among early childhood teacher educators in a tertiary setting and how these academics go about preparing students with limited or sufficient knowledge of te reo Māori (Māori language) me ngā tikanga Māori (Māori cultural practices) to meet expectations. Te Whāriki, the early childhood curriculum is a curriculum commonly referred to as a bicultural curriculum that contains two expressions of the curriculum, one for general early childhood centres and another for kōhanga reo, neither of which are translations of one another and further asserts the importance of Te Tiriti o Waitangi/ the Treaty of Waitangi and the responsibility of teachers for bicultural development in the education of all children. Equally important, Te Whāriki acknowledges the dual heritage existent within Aotearoa/ New Zealand and further encourages teachers in early childhood settings to have knowledge of te reo and tikanga Māori. Policy imperatives reflected within the New Zealand Graduating Teaching Standards (New Zealand Teachers Council, 2010) and the Ministry of Education’s document Tātaiako/ Cultural Competencies (2011) place further emphasis on the need for those in initial teacher education to demonstrate their conversancy with te reo me ngā tikanga Māori.
The purpose of this study is to provide a narrative of the ways in which the early childhood initial teacher education programme prepares students to use te reo and tikanga Māori. It offers a premise to engage in further discussion of the continued effectiveness of early childhood teacher educators in the maintenance and delivery of te reo me ngā tikanga Māori and sets in motion a cyclical platform for further research from a traditional worldview which reflects and embodies the Māori language, culture and identity through a Kaupapa Māori philosophy and praxis.

year: 2015