title: Migration: A means to create work-life balance?

authors: Dyer, Suzette L.

subjects: Social Sciences

abstract: In this article, we examine the postmigration work–life balance or conflict experiences of 15 Chinese-born mothers living in New Zealand. Our analysis contributes theoretically to the work–life balance and migration literatures. It does so by revealing that balance and conflict is influenced by the interrelationship between the socio-cultural, work, and family domains; and that this interrelationship has both a complex and nuanced influence on postmigration balance and conflict. Thus, balance or conflict was influenced by the interrelationship between the participants’ unique experiences within the three domains, including experiencing satisfaction in all three domains and through complex processes of negative spillover, compensation, renegotiation and removal. The postmigration experiences highlight the need for a comprehensive and concerted approach by government, tertiary education institutions, and human resource managers to develop responsive policy initiatives that support migrants to settle into all aspects of their lives.

text: Migration: A means to create work-life balance? In this article, we examine the postmigration work–life balance or conflict experiences of 15 Chinese-born mothers living in New Zealand. Our analysis contributes theoretically to the work–life balance and migration literatures. It does so by revealing that balance and conflict is influenced by the interrelationship between the socio-cultural, work, and family domains; and that this interrelationship has both a complex and nuanced influence on postmigration balance and conflict. Thus, balance or conflict was influenced by the interrelationship between the participants’ unique experiences within the three domains, including experiencing satisfaction in all three domains and through complex processes of negative spillover, compensation, renegotiation and removal. The postmigration experiences highlight the need for a comprehensive and concerted approach by government, tertiary education institutions, and human resource managers to develop responsive policy initiatives that support migrants to settle into all aspects of their lives.

year: 2018

title: Thallium(III) complexes of the metalloligands [Pt₂(μ-S)₂(PPh₃)₄] and [Pt₂(μ-Se)₂(PPh₃)₄]

authors: Rose, Sarah L.

subjects: Platinum complexes

abstract: Reactions of [Pt₂(μ-S)₂(PPh₃)₄] with the diarylthallium(III) bromides Ar₂TlBr [Ar = Ph and p-ClC₆H₄] in methanol gave good yields of the thallium(III) adducts [Pt₂(μ-S)₂(PPh₃)4TlAr₂]⁺, isolated as their BPh₄⁻ salts. The corresponding selenide complex [Pt₂(μ-Se)₂(PPh₃)₄TlPh₂]BPh₄ was similarly synthesised from [Pt₂(μ-Se)₂(PPh₃)₄], Ph₂TlBr and NaBPh₄. The reaction of [Pt₂(μ-S)₂(PPh₃)₄] with PhTlBr₂ gave [Pt₂(μ-S)₂(PPh₃)₄TlBrPh]⁺, while reaction with TlBr₃ gave the dibromothallium(III) adduct [Pt₂(μ-S)₂(PPh₃)₄TlBr₂]⁺[TlBr₄]⁻. The latter complex is a rare example of a thallium(III) dihalide complex stabilised solely by sulfur donor ligands. X-ray crystal structure determinations on the complexes [Pt₂(μ-S)₂(PPh₃)₄TlPh₂]BPh₄, [Pt₂(μ-S)₂(PPh₃)₄TlBrPh]BPh₄ and [Pt₂(μ-S)₂(PPh₃)₄TlBr₂][TlBr₄] reveal a greater interaction between the thallium(III) centre and the two sulfide ligands on stepwise replacement of Ph by Br, as indicated by shorter Tl-S and Pt...Tl distances, and an increasing S-Tl-S bond angle. Investigations of the ESI MS fragmentation behaviour of the thallium(III) complexes are reported.

text: Thallium(III) complexes of the metalloligands [Pt₂(μ-S)₂(PPh₃)₄] and [Pt₂(μ-Se)₂(PPh₃)₄] Reactions of [Pt₂(μ-S)₂(PPh₃)₄] with the diarylthallium(III) bromides Ar₂TlBr [Ar = Ph and p-ClC₆H₄] in methanol gave good yields of the thallium(III) adducts [Pt₂(μ-S)₂(PPh₃)4TlAr₂]⁺, isolated as their BPh₄⁻ salts. The corresponding selenide complex [Pt₂(μ-Se)₂(PPh₃)₄TlPh₂]BPh₄ was similarly synthesised from [Pt₂(μ-Se)₂(PPh₃)₄], Ph₂TlBr and NaBPh₄. The reaction of [Pt₂(μ-S)₂(PPh₃)₄] with PhTlBr₂ gave [Pt₂(μ-S)₂(PPh₃)₄TlBrPh]⁺, while reaction with TlBr₃ gave the dibromothallium(III) adduct [Pt₂(μ-S)₂(PPh₃)₄TlBr₂]⁺[TlBr₄]⁻. The latter complex is a rare example of a thallium(III) dihalide complex stabilised solely by sulfur donor ligands. X-ray crystal structure determinations on the complexes [Pt₂(μ-S)₂(PPh₃)₄TlPh₂]BPh₄, [Pt₂(μ-S)₂(PPh₃)₄TlBrPh]BPh₄ and [Pt₂(μ-S)₂(PPh₃)₄TlBr₂][TlBr₄] reveal a greater interaction between the thallium(III) centre and the two sulfide ligands on stepwise replacement of Ph by Br, as indicated by shorter Tl-S and Pt...Tl distances, and an increasing S-Tl-S bond angle. Investigations of the ESI MS fragmentation behaviour of the thallium(III) complexes are reported.

year: 2009

title: A history of Māori literacy success

authors: Derby, Melissa

abstract: This article explores literacy in 19th century Māori society, and in particular, this work considers the initial interactions Māori tribal groups had with literacy following contact with British settlers. The overarching purpose of this article is to respond to the increasingly prevalent suggestion that literacy is a Western competency, and that to be concerned with ensuring Māori children are achieving well in reading and writing is an act of colonisation. This work illustrates that these narratives run counter to the history, behaviour, and values of many tribal groups in New Zealand. More specifically, the historical interactions Māori had with literacy illustrate that both the ability and the desire to succeed in reading and writing was a feature of Māori historical practices. Therefore, to ensure high levels of literacy achievement in contemporary times is not a colonising act but rather aligns with Māori history, behaviour, and values.

text: A history of Māori literacy success This article explores literacy in 19th century Māori society, and in particular, this work considers the initial interactions Māori tribal groups had with literacy following contact with British settlers. The overarching purpose of this article is to respond to the increasingly prevalent suggestion that literacy is a Western competency, and that to be concerned with ensuring Māori children are achieving well in reading and writing is an act of colonisation. This work illustrates that these narratives run counter to the history, behaviour, and values of many tribal groups in New Zealand. More specifically, the historical interactions Māori had with literacy illustrate that both the ability and the desire to succeed in reading and writing was a feature of Māori historical practices. Therefore, to ensure high levels of literacy achievement in contemporary times is not a colonising act but rather aligns with Māori history, behaviour, and values.

year: 2021