title: Probability exploration in a game context: The dice difference game

authors: Sharma, Sashi

abstract: Overview of lesson
Learning about probability poses difficulties for students at all levels. In this lesson students are asked to make predictions about the fairness of a dice
difference game and then test them by gathering and examining data. Student predictions and conclusions are examined and re‐examined in interactions among small group members and whole class or group and teacher. This lesson also addresses some common misconceptions relating to probability of simple and compound events.
Learning objectives
• Deriving and comparing experimental estimates with theoretical model probabilities for two‐stage experiments (e.g., tossing two dice)
• Generating and comparing experimental probabilities from multiple samples
• Comparing experimental probability estimates with theoretical probabilities calculated from generating the sample space for the game and using theoretical probabilities to solve problems relating to “fair games”
• Conducting investigations using the PPDAC cycle from a probabilistic perspective
Suggested age range
With modifications, the game can be used with 11 to 14‐year‐olds.
Time required
Two 60‐minute lessons may be required for the main part of the investigation.

text: Probability exploration in a game context: The dice difference game Overview of lesson
Learning about probability poses difficulties for students at all levels. In this lesson students are asked to make predictions about the fairness of a dice
difference game and then test them by gathering and examining data. Student predictions and conclusions are examined and re‐examined in interactions among small group members and whole class or group and teacher. This lesson also addresses some common misconceptions relating to probability of simple and compound events.
Learning objectives
• Deriving and comparing experimental estimates with theoretical model probabilities for two‐stage experiments (e.g., tossing two dice)
• Generating and comparing experimental probabilities from multiple samples
• Comparing experimental probability estimates with theoretical probabilities calculated from generating the sample space for the game and using theoretical probabilities to solve problems relating to “fair games”
• Conducting investigations using the PPDAC cycle from a probabilistic perspective
Suggested age range
With modifications, the game can be used with 11 to 14‐year‐olds.
Time required
Two 60‐minute lessons may be required for the main part of the investigation.

year: 2019

title: Correlations between MO Eigenvectors and the Thermochemistry of Simple Organic Molecules, Related to Empirical Bond Additivity Schemes

authors: Lee, Matthew Colin John

subjects: MOs

abstract: A bondingness term is further developed to aid in heat of formation (ΔfHº) calculations for C, N, O and S containing molecules. Bondingness originated from qualitative investigations into the antibonding effect in the occupied MOs of ethane. Previous work used a single parameter for bondingness to calculate ΔfHº in an alkane homologous series using an additivity scheme. This work modifies the bondingness algorithm and uses the term to parameterise a test group of 345 molecules consisting of 17 subgroups that include alkanes, alkenes, alkynes, alcohols, ethers, aldehydes, ketones, carboxylic acids, esters, amines, amides, diazenes, nitriles, nitroalkanes, nitrates, thiols and benzenoids. Comparing experimental with calculated ΔfHº values, a standard deviation for the residuals of 6.3 kJ mol 1 can be achieved using bondingness with a simple steric repulsion term (SSR) in a bond additivity scheme, and a standard deviation of 5.2 kJ mol 1 can be achieved using a Lennard-Jones potential. The method is compared with the group method of Pedley, which for a slightly smaller set of 338 molecules, a subset of the test set of 345 molecules, gives a standard deviation of 7.0 kJ mol 1.

Bondingness, along with SSR or a Lennard-Jones potential, is parameterised in the lowest level of ab initio (HF-SCF) or semiempirical quantum chemical calculations. It therefore may be useful in determining the ΔfHº values for the largest molecules that are amenable to quantum chemical calculation.

As part of our analysis we calculated the difference between the lowest energy conformer and the average energy of a mixture populated with higher energy conformers. This is the difference between the experimental ΔfHº value and the ΔfHº calculated for a single conformer. Example calculations which we have followed are given by Dale and Eliel et al.. Dale calculates the energy difference for molecules as large as hexane using relative energies based on the number of 1,4 gauche interactions. We have updated these values with constant increments ascertained by Klauda et al. as well as ab initio MP2 cc-pVDZ relative energies and have included calculations for heptane and octane.

text: Correlations between MO Eigenvectors and the Thermochemistry of Simple Organic Molecules, Related to Empirical Bond Additivity Schemes A bondingness term is further developed to aid in heat of formation (ΔfHº) calculations for C, N, O and S containing molecules. Bondingness originated from qualitative investigations into the antibonding effect in the occupied MOs of ethane. Previous work used a single parameter for bondingness to calculate ΔfHº in an alkane homologous series using an additivity scheme. This work modifies the bondingness algorithm and uses the term to parameterise a test group of 345 molecules consisting of 17 subgroups that include alkanes, alkenes, alkynes, alcohols, ethers, aldehydes, ketones, carboxylic acids, esters, amines, amides, diazenes, nitriles, nitroalkanes, nitrates, thiols and benzenoids. Comparing experimental with calculated ΔfHº values, a standard deviation for the residuals of 6.3 kJ mol 1 can be achieved using bondingness with a simple steric repulsion term (SSR) in a bond additivity scheme, and a standard deviation of 5.2 kJ mol 1 can be achieved using a Lennard-Jones potential. The method is compared with the group method of Pedley, which for a slightly smaller set of 338 molecules, a subset of the test set of 345 molecules, gives a standard deviation of 7.0 kJ mol 1.

Bondingness, along with SSR or a Lennard-Jones potential, is parameterised in the lowest level of ab initio (HF-SCF) or semiempirical quantum chemical calculations. It therefore may be useful in determining the ΔfHº values for the largest molecules that are amenable to quantum chemical calculation.

As part of our analysis we calculated the difference between the lowest energy conformer and the average energy of a mixture populated with higher energy conformers. This is the difference between the experimental ΔfHº value and the ΔfHº calculated for a single conformer. Example calculations which we have followed are given by Dale and Eliel et al.. Dale calculates the energy difference for molecules as large as hexane using relative energies based on the number of 1,4 gauche interactions. We have updated these values with constant increments ascertained by Klauda et al. as well as ab initio MP2 cc-pVDZ relative energies and have included calculations for heptane and octane.

year: 2008

title: “You’re not coming out – you’ve been there all along and just no one’s looked”: Māori LGBT+ youth and identity exploration

authors: Laurence, Rebekah

subjects: Māori

abstract: This research is a Masters-level project on Māori LGBT-plus (lesbian, gay, bisexual, transgender, and other) youths’ experience of exploring their gender and sexual identities, highlighting how whānau (loosely, ‘extended family’) can provide mana (authority, power) such that youth can exercise mana rangatiratanga (a Maniapoto description of ‘autonomy, self-determination’) regarding their identities. This is a novel, exploratory study.
Adapted elements from a Mana Wāhine (Māori feminist) perspective of Kaupapa Māori theory comprised the theoretical framework for this project. These elements were Mana rangatiratanga (adapted from Tino rangatiratanga), Te reo Māori me ōna tikanga (Māori language and its culture), and Whanaungatanga (relationships). The three elements were adapted to fit a Ngāti Maniapoto worldview. 
Qualitative research methods were used for this study. There were five participants aged between 17 and 24 years, who were Māori and had diverse gender or sexual identities. Semi-structured, face-to-face interviews were conducted with participants, which allowed them to share their experiences of exploring their gender and sexual identities and of whānau support. Interviews were analysed using a process of inductive thematic analysis, which identified and analysed patterns across the dataset.
Eight themes were derived from participants’ experiences. These themes were Ko Tūhura, which described the process of discovery that participants have experienced; Ko Matatapu, which described participants’ experience of authenticity and concealment of their gender and sexual identities; Ko Tautoko, which described how whānau have empowered participants to explore their identities, and how participants have been denied empowerment; Ko Mata-ngaro, which described participants’ early lack of exposure to diverse identities, and their having their identities unseen by others; Ko te Ahunga-ki-te-aunoa, which described how diverse identities have been accepted within participants’ whānau; Ko Tauawhi, which described how participants have been embraced for their diverse identities; Ko Mata-pū-take, which describes participants’ experience of finding somewhere to belong; and Ko Kiritau, which describes participants’ becoming settled in their expression of their gender and sexual identities.
The findings of the thesis describe roles that whānau play in participants’ exploration of their gender and sexual identities and some of the effects that colonisation has had within participants’ whānau regarding their gender and sexual identities. Nonetheless, participants actively resisted these aspects of colonisations and found ways to give voice to their gender and sexual identities.
Given that participants shared that there was a dearth of information regarding gender and sexual identities available to them within their whānau and school environments, organisations within psychology and related fields may work to proactively provide all young Māori people and their whānau with information regarding diverse gender and sexual identities. Moreover, to address the dearth of resources designed for Māori LGBT-plus youth, New Zealand-based researchers may collate information specifically regarding Māori LGBT-plus youth experience of identity exploration and Māori knowledges regarding gender and sexual identities. This information may be collated in community-based resources that are designed specifically for members of this group and their whānau, and professionals who work for them.

text: “You’re not coming out – you’ve been there all along and just no one’s looked”: Māori LGBT+ youth and identity exploration This research is a Masters-level project on Māori LGBT-plus (lesbian, gay, bisexual, transgender, and other) youths’ experience of exploring their gender and sexual identities, highlighting how whānau (loosely, ‘extended family’) can provide mana (authority, power) such that youth can exercise mana rangatiratanga (a Maniapoto description of ‘autonomy, self-determination’) regarding their identities. This is a novel, exploratory study.
Adapted elements from a Mana Wāhine (Māori feminist) perspective of Kaupapa Māori theory comprised the theoretical framework for this project. These elements were Mana rangatiratanga (adapted from Tino rangatiratanga), Te reo Māori me ōna tikanga (Māori language and its culture), and Whanaungatanga (relationships). The three elements were adapted to fit a Ngāti Maniapoto worldview. 
Qualitative research methods were used for this study. There were five participants aged between 17 and 24 years, who were Māori and had diverse gender or sexual identities. Semi-structured, face-to-face interviews were conducted with participants, which allowed them to share their experiences of exploring their gender and sexual identities and of whānau support. Interviews were analysed using a process of inductive thematic analysis, which identified and analysed patterns across the dataset.
Eight themes were derived from participants’ experiences. These themes were Ko Tūhura, which described the process of discovery that participants have experienced; Ko Matatapu, which described participants’ experience of authenticity and concealment of their gender and sexual identities; Ko Tautoko, which described how whānau have empowered participants to explore their identities, and how participants have been denied empowerment; Ko Mata-ngaro, which described participants’ early lack of exposure to diverse identities, and their having their identities unseen by others; Ko te Ahunga-ki-te-aunoa, which described how diverse identities have been accepted within participants’ whānau; Ko Tauawhi, which described how participants have been embraced for their diverse identities; Ko Mata-pū-take, which describes participants’ experience of finding somewhere to belong; and Ko Kiritau, which describes participants’ becoming settled in their expression of their gender and sexual identities.
The findings of the thesis describe roles that whānau play in participants’ exploration of their gender and sexual identities and some of the effects that colonisation has had within participants’ whānau regarding their gender and sexual identities. Nonetheless, participants actively resisted these aspects of colonisations and found ways to give voice to their gender and sexual identities.
Given that participants shared that there was a dearth of information regarding gender and sexual identities available to them within their whānau and school environments, organisations within psychology and related fields may work to proactively provide all young Māori people and their whānau with information regarding diverse gender and sexual identities. Moreover, to address the dearth of resources designed for Māori LGBT-plus youth, New Zealand-based researchers may collate information specifically regarding Māori LGBT-plus youth experience of identity exploration and Māori knowledges regarding gender and sexual identities. This information may be collated in community-based resources that are designed specifically for members of this group and their whānau, and professionals who work for them.

year: 2020