title: Scientists talking to students through videos

authors: Chen, Junjun

subjects: classroom research

abstract: The benefits of connecting school students with scientists are well documented. This paper reports how New Zealand teachers brought scientists into the classrooms through the use of videos of New Zealand scientists talking about themselves and their research. Two researchers observed lessons in 9 different classrooms in which 23 educational videos were shown to students from years 2 to 11 (aged 6–17 years). Seven groups of primary students and 4 groups of secondary students participated in interviews after classroom observations. Eight additional secondary teachers participated in 7 focus group discussions; 4 additional primary teachers participated in 1 focus group discussion. Data were analysed thematically using an inductive approach. This analysis uncovered 4 major functions for the use of videos of scientists talking about their work: bringing scientists into the classroom, scientists talking about science with local relevance, scientists explaining concepts using a multitude of modes and scientists as authentic alternative authorities within the classroom. Taken together, the findings demonstrate that the use of video clips of scientists talking about their work can be an effective and efficient way of engaging students in learning about science and scientists.

text: Scientists talking to students through videos The benefits of connecting school students with scientists are well documented. This paper reports how New Zealand teachers brought scientists into the classrooms through the use of videos of New Zealand scientists talking about themselves and their research. Two researchers observed lessons in 9 different classrooms in which 23 educational videos were shown to students from years 2 to 11 (aged 6–17 years). Seven groups of primary students and 4 groups of secondary students participated in interviews after classroom observations. Eight additional secondary teachers participated in 7 focus group discussions; 4 additional primary teachers participated in 1 focus group discussion. Data were analysed thematically using an inductive approach. This analysis uncovered 4 major functions for the use of videos of scientists talking about their work: bringing scientists into the classroom, scientists talking about science with local relevance, scientists explaining concepts using a multitude of modes and scientists as authentic alternative authorities within the classroom. Taken together, the findings demonstrate that the use of video clips of scientists talking about their work can be an effective and efficient way of engaging students in learning about science and scientists.

year: 2013

title: Preparation of buta-1,3-diynyl complexes of platinum(II) and their use in the construction of neutral molecular squares: synthesis, structural and theoretical characterisation of cyclo-{Pt(µ-C≡CC≡C)(dppe)}₄ and related chemistry

authors: Bruce, Michael I.

subjects: Chemistry

abstract: Copper(I)-catalysed reactions of cis-PtCl₂(L)₂ (L = Pet₃, L₂= dppe, dppp) with buta-1,3-diyne have given the corresponding diynyl complexes, cis-Pt(C≡CC≡CH)2(L)2 (L = Pet₃ 1, L₂= dppe 2, dppp 3) whose solid-state structures have been determined from single crystal X-ray diffraction studies. Theoretical calculations were carried out to probe the electronic structure of these diynyl complexes. Complex 2 reacts with Co₂(CO)₈ to give a bis-adduct 5 and with Ru₃(µ-dppm)(CO)₁₀ to give a mono-adduct 6; in both, the least hindered C≡C triple bond(s) is(are) coordinated. Lithiation (LiBut) of 2 gives a dilithio derivative, which has been converted to dimethyl 7 or mono-SiMe₃ 8 or -Au(PPh₃) 9 complexes. Cu(I) and Ag(I) (MI) adducts ( tweezer  complexes) have been obtained from reactions of 2 with MISCN or [MI(NCMe)₄]⁺. An ES mass spectrometric study of the interactions of 2 with Group 1 cations and with Tl⁺ is also described; comparative experiments with {W(CO)₃Cp}₂(µ-C₈), in which the four C≡C triple bonds do not have a  tweezer  conformation, have also been carried out. The degree of association is determined by the competitive solvation of the Group 1 cation. Coupling of the buta-1,3-diynyl complexes with Pt(OTf)₂(L )₂ gives homo- or mixed-ligand molecular squares cyclo-{(L)₂Pt(µ-C CC C)₂Pt(L )₂}₂ (L, L = Pet₃, L₂, L ₂= dppe, dppp; not all combinations), of which the molecular structure of cyclo-{Pt(µ-C CC C)(dppe)}₄ 17 is described (as solvates containing dmso). The molecular squares form adducts with substituted ammonium triflates [NH₂R₂][OTf] (R = Et, Pri, Cy; NH₂R₂= dbuH) and with Group 11 cations [MI(NCMe)]⁺.

text: Preparation of buta-1,3-diynyl complexes of platinum(II) and their use in the construction of neutral molecular squares: synthesis, structural and theoretical characterisation of cyclo-{Pt(µ-C≡CC≡C)(dppe)}₄ and related chemistry Copper(I)-catalysed reactions of cis-PtCl₂(L)₂ (L = Pet₃, L₂= dppe, dppp) with buta-1,3-diyne have given the corresponding diynyl complexes, cis-Pt(C≡CC≡CH)2(L)2 (L = Pet₃ 1, L₂= dppe 2, dppp 3) whose solid-state structures have been determined from single crystal X-ray diffraction studies. Theoretical calculations were carried out to probe the electronic structure of these diynyl complexes. Complex 2 reacts with Co₂(CO)₈ to give a bis-adduct 5 and with Ru₃(µ-dppm)(CO)₁₀ to give a mono-adduct 6; in both, the least hindered C≡C triple bond(s) is(are) coordinated. Lithiation (LiBut) of 2 gives a dilithio derivative, which has been converted to dimethyl 7 or mono-SiMe₃ 8 or -Au(PPh₃) 9 complexes. Cu(I) and Ag(I) (MI) adducts ( tweezer  complexes) have been obtained from reactions of 2 with MISCN or [MI(NCMe)₄]⁺. An ES mass spectrometric study of the interactions of 2 with Group 1 cations and with Tl⁺ is also described; comparative experiments with {W(CO)₃Cp}₂(µ-C₈), in which the four C≡C triple bonds do not have a  tweezer  conformation, have also been carried out. The degree of association is determined by the competitive solvation of the Group 1 cation. Coupling of the buta-1,3-diynyl complexes with Pt(OTf)₂(L )₂ gives homo- or mixed-ligand molecular squares cyclo-{(L)₂Pt(µ-C CC C)₂Pt(L )₂}₂ (L, L = Pet₃, L₂, L ₂= dppe, dppp; not all combinations), of which the molecular structure of cyclo-{Pt(µ-C CC C)(dppe)}₄ 17 is described (as solvates containing dmso). The molecular squares form adducts with substituted ammonium triflates [NH₂R₂][OTf] (R = Et, Pri, Cy; NH₂R₂= dbuH) and with Group 11 cations [MI(NCMe)]⁺.

year: 2002-01-01

title: Harakeke: Enhancing Māori Student Engagement and Achievement in a Mainstream Primary School

authors: Anderson, Diana

subjects: Harakeke

abstract: Ministry of Education research indicates that the inclusion of culture and te reo
Māori in teaching can help improve Māori student education. If students can find
the links between what is being taught and the relevance to their own lives then
information will be easier to retain. Research has also shown that environmental
education provides relevant learning that can connect students to their world.
Māori indigenous knowledge (IK) and environmental education (EE) share many
commonalities. One such similarity is the relationship between tangata (people)
and nature. While the sometimes destructive nature of this relationship has lead to
global environmental issues, this study explores the combination of IK and EE to
enhance Māori student engagement and achievement in a mainstream primary
school.
An intervention unit based on harakeke was designed delivered in a Year 5/6
boys' only class in a suburban mainstream primary school, over a 10 week period.
The environmental and socio-cultural significance of harakeke enabled a range of
kaupapa (themes) to be included in the unit. This included; eeling and how to
make and use a hinaki (eel/fish trap), karakia (prayer) and the relevance when
harvesting kai (food) and resources. Each kaupapa also provided the opportunity
for students to increase their te reo Māori vocabulary, with the introduction of
kaupapa specific words. The Māori kaupapa also enabled the students to view EE
from a Māori perspective, including the introduction of rahui - a form of
conservation.
The findings indicated that the incorporation of a Māori kaupapa strengthened
student engagement, improved student use of te reo Māori, improved the selfesteem
and confidence for some students, increased students' awareness of
harakeke and the value and versatility of the plant, and increased their awareness
from a Māori perspective on sustainable harvesting.
Bringing Māori kaupapa into the classroom allowed the classroom teacher, who
was Māori, the opportunity to share her own lived experiences of IK, as these are
passed down from generation to generation, and people are born into them. The
Page | iii
familiarity of whanau offered the teacher the opportunity to bring this concept into
the classroom and teach values that could flow into all curriculum areas while
strengthening relationships between the teacher and student, student and student
and teacher and student whanau.
This study has shown that both IK and EE, while each complex in their own right,
have the ability to provide a holistic curriculum approach that can lead to
engagement and achievement by Māori students in a mainstream school.

text: Harakeke: Enhancing Māori Student Engagement and Achievement in a Mainstream Primary School Ministry of Education research indicates that the inclusion of culture and te reo
Māori in teaching can help improve Māori student education. If students can find
the links between what is being taught and the relevance to their own lives then
information will be easier to retain. Research has also shown that environmental
education provides relevant learning that can connect students to their world.
Māori indigenous knowledge (IK) and environmental education (EE) share many
commonalities. One such similarity is the relationship between tangata (people)
and nature. While the sometimes destructive nature of this relationship has lead to
global environmental issues, this study explores the combination of IK and EE to
enhance Māori student engagement and achievement in a mainstream primary
school.
An intervention unit based on harakeke was designed delivered in a Year 5/6
boys' only class in a suburban mainstream primary school, over a 10 week period.
The environmental and socio-cultural significance of harakeke enabled a range of
kaupapa (themes) to be included in the unit. This included; eeling and how to
make and use a hinaki (eel/fish trap), karakia (prayer) and the relevance when
harvesting kai (food) and resources. Each kaupapa also provided the opportunity
for students to increase their te reo Māori vocabulary, with the introduction of
kaupapa specific words. The Māori kaupapa also enabled the students to view EE
from a Māori perspective, including the introduction of rahui - a form of
conservation.
The findings indicated that the incorporation of a Māori kaupapa strengthened
student engagement, improved student use of te reo Māori, improved the selfesteem
and confidence for some students, increased students' awareness of
harakeke and the value and versatility of the plant, and increased their awareness
from a Māori perspective on sustainable harvesting.
Bringing Māori kaupapa into the classroom allowed the classroom teacher, who
was Māori, the opportunity to share her own lived experiences of IK, as these are
passed down from generation to generation, and people are born into them. The
Page | iii
familiarity of whanau offered the teacher the opportunity to bring this concept into
the classroom and teach values that could flow into all curriculum areas while
strengthening relationships between the teacher and student, student and student
and teacher and student whanau.
This study has shown that both IK and EE, while each complex in their own right,
have the ability to provide a holistic curriculum approach that can lead to
engagement and achievement by Māori students in a mainstream school.

year: 2009