title: [Dicyclohexyl(sulfanylidene)-λ⁵-phosphanyl]methanol

authors: Henderson, William

subjects: phosphane sulfide

abstract: The title compound, [dicyclohexyl(sulfanylidene)-λ⁵-phosphanyl]methanol, Cy₂P(=S)CH₂OH (1), was obtained from the reaction between [Cy₂P(CH₂OH)₂]Cl with one molar equivalent of NaOH and an excess of elemental sulfur (powdered). Characterization was by a single-crystal X-ray structure determination as well as IR, and ¹D-NMR (¹H, ¹³C{1H}, ³¹P{1H}), and 2D-NMR (DEPT-135 and HSQC) spectroscopy, ESI mass spectrometry, and elemental analysis. X-ray crystallography on Compound 1 shows the phosphorus atom to be tetrahedrally coordinated within a non-symmetric C₃S donor set but with relatively minor distortions from the ideal geometry. In the molecular packing, hydroxyl-O–H⋯S(thione) hydrogen bonds led to supramolecular helical chains along the b-axis direction.

text: [Dicyclohexyl(sulfanylidene)-λ⁵-phosphanyl]methanol The title compound, [dicyclohexyl(sulfanylidene)-λ⁵-phosphanyl]methanol, Cy₂P(=S)CH₂OH (1), was obtained from the reaction between [Cy₂P(CH₂OH)₂]Cl with one molar equivalent of NaOH and an excess of elemental sulfur (powdered). Characterization was by a single-crystal X-ray structure determination as well as IR, and ¹D-NMR (¹H, ¹³C{1H}, ³¹P{1H}), and 2D-NMR (DEPT-135 and HSQC) spectroscopy, ESI mass spectrometry, and elemental analysis. X-ray crystallography on Compound 1 shows the phosphorus atom to be tetrahedrally coordinated within a non-symmetric C₃S donor set but with relatively minor distortions from the ideal geometry. In the molecular packing, hydroxyl-O–H⋯S(thione) hydrogen bonds led to supramolecular helical chains along the b-axis direction.

year: 2019

title: "You kind of have to be a bit superhuman" : early childhood teacher beliefs about what it takes to be a good teacher: A discourse analysis

authors: Ewens, Sandra Jane

subjects: early childhood

abstract: The early childhood teaching profession has developed into a community with its own language and culture (Cumming & Sumsion, 2014). Early childhood teacher beliefs and discourses have been developed and sustained within this context which is both influenced by, and influences these beliefs and subsequent teacher practice. This study explores these beliefs within a New Zealand context, and the discourses shaping them, and considers how these discourses have the potential to enable or constrain teacher practice. 
Over the past 30 years, there has been growing interest in, and acknowledgement of, the importance of early childhood education (ECE) in New Zealand at both government and societal levels.  While participation in ECE can lead to positive outcomes for children, the service must be of high quality.  Recent reports however, have identified there is significant variability across ECE services. Teacher practice can make a significant impact on the level of quality children experience therefore this study explores this variability by the examining the espoused beliefs of qualified ECE teachers, working in English medium, teacher-led, ECE centres; particularly in relation to what makes a ‘good’ teacher. Teacher beliefs have a significant role in driving teacher decision-making and practice but are generally invisible. 
Using poststructural feminist and critical discourse analysis, this study identifies three discourses shaping and being shaped by these beliefs; the dominant essential maternal and neo-liberal discourses, and the marginalised discourse of democratic professionalism. It explores these discourses at both the micro level and the macro level of national policy and considers how these beliefs and discourses have the potential to constrain or enable teacher practice. Through a poststructural feminist lens, this analysis makes the invisible visible, providing provocation for individual teachers to examine the discourses constituting their professional lives and either claim them or resist them. In addition, a critical lens recommends structural and policy changes for government and teacher education to help address the constraining effects of these discourses.

text: "You kind of have to be a bit superhuman" : early childhood teacher beliefs about what it takes to be a good teacher: A discourse analysis The early childhood teaching profession has developed into a community with its own language and culture (Cumming & Sumsion, 2014). Early childhood teacher beliefs and discourses have been developed and sustained within this context which is both influenced by, and influences these beliefs and subsequent teacher practice. This study explores these beliefs within a New Zealand context, and the discourses shaping them, and considers how these discourses have the potential to enable or constrain teacher practice. 
Over the past 30 years, there has been growing interest in, and acknowledgement of, the importance of early childhood education (ECE) in New Zealand at both government and societal levels.  While participation in ECE can lead to positive outcomes for children, the service must be of high quality.  Recent reports however, have identified there is significant variability across ECE services. Teacher practice can make a significant impact on the level of quality children experience therefore this study explores this variability by the examining the espoused beliefs of qualified ECE teachers, working in English medium, teacher-led, ECE centres; particularly in relation to what makes a ‘good’ teacher. Teacher beliefs have a significant role in driving teacher decision-making and practice but are generally invisible. 
Using poststructural feminist and critical discourse analysis, this study identifies three discourses shaping and being shaped by these beliefs; the dominant essential maternal and neo-liberal discourses, and the marginalised discourse of democratic professionalism. It explores these discourses at both the micro level and the macro level of national policy and considers how these beliefs and discourses have the potential to constrain or enable teacher practice. Through a poststructural feminist lens, this analysis makes the invisible visible, providing provocation for individual teachers to examine the discourses constituting their professional lives and either claim them or resist them. In addition, a critical lens recommends structural and policy changes for government and teacher education to help address the constraining effects of these discourses.

year: 2019

title: Hauora and physical education in New Zealand: perspectives of Māori and Pasifika

authors: Fitzpatrick, Katie

subjects: physical education

abstract: Discussion surrounding the concept of Hauora (Durie, 1994) in the document Health and Physical Education in the New Zealand Curriculum (Ministry of Education, 1999) has been controversial. Some writers have praised or justified its inclusion (Culpan, 1996/1997; Tasker, 1996/1997; Tinning, MacDonald, Wright & Hickey, 2001), while others accuse the writers of tokenism and misappropriation of indigenous knowledge (Hokowhitu, 2004; Salter, 2000). While existing at a political level, these debates have generally ignored student responses to and interactions with Hauora. Thus, this article intervenes in the existing debate and makes the case for the inclusion of student perspectives. My claims are made on the basis of a study into the perspectives of Māori and Pasifika students of physical education in New Zealand. The experiences of these students are related to the theory of hybridity (Besley, 2002; Bhabha, 1994), which suggests that young people actively negotiate and make critical decisions about what they think is relevant to them. I argue that the debate surrounding the concept of Hauora needs to include students' perspectives and consideration of the agency of young people in interactions with curriculum concepts.

text: Hauora and physical education in New Zealand: perspectives of Māori and Pasifika Discussion surrounding the concept of Hauora (Durie, 1994) in the document Health and Physical Education in the New Zealand Curriculum (Ministry of Education, 1999) has been controversial. Some writers have praised or justified its inclusion (Culpan, 1996/1997; Tasker, 1996/1997; Tinning, MacDonald, Wright & Hickey, 2001), while others accuse the writers of tokenism and misappropriation of indigenous knowledge (Hokowhitu, 2004; Salter, 2000). While existing at a political level, these debates have generally ignored student responses to and interactions with Hauora. Thus, this article intervenes in the existing debate and makes the case for the inclusion of student perspectives. My claims are made on the basis of a study into the perspectives of Māori and Pasifika students of physical education in New Zealand. The experiences of these students are related to the theory of hybridity (Besley, 2002; Bhabha, 1994), which suggests that young people actively negotiate and make critical decisions about what they think is relevant to them. I argue that the debate surrounding the concept of Hauora needs to include students' perspectives and consideration of the agency of young people in interactions with curriculum concepts.

year: 2005