title: A zwitterionic monoalkylated derivative of [Pt₂(μ-S)₂(PPh₃)₄] from 1,3-propanesultone

authors: Ujam, Oguejiofo Theophilus

subjects: platinum complex

abstract: Reaction of dinuclear platinum(II) sulfido complex [Pt₂(μ-S)₂(PPh₃)₄] with 1,3-propanesultone gives the novel zwitterionic monoalkylated thiolate complex [Pt₂(μ-S){μ-S(CH₂)₃SO₃}•(PPh₃)₄], which was characterized by NMR spectroscopy, electrospray ionisation mass spectrometry, and a single crystal X-ray structure determination. Crystals are monoclinic, space group P2(1)/c with unit cell dimensions a = 16.8957(3) Å, b = 15.5031(3) Å, c = 28.0121(5) Å, β = 99.780(1)°, for Z = 4.

text: A zwitterionic monoalkylated derivative of [Pt₂(μ-S)₂(PPh₃)₄] from 1,3-propanesultone Reaction of dinuclear platinum(II) sulfido complex [Pt₂(μ-S)₂(PPh₃)₄] with 1,3-propanesultone gives the novel zwitterionic monoalkylated thiolate complex [Pt₂(μ-S){μ-S(CH₂)₃SO₃}•(PPh₃)₄], which was characterized by NMR spectroscopy, electrospray ionisation mass spectrometry, and a single crystal X-ray structure determination. Crystals are monoclinic, space group P2(1)/c with unit cell dimensions a = 16.8957(3) Å, b = 15.5031(3) Å, c = 28.0121(5) Å, β = 99.780(1)°, for Z = 4.

year: 2013

title: Editorial:  Plotting new courses in assessment

authors: Whitehead, David

subjects: assessment

abstract: The articles in this issue foreground some of the tensions inherent in the use of “global” summative, norm-referenced measures of literacy on the one hand, and “local”, site and classroom specific literacy assessments on the other. At a theoretical level these tensions may seem without basis given that “global” and “local” assessments seem to serve different masters and achieve different purposes. However, in reality the wash-back effect of high stakes systemic assessment on classroom work is widely accepted. Furthermore, these tensions are palpable in countries in which the results from high-stakes, high status “global” assessments can lead to the closure of schools. Several of the articles in this issue describe how teachers in schools and universities are attempting to steer a course around and between the omnipresent impact of high stakes assessments and their influence on curricula.

text: Editorial:  Plotting new courses in assessment The articles in this issue foreground some of the tensions inherent in the use of “global” summative, norm-referenced measures of literacy on the one hand, and “local”, site and classroom specific literacy assessments on the other. At a theoretical level these tensions may seem without basis given that “global” and “local” assessments seem to serve different masters and achieve different purposes. However, in reality the wash-back effect of high stakes systemic assessment on classroom work is widely accepted. Furthermore, these tensions are palpable in countries in which the results from high-stakes, high status “global” assessments can lead to the closure of schools. Several of the articles in this issue describe how teachers in schools and universities are attempting to steer a course around and between the omnipresent impact of high stakes assessments and their influence on curricula.

year: 2008

title: Manaaki whenua. Manaaki tangata: Care for the land, care for the people: Leading critical school reform with mana whenua and whānau Māori

authors: Ford, Therese

subjects: Critical school reform

abstract: Education disparities between Māori and Pākehā students in Aotearoa, have their origins in colonial education policies and practices which considerably advantaged Pākehā students and compromised the ability of Māori students to engage with learning and succeed.  Despite the promises of equality inherent in the Treaty of Waitangi,  this historical foundation has, for over 150 years, perpetuated intergenerational cycles of education failure for Māori resulting in high levels of endemic social and economic disadvantage in many Māori communities.
This thesis examines the leadership praxis of two Pākehā principals, to understand how, with more respectful connections with Māori communities, they were able to address education disparities and facilitate success for Māori students as Māori. Culturally responsive research methodologies guided two, in-depth case studies which employed mixed methods.
Two collaborative stories, with the voices of mana whenua and whānau Māori, identified the importance of school leaders developing critical levels of consciousness, through authentic, bidirectional relationships with Māori communities.  These relationships enabled the principals to understand the authentic local, pre-colonial iwi histories of the land. This in turn fostered connections between the schools and local Māori communities that enabled them to collaboratively respond to the implications of colonisation.  
The thesis challenges the monocultural, monolingual, unidirectional policies and practices that characterise the current model of colonial education.  It presents instead a decolonising model of critical school reform and a framework for implementation and evaluation.  It contends that honouring the Treaty of Waitangi requires an equity focused response with power sharing relationships, critically led by principals alongside Māori communities.

text: Manaaki whenua. Manaaki tangata: Care for the land, care for the people: Leading critical school reform with mana whenua and whānau Māori Education disparities between Māori and Pākehā students in Aotearoa, have their origins in colonial education policies and practices which considerably advantaged Pākehā students and compromised the ability of Māori students to engage with learning and succeed.  Despite the promises of equality inherent in the Treaty of Waitangi,  this historical foundation has, for over 150 years, perpetuated intergenerational cycles of education failure for Māori resulting in high levels of endemic social and economic disadvantage in many Māori communities.
This thesis examines the leadership praxis of two Pākehā principals, to understand how, with more respectful connections with Māori communities, they were able to address education disparities and facilitate success for Māori students as Māori. Culturally responsive research methodologies guided two, in-depth case studies which employed mixed methods.
Two collaborative stories, with the voices of mana whenua and whānau Māori, identified the importance of school leaders developing critical levels of consciousness, through authentic, bidirectional relationships with Māori communities.  These relationships enabled the principals to understand the authentic local, pre-colonial iwi histories of the land. This in turn fostered connections between the schools and local Māori communities that enabled them to collaboratively respond to the implications of colonisation.  
The thesis challenges the monocultural, monolingual, unidirectional policies and practices that characterise the current model of colonial education.  It presents instead a decolonising model of critical school reform and a framework for implementation and evaluation.  It contends that honouring the Treaty of Waitangi requires an equity focused response with power sharing relationships, critically led by principals alongside Māori communities.

year: 2020