title: Hydrogen bonding in crystalline alcohol solvates of the platinum(II) sulfido complex [Pt2( -S)2(PPh3)4]

authors: Henderson, William

subjects: Platinum complexes

abstract: Suspension of [Pt₂( -S)₂(PPh₃)₄] in lower alcohols results in recrystallisation, forming yellow to yellow-orange microcrystals of the solvates [Pt₂( -S)₂(PPh₃)₄]•nROH (R = Me, Et, nBu). The di-ethanol solvate was characterised by means of a single-crystal X-ray diffraction study and 1H NMR spectroscopy. The structure consists of an ethanol molecule hydrogen-bonded in an asymmetric bifurcated fashion to the {Pt₂S₂} group, with the second, disordered ethanol molecule involved in a cooperative hydrogen-bonding interaction with the oxygen of the first ethanol. Thermogravimetric analysis shows that the alcohol is relatively easily lost, regenerating orange, unsolvated [Pt₂( -S)₂(PPh₃)₄]. [Pt₂( -S)₂(PPh₃)₄] readily dissolves in hexafluoro-2-propanol, yielding yellow crystals of [Pt₂( -S)₂(PPh₃)₄]•6(CF₃)₂CHOH on evaporation. Characterisation by X-ray diffraction shows that the structure contains a [Pt₂ ( -S)₂(PPh₃)₄] hydrogen-bonded to a single(CF₃)₂CHOH molecule, with the additional (CF₃)₂CHOH molecules forming a discrete hydrogen-bonded pentameric cluster in the crystal.

text: Hydrogen bonding in crystalline alcohol solvates of the platinum(II) sulfido complex [Pt2( -S)2(PPh3)4] Suspension of [Pt₂( -S)₂(PPh₃)₄] in lower alcohols results in recrystallisation, forming yellow to yellow-orange microcrystals of the solvates [Pt₂( -S)₂(PPh₃)₄]•nROH (R = Me, Et, nBu). The di-ethanol solvate was characterised by means of a single-crystal X-ray diffraction study and 1H NMR spectroscopy. The structure consists of an ethanol molecule hydrogen-bonded in an asymmetric bifurcated fashion to the {Pt₂S₂} group, with the second, disordered ethanol molecule involved in a cooperative hydrogen-bonding interaction with the oxygen of the first ethanol. Thermogravimetric analysis shows that the alcohol is relatively easily lost, regenerating orange, unsolvated [Pt₂( -S)₂(PPh₃)₄]. [Pt₂( -S)₂(PPh₃)₄] readily dissolves in hexafluoro-2-propanol, yielding yellow crystals of [Pt₂( -S)₂(PPh₃)₄]•6(CF₃)₂CHOH on evaporation. Characterisation by X-ray diffraction shows that the structure contains a [Pt₂ ( -S)₂(PPh₃)₄] hydrogen-bonded to a single(CF₃)₂CHOH molecule, with the additional (CF₃)₂CHOH molecules forming a discrete hydrogen-bonded pentameric cluster in the crystal.

year: 2008

title: Two daddy tigers and a baby tiger: Promoting understandings about same gender parented families using picture books.

authors: Kelly, Janette

subjects: diversity

abstract: There is a small body of work examining how picture books can be used with young children and their families to develop understandings of contemporary issues including diversity and practices towards inclusion. This article describes a study in one New Zealand kindergarten that explored teachers' interpretations of children's responses to a selection of picture books featuring same gender parented families. The research sought to go beyond traditional understandings of families and the dominant discourse of heteronormativity. Findings show that despite children reportedly being open to the possibilities of non-traditional families in their setting, and their play, teachers appeared hesitant to ask probing questions or fully engage with children's thinking, or their own, to explore understandings in this area. Nevertheless, this research demonstrates that taking tentative steps towards making an alternative discourse available through the proactive use of curriculum resources does not have to be 'difficult' or 'dangerous'. In inclusive educational settings, lesbian and gay headed families can be affirmed, and children can be supported to construct understandings about 'family' outside of normative boundaries.

text: Two daddy tigers and a baby tiger: Promoting understandings about same gender parented families using picture books. There is a small body of work examining how picture books can be used with young children and their families to develop understandings of contemporary issues including diversity and practices towards inclusion. This article describes a study in one New Zealand kindergarten that explored teachers' interpretations of children's responses to a selection of picture books featuring same gender parented families. The research sought to go beyond traditional understandings of families and the dominant discourse of heteronormativity. Findings show that despite children reportedly being open to the possibilities of non-traditional families in their setting, and their play, teachers appeared hesitant to ask probing questions or fully engage with children's thinking, or their own, to explore understandings in this area. Nevertheless, this research demonstrates that taking tentative steps towards making an alternative discourse available through the proactive use of curriculum resources does not have to be 'difficult' or 'dangerous'. In inclusive educational settings, lesbian and gay headed families can be affirmed, and children can be supported to construct understandings about 'family' outside of normative boundaries.

year: 2012

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