title: Conceptions of the Nature of Technology in the global pandemic: Implications for practice in a digital space

authors: Doyle, Andrew

subjects: COVID-19 Pandemic

abstract: With the COVID-19 pandemic, the nature of teaching and learning shifted emphasis from classroom-situated learning to learning in a digital environment. This was a significant challenge for teachers and learners across the globe. It might be assumed that technology education teachers would be well-positioned to manage this shift because of how the subject is described. Technology education is often characterized as a subject where contexts for learning are variable, and teachers and learners can have significant autonomy in guiding learning. This is frequently represented as a unique strength of the subject area. Furthermore, with an explicit focus on Digital Technologies, the Technology Education curriculum of Aotearoa New Zealand should better prepare teachers for enacting curriculum in various ways (for example, in a remote context). This research investigated the effects of the COVID-19 pandemic and the subsequent shift to remote learning on practices in Technology Education. Through an analysis of technology educators' reflections on practice during the lockdowns, conceptions of practice in technology education and the nature of technology are analysed. Initial data analysis highlights a disparity of conceptions of the nature of technology, which leads to different manifestations of practice in a remote learning context. Technical and Technological perspectives on practice are used as lenses to describe the different conceptions of the nature of technology observed, and implications for learning post-lockdown are drawn.

text: Conceptions of the Nature of Technology in the global pandemic: Implications for practice in a digital space With the COVID-19 pandemic, the nature of teaching and learning shifted emphasis from classroom-situated learning to learning in a digital environment. This was a significant challenge for teachers and learners across the globe. It might be assumed that technology education teachers would be well-positioned to manage this shift because of how the subject is described. Technology education is often characterized as a subject where contexts for learning are variable, and teachers and learners can have significant autonomy in guiding learning. This is frequently represented as a unique strength of the subject area. Furthermore, with an explicit focus on Digital Technologies, the Technology Education curriculum of Aotearoa New Zealand should better prepare teachers for enacting curriculum in various ways (for example, in a remote context). This research investigated the effects of the COVID-19 pandemic and the subsequent shift to remote learning on practices in Technology Education. Through an analysis of technology educators' reflections on practice during the lockdowns, conceptions of practice in technology education and the nature of technology are analysed. Initial data analysis highlights a disparity of conceptions of the nature of technology, which leads to different manifestations of practice in a remote learning context. Technical and Technological perspectives on practice are used as lenses to describe the different conceptions of the nature of technology observed, and implications for learning post-lockdown are drawn.

year: 2022-12

title: Open platinum aggregate frameworks with overhead dithiolate bridges

authors: Chong, Siew Huay

subjects: platinum

abstract: A convenient method has been developed to bring together two discrete moieties of [Pt₂(μ-S)₂(PPh₃)₄] to give an open Pt₄ aggregate of Pt₂•••(spacer)•••Pt₂, as exemplified in the isolation of [(PPh₃)₄Pt₂(μ-S)(μ-SRS)(μ-S)Pt₂(PPh₃)₄](PF₆)₂ [R = m-CH₂C₆H₄CH₂, p-CH₂C₆H₄CH₂, CH₂C₁₀H₆CH₂, and CH₂(C₆H₄)₂CH₂]. The spacer is a dithiolate with an extended skeletal backbone formed from the alkylation of sulfide with a suitable dibromo-organic compound. This synthetic methodology can tolerate a range of conformationally contrasting thiolate substituents with different chemical functionalities. Shorter or stereochemically more restrictive spacers could opt to be an intramolecular bridge over the Pt₂ core, as given in [Pt₂(μ-S-o-CH₂C₆H₄-C₆H₄CH₂S)(PPh₃)₄](PF₆)₂. A few representative complexes have been characterized by single-crystal X-ray diffraction analysis.

text: Open platinum aggregate frameworks with overhead dithiolate bridges A convenient method has been developed to bring together two discrete moieties of [Pt₂(μ-S)₂(PPh₃)₄] to give an open Pt₄ aggregate of Pt₂•••(spacer)•••Pt₂, as exemplified in the isolation of [(PPh₃)₄Pt₂(μ-S)(μ-SRS)(μ-S)Pt₂(PPh₃)₄](PF₆)₂ [R = m-CH₂C₆H₄CH₂, p-CH₂C₆H₄CH₂, CH₂C₁₀H₆CH₂, and CH₂(C₆H₄)₂CH₂]. The spacer is a dithiolate with an extended skeletal backbone formed from the alkylation of sulfide with a suitable dibromo-organic compound. This synthetic methodology can tolerate a range of conformationally contrasting thiolate substituents with different chemical functionalities. Shorter or stereochemically more restrictive spacers could opt to be an intramolecular bridge over the Pt₂ core, as given in [Pt₂(μ-S-o-CH₂C₆H₄-C₆H₄CH₂S)(PPh₃)₄](PF₆)₂. A few representative complexes have been characterized by single-crystal X-ray diffraction analysis.

year: 2007

title: Community-university collaborations: creating hybrid research and collective identities

authors: Cave, Jennifer Barbara Jane

subjects: collaborative

abstract: In this article we explore the politics of community-university collaborative research and activism. We are scholars based in universities as well as members of various 'communities'-queer, Pasifika and Māori-hence we regularly venture beyond the formal research spaces of the academy and enter into critical collaborative research with others working in 'the community'. In what follows we first outline collaborative community-based research literature that advocates hybrid research collectivities. Second, we give some context and background to our methodologies that have enabled us to re-think collaborative research. Third, examples from our research are offered to illustrate the ways in which collaborative research constructs new collective identities. Finally, we conclude by arguing that social science scholars working across university-community boundaries may expand and multiply hybrid research collectives, and thereby effect positive social change at many levels

text: Community-university collaborations: creating hybrid research and collective identities In this article we explore the politics of community-university collaborative research and activism. We are scholars based in universities as well as members of various 'communities'-queer, Pasifika and Māori-hence we regularly venture beyond the formal research spaces of the academy and enter into critical collaborative research with others working in 'the community'. In what follows we first outline collaborative community-based research literature that advocates hybrid research collectivities. Second, we give some context and background to our methodologies that have enabled us to re-think collaborative research. Third, examples from our research are offered to illustrate the ways in which collaborative research constructs new collective identities. Finally, we conclude by arguing that social science scholars working across university-community boundaries may expand and multiply hybrid research collectives, and thereby effect positive social change at many levels

year: 2012