title: Transition-metal carbonyl derivatives of the germanes. Part 13. Preparation, spectroscopic properties, and the crystal and molecular structure of bis[µ-carbonyl-bis(tricarbonylcobaltio)(Co–Co)]germanium (4Co–Ge), [Ge{Co₂(CO)₇}₂]; a new type of group 4–tetracobalt species

authors: Gerlach, Robert F.

subjects: chemistry

abstract: Reaction between Gel₄ and [Co(CO)₄]⁻ or between GeH₄ and [Co₂(CO)₈] gives [Ge{Co₂(CO)₇}₂](1). The crystal and molecular structure of (1) has been obtained by X-ray methods. Crystals are triclinic, with a= 10.396(2), b= 16.495(3), c= 12.879(2)Å, α= 90.33(2), β= 97.68(2), γ= 95.03(2)°, space group P1, and Z= 4. The structure was solved by direct methods and refined by least-squares techniques to R= 0.056 for 2 852 reflections [I  5σ(l)]. The molecule exhibits approximate C₂ symmetry with the Ge atom bridging the Co–Co bonds of two Co₂(CO)₇ units. The Ge bridge is unsymmetric with unequal Ge–Co bond lengths (average 2.38, 2.34 Å); the corresponding µ-CO in each unit is asymmetrically disposed in the opposite sense. Infrared and mass spectral data for [Ge{Co₂(CO)₇}₂] are also discussed.

text: Transition-metal carbonyl derivatives of the germanes. Part 13. Preparation, spectroscopic properties, and the crystal and molecular structure of bis[µ-carbonyl-bis(tricarbonylcobaltio)(Co–Co)]germanium (4Co–Ge), [Ge{Co₂(CO)₇}₂]; a new type of group 4–tetracobalt species Reaction between Gel₄ and [Co(CO)₄]⁻ or between GeH₄ and [Co₂(CO)₈] gives [Ge{Co₂(CO)₇}₂](1). The crystal and molecular structure of (1) has been obtained by X-ray methods. Crystals are triclinic, with a= 10.396(2), b= 16.495(3), c= 12.879(2)Å, α= 90.33(2), β= 97.68(2), γ= 95.03(2)°, space group P1, and Z= 4. The structure was solved by direct methods and refined by least-squares techniques to R= 0.056 for 2 852 reflections [I  5σ(l)]. The molecule exhibits approximate C₂ symmetry with the Ge atom bridging the Co–Co bonds of two Co₂(CO)₇ units. The Ge bridge is unsymmetric with unequal Ge–Co bond lengths (average 2.38, 2.34 Å); the corresponding µ-CO in each unit is asymmetrically disposed in the opposite sense. Infrared and mass spectral data for [Ge{Co₂(CO)₇}₂] are also discussed.

year: 1981

title: Understanding the beliefs and behaviours of low-skilled adults as they re-engage with mathematics

authors: Whitten, Damon Rodger

subjects: Adult numeracy

abstract: This thesis explored low-skilled adult learners’ beliefs about mathematics and how they engaged with mathematical content delivered as part of foundation-level vocational programmes in New Zealand. It also examined how low-skilled learners holding procedurally-oriented beliefs responded to a classroom environment that emphasised conceptual understanding, collaboration and discourse. An ‘insider research’ approach was adopted to capitalise on the researcher’s prior experience in the sector. Analysis of data utilised an interpretive approach drawing on Bandura’s triadic reciprocal determinant model that posited beliefs, behaviour and the environment as interacting factors. Methods of data collection included surveys, observations, interviews and an intervention in which the researcher took a dual tutor/researcher role. Observation and intervention data were collected through multiple audio-recording devices that recorded private and public utterances as learners participated in lessons.

The survey and interview findings showed that most low-skilled adults believed mathematics to be procedural, performance-oriented, and learned by adopting passive strategies. Many held non-mathematical identities, described school and foundation-level mathematics lessons as potentially shame making, and reported censoring their behaviours to avoid shame.

The use of multiple-recording devices was effective for capturing the complexity of classroom interactions. Learners’ behaviours within lessons were consistent with procedural/calculational beliefs and reflected performance-oriented goals such as completing tasks quickly and accurately. Some learners displayed negative affective responses when expected to engage with mathematical content, and adopted behaviours designed to reduce, or eliminate, public exposure to failure. Group problem-solving was characterised by an unequal division of labour between ‘solvers’ and ‘supporters’. Lower-skilled learners tended to adopt peripheral support roles, while procedurally proficient learners either took, or were assigned, responsibility for all mathematical thinking. These behaviours enabled groups to complete tasks and achieve pseudo-success yet constrained the lower-skilled learners’ engagement in mathematical thinking, while also presenting little mathematical challenge to higher-skilled learners. This pattern appeared to contribute to the maintenance of learners’ low skills and non-mathematical identities by routinising their deferral of agency to more proficient learners.

The intervention indicated that low-skilled procedurally-oriented learners tended to resist conceptually-oriented activities that emphasised mathematical discourse, collaboration, and inquiry. This appeared to be because these activities increased the threat of a shameful episode and were perceived as superfluous to their procedurally-oriented goals. Learners reported that the intervention was more effective than their traditional classes, but attributed this to better tutor explanations, rather than their own active engagement in mathematical thinking. The overall findings indicated that low-skilled procedurally-oriented adults preferred and expected a traditional approach, and many used its familiar routines to reduce their level of engagement and exposure to shame. Implications for educators include the need to differentiate authentic from pseudo-engagement, to understand the impact of shame on behaviour, and establish positive patterns of engagement.

text: Understanding the beliefs and behaviours of low-skilled adults as they re-engage with mathematics This thesis explored low-skilled adult learners’ beliefs about mathematics and how they engaged with mathematical content delivered as part of foundation-level vocational programmes in New Zealand. It also examined how low-skilled learners holding procedurally-oriented beliefs responded to a classroom environment that emphasised conceptual understanding, collaboration and discourse. An ‘insider research’ approach was adopted to capitalise on the researcher’s prior experience in the sector. Analysis of data utilised an interpretive approach drawing on Bandura’s triadic reciprocal determinant model that posited beliefs, behaviour and the environment as interacting factors. Methods of data collection included surveys, observations, interviews and an intervention in which the researcher took a dual tutor/researcher role. Observation and intervention data were collected through multiple audio-recording devices that recorded private and public utterances as learners participated in lessons.

The survey and interview findings showed that most low-skilled adults believed mathematics to be procedural, performance-oriented, and learned by adopting passive strategies. Many held non-mathematical identities, described school and foundation-level mathematics lessons as potentially shame making, and reported censoring their behaviours to avoid shame.

The use of multiple-recording devices was effective for capturing the complexity of classroom interactions. Learners’ behaviours within lessons were consistent with procedural/calculational beliefs and reflected performance-oriented goals such as completing tasks quickly and accurately. Some learners displayed negative affective responses when expected to engage with mathematical content, and adopted behaviours designed to reduce, or eliminate, public exposure to failure. Group problem-solving was characterised by an unequal division of labour between ‘solvers’ and ‘supporters’. Lower-skilled learners tended to adopt peripheral support roles, while procedurally proficient learners either took, or were assigned, responsibility for all mathematical thinking. These behaviours enabled groups to complete tasks and achieve pseudo-success yet constrained the lower-skilled learners’ engagement in mathematical thinking, while also presenting little mathematical challenge to higher-skilled learners. This pattern appeared to contribute to the maintenance of learners’ low skills and non-mathematical identities by routinising their deferral of agency to more proficient learners.

The intervention indicated that low-skilled procedurally-oriented learners tended to resist conceptually-oriented activities that emphasised mathematical discourse, collaboration, and inquiry. This appeared to be because these activities increased the threat of a shameful episode and were perceived as superfluous to their procedurally-oriented goals. Learners reported that the intervention was more effective than their traditional classes, but attributed this to better tutor explanations, rather than their own active engagement in mathematical thinking. The overall findings indicated that low-skilled procedurally-oriented adults preferred and expected a traditional approach, and many used its familiar routines to reduce their level of engagement and exposure to shame. Implications for educators include the need to differentiate authentic from pseudo-engagement, to understand the impact of shame on behaviour, and establish positive patterns of engagement.

year: 2018

title: The COVID-19 domestic vaccine pass: Implications for Māori

authors: Kukutai, Tahu

abstract: The New Zealand government has introduced a COVID-19 domestic vaccine pass to be used in conjunction with the COVID-19 Protection Framework. The Framework is likely to be activated soon after Cabinet meets on 29 November 2021. The pass will be necessary to access places and events that require proof of vaccination under the Framework.
This brief does not argue for or against the introduction of a domestic vaccine pass, but rather discusses key issues that it raises for Māori, and suggests actions to address them. We see four key issues:
• the lack of Māori involvement, as a Tiriti partner, on either the design or implementation of the COVID-19 domestic vaccine pass;
• disproportionate restriction on Māori mobility due to lower Māori vaccination rates;
• privacy and data security concerns;
• uneven implementation that could increase discrimination against Māori and other groups considered to pose a risk to others’ safety.
To respond to these issues we recommend that the implementation of the pass be designed in partnership with Māori and comply with Māori data sovereignty requirements. As Tiriti partners, Māori should expect that the pass will keep their communities safe, while providing opportunities to enact manaakitanga in the matrix of care, and the mana to manage their own affairs.

text: The COVID-19 domestic vaccine pass: Implications for Māori The New Zealand government has introduced a COVID-19 domestic vaccine pass to be used in conjunction with the COVID-19 Protection Framework. The Framework is likely to be activated soon after Cabinet meets on 29 November 2021. The pass will be necessary to access places and events that require proof of vaccination under the Framework.
This brief does not argue for or against the introduction of a domestic vaccine pass, but rather discusses key issues that it raises for Māori, and suggests actions to address them. We see four key issues:
• the lack of Māori involvement, as a Tiriti partner, on either the design or implementation of the COVID-19 domestic vaccine pass;
• disproportionate restriction on Māori mobility due to lower Māori vaccination rates;
• privacy and data security concerns;
• uneven implementation that could increase discrimination against Māori and other groups considered to pose a risk to others’ safety.
To respond to these issues we recommend that the implementation of the pass be designed in partnership with Māori and comply with Māori data sovereignty requirements. As Tiriti partners, Māori should expect that the pass will keep their communities safe, while providing opportunities to enact manaakitanga in the matrix of care, and the mana to manage their own affairs.

year: 2021-11-30