New light from an old reagent: chemiluminescence from the reaction of potassium permanganate with sodium borohydride

When aqueous sodium borohydride (50 mM) is added to a solution of potassium permanganate (1mM, in sodium hexametaphosphate) at acidic pH, bright red-orange emission is easily visible in a darkened room. This chemiluminescence emission is due to an excited state of manganese (II) that undergoes solution phase phosphorescence and provides an excellent opportunity for students to explore the relationship between the initial oxidation state of the manganese and the likelihood of luminescence. Not surprisingly Mn(VII), Mn(IV) and Mn(III) all give rise to chemiluminescence where as Mn(II) fails to react.

New learning networks and their invisible students : policy as simulation or the avoidance game?

Within a climate of policy hysteria, it is often claimed that a 'preoccupation with performance' develops, focussing on individual success stories, resulting in 'fad-like waves of adoption and abandonment'. Within this increasing pace and intensity of reform, new networks are formed and new relationships developed, with key players taking on new forms of identity to morph into the constantly changing policy climate. Despite continued evidence of young people's pathways from school being more like mosaic than linear, new policy still seeks to define and limit the possible lines of flight and trajectories, closely managing the education and training of young people at risk. In Victoria, the major policy initiative has involved the establishment of LLENs, the local all purpose solution to young people who might not be sticking to the linear policy pathway. So are we involved in 'an avoidance game', filling up the post compulsory policy space with more and more policies, which in fact seek to continue to regulate and constrain young people, rather than supporting them? This paper interrogates the policies and practices which have created the learning networks, of the SGR LLEN through policy analysis and case studies.

Integrated physical education model

This paper focuses on an Integrated Physical Education Model that links the cyclical model of experiential learning (Kolb, 1971, 1979), the Complete 4MAT System (McCarthy, 1980), and Teaching Games for Understanding (Bunker & Thorpe, 1982). Understanding the similarities between experiential learning and a games-based approach to teaching games may help physical educators to design and to facilitate more beneficial lessons for their students. Key outcomes of successful physical education are students that have the ability to make successful decisions on the field and have awareness of both technical and tactical aspects of games. This discussion of an integrated approach involves playing games, emphasises active involvement, and encourages student decision-making.

Students' experiences using online support sites in NZ tertiary education

Major findings include: students who make use of online learning support sites judge that they do make a useful contribution to their academic success. Students especially value the opportunity to access learning support that is free from the time and space restraints of traditional on-campus support service delivery.

Culturally diverse children (re)constructing identity in New Zealand classrooms

This thesis provides insights into the ways culturally diverse children experience primary classrooms as sites of social and academic identity construction. Language competence, culture, gender, classroom resources, teachers' pedegogical practices and power act to enhance and constrain the identities made available to the children in complex and often contradictory ways.

Critical multicultural teacher education

This thesis examined how best to prepare teachers to work in bicultural and multicultural New Zealand. Drawing on life history interviews with teacher education students, it identified key areas for reform, including closer examination of practices in multicultural education and greater acknowledgement of the cultural background of teachers themselves.

New girl heroes : the rise of popular feminist commentators in an era of sexualisation

The level of public interest in what has variously been called ‘raunch culture’, ‘pornification’ or more broadly ‘sexualisation’ of culture, has created new opportunities for enterprising women. In recent years, a number of immensely popular books have emerged raising concerns about girls and sexualisation by female authors across Western nations such as the USA, Australia and the UK. Here, I explore the media work of two prominent Australian media commentators on girls and sexualisation, Melinda Tankard Reist and Dannielle Miller. I explore how, in their educative work designed to empower girls and free them from the stifling, damaging aspects of sexualised popular culture, these commentators may be citing and performing other normative dimensions of contemporary young femininity that go unremarked upon and are thus reinscribed as normal and expected.

How did I get here? The experiences of female physical education teachers in all boys' schools

Historically, physical education and sport were constructed as curriculum practices for boys to explore, channel and hone their masculinity. While much has changed since their induction into the curriculum, there is a prevailing view that sport and physical education continue to operate as powerful conduits to the dominant masculinity. In a climate where the underachievement of boys’ in social and educational contexts is becoming increasingly concerning, much of the literature attributes factors such as a lack of male role models, the feminisation of education and the lack of ‘boy friendly’ curriculum and pedagogy as key contributors to the current dilemma. The role of physical education and sport in the gender socialisation process poses some important questions about the place of female physical educators in this ‘male component’ of the curriculum. Foremost here are questions about the capacity of female physical educators to provide effective learning and socialising opportunities to young males. This paper draws on research into the experiences of female physical education teachers working in all-boy schools to discuss issues of gender, power and pedagogy.

Experimental Study on Friction between Saline Ice and Steel

Understanding the interaction of sea ice with offshore structures is of primary importance for the development of technology in cold climate regions. The rheological properties of sea ice (strength, creep, viscosity) as well as the roughness of the contact surface are the main factors influencing the type of interaction with a structure. A device was developed and designed and small scale laboratory experiments were carried out to study sea ice frictional interaction with steel material by means of a uniaxial compression rig. Sea-ice was artificially grown between a stainless steel piston (of circular cross section) and a hollow cylinder of the same material, coaxial to the former and of the same surface roughness. Three different values for the roughness were tested: 1.2, 10 and 30 μm Ry (maximum asperities height), chosen as representative values for typical surface conditions, from smooth to normally corroded steel. Creep tests (0.2, 0.3, 0.4 and 0.6 kN) were conducted at T = -10 ºC. By pushing the piston head towards the cylinder base, three different types of relative movement were observed: 1) the piston slid through the ice, 2) the piston slid through the ice and the ice slid on the surface of the outer cylinder, 3) the ice slid only on the cylinder surface. A cyclic stick-slip motion of the piston was detected with a representative frequency of 0.1 Hz. The ratio of the mean rate of axial displacement to the frequency of the stick-slip oscillations was found to be comparable to the roughness length (Sm). The roughness is the most influential parameter affecting the amplitude of the oscillations, while the load has a relevant influence on the their frequency. Guidelines for further investigations were recommended. Marco Nanetti - seloselo@virgilio.it

New Life, Same Old Town

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Diary of John Page, 1757-1781

Manuscript volume. The first thirty-nine pages include diary entries from Page's years as an undergraduate student at Harvard College. Dated July 1757 through March 1761, entries includes short notes about daily activities. Topics covered include expenses, academics, clothing, and travel to and from Cambridge. Twenty-two pages covering 1764 through 1781 contain brief listings of items, generally foodstuffs, received from male and female Danville parishioners identified by name in Danville. The final twenty-six pages contain notes listing area deaths, as well as his own thoughts on topics such as "of light" and "jealousy." The concluding pages include rules "Concerning Grammar."

Triennial Catalogue annotated by Jeremy Belknap, 1791

The collection holds a heavily interleaved 1791 Triennial Catalogue annotated, in part, by Jeremy Belknap. A note by Harvard Librarian John Langdon Sibley, on the verso of the flyleaf, indicates a second annotator: "It should be observed that this catalogue is in the handwriting of two persons, Dr. Belknap & probably interlineations & additions by Rev. Dr. [John] Eliot. The interlineing part should not be too confidently relied on for accuracy. J. L. Sibley, April 14, 1848." The volume contains biographical notes, newspaper clippings, excerpts from manuscript and printed sources such as New England's First Fruits, the manuscript memoirs of Charles Chauncey, and John Winthrop's Journal, and a 1795 letter from Isaac Mansfield. In the letter, Mansfield references an item he believed to be written by his grandfather, Ames Cheever (Harvard AB 1707), and briefly describes his grandfather. A list of election sermon orators with dates is also pasted into the inside back cover, along with an obituary of the Rev. John Wales (Harvard AB 1728) from the Boston Post-Boy, March 4, 1765.

A catalogue of books [donated by Jasper Mauduit] in the library of Harvard College [at]: Cambridge in New England, 1765

This leatherbound volume lists books donated to the Harvard College Library by Jasper Mauduit, who served as an agent in London on behalf of the Province of the Massachusetts Bay. Entries are arranged alphabetically and by format; i.e. the first page lists all folios whose author, title, or keyword begin with "A," the next page lists all quartos beginning with "A," and the following page lists all "octavo &ca" volumes beginning with "A." The volume continues in a similar manner for each letter of the alphabet. Following a devastating fire in 1764 which destroyed most of the books in the Harvard College Library, Mauduit donated books, as well as money for the purchase of books, to the College. He also acted as an agent of the Society for Propagating the Gospel in New England and Parts Adjacent, using the £300 they donated for the rebuilding of the College library to select and purchase a large number of books. It is not known if the books listed in this catalog are those donated by Mauduit himself, or if they are the donations he purchased on behalf of the Society. The creator of this volume is unknown; although all entries are made in the same hand, the identity of the writer has not been determined. The label attached to the front cover, which refers to the Lime Street address of Mauduit's business in London, suggests that the list might have been prepared by Mauduit himself.

Compendium logicæ secundum principia D. Renati Descarte catechisticè propositum : [1693]

Small leather hardcover volume containing a manuscript copy of William Brattle’s abstract of René Descartes’ "Compendium Logicae" copied in Latin, likely by Thomas Phipps in 1693. A crossed out inscription on the inside back cover appears to read “Thomas Phips 1693” likely referring to Thomas Phipps, a member of the Harvard Class of 1695.