title: Evolving genres in online domains: the hybrid genre of the participatory news article

authors: Bruce, Ian

subjects: text

abstract: The genre modelling and research presented in this chapter originate from the sub-branch of Applied Linguistics concerned with theorising and designing courses for the teaching of academic literacy skills. Specifically, a model previously employed in the analysis of academic genres [13– 18] is used here as a basis for examining the particular web genre of an online news article followed by postings of reader comments – termed here a participatory news article. The chapter first provides an overview of approaches to the categorisation of texts in terms of genres, referring to a number of landmark studies and publications and considering some of the key difficulties in establishing systematic and comprehensive models that are able to account for all of the types of knowledge that writers and readers draw upon in order to identify and ratify a text as belonging to a particular genre category.

text: Evolving genres in online domains: the hybrid genre of the participatory news article The genre modelling and research presented in this chapter originate from the sub-branch of Applied Linguistics concerned with theorising and designing courses for the teaching of academic literacy skills. Specifically, a model previously employed in the analysis of academic genres [13– 18] is used here as a basis for examining the particular web genre of an online news article followed by postings of reader comments – termed here a participatory news article. The chapter first provides an overview of approaches to the categorisation of texts in terms of genres, referring to a number of landmark studies and publications and considering some of the key difficulties in establishing systematic and comprehensive models that are able to account for all of the types of knowledge that writers and readers draw upon in order to identify and ratify a text as belonging to a particular genre category.

year: 2011

title: Using cooperative education and work-integrated education to provide career clarification

authors: Zegwaard, Karsten E.

subjects: work-integrated education

abstract: When students commence university studies they typically choose subjects that are of interest to them, and hold only vague notions of intended career paths. However, some universities offer work-integrated learning degrees (WIL), programs that require students to undertake relevant practical work experience by way of work placements, internships or sandwich degrees. The underlying notion of these degrees is that learning occurs, as Lave and Wenger (1991) argue, by way of legitimate peripheral participation, where the student as the ‘newcomer’ works alongside a practising expert (the ‘old timer’). As the student becomes more engaged with workplace practices, he or she begins to learn workplace norms by way of mediated action and situated learning. These workplace norms include things such as the use of workplace-specific language, and particular methodological techniques unique to that workplace (Eames & Cates, 2011). Past research has shown that work placements can greatly enhance career clarification for students (Dressler & Keeling, 2011), and that students gradually become enculturated into a community of practice. Recent research in our group suggests that WIL programs also allow the development greater awareness of career paths. This research indicates, for example, that for some students work placements provide clarity about skills and qualifications needed to become a research scientist – subsequently providing motivation to complete graduate studies. Several OECD reports highlight the need for more PhD level scientists and engineers, and we argue here that WIL programs provide a career clarification that is more convincing than any amount of career counselling.

text: Using cooperative education and work-integrated education to provide career clarification When students commence university studies they typically choose subjects that are of interest to them, and hold only vague notions of intended career paths. However, some universities offer work-integrated learning degrees (WIL), programs that require students to undertake relevant practical work experience by way of work placements, internships or sandwich degrees. The underlying notion of these degrees is that learning occurs, as Lave and Wenger (1991) argue, by way of legitimate peripheral participation, where the student as the ‘newcomer’ works alongside a practising expert (the ‘old timer’). As the student becomes more engaged with workplace practices, he or she begins to learn workplace norms by way of mediated action and situated learning. These workplace norms include things such as the use of workplace-specific language, and particular methodological techniques unique to that workplace (Eames & Cates, 2011). Past research has shown that work placements can greatly enhance career clarification for students (Dressler & Keeling, 2011), and that students gradually become enculturated into a community of practice. Recent research in our group suggests that WIL programs also allow the development greater awareness of career paths. This research indicates, for example, that for some students work placements provide clarity about skills and qualifications needed to become a research scientist – subsequently providing motivation to complete graduate studies. Several OECD reports highlight the need for more PhD level scientists and engineers, and we argue here that WIL programs provide a career clarification that is more convincing than any amount of career counselling.

year: 2011

title: Maori and mining in New Zealand and beyond

authors: Hart, Philip

abstract: Before the arrival of Europeans, Maori had known of the existence of gold but did not mine it and had no understanding of its value. Once mining commenced in California in 1849 and Australia in the early 1850s, many Maori participated on several fields, especially in Victoria. When gold was first discovered in New Zealand, at Coromandel in 1852, Maori were keen to learn prospecting skills, and soon found gold in several parts of both the North and South Islands. Some alluvial claims were worked communally, even some women participating. From the start, Maori were determined to protect their rights against Pakeha when they were rivals for the same ground.  
On the Hauraki Peninsula, which had no alluvial gold, Maori were prospectors rather than miners. Some were successful, often going against the wishes of rangatira who, fearing that opening goldfields would result in their losing their land, refused access to prospectors, particularly in Ohinemuri. At Thames, Maori prospectors succeeded where Pakeha ones had failed, finding the gold that led to the 1867 rush; a rush encouraged by one rangatira in particular, Wirope Hoterene Taipari, who understood how a successful field would benefit him financially (including obtaining a reward for discovering a payable goldfield). After the opening of this field, some Maori prospected throughout the peninsula and elsewhere for the remainder of the century, with varying success but with some good finds, particularly at Kuaotunu. A few even participated in the Klondike rush. By the twentieth century, Maori were overcoming their reluctance to mine underground, notably in the coalmines of the Waikato, but until then almost none had seen mining as a full-time career. 
Indigenous inhabitants throughout the world successfully prospected for precious metals, but their achievements were commonly written out of history, as for example in Australia, where Aboriginal involvement is only now being uncovered. In New Zealand also, Maori achievements, although well known to contemporaries, have largely been forgotten. At the time, Maori prospector’s successes were praised and many became owners of claims, and in some cases benefited financially from their involvement in mining.

text: Maori and mining in New Zealand and beyond Before the arrival of Europeans, Maori had known of the existence of gold but did not mine it and had no understanding of its value. Once mining commenced in California in 1849 and Australia in the early 1850s, many Maori participated on several fields, especially in Victoria. When gold was first discovered in New Zealand, at Coromandel in 1852, Maori were keen to learn prospecting skills, and soon found gold in several parts of both the North and South Islands. Some alluvial claims were worked communally, even some women participating. From the start, Maori were determined to protect their rights against Pakeha when they were rivals for the same ground.  
On the Hauraki Peninsula, which had no alluvial gold, Maori were prospectors rather than miners. Some were successful, often going against the wishes of rangatira who, fearing that opening goldfields would result in their losing their land, refused access to prospectors, particularly in Ohinemuri. At Thames, Maori prospectors succeeded where Pakeha ones had failed, finding the gold that led to the 1867 rush; a rush encouraged by one rangatira in particular, Wirope Hoterene Taipari, who understood how a successful field would benefit him financially (including obtaining a reward for discovering a payable goldfield). After the opening of this field, some Maori prospected throughout the peninsula and elsewhere for the remainder of the century, with varying success but with some good finds, particularly at Kuaotunu. A few even participated in the Klondike rush. By the twentieth century, Maori were overcoming their reluctance to mine underground, notably in the coalmines of the Waikato, but until then almost none had seen mining as a full-time career. 
Indigenous inhabitants throughout the world successfully prospected for precious metals, but their achievements were commonly written out of history, as for example in Australia, where Aboriginal involvement is only now being uncovered. In New Zealand also, Maori achievements, although well known to contemporaries, have largely been forgotten. At the time, Maori prospector’s successes were praised and many became owners of claims, and in some cases benefited financially from their involvement in mining.

year: 2016