title: Critical evaluation of appreciative inquiry: Bridging an apparent paradox

authors: Grant, Suzanne Lisa Parker

subjects: appreciative inquiry

abstract: Despite increased applications and scholarship, appreciative inquiry remains a research method with little self-reflection or critique to evaluate the process as an action research method. Perhaps counter-intuitively, we propose that critical theory provides one useful lens through which to develop an appreciative evaluation of the process. We begin this article with a brief introduction to appreciative inquiry (Ai) as it is presented in the literature. Calls for evaluation of the process are acknowledged, as are the few evaluations/critiques of Ai we have found in literature. We discuss how critical theory may be applied to an evaluation of appreciative inquiry bridging an apparent paradox between the negativity associated with the former and the positive focus of the latter. An initial application of Critical Appreciative Process (CAP) is described to illustrate how the integrated use of appreciative inquiry and critical theory deepens insight and recognition of the complexity in human endeavours.

text: Critical evaluation of appreciative inquiry: Bridging an apparent paradox Despite increased applications and scholarship, appreciative inquiry remains a research method with little self-reflection or critique to evaluate the process as an action research method. Perhaps counter-intuitively, we propose that critical theory provides one useful lens through which to develop an appreciative evaluation of the process. We begin this article with a brief introduction to appreciative inquiry (Ai) as it is presented in the literature. Calls for evaluation of the process are acknowledged, as are the few evaluations/critiques of Ai we have found in literature. We discuss how critical theory may be applied to an evaluation of appreciative inquiry bridging an apparent paradox between the negativity associated with the former and the positive focus of the latter. An initial application of Critical Appreciative Process (CAP) is described to illustrate how the integrated use of appreciative inquiry and critical theory deepens insight and recognition of the complexity in human endeavours.

year: 2006

title: Microbial community structure and dynamics in wastewater treatment over a year

authors: Sanders, Shaun

abstract: Wastewater treatment plants are necessary for the release of effluent into the natural environment. The wastewater treatment plant functions as a bioreactor cultivating a diverse microbial community for the removal of nutrients such as carbon, nitrogen, and phosphorous from the effluent. The Tahuna treatment plant was the focus of this study because there was simultaneous removal of nitrogen and phosphorous, although the treatment plant was not designed for both these processes. Biochemical parameters were taken, specifically; dissolved oxygen, pH, oxidation-reduction potential, total suspended solids, total phosphorous, dissolved reactive phosphorous, nitrogen levels, and temperature. Through the use of Ion Torrent sequencing of the 16S rRNA gene, and analysis of sequences using the RDP and MIDAS databases, this study was able to elucidate the diversity of microbes within the Tahuna wastewater treatment plant. The analysis of the biochemical parameters and sequencing results revealed the presence and activity of functional groups of organisms important in wastewater. These organisms were involved in ammonium oxidation, nitrite oxidation, denitrification and phosphorous removal. Ammonium was metabolised by the ammonium oxidising bacteria Nitrosomonas producing nitrite. The nitrite was subsequently converted to nitrate by the nitrite oxidising bacteria Nitrospira. Finally, Dechloromonas functioned as a denitrifying phosphorous accumulating organism in the treatment plant. As a denitrifying phosphorous accumulating organism, Dechloromonas was able to metabolise nitrate into dinitrogen gas as well as accumulate phosphorous for removal. The community remained relatively stable over the course of the study, with CAP and CAA plots as well as ANCOM analysis revealing that the greatest driver of the microbial community was temporal change.

text: Microbial community structure and dynamics in wastewater treatment over a year Wastewater treatment plants are necessary for the release of effluent into the natural environment. The wastewater treatment plant functions as a bioreactor cultivating a diverse microbial community for the removal of nutrients such as carbon, nitrogen, and phosphorous from the effluent. The Tahuna treatment plant was the focus of this study because there was simultaneous removal of nitrogen and phosphorous, although the treatment plant was not designed for both these processes. Biochemical parameters were taken, specifically; dissolved oxygen, pH, oxidation-reduction potential, total suspended solids, total phosphorous, dissolved reactive phosphorous, nitrogen levels, and temperature. Through the use of Ion Torrent sequencing of the 16S rRNA gene, and analysis of sequences using the RDP and MIDAS databases, this study was able to elucidate the diversity of microbes within the Tahuna wastewater treatment plant. The analysis of the biochemical parameters and sequencing results revealed the presence and activity of functional groups of organisms important in wastewater. These organisms were involved in ammonium oxidation, nitrite oxidation, denitrification and phosphorous removal. Ammonium was metabolised by the ammonium oxidising bacteria Nitrosomonas producing nitrite. The nitrite was subsequently converted to nitrate by the nitrite oxidising bacteria Nitrospira. Finally, Dechloromonas functioned as a denitrifying phosphorous accumulating organism in the treatment plant. As a denitrifying phosphorous accumulating organism, Dechloromonas was able to metabolise nitrate into dinitrogen gas as well as accumulate phosphorous for removal. The community remained relatively stable over the course of the study, with CAP and CAA plots as well as ANCOM analysis revealing that the greatest driver of the microbial community was temporal change.

year: 2019

title: Teaching Maori in English-medium schools in New Zealand: Teacher responses to aspects of the curriculum guidelines for 'te reo' Maori in English-medium school

authors: Takurua, Nātana

subjects: Maori

abstract: Opinions are divided about how the content of language courses should be specified and whether educational authorities should include specifications/ suggestions about language content in national curriculum documents. Issues associated with language content are, however, not ones that can be avoided, particularly as teachers are expected to prepare students for national examinations at the upper levels of schooling and these examinations are necessarily predicated on general expectations about proficiency achievements and more specific expectations about the types of language with which students will be familiar. In this article, we explore the complex nature of some of the issues involved and the ways in which the New Zealand Ministry of Education has sought/ is seeking to resolve them in the case of the curriculum for Maori in English-medium schools. We also report on the responses of a sample of teachers of Maori in secondary schools in New Zealand to the omission of language examples from the final version of the curriculum guidelines document.

text: Teaching Maori in English-medium schools in New Zealand: Teacher responses to aspects of the curriculum guidelines for 'te reo' Maori in English-medium school Opinions are divided about how the content of language courses should be specified and whether educational authorities should include specifications/ suggestions about language content in national curriculum documents. Issues associated with language content are, however, not ones that can be avoided, particularly as teachers are expected to prepare students for national examinations at the upper levels of schooling and these examinations are necessarily predicated on general expectations about proficiency achievements and more specific expectations about the types of language with which students will be familiar. In this article, we explore the complex nature of some of the issues involved and the ways in which the New Zealand Ministry of Education has sought/ is seeking to resolve them in the case of the curriculum for Maori in English-medium schools. We also report on the responses of a sample of teachers of Maori in secondary schools in New Zealand to the omission of language examples from the final version of the curriculum guidelines document.

year: 2009