title: Introduction to the forum on meaning/ful work studies in organizational communication: Setting an agenda

authors: Zorn, Theodore E.

abstract: On the first day of Nikki’s undergraduate seminar, Organizing Work, she asks students to list the idioms and phrases commonly used to make sense of the “work” experience. She shares the example of her father repeatedly using the phrase “daily grind” when she was growing up (important to note, he was not referring to the ubiquitous Starbucks of today). Slowly but surely, the chalkboard fills with an array of idiomatic expressions: “on the clock,” “work like a dog,” “all work and no play makes Jack a dull boy,” “work your fingers to the bone,” “all in a day’s work,” and a host of others, including the Marxian favorite, “a fair day’s pay for a fair day’s work.” Students are asked to reflect on the meanings embedded within the list and how language constitutes cultural meanings and values of work.

text: Introduction to the forum on meaning/ful work studies in organizational communication: Setting an agenda On the first day of Nikki’s undergraduate seminar, Organizing Work, she asks students to list the idioms and phrases commonly used to make sense of the “work” experience. She shares the example of her father repeatedly using the phrase “daily grind” when she was growing up (important to note, he was not referring to the ubiquitous Starbucks of today). Slowly but surely, the chalkboard fills with an array of idiomatic expressions: “on the clock,” “work like a dog,” “all work and no play makes Jack a dull boy,” “work your fingers to the bone,” “all in a day’s work,” and a host of others, including the Marxian favorite, “a fair day’s pay for a fair day’s work.” Students are asked to reflect on the meanings embedded within the list and how language constitutes cultural meanings and values of work.

year: 2008

title: Phosphorus and arsenic distributions in a seasonally-stratified, iron- and manganese-rich lake: microbiological and geochemical controls

authors: Hartland, Adam

abstract: Seasonal stratification in temperate lakes greater than a few metres deep provides conditions amenable to pronounced vertical zonation of redox chemistry. Such changes are particularly evident in eutrophic systems where high phytoplankton biomass often leads to seasonally-established anoxic hypolimnia and profound changes in geochemical conditions. In this study, we investigated the behaviour of trace elements in the water column of a seasonally-stratified, eutrophic lake. Two consecutive years of data from Lake Ngapouri, North Island, New Zealand, demonstrate the occurrence of highly correlated profiles of phosphorus (P), arsenic (As), iron (Fe) and manganese (Mn), all of which increased in concentration by 1-2 orders of magnitude within the anoxic hypolimnion. Stoichiometric and mass-balance considerations demonstrate that increases in alkalinity in hypolimnetic waters were consistent with observed changes in sulfate, Fe and Mn concentrations with depth, corresponding to dissimilatory reduction of sulfate, Fe(III) and Mn(IV) hydroxides. Thermodynamic constraints on Fe, Mn and Al solubility indicate that amorphous Fe(III), Mn(IV) hydroxides most probably controlled Fe and Mn in the surface mixed layer (~0 to 8 m) while Al(III) hydroxides were supersaturated throughout the entire system. Surface complexation modelling indicated that iron hydroxides (HFO) potentially dominated As speciation in the lake. It is likely that other colloidal phases such as allophanic clays also limited HPO42- activity, reducing competition for HAsO42- adsorption to iron hydroxides. This research highlights the coupling of P, As, Fe and Mn in Lake Ngapouri, and the apparent role of multiple colloidal phases in affecting P and As activity within overarching microbiological and geochemical processes.

text: Phosphorus and arsenic distributions in a seasonally-stratified, iron- and manganese-rich lake: microbiological and geochemical controls Seasonal stratification in temperate lakes greater than a few metres deep provides conditions amenable to pronounced vertical zonation of redox chemistry. Such changes are particularly evident in eutrophic systems where high phytoplankton biomass often leads to seasonally-established anoxic hypolimnia and profound changes in geochemical conditions. In this study, we investigated the behaviour of trace elements in the water column of a seasonally-stratified, eutrophic lake. Two consecutive years of data from Lake Ngapouri, North Island, New Zealand, demonstrate the occurrence of highly correlated profiles of phosphorus (P), arsenic (As), iron (Fe) and manganese (Mn), all of which increased in concentration by 1-2 orders of magnitude within the anoxic hypolimnion. Stoichiometric and mass-balance considerations demonstrate that increases in alkalinity in hypolimnetic waters were consistent with observed changes in sulfate, Fe and Mn concentrations with depth, corresponding to dissimilatory reduction of sulfate, Fe(III) and Mn(IV) hydroxides. Thermodynamic constraints on Fe, Mn and Al solubility indicate that amorphous Fe(III), Mn(IV) hydroxides most probably controlled Fe and Mn in the surface mixed layer (~0 to 8 m) while Al(III) hydroxides were supersaturated throughout the entire system. Surface complexation modelling indicated that iron hydroxides (HFO) potentially dominated As speciation in the lake. It is likely that other colloidal phases such as allophanic clays also limited HPO42- activity, reducing competition for HAsO42- adsorption to iron hydroxides. This research highlights the coupling of P, As, Fe and Mn in Lake Ngapouri, and the apparent role of multiple colloidal phases in affecting P and As activity within overarching microbiological and geochemical processes.

year: 2015

title: Secondary school subject choice: an ethnographic study

authors: Darnell, Doreen Anne

abstract: This study of subject choice followed two groups of pupils through the decision-making process at two state, co-educational high schools in the North Island of New Zealand. The high schools were similar in size, location, ethnic composition and range of home background of pupils, but had differing option systems. 
At the end of their form two year, 53 children (27 boys, 26 girls) were interviewed at their respective primary or intermediate schools while they were considering the options offered to them in form three at one of the two high schools. The children were re-interviewed the following year at their respective high schools. A further 37 pupils (17 boys, 20 girls) were interviewed in form four at their respective high schools while they were choosing fifth form subjects and were re-interviewed the following year after they had experienced the subjects they had chosen. All children in the study were chosen by their teachers as being representative of the range of pupils at their schools, in terms of ability, ethnic origin and home background. 
In addition, parents of eight of the younger children were interviewed in their homes and 31 teachers, representing all the subjects offered to the children at the two high schools, were interviewed at their respective schools. 
Analysis of interview transcripts showed that pupils’ decisions were influenced by the structure of the option systems, the attitudes of parents and peers and by the overt and covert actions of teachers. Access to information was found to be a key component of decision making. Children’s and parents’ views about the school subjects showed a strong measure of agreement, but there was less agreement between children’ views and teachers’ views. 
A model of decision making was elicited from the data and case studies illustrated the range of pupils’ individual experience, in particular, the experience of Maori pupils identified as ‘winners’ and ‘losers’ in the school system.

text: Secondary school subject choice: an ethnographic study This study of subject choice followed two groups of pupils through the decision-making process at two state, co-educational high schools in the North Island of New Zealand. The high schools were similar in size, location, ethnic composition and range of home background of pupils, but had differing option systems. 
At the end of their form two year, 53 children (27 boys, 26 girls) were interviewed at their respective primary or intermediate schools while they were considering the options offered to them in form three at one of the two high schools. The children were re-interviewed the following year at their respective high schools. A further 37 pupils (17 boys, 20 girls) were interviewed in form four at their respective high schools while they were choosing fifth form subjects and were re-interviewed the following year after they had experienced the subjects they had chosen. All children in the study were chosen by their teachers as being representative of the range of pupils at their schools, in terms of ability, ethnic origin and home background. 
In addition, parents of eight of the younger children were interviewed in their homes and 31 teachers, representing all the subjects offered to the children at the two high schools, were interviewed at their respective schools. 
Analysis of interview transcripts showed that pupils’ decisions were influenced by the structure of the option systems, the attitudes of parents and peers and by the overt and covert actions of teachers. Access to information was found to be a key component of decision making. Children’s and parents’ views about the school subjects showed a strong measure of agreement, but there was less agreement between children’ views and teachers’ views. 
A model of decision making was elicited from the data and case studies illustrated the range of pupils’ individual experience, in particular, the experience of Maori pupils identified as ‘winners’ and ‘losers’ in the school system.

year: 1985