title: What have scholars retrieved from Walsh and Ungson (1991)? A citation context study

authors: Anderson, Marc Howard

subjects: citation analysis

abstract: Organizational memory is fundamentally important to organizational learning. The seminal work on organizational memory is Walsh and Ungson’s article published in the Academy of Management Review in 1991. More than 300 articles have cited this classic work, but a simple citation count reveals nothing about the nature of what has been retrieved. We examine this issue through a citation context analysis (i.e. content analysis) of the citations that citing authors have made to this classic article. Our analysis provides a richer understanding of which knowledge claims made by Walsh and Ungson have been retrieved and have had the greatest impact on later work in the area of organizational memory, and also what criticisms have been leveled against their claims. Through this analysis and a review of the citing articles that contain the largest number of citations to Walsh and Ungson, we identify several important directions for future research.

text: What have scholars retrieved from Walsh and Ungson (1991)? A citation context study Organizational memory is fundamentally important to organizational learning. The seminal work on organizational memory is Walsh and Ungson’s article published in the Academy of Management Review in 1991. More than 300 articles have cited this classic work, but a simple citation count reveals nothing about the nature of what has been retrieved. We examine this issue through a citation context analysis (i.e. content analysis) of the citations that citing authors have made to this classic article. Our analysis provides a richer understanding of which knowledge claims made by Walsh and Ungson have been retrieved and have had the greatest impact on later work in the area of organizational memory, and also what criticisms have been leveled against their claims. Through this analysis and a review of the citing articles that contain the largest number of citations to Walsh and Ungson, we identify several important directions for future research.

year: 2010

title: Nitrogen-15 isotope enrichment in benthic boundary layer gases of a stratified eutrophic iron and manganese rich lake

authors: Pearson, Lisa Kyle

subjects: nitrogen isotope

abstract: The applicability of the natural abundance of nitrogen gas isotope ratios was used to indicate the spatial distribution of nitrogen transformations in the water column and sediment pore waters of Lake Ngapouri, a small (area 0.19 km²), monomictic, eutrophic lake in the Taupo Volcanic Zone, North Island, New Zealand. Samples were collected from the epilimnion, hypolimnion, benthic boundary layer and at 5-cm intervals from the sediment pore waters at monthly intervals for 1 year. Values of δ¹⁵N [N2] ranged from -1 to 0.28%₀in the epilimnion, -1.5 to 1.25%₀ in the hypolimnion, -1.8 to 12.2%₀ in the benthic boundary layer and -0.7 to 3.5% in sediment pore waters. Values of δ¹⁵ [N₂] showed a strong seasonal pattern that was related to the loss of dissolved oxygen in the hypolimnion during seasonal stratification. Increases in 15N-enriched dinitrogen take place in the benthic boundary layer during the periods of anoxia (taken to be dissolved oxygen concentrations <6.3 µM) and may be related to abundant ammonium substrate (up to 275 µM) to support denitrification. Nitrate concentrations increased up to 36 µM with increasing duration of anoxia. We hypothesise that an alternative electron acceptor besides oxygen is required to support the nitrification needed for the production of nitrate. Iron and manganese hydroxides and oxides from material sedimenting out of the water column may have induced chemo-nitrification sufficient to oxidise ammonium in the anoxic benthic boundary layer. The nitrate formed would mostly be rapidly denitrified so that the δ¹⁵N[N₂] would continue to become enriched during the presence of anoxia, as observed in hypolimnion and benthic boundary layer of Lake Ngapouri. The changes in δ¹⁵N [N₂] values indicate the potential use of isotope ratios to identify and quantify potential chemonitrification/denitrification in the water column and sediment pore waters of lakes.

text: Nitrogen-15 isotope enrichment in benthic boundary layer gases of a stratified eutrophic iron and manganese rich lake The applicability of the natural abundance of nitrogen gas isotope ratios was used to indicate the spatial distribution of nitrogen transformations in the water column and sediment pore waters of Lake Ngapouri, a small (area 0.19 km²), monomictic, eutrophic lake in the Taupo Volcanic Zone, North Island, New Zealand. Samples were collected from the epilimnion, hypolimnion, benthic boundary layer and at 5-cm intervals from the sediment pore waters at monthly intervals for 1 year. Values of δ¹⁵N [N2] ranged from -1 to 0.28%₀in the epilimnion, -1.5 to 1.25%₀ in the hypolimnion, -1.8 to 12.2%₀ in the benthic boundary layer and -0.7 to 3.5% in sediment pore waters. Values of δ¹⁵ [N₂] showed a strong seasonal pattern that was related to the loss of dissolved oxygen in the hypolimnion during seasonal stratification. Increases in 15N-enriched dinitrogen take place in the benthic boundary layer during the periods of anoxia (taken to be dissolved oxygen concentrations <6.3 µM) and may be related to abundant ammonium substrate (up to 275 µM) to support denitrification. Nitrate concentrations increased up to 36 µM with increasing duration of anoxia. We hypothesise that an alternative electron acceptor besides oxygen is required to support the nitrification needed for the production of nitrate. Iron and manganese hydroxides and oxides from material sedimenting out of the water column may have induced chemo-nitrification sufficient to oxidise ammonium in the anoxic benthic boundary layer. The nitrate formed would mostly be rapidly denitrified so that the δ¹⁵N[N₂] would continue to become enriched during the presence of anoxia, as observed in hypolimnion and benthic boundary layer of Lake Ngapouri. The changes in δ¹⁵N [N₂] values indicate the potential use of isotope ratios to identify and quantify potential chemonitrification/denitrification in the water column and sediment pore waters of lakes.

year: 2012

title: Lessons for teachers through intergenerational Māori experiences in Aotearoa’s education system

authors: Virtue, Katie

abstract: The intention of this research is to serve as professional development for myself and fellow teachers who work with tamariki Māori (Māori children) within mainstream education contexts in Aotearoa. This research explores historical factors that have contributed to the academic disparities of Māori including colonisation, the doctrine of discovery and contention over the differing versions of the Treaty of Waitangi. This research then shifts from holding the coloniser at the centre of the narrative to positioning Māori at the centre as exemplary examples of relentless Māori resistance. More contemporary examples of educational policies are then presented and analysed as an attempt to better understand these contexts.
What is blatantly clear through the exploration of educational policies throughout Aotearoa’s post-colonial history is the absence of Māori voice. For this reason, the findings of this thesis are centred on the voices of four wāhine Māori (Māori Women), across three generations, and their experiences with different teachers through Aotearoa’s education system.  
These stories provide invaluable lessons for all educators in Aotearoa.

text: Lessons for teachers through intergenerational Māori experiences in Aotearoa’s education system The intention of this research is to serve as professional development for myself and fellow teachers who work with tamariki Māori (Māori children) within mainstream education contexts in Aotearoa. This research explores historical factors that have contributed to the academic disparities of Māori including colonisation, the doctrine of discovery and contention over the differing versions of the Treaty of Waitangi. This research then shifts from holding the coloniser at the centre of the narrative to positioning Māori at the centre as exemplary examples of relentless Māori resistance. More contemporary examples of educational policies are then presented and analysed as an attempt to better understand these contexts.
What is blatantly clear through the exploration of educational policies throughout Aotearoa’s post-colonial history is the absence of Māori voice. For this reason, the findings of this thesis are centred on the voices of four wāhine Māori (Māori Women), across three generations, and their experiences with different teachers through Aotearoa’s education system.  
These stories provide invaluable lessons for all educators in Aotearoa.

year: 2021