title: Middle learners' learning in a university context

authors: Franken, Margaret

abstract: This paper focuses on the phenomenon of middle leadership as experienced in a university context and specifically, directs attention to the significance of learning as a central facet of leadership development. Drawing on the reflections of two of the authors as new middle leaders (chairpersons of departments), the paper critically examines how middle leaders learn or come to know aspects of their role, and the learning opportunities and challenges associated with their middle leadership position. Two tenets underpin our analysis: learning is fundamentally a social process – we learn with and from others; and learning is relational – what, and how we learn is determined to some extent by others and affects others. As middle leaders, learning involves those above us (our leaders/line managers), those alongside us (our colleagues/middle leaders of other departments), and those below us (those whom we lead/line manage). The paper arises from a research project that has facilitated professional learning conversations between the three authors and supported us in adopting a relational perspective in our exploration of our experiences as middle leaders. This perspective has allowed us to examine the learning constraints and affordances arising as a result of others above us organising events, creating practices and constructing artefacts for us. It has helped us to consider how we can work collectively with our colleagues to renegotiate events, practices and artefacts; and it has suggested ways in which we can create better learning opportunities for those we lead. Finally, it has led us to identify ways in which the learning opportunities for middle leaders may be enhanced within the university sector.

text: Middle learners' learning in a university context This paper focuses on the phenomenon of middle leadership as experienced in a university context and specifically, directs attention to the significance of learning as a central facet of leadership development. Drawing on the reflections of two of the authors as new middle leaders (chairpersons of departments), the paper critically examines how middle leaders learn or come to know aspects of their role, and the learning opportunities and challenges associated with their middle leadership position. Two tenets underpin our analysis: learning is fundamentally a social process – we learn with and from others; and learning is relational – what, and how we learn is determined to some extent by others and affects others. As middle leaders, learning involves those above us (our leaders/line managers), those alongside us (our colleagues/middle leaders of other departments), and those below us (those whom we lead/line manage). The paper arises from a research project that has facilitated professional learning conversations between the three authors and supported us in adopting a relational perspective in our exploration of our experiences as middle leaders. This perspective has allowed us to examine the learning constraints and affordances arising as a result of others above us organising events, creating practices and constructing artefacts for us. It has helped us to consider how we can work collectively with our colleagues to renegotiate events, practices and artefacts; and it has suggested ways in which we can create better learning opportunities for those we lead. Finally, it has led us to identify ways in which the learning opportunities for middle leaders may be enhanced within the university sector.

year: 2014

title: Aluminium content in near-shore sediments of Lake Rotorua

authors: Tempero, Grant Wayne

abstract: The application of alum (aluminium sulphate) is widely used for lake restoration. Aluminium binds dissolved reactive phosphate (DRP), reducing its availability to phytoplankton and inhibiting algal blooms. The Bay of Plenty Regional Council has conducted continuous alum dosing of the Utuhina Stream since 2006 and the Puarenga Stream from 2010 to 2018. This has resulted in the addition of more than 730 tonnes of aluminium to Lake Rotorua. Improvements in Lake Rotorua water quality occurred concurrently with peak alum dosing, although sediment surveys conducted in 2012 and 2015 were unable to locate significant depositional areas of aluminium floc in the main basin of Lake Rotorua.

Elevated amorphous aluminium (i.e., recently deposited aluminium) was reported at sites closest to the Utuhina and Puarenga discharge points in the 2015 sediment survey, indicating that aluminium was potentially accumulating in the nearshore zone. The University of Waikato was contracted by the Bay of Plenty Regional Council to conduct a follow-up survey of near-shore sites along the southern edge of Lake Rotorua. In addition to sediment total and amorphous aluminium content, total phosphorus content was also determined. Amorphous aluminium is recognised as the fraction of total aluminium able to adsorb dissolved phosphorus, sequestering it from the water column. For this study it was assumed that increased proportions of amorphous aluminium were primarily derived from alum dosing.

text: Aluminium content in near-shore sediments of Lake Rotorua The application of alum (aluminium sulphate) is widely used for lake restoration. Aluminium binds dissolved reactive phosphate (DRP), reducing its availability to phytoplankton and inhibiting algal blooms. The Bay of Plenty Regional Council has conducted continuous alum dosing of the Utuhina Stream since 2006 and the Puarenga Stream from 2010 to 2018. This has resulted in the addition of more than 730 tonnes of aluminium to Lake Rotorua. Improvements in Lake Rotorua water quality occurred concurrently with peak alum dosing, although sediment surveys conducted in 2012 and 2015 were unable to locate significant depositional areas of aluminium floc in the main basin of Lake Rotorua.

Elevated amorphous aluminium (i.e., recently deposited aluminium) was reported at sites closest to the Utuhina and Puarenga discharge points in the 2015 sediment survey, indicating that aluminium was potentially accumulating in the nearshore zone. The University of Waikato was contracted by the Bay of Plenty Regional Council to conduct a follow-up survey of near-shore sites along the southern edge of Lake Rotorua. In addition to sediment total and amorphous aluminium content, total phosphorus content was also determined. Amorphous aluminium is recognised as the fraction of total aluminium able to adsorb dissolved phosphorus, sequestering it from the water column. For this study it was assumed that increased proportions of amorphous aluminium were primarily derived from alum dosing.

year: 2019

title: “This is not us”: But actually, it is. Talking about when to raise the issue of colonisation.

authors: Waitoki, Waikaremoana

abstract: This paper is a commentary on some of the responses to the public narrative of the events after the March 15th Christchurch attack. Several colleagues had publicly and privately, offered their views on the Government’s and media outlets use of terms such as ‘unprecedented’, ‘our loss of innocence’ and ‘our darkest day’. A fiery and empassioned exchange of words emerged on social media about the statement: ‘This is not us’. By exposing the counternarrative to these emotion laden terms, a shady past, and invisible present was revealed. However, the timing of the talk about colonisation also seemed out of step with the need for sensitivity. This paper also explores the role of White supremacy and causal racism in New Zealand. A personal I/we/us narrative style is used throughout the paper to describe how Muslim and Maori lives intersected prior to, and after the attack. The timeline of events is primarily 1 week, and up to 6 weeks post the attack.

text: “This is not us”: But actually, it is. Talking about when to raise the issue of colonisation. This paper is a commentary on some of the responses to the public narrative of the events after the March 15th Christchurch attack. Several colleagues had publicly and privately, offered their views on the Government’s and media outlets use of terms such as ‘unprecedented’, ‘our loss of innocence’ and ‘our darkest day’. A fiery and empassioned exchange of words emerged on social media about the statement: ‘This is not us’. By exposing the counternarrative to these emotion laden terms, a shady past, and invisible present was revealed. However, the timing of the talk about colonisation also seemed out of step with the need for sensitivity. This paper also explores the role of White supremacy and causal racism in New Zealand. A personal I/we/us narrative style is used throughout the paper to describe how Muslim and Maori lives intersected prior to, and after the attack. The timeline of events is primarily 1 week, and up to 6 weeks post the attack.

year: 2019