2.2 Teaching Power Relations in Graduate Education: Reconciling Teacher Social Identity with Authenticity and Credibility

The purpose of this study is to apply a self-study research methodology to seek out insights into the relationship between teacher social identity and student perceptions of teacher authenticity and credibility. The research question for this study is: How does teacher social identity intersect with authenticity and credibility when teaching about power relations? The research problem for this study is grounded in the complexity of teaching power relations in graduate education to adult learners. I want to determine if my teaching practices are appropriate for a curriculum that examines diversity, multi-culturalism and social justice education. My social identity is white, woman, cis-gender, with an invisible learning disability (dyslexia), middle class, educated, Christian and English speaking. My social location, linked to my social identity, affords me a privileged space in a complex web of intersecting identities as I hold the privileged position of a university professor. The theoretical framework for this study draws upon self-study literature to inform the reflective and analytical framework of a practice of analysis grounded in self-reflection (Bullough & Pinnegar, 2001; Laboskey, 2004; Loughran, 2002, 2004, 2006; Russell & Loughran, 2007; Pinnegar, 1998; Samaras & Freese, 2006). The literature of developing teacher identity in relation to student’s perceptions of authenticity and credibility also supports the analysis in this study (Brookfield, 2002, 2013, 2014; Case, 2007; Cole & Knowles, 2000; Smith et. al, 2017)

What a Surprise: Challenges of Alternate Delivery Modes in Graduate Education

In this self-study of teacher educator practices (S-STEP) I follow my journey with the alternate delivery mode during four semesters of graduate education in Educational Studies. I encountered many surprises, that came in the form of tensions around engaging students in online delivery. The surprises were grounded in my teacher identity, I had been teaching online for 13 years and I identify as a strong online pedagogue. However, I encountered many challenges in the sudden pivot to alternate delivery mode required due to the COVID19 Pandemic. This study applies a reflective process through a collection and thematic analysis of data from four lenses: the lens of students, the lens of colleagues, the lens of self and the lens of the literature (Brookfield, 2010). The purpose of this study is to listen to self and to others to find ways to improve student engagement in the alternate delivery mode of learning. The implications of this study are for both personal and professional practice as well as for other educators who may be experiencing similar challenges

Identification of Hazard and Risk for Glacial Lakes in the Nepal Himalaya Using Satellite Imagery from 2000–2015

Glacial lakes in the Nepal Himalaya can threaten downstream communities and have large socio-economic consequences if an outburst flood occurs. This study identified 131 glacial lakes in Nepal in 2015 that are greater than 0.1 km ²and performed a first-pass hazard and risk assessment for each lake. The hazard assessment included mass entering the lake, the moraine stability, and how lake expansion will alter the lake’s hazard in the next 15–30 years. A geometric flood model was used to quantify potential hydropower systems, buildings, agricultural land, and bridges that could be affected by a glacial lake outburst flood. The hazard and downstream impacts were combined to classify the risk associated with each lake. 11 lakes were classified as very high risk and 31 as high risk. The potential flood volume was also estimated and used to prioritize the glacial lakes that are the highest risk, which included Phoksundo Tal, Tsho Rolpa, Chamlang North Tsho, Chamlang South Tsho, and Lumding Tsho. These results are intended to assist stakeholders and decision makers in making well-informed decisions with respect to the glacial lakes that should be the focus of future field studies, modeling efforts, and risk-mitigation actions

Organic food and farming research needs in the UK:A report on a stakeholder participatory consultation process

During 2005 Defra commissioned a study to identify and analyse issues and aspirations that organic stakeholders felt should be addressed by publicly funded organic food and farming research in the UK. How this was undertaken is presented in this paper. A series of 12 workshops were undertaken with stakeholders throughout the UK. Nearly 300 stakeholders attended the workshops. These workshops used participatory approaches to identify and record the most important issues and aspirations from those attending. The use of a highly participatory style was greatly appreciated by stakeholders. In most cases the interaction between stakeholders worked well and resulted in lively discussions. The workshops have served to open up a useful dialogue between groups of stakeholders who do not normally communicate directly. They have produced a significant number of interesting and challenging issues and aspirations

Measurement of serum 7α-hydroxy-4-cholesten-3-one as a marker of bile acid malabsorption in dogs with chronic diarrhoea: a pilot study.

Bile acid malabsorption is a common cause of chronic diarrhoea in people, however it has never previously been investigated in dogs, despite clinical suspicion of its existence. The goal of this study was to assess the feasibility of measuring serum 7α-hydroxy-4-cholesten-3-one (C4) in dogs, as a potential marker of bile acid malabsorption, and to see whether this is related to clinical disease severity or the presence of hypocobalaminaemia. Serum C4 concentration was measured in 20 clinically healthy control dogs and 17 dogs with chronic diarrhoea. Three of the 17 affected dogs (17.6 per cent) had a C4 concentration significantly above the range of clinically healthy dogs; these dogs were all poorly responsive to conventional therapy. These results suggest that bile acid malabsorption may be a clinically relevant disorder in dogs with chronic diarrhoea and serum C4 may be a useful tool to investigate this further.A.C.C. Kent is very grateful to the Alice Noakes Trust for sponsorship of his Senior Clinical Training Scholarship.This is the final version of the article. It first appeared from the BMJ Group via http://dx.doi.org/10.1136/vetreco-2015-00016