On discrimination between carbonate and silicate inputs to Himalayan rivers

We review new and published analyses of river waters, bedloads and their constituent minerals from the Dhauli Ganga and Alaknanda, headwaters of the Ganges in Garhwal, and the Marsyandi in Nepal and their tributaries. These data are used to discriminate between the inputs of major cations and Sr from silicate and carbonate sources. Methods of estimating the proportion of the carbonate and silicate inputs to river waters using mixing arrays in Sr-Ca-Mg-Na-K 87Sr/86Sr space are shown to suffer from systematic correlations between the magnitude of the precipitation of secondary calcite and the fraction of the silicate component. This results in factor-of two overestimates of the fractions of silicate-derived Ca, Mg and Sr. To correct for this the magnitude of secondary calcite precipitated and relative fractions of silicate and carbonate-derived cations are instead calculated by modeling the displacement of water compositions from the compositions of the carbonate and silicate components of the bedload in subsets of Sr-Ca-Mg-Na-K 87Sr/86Sr space. The compositions of the carbonate and silicate end-members in the bedload are determined by sequential leaching. The results of this modeling are compared with modeling of the modal mineral inputs to waters where mineral compositions are derived from electronmicroprobe analyses of the minerals in the bedload. In the upper Marsyandi catchment, which drains low-grade Tethyan Sedimentary Series formations, a set of mainstem samples collected over a two-year period define tight correlations in Sr-Ca-Mg-Na-K- 87Sr/86Sr space. Modeling of the magnitude of secondary carbonate precipitation and fractions of silicate-derived Ca, Mg and Sr in Sr-Ca-Mg 87Sr/86Sr space gives selfconsistent results that are compatible with both the calculations of mineral modes and published Mg-isotopic compositions, if the ratio of chlorite to biotite weathering is high or if there is another silicate source of Mg. These calculations imply that between 12 and 31 percent of the Sr and 44 and 72 percent of the Mg is derived from silicate minerals where the range reflects the seasonal change in the ratio of silicate-derived to carbonate-derived cations. Modeling in Sr-Ca-Na and/or K space is inconsistent with the Sr-isotopic and Mg-isotopic constraints and we conclude that in this catchment dissolution of Na and K are incongruent relative to Sr-Ca-Mg. Potassium is preferentially retained in micas whereas the controls on Na are unclear. Modeling of the catchments underlain by High Himalayan Crystalline and Lesser Himalayan Series in Garhwal is complicated by the presence of dolomite as well as calcite in the carbonate and the results imply that dolomite dissolves faster in the acetic acid leaches than in nature. Up to 60 percent of the Sr in the catchment on High Himalayan Crystalline Series and 20 to 30 percent of Sr in the catchments on Lesser Himalayan Series are estimated to be derived from silicates. However it should be noted that the element budgets are not all self-consistent and the use of bedrock-element ratios to model the sources of chemical inputs to river waters remains subject to uncertainties

Learning development 2030

Whilst the widening participation agenda and the impact of COVID-19 has arguably increased the importance of learning development (LD) within the UK Higher Education Sector, it is widely acknowledged that the role, and indeed title, of the learning developer varies greatly between institutions. Some staff are employed on academic contracts with research requirements, others not. Similarly, some staff are faculty based whilst others are employed within a central team. This means that as Bickle et al. (2021) explain: LD operates in a ‘third space’. The disparity within the profession has meant that the role of the learning developer is multi-faceted, reflected in Hilsdon’s (2011, p.14) definition of LD:   “Learning development is a complex set of multi-disciplinary and cross-disciplinary academic roles and functions, involving teaching, tutoring, research, and the design and production of learning materials […]”.   This workshop provided participants with an opportunity to untangle the complex LD web and map out ideas for the future of the LD profession. Acting as newspaper editors, participants got out their crystal balls and produced a front page of a newspaper in 2030 where the main headline has been dedicated to the field of LD. Perhaps a LD staff member has won a prestigious award, maybe LD has received some form of international recognition. After presenting their front pages, participants engaged in a discussion around how as a profession we can achieve some of these aspirations. Participants took ideas with them that they could apply to their own practice

Enhancing Academic Integrity: Avoiding Academic Offences During Covid-19

The issue: Eaton and Turner (2020) indicate that the Covid-19 pandemic has led to an increase in anxiety and stress in students, particularly around the issue of academic integrity. Lancaster and Cotarlan (2021) found an apparent increase in student cheating during the Covid-19 pandemic. At a time of crisis, students have become academically vulnerable, with temptations to outsource assignments, plagiarise, purposefully fail to repeat, or sell own work being recognised. The practice: The international Center for Academic Integrity (2021) have established six core values of academic integrity: HONESTY; TRUST; FAIRNESS; RESPECT; RESPONSIBILITY; COURAGE. Walking alongside the student on their scholarly journey, our key tenets are our subject-specific In-curriculum bespoke series of structured lectures, workshops, and support tutorials which focuses on writing and learning modalities, academic Integrity, assessment interrogation, diagnostic essays and presentations

Working together: reflections on a non-hierarchical approach to collaborative writing

The process of writing is a cornerstone for academia, reflecting values such as rigour, critique and engagement (Mountz et al., 2015). Academic writing is typically valorized as an individual endeavour, but with the advancement of technology such as synchronous online writing platforms, opportunities to construct scholarly knowledge collaboratively have multiplied (Nykopp et al., 2019). Collaborative writing (CW) involves ‘sharing the responsibility for and the ownership of the entire text produced’ (Storch, 2019, 40), factors that have certainly been enhanced by developing technologies. CW differs from cooperative writing, which involves a division of labour with each individual being assigned to, or completing, a discrete sub-task (Storch, 2019). This chapter discusses the reflections of ten authors from a UK-based research virtual Community of Practice (vCoP) on the challenges and positives encountered during the CW of a research journal article using a shared Google Document

Emerging from the third space chrysalis: Experiences in a non-hierarchical, collaborative research community of practice

This article discusses the creation of a research-focused virtual community of practice (vCoP) for geographically-dispersed third space professionals, motivated by desires for enhanced professional collaboration, visibility and identity. The authors used collaborative autoethnography (CAE) to evaluate their personal reflections as vCoP participants. Data were gathered in two collaborative writing activities and analysed using thematic analysis (TA). The TA identified two connected themes, which capture the vCoP members’ aspirations to transcend their current roles and be research-active through connecting with like-minded professionals. Collaborative writing activities, including authoring this paper, cultivated elements of academic identity such as independence and purpose. A non-hierarchical and supportive vCoP environment allowed the members to work beyond time and institutional constraints to foster the evolution of the community and an emerging sense of professional identity beyond that typically associated with third space roles. The paper offers a model of collaboration that could help groups in similar situations. Practitioner Notes 1. Virtual Communities of Practice (vCoPs) can help geographically-dispersed third space, or other higher education professionals connect with like-minded colleagues to meet common aspirations and cultivate a sense of shared professional identity. 2. Democratic participation and support from fellow vCoP members promote commitment, creative thinking, motivation and an openness to generating ideas and trying new ways of working 3. Shared activities, such as collaborative writing and reflection, allow a virtual group to work within time and institutional constraints in ways that would not be achievable for each individual working alone. Such collaboration fosters the evolution of the community 4. The model of collaboration developed by this particular vCoP could be used by other groups to address questions in the changing HE landscape that are relevant to them, and plan activities to strengthen their vCoP’s group identity. 5. Collaborative autoethnography is an appropriate methodology to research a particular cultural and communal context where participants act as both the subjects and the researchers

Collaborative writing communities for Learning Development research and practice

This workshop discussed how collaborative reflection and writing provides us, as a group of Learning Developers, with insights into our role and sense of identity. The wider potential for using collaborative writing to develop topics of mutual interest was also explored. Our reflections on the collaborative writing process arose from our first-hand experience of collaborative writing (Bickle et al., 2021). Therefore, we aimed to introduce participants to the tools we used for our writing and encourage them to experience the tools themselves to stimulate a discussion on the potential and challenges of collaborative writing for LD research and practice. We hoped to increase participants’ understanding of collaborative writing through practice and reflection and provide ideas on how others can initiate a collaborative writing community. The introduction briefly outlined the insights we gained from our study, focussing particularly on the way collaborative writing served as a tool to examine and broaden our identities as Learning Developers. It also introduced the methodologies for creating (collaborative writing) and analysing (collaborative autoethnography) data. Next, participants were invited to try out collaborative writing activities and reflect on their potential use as part of their own practice. We used a Google document (Figure 1) to collect their spontaneous responses to short writing prompts related to the challenges and potential of collaborative writing. Finally, at the end of the session, participants left with tips and techniques on how to develop a collaborative writing group of their own

Collaborative writing communities for Learning Development research and practice

This workshop discussed how collaborative reflection and writing provides us, as a group of Learning Developers, with insights into our role and sense of identity. The wider potential for using collaborative writing to develop topics of mutual interest was also explored. Our reflections on the collaborative writing process arose from our first-hand experience of collaborative writing (Bickle et al., 2021). Therefore, we aimed to introduce participants to the tools we used for our writing and encourage them to experience the tools themselves to stimulate a discussion on the potential and challenges of collaborative writing for LD research and practice. We hoped to increase participants’ understanding of collaborative writing through practice and reflection and provide ideas on how others can initiate a collaborative writing community. The introduction briefly outlined the insights we gained from our study, focussing particularly on the way collaborative writing served as a tool to examine and broaden our identities as Learning Developers. It also introduced the methodologies for creating (collaborative writing) and analysing (collaborative autoethnography) data. Next, participants were invited to try out collaborative writing activities and reflect on their potential use as part of their own practice. We used a Google document (Figure 1) to collect their spontaneous responses to short writing prompts related to the challenges and potential of collaborative writing. Finally, at the end of the session, participants left with tips and techniques on how to develop a collaborative writing group of their own

Emerging from the third space chrysalis: Experiences in a non-hierarchical, collaborative research community of practice

This article discusses the creation of a research-focused virtual community of practice (vCoP) for geographically-dispersed third space professionals, motivated by desires for enhanced professional collaboration, visibility and identity. The authors used collaborative autoethnography (CAE) to evaluate their personal reflections as vCoP participants. Data were gathered in two collaborative writing activities and analysed using thematic analysis (TA). The TA identified two connected themes, which capture the vCoP members’ aspirations to transcend their current roles and be research-active through connecting with like-minded professionals. Collaborative writing activities, including authoring this paper, cultivated elements of academic identity such as independence and purpose. A non-hierarchical and supportive vCoP environment allowed the members to work beyond time and institutional constraints to foster the evolution of the community and an emerging sense of professional identity beyond that typically associated with third space roles. The paper offers a model of collaboration that could help groups in similar situations

Fusion Learning Colloquium 2022 - Proceedings

This is the proceedings of the 2022 Fusion Learning Colloquium held at Bournemouth University in the UK