Performative Pedagogy, At-Risk Students, and the Basic Course: Fourteen Moments in Search of Possibility

This essay sketches out the complications of a performative pedagogy in the context of a basic communication course, specifically examining how the course negotiates and constitutes what communication scholars have called educational risk. To do this, a collage of narratives are provided--a series of images which, when seen in totality, might generate a conversation about how communication studies could address the intersections of risk, critical performative pedagogy, and the classrooms of our basic communication courses. To initiate this conversation, the essay is grounded in the work of communication studies. Taken together, the collage seeks to ask questions, pose problems, and initiate dialogue about how we might begin to re-conceptualize the issues of \u27at-risk-ness\u27 in our classrooms

Observation and Modeling of Coronal "Moss" With the EUV Imaging Spectrometer on Hinode

Observations of transition region emission in solar active regions represent a powerful tool for determining the properties of hot coronal loops. In this Letter we present the analysis of new observations of active region moss taken with the Extreme Ultraviolet Imaging Spectrometer (EIS) on the \textit{Hinode} mission. We find that the intensities predicted by steady, uniformly heated loop models are too intense relative to the observations, consistent with previous work. To bring the model into agreement with the observations a filling factor of about 16% is required. Furthermore, our analysis indicates that the filling factor in the moss is nonuniform and varies inversely with the loop pressure

Timber Harvesting in the 1980’s

Mechanized harvesting will be an important aspect of the total forestry approach to meet the increased demands for forest products. This paper presents some of the critical equipment needs that we see necessary to supply wood in the 1980\u27s

The transition from amalgam to other restorative materials in the U.S. predoctoral pediatric dentistry clinics

Increased concerns about the safety of amalgam restorations in children have resulted in many dental schools emphasizing the teaching of alternative dental materials. This study investigated the current teaching of different dental materials for use in posterior teeth in the United States predoctoral pediatric dentistry programs. In 2011, the authors invited the chairs of the predoctoral pediatric dentistry departments in all accredited dental schools at that time (N = 57) to participate in an internet‐based survey. Descriptive statistics were calculated to describe the frequency of using different restorative materials. Regression models were developed to explore the factors related to the use of dental restorations in predoctoral pediatric clinics. Among the 44 dental schools that responded (77% response rate), 74% used amalgam, and 93% used composite in primary posterior teeth. Glass ionomer was used by 61% of the schools in primary posterior teeth. Placing amalgam in primary posterior teeth was associated with programs that treated more 3–5‐year‐old patients (β = .302, p < .043), whereas the use of glass ionomer was associated with having students serving at off‐site satellite dental clinics (β = .015, p < .012). In general, having departments with chairs who had positive attitudes towards Minimal Invasive Dentistry (MID) used composite (β = .091, p < .0001) and glass ionomer (β = 103, p < .0001) more frequently and were less likely to use amalgam (β = −.077, p < .005) in primary posterior teeth. Although teaching MID concepts in predoctoral pediatric clinics in dental schools is increasing, the use of amalgam in posterior primary and permanent teeth is still widely practiced.This project was funded by NIH/NIDC R T32 Grant DEO 14678‐06

Pedagogy of Relevance: A Critical Communication Pedagogy Agenda for the \u27Basic\u27 Course

In this article, we envision how a critical communication pedagogy approach might lend narrative coherence, intellectual rigor, and a focused agenda to the introductory course. Such a paradigm shift is not only consistent with the trajectory of work in our discipline, but it will likely result in ourselves and others assigning more value and respect to our work with the introductory course. Specifically, we advocate four changes with respect to the introductory course: Challenge “teacher-proof” textbooks and curricula, engage diversity, embrace pedagogy as teaching and research, and recover and reinvigorate communication education research

Antiracist Pedagogy in the Basic Course: Teaching Cultural Communication as if Whiteness Matters

As we have found in our experience as communication educators and scholars, there is a need for educators to understand the implications and impact of whiteness in the classroom. What we argue is typically missing in the basic course is an antiracist pedagogy. An antiracist pedagogy asks educators to understand the power and privilege inherent in whiteness, and asks educators to examine how whiteness affects their classroom, students, teaching strategies and attitudes toward students of color. In this essay, we offer four modifications to the basic course which are consistent with an antiracist pedagogy. The first modification involves re-examining the way cultural communication is approached in the basic communication course through a move from the margins to the center. The second modification explores the danger of turning cultural communication into a study of the exotic cultural other. The third modification explores the ways the rhetoric of individualism reinforces inequality. Finally, we critique the notion that colorblindness is the appropriate way to handle issues of race in our classrooms. We conclude the essay by suggesting ways in which whiteness work is applicable and important in the basic course

Hinode EUV Imaging Spectrometer Observations of Solar Active Region Dynamics

The EUV Imaging Spectrometer (EIS) on the Hinode satellite is capable of measuring emission line center positions for Gaussian line profiles to a fraction of a spectral pixel, resulting in relative solar Doppler-shift measurements with an accuracy of less than a km/s for strong lines. We show an example of the application of that capability to an active region sit-and-stare observation in which the EIS slit is placed at one location on the Sun and many exposures are taken while the spacecraft tracking keeps the same solar location within the slit. For the active region examined (NOAA 10930), we find that significant intensity and Doppler-shift fluctuations as a function of time are present at a number of locations. These fluctuations appear to be similar to those observed in high-temperature emission lines with other space-borne spectroscopic instruments. With its increased sensitivity over earlier spectrometers and its ability to image many emission lines simultaneously, EIS should provide significant new constraints on Doppler-shift oscillations in the corona.Comment: 7 Pages, 7 figure