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Cultural safety education entails the pedagogical strategy of taking students on a journey of discovery. This requires sustained openness to uncertainty, which can present myriad challenges for students and teachers. Learning about cultural safety is enabled when respectful, productive relationships characterise classrooms. In this paper, we report on the collaborative, reflective observations made by a group of university educators. We discuss educators' efforts to facilitate positive relatedness in online classrooms compared with their experiences in shared physical space (SPS) classrooms. We found that online environments enable and constrain relational possibilities in ways that differ from SPS classrooms and which escalate educators' emotional labour. Our findings highlight the significant role material/technological affordances of learning and teaching environments play in shaping relational possibilities. We argue that considering how the proximate materials and technologies in classrooms mediate relationship-building and connection needs to be factored into curriculum design and teaching practice. We propose drawing on culturally responsive pedagogies at the outset of cultural safety education design across SPS and online environments to prioritise relationship-building in ways that both enable students' learning and support educators' emotional labour. [ABSTRACT FROM AUTHOR]

Transit timing variations (TTVs) can be induced by a range of physical phenomena, including planet–planet interactions, planet–moon interactions, and stellar activity. Recent work has shown that roughly half of moons would induce fast TTVs with a short period in the range of 2–4 orbits of its host planet around the star. An investigation of the Kepler TTV data in this period range identified one primary target of interest, Kepler-1513 b. Kepler-1513 b is a |$8.05^{+0.58}_{-0.40}$| R⊕ planet orbiting a late G-type dwarf at |$0.53^{+0.04}_{-0.03}$| au. Using Kepler photometry, this initial analysis showed that Kepler-1513 b's TTVs were consistent with a moon. Here, we report photometric observations of two additional transits nearly a decade after the last Kepler transit using both ground-based observations and space-based photometry with TESS. These new transit observations introduce a previously undetected long period TTV, in addition to the original short period TTV signal. Using the complete transit data set, we investigate whether a non-transiting planet, a moon, or stellar activity could induce the observed TTVs. We find that only a non-transiting perturbing planet can reproduce the observed TTVs. We additionally perform transit origami on the Kepler photometry, which independently applies pressure against a moon hypothesis. Specifically, we find that Kepler-1513 b's TTVs are consistent with an exterior non-transiting ∼Saturn mass planet, Kepler-1513 c, on a wide orbit, |$\sim 5~{{\ \rm per \, cent}}$| outside a 5:1 period ratio with Kepler-1513 b. This example introduces a previously unidentified cause for planetary interlopers in the exomoon corridor, namely an insufficient baseline of observations. [ABSTRACT FROM AUTHOR]

An editorial is presented on how the politics of colonization continues to shape academic knowledge production, as a productive problem for health sociology. Topics include range of posthuman dilemmas across diverse health issues as they grapple with the ethical, ontological and epistemological relations of knowing and doing health; and posthuman perspectives enables the authors to generate health sociology knowledge beyond humanist assumptions, ideals and logics and rethink health care.