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Abstract The Anthropocene offers an opportunity to (re)imagine and enact futures that care for the geological and ecological times and temporal rhythms of kin, and to expand beyond human politics of time. This article engages posthumanism to disrupt anthropocentrism and attune to times as embedded within relations of being together-with nonhumans. In this methodological article, I consider what it might look like to be together-in-time(s) with nonhuman kin and offer some possible practices for attuning to nonhuman times and the co-created times of leisure. From these temporal attunements emerge creative and affectively disruptive (re)presentations of being together-in-times with rocks, chipmunks, a shaggy mane mushroom, and a log in two protected areas in Ontario, Canada. (Re)imagining leisure in the Anthropocene as an ethic of togetherness, this article seeks to care for affective, relational, and embodied practices of being-with, knowing-with, and writing-with kin and kin times, and for flourishing more-than-human futures. [ABSTRACT FROM AUTHOR]

This study contributes to the conceptualization of cultural sensitivity in tourism based on an analysis of tourism and social science literatures associated with Indigenous peoples in Canada. The study used a systematic literature review methodology, which consisted of thematically analysing 56 English language, tourism and social science journal articles. Findings indicate that while cultural sensitivity is rarely explicitly defined, several themes are consistently used to illustrate what cultural sensitivity entails or should entail in tourism and other social science encounters. Themes include: (i) respect, (ii) trust, (iii) ethics, (iv) cultural identity, (v) mutual understanding and cultural exchange, (vi) self-determination, governance, and capacity building, and (vii) unique healing, wellness, and spiritual needs. In addition to describing these interrelated themes, the study proposes a definition of cultural sensitivity in tourism tethered to the contexts of Indigenous peoples in Canada. [ABSTRACT FROM AUTHOR]

Background:Teacher knowledge continues to be a topic of debate in Australasia and in other parts of the world. There have been many attempts by mathematics educators and researchers to define the knowledge needed by teachers to teach mathematics effectively. A plethora of terms, such as mathematical content knowledge, pedagogical content knowledge, horizon content knowledge and specialised content knowledge, have been used to describe aspects of such knowledge. Purpose:This paper proposes a model for teacher knowledge in mathematics that embraces and develops aspects of earlier models. It focuses on the notions of contingent knowledge and the connectedness of ‘big ideas’ of mathematics to enact what is described as ‘powerful teaching’. It involves the teacher’s ability to set up and provoke contingent moments to extend children’s mathematical horizons. The model proposed here considers the various cognitive and affective components and domains that teachers may require to enact ‘powerful teaching’. The intention is to validate the proposed model empirically during a future stage of research. Sources of evidence:Contingency is described in Rowland’s Knowledge Quartet as the ability to respond to children’s questions, misconceptions and actions and to be able to deviate from a teaching plan as needed. The notion of ‘horizon content knowledge’ (Ball et al.) is a key aspect of the proposed model and has provoked a discussion in this article about students’ mathematical horizons and what these might comprise. Together with a deep mathematical content knowledge and a sensibility for students and their mathematical horizons, these ideas form the foundations of the proposed model. Main argument:It follows that a deeper level of knowledge might enable a teacher to respond better and to plan and anticipate contingent moments. By taking this further and considering teacher knowledge as ‘dynamic’, this paper suggests that instead of responding to contingent events, ‘powerful teaching’ is about provoking contingent events. This necessarily requires a broad, connected content knowledge based on ‘big mathematical ideas’, a sound knowledge of pedagogies and an understanding of common misconceptions in order to be able to engineer contingent moments. Conclusions:In order to place genuine problem-solving at the heart of learning, this paper argues for the idea of planning for contingent events, provoking them and ‘setting them up’. The proposed model attempts to represent that process. It is anticipated that the new model will become the framework for an empirical research project, as it undergoes a validation process involving a sample of primary teachers. [ABSTRACT FROM PUBLISHER]

For long-lived birds, estimates of productivity can be effective indicators of environmental change or responses to management. Such estimates are also valuable in modelling population growth. We report estimates of nest survival for burrow-nesting Grey-faced Petrels (Pterodroma gouldi) from four islands off the north-eastern coast of New Zealand. We surveyed the contents of breeding burrows for up to four breeding seasons and followed the fatesof1371eggs.Weused a logistic-exposure modelling approach to investigate the effects of island, year, local burrow density and occupancy rate on nest survival. Daily nest survival varied between years and islands but declined with increasing local burrow density across all is lands. Local burrow occupancy rate had no detectable effect. We estimated overall rates of breeding success on our island groups of 11% (95% confidence interval 9-14%) to 28% (26-30%). The negative density-dependent relationships between local burrow densities and productivity add to the growing evidence for this effect in burrow-nesting seabirds worldwide, in contrast to trends in surface-breeding species. The variation in productivity between our study colonies may be linked to the restoration histories of the islands and suggests that data from one location should be used cautiously when guiding management of the same species elsewhere. [ABSTRACT FROM AUTHOR]

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