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This paper revisits two teacher-education contexts which we independently researched. Both contexts invested in teacher-professional transformation, presenting unique puzzles in our respective data analyses. Bringing together Bakhtinian dialogic theory and Natural Inclusionality (Rayner, 2017), we return to these puzzles in a reflective dialogue. The paper unpacks two emergent themes. The first theme details our sense-making of the dialogic-dialectic-dialogic flow as part of professional development, and the second theme captures our deliberations about the energy-filled spaces of the in-between that form part of teacher development in our contexts. The paper discusses key insights about the nature of teacher-professional transformation and opportunities for mutual enrichment: insights that would not be available to us in our independent analyses. Given the non-conclusive nature of Bakhtinian dialogue, we offer no closure and avoid definitive conclusions that enforce or imply the assimilation and homogeneity of perspectives. Instead, we bring a polyphony of voices -- our philosophies, contexts, professional orientations, and empirical puzzles -- into a receptive-responsive relationship. We believe that the emerging dialogic problematisation has significant implications for teacher development as well as for ongoing theorisations of education. It responds to the pressing need to rethink the crucial relationship between educational theory and practice.

ABSTRACT: Automated measurements of the ratio of concentrations of methane and carbon dioxide, [CH4]:[CO2], in breath from individual animals (the so-called “sniffer technique”) and estimated CO2 production can be used to estimate CH4 production, provided that CO2 production can be reliably calculated. This would allow CH4 production from individual cows to be estimated in large cohorts of cows, whereby ranking of cows according to their CH4 production might become possible and their values could be used for breeding of low CH4-emitting animals. Estimates of CO2 production are typically based on predictions of heat production, which can be calculated from body weight (BW), energy-corrected milk yield, and days of pregnancy. The objectives of the present study were to develop predictions of CO2 production directly from milk production, dietary, and animal variables, and furthermore to develop different models to be used for different scenarios, depending on available data. An international dataset with 2,244 records from individual lactating cows including CO2 production and associated traits, as dry matter intake (DMI), diet composition, BW, milk production and composition, days in milk, and days pregnant, was compiled to constitute the training dataset. Research location and experiment nested within research location were included as random intercepts. The method of CO2 production measurement (respiration chamber [RC] or GreenFeed [GF]) was confounded with research location, and therefore excluded from the model. In total, 3 models were developed based on the current training dataset: model 1 (“best model”), where all significant traits were included; model 2 (“on-farm model”), where DMI was excluded; and model 3 (“reduced on-farm model”), where both DMI and BW were excluded. Evaluation on test dat sets with either RC data (n = 103), GF data without additives (n = 478), or GF data only including observations where nitrate, 3-nitrooxypropanol (3-NOP), or a combination of nitrate and 3-NOP were fed to the cows (GF+: n = 295), showed good precision of the 3 models, illustrated by low slope bias both in absolute values (−0.22 to 0.097) and in percentage (0.049 to 4.89) of mean square error (MSE). However, the mean bias (MB) indicated systematic overprediction and underprediction of CO2 production when the models were evaluated on the GF and the RC test datasets, respectively. To address this bias, the 3 models were evaluated on a modified test dataset, where the CO2 production (g/d) was adjusted by subtracting (where measurements were obtained by RC) or adding absolute MB (where measurements were obtained by GF) from evaluation of the specific model on RC, GF, and GF+ test datasets. With this modification, the absolute values of MB and MB as percentage of MSE became negligible. In conclusion, the 3 models were precise in predicting CO2 production from lactating dairy cows.

This study explores how early childhood education and basic education teachers develop and develop innovations within the decentralised educational system of Finland. The comprehensive dataset of 20 field interviews provides a range of insights into teachers' goals, principles, inspirations and experiences when working with a variety of language-based innovations across Finland. The ecological perspective employed in the study highlights the complex relationships between the different ecosystems of education. With the particular focus on the educator-exosystem relationship, the findings indicate how Finnish teachers respond to the expectation to continuously develop and innovate as key change agents in education. The findings also outline ways in which teachers' development and innovation is fostered and disrupted within the educator-exosystem relationship. This study highlights the importance of pre-service teacher education in preparing teachers to innovate and to develop within a decentralised educational system. Moreover, this study highlights the need to ensure that the professional repertoire of teachers goes beyond pedagogical considerations to include interpersonal, organisational, critical and reflexive skills that mediate and sustain the development of teachers within the wider ecology of education.

This phenomenological research examines democracy education and the conditions contributing to young students' democratic agency. The dataset includes interview and observation data from a school and educational decision-makers. The findings from the iterative analysis highlight the contradictions between democracy education as an ideal and opportunities for democratic agency. One significant contradiction was the expectation that young pupils should be competent democratic agents before being offered opportunities to act democratically. Young students deemed to possess the greatest competencies were offered opportunities to learn about democracy in action, whereas most students were expected to focus on their individual labour. Within these conditions, teachers remained in charge of sharing important information, deciding the contents of education and the organisation of the public, socio-political life in school. This study highlights the need to go beyond espoused ideals of democracy education and to re-consider the conditions for developing democratic agency in Finnish primary-school education.

Drawing on an ecological approach to teacher agency, this empirical study investigated the dynamic interplay between teachers and the environment which emerges as teachers enact their professional agency in curriculum design. The dataset comprises semi-structured interviews with 15 Korean secondary English teachers. The findings from the thematic analysis indicate that teacher agency is achieved through the dynamic interplay between teachers and different ecosystems: micro-, meso-, exo-, macro- and chronosystem. This study concludes with practical and theoretical implications as well as suggestions for future research.

Although different forms of English-medium instruction (EMI) are being recognised, the different ways in which EMI can impact the pedagogical activities and expertise of higher education educators have received less attention. Using face-to-face and written interviews with nine teacher educators at a Finnish university, this study examines the most important aspects teacher educators perceive in their work through EMI and how these aspects connect to the understanding of their professional identity. The study is theoretically premised on the interconnected concepts of pedagogical doing, pedagogical being, pedagogical relating, and pedagogical language awareness. The thematically analysed data highlighted the ways in which pedagogical being, doing, and relating revolve around the presence and role of the foreign language in EMI, as well as the concurrent disjunctures and opportunities EMI creates. Pedagogical being informed EMI teacher educators' orientation to their work and the different ways language impinges on the sense of self as the teacher educators share how they try to understand and respond to the disjunctures of EMI. In terms of pedagogical doing, EMI impinges on how teacher educators enact their practice and the relationships developed with students. However, the focus of pedagogical relating addresses the relationship between the EMI teacher educators and their workplace. The findings from this study will hopefully contribute to the development of EMI teacher preparation and support critical discussions on the 'Englishisation' of higher education.

This study explores how students deal with material resources in their peer interaction when working in pairs in an open-ended problem-solving task. The productive use of material resources can be expected to support successful peer work. However, research into social phenomena in peer interaction is needed in order to identify and describe productive and less productive forms of dealing with material resources as students participate in open-ended problem-solving tasks. Consequently, this explorative study responds to this research need. Based on multimodal data, including video recordings, transcribed talk and the written contributions from four pairs of Year 7 students aged 12-13 years, the analysis focuses on different ways in which students deal with material resources while negotiating their participation as they respond to the task. The findings indicate that aspects of participation are a key factor for describing productive and less productive ways of dealing with material resources by the student pairs. Foregrounding aspects of participation for an increased awareness of potential obstacles to student-centred work is among this study's contributions for classroom practice and theory development.

The agency of primary school students has been studied increasingly in recent years; yet, we know relatively little about student agency in music educational settings or how students experience their participation in joint musical action. This study explores sixth-grade students' experiences of their agency in whole-class playing. Qualitative content analysis of 11 pair interviews identified vulnerability as an essential element of participating in whole-class playing, highlighting the intrinsically emotional nature of the process, the immediacy of the musically shared moment and the safe place of entrainment. This study elucidates the enactment of agency and the resources facilitating and limiting agency within the context of whole-class playing from the perspective of students themselves.

A consensus exists in applied linguistics that agency and identity are key concepts in understanding teacher development. Although a large body of research has focused on studying language teacher and learner identity and agency separately, less attention has been paid to the relationship of these concepts in individual development. In this contribution, we use an ecological perspective to explore and illustrate the interplay between and development of agency and identity. The participants in the study were primary school teacher students specializing in foreign language pedagogy for younger learners and studying in a CLIL-based teacher education program. The qualitative data were collected through reflective essays focusing on the Finnish student teachers' past, present and future relationships with the English language during different phases of their bachelor's studies.

Recently, interest in language education in the early childhood education context has increased in research, curricula, and practice. This study contributes to this field by examining what kind of early language education (ELE) affordances are provided in Finland in two pre-primary classrooms, with two teachers, one using English and one using Swedish as a target language in the classroom. The data consist of video recordings of teaching, observation notes, and interviews with the teachers. The analysis using qualitative reflexive thematic analysis is informed by van Lier’s (2004) and Aronin and Singleton’s (2012) theorisation of affordances. The findings suggest that material affordances included using songs, stories, and pictures. Pedagogically, the teachers combined other curriculum contents with ELE and both shared the objective of implementing playful and action-based ELE, although neither teacher actively collaborated with their team of educators in planning or implementing ELE in practice. The social affordances provided for children by the teachers included promoting a positive atmosphere, pedagogical translanguaging through the teachers’ own use of languages, and creating opportunities for the children to become familiar with and learn the target language. The teachers also enabled social affordances produced by the children in form of their active participation, sharing ideas, and inventing novel ways to approach language education and peer collaboration. The findings offer insights into practices in ELE, the importance of varying ELE affordances for children’s learning and the value of integrating pedagogical translanguaging with whole-day pedagogy.

Abstract Background Variation of microorganism communities in the rumen of cattle (Bos taurus) is of great interest because of possible links to economically or environmentally important traits, such as feed conversion efficiency or methane emission levels. The resolution of studies investigating this variation may be improved by utilizing untargeted massively parallel sequencing (MPS), that is, sequencing without targeted amplification of genes. The objective of this study was to develop a method which used MPS to generate “rumen metagenome profiles”, and to investigate if these profiles were repeatable among samples taken from the same cow. Given faecal samples are much easier to obtain than rumen fluid samples; we also investigated whether rumen metagenome profiles were predictive of faecal metagenome profiles. Results Rather than focusing on individual organisms within the rumen, our method used MPS data to generate quantitative rumen micro-biome profiles, regardless of taxonomic classifications. The method requires a previously assembled reference metagenome. A number of such reference metagenomes were considered, including two rumen derived metagenomes, a human faecal microflora metagenome and a reference metagenome made up of publically available prokaryote sequences. Sequence reads from each test sample were aligned to these references. The “rumen metagenome profile” was generated from the number of the reads that aligned to each contig in the database. We used this method to test the hypothesis that rumen fluid microbial community profiles vary more between cows than within multiple samples from the same cow. Rumen fluid samples were taken from three cows, at three locations within the rumen. DNA from the samples was sequenced on the Illumina GAIIx. When the reads were aligned to a rumen metagenome reference, the rumen metagenome profiles were repeatable (P Conclusions We have presented a simple and high throughput method of metagenome profiling to assess the similarity of whole metagenomes, and illustrated its use on two novel datasets. This method utilises widely used freeware. The method should be useful in the exploration and comparison of metagenomes.

With the myriad theories generated through research over the years, a continuing challenge for researchers is to navigate the multitude of theories in order to communicate their research, integrate empirical results, and make progress as a field by building upon empirical research. The Social Unit of Learning project was purposefully designed so that researchers from multiple disciplines with different theoretical perspectives could work together to examine the complexity of the mathematics classroom. In this paper, we reflect on the multiple analytical accounts generated from the project, drawing from the notions of complementarity and commensurability. Two parallel analyses, applying the commognitive framework and the theory of representations respectively, are used as illustrative examples for discussion regarding complementarity and commensurability. The paper addresses two focal questions, as follows: in what ways do divergence or contradiction in incommensurable analytical accounts reflect methodological discrepancies or fundamental differences in the underpinning theories? Furthermore, in what ways do the accounts generated by the parallel analyses predicated on different theories lead to differences in instructional advocacy? The answers to these questions provide empirically-grounded insights into the consideration of incommensurability in educational research, and suggest ways in which researchers and practitioners might apply the notion of complementarity to reconcile or exploit incommensurable analytical accounts that have resulted in different instructional advocacies. [Written with the Social Unit of Learning project team.]

This study explores music teachers' beliefs of student agency in whole-class playing and investigates what characterises student agency through teachers' values, actions and observations within this unique multimodal and -dimensional learning environment. Our abductive analysis of 11 interviews reveals that the role of teacher support is significant in enacting students' agency. This study provides insights into student agency through the eyes and actions of teachers within the context of whole-class playing and suggests that the enactment of different aspects of student agency is an essential feature necessary for whole-class playing to succeed.

This study uses the Aristotelian notion of "phronesis" as a critical lens for examining how global citizenship education is prefigured in the Scottish Curriculum for Excellence. Based on a content analysis of key curriculum documentation, the findings outline the way in which "techne" and "episteme" with their associated ways of knowing and acting dominate the curriculum. Nevertheless, the hints of "phronesis" indicate the potential for developing a more critical form of global citizenship education that prefigures praxis that wisely pursues that which is good for humankind and individual flourishing. This article contributes to the notion of "planetary 'phronesis'" as a critical concept for the further development of global citizenship education.

Mentoring is an important practice to prepare doctoral students for future graduate teaching, yet little is known about the teaching mentorship styles used by counselor educators. This study identifies the teaching mentorship styles of counselor educators with at least one year of experience as teaching mentors (N = 25). Q methodology was used to obtain subjective understandings of how counselor educators mentor. Our results suggest three styles labeled as Supervisor, Facilitator, and Evaluator. Specifically, these styles reflect counselor educators' distinct viewpoints on how to mentor doctoral students in teaching within counselor education doctoral programs. Implications and limitations for counselor educators seeking to transfer aspects of the identified mentorship styles to their own practice are presented, and suggestions for future research are discussed.

Background Increased serum interleukin (IL)-33 predicts poor outcomes in patients hospitalised with coronavirus disease 2019 (COVID-19). We examined the efficacy and safety of tozorakimab, a monoclonal antibody that neutralises IL-33, in improving outcomes in ACCORD-2 (EudraCT: 2020-001736-95). Methods ACCORD-2 was an open-label, phase 2a study in adults hospitalised with COVID-19. Patients were randomised 1:1 to tozorakimab 300 mg plus standard of care (SoC) or SoC alone. The primary end-point was time to clinical response (sustained clinical improvement of ≥2 points on the World Health Organization ordinal scale, discharge from hospital or fit for discharge) by day 29. Other end-points included death or respiratory failure, mortality and intensive care unit admission by day 29, and safety. Serum IL-33/soluble stimulated-2 (sST2) complex levels were measured by high-sensitivity immunoassay. Results Efficacy analyses included 97 patients (tozorakimab+SoC, n=53; SoC, n=44). Median time to clinical response did not differ between the tozorakimab and SoC arms (8.0 and 9.5 days, respectively; HR 0.96, 80% CI 0.70–1.31; one-sided p=0.33). Tozorakimab was well tolerated and the OR for risk of death or respiratory failure with treatment versus SoC was 0.55 (80% CI 0.27–1.12; p=0.26), while the OR was 0.31 (80% CI 0.09–1.06) in patents with high baseline serum IL-33/sST2 complex levels. Conclusions Overall, ACCORD-2 results suggest that tozorakimab could be a novel therapy for patients hospitalised with COVID-19, warranting further investigation in confirmatory phase 3 studies.

Thirty-two counselor educators completed Q sorts measuring beliefs about helpful learning for clinical mental health counseling students. Four viewpoints developed: Preparing Scientists of Counseling, Preparing Agents of Change, Preparing Lifelong Learner-Practitioners, Preparing Artists of Counseling. Implications for teaching and curricula within counselor education programs and future research directions are discussed.

Clinical courses are important in the development of students pursuing a master's degree in clinical mental health counseling (CMHC). Despite the importance of clinical courses, little is known about what CMHC students perceive as being helpful about their teachers of clinical courses. To investigate this, we sought the viewpoints of beginning counselors who were in their first four years of working as licensed counselors post-graduation. Thirty-two beginning-level counselors completed a Q sort that assessed the perceived helpfulness of their teachers of clinical courses in their CMHC master's degree program. Three different learning preferences--application-oriented learners, intrinsically motivated learners, and affective-oriented learners--were observed among participants in the study.

This paper revisits two teacher-education contexts which we independently researched. Both contexts invested in teacher-professional transformation, presenting unique puzzles in our respective data analyses. Bringing together Bakhtinian dialogic theory and Natural Inclusionality (Rayner, 2017), we return to these puzzles in a reflective dialogue. The paper unpacks two emergent themes. The first theme details our sense-making of the dialogic-dialectic-dialogic flow as part of professional development, and the second theme captures our deliberations about the energy-filled spaces of the in-between that form part of teacher development in our contexts. The paper discusses key insights about the nature of teacher-professional transformation and opportunities for mutual enrichment: insights that would not be available to us in our independent analyses. Given the non-conclusive nature of Bakhtinian dialogue, we offer no closure and avoid definitive conclusions that enforce or imply the assimilation and homogeneity of perspectives. Instead, we bring a polyphony of voices – our philosophies, contexts, professional orientations, and empirical puzzles – into a receptive-responsive relationship. We believe that the emerging dialogic problematisation has significant implications for teacher development as well as for ongoing theorisations of education. It responds to the pressing need to rethink the crucial relationship between educational theory and practice.

This article provides a critical exploration of the textbook-based character of Finnish educational culture. The opening section points to the need to recognize and better understand the role of textbooks in Finnish education. The next section outlines how and why textbooks have become a characterizing feature of Finnish educational culture before addressing different ways in which pupils and student-teachers are socialized into textbook-based practices of schooling. The later sections critically consider the importance of textbooks as part of Finnish education, as well as the implications for educational research, the ongoing development of Finnish education and in particular teacher education. This study suggests that a more clearly explicated understanding of text-based educational cultures is needed to better understand the character of Finnish education and to broaden the lens for theorisations of, as well as practices within, education.

Although the mother tongue policy in Eritrea aims to promote positive language learning trajectories for students, the transition to English as a medium of instruction from the start of junior education remains emotionally demanding for students until the end of tertiary education. Through in-depth qualitative interviews, this study investigates the emotional experiences of sophomore students in English language education (ELE) and seeks the sources of emotions that facilitate or debilitate English language development. Drawing on an ecological perspective, the findings highlight how students’ positive, ambivalent, and negative emotions were evoked by the conditions that informed their identities and ideal selves. This study aims to understand what activates students’ emotions and informs their visualisation of their ideal selves within the ecosystem of English language education. Overall, this study highlights the importance of creating a network of supportive emotional affordances, despite the constraints of the ecosystem, to enhance students’ emotional mindfulness to transform negative emotions into positive emotional experiences to attain their ideal selves.

This qualitative study examines the professional agency of secondary English teachers in Midwestern South Korea. Specifically, it investigates how secondary English teachers in South Korea understand their professional agency and what mediates their professional agency. The ecological approach in this study recognises that agency encompasses both individual and environmental dimensions and is formed through the constant interplay between the individual and the environment. The dataset for this study comprises 15 semi-structured interviews with secondary English teachers in South Korea. The thematic analysis highlights a significant gap between Korean English teachers' espoused agency and realisable agency, as well as three levels of legitimation that teachers have to negotiate. These levels are individual, collegial and sociocultural. The findings from this study suggest that the participating teachers censored their own pedagogical behaviours due to their own sense of inadequacy and in response to structural requirements as well as the external evaluation of parents and high-stakes test scores. This study concludes with implications for English teachers in South Korea, theorisation on teacher agency and future research.

This article examines the foreign language learning biographies of six Finnish English speakers who reflect on their journey towards a bilingual identity. In this article language learning is examined as a process that is intrinsically emotional as emotion connects individuals with the world as well as being a movement within oneself. The data analysis is based on dialogical and narrative approaches. Through the analysis two key story types were named: "Bilingualism as striving" and "Bilingualism as a gift." In the striving stories English was held up as an ideal, as a way of engaging with the wider world but moreover as a way of finding a better 'me'. In the gift stories, English was experienced as a gateway to something other, whether a new community, sport, or music. The emotional intonation of these two story types varied considerably highlighting the importance of emotion within language education.

Language educators in Australia and Finland are expected to foster intercultural understanding within foreign language education. This paper presents findings from a qualitative case study focusing on theoretical and practical intercultural understanding in secondary school language education. The data for this study includes lesson observations as well as student and teachers interviews collected in two secondary schools in Australia and Finland. The findings demonstrate the complex resources teachers and students draw on to develop and share intercultural understanding. The discussion addresses the value of different perspectives and the need for a new metaphor to conceptualise intercultural understanding.

Enteric methane (CH4 ) production from cattle contributes to global greenhouse gas emissions. Measurement of enteric CH4 is complex, expensive, and impractical at large scales; therefore, models are commonly used to predict CH4 production. However, building robust prediction models requires extensive data from animals under different management systems worldwide. The objectives of this study were to (1) collate a global database of enteric CH4 production from individual lactating dairy cattle; (2) determine the availability of key variables for predicting enteric CH4 production (g/day per cow), yield [g/kg dry matter intake (DMI)], and intensity (g/kg energy corrected milk) and their respective relationships; (3) develop intercontinental and regional models and cross-validate their performance; and (4) assess the trade-off between availability of on-farm inputs and CH4 prediction accuracy. The intercontinental database covered Europe (EU), the United States (US), and Australia (AU). A sequential approach was taken by incrementally adding key variables to develop models with increasing complexity. Methane emissions were predicted by fitting linear mixed models. Within model categories, an intercontinental model with the most available independent variables performed best with root mean square prediction error (RMSPE) as a percentage of mean observed value of 16.6%, 14.7%, and 19.8% for intercontinental, EU, and United States regions, respectively. Less complex models requiring only DMI had predictive ability comparable to complex models. Enteric CH4 production, yield, and intensity prediction models developed on an intercontinental basis had similar performance across regions, however, intercepts and slopes were different with implications for prediction. Revised CH4 emission conversion factors for specific regions are required to improve CH4 production estimates in national inventories. In conclusion, information on DMI is required for good prediction, and other factors such as dietary neutral detergent fiber (NDF) concentration, improve the prediction. For enteric CH4 yield and intensity prediction, information on milk yield and composition is required for better estimation.

Although different forms of English-medium instruction (EMI) are being recognised, the different ways in which EMI can impact the pedagogical activities and expertise of higher education educators have received less attention. Using face-to-face and written interviews with nine teacher educators at a Finnish university, this study examines the most important aspects teacher educators perceive in their work through EMI and how these aspects connect to the understanding of their professional identity. The study is theoretically premised on the interconnected concepts of pedagogical doing, pedagogical being, pedagogical relating, and pedagogical language awareness. The thematically analysed data highlighted the ways in which pedagogical being, doing, and relating revolve around the presence and role of the foreign language in EMI, as well as the concurrent disjunctures and opportunities EMI creates. Pedagogical being informed EMI teacher educators’ orientation to their work and the different ways language impinges on the sense of self as the teacher educators share how they try to understand and respond to the disjunctures of EMI. In terms of pedagogical doing, EMI impinges on how teacher educators enact their practice and the relationships developed with students. However, the focus of pedagogical relating addresses the relationship between the EMI teacher educators and their workplace. The findings from this study will hopefully contribute to the development of EMI teacher preparation and support critical discussions on the ‘Englishisation’ of higher education.

A learner-centered teaching approach is well known in higher education but has not been fully addressed within counselor education. Instructors who adopt this approach value a collaborative approach to teaching and learning, one that honors students' wisdom and contributions. Teachers create a learning environment encouraging students to actively engage in and take ownership of their learning experiences, an environment inspiring students to think deeply about how they might apply what they are learning to their future practice. It may be particularly challenging for counselor educators to incorporate learner-centered teaching strategies into didactic courses that are traditionally heavy in content versus smaller experiential courses such as practica and internships. In this article, learner-centered teaching is described, and a case study demonstrates how a learner-centered approach may be applied to a traditionally didactic counseling course.

This qualitative interview-based study draws on the reported experiences of students and teachers to explore how agency and entrainment resource and constrain each other in joint music-making. The participants were 23 students of Grades 6 and 11 music teachers from different primary schools. The qualitative content analysis of the 11 student pair interviews and 11 one-to-one teacher interviews indicated that experiences of music-related interpersonal entrainment intertwine with different dimensions of agency. In the analysis, four themes were identified as follows: presence, belonging, safety, and continuity. These findings provide insights into the relationship between agency and entrainment in classroom-based joint music-making and provide a novel lens through which to examine the complementary experiences of students and teachers. This study builds bridges between the concepts of agency and entrainment in the context of music education, offering theoretical clarification as to how and why joint music-making can be considered an intersubjective activity that fosters group cohesion and social interaction. The findings further present a view of the constitutive nature of the relationship among agency, entrainment, and intersubjectivity in joint music-making. The findings offer educators concrete grounds for using joint music-making as a platform for an agency.

This study engages with current debate around global education and internationalization of higher education(HE). There is an identified need to critically reflect on how global education commitments are introduced to HE students, and how the debates are brought to individual as well as institutional levels. The study explores how students in a Finnish university develop their understanding of global education, citizenship and potential dispositions towards global responsibility. The students participated in an international seminar on the global Education for All (EFA) process, with purposefully planned participatory activities and cross-cultural dialogues, and reflected on their learning about the global process in assignments. A rigorous qualitative thematic analysis was conducted on the students' written learning assignments (n = 43). The analysis revealed that students learned about the global EFA process and targets, and reflected on general and personal significance of the process as well as the connections between the local and global. They placed the responsibility for educational transformation in three distinct levels: the 'other'; 'we'; and 'I'. The findings suggest that purposefully designed learning activities guide students to develop their understanding of global education and to disposition themselves as responsible future education professionals, both prerequisites of global citizenship and transformation of education.

Recent discussion indicates that the initial enthusiasm of Content and Language Integrated Learning (CLIL) teachers can be undermined by the demands of foreign-language mediated education. However, there is a lack of research on the resources and tensions that respectively support or limit the professional agency of CLIL teachers. By means of semi-structured interviews with fourteen participants, this study seeks to better understand how teacher agency is experienced by CLIL teachers working in Finnish primary schools. To examine tensions and resources in CLIL teachers' work lives, a holistic and dynamic theoretical conceptualization of teacher agency is suggested, paying particular attention to the classroom, professional relationships and the wider sociocultural environment. Findings showed that language, classroom-related tensions and temporal, material and developmental resources were perceived as tensions limiting teacher agency. In contrast, autonomy, openness to change, teacher versatility, and collegial community were found to support teacher agency. The study concludes with practical implications for teacher education, practicing teachers and future research.

This study examined the association between perfectionism and perceived stress, life satisfaction, positive emotions, and negative emotions among a national sample of 528 doctoral students. Latent profile analysis based on a measure of perfectionism supported a 3-class model (i.e., adaptive perfectionists, nonperfectionists, and maladaptive perfectionists). Adaptive perfectionists had the lowest levels of perceived stress and negative emotions and the highest levels of positive emotions and life satisfaction. Maladaptive perfectionists had the highest levels of perceived stress and negative emotions along with the lowest levels of negative emotions.

Fermentation of pasture grasses and grains in the rumen of dairy cows and other ruminants produces methane as a by-product, wasting energy and contributing to the atmospheric load of greenhouse gasses. Many feeding trials in farmed ruminants have tested the impact of dietary components on feed efficiency, productivity and methane yield (MeY). Such diets remodel the rumen microbiome, altering bacterial, archaeal, fungal and protozoan populations, with an altered fermentation outcome. In dairy cows, some dietary grains can reduce enteric methane production. This is especially true of wheat, in comparison to corn or barley. Using a feeding trial of cows fed rolled wheat, corn or barley grain, in combination with hay and canola, we identified wheat-associated changes in the ruminal microbiome. Ruminal methane production, pH and VFA concentration data together with 16S rRNA gene amplicon sequences were used to compare ruminal bacterial and archaeal populations across diets. Differential abundance analysis of clustered sequences (OTU) identified members of the bacterial families Lachnospiraceae, Acidaminococcaceae, Eubacteriaceae, Prevotellaceae, Selenomonadaceae, Anaerovoracaceae and Fibrobacteraceae having a strong preference for growth in wheat-fed cows. Within the methanogenic archaea, (at >99% 16S rRNA sequence identity) the growth of Methanobrevibacter millerae was favoured by the non-wheat diets, while Methanobrevibacter olleyae was unaffected. From the wheat-preferring bacteria, correlation analysis found OTU strongly linked to reduced MeY, reduced pH and raised propionic acid levels. OTU from the genera Shuttleworthia and Prevotella_7 and especially Selenomonadaceae had high anti-methane correlations. An OTU likely representing (100% sequence identity) the fumarate-reducing, hydrogen-utilising, rumen bacterium Mitsuokella jalaludinii, had an especially high negative correlation coefficient (-0.83) versus MeY and moderate correlation (-0.6) with rumen pH, strongly suggesting much of the MeY suppression is due to reduced hydrogen availablity. Other OTU, representing as yet unknown species from the Selenomonadaceae family and the genera Prevotella_7, Fibrobacter and Syntrophococcus also had high to moderate negative MeY correlations, but low correlation with pH. These latter likely represent bacterial species able to reduce MeY without causing greater ruminal acidity, making them excellent candidates, provided they can be isolated, for development as anti-methane probiotics.

The frequency, duration, and intensity of heat waves in Australia are increasing. To reduce the impact of heat waves on milk production, novel management strategies are required. Altering the forage type and amount offered affect the heat load on dairy cows and offer potential strategies to ameliorate the effects of hot weather. Thirty-two multiparous, lactating Holstein–Friesian cows were assigned one of four dietary treatments: chicory high amount, chicory low amount, pasture silage high amount, or pasture silage low amount. These cows were exposed to a heat wave in controlled-environment chambers. Cows that were offered fresh chicory had similar feed intake to cows that were offered pasture silage (15.3 kg DM/d). However, cows that were offered chicory produced greater energy-corrected milk (21.9 vs. 17.2 kg/d) and had a lower maximum body temperature (39.4 vs. 39.6 °C) than cows that were offered pasture silage overall. Cows that were offered the high amount of forage had greater feed intake (16.5 vs. 14.1 kg DM/d) and energy corrected milk yield (20.0 vs. 17.9 kg/d) than cows that were offered the low amount, as intended, but with no difference in maximum body temperature (39.5 °C). We conclude that feeding chicory instead of pasture silage to dairy cows shows promise as a dietary strategy to ameliorate the effect of heat exposure, and there was no advantage in restricting feed amount.

This article offers a dialogical exploration of student teachers’ reflections on notions of insideness and outsideness, the focal themes of an Erasmus+ ten-day intensive programme (IP). The arts-based, interdisciplinary IP involved 32 student participants and twelve members of staff from eight European universities hosted by the University of Jyväskylä, Finland. The data for this paper are based on the final written essays of student participants as they reflected on their understanding of outsideness and insideness at the end of the IP. The dialogic approach used in the analysis allows for a careful exploration of how the students attended to different experiences, surmised the meaning of insideness and outsideness, and used these reflections to develop their pedagogical response. The findings highlight how the participants drew on their own experiences and relationships within and beyond the IP to navigate and negotiate their pedagogical understanding. This study offers useful insights into the formation of pedagogical understanding as well as the role and responsibilities of teacher education in guiding this formative process, all the more important in times of emergencies.

Multirotor Unmanned Air Systems (UAS) represent a significant improvement in capability for Synthetic Aperture Radar (SAR) imaging when compared to traditional, fixed-wing, platforms. In particular, a swarm of UAS can generate significant measurement diversity through variation of spatial and frequency collections across an array of sensors. In such imaging schemes, the image formation step is challenging due to strong extended sidelobe; however, were this to be effectively managed, a dramatic increase in image quality is theoretically possible. Since 2015, QinetiQ have developed the RIBI system, which uses multiple UAS to perform short-range multistatic collections, and this requires novel near-field processing to mitigate the high sidelobes observed and form actionable imagery. This paper applies a number of algorithms to assess image reconstruction of simulated near-field multistatic SAR with an aim to suppress sidelobes observed in the RIBI system, investigating techniques including traditional SAR processing, regularised linear regression, compressive sensing. In these simulations presented, Elastic net, Orthogonal Matched Pursuit, and Iterative Hard Thresholding all show the ability to suppress sidelobes while preserving accuracy of scatterer RCS. This has also lead to a novel processing approach for reconstructing SAR images based on the observed Elastic net and Iterative Hard Thresholding performance, mitigating weaknesses to generate an improved combined approach. The relative strengths and weaknesses of the algorithms are discussed, as well as their application to more complex real-world imagery.

Teaching is recognised as an emotional practice. Studies have highlighted the importance of teachers' emotional literacy in the development of pupils' emotional skills, the central position of emotions in teachers' ways of knowing, and in their professional development. This longitudinal study draws on a dialogic understanding of emotion to present findings from qualitative interviews with teachers. This study aims to provide further understanding in this area by offering a perspective into 7 foreign language teachers' emotions in relation to their pupils during their first decade in the profession. The most important finding was that negative emotions decreased while the positive emotions increased. Understanding what emotions teachers face and how they deal with them may help practicing teachers better understand their daily work and support student teacher preparation.

Thirty-five novice counselors completed a Q sort that assessed their perceptions of what was most helpful about teachers of didactic classes in their master's degree program. Participants perceived teachers who used a contextual teaching pedagogy and had an authentic, empathic, and compassionate way of being as helpful to their learning.

Cereal grains that differ in the rate and extent of ruminal fermentation differ in heat increment and may be used to improve thermoregulation during heat stress. This experiment investigated the responses of dairy cows in late lactation to a heat challenge when offered wheat-grain or corn-grain. Eighteen lactating cows, 220 ± 94 (mean ± standard deviation) days in milk, 3.7 ± 0.17 years of age and 558 ± 37 kg bodyweight, were allocated treatments containing 6 kg dry matter (DM)/day of wheat grain or 6 kg DM/day corn grain (9 per treatment) plus 14 kg DM/day of alfalfa hay. Measurements were made during a 7-day pre-challenge period at ambient conditions in individual stalls, during a 4-day heat challenge (temperature humidity index of 74 to 84) in individual controlled-climate chambers, then during a 7-day recovery period at ambient conditions in individual stalls. During the heat challenge, cows offered corn had lower respiration rates (p = 0.017) and greater feed intake (p = 0.021) but energy-corrected milk (p = 0.097) was not different to that of cows offered wheat. Feeding corn grain to dairy cows during a heat challenge reduced some of the negative impacts of heat stress, enabling the cows to consume more forage compared with supplementing with wheat grain.

This study explores how students deal with material resources in their peer interaction when working in pairs in an open-ended problem-solving task. The productive use of material resources can be expected to support successful peer work. However, research into social phenomena in peer interaction is needed in order to identify and describe productive and less productive forms of dealing with material resources as students participate in open-ended problem-solving tasks. Consequently, this explorative study responds to this research need. Based on multimodal data, including video recordings, transcribed talk and the written contributions from four pairs of Year 7 students aged 12-13 years, the analysis focuses on different ways in which students deal with material resources while negotiating their participation as they respond to the task. The findings indicate that aspects of participation are a key factor for describing productive and less productive ways of dealing with material resources by the student pairs. Foregrounding aspects of participation for an increased awareness of potential obstacles to student-centred work is among this study’s contributions for classroom practice and theory development.

There has been considerable interest in the use of red seaweed, and in particular Asparagopsis taxiformis, to increase production of cattle and to reduce greenhouse gas emissions. We hypothesized that feeding seaweed or seaweed derived products would increase beef or dairy cattle performance as indicated by average daily gain (ADG), feed efficiency measures, milk production, and milk constituents, and reduce methane emissions. We used meta-analytical methods to evaluate these hypotheses. A comprehensive search of Google Scholar, Pubmed and ISI Web of Science produced 14 experiments from which 23 comparisons of treatment effects could be evaluated. Red seaweed (Asparagopsis taxiformis) and brown seaweed (Ascophyllum nodosum) were the dominant seaweeds used. There were no effects of treatment on ADG or dry matter intake (DMI). While there was an increase in efficiency for feed to gain by 0.38 kg per kg [standardized mean difference (SMD) = 0.56; P = 0.001] on DerSimonian and Laird (D&L) evaluation, neither outcome was significant using the more rigorous robust regression analysis (P >0.06). The type of seaweed used was not a significant covariable for ADG and DMI, but A. nodosum fed cattle had lesser feed to gains efficiency compared to those fed A. taxiformis. Milk production was increased with treatment on weighted mean difference (WMD; 1.35 ± 0.44 kg/d; P 80%). In one comparison, methane yield was reduced by 97%. We conclude that while there was evidence of potential for benefit from seaweed use to improve production and reduce methane yield more in vivo experiments are required to strengthen the evidence of effect and identify sources of heterogeneity in methane response, while practical applications and potential risks are evaluated for seaweed use.

This phenomenological study explored six single mothers' experiences of support at their young children's school. Themes resulting from interpretative phenomenological analysis suggest the single mothers experienced tangible (e.g., school resources, school-wide events, structural flexibility, teachers' formal communication) and intangible (e.g., caring relationships with school faculty and staff, experiencing teachers as parenting partners, perceiving acceptance from the school environment) forms of support from their children's school. Furthermore, results suggest these single mothers experienced intangible supports more prominently than tangible forms of support. The support needs of these single mothers at their young children's school were also explored including the mothers' desire for stronger relationships with other parents and families at the school.

Addition of fats to the diets of ruminants has long been known to result in a reduction in enteric methane emissions. Tannins have also been used to reduce methane emissions but with mixed success. However, the effect of feeding fat in combination with tannin is unknown. Eight ruminally cannulated Holstein-Friesian cows were fed four diets in a double Latin-square, full crossover sequence. The treatments were 800 ml/day of water (CON), 800 g/day of cottonseed oil, 400 g/day of tannin, and 800 g/day of cottonseed oil and 400 g/day of tannin in combination (fat- and tannin-supplemented diet). Methane emissions were measured using open-circuit respiration chambers. Intake of basal diets was not different between treatments. Cows fed cottonseed oil had greater milk yield (34.9 kg/day) than those fed CON (32.3 kg/day), but the reduced concentration of milk fat meant there was no difference in energy-corrected milk between treatments. Methane yield was reduced when either cottonseed oil (14%) or tannin (11%) was added directly to the rumen, and their effect was additive when given in combination (20% reduction). The mechanism of the anti-methanogenic effect remains unclear but both fat and tannin appear to cause a reduction in fermentation in general rather than cause a change in the type of fermentation.

Ex ante economic analysis can be used to establish the production threshold for a proposed experimental diet to be as profitable as the control treatment. This study reports (1) a pre-experimental economic analysis to estimate the milk production thresholds for an experiment where dietary supplements were fed to dairy cows experiencing a heat challenge, and (2) comparison of these thresholds to the milk production results of the subsequent animal experiment. The pre-experimental thresholds equated to a 1% increase in milk production for the betaine supplement, 9% increase for the fat supplement, and 11% increase for fat and betaine in combination, to achieve the same contribution to farm profit as the control diet. For the post-experimental comparison, previously modelled climate predictions were used to extrapolate the milk production results from the animal experiment over the annual hot-weather period for the dairying region in northern Victoria, Australia. Supplementing diets with fat or betaine had the potential to produce enough extra milk to exceed the production thresholds, making either supplement a profitable alternative to feeding the control diet during the hot-weather period. Feeding fat and betaine in combination failed to result in the extra milk required to justify the additional cost when compared to the control diet.

Supplementing the diet of lactating cows with ingredients that increase energy density, or reduce internal heat production, may reduce some of the negative impacts of hot weather on milk yield. Thirty-two dairy cows were assigned either: (1) basal diet only, (2) basal diet plus canola oil, (3) basal diet plus betaine, or (4) basal diet plus canola oil and betaine. The basal diet was lucerne hay, pasture silage, and grain. Cows were exposed to a four-day heat challenge (temperature-humidity index 74 to 84) in controlled-environment chambers. Canola oil supplementation increased milk production (22.0 vs. 18.7 kg/d) across all periods of our experiment and increased body temperature (39.6 vs. 39.0 °C) during the heat challenge. Betaine supplementation reduced maximum body temperature during the pre-challenge period (39.2 vs. 39.6 °C) but not during the heat challenge (40.3 °C). Cows fed canola oil had greater declines in dry matter intake (5.4 vs 2.7 kg DM) and energy corrected milk (1.3 vs. 1.0 kg) from the pre-challenge to the heat challenge than other cows. Contrary to our expectations, the combination of fat and betaine supplements did not result in a clear benefit in terms of milk production or body temperature. Further work is warranted to understand the interactions between diet and hot weather.

The study explores how sense of global connectedness can be enhanced by creating opportunities for cross-cultural dialogue in higher education. Thematic analysis of randomly selected 15 learning journals, students' reflections on their learning during an international seminar was used to identify students' significant learning experiences. The results emphasise the added value of diversity (geographical, disciplinary, cultural and social) among students, faculty and invited presenters for creating meaningful learning. Furthermore, they suggest that designing an integrated approach of contents, contexts and activities for critical engagement in global dialogue and knowledge generation in higher education can open up new perspectives to students in education and thereby increase their sense of global connectedness. The research addresses internationalisation of higher education, contributes to the development of international study programmes and provides means to enhance inclusion of global issues in higher education policies, curricula and practice.

Students of education encounter a range of pedagogies yet how future teachers' appropriate moral principles are little understood. We conducted an investigation into this process with 10 international students of education attending an intensive course on "dialogic pedagogy" in a university in Finland. The data comprising student learning journals and essays were coded for the level of questioning, acceptance and irreverence. In the findings, reverential acceptance was more frequent than questioning and irreverence; however, our qualitative analysis also found a large number of micro-transitions between questioning, acceptance and irreverence suggesting a dynamic interplay. Recognising this vacillation as part of a moral journey may support better understanding of what it means to engage with a different pedagogy.