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This paper explores how teachers in training co-created a canon of texts for teaching about trauma issues, including sexual violence. This paper represents a piece of a larger feminist study where 23 teacher candidate participants took up readings in a sexual trauma text set and responded to pedagogy for teaching such texts with Canadian adolescent literacy learners. Overall, the data strongly indicated that many participants prioritized promoting social action in their emerging pedagogies, including anti-rape efforts. Discourses of readiness to combat rape culture especially surfaced, signalling that overwhelmingly, participants were authoring themselves as educators who prioritize creating community and enacting resistances to oppressions in some way. As such, a key finding examined in this paper was how participants collectively built on the initial corpus of trauma texts in the study's text set that they advocated for or planned to teach in their future education careers.

Rape culture and sexual violence have especially entered popular discourse in recent years, largely due to the significant activism of Tarana Burke's #MeToo movement. As such, because educators are increasingly taking up these topics, approaches to such intense subject matter in literacy learning need to be creatively and critically (re)considered so as to privilege more inclusive stories of sexual trauma and cultivate radical resistance against rape culture. Emerging from a feminist qualitative study that examined how secondary teacher candidates responded to a trauma text set of sexual assault narratives, as well as proposed antirape pedagogy for the secondary English classroom, this paper explores the testimonial discourses that surfaced. Teacher candidates participants either offered their own "Me Too" moments -- that is, disclosures of experiencing sexual violence in some way, or disclosed witnessing trauma testimony, usually by a loved one.

This paper seeks to offer insights and gentle suggestions for higher education leaders, particularly those teaching and supervising new doctoral students. Graduate students experience stress and anxiety, making entering the academic sphere an often emotionally taxing move. In response, a great deal of research examines how university faculty might ease this transition into a particularly intimidating, rigorous space. As such, this poetic offering invites education leaders who interact with new doctoral students to consider an abecedarian written in the spirit of capturing the potential needs and wants of early scholars navigating their PhD programs at the beginning of the journey.

Drawing on data from a larger feminist study that explored how secondary English teacher candidates responded to a sexual trauma text set and pedagogy for teaching such narratives with Canadian adolescents, this paper examines how caretaker discourses emerged in response to these stories and learning. This especially manifested as emerging teacher participants discussed and troubled the notion of 'safety' in schools altogether, searched for ways to cultivate 'safe-er' classroom spaces, and critically considered triggering and content (trigger) warning practices. With the aim of thinking about how educators might build radical classrooms prepared to address Tarana Burke's Me Too movement, the pervasiveness of sexual assault, and the insidiousness of rape culture through literacy learning, this paper details the sometimes precautionary but overall promising ways in which teacher candidates considered tackling difficult subject matter in English Language Arts.

Dairy manure applications are a common practice in Idaho potato (Solanum tuberosum L.) production, however the impacts on tuber yield and quality are not well understood. Our objectives were to determine (1) how repeated dairy manure applications impact soil properties and plant nutrient uptake, and (2) how these changes influence plant nutrient interactions, tuber yield, and quality. Stockpiled dairy manure was fall-applied over a 6-year period to two adjacent potato production fields in Kimberly, ID. Eight treatments included application frequency (annual and biennial), manure application rate (18, 36, and 52 Mg ha−1 application−1 [dry weight basis]), fertilizer-only, and a non-amended control. Manure treatments were supplemented with fertilizer to prevent nutrient-limiting conditions. Compared to fertilizer treatments, mean soil organic matter, total N, and K were greater for annual manure by 53%, 47%, and 426%, and biennial manure by 24%, 23%, and 199%, respectively. For annual applications only, mean soil nitrate, P, and electrical conductivity were greater than fertilizer treatments by 247%, 431%, and 222%, respectively. Manure promoted P and K luxury consumption with increasing application rate and frequency. Foliage Ca, Mg, Zn, Mn, and Cu correlated negatively against foliage K, potentially due to cation competition and translocation disruption. Annual applications decreased mean tuber specific gravity from 1.078 to 1.073, which may be attributed to saline-sodic conditions and delayed maturity from late-season N mineralization. Our findings suggest that biennial manure applications may prevent specific gravity issues. Agronomic parameters related to N, K, and soluble salts should be closely monitored in these systems. [ABSTRACT FROM AUTHOR]

As a former secondary English teacher, I know well how often we question ourselves. There were many nights when, struggling to fall asleep, I tossed and turned, fussing over whether [...]

Idaho's Magic Valley is a highly productive agricultural region in the United States due to irrigation. The soils in this region are prone to crusting, have low organic matter, and are high in calcium carbonates, making them susceptible to erosion and water runoff. Soils need to be better managed to enhance aggregate stability to enable increased infiltration of irrigation water and decreased soil erosion in nearby waterways. However, to make management recommendations, the identification of appropriate measurements of aggregate stability needs to be identified, and few relevant studies exist. Thus, the overall goal of this project was to identify appropriate methods for the assessment of soil aggregate stability in the study region. The study sites were located in Southern Idaho and set up using common cropping rotations and agricultural management practices for the region using a variety of nutrient sources, tillage types, and cover cropping. Three methods were used to measure soil aggregate stability: wet sieving, simulated rainfall using a Cornell Sprinkle Infiltrometer (sprinkler height: 30, 90, and 150 cm), and the SLAKES mobile application. No differences in soil aggregate stability were found when the wet sieving or SLAKES methods were used at the three study sites, either due to the method or a general lack of differences between treatments. When using the Cornell Sprinkle Infiltrometer, no treatment differences were found at LT-Manure or GRACEnet; however, differences were observed between treatments at the Cover Crop study site at sprinkler heights of 30 and 90 cm. At a sprinkler height of 30 cm, the average mean weight diameter was the highest when winter forage crops (WFC) and solid dairy manure (SDM) were applied (3.73 mm) and the lowest in the control (3.12 mm). At a sprinkler height of 90 cm, the average mean weight diameter was the highest when WFC and SDM were applied (3.54 mm) and the lowest in the WFC Only treatment (2.46 mm). These results not only have implications for which methods are best for assessing progress but also for what management practices can be utilized to decrease soil erosion from irrigated cropland. This study highlighted that under these soils and management practices, simply increasing soil carbon does not increase aggregate stability, especially when root crops are included in the crop rotation with intensive tillage. In arid and semi-arid regions, the Cornell Sprinkle Infiltrometer may be a more sensitive method of measuring soil aggregate stability compared to traditional wet sieving. [ABSTRACT FROM AUTHOR]

This paper explores the ways in which pleasure-reading a Jackie Kai Ellis' memoir, The Measure of my Powers: A Memoir of Food, Misery, and Paris turned into an intense exercise of critical reflection on personal growth and grief in pursuing academia. This story resonated deeply with me, especially due to how Ellis' endeavouring to excel, find space, and secure a place in her work as an entrepeneur baker connects to the sometimes painful and often precarious path that so many scholars take to author themselves in the neoliberal university. [ABSTRACT FROM AUTHOR]

Background: This paper analyzes a remembered shared experience of cocurricular designing and coteaching an experiential learning pilot project in a university study abroad program (SAP) that emphasized social justice. Purpose: We look back because the pilot program is a significant demonstration of what complexities can arise when feminist educators bring their own politics and pedagogies to experiential learning and study abroad education contexts; we understand this as valuable because "experience" broadly is complex. Memory is crucial to feminist educators because it indicates the development of care, ethics, pedagogy, politics, and priorities, and so, we ask: what pedagogical insights can be gained through revisiting our enmeshed personal/professional memories of cocurricular designing and coteaching an experiential learning series for study abroad students? Methodology: We use self-study and memory work to analyze memory objects (curriculum materials) and narratives (of teaching) to explore this pedagogical work and highlight generative tensions that emerged while employing a critical feminist approach to work not initially conceptualized with this framing. Findings: We uncovered three key tensions: personal, community, and racial that troubled emergent issues related to difference, discourse, and positionality. Implications: This project offers pedagogical insights into how oppression and inequality may enter experiential learning and study abroad spaces. [ABSTRACT FROM AUTHOR]

This article explores the potential of using trauma literature in the secondary high school classroom, drawing from a case study that explored grade 10 secondary students' responses to a trauma story. These responses were primarily collected from their digital writing and reveal a number of interesting findings, including the expression of anger and aggression in their writing, discussions of combating depression, and engaging in supportive communication. In addition, some students did not address some expected topics, so there were some interesting silences that emerged in the study.