Dependence of discharge, channel area, and flow velocity on river stage and a refutation of Manning’s equation

ABSTRACT Field data reveal how the discharge (Q), channel area (A), and average water velocity (Vavg) of natural streams functionally depend on the effective stage (h) above channel bottom. A graphical technique allows the level that corresponds to a dry channel, denoted “h0,” to be determined, permitting the dependent variables Q, A, and Vavg to all be expressed as simple functions of h, equal to hL– h0, where hL is the local stage that is typically reported relative to an arbitrary, site-specific datum. Once h0 is known, plots of log Q, log A, and log Vavg versus log h can be constructed using available data. These plots define strong, nearly linear trends for which the slopes (1) quantify the power relationships among these variables; (2) show that Vavg varies nearly linearly with h, unlike behaviors assumed in the Chezy and Manning equations; (3) distinguish the individual contributions of A and Vavg to discharge, which is their product; (4) provide quantitative means with which to compare different sites; and (5) offer new insights into the character and dynamics of natural streams.

A critical systems evaluation of the introduction of a ‘discharge to assess’ service in Kent

Discharge to Assess (D2A) models of care have been developed to expedite the process of discharging hospital patients as soon as they are medically fit to leave, thereby improving the efficiency and effectiveness of the healthcare system. This article focuses on the implementation of a D2A model in Kent, England, which formed a case study for a European research programme of improvements in integrated care for older people. It uses the Critical Systems Heuristics framework to examine the implementation process and focuses in particular on why this improvement project proved to be so difficult to implement and why the anticipated outcomes were so elusive. The analysis highlights the value in using critical systems thinking to better evaluate integrated care initiatives, in particular by identifying more explicitly different stakeholder perspectives and power relationships within the system and its decision environment.

Kings of Chaldea and Sons of Nobodies: Assyrian Engagement with Chaldea and the Emergence of Chaldean Power in Babylonia

From the ninth century until the last quarter of the seventh century BCE, the Assyrian Empire first extended its power over Babylonia and then engaged in a prolonged effort to retain control. The patchwork nature of Babylonian society—divided as it was between the traditional urban centers, territories controlled by five distinct Chaldean tribes, and regions inhabited by Aramaean tribes—presented opportunities and challenges for Assyria as it sought to assert its dominance. Assyrian interactions with the Chaldean tribes of Babylonia redefined the Chaldeans’ place within power relationships in southern Mesopotamia. Starting in 878, Assyria first perceived Chaldean territory as distinct from what they defined as Karduniaš, the land ruled by the king of Babylon. Shalmaneser III exploited and accentuated this division by recognizing the Chaldean leaders as kings and accepting their tribute even as he concluded a treaty with the Babylonian king, Marduk-zakir-shumi I. By decentralizing power in Babylonia, Assyria was able to assert indirect control over Babylonia. However, periods of Assyrian weakness created opportunities for several Chaldeans—drawing upon the economic and military power they could muster—to claim the title of king of Babylon with all the accompanying ideological power. These new developments prompted Assyria under the Sargonids to create counter-narratives that questioned the legitimacy of Chaldeans as kings of Babylon by presenting them as strange and inimical to the Assyrian order even as Assyrian interactions with the Chaldeans improved Assyrian familiarity with them.

Teachers’ critical reflection: what are the practices for social justice in education?

This article explores teachers’ participation in the school’s social justice system through the lens of the critical multicultural approach (May & Sleeter, 2010; May, 2000; 2003). Based on a research project about reconstruction and the theorization of teachers’ stories of practice (Desgagné, 2005) in a multiethnic context, data was collected from teachers in highly multiethnic primary schools in Québec. They were asked to narrate a story about a problem or an event with an immigrant or refugee student in their class. Four of these stories have been selected for this article. Our aim was to analyze the teachers’ cultural responses and their perception of their roles in supporting their students. Our analysis shows that although these teachers tend to make changes to their students’ reality, they cannot escape or contest “alone” the norms of an academic, societal and political system that governs its power relationships and privileges, its dominant norms and values.

Guest Editorial: Power in Engaged Scholarship: Dimensions and Dynamics of Knowledge Co-Creation

Collaboratively engaged research is shaped by dynamic power relationships among individuals, institutions and communities. Where some disciplines have explored the theoretical and methodological implications of power relations, the engagement movement writ large has suffered from a lack of explicit conceptual models and in-depth analyses of the role of power in the process of knowledge co-creation. Over the last 30 years, considerable attention has been paid to how resources and expertise within academic institutions can be brought to bear on the intractable social and economic problems of local communities. A necessary, yet under-theorised aspect of these dynamics is the extent to which the positionality and interpersonal relationships between actors impact the outcomes and durability of these processes. In this introductory article, we describe our effort to cultivate a conversation about power in engaged research. We organised an Author Collective for scholars and practitioners with a wide range of perspectives to expand our theoretical understanding of power’s role in university- community engagement. By reflecting on identities, approaches and experiences, the authors in this issue explore power as a vehicle for understanding the impact of positionality and interpersonal relationships on the process and outcomes of collaborative research.

APPLICATION OF THEO VAN LEEUWEN'S CRITICAL DISCOURSE ANALYSIS IN LIPUTAN6.COM NEWS ON THE DISSOLUTION OF BSNP

The study was conducted with the aim of analyzing and discussing the use of language in the text of the news discourse on the liputan6.com page on the dissolution of the BSNP (National Education Standards Agency) which was published on September 3, 2021 using the framework of Theo Van Leeuwen's critical discourse analysis model. This research is qualitative research that uses descriptive methods. The data taken in this study uses content analysis. In addition, this research also refers to the study of literature in the form of journals, books and other literature so that a comprehensive and holistic discussion of the research topics raised is obtained. The results of the discussion obtained from this study are based on the category of exclusion and inclusion strategies according to Theo Van Leeuwen. Categories of exclusion strategies include pasivation, nominalization and replacement of sentence clauses while inclusion strategy categories include differentiation-inference, objectivation-abstraction, nomination-categorization, nomination-identification, determination-indetermination, assimilation-individualization and association-dissociation. With an analysis of the use of this category of exclusion and inclusion strategies, audiences can understand how the emphasis of marginalized actors, actors who are championed and power relationships on the process marginalizes or fights for these aspects.

Toward productive complicity: Applying ‘traditional ecological knowledge’ in environmental science

Culture and tradition have long been the domains of social science, particularly social/cultural anthropology and various forms of heritage studies. However, many environmental scientists whose research addresses environmental management, conservation, and restoration are also interested in traditional ecological knowledge, indigenous and local knowledge, and local environmental knowledge (hereafter TEK), not least because policymakers and international institutions promote the incorporation of TEK in environmental work. In this article, we examine TEK usage in peer-reviewed articles by environmental scientists published in 2020. This snapshot of environmental science scholarship includes both critical discussions of how to incorporate TEK in research and management and efforts to do so for various scholarly and applied purposes. Drawing on anthropological discussions of culture, we identify two related patterns within this literature: a tendency toward essentialism and a tendency to minimize power relationships. We argue that scientists whose work reflects these trends might productively engage with knowledge from the scientific fields that study culture and tradition. We suggest productive complicity as a reflexive mode of partnering, and a set of questions that facilitate natural scientists adopting this approach: What and/or who is this TEK for? Who and what will benefit from this TEK deployment? How is compensation/credit shared? Does this work give back and/or forward to all those involved?