Application of Functional Theory of Political Discourse in Chilean presidential debates to determine the influence of journalists in the contents

Within the growing academic interest over electoral debates, the role of the journalists who conduct the debates in determining the tenor of the answers has not been sufficiently studied. We used Chile as an extreme case, given the predominant role that the debate moderators receive here, thanks to the “journalistic panel” format utilized in them, where they take turns to interview the candidates. As a framework to describe these contents, we used Functional Theory of Political Discourse by William Benoit. Our data show that, indeed, the candidates use different combinations of said functions, depending on the different frameworks established by the rules for each debate. Clearly, the candidates tend to defend themselves from the attacks of the journalists, rather than their rivals’; and they use other strategies when the rules allow them more freedom

Application of Functional Theory of Political Discourse in Chilean presidential debates to determine the influence of journalists in the contents

Within the growing academic interest over electoral debates, the role of the journalists who conduct the debates in determining the tenor of the answers has not been sufficiently studied. We used Chile as an extreme case, given the predominant role that the debate moderators receive here, thanks to the “journalistic panel” format utilized in them, where they take turns to interview the candidates. As a framework to describe these contents, we used Functional Theory of Political Discourse by William Benoit. Our data show that, indeed, the candidates use different combinations of said functions, depending on the different frameworks established by the rules for each debate. Clearly, the candidates tend to defend themselves from the attacks of the journalists, rather than their rivals’; and they use other strategies when the rules allow them more freedom

Status and Conservation of Interior Redband Trout in the Western United States

<div><p></p><p>In this article we describe the current status and conservation of interior (potamodromous) Redband Trout <i>Oncorhynchus mykiss</i> sspp. throughout its range in the western United States using extant data and expert opinion provided by fish managers. Redband Trout historically occupied 60,295 km of stream habitat and 152 natural lakes. Currently, Redband Trout occupy 25,417 km of stream habitat (42% of their historical range) and 124 lakes or reservoirs. Nonhybridized populations are assumed to occupy 11,695 km (46%) of currently occupied streams; however, fish from only 4,473 km (18%) have been genetically tested. Approximately 47% of the streams occupied by Redband Trout occur on private land, 45% on government lands, and 8% in protected areas. A total of 210 Redband Trout populations, occupying 15,252 km of stream habitat (60% of the current distribution) and 95,158 ha of lake habitat (52%), are being managed as “conservation populations.” Most conservation populations have been designated as weakly to strongly connected metapopulations (125; 60%) and occupy much more stream length (14,112 km; 93%) than isolated conservation populations (1,141 km; 7%). The primary threats to Redband Trout include invasive species, habitat degradation and fragmentation, and climate change. Although the historical distribution of interior Redband Trout has declined dramatically, we conclude that the species is not currently at imminent risk of extinction because it is still widely distributed with many populations isolated by physical barriers and active conservation efforts are occurring for many populations. However, the hybridization status of many populations has not been well quantified, and introgression may be more prevalent than documented here. We recommend (1) collecting additional genetic data and estimating distribution and abundance by means of a more rigorous spatial sampling design to reduce uncertainties, (2) collecting additional information to assess and predict the impacts of climate on populations, and (3) continuing to use this database to evaluate the status of Redband Trout and inform conservation efforts through time.</p><p>Received March 21, 2014; accepted August 1, 2014</p></div

Learning progressions as tools for supporting teacher content knowledge and pedagogical content knowledge about water in environmental systems

Research on learning progressions has led to advances in understanding student learning about big ideas in science, but teachers struggle to leverage the full potential of learning progressions for classroom instruction. Because learning progressions lay out how students' ideas change over a long period of time, learning progressions could help teachers build better understanding of student thinking, appropriate learning goals, and instructional moves for supporting students in developing more sophisticated ideas. In this study, we explored the potential of learning progression-based curriculum materials to support teachers in developing more sophisticated content knowledge (CK) and pedagocial content knowledge (PCK) for teaching about water in environmental systems. Teachers participated in professional development that introduced them to a learning progression for water in environmental systems and curriculum materials based on this learning progression. Teachers completed written assessments of their CK and PCK prior to the workshops and a year later. Analyses showed that teachers who taught lessons using the learning progression-based curriculum materials showed modest increases in CK, knowledge of learning goals, and knowledge of student thinking. These increases were greater than analogous changes evident for teachers who did not use the curriculum materials. However, even among those who implemented the curriculum materials, teachers' post-assessment performance did not yet reflect knowledge for supporting students in developing model-based reasoning about water. These results show that learning progressions have potential for supporting teacher learning, but that the ubiquity of traditional school science discourse may limit their potential for both student and teacher progress toward model-based reasoning.National Science Foundation12 month embargo; first published: 24 March 2018This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at [email protected]