“She’s Definitely the Artist One”: How Learner Identities Mediate Multimodal Composing

Multimodal composing can activate literacy practices and identities not typically privileged in verbocentric English classrooms, and students’ identities as particular kinds of learners (e.g., “visual artist”) may propel—or limit—their engagement in classroom work, including in multimodal composing. Although researchers have studied the ways multimodal projects can evidence literacy learning and have argued that identity is negotiated, improvisational, and hybrid, they have offered few sustained analyses of the processes by which identities evolve during and across multimodal composing tasks. By examining how students position themselves and one another as particular kinds of learners over time, researchers can better understand the ways in which multimodal tasks help students explore new skills and roles or reify old ones. Drawing on an approach to discourse analysis from the linguistic anthropology of education, we trace the pathways of three 12th graders’ learner identities across two events as they worked in a group to compose visual responses to literary texts for their English class. We examine how one student’s robust identity as an artist emerged in tandem with the devaluing of other participants’ artist identities. Seven weeks later, these positionings led her to act as the painting’s primary author and other students to act in increasingly perfunctory ways. We call for teachers and researchers to consider how students’ identities—interacting with factors such as the teacher’s expectations for group work and the affordances of particular media and materials for collaboration—drive students’ participation in and ownership of multimodal compositions

“It Doesn’t Feel Like a Conversation”: Digital Field Experiences and Preservice Teachers’ Conceptions of Writing Response

Research shows that preservice English teachers (PSETs) lack opportunities to respond to student writing and that they may view student writing through a deficit lens. To address this need, the authors developed the Writing Mentors (WM) program, a digital field placement that gave PSETs experience providing feedback to high school writers. In this analysis, we examine how PSETs’ views of response were shaped by their digital interactions with high school writers. The challenges of interacting asynchronously created opportunities for PSETs to identify limitations in the mode of communication, propose approaches to providing feedback, and reflect on how teacher feedback can nurture or constrain relationships with students. These findings point to the promise of critical reflection on the disruptive potential of digital feedback for supporting PSTs’ response to student writing

“I Didn’t Want to Make Them Feel Wrong in Any Way”: Preservice Teachers Craft Digital Feedback on Sociopolitical Perspectives in Student Texts

This qualitative multicase analysis investigated the role of “educational niceness” and “neutrality” (e.g., Baptiste, 2008; Bissonnette, 2016) in preservice English teacher feedback on sociopolitical issues in student writing. As part of the field experiences for several ELA methods courses at two universities, one urban and one rural, the teacher-researchers used Google Docs and other technologies (e.g., screencasts and Google Community) to connect preservice teachers (PSTs) with high school writers at a geographical distance so that urban-situated PSTs could mentor rural-situated writers and vice versa. Five methods courses over two semesters served as cases, and 12 PSTs from those courses participated in focus groups. Data included audio recordings of nine focus groups and PSTs’ digital responses to student writing. Using thematic analysis, the authors explored how PSTs responded to sociopolitical perspectives in students’ writing — both engaging them and staying neutral. Although authentic opportunities for responding to student writers supported PSTs’ critical reflection on teaching writing, analysis of PSTs’ responses indicate that such authentic practice may not be sufficient for preparing PSTs to navigate sociopolitical issues and may, in fact, exacerbate PSTs’ impulse to enact educational niceness

“I Didn’t Want to Make Them Feel Wrong in Any Way”: Preservice Teachers Craft Digital Feedback on Sociopolitical Perspectives in Student Texts

This qualitative multicase analysis investigated the role of “educational niceness” and “neutrality” (e.g., Baptiste, 2008; Bissonnette, 2016) in preservice English teacher feedback on sociopolitical issues in student writing. As part of the field experiences for several ELA methods courses at two universities, one urban and one rural, the teacher-researchers used Google Docs and other technologies (e.g., screencasts and Google Community) to connect preservice teachers (PSTs) with high school writers at a geographical distance so that urban-situated PSTs could mentor rural-situated writers and vice versa. Five methods courses over two semesters served as cases, and 12 PSTs from those courses participated in focus groups. Data included audio recordings of nine focus groups and PSTs’ digital responses to student writing. Using thematic analysis, the authors explored how PSTs responded to sociopolitical perspectives in students’ writing — both engaging them and staying neutral. Although authentic opportunities for responding to student writers supported PSTs’ critical reflection on teaching writing, analysis of PSTs’ responses indicate that such authentic practice may not be sufficient for preparing PSTs to navigate sociopolitical issues and may, in fact, exacerbate PSTs’ impulse to enact educational niceness

Stellar-Mass Black Holes in the Solar Neighborhood

We search for nearby, isolated, accreting, ``stellar-mass'' (3 to $100M_\odot$) black holes. Models suggest a synchrotron spectrum in visible wavelengths and some emission in X-ray wavelengths. Of 3.7 million objects in the Sloan Digital Sky Survey Early Data Release, about 150,000 objects have colors and properties consistent with such a spectrum, and 87 of these objects are X-ray sources from the ROSAT All Sky Survey. Thirty-two of these have been confirmed not to be black-holes using optical spectra. We give the positions and colors of these 55 black-hole candidates, and quantitatively rank them on their likelihood to be black holes. We discuss uncertainties the expected number of sources, and the contribution of blackholes to local dark matter.Comment: Replaced with version accepted by ApJ. 40 pages, 8 figure

Clustering of Primordial Black Holes. II. Evolution of Bound Systems

Primordial Black Holes (PBHs) that form from the collapse of density perturbations are more clustered than the underlying density field. In a previous paper, we showed the constraints that this has on the prospects of PBH dark matter. In this paper we examine another consequence of this clustering: the formation of bound systems of PBHs in the early universe. These would hypothetically be the earliest gravitationally collapsed structures, forming when the universe is still radiation dominated. Depending upon the size and occupation of the clusters, PBH merging occurs before they would have otherwise evaporated due to Hawking evaporation.Comment: 23 pages, 1 figure. Submitted to PR

Primordial Black Hole Minimum Mass

In this paper we revisit thermodynamic constraints on primordial black hole (PBH) formation in the early universe. Under the assumption that PBH mass is equal to the cosmological horizon mass, one can use the 2nd Law of Thermodynamics to put a lower limit on the PBH mass. In models of PBH formation, however, PBHs are created at some fraction of the horizon mass. We show that this thermodynamic constraint still holds for sub-horizon PBH formation.Comment: 9 pages, no figures, replaced with version published in PR

Analysis of lesion localisation at colonoscopy: outcomes from a multi-centre U.K. study

Background: Colonoscopy is currently the gold standard for detection of colorectal lesions, but may be limited in anatomically localising lesions. This audit aimed to determine the accuracy of colonoscopy lesion localisation, any subsequent changes in surgical management and any potentially influencing factors. Methods: Patients undergoing colonoscopy prior to elective curative surgery for colorectal lesion/s were included from 8 registered U.K. sites (2012–2014). Three sets of data were recorded: patient factors (age, sex, BMI, screener vs. symptomatic, previous abdominal surgery); colonoscopy factors (caecal intubation, scope guide used, colonoscopist accreditation) and imaging modality. Lesion localisation was standardised with intra-operative location taken as the gold standard. Changes to surgical management were recorded. Results: 364 cases were included; majority of lesions were colonic, solitary, malignant and in symptomatic referrals. 82% patients had their lesion/s correctly located at colonoscopy. Pre-operative CT visualised lesion/s in only 73% of cases with a reduction in screening patients (64 vs. 77%; p = 0.008). 5.2% incorrectly located cases at colonoscopy underwent altered surgical management, including conversion to open. Univariate analysis found colonoscopy accreditation, scope guide use, incomplete colonoscopy and previous abdominal surgery significantly influenced lesion localisation. On multi-variate analysis, caecal intubation and scope guide use remained significant (HR 0.35, 0.20–0.60 95% CI and 0.47; 0.25–0.88, respectively). Conclusion: Lesion localisation at colonoscopy is incorrect in 18% of cases leading to potentially significant surgical management alterations. As part of accreditation, colonoscopists need lesion localisation training and awareness of when inaccuracies can occur